Science.gov

Sample records for affective learning outcomes

  1. Conception of Learning Outcomes in the Bloom's Taxonomy Affective Domain

    ERIC Educational Resources Information Center

    Savickiene, Izabela

    2010-01-01

    The article raises a problematic issue regarding an insufficient base of the conception of learning outcomes in the Bloom's taxonomy affective domain. The search for solutions introduces the conception of teaching and learning in the affective domain as well as presents validity criteria of learning outcomes in the affective domain. The…

  2. Demotivation: Affective States and Learning Outcomes

    ERIC Educational Resources Information Center

    Falout, Joseph; Elwood, James; Hood, Michael

    2009-01-01

    Demotivation can negatively influence the learner's attitudes and behaviors, degrade classroom group dynamics and teacher's motivation, and result in long-term and widespread negative learning outcomes. 900 university EFL learners were surveyed to investigate the demotivating factors in learning English as a foreign language (EFL) in Japan, and…

  3. Affective Learning Outcomes in Workplace Training: A Test of Synchronous vs. Asynchronous Online Learning Environments

    ERIC Educational Resources Information Center

    Cleveland-Innes, Martha; Ally, Mohamed

    2004-01-01

    Research employing an experimental design pilot-tested two delivery platforms, WebCT™ and vClass™, for the generation of affective learning outcomes in the workplace. Using a sample of volunteer participants in the help-desk industry, participants were randomly assigned to one of the two types of delivery software. Thirty-eight subjects…

  4. The Synergistic Effect of Affective Factors on Student Learning Outcomes

    ERIC Educational Resources Information Center

    Jack, Brady Michael; Lin, Huann-shyang; Yore, Larry D.

    2014-01-01

    This study investigates how affective and self-related factors impact participation in science learning and environmental awareness and responsibility. Using PISA 2006 datasets from Taiwan and Canada having similar level of science competency, the model for this study verifies and expands an earlier model by examining the relationships among…

  5. Learning Outcomes in Affective Domain within Contemporary Architectural Curricula

    ERIC Educational Resources Information Center

    Savic, Marko; Kashef, Mohamad

    2013-01-01

    Contemporary architectural education has shifted from the traditional focus on providing students with specific knowledge and skill sets or "inputs" to outcome based, student-centred educational approach. Within the outcome based model, students' performance is assessed against measureable objectives that relate acquired knowledge…

  6. Cognitive and Affective Learning Outcomes of Gifted Elementary School Students

    ERIC Educational Resources Information Center

    Delcourt, Marcia A. B.; Cornell, Dewey G.; Goldberg, Marc D.

    2007-01-01

    This project was a 2-year investigation of elementary school children placed in programs for high-ability learners. The primary purpose of the study was to investigate academic and affective changes in students during their first 2 years in a gifted program. Students were assessed during the fall of one year and the spring of the next year.…

  7. Higher Education for Sustainability: Seeking Affective Learning Outcomes

    ERIC Educational Resources Information Center

    Shephard, Kerry

    2008-01-01

    Purpose: The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability.…

  8. Adolescents' Cognitive "Habitus", Learning Environments, Affective Outcomes of Schooling, and Young Adults' Educational Attainment

    ERIC Educational Resources Information Center

    Marjoribanks, Kevin

    2006-01-01

    A moderation-mediation model was constructed to examine relationships among adolescents' cognitive "habitus" (their cognitive dispositions), learning environments, affective outcomes of schooling, and young adults' educational attainment. Data were collected as part of a longitudinal survey of Australian youth (4,171 females, 3,718 males). The…

  9. Does Augmented Reality Affect High School Students' Learning Outcomes in Chemistry?

    NASA Astrophysics Data System (ADS)

    Renner, Jonathan Christopher

    Some teens may prefer using a self-directed, constructivist, and technologic approach to learning rather than traditional classroom instruction. If it can be demonstrated, educators may adjust their teaching methodology. The guiding research question for this study focused on how augmented reality affects high school students' learning outcomes in chemistry, as measured by a pretest and posttest methodology when ensuring that the individual outcomes were not the result of group collaboration. This study employed a quantitative, quasi-experimental study design that used a comparison and experimental group. Inferential statistical analysis was employed. The study was conducted at a high school in southwest Colorado. Eighty-nine respondents returned completed and signed consent forms, and 78 participants completed the study. Results demonstrated that augmented reality instruction caused posttest scores to significantly increase, as compared to pretest scores, but it was not as effective as traditional classroom instruction. Scores did improve under both types of instruction; therefore, more research is needed in this area. The present study was the first quantitative experiment controlling for individual learning to validate augmented reality using mobile handheld digital devices that affected individual students' learning outcomes without group collaboration. This topic was important to the field of education as it may help educators understand how students learn and it may also change the way students are taught.

  10. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  11. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  12. Critical Factors Affecting the Assessment of Student Learning Outcomes: A Delphi Study of the Opinions of Community College Personnel

    ERIC Educational Resources Information Center

    Somerville, Jerry

    2008-01-01

    The purpose of this qualitative study was to identify critically important factors that affect the meaningful assessment of student learning outcomes and study why these factors were critically important. A three-round Delphi process was used to solicit the opinions of individuals who were actively involved in student learning outcomes assessment…

  13. Cognitive and Socio-Affective Outcomes of Project-Based Learning: Perceptions of Greek Second Chance School Students

    ERIC Educational Resources Information Center

    Koutrouba, Konstantina; Karageorgou, Elissavet

    2013-01-01

    The present questionnaire-based study was conducted in 2010 in order to examine 677 Greek Second Chance School (SCS) students' perceptions about the cognitive and socio-affective outcomes of project-based learning. Data elaboration, statistical and factor analysis showed that the participants found that project-based learning offered a second…

  14. Affective Learning.

    ERIC Educational Resources Information Center

    Brown, Charles T.

    This paper addresses itself to the question, "What does feeling have to do with knowing?" Two movements in affective education are discussed which have come into focus in recent years and which attempt to define the relationship between knowing and feeling. The first, a conscious application of the role of arousal in learning, emphasizes arousal…

  15. Learning Orientation and Goal Orientation Context: Relationships with Cognitive and Affective Learning Outcomes

    ERIC Educational Resources Information Center

    Martocchio, Joseph J.; Hertenstein, Edward J.

    2003-01-01

    A field experiment of ninety-six employees tested a model of the relationships among dispositional learning orientation, self-efficacy, goal orientation context, and declarative knowledge. Specifically, the model predicted positive influences of task-specific self-efficacy (pre- and mid-training) and declarative knowledge in the relationship…

  16. FORUM: Affective Learning. Reclaiming Affective Learning

    ERIC Educational Resources Information Center

    Housley Gaffney, Amy L.; Dannels, Deanna P.

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  17. Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

    ERIC Educational Resources Information Center

    Beachboard, Martine Robinson; Beachboard, John C.; Li, Wenling; Adkison, Stephen R.

    2011-01-01

    This study examines whether feelings of relatedness constitute a substantial means by which learning communities (cohorts) improve learning outcomes in higher education. It applies Ryan and Deci's Self-Determination Theory to an analysis of the National Survey of Student Engagement. The SDT hypothesizes that environments that support perceptions…

  18. Measuring Course Learning Outcomes

    ERIC Educational Resources Information Center

    Keshavarz, Mohsen

    2011-01-01

    Accreditation criteria of programs require effective learning outcomes, assessment with documented procedures, tools, results, and actions to close the assessment loop with broad faculty involvement. This article describes a methodology for providing quantitative measurement of a course's learning outcomes. The methodology uses a linkage matrix…

  19. Do School Facilities Affect Academic Outcomes?

    ERIC Educational Resources Information Center

    Schneider, Mark

    This review explores which facility attributes affect academic outcomes the most and in what manner and degree. The research is examined in six categories: indoor air quality, ventilation, and thermal comfort; lighting; acoustics; building age and quality; school size; and class size. The review concludes that school facilities affect learning.…

  20. Being Nontraditional and Learning Online: Assessing the Psychosocial Learning Environments, Self-Efficacy, and Affective Outcomes among College Student Groups

    ERIC Educational Resources Information Center

    Ashford, Roslyn La'Toya

    2014-01-01

    The study compared traditional and nontraditional students' attitudes about the psychosocial learning environment and their influence on self-efficacy, enjoyment of online learning, and student satisfaction by using Moos' (1979) Model of Environmental and Personal Variables and the three dimensions of social climate as its theoretical framework.…

  1. Does Cooperative Learning Improve Student Learning Outcomes?

    ERIC Educational Resources Information Center

    Yamarik, Steven

    2007-01-01

    What is the effect of small-group learning on student learning outcomes in economic instruction? In spring 2002 and fall 2004, the author applied cooperative learning to one section of intermediate macroeconomics and taught another section using a traditional lecture format. He identified and then tracked measures of student learning outcomes.…

  2. Correlational Analysis of Adult Students' Self-Directed Learning Readiness, Affective Learning Outcomes, Prior Electronic Learning Experience, and Age in Hybrid and Online Course-Delivery Formats

    ERIC Educational Resources Information Center

    Nikitenko, Gleb

    2009-01-01

    The self-directed learning (SDL) in all of its characteristics measured in students and in various learning contexts continues to have a very important role in educational research and requires new explorations. Contemporary research indicates that there is a direct positive relationship between the level of student self-directed learning…

  3. Animated pedagogical agents: How the presence and nonverbal communication of a virtual instructor affect perceptions and learning outcomes in a computer-based environment about basic physics concepts

    NASA Astrophysics Data System (ADS)

    Frechette, M. Casey

    One important but under-researched area of instructional technology concerns the effects of animated pedagogical agents (APAs), or lifelike characters designed to enhance learning in computer-based environments. This research sought to broaden what is currently known about APAs' instructional value by investigating the effects of agents' visual presence and nonverbal communication. A theoretical framework based on APA literature published in the past decade guided the design of the study. This framework sets forth that APAs impact learning through their presence and communication. The communication displayed by an APA involves two distinct kinds of nonverbal cues: cognitive (hand and arm gestures) and affective (facial expressions). It was predicted that the presence of an agent would enhance learning and that nonverbal communication would amplify these effects. The research utilized a between-subjects experimental design. Participants were randomly assigned to treatment conditions in a controlled lab setting, and group means were compared with a MANCOVA. Participants received (1) a non-animated agent, (2) an agent with hand and arm gestures, (3) an agent with facial expressions, or (4) a fully animated agent. The agent appeared in a virtual learning environment focused on Kepler's laws of planetary motion. A control group did not receive the visual presence of an agent. Two effects were studied: participants' perceptions and their learning outcomes. Perceptions were measured with an attitudinal survey with five subscales. Learning outcomes were measured with an open-ended recall test, a multiple choice comprehension test, and an open-ended transfer test. Learners presented with an agent with affective nonverbal communication comprehended less than learners exposed to a non-animated agent. No significant differences were observed when a group exposed to a fully animated agent was compared to a group with a non-animated agent. Adding both nonverbal communication

  4. Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature

    ERIC Educational Resources Information Center

    Casey, Ashley; Goodyear, Victoria A.

    2015-01-01

    Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students' engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning…

  5. Learning Outcomes: A Conceptual Analysis

    ERIC Educational Resources Information Center

    Hussey, Trevor; Smith, Patrick

    2008-01-01

    Learning outcomes have become widely used in higher education, but also misused to the point of being controversial and a bureaucratic burden. This paper distinguishes three kinds of learning outcome found in current literature: (1) those used in individual teaching events; (2) those specified for modules or short courses; and (3) those specified…

  6. FORUM: Affective Learning. Affective Learning from a Cognitive Neuroscientific Perspective

    ERIC Educational Resources Information Center

    Mottet, Timothy P.

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  7. FORUM: Affective Learning. The Instructional Communication Affective Learning Paradox

    ERIC Educational Resources Information Center

    Lane, Derek R.

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  8. FORUM: Affective Learning. Pursuing and Measuring Affective Learning Objectives

    ERIC Educational Resources Information Center

    Witt, Paul L.

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  9. The Effectiveness of Inquiry Learning Method to Enhance Students' Learning Outcome: A Theoritical and Empirical Review

    ERIC Educational Resources Information Center

    Andrini, Vera Septi

    2016-01-01

    The necessities of the 21st century requires education to continue creating the young generation to have life skills. Life skills are trained through the learning process and identified through the learning outcomes of students. One of the affecting factors for low learning outcomes is learning models. The learning model is a design study that…

  10. Learning Outcomes: Skills or Function?

    ERIC Educational Resources Information Center

    Ciancone, Tom; Tout, Dave

    Participants in a teacher workshop compared these two approaches to learning outcomes in adult numeracy: (1) teaching mathematical skills and (2) using and applying mathematics from real life. The first approach was illustrated by an Ontario, Canada, program based on traditional school math, whose outcomes are skill-based and are the following:…

  11. Implementation of Outcome-Based Education in Universiti Putra Malaysia: A Focus on Students' Learning Outcomes

    ERIC Educational Resources Information Center

    Mohayidin, Mohd Ghazali; Suandi, Turiman; Mustapha, Ghazali; Konting, Mohd. Majid; Kamaruddin, Norfaryanti; Man, Nor Azirawani; Adam, Azura; Abdullah, Siti Norziah

    2008-01-01

    The move towards applying outcome-based education in teaching and learning at tertiary education level has become an important topic in Malaysia. Apart from the three learning domains; namely, cognitive, psychomotor and affective, the Ministry of Higher Education has determined eight learning outcomes which are important in providing wholesome…

  12. Factors affecting outcomes in colonoscopy.

    PubMed

    Selehi, Seema; Leung, Edmund; Wong, Ling

    2008-01-01

    There are many factors that influence successful outcomes in colonoscopy. The aims of this study were to evaluate these factors and determine ways to improve outcomes. All participants (N=229) who underwent planned colonoscopy between July and September 2004 were retrospectively included. Participants included 118 men and 111 women with a mean age of 59 years. Completion rate was 92%. Reasons of failure included poor bowel preparation (2.2%, p< .025), bowel looping (2.2%, p< .025), participant discomfort (1.3%), and obstructing lesion (1.3%). Mean midazolam dose was 3.8 mg. Three participants (1.3%) had midazolam alone, and all had complete colonoscopy. One hundred thirty-three participants (60.7%) had additional meperidine, with a completion rate of 94%. Eighty three participants (37.9%) had additional meperidine and Buscopan, with a completion rate reduced to 89.2%. There was no correlation between sedatives used and completion rate. Completion rate of colonoscopy in our unit was acceptable at 92%. A combination of midazolam and meperidine gave the best completion rates (94%). The two main reasons for incompletion were poor bowel preparation and excessive bowel looping. PMID:18300826

  13. Intracranial ependymoma: factors affecting outcome.

    PubMed

    Massimino, Maura; Buttarelli, Francesca R; Antonelli, Manila; Gandola, Lorenza; Modena, Piergiorgio; Giangaspero, Felice

    2009-03-01

    Ependymomas account for 2-9% of all neuroepithelial tumors, amounting to 6-12% of all intracranial tumors in children and up to 30% of those in children younger than 3 years. Recent findings provide evidence that intracranial and spinal ependymomas share similar molecular profiles with the radial glia of their corresponding locations. The management of intracranial ependymoma is still not optimal. The 5-year progression-free survival for children with ependymoma ranges between 30 and 50% with a worse prognosis for patients with residual disease after surgery. The prognostic relevance of most factors are still being debated. Recent studies, in which the current WHO classification criteria were applied, reported the relationship between histological grade and outcome. Biomolecular studies have identified that gain of 1q25 and EGFR overexpression correlate to poor prognosis, whereas low expression of nucleolin correlated with a favorable outcome. Ependymomas have been considered a 'surgical disease', where completeness of excision can be reached in approximately half of the cases. At present the standard treatment is radiation therapy for all patients after gross-total or near-total resection. For high-risk patients, with residual tumor, an interesting, although experimental, approach could be chemotherapy followed by secondary surgery and postoperative conformal irradiation. PMID:19284379

  14. Birth order, family environments, academic and affective outcomes.

    PubMed

    Marjoribanks, Kevin

    2003-06-01

    Relations were examined among birth order, family social status, family learning environments, and a set of affective and academic outcomes. Data were collected as part of an Australian longitudinal study (4,171 females and 3,718 males). Analysis suggested that birth order continued to have small but significant associations with adolescents' self-concept and educational aspirations and with young adults' educational attainment, after taking into account differences in family social status and family learning environments. PMID:12931949

  15. Practice Characteristics that Lead to 21st Century Learning Outcomes.

    ERIC Educational Resources Information Center

    Law, Nancy; Lee, Y.; Chow, A.

    2002-01-01

    Describes a study in Hong Kong elementary and secondary schools that investigated whether innovative teaching practices that used ICT (information and communication technology) would lead to learning outcomes needed for today's knowledge society. Suggests that affective and socio-cognitive learning outcomes are more important as preparation for…

  16. Early Adolescent Affect Predicts Later Life Outcomes

    PubMed Central

    Kansky, Jessica; Allen, Joseph P.; Diener, Ed

    2016-01-01

    Background Subjective well-being as a predictor for later behavior and health has highlighted its relationship to health, work performance, and social relationships. However, the majority of such studies neglect the developmental nature of well-being in contributing to important changes across the transition to adulthood. Methods To examine the potential role of subjective well-being as a long-term predictor of critical life outcomes, we examined indicators of positive and negative affect at age 14 as a predictor of relationship, adjustment, self worth, and career outcomes a decade later at ages 23 to 25, controlling for family income and gender. We utilized multi-informant methods including reports from the target participant, close friends, and romantic partners in a demographically diverse community sample of 184 participants. Results Early adolescent positive affect predicted less relationship problems (less self-reported and partner-reported conflict, greater friendship attachment as rated by close peers), healthy adjustment to adulthood (lower levels of depression, anxiety, and loneliness). It also predicted positive work functioning (higher levels of career satisfaction and job competence) and increased self-worth. Negative affect did not significantly predict any of these important life outcomes. In addition to predicting desirable mean levels of later outcomes, early positive affect predicted beneficial changes across time in many outcomes. Conclusions The findings extend early research on the beneficial outcomes of subjective well-being by having an earlier assessment of well-being, including informant reports in measuring a large variety of outcome variables, and by extending the findings to a lower socioeconomic group of a diverse and younger sample. The results highlight the importance of considering positive affect as an important component of subjective well-being distinct from negative affect. PMID:27075545

  17. Outcome learning, outcome expectations, and intentionality in Drosophila.

    PubMed

    Heisenberg, Martin

    2015-06-01

    An animal generates behavioral actions because of the effects of these actions in the future. Occasionally, the animal may generate an action in response to a certain event or situation. If the outcome of the action is adaptive, the animal may keep this stimulus-response link in its behavioral repertoire, in case the event or situation occurs again. If a responsive action is innate but the outcome happens to be less adaptive than it had been before, the link may be loosened. This adjustment of outcome expectations involves a particular kind of learning, which will be called "outcome learning." The present article discusses several examples of outcome learning in Drosophila. Learning and memory are intensely studied in flies, but the focus is on classical conditioning. Outcome learning, a particular form of operant learning, is of special significance, because it modulates outcome expectations that are operational components of action selection and intentionality. PMID:25979991

  18. Outcome learning, outcome expectations, and intentionality in Drosophila

    PubMed Central

    2015-01-01

    An animal generates behavioral actions because of the effects of these actions in the future. Occasionally, the animal may generate an action in response to a certain event or situation. If the outcome of the action is adaptive, the animal may keep this stimulus–response link in its behavioral repertoire, in case the event or situation occurs again. If a responsive action is innate but the outcome happens to be less adaptive than it had been before, the link may be loosened. This adjustment of outcome expectations involves a particular kind of learning, which will be called “outcome learning.” The present article discusses several examples of outcome learning in Drosophila. Learning and memory are intensely studied in flies, but the focus is on classical conditioning. Outcome learning, a particular form of operant learning, is of special significance, because it modulates outcome expectations that are operational components of action selection and intentionality. PMID:25979991

  19. Factors of Learner-Instructor Interaction Which Predict Perceived Learning Outcomes in Online Learning Environment

    ERIC Educational Resources Information Center

    Kang, M.; Im, T.

    2013-01-01

    Interaction in the online learning environment has been regarded as one of the most critical elements that affect learning outcomes. This study examined what factors in learner-instructor interaction can predict the learner's outcomes in the online learning environment. Learners in K Online University participated by answering the survey, and data…

  20. Assessing Education Program Learning Outcomes

    ERIC Educational Resources Information Center

    Bahous, Rima; Nabhani, Mona

    2011-01-01

    Teacher education programs help teachers gain knowledge and skills, develop "new" attitudes, and impact their beliefs about teaching, thereby favorably affecting teaching outcomes. In the absence of national standards and formal studies in Lebanon of existing teacher preparation programs, findings of this study could greatly contribute to needed…

  1. Defining, constructing and assessing learning outcomes.

    PubMed

    Taylor, R M

    2009-08-01

    Learning outcomes define the veterinary curriculum and inform students about what they must be able to demonstrate to succeed. Stakeholder consultation during their development ensures that programme learning outcomes equip graduates to contribute to the veterinary profession. Effective learning outcomes form a hierarchy linking the programme, its courses and tasks. Clear outcomes direct students towards higher quality learning by indicating the achievements intended, but leave scope for emergent learning outcomes. Defined technical competencies fit within this overarching framework, complementing higher order learning. Mapping is used to align learning outcomes horizontally and vertically so students are systematically guided towards entry-level competence and professional independence. Constructively aligned learning and assessment tasks ensure learners spend the focused time required to sequentially develop programme outcomes. Assessment by staff, peers and other stakeholders certifies achievement of intended outcomes. Effective assessment also empowers students to define and achieve their own learning outcomes, so they develop the habits of autonomous life-long learning. Evaluation of the quality and consistency of achieved outcomes informs ongoing programme improvement. If we are going to achieve the objectives of this set of papers, i.e. to improve public health education globally (Rev. sci. tech. Off. int. Epiz. 28 [2] 2009), then it is essential that they be well defined in the learning outcomes statement of all veterinary schools. PMID:20128490

  2. FORUM: Affective Learning. Students' Affective Learning as Affective Experience: Significance, Reconceptualization, and Future Directions

    ERIC Educational Resources Information Center

    Bolkan, San

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  3. Motivated behavioral outcomes affect ratings of attractiveness.

    PubMed

    Bernard, Larry C; Hardy, David J

    2014-12-01

    A relatively new theory of motivation posits that purposeful human behavior may be partly explained by multidimensional individual differences "traits of action" (motives). Its 15 motives can be characterized according to their purpose: individual integrity, competitiveness, and cooperativeness. Existing evidence supports the model on which the motives are based and the reliability and validity of strategies to assess them. This experiment tested whether the hypothetical results of consistent, motivated cooperative and competitive behavior could affect ratings of attractiveness. Male and female participants (N = 98; M age = 18.8, SD = 1.4) were shown 24 opposite-sex facial photos ranging in attractiveness. The photos were paired with one of three conditions representing theoretical outcomes that would result from low, control, and high levels of cooperative and competitive motives. As predicted, outcome descriptions representing high motive strength of six motives statistically significantly affected ratings of attractiveness. This result was independent of sex of participant and consistent with the theory. PMID:25457092

  4. Effects of Cooperative E-Learning on Learning Outcomes

    ERIC Educational Resources Information Center

    Yeh, Shang-Pao; Fu, Hsin-Wei

    2014-01-01

    This study aims to discuss the effects of E-Learning and cooperative learning on learning outcomes. E-Learning covers the dimensions of Interpersonal communication, abundant resources, Dynamic instruction, and Learning community; and, cooperative learning contains three dimensions of Cooperative motive, Social interaction, and Cognition…

  5. Relationship between Learning Outcomes and Online Accesses

    ERIC Educational Resources Information Center

    Suanpang, Pannee; Petocz, Peter; Reid, Anna

    2004-01-01

    This paper reports on a study carried out in Thailand investigating the relationship between students' use of an e-learning system and their learning outcomes in a course on Business Statistics. The results show a clear relationship between accesses to the e-learning system, as measured by number of "hits", and outcomes, as measured by final…

  6. College Students Attitudes toward Learning Process and Outcome of Online Instruction and Distance Learning across Learning Styles

    ERIC Educational Resources Information Center

    Nguyen, Dat-Dao; Zhang, Yue

    2011-01-01

    This study uses the Learning-Style Inventory--LSI (Smith & Kolb, 1985) to explore to what extent student attitudes toward learning process and outcome of online instruction and Distance Learning are affected by their cognitive styles and learning behaviors. It finds that there are not much statistically significant differences in perceptions on…

  7. Variables affecting learning in a simulation experience: a mixed methods study.

    PubMed

    Beischel, Kelly P

    2013-02-01

    The primary purpose of this study was to test a hypothesized model describing the direct effects of learning variables on anxiety and cognitive learning outcomes in a high-fidelity simulation (HFS) experience. The secondary purpose was to explain and explore student perceptions concerning the qualities and context of HFS affecting anxiety and learning. This study used a mixed methods quantitative-dominant explanatory design with concurrent qualitative data collection to examine variables affecting learning in undergraduate, beginning nursing students (N = 124). Being ready to learn, having a strong auditory-verbal learning style, and being prepared for simulation directly affected anxiety, whereas learning outcomes were directly affected by having strong auditory-verbal and hands-on learning styles. Anxiety did not quantitatively mediate cognitive learning outcomes as theorized, although students qualitatively reported debilitating levels of anxiety. This study advances nursing education science by providing evidence concerning variables affecting learning outcomes in HFS. PMID:21593285

  8. Requiring Writing, Ensuring Distance-Learning Outcomes.

    ERIC Educational Resources Information Center

    Mulligan, Roark; Geary, Susan

    1999-01-01

    Discussion of the quality of distance learning programs focuses on a study of Christopher Newport University (CPU ONLINE) that showed learning outcomes in online courses were as good as outcomes in traditional courses. Describes online writing requirements that helped students develop critical thinking skills. (Author/LRW)

  9. CLIL Learning: Achievement Levels and Affective Factors

    ERIC Educational Resources Information Center

    Seikkula-Leino, Jaana

    2007-01-01

    The aim of the study was to investigate how successfully pupils had learned content in content and language integrated learning (CLIL) and to assess pupils' affective learning factors, such as motivation and self-esteem, in CLIL. Learning was presented in terms of achievement level, which was described as the relationship between measured levels…

  10. Science Learning Outcomes in Alignment with Learning Environment Preferences

    ERIC Educational Resources Information Center

    Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia

    2011-01-01

    This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth…

  11. Psychosocial Environment and Affective Outcomes in Technology-Rich Classrooms: Testing a Causal Model

    ERIC Educational Resources Information Center

    Dorman, Jeffrey P.; Fraser, Barry J.

    2009-01-01

    Research investigated classroom environment antecedent variables and student affective outcomes in Australian high schools. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was used to assess 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation,…

  12. Learning Outcomes in Validation and Credit Systems

    ERIC Educational Resources Information Center

    Bjornavold, Jens; Le Mouillour, Isabelle

    2009-01-01

    Instruments and arrangements supporting transfer and accumulation of learning outcomes, such as validation and credit systems, form an important part of European and national lifelong learning strategies. Debate has largely focused on separate initiatives and failed to address how these may interact and could create synergies. A starting point for…

  13. The Role of Readiness Factors in E-Learning Outcomes: An Empirical Study

    ERIC Educational Resources Information Center

    Keramati, Abbas; Afshari-Mofrad, Masoud; Kamrani, Ali

    2011-01-01

    Although many researchers have studied different factors which affect E-Learning outcomes, there is little research on assessment of the intervening role of readiness factors in E-Learning outcomes. This study proposes a conceptual model to determine the role of readiness factors in the relationship between E-Learning factors and E-Learning…

  14. School Factors Explaining Achievement on Cognitive and Affective Outcomes: Establishing a Dynamic Model of Educational Effectiveness

    ERIC Educational Resources Information Center

    Creemers, Bert; Kyriakides, Leonidas

    2010-01-01

    The dynamic model of educational effectiveness defines school level factors associated with student outcomes. Emphasis is given to the two main aspects of policy, evaluation, and improvement in schools which affect quality of teaching and learning at both the level of teachers and students: a) teaching and b) school learning environment. Five…

  15. Learning Communities: Examining Positive Outcomes

    ERIC Educational Resources Information Center

    Andrade, Maureen S.

    2008-01-01

    Learning communities, designed primarily to increase student persistence and academic achievement, are a common first-year initiative on university campuses. Assessments of learning communities frequently examine indicators that are easily quantifiable such as student persistence and academic achievement, but also examine factors thought to affect…

  16. Integrating Learning Outcome Typologies for HRD: Review and Current Status

    ERIC Educational Resources Information Center

    Lim, Doo Hun; Yoon, Seung Won; Park, Sunyoung

    2013-01-01

    This study reports the result of literature review in regards to learning outcome studies and presents a framework that integrates content types with learning outcomes. Analysis of learning outcome studies between 1992 and 2006 using the ERIC database indicated that most empirical studies have assessed the learning outcome at lower levels of…

  17. Student Activity and Learning Outcomes in a Virtual Learning Environment

    ERIC Educational Resources Information Center

    Romanov, Kalle; Nevgi, Anne

    2008-01-01

    The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…

  18. Affective Outcomes of a World Geography Course

    ERIC Educational Resources Information Center

    Forsyth, Alfred S., Jr.; Maier, Joan N.

    2006-01-01

    Affective goals and objectives, rarely stated in geographic education standards, textbooks or course syllabi, include improving students' attitudes toward other people. World geography courses expose students to other parts of the world and to people different from themselves. Although affective goals may not be stated for such courses, could it…

  19. Trait Affect and Job Search Outcomes

    ERIC Educational Resources Information Center

    Cote, Stephane; Saks, Alan M.; Zikic, Jelena

    2006-01-01

    The present study examines the role of trait affect in job search. One hundred and twenty-three university students completed measures of positive and negative affectivity, conscientiousness, job search self-efficacy, job search clarity, and job search intensity during their last year of school while on the job market. At the end of the school…

  20. Theories of willpower affect sustained learning.

    PubMed

    Miller, Eric M; Walton, Gregory M; Dweck, Carol S; Job, Veronika; Trzesniewski, Kali H; McClure, Samuel M

    2012-01-01

    Building cognitive abilities often requires sustained engagement with effortful tasks. We demonstrate that beliefs about willpower-whether willpower is viewed as a limited or non-limited resource-impact sustained learning on a strenuous mental task. As predicted, beliefs about willpower did not affect accuracy or improvement during the initial phases of learning; however, participants who were led to view willpower as non-limited showed greater sustained learning over the full duration of the task. These findings highlight the interactive nature of motivational and cognitive processes: motivational factors can substantially affect people's ability to recruit their cognitive resources to sustain learning over time. PMID:22745675

  1. Empirical Testing of an Affective Learning Paradigm.

    ERIC Educational Resources Information Center

    Asmus, Edward P., Jr.

    1980-01-01

    This investigation of a college music course examined the effectiveness of a cyclical affective learning paradigm based on the premise that student affect toward a course of instruction will dictate, in part, cognitive performance. Results suggest that teachers would be better advised to concentrate on cognitive instruction than on affect.…

  2. Hindsight bias, outcome knowledge and adaptive learning.

    PubMed

    Henriksen, K; Kaplan, H

    2003-12-01

    The ubiquitous nature of hindsight bias is a cause for concern for those engaged in investigations and retrospective analysis of medical error. Hindsight does not equal foresight. Investigations that are anchored to outcome knowledge run the risk of not capturing the complexities and uncertainties facing sharp end personnel and why their actions made sense at the time. Important lessons go unlearned if the exercise is simply to back track someone else's decision landmarks. Outcome knowledge can also bias our thinking on the quality of the processes that led to the outcome. This paper examines the influence of outcome knowledge in relation to reconstructive memory and legal testimony, ways for reducing the impact of outcome knowledge, and an adaptive learning framework that places hindsight bias in a broader context of rapid updating of knowledge. PMID:14645895

  3. FORUM: Affective Learning. Reconsidering the Conceptualization and Operationalization of Affective Learning

    ERIC Educational Resources Information Center

    Myers, Scott A.; Goodboy, Alan K.

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  4. Implicit emotion regulation affects outcome evaluation.

    PubMed

    Yang, Qiwei; Tang, Ping; Gu, Ruolei; Luo, Wenbo; Luo, Yue-jia

    2015-06-01

    Efficient implicit emotion regulation processes, which run without awareness, are important for human well-being. In this study, to investigate the influence of implicit emotion regulation on psychological and electrophysiological responses to gains and losses, participants were required to select between two Chinese four-character idioms to match the meaning of the third one before they performed a monetary gambling task. According to whether their meanings were related to emotion regulation, the idioms fell into two categories. Event-related potentials and self-rating emotional experiences to outcome feedback were recorded during the task. Priming emotion regulation reduced subjective emotional experience to both gains and losses and the amplitudes of the feedback-related negativity, while the P3 component was not influenced. According to these results, we suggest that the application of implicit emotion regulation effectively modulated the subjective emotional experience and the motivational salience of current outcomes without the cost of cognitive resources. This study implicates the potential significance of implicit emotion regulation in decision-making processes. PMID:25332404

  5. Rockford, Ill.: Cognitive and Affective Outcomes.

    ERIC Educational Resources Information Center

    Baldwin, Thomas F.; And Others

    1978-01-01

    Describes the operational tests of the two-way interactive cable television system using a firefighter training series administered to the Rockford (Illinois) fire department. Cognitive and affective measurement instruments described indicate a significant difference favoring two-way systems of in-service training programs. (JMF)

  6. Enhancing Teaching Effectiveness and Student Learning Outcomes

    ERIC Educational Resources Information Center

    Paolini, Allison

    2015-01-01

    This manuscript addresses how post-secondary educators can enhance their teaching effectiveness and student learning outcomes through student assessment. Highlights will include evidence-based practices, teaching style, methodology, and the use of assessment data for university instructors. Primary focus will be data obtained from key stakeholders…

  7. Capstone Portfolios and Geography Student Learning Outcomes

    ERIC Educational Resources Information Center

    Mossa, Joann

    2014-01-01

    Due to increasing demands regarding student learning outcomes and accreditation, a capstone portfolio was added to assess critical thinking and communication skills of geography majors at a large public university in the USA. The portfolio guidelines were designed to be adaptable to a flexible curriculum where about half of the requirements within…

  8. So, What's a Learning Outcome Anyway?

    ERIC Educational Resources Information Center

    Battersby, Mark

    This report defines and explains the importance of the learning outcomes approach. According to the paper, this approach bases curriculum design, content, delivery and assessment on the application and integration of knowledge, skills and values -- a comprehensiveness that is not achieved with a competency approach. The report also discusses…

  9. Assessing Higher Education Learning Outcomes in Brazil

    ERIC Educational Resources Information Center

    Pedrosa, Renato H. L.; Amaral, Eliana; Knobel, Marcelo

    2013-01-01

    Brazil has developed an encompassing system for quality assessment of higher education, the National System of Higher Education Evaluation (SINAES), which includes a test for assessing learning outcomes at the undergraduate level, the National Exam of Student Performance (ENADE). The present system has been running since 2004, and also serves as…

  10. Some Factors Effected Student's Calculus Learning Outcome

    ERIC Educational Resources Information Center

    Rajagukguk, Wamington

    2016-01-01

    The purpose of this study is to determine the factors effected calculus learning outcome of the student. This study was conducted with 176 respondents, which were selected randomly. The data were obtained by questionnaire, and then analyzed by using multiple regressions, and correlation, at level of a = 0.05. The findings showed there is the…

  11. Taylorism and the Logic of Learning Outcomes

    ERIC Educational Resources Information Center

    Stoller, Aaron

    2015-01-01

    This essay examines the shared philosophical foundations of Fredrick W. Taylor's scientific management principles and the contemporary learning outcomes movement (LOM). It analyses the shared philosophical ground between the focal point of Taylor's system--"the task"--and the conceptualization and deployment of "learning…

  12. Do gravidity and age affect pregnancy outcome?

    PubMed

    Santow, G; Bracher, M

    1989-01-01

    Fetal loss has generally been found to vary with gravidity, previous experience of fetal loss, and maternal age, but the literature is divided on the reasons for these associations. In this paper we examine pregnancy histories obtained retrospectively from a nationally representative one-in-one-thousand sample of women in Australia aged 20 to 59 years. The relations of fetal loss ratios with both gravidity and previous outcome are consistent with heterogeneity of risk over the study population and a stopping rule, whereby high-risk women undertake more pregnancies than low-risk women to achieve the same number of live births. Evidence is presented that elevated loss ratios in the teens indicate not higher risk but a selection for short gestation intervals, while loss ratios beyond the mid-thirties do not point unequivocally to a substantial increase in risk at the older reproductive ages. PMID:2814570

  13. Surgical technique affects outcomes in acromioclavicular reconstruction.

    PubMed

    Grassbaugh, Jason A; Cole, Chad; Wohlrab, Kurt; Eichinger, Josef

    2013-01-01

    Optimal treatment for acromioclavicular (AC) dislocation is unknown. Numerous surgical procedures for AC injuries have been described with little comparison. This study sought to compare the clinical and radiographic results of various surgical techniques in order to identify the optimal surgical technique. Ninety patients met inclusion criteria of AC reconstruction at this institution. A retrospective review of outcomes was performed using the electronic records system. Radiographs were measured for pre- and postoperative grade and percent elevation versus the contralateral side. Overall revision rate was 9%. Suture button fixation had a revision rate of 0% compared to 14% (p = .01). Reconstruction procedures performed with distal clavicle excision showed a higher revision rate, 17% compared to 0% (p = .003). There were no statistically significant clinical differences. AC reconstructions performed with suture button construct were superior to other surgical techniques. Procedures performed with distal clavicle excision were inferior to those without. PMID:23449059

  14. Teacher Interpersonal Behaviour and Secondary Students' Cognitive, Affective and Moral Outcomes in Hong Kong

    ERIC Educational Resources Information Center

    Sivan, Atara; Chan, Dennis W. K.

    2013-01-01

    This study validated the Chinese version of the Questionnaire on Teacher Interaction (QTI) in the Hong Kong context as well as examined the relationship between students' perceptions of interpersonal teacher behaviour and their cognitive, affective and moral learning outcomes. Data were collected with the QTI and four other measures of student…

  15. Importance and Impotence? Learning, Outcomes and Research in Further Education

    ERIC Educational Resources Information Center

    James, David

    2005-01-01

    One of the defining features of the Teaching and Learning Research Programme is that it 'aims to improve outcomes for learners of all ages in teaching and learning contexts across the UK'. This article argues that, although it is possible to use the terms "outcomes for learners" and "learning outcomes" interchangeably, they have an important…

  16. Classification of Learning Outcomes: Evidence from the Computer Games Literature

    ERIC Educational Resources Information Center

    O'Neil, Harold F.; Wainess, Richard; Baker, Eva L.

    2005-01-01

    Following up on an earlier issue of "The Curriculum Journal" (Vol. 16, No. 1), this article focuses on learning outcomes in the context of video games. Learning outcomes are viewed from two theoretical frameworks: Kirkpatrick's levels of evaluation and the CRESST model of learning. These are used to analyse the outcomes claimed in journal articles…

  17. The Neural Basis of Risky Choice with Affective Outcomes

    PubMed Central

    Suter, Renata S.; Pachur, Thorsten; Hertwig, Ralph; Endestad, Tor; Biele, Guido

    2015-01-01

    Both normative and many descriptive theories of decision making under risk are based on the notion that outcomes are weighted by their probability, with subsequent maximization of the (subjective) expected outcome. Numerous investigations from psychology, economics, and neuroscience have produced evidence consistent with this notion. However, this research has typically investigated choices involving relatively affect-poor, monetary outcomes. We compared choice in relatively affect-poor, monetary lottery problems with choice in relatively affect-rich medical decision problems. Computational modeling of behavioral data and model-based neuroimaging analyses provide converging evidence for substantial differences in the respective decision mechanisms. Relative to affect-poor choices, affect-rich choices yielded a more strongly curved probability weighting function of cumulative prospect theory, thus signaling that the psychological impact of probabilities is strongly diminished for affect-rich outcomes. Examining task-dependent brain activation, we identified a region-by-condition interaction indicating qualitative differences of activation between affect-rich and affect-poor choices. Moreover, brain activation in regions that were more active during affect-poor choices (e.g., the supramarginal gyrus) correlated with individual trial-by-trial decision weights, indicating that these regions reflect processing of probabilities. Formal reverse inference Neurosynth meta-analyses suggested that whereas affect-poor choices seem to be based on brain mechanisms for calculative processes, affect-rich choices are driven by the representation of outcomes’ emotional value and autobiographical memories associated with them. These results provide evidence that the traditional notion of expectation maximization may not apply in the context of outcomes laden with affective responses, and that understanding the brain mechanisms of decision making requires the domain of the decision

  18. Testing the DQP: What Was Learned about Learning Outcomes?

    ERIC Educational Resources Information Center

    Ickes, Jessica L.; Flowers, Daniel R.

    2015-01-01

    Through a campuswide project using the Degree Qualifications Profile (DQP) as a comparison tool that engaged students and faculty, the authors share findings and implications about learning outcomes for IR professionals and DQP authors while considering the role of IR in large-scale, campuswide projects.

  19. Defining and Assessing Affective Outcomes in Undergraduate Pediatric Dentistry.

    ERIC Educational Resources Information Center

    Cullen, Claire L.

    1990-01-01

    The affective aspect of the curriculum is defined as the development of appropriate and measurable values such as ethical behavior, honesty, tolerance, and becoming a life-long learner. In outcome assessment of the affective category, the goal is to evaluate the transition of the student to a professional. (MLW)

  20. Dynamics of Affective States during Complex Learning

    ERIC Educational Resources Information Center

    D'Mello, Sidney; Graesser, Art

    2012-01-01

    We propose a model to explain the dynamics of affective states that emerge during deep learning activities. The model predicts that learners in a state of engagement/flow will experience cognitive disequilibrium and confusion when they face contradictions, incongruities, anomalies, obstacles to goals, and other impasses. Learners revert into the…

  1. Student Learning Outcomes: Barriers and Solutions for Faculty Development

    ERIC Educational Resources Information Center

    Lightner, Robin; Benander, Ruth

    2010-01-01

    Student learning outcomes clarify the focus of a course. In creating student centered, concrete, measurable outcomes, the instructor creates a framework for coherent, integrated course design. Faculty may be resistant to writing student learning outcomes because of lack of time, teaching philosophy, job descriptions, assessment pressure and…

  2. Enhancing Learning Outcomes through Application Driven Activities in Marketing

    ERIC Educational Resources Information Center

    Stegemann, Nicole; Sutton-Brady, Catherine

    2013-01-01

    This paper introduces an activity used in class to allow students to apply previously acquired information to a hands-on task. As the authors have previously shown active learning is a way to effectively facilitate and improve students' learning outcomes. As a result to improve learning outcomes we have overtime developed a series of learning…

  3. Evaluating Learning Outcomes: In Search of Lost Knowledge

    ERIC Educational Resources Information Center

    O'Brien, Stephen; Brancaleone, David

    2011-01-01

    This paper examines the concept, pervasive policy and practice of learning outcomes, as increasingly adopted and officially supported in third-level educational institutions. It begins by outlining the context and development of learning outcomes from European and Irish educational policy perspectives. We go on to explore how learning outcomes…

  4. Institutional Factors Affecting Biophysical Outcomes in Forest Management

    ERIC Educational Resources Information Center

    Coleman, Eric A.

    2009-01-01

    Although there is considerable interest in the impact of diverse policies affecting the biophysical outcomes in forests, gaining a substantial sample over time of forests under different institutional arrangements has been difficult. This article analyzes data from 46 forests located in six countries over time. In forests where policies have been…

  5. Factors Affecting the Outcomes of School Bond Elections in Iowa.

    ERIC Educational Resources Information Center

    Lode, Marlin D.

    In spite of a nationwide concern for the crumbling infrastructure of school buildings, the prospects of passing bond issues to repair or replace buildings are elusive. This study examined positive and negative factors that affected the outcomes of school bond elections in four purposefully-selected school districts in Iowa. Variables that…

  6. The Impact of a "Healthy Youth" Learning Community on Student Learning Outcome Measures

    ERIC Educational Resources Information Center

    Butler, Karen L.; Dawkins, Phyllis Worthy

    2008-01-01

    Learning communities are becoming increasingly popular in the quest for enhancing student learning. The purpose of this study is to examine the impact of the "Healthy Youth" Learning Community on student learning outcome measures. In this study, the authors compared student learning outcome measures of students enrolled in those sections of HED…

  7. Research into Learning to Learn through the Assessment of Quality and Organization of Learning Outcomes

    ERIC Educational Resources Information Center

    Csapo, Beno

    2007-01-01

    This article examines the problem of learning to learn from the perspective of research on the organization and quality of students' knowledge. This approach is based on the assumption that students' learning competencies can be studied through the analysis of the outcomes of schooling. The article synthesizes findings of a long-term research…

  8. Predicting radiotherapy outcomes using statistical learning techniques

    NASA Astrophysics Data System (ADS)

    El Naqa, Issam; Bradley, Jeffrey D.; Lindsay, Patricia E.; Hope, Andrew J.; Deasy, Joseph O.

    2009-09-01

    Radiotherapy outcomes are determined by complex interactions between treatment, anatomical and patient-related variables. A common obstacle to building maximally predictive outcome models for clinical practice is the failure to capture potential complexity of heterogeneous variable interactions and applicability beyond institutional data. We describe a statistical learning methodology that can automatically screen for nonlinear relations among prognostic variables and generalize to unseen data before. In this work, several types of linear and nonlinear kernels to generate interaction terms and approximate the treatment-response function are evaluated. Examples of institutional datasets of esophagitis, pneumonitis and xerostomia endpoints were used. Furthermore, an independent RTOG dataset was used for 'generalizabilty' validation. We formulated the discrimination between risk groups as a supervised learning problem. The distribution of patient groups was initially analyzed using principle components analysis (PCA) to uncover potential nonlinear behavior. The performance of the different methods was evaluated using bivariate correlations and actuarial analysis. Over-fitting was controlled via cross-validation resampling. Our results suggest that a modified support vector machine (SVM) kernel method provided superior performance on leave-one-out testing compared to logistic regression and neural networks in cases where the data exhibited nonlinear behavior on PCA. For instance, in prediction of esophagitis and pneumonitis endpoints, which exhibited nonlinear behavior on PCA, the method provided 21% and 60% improvements, respectively. Furthermore, evaluation on the independent pneumonitis RTOG dataset demonstrated good generalizabilty beyond institutional data in contrast with other models. This indicates that the prediction of treatment response can be improved by utilizing nonlinear kernel methods for discovering important nonlinear interactions among model

  9. Fear Relevancy, Strategy Use, and Probabilistic Learning of Cue-Outcome Associations

    ERIC Educational Resources Information Center

    Thomas, Laura A.; LaBar, Kevin S.

    2008-01-01

    The goal of this study was to determine how the fear relevancy of outcomes during probabilistic classification learning affects behavior and strategy use. Novel variants of the "weather prediction" task were created, in which cue cards predicted either looming fearful or neutral outcomes in a between-groups design. Strategy use was examined by…

  10. Gradient language dominance affects talker learning.

    PubMed

    Bregman, Micah R; Creel, Sarah C

    2014-01-01

    Traditional conceptions of spoken language assume that speech recognition and talker identification are computed separately. Neuropsychological and neuroimaging studies imply some separation between the two faculties, but recent perceptual studies suggest better talker recognition in familiar languages than unfamiliar languages. A familiar-language benefit in talker recognition potentially implies strong ties between the two domains. However, little is known about the nature of this language familiarity effect. The current study investigated the relationship between speech and talker processing by assessing bilingual and monolingual listeners' ability to learn voices as a function of language familiarity and age of acquisition. Two effects emerged. First, bilinguals learned to recognize talkers in their first language (Korean) more rapidly than they learned to recognize talkers in their second language (English), while English-speaking participants showed the opposite pattern (learning English talkers faster than Korean talkers). Second, bilinguals' learning rate for talkers in their second language (English) correlated with age of English acquisition. Taken together, these results suggest that language background materially affects talker encoding, implying a tight relationship between speech and talker representations. PMID:24211437

  11. Determinants of Learning Outcome for Students at High School in Norway: A Constructivist Approach

    ERIC Educational Resources Information Center

    Okland, Gunnar Magne

    2012-01-01

    A vital part of student learning is the construction of mental structures encompassing categories believed to affect learning outcome. In this study we investigate this research question through the lenses of a constructivist approach. As the first study on our research question at high school in Norway, our empirical findings make up the main…

  12. Are They Learning? Are We? Learning Outcomes and the Academic Library

    ERIC Educational Resources Information Center

    Oakleaf, Megan

    2011-01-01

    Since the 1990s, the assessment of learning outcomes in academic libraries has accelerated rapidly, and librarians have come to recognize the necessity of articulating and assessing student learning outcomes. Initially, librarians developed tools and instruments to assess information literacy student learning outcomes. Now, academic librarians are…

  13. Predicting radiotherapy outcomes using statistical learning techniques*

    PubMed Central

    El Naqa, Issam; Bradley, Jeffrey D; Lindsay, Patricia E; Hope, Andrew J; Deasy, Joseph O

    2013-01-01

    Radiotherapy outcomes are determined by complex interactions between treatment, anatomical and patient-related variables. A common obstacle to building maximally predictive outcome models for clinical practice is the failure to capture potential complexity of heterogeneous variable interactions and applicability beyond institutional data. We describe a statistical learning methodology that can automatically screen for nonlinear relations among prognostic variables and generalize to unseen data before. In this work, several types of linear and nonlinear kernels to generate interaction terms and approximate the treatment-response function are evaluated. Examples of institutional datasets of esophagitis, pneumonitis and xerostomia endpoints were used. Furthermore, an independent RTOG dataset was used for ‘generalizabilty’ validation. We formulated the discrimination between risk groups as a supervised learning problem. The distribution of patient groups was initially analyzed using principle components analysis (PCA) to uncover potential nonlinear behavior. The performance of the different methods was evaluated using bivariate correlations and actuarial analysis. Over-fitting was controlled via cross-validation resampling. Our results suggest that a modified support vector machine (SVM) kernel method provided superior performance on leave-one-out testing compared to logistic regression and neural networks in cases where the data exhibited nonlinear behavior on PCA. For instance, in prediction of esophagitis and pneumonitis endpoints, which exhibited nonlinear behavior on PCA, the method provided 21% and 60% improvements, respectively. Furthermore, evaluation on the independent pneumonitis RTOG dataset demonstrated good generalizabilty beyond institutional data in contrast with other models. This indicates that the prediction of treatment response can be improved by utilizing nonlinear kernel methods for discovering important nonlinear interactions among model

  14. Affective e-Learning: Using "Emotional" Data to Improve Learning in Pervasive Learning Environment

    ERIC Educational Resources Information Center

    Shen, Liping; Wang, Minjuan; Shen, Ruimin

    2009-01-01

    Using emotion detection technologies from biophysical signals, this study explored how emotion evolves during learning process and how emotion feedback could be used to improve learning experiences. This article also described a cutting-edge pervasive e-Learning platform used in a Shanghai online college and proposed an affective e-Learning model,…

  15. Psychosocial predictors of treatment outcome for trauma-affected refugees

    PubMed Central

    Sonne, Charlotte; Carlsson, Jessica; Bech, Per; Vindbjerg, Erik; Mortensen, Erik Lykke; Elklit, Ask

    2016-01-01

    Background The effects of treatment in trials with trauma-affected refugees vary considerably not only between studies but also between patients within a single study. However, we know little about why some patients benefit more from treatment, as few studies have analysed predictors of treatment outcome. Objective The objective of the study was to examine possible psychosocial predictors of treatment outcome for trauma-affected refugees. Method The participants were 195 adult refugees with posttraumatic stress disorder (PTSD) who were enrolled in a 6- to 7-month treatment programme at the Competence Centre for Transcultural Psychiatry (CTP), Denmark. The CTP Predictor Index used in the study included 15 different possible outcome predictors concerning the patients’ past, chronicity of mental health problems, pain, treatment motivation, prerequisites for engaging in psychotherapy, and social situation. The primary outcome measure was PTSD symptoms measured on the Harvard Trauma Questionnaire (HTQ). Other outcome measures included the Hopkins Symptom Check List-25, the WHO-5 Well-being Index, Sheehan Disability Scale, Hamilton Depression and Anxiety Scales, the somatisation scale of the Symptoms Checklist-90, Global Assessment of Functioning scales, and pain rated on visual analogue scales. The relations between treatment outcomes and the total score as well as subscores of the CTP Predictor Index were analysed. Results Overall, the total score of the CTP Predictor Index was significantly correlated to pre- to post treatment score changes on the majority of the ratings mentioned above. While employment status was the only single item significantly correlated to HTQ-score changes, a number of single items from the CTP Predictor Index correlated significantly with changes in depression and anxiety symptoms, but the size of the correlation coefficients were modest. Conclusions The total score of the CTP Predictor Index correlated significantly with outcomes on most

  16. Does Technology Acceptance Affect E-Learning in a Non-Technology-Intensive Course?

    ERIC Educational Resources Information Center

    Buche, Mari W.; Davis, Larry R.; Vician, Chelley

    2012-01-01

    Prior research suggests that individuals' technology acceptance levels may affect their work and learning performance outcomes when activities are conducted through information technology usage. Most previous research investigating the relationship between individual attitudes towards technology and learning has been conducted in…

  17. Learning Outcomes across Disciplines and Professions: Measurement and Interpretation

    ERIC Educational Resources Information Center

    Caspersen, Joakim; Frølich, Nicoline; Karlsen, Hilde; Aamodt, Per Olaf

    2014-01-01

    Learning outcomes of higher education are a quality tool in a changing higher education landscape but cannot be seen as neutral measures across professions and disciplines. Survey results from graduates and recent graduates indicate that prevailing measures of learning outcomes yield the same result within and across disciplinary and professional…

  18. "Lost in Translation": Learning Outcomes and the Governance of Education

    ERIC Educational Resources Information Center

    Lassnigg, L.

    2012-01-01

    This paper gives a critical assessment of the relationship between learning outcomes and the governance of education and training systems. Learning outcomes are defined as an instrument that might work at different levels with different meanings and different results: at the level of education and training practice, they might obtain pedagogical…

  19. Pedagogical Significance of Wikis: Towards Gaining Effective Learning Outcomes

    ERIC Educational Resources Information Center

    Hewege, Chandana Rathnasiri; Perera, Liyanage Chamila Roshani

    2013-01-01

    Purpose: The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a group of Net-Gens who enrolled in an International Marketing course. The research problem of the study is: "What are the learning outcomes and pedagogical implications…

  20. An International Assessment of Bachelor Degree Graduates' Learning Outcomes

    ERIC Educational Resources Information Center

    Coates, Hamish; Richardson, Sarah

    2012-01-01

    This paper examines rationales, aspirations, assumptions and methods shaping an international assessment of learning outcomes: the OECD's Assessment of Higher Education Learning Outcomes (AHELO) feasibility study. The first part of the paper is analytical, exploring formative rationales, and shaping contexts and normative perspectives that frame…

  1. Regional Accreditation and Learning Outcomes Assessment: Mapping the Territory

    ERIC Educational Resources Information Center

    Provezis, Staci J.

    2010-01-01

    This case study examined the intersection of collegiate-level student learning outcomes assessment with regional accreditation to understand how regional accreditation policies and practices leverage student learning outcomes efforts on US college campuses. To that end, the standards of each of the regional accreditation agencies were carefully…

  2. Assessment of Student Learning Outcomes: Workplace, Family, and Community Roles

    ERIC Educational Resources Information Center

    Johnson, Cheryl A.; Heath, Claudia J.

    2011-01-01

    A project was conducted to assess Family Studies bachelor's degree graduates' use of learning outcomes from course competencies in personal finance, family lifespan development, intervention, and advocacy and policy, and to determine how they apply these learning outcomes to their workplace, family, and community roles. Alumni surveys completed by…

  3. Metaphors We Teach By: The Language of "Learning Outcomes"

    ERIC Educational Resources Information Center

    Batten, Alicia J.

    2012-01-01

    This article employs George Lakoff and Mark Johnson's work on metaphor (1980) to examine the current use of the term "learning outcomes" within higher education. It argues that "learning outcomes" is an ontological metaphor (education becomes focused on results that one can understand and measure) that resonates with contemporary academic…

  4. How Are Students' Attitudes Related to Learning Outcomes?

    ERIC Educational Resources Information Center

    Metsärinne, Mika; Kallio, Manne

    2016-01-01

    This article is a part of a research project aimed to find out how different background variables are related to learning outcomes in technology education related to the school subject Sloyd (craft). The research question of this article is: "How are ninth grade students' attitudes towards the subject related to their learning outcomes?"…

  5. Understanding and Enacting Learning Outcomes: The Academic's Perspective

    ERIC Educational Resources Information Center

    Dobbins, Kerry; Brooks, Sara; Scott, Jon J. A.; Rawlinson, Mark; Norman, Robert I.

    2016-01-01

    Despite a detailed literature exploring the advancement of a learning outcomes approach in higher education, limited evidence exists concerning academics' use of them. This study employed a questionnaire survey and interviews with academic staff in three schools in one institution to explore their views and uses of learning outcomes. Whilst…

  6. A Perspective on Student Learning Outcome Assessment at Qatar University

    ERIC Educational Resources Information Center

    Al-Thani, Shaikha Jabor; Abdelmoneim, Ali; Daoud, Khaled; Cherif, Adel; Moukarzel, Dalal

    2014-01-01

    This paper provides a unique perspective on the student learning outcome assessment process as adopted and implemented at Qatar University from 2006 to 2012. The progress of the student learning outcome assessment and continuous improvement efforts at the university and the initiatives taken to establish a culture of assessment and evidence-based…

  7. Can Performance-Related Learning Outcomes Have Standards?

    ERIC Educational Resources Information Center

    Brockmann, Michaela; Clarke, Linda; Winch, Christopher

    2008-01-01

    Purpose: This paper aims to explain the distinction between educational standards and learning outcomes and to indicate the problems that potentially arise when a learning outcomes approach is applied to a qualification meta-framework like the European Qualification Framework, or indeed to national qualification frameworks.…

  8. Design of Affectively Evocative Smart Ambient Media for Learning

    ERIC Educational Resources Information Center

    Kwok, Ron Chi-Wai; Cheng, Shuk Han; Ip, Horace Ho-Shing; Kong, Joseph Siu-Lung

    2011-01-01

    This study proposes a teaching and research initiative, named SAMAL (Smart AMbience for Affective Learning) that will provide a unique ambient mediated environment for integrating cognitive and affective approaches to enhance learning. Also, this study illustrates a design of SAMAL classroom with affectively evocative scenarios for learning de…

  9. Incorporating Learning Outcomes into an Introductory Geotechnical Engineering Course

    ERIC Educational Resources Information Center

    Fiegel, Gregg L.

    2013-01-01

    The article describes the process of incorporating a set of learning outcomes into a geotechnical engineering course. The outcomes were developed using Bloom's taxonomy and define the knowledge, skills, and abilities the students are expected to achieve upon completion of the course. Each outcome begins with an action-oriented verb corresponding…

  10. Using Learning Outcome Measures to assess Doctoral Nursing Education

    PubMed Central

    Raup, Glenn H.; King, Jeff; Hughes, Romana J.; Faidley, Natasha

    2010-01-01

    Education programs at all levels must be able to demonstrate successful program outcomes. Grades alone do not represent a comprehensive measurement methodology for assessing student learning outcomes at either the course or program level. The development and application of assessment rubrics provides an unequivocal measurement methodology to ensure a quality learning experience by providing a foundation for improvement based on qualitative and quantitatively measurable, aggregate course and program outcomes. Learning outcomes are the embodiment of the total learning experience and should incorporate assessment of both qualitative and quantitative program outcomes. The assessment of qualitative measures represents a challenge for educators in any level of a learning program. Nursing provides a unique challenge and opportunity as it is the application of science through the art of caring. Quantification of desired student learning outcomes may be enhanced through the development of assessment rubrics designed to measure quantitative and qualitative aspects of the nursing education and learning process. They provide a mechanism for uniform assessment by nursing faculty of concepts and constructs that are otherwise difficult to describe and measure. A protocol is presented and applied to a doctoral nursing education program with recommendations for application and transformation of the assessment rubric to other education programs. Through application of these specially designed rubrics, all aspects of an education program can be adequately assessed to provide information for program assessment that facilitates the closure of the gap between desired and actual student learning outcomes for any desired educational competency. PMID:20567217

  11. Vestibular rehabilitation strategies and factors that affect the outcome.

    PubMed

    Eleftheriadou, Anna; Skalidi, Nikoleta; Velegrakis, Georgios A

    2012-11-01

    Ever since the introduction of Cawthorne-Cooksey exercises, vestibular rehabilitation (VR) has been gaining popularity in the treatment of the dizzy patient. Numerous studies support the effectiveness of VR in improving balance/walking skills, eye-head coordination and the quality of life of the patient. Different rehabilitation protocols have been used to treat patients with peripheral and central vestibular disorders. Assessment of the patients' progress is based on the patients' selfperception of dizziness and their functional skills. Factors such as age, medication, time of onset of vertigo and home based VR have been evaluated on their effect on the rehabilitation's outcome. The aim of this review is to evaluate rehabilitation strategies and discuss the factors that affect the outcome. PMID:22526580

  12. The Learning Outcomes Project: Not Business as Usual

    ERIC Educational Resources Information Center

    Heiland, Linda; Switzer-Kemper, Cathy

    2007-01-01

    Central Arizona College successfully defined student learning outcomes and is building a culture of evidence to support the Learning Paradigm. Recent data indicate great strides in the improvement of student learning. Qualitative research produced meaningful comparisons of leadership and faculty perceptions of the process of developing student…

  13. Claims vs. Practicalities: Lessons about Using Learning Outcomes

    ERIC Educational Resources Information Center

    Allais, Stephanie

    2012-01-01

    The idea of learning outcomes seems to increasingly dominate education policy internationally. Many claims are made about what they can achieve, for example, in enabling comparison of qualifications across countries, improving the recognition of prior learning and improving educational quality. The claims made for the role of learning outcomes…

  14. Protest Reconsidered: Identifying Democratic and Civic Engagement Learning Outcomes

    ERIC Educational Resources Information Center

    Biddix, J. Patrick; Somers, Patricia A.; Polman, Joseph L.

    2009-01-01

    Using a case study approach, the authors examine the democratic and civic engagement learning outcomes of a campus protest. The conceptual framework is built on the ideas outlined in "Learning Reconsidered" (Keeling 2004) and modeled in its pragmatic follow-up, "Learning Reconsidered 2" (Keeling 2006). Results suggest student and campus…

  15. Felt affect in good- and poor-outcome schizophrenia

    PubMed Central

    Sovani, Anuradha; Thatte, Shubha; Deshpande, C.G.

    2005-01-01

    Background: Family members and caregivers may misinterpret blunted affect as a true lack of emotion in patients with schizophrenia. Aim: To assess felt affect or experienced emotion among low- and high-functioning schizophrenics. Methods: Two hundred people with schizophrenia were assessed using the Global Assessment of Functioning scale of DSM-IV and the Positive and Negative Affect Schedule (PANAS). Results: The findings reveal that people with good- and poor-outcome schizophrenia show no significant differences in the emotions experienced, implying that felt affect is comparable regardless of the severity of symptoms in chronic schizophrenia. In fact, low-functioning patients scored a mean (SD) of 46.07 (13.13) on the PANAS, in contrast to a slightly lower scored by high-functioning patients (44.33 [12.03]). Conclusion: Although patients may show flat affect, and therefore be mistakenly considered withdrawn and apathetic by the observer, they do, in fact, experience as much, or perhaps even more emotion than their higher-functioning counterparts.

  16. The Influence of Investment in Workplace Learning on Learning Outcomes and Organizational Performance

    ERIC Educational Resources Information Center

    Park, Yoonhee; Jacobs, Ronald L.

    2011-01-01

    Although the importance of workplace learning has been recognized in research and practice, there is little empirical support that describes how workplace learning, including both formal and informal learning, is linked to organizational performance. This study investigated the influence of investment in workplace learning on learning outcomes and…

  17. But Does It Work? Reflective Activities, Learning Outcomes and Instrumental Learning in Continuing Professional Development

    ERIC Educational Resources Information Center

    Roessger, Kevin M.

    2015-01-01

    This paper examines the relationship between reflective practice and instrumental learning within the context of continuing professional development (CPD). It is argued that instrumental learning is a unique process of adult learning, and reflective practice's impact on learning outcomes in instrumental learning contexts remains unclear. A…

  18. Mechanisms for Institutionalizing Service-Learning and Community Partner Outcomes

    ERIC Educational Resources Information Center

    Stater, Keely Jones; Fotheringham, Eric

    2009-01-01

    Using data on service-learning partnerships from 255 universities receiving Learn and Serve America Grants in 2005, we ask (1) how different strategies used to institutionalize service-learning shape the perceived impact of the partnership on community groups, (2) how the level of service-learning program formality affects the perceived impact of…

  19. Do waiting times affect health outcomes? Evidence from coronary bypass.

    PubMed

    Moscelli, Giuseppe; Siciliani, Luigi; Tonei, Valentina

    2016-07-01

    Long waiting times for non-emergency services are a feature of several publicly-funded health systems. A key policy concern is that long waiting times may worsen health outcomes: when patients receive treatment, their health condition may have deteriorated and health gains reduced. This study investigates whether patients in need of coronary bypass with longer waiting times are associated with poorer health outcomes in the English National Health Service over 2000-2010. Exploiting information from the Hospital Episode Statistics (HES), we measure health outcomes with in-hospital mortality and 28-day emergency readmission following discharge. Our results, obtained combining hospital fixed effects and instrumental variable methods, find no evidence of waiting times being associated with higher in-hospital mortality and weak association between waiting times and emergency readmission following a surgery. The results inform the debate on the relative merits of different types of rationing in healthcare systems. They are to some extent supportive of waiting times as an acceptable rationing mechanism, although further research is required to explore whether long waiting times affect other aspects of individuals' life. PMID:27299977

  20. Evidence of Deeper Learning Outcomes. Findings from the Study of Deeper Learning Opportunities and Outcomes: Report 3

    ERIC Educational Resources Information Center

    Zeiser, Kristina L.; Taylor, James; Rickles, Jordan; Garet, Michael S.; Segeritz, Michael

    2014-01-01

    The "Study of Deeper Learning: Opportunities and Outcomes"--funded by the William and Flora Hewlett Foundation--aimed to determine whether students attending high schools with a mature and at least moderately well implemented approach to promoting deeper learning actually experienced greater deeper learning opportunities and outcomes…

  1. Learning in Educational Computer Games for Novices: The Impact of Support Provision Types on Virtual Presence, Cognitive Load, and Learning Outcomes

    ERIC Educational Resources Information Center

    Schrader, Claudia; Bastiaens, Theo

    2012-01-01

    Embedding support devices in educational computer games has been asserted to positively affect learning outcomes. However, there is only limited direct empirical evidence on which design variations of support provision influence learning. In order to better understand the impact of support design on novices' learning, the current study…

  2. Student Attitudes toward Learning, Level of Pre-Knowledge and Instruction Type in a Computer-Simulation: Effects on Flow Experiences and Perceived Learning Outcomes

    ERIC Educational Resources Information Center

    Winberg, T. Mikael; Hedman, Leif

    2008-01-01

    Attitudes toward learning (ATL) have been shown to influence students' learning outcomes. However, there is a lack of knowledge about the ways in which the interaction between ATL, the learning situation, and the level of students' prior knowledge influence affective reactions and conceptual change. In this study, a simulation of acid-base…

  3. Course and cognitive outcome in major affective disorder.

    PubMed

    Kessing, Lars Vedel

    2015-11-01

    Knowledge of the course and outcome of major affective illness has clinical as well as theoretical implications. In understanding the pathophysiology of the major affective disorders, an essential question in the interplay between biological, psychological and social factors is whether the individual is changed biologically by experiencing an affective episode or not. A biological change may be reflected in a changed risk of experiencing new episodes and changed chances of recovery from these episodes for the individual, and may possibly also be reflected in persisting altered cognitive function as an expression of brain function affected during a longer period. Previous studies of the course of affective episodes are flawed by a number of drawbacks such as various definitions of recovery and recurrence, various kinds of bias and confounders, low statistical power, and statistical analyses conducted without survival models and without paying attention to diagnostic instability or the individual heterogeneity of the course of episodes. Totally, these drawbacks and pitfalls affect the results of previous studies in unpredictable ways and make it hazardous to draw conclusions about the effect of prior affective episodes on the subsequent course of unipolar and bipolar disorder. The present thesis avoided most of these pitfalls or adjusted for them in analyses of hospital data from the Danish Psychiatric Central Register, collected nationwide from 1971 to 1993. Hospitalisation was used as an expression of an affective episode. On average, a progressive course with increasing risk of recurrence with every new episode was found for unipolar and bipolar affective disorders. Initially, the two types of disorders followed markedly different courses, but later in the course of the illness the risk of recurrence was the same for the two disorders. However, analyses with frailty models revealed that for unipolar men, this progressive course was due to a subgroup of patients

  4. Instructional and Learner Factors Influencing Learning Outcomes within Online Learning Environment

    ERIC Educational Resources Information Center

    Lim, Doo H.; Morris, Michael Lane; Yoon, Seung-Won

    2006-01-01

    Among many studies focusing on the effect of learner and instructional variables on learning outcomes, few studies have investigated the learners' study habits and the mediating mechanisms among the learner and instruction variables in their influence on learning satisfaction and outcomes. This study examined differences in learning satisfaction…

  5. FORUM: Affective Learning. Affective Learning: Evolving from Values and Planned Behaviors to Internalization and Pervasive Behavioral Change

    ERIC Educational Resources Information Center

    Thweatt, Katherine S.; Wrench, Jason S.

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  6. Neurons in the Ventral Striatum Exhibit Cell-Type Specific Representations of Outcome during Learning

    PubMed Central

    Atallah, Hisham E.; McCool, Andrew D.; Howe, Mark W.; Graybiel, Ann M.

    2014-01-01

    SUMMARY The ventromedial striatum (VMS) is a node in circuits underpinning both affect and reinforcement learning. The cellular bases of these functions and especially their potential linkages have been unclear. VMS cholinergic interneurons, however, have been singled out as being related both to affect and to reinforcement-based conditioning, raising the possibility that unique aspects of their signaling could account for these functions. Here we show that VMS tonically active neurons (TANs), including putative cholinergic interneurons, generate unique bidirectional outcome responses during reward-based learning, reporting both positive (reward) and negative (reward omission) outcomes when behavioral change is prompted by switches in reinforcement contingencies. VMS output neurons (SPNs), by contrast, are nearly insensitive to switches in reinforcement contingencies, gradually losing outcome signaling while maintaining responses at trial initiation and goal approach. Thus TANs and SPNs in the VMS provide distinct signals optimized for different aspects of the learning process. PMID:24908491

  7. Singularities affect dynamics of learning in neuromanifolds.

    PubMed

    Amari, Shun-ichi; Park, Hyeyoung; Ozeki, Tomoko

    2006-05-01

    The parameter spaces of hierarchical systems such as multilayer perceptrons include singularities due to the symmetry and degeneration of hidden units. A parameter space forms a geometrical manifold, called the neuromanifold in the case of neural networks. Such a model is identified with a statistical model, and a Riemannian metric is given by the Fisher information matrix. However, the matrix degenerates at singularities. Such a singular structure is ubiquitous not only in multilayer perceptrons but also in the gaussian mixture probability densities, ARMA time-series model, and many other cases. The standard statistical paradigm of the Cramér-Rao theorem does not hold, and the singularity gives rise to strange behaviors in parameter estimation, hypothesis testing, Bayesian inference, model selection, and in particular, the dynamics of learning from examples. Prevailing theories so far have not paid much attention to the problem caused by singularity, relying only on ordinary statistical theories developed for regular (nonsingular) models. Only recently have researchers remarked on the effects of singularity, and theories are now being developed. This article gives an overview of the phenomena caused by the singularities of statistical manifolds related to multilayer perceptrons and gaussian mixtures. We demonstrate our recent results on these problems. Simple toy models are also used to show explicit solutions. We explain that the maximum likelihood estimator is no longer subject to the gaussian distribution even asymptotically, because the Fisher information matrix degenerates, that the model selection criteria such as AIC, BIC, and MDL fail to hold in these models, that a smooth Bayesian prior becomes singular in such models, and that the trajectories of dynamics of learning are strongly affected by the singularity, causing plateaus or slow manifolds in the parameter space. The natural gradient method is shown to perform well because it takes the singular

  8. Quality Assurance and Learning Outcomes. ENQA Workshop Report 17

    ERIC Educational Resources Information Center

    Adamson, Lena; Becerro, Maria; Cullen, Peter; Gonzalez-Vega, Laureano; Sobrino, Juan Jose; Ryan, Norma

    2010-01-01

    Learning outcomes are described as written statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning. At the beginning of the 90s, a EU pilot project on ECTS showed that study programmes were much easier to compare if they were described in terms of outcomes, instead of inputs. The…

  9. Evaluation of Factors Affecting the Surgical Outcome in Tympanoplasty

    PubMed Central

    Naderpour, Masoud; Jabbari Moghadam, Yalda; Ghanbarpour, Ensieh; Shahidi, Nikzad

    2016-01-01

    Introduction: Tympanoplasty is a standard procedure to repair tympanic membrane perforation. The aim of this study is to evaluate the results of tympanoplasty (hearing improvement and tympanic membrane closure rate) in patients suffering from chronic perforation of the tympanic membrane by considering the prognostic factors. Materials and Methods: In a prospective study, based on the results of tympanoplasty with temporal graft fascia in 60 patients in the ENT department of the Medical Science University of Tabriz, we evaluated prognostic factors, such as age, sex, smoking, size, and site of perforation, for the outcome of this surgery. Results: The rate of surgical success- integration of the graft- was 93.3%. Improvement of hearing, as demonstrated through audiometry, occurred in 93% of cases. We did not find any factors to be statistically significant to affect surgical outcome. Conclusion: Even by considering the influence of different factors on the results of a tympanoplasty operation, according to the statistical results of this study, there is not a significant difference in the results of the operation, neither in the health of the tympanic membrane after surgery nor in hearing development. PMID:27280095

  10. Dissociable behavioural outcomes of visual statistical learning

    PubMed Central

    Turk-Browne, Nicholas B.; Seitz, Aaron R.

    2016-01-01

    Statistical learning refers to the extraction of probabilistic relationships between stimuli and is increasingly used as a method to understand learning processes. However, numerous cognitive processes are sensitive to the statistical relationships between stimuli and any one measure of learning may conflate these processes; to date little research has focused on differentiating these processes. To understand how multiple processes underlie statistical learning, here we compared, within the same study, operational measures of learning from different tasks that may be differentially sensitive to these processes. In Experiment 1, participants were visually exposed to temporal regularities embedded in a stream of shapes. Their task was to periodically detect whether a shape, whose contrast was staircased to a threshold level, was present or absent. Afterwards, they completed a search task, where statistically predictable shapes were found more quickly. We used the search task to label shape pairs as “learned” or “non-learned”, and then used these labels to analyse the detection task. We found a dissociation between learning on the search task and the detection task where only non-learned pairs showed learning effects in the detection task. This finding was replicated in further experiments with recognition memory (Experiment 2) and associative learning tasks (Experiment 3). Taken together, these findings are consistent with the view that statistical learning may comprise a family of processes that can produce dissociable effects on different aspects of behaviour.

  11. Learning Outcomes in Academic Disciplines: Identifying Common Ground

    ERIC Educational Resources Information Center

    Sharp, Marybeth Drechsler; Komives, Susan R.; Fincher, Justin

    2011-01-01

    Diverse entities, such as disciplinary-based accreditors, academic affairs associations, and student affairs professional organizations, promote student learning outcomes. This study identified eight themes among outcomes required by 25 disciplinary accreditors who are members of the Council for Higher Education Accreditation. The authors compared…

  12. Problem-Based Learning: Outcomes Evidence from the Health Professions

    ERIC Educational Resources Information Center

    Albanese, Mark A.; Dast, Laura

    2014-01-01

    Over the past 30 years, problem-based learning (PBL) has become a major force in health professions education and even in the broader educational world. This article focuses on the outcomes that have been found from using PBL in the health professions based on at least 20 reviews done since 1990. The outcomes identified in these reviews are…

  13. Type of Speech Material Affects Acceptable Noise Level Test Outcome.

    PubMed

    Koch, Xaver; Dingemanse, Gertjan; Goedegebure, André; Janse, Esther

    2016-01-01

    The acceptable noise level (ANL) test, in which individuals indicate what level of noise they are willing to put up with while following speech, has been used to guide hearing aid fitting decisions and has been found to relate to prospective hearing aid use. Unlike objective measures of speech perception ability, ANL outcome is not related to individual hearing loss or age, but rather reflects an individual's inherent acceptance of competing noise while listening to speech. As such, the measure may predict aspects of hearing aid success. Crucially, however, recent studies have questioned its repeatability (test-retest reliability). The first question for this study was whether the inconsistent results regarding the repeatability of the ANL test may be due to differences in speech material types used in previous studies. Second, it is unclear whether meaningfulness and semantic coherence of the speech modify ANL outcome. To investigate these questions, we compared ANLs obtained with three types of materials: the International Speech Test Signal (ISTS), which is non-meaningful and semantically non-coherent by definition, passages consisting of concatenated meaningful standard audiology sentences, and longer fragments taken from conversational speech. We included conversational speech as this type of speech material is most representative of everyday listening. Additionally, we investigated whether ANL outcomes, obtained with these three different speech materials, were associated with self-reported limitations due to hearing problems and listening effort in everyday life, as assessed by a questionnaire. ANL data were collected for 57 relatively good-hearing adult participants with an age range representative for hearing aid users. Results showed that meaningfulness, but not semantic coherence of the speech material affected ANL. Less noise was accepted for the non-meaningful ISTS signal than for the meaningful speech materials. ANL repeatability was comparable across

  14. Type of Speech Material Affects Acceptable Noise Level Test Outcome

    PubMed Central

    Koch, Xaver; Dingemanse, Gertjan; Goedegebure, André; Janse, Esther

    2016-01-01

    The acceptable noise level (ANL) test, in which individuals indicate what level of noise they are willing to put up with while following speech, has been used to guide hearing aid fitting decisions and has been found to relate to prospective hearing aid use. Unlike objective measures of speech perception ability, ANL outcome is not related to individual hearing loss or age, but rather reflects an individual’s inherent acceptance of competing noise while listening to speech. As such, the measure may predict aspects of hearing aid success. Crucially, however, recent studies have questioned its repeatability (test–retest reliability). The first question for this study was whether the inconsistent results regarding the repeatability of the ANL test may be due to differences in speech material types used in previous studies. Second, it is unclear whether meaningfulness and semantic coherence of the speech modify ANL outcome. To investigate these questions, we compared ANLs obtained with three types of materials: the International Speech Test Signal (ISTS), which is non-meaningful and semantically non-coherent by definition, passages consisting of concatenated meaningful standard audiology sentences, and longer fragments taken from conversational speech. We included conversational speech as this type of speech material is most representative of everyday listening. Additionally, we investigated whether ANL outcomes, obtained with these three different speech materials, were associated with self-reported limitations due to hearing problems and listening effort in everyday life, as assessed by a questionnaire. ANL data were collected for 57 relatively good-hearing adult participants with an age range representative for hearing aid users. Results showed that meaningfulness, but not semantic coherence of the speech material affected ANL. Less noise was accepted for the non-meaningful ISTS signal than for the meaningful speech materials. ANL repeatability was comparable

  15. Development of Visualization of Learning Outcomes Using Curriculum Mapping

    ERIC Educational Resources Information Center

    Ikuta, Takashi; Gotoh, Yasushi

    2012-01-01

    Niigata University has started to develop the Niigata University Bachelor Assessment System (NBAS). The objective is to have groups of teachers belonging to educational programs discuss whether visualized learning outcomes are comprehensible. Discussions based on teachers' subjective judgments showed in general that visualized learning outcomes…

  16. Measuring Student Learning Outcomes Using the SALG Instrument

    ERIC Educational Resources Information Center

    Scholl, Kathleen; Olsen, Heather M.

    2014-01-01

    U.S. higher education institutions are being called to question their central nature, priorities, and functions, with prominent and unprecedented attention being given to accountability and the measurement of student learning outcomes. As higher education evolves in how it assesses student learning and leisure studies and recreation departments…

  17. Doing Outcomes-Based Collaborative Teaching and Learning in Asia

    ERIC Educational Resources Information Center

    van Schalkwyk, Gertina J.

    2015-01-01

    This chapter focuses on applying the concepts of outcomes-based collaborative teaching and learning in an Asian context and with students coming from a Confucian heritage culture and explores examples of how to implement effective collaborative teaching and learning in an Asian higher education setting.

  18. A Key to Quality Assurance: Clarifying Learning Outcomes.

    ERIC Educational Resources Information Center

    Kurtz, Edwin B., Jr.

    1980-01-01

    Learning is greatly facilitated if its intended outcomes are clear to both learner and teacher, if they are appropriate to the purpose of the instruction, and if the path to them has been marked out clearly. Myths and obstacles to achieving better processes of teaching and learning are discussed. (Author/MLW)

  19. Assessment of Student Learning Outcomes in FCS Programs

    ERIC Educational Resources Information Center

    Weaver-Kaulis, Amy; Crutsinger, Christy

    2006-01-01

    Accreditation, budget, and accountability pressures at the institution and program levels lead to the involvement of faculty in assessment-based activities. Increasingly, programs are being expected to document student learning beyond traditional course grades. The use of outcomes as a tool to improve learning relies heavily on the active…

  20. The State of Learning Outcomes Assessment in the United States

    ERIC Educational Resources Information Center

    Kuh, George D.; Ewell, Peter T.

    2010-01-01

    Worldwide, economic and other factors are pressing institutions of higher education to assess student learning to insure that graduates acquire the skills and competencies demanded in the 21st century. This paper summarises the status of undergraduate student learning outcomes assessment at accredited colleges and universities in the United…

  1. Personality, Organizational Orientations and Self-Reported Learning Outcomes

    ERIC Educational Resources Information Center

    Bamber, David; Castka, Pavel

    2006-01-01

    Purpose: To identify competencies connecting personality, organizational orientations and self-reported learning outcomes (as measured by concise Likert-type scales), for individuals who are learning for their organizations. Design/methodology/approach: Five concise factor scales were constructed to represent aspects of personality. Three further…

  2. Globalization, Learning Outcomes, and Possibilities for Theological Education

    ERIC Educational Resources Information Center

    Buhrman, William D.

    2011-01-01

    Respecting religious diversity while also staying true to the role of faith in theological practice remains a challenge in contemporary education. This is made more complex by the role of learning outcomes to assess student learning. This article first emphasizes the role of faith in theological discourse and then raises questions about the nature…

  3. Outcomes of Adult Learning: Taking the Debate Forward.

    ERIC Educational Resources Information Center

    Jones, Huw, Ed.; Mace, Jackie, Ed.

    The four papers in this collection are intended to stimulate debate in the adult education sector and to set the agenda for further development work. "Learning Outcomes: Towards a Synthesis of Progress" (Peter Lavender) provides a summary of recent efforts to identify, record, and value learning that does not lead to qualifications. "Learning…

  4. Learning Approaches, Demographic Factors to Predict Academic Outcomes

    ERIC Educational Resources Information Center

    Nguyen, Tuan Minh

    2016-01-01

    Purpose: The purpose of this paper is to predict academic outcome in math and math-related subjects using learning approaches and demographic factors. Design/Methodology/Approach: ASSIST was used as the instrumentation to measure learning approaches. The study was conducted in the International University of Vietnam with 616 participants. An…

  5. Outcomes of Math Faculty Engagement in Student Learning Outcomes Assessment in the Two-Year Colleges

    ERIC Educational Resources Information Center

    Bruley, Marie N.

    2013-01-01

    This study utilizes a mixed methods exploratory design to examine the nature of math faculty engagement in the student learning outcomes assessment cycle. The focus of the study is on the types of changes that math faculty are implementing as a result of assessment outcomes and the institutional environmental factors that impact faculty engagement…

  6. Impromptu Learning: Unplanned Occurrences, Intended Outcomes

    ERIC Educational Resources Information Center

    Jefferies, Julián; Nguyen, Angela-MinhTu

    2014-01-01

    During a study abroad experience on the island of Vieques, Puerto Rico, participants found themselves in an "impromptu learning experience" that extended their learning beyond Puerto Rican culture to real-world debates of tourist development, environmental issues, and the struggles of the native population. In this paper, we introduce…

  7. Learning beyond the Surface: Engaging the Cognitive, Affective and Spiritual Dimensions within the Curriculum

    ERIC Educational Resources Information Center

    Buchanan, Michael T.; Hyde, Brendan

    2008-01-01

    In Australia the separation of mind, body and spirit by secular society has had a significant influence on educational trends. An outcomes-based approach to education, with an emphasis on cognitive learning, has meant that the affective and spiritual dimensions of students' lives have often been understated. Classroom programs in religious…

  8. Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact

    NASA Astrophysics Data System (ADS)

    Lavie Alon, Nirit; Tal, Tali

    2015-05-01

    In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students' self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life-all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation.

  9. Using Student Learning and Development Outcomes to Evaluate a First-Year Undergraduate Group Video Project

    PubMed Central

    Jensen, Murray; Mattheis, Allison; Johnson, Brady

    2012-01-01

    Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives. PMID:22383619

  10. Critical Review on Affect of Personality on Learning Styles

    ERIC Educational Resources Information Center

    Kamarulzaman, Wirawani

    2012-01-01

    This paper is intended to review the affect of personality on learning styles. Costa and McCrae's Five-Factor Model of Personality (The Big 5) is explored against Kolb Learning Styles. The Big 5 factors are extraversion, neuroticism, openness, agreeableness and conscientiousness, whereas Kolb Learning Styles are divergers, assimilators,…

  11. Perspectives on Learning: Methodologies for Exploring Learning Processes and Outcomes

    ERIC Educational Resources Information Center

    Goldman, Susan R.

    2014-01-01

    The papers in this Special Issue were initially prepared for an EARLI 2013 Symposium that was designed to examine methodologies in use by researchers from two sister communities, Learning and Instruction and Learning Sciences. The four papers reflect a common ground in advances in conceptions of learning since the early days of the "cognitive…

  12. Action-outcome learning and prediction shape the window of simultaneity of audiovisual outcomes.

    PubMed

    Desantis, Andrea; Haggard, Patrick

    2016-08-01

    To form a coherent representation of the objects around us, the brain must group the different sensory features composing these objects. Here, we investigated whether actions contribute in this grouping process. In particular, we assessed whether action-outcome learning and prediction contribute to audiovisual temporal binding. Participants were presented with two audiovisual pairs: one pair was triggered by a left action, and the other by a right action. In a later test phase, the audio and visual components of these pairs were presented at different onset times. Participants judged whether they were simultaneous or not. To assess the role of action-outcome prediction on audiovisual simultaneity, each action triggered either the same audiovisual pair as in the learning phase ('predicted' pair), or the pair that had previously been associated with the other action ('unpredicted' pair). We found the time window within which auditory and visual events appeared simultaneous increased for predicted compared to unpredicted pairs. However, no change in audiovisual simultaneity was observed when audiovisual pairs followed visual cues, rather than voluntary actions. This suggests that only action-outcome learning promotes temporal grouping of audio and visual effects. In a second experiment we observed that changes in audiovisual simultaneity do not only depend on our ability to predict what outcomes our actions generate, but also on learning the delay between the action and the multisensory outcome. When participants learned that the delay between action and audiovisual pair was variable, the window of audiovisual simultaneity for predicted pairs increased, relative to a fixed action-outcome pair delay. This suggests that participants learn action-based predictions of audiovisual outcome, and adapt their temporal perception of outcome events based on such predictions. PMID:27131076

  13. Attitudes Affecting Online Learning Implementation in Higher Education Institutions

    ERIC Educational Resources Information Center

    Mitchell, Betty; Geva-May, Iris

    2009-01-01

    This study explores attitudes towards and affecting online learning implementation (OLI). In recent years there has been greater acceptance of online learning (OL) by institutional decision-makers, as evidenced by higher levels of institutional involvement; nevertheless, the increase in faculty acceptance lags behind. This gap affects the…

  14. Assessing Affective Learning Using a Student Response System

    ERIC Educational Resources Information Center

    Rimland, Emily

    2013-01-01

    Affective learning relates to students' attitudes, emotions, and feelings. This study focuses on measuring affective learning during library instruction by using a student response system. Participants were undergraduate students who received course-related library instruction for a research assignment. Students rated their confidence levels…

  15. Melanin content in melanoma metastases affects the outcome of radiotherapy.

    PubMed

    Brożyna, Anna A; Jóźwicki, Wojciech; Roszkowski, Krzysztof; Filipiak, Jan; Slominski, Andrzej T

    2016-04-01

    Melanin possess radioprotective and scavenging properties, and its presence can affect the behavior of melanoma cells, its surrounding environment and susceptibility to the therapy, as showed in vitro experiments. To determine whether melanin presence in melanoma affects the efficiency of radiotherapy (RTH) we evaluated the survival time after RTH treatment in metastatic melanoma patients (n = 57). In another cohort of melanoma patients (n = 84), the relationship between melanin level and pT and pN status was determined. A significantly longer survival time was found in patients with amelanotic metastatic melanomas in comparison to the melanotic ones, who were treated with either RTH or chemotherapy (CHTH) and RTH. These differences were more significant in a group of melanoma patients treated only with RTH. A detailed analysis of primary melanomas revealed that melanin levels were significantly higher in melanoma cells invading reticular dermis than the papillary dermis. A significant reduction of melanin pigmentation in pT3 and pT4 melanomas in comparison to pT1 and T2 tumors was observed. However, melanin levels measured in pT3-pT4 melanomas developing metastases (pN1-3, pM1) were higher than in pN0 and pM0 cases. The presence of melanin in metastatic melanoma cells decreases the outcome of radiotherapy, and melanin synthesis is related to higher disease advancement. Based on our previous cell-based and clinical research and present research we also suggest that inhibition of melanogenesis can improve radiotherapy modalities. The mechanism of relationship between melanogenesis and efficacy of RTH requires additional studies, including larger melanoma patients population and orthotopic, imageable mouse models of metastatic melanoma. PMID:26910282

  16. Melanin content in melanoma metastases affects the outcome of radiotherapy

    PubMed Central

    Brożyna, Anna A.; Jóźwicki, Wojciech; Roszkowski, Krzysztof; Filipiak, Jan; Slominski, Andrzej T.

    2016-01-01

    Melanin possess radioprotective and scavenging properties, and its presence can affect the behavior of melanoma cells, its surrounding environment and susceptibility to the therapy, as showed in vitro experiments. To determine whether melanin presence in melanoma affects the efficiency of radiotherapy (RTH) we evaluated the survival time after RTH treatment in metastatic melanoma patients (n = 57). In another cohort of melanoma patients (n = 84), the relationship between melanin level and pT and pN status was determined. A significantly longer survival time was found in patients with amelanotic metastatic melanomas in comparison to the melanotic ones, who were treated with either RTH or chemotherapy (CHTH) and RTH. These differences were more significant in a group of melanoma patients treated only with RTH. A detailed analysis of primary melanomas revealed that melanin levels were significantly higher in melanoma cells invading reticular dermis than the papillary dermis. A significant reduction of melanin pigmentation in pT3 and pT4 melanomas in comparison to pT1 and T2 tumors was observed. However, melanin levels measured in pT3-pT4 melanomas developing metastases (pN1-3, pM1) were higher than in pN0 and pM0 cases. The presence of melanin in metastatic melanoma cells decreases the outcome of radiotherapy, and melanin synthesis is related to higher disease advancement. Based on our previous cell-based and clinical research and present research we also suggest that inhibition of melanogenesis can improve radiotherapy modalities. The mechanism of relationship between melanogenesis and efficacy of RTH requires additional studies, including larger melanoma patients population and orthotopic, imageable mouse models of metastatic melanoma. PMID:26910282

  17. Exploring the Link between Experienced Teachers' Learning Outcomes and Individual and Professional Learning Community Characteristics

    ERIC Educational Resources Information Center

    Vanblaere, Bénédicte; Devos, Geert

    2016-01-01

    The continuous professional development of teachers is crucial in our current knowledge-based society, yet empirical research on experienced teachers' learning outcomes is scarce. In this study, we examine perceived changes in classroom practices and in competence as outcomes. By making these outcomes measurable, we can relate them to several…

  18. Learning Outcomes Assessment Activities, 1989-1992.

    ERIC Educational Resources Information Center

    Mathay, Geoffrey A.

    In 1987, Seattle Central Community College (SCCC), in Washington, began a 5-year project to gather evidence on SCCC's success in imparting knowledge, skills, and values to its students. This report represents a compilation of major assessment activities and provides brief descriptions of 10 studies on outcomes grouped by specific dimensions of…

  19. Incorporating learning outcomes into an introductory geotechnical engineering course

    NASA Astrophysics Data System (ADS)

    Fiegel, Gregg L.

    2013-06-01

    The article describes the process of incorporating a set of learning outcomes into a geotechnical engineering course. The outcomes were developed using Bloom's taxonomy and define the knowledge, skills, and abilities the students are expected to achieve upon completion of the course. Each outcome begins with an action-oriented verb corresponding to one of six levels of achievement in the cognitive domain (remember, understand, apply, analyse, evaluate, and create). The article includes a listing of outcomes articulated for several course topics. The article also summarises how the outcomes were linked to lesson plans and assignments. Example formative and summative assessment methods and results are presented with the results of teaching evaluations, which indicate that students value this approach to course design. The article concludes with a discussion of how the above approach has been implemented in upper-division courses. Outcomes are presented for a course on earth retention systems.

  20. Engaging with blended learning to improve students' learning outcomes

    NASA Astrophysics Data System (ADS)

    Francis, Rebecca; Shannon, Susan J.

    2013-08-01

    When blended learning is embraced to enhance learning in engineering (architectural), design and architecture, we argue it is a best-practice instructional mode. Blended learning is the seamless amalgamation of carefully selected online modules with face-to-face instruction. This paper evaluates case studies of the introduction of blended learning in these disciplines. It demonstrates that students who do not engage with blended learning are academically disadvantaged. Alignment of the blended mode of delivery and the mode of assessment is next considered. Two case studies of the introduction of blended modes of assessment, for improved student satisfaction with feedback, are evaluated. Finally, the reliance upon non-faculty to provide both blended learning and assessment is evaluated using qualitative research methods to establish the barriers to adoption of what is now considered best educational practice.

  1. Yeast Can Affect Behavior and Learning.

    ERIC Educational Resources Information Center

    Crook, William G.

    1984-01-01

    A pediatrician recounts his experiences in diagnosing and treating allergies to common yeast germs that may result in behavior and learning problems. He lists characteristics that may predispose children to yeast-connected health problems. (CL)

  2. Improved Characters and Student Learning Outcomes through Development of Character Education Based General Physics Learning Model

    ERIC Educational Resources Information Center

    Derlina; Sabani; Mihardi, Satria

    2015-01-01

    Education Research in Indonesia has begun to lead to the development of character education and is no longer fixated on the outcomes of cognitive learning. This study purposed to produce character education based general physics learning model (CEBGP Learning Model) and with valid, effective and practical peripheral devices to improve character…

  3. Comparing Virtual and Location-Based Augmented Reality Mobile Learning: Emotions and Learning Outcomes

    ERIC Educational Resources Information Center

    Harley, Jason M.; Poitras, Eric G.; Jarrell, Amanda; Duffy, Melissa C.; Lajoie, Susanne P.

    2016-01-01

    Research on the effectiveness of augmented reality (AR) on learning exists, but there is a paucity of empirical work that explores the role that positive emotions play in supporting learning in such settings. To address this gap, this study compared undergraduate students' emotions and learning outcomes during a guided historical tour using mobile…

  4. Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University

    ERIC Educational Resources Information Center

    Kintu, Mugenyi Justice; Zhu, Chang

    2016-01-01

    This paper explores the design of a blended learning environment in a transition from face-to-face and seeks to determine whether learner characteristics and background together with blended learning design elements are significant factors for learning outcomes such as intrinsic motivation, satisfaction, knowledge construction and learning…

  5. Effect of Mastery Learning on Senior Secondary School Students' Cognitive Learning Outcome in Quantitative Chemistry

    ERIC Educational Resources Information Center

    Mitee, Telimoye Leesi; Obaitan, Georgina N.

    2015-01-01

    The cognitive learning outcome of Senior Secondary School chemistry students has been poor over the years in Nigeria. Poor mathematical skills and inefficient teaching methods have been identified as some of the major reasons for this. Bloom's theory of school learning and philosophy of mastery learning assert that virtually all students are…

  6. Learning More than Expected: The Influence of Teachers' Attitudes on Children's Learning Outcomes

    ERIC Educational Resources Information Center

    Youn, Minjong

    2016-01-01

    This study employed the concept of teachers' sense of responsibility for students' learning to examine the extent to which the gap in math learning growth is reduced and whether such attitudes can improve children's learning outcomes to a degree that is above and beyond their expected achievement relative to their initial academic skills. Analysis…

  7. Student Learning Outcomes Assessment Materials Guidebook

    ERIC Educational Resources Information Center

    ACPA College Student Educators International, 2011

    2011-01-01

    The American College Personnel Association's (ACPA's) Sustainability Task Force partnered with the Commission on Assessment and Evaluation with the goal of creating assessment tools to help ACPA members effectively measure student learning around sustainability. Towards these ends, Kimberly Yousey-Elsener (StudentVoice), Diana Richter Keith…

  8. Investigative Science Learning Environment: Motivation and Outcomes

    NASA Astrophysics Data System (ADS)

    Etkina, Eugenia

    2007-04-01

    The National Science Foundation's ``Shaping the Future 1996'' warns that: ``the national work force is changing dramatically, as high-paying but relatively unskilled factory jobs disappear in the face of foreign competition and technological advances; consequently the educational needs of the prospective work force are now vastly different.'' This report and many others indicate that science education should place much more emphasis on helping students acquire the process abilities used in the practice of science, abilities such as model building, designing experiments, analyzing real world problems, justifying assumptions, evaluating work, and communicating. This presentation will illustrate how Investigative Science Learning Environment used in introductory physics courses helps achieve these goals in large and small college classrooms and describe the results in terms of student learning of these abilities and of physics content.

  9. Affective Learning: Environmental Ethics and Human Ecology

    ERIC Educational Resources Information Center

    Gough, Noel P.

    1977-01-01

    This discussion of home economics as a discipline which should focus on its affective foundations, covers the following areas: Affective context of home economics education, the adequacy of the home economics value complex for coping with environmental problems, and toward an acceptable environmental ethic. (SH)

  10. Does Group Composition Affect Learning by Invention?

    ERIC Educational Resources Information Center

    Wiedmann, Michael; Leach, Ryan C.; Rummel, Nikol; Wiley, Jennifer

    2012-01-01

    Schwartz and Martin ("Cogn Instr" 22:129-184, 2004) as well as Kapur ("Instr Sci", this issue, 2012) have found that students can be better prepared to learn about mathematical formulas when they try to invent them in small groups before receiving the canonical formula from a lesson. The purpose of the present research was to investigate how the…

  11. Sweet and Slow: Diet Can Affect Learning.

    ERIC Educational Resources Information Center

    Charlton-Seifert, Joan; And Others

    1980-01-01

    Studies pointing to the relationship between caffeine-sugar intake and learning disorders are cited and suggestions to facilitate better nutrition in children are offered. Among suggestions made is that teachers be educated in matters of food, nutrition, and reading through inservice programs. A nutritional questionnaire is included. (SBH)

  12. How Learning Logic Programming Affects Recursion Comprehension

    ERIC Educational Resources Information Center

    Haberman, Bruria

    2004-01-01

    Recursion is a central concept in computer science, yet it is difficult for beginners to comprehend. Israeli high-school students learn recursion in the framework of a special modular program in computer science (Gal-Ezer & Harel, 1999). Some of them are introduced to the concept of recursion in two different paradigms: the procedural programming…

  13. Do Learning Strategies Affect Adults' Transfer of Learning?

    ERIC Educational Resources Information Center

    Wang, Nina; Taraban, Roman

    A study of 113 graduate students in a college of education explored how readily they would apply their knowledge about transfer of learning to a personally relevant teaching task. One group practiced integration; participants were asked to think about concepts they were learning in terms of the three elements of the integration strategy. A second…

  14. An E-learning System based on Affective Computing

    NASA Astrophysics Data System (ADS)

    Duo, Sun; Song, Lu Xue

    In recent years, e-learning as a learning system is very popular. But the current e-learning systems cannot instruct students effectively since they do not consider the emotional state in the context of instruction. The emergence of the theory about "Affective computing" can solve this question. It can make the computer's intelligence no longer be a pure cognitive one. In this paper, we construct an emotional intelligent e-learning system based on "Affective computing". A dimensional model is put forward to recognize and analyze the student's emotion state and a virtual teacher's avatar is offered to regulate student's learning psychology with consideration of teaching style based on his personality trait. A "man-to-man" learning environment is built to simulate the traditional classroom's pedagogy in the system.

  15. Modifying Softball for Maximizing Learning Outcomes in Physical Education

    ERIC Educational Resources Information Center

    Brian, Ali; Ward, Phillip; Goodway, Jacqueline D.; Sutherland, Sue

    2014-01-01

    Softball is taught in many physical education programs throughout the United States. This article describes modifications that maximize learning outcomes and that address the National Standards and safety recommendations. The modifications focus on tasks and equipment, developmentally appropriate motor-skill acquisition, increasing number of…

  16. The Social Outcomes of Learning Mathematics: Standard, Unintended or Visionary?

    ERIC Educational Resources Information Center

    Ernest, Paul

    2015-01-01

    Mathematics is a fundamental part of human knowledge and one of the central planks of the modern technological revolution. But in our enthusiasm to promote its benefits too rarely do we stop to question our intended aims of teaching mathematics and the outcomes of learning mathematics in school. In this paper the standard aims of school…

  17. Student Learning Outcomes: The Role of the Registrar

    ERIC Educational Resources Information Center

    Pikowsky, Reta

    2012-01-01

    The Council for the Advancement of Standards in Higher Education's "Self-Assessment Guide for Registrar Programs and Services" includes an introductory statement on the role of registrar programs: "The overarching role of the registrar is increasingly that of an educator, defining student needs through learning outcomes and identifying assessment…

  18. Learning Outcomes for Sustainable Development in Higher Education

    ERIC Educational Resources Information Center

    Svanstrom, Magdalena; Lozano-Garcia, Francisco J.; Rowe, Debra

    2008-01-01

    Purpose: This paper sets out to discuss the commonalities that can be found in learning outcomes (LOs) for education for sustainable development in the context of the Tbilisi and Barcelona declarations. The commonalities include systemic or holistic thinking, the integration of different perspectives, skills such as critical thinking, change agent…

  19. Assessment of Learning Outcomes in Finnish Vocational Education and Training

    ERIC Educational Resources Information Center

    Räisänen, Anu; Räkköläinen, Mari

    2014-01-01

    This article provides an outline and critical review of assessment, an evaluation of learning outcomes, in vocational education and training (VET) in Finland. Assessment of VET is formative, development-orientated and criteria-based. There are no national tests and information from vocational skills demonstrations is used instead. Assessment…

  20. Measuring Learning Outcomes in Higher Education: Motivation Matters

    ERIC Educational Resources Information Center

    Liu, Ou Lydia; Bridgeman, Brent; Adler, Rachel M.

    2012-01-01

    With the pressing need for accountability in higher education, standardized outcomes assessments have been widely used to evaluate learning and inform policy. However, the critical question on how scores are influenced by students' motivation has been insufficiently addressed. Using random assignment, we administered a multiple-choice test and an…

  1. Educational Commodification and the (Economic) Sign Value of Learning Outcomes

    ERIC Educational Resources Information Center

    Brancaleone, David; O'Brien, Stephen

    2011-01-01

    If managerialism points to the ideological foundations and bureaucratisation of contemporary education, marketisation signals its commodification, image and exchange. This paper brings to bear the prevailing influence of marketisation on education. It begins with a brief description of the European context and development of learning outcomes, and…

  2. Learning Outcomes of Two Approaches to Multicultural Music Education

    ERIC Educational Resources Information Center

    Abril, Carlos R.

    2006-01-01

    The purpose of this study was to examine the effect of multicultural music instruction on classroom learning outcomes. Fifth-grade children (10-11 years of age; N = 170) from four schools were randomly assigned to one of two instructional treatments: music concept and sociocultural context. The former approach used formal elements of music as a…

  3. Writing Learning Outcomes for English Language Lessons in Multilingual Schools

    ERIC Educational Resources Information Center

    Jones, Sally Ann

    2016-01-01

    This article proposes a pedagogic innovation in teacher education by articulating a method for writing learning outcomes for English language lessons in multilingual school contexts. The argument for this approach is founded on curriculum studies; however, the practice also draws specifically on applied psycholinguistic and sociolinguistic…

  4. Students' Reflections Using Visualized Learning Outcomes and E-Portfolios

    ERIC Educational Resources Information Center

    Narumi, Takatsune; Gotoh, Yasushi

    2014-01-01

    How to guarantee graduate attributes has become an urgent challenge amid the increasing progress in scientific and technological development and the globalization of economic activity. In order to solve these problems, a system is required which can visualize learning outcomes in relation to attainment targets, and store and sample records of the…

  5. Assessing Social Learning Outcomes through Participatory Mind Mapping

    ERIC Educational Resources Information Center

    Smith, Justin G.; DuBois, Bryce; Corwin, Jason

    2016-01-01

    This article presents a method for using mind mapping to assess social learning outcomes in collaborative environmental restoration and participatory natural resource management initiatives. Using mind mapping for preassessment and postassessment can reveal changes in individual and collective thinking about critical social and ecological issues.…

  6. Vocational Outcomes for Young Adults with Multiple Learning Disabilities

    ERIC Educational Resources Information Center

    Harth, Robert; Burns, Carol

    2004-01-01

    This study investigated the vocational outcomes for a group of young adults with multiple learning disabilities who attended a two-year post-secondary program. One hundred graduates of the program representing the first 15 years of the program participated in the study. Results indicated that large numbers of graduates were employed in both full…

  7. Oregon Pre-Engineering Learning Outcomes Study: Final Report

    ERIC Educational Resources Information Center

    Conley, David T.; Langan, Holly; Veach, Darya; Farkas, Virginia

    2007-01-01

    The Oregon Pre-engineering Learning Outcomes Project was conducted by the Educational Policy Improvement Center (EPIC) with grant funding from the Engineering and Technology Industry Council (ETIC). The study sought to improve student preparation and success in pre-engineering programs through the development of the Oregon Pre-engineering Learning…

  8. A Model for Effectively Assessing Student Learning Outcomes

    ERIC Educational Resources Information Center

    Ohia, Uche O.

    2011-01-01

    This paper describes a model proven to be effective for assessing and documenting evidence of student learning outcomes. Specifically, it will share a model, F.A.M.O.U.S. Copyright ©2008, which is an acronym exemplifying six effective steps for complying with institutional accountability and eternal assessment requirements proscribed by the…

  9. The Effects of Game Design on Learning Outcomes

    ERIC Educational Resources Information Center

    Martin, Michael W.; Shen, Yuzhong

    2014-01-01

    This article details the administration and results of an experiment conducted to assess the impact of three video game design concepts upon learning outcomes. The principles tested include game aesthetics, player choice, and player competition. The experiment participants were asked to play a serious game over the course of a week, and the…

  10. Students with Learning Disabilities' Satisfaction, Employment, and Postsecondary Education Outcomes

    ERIC Educational Resources Information Center

    Rabren, Karen; Eaves, Ronald C.; Dunn, Caroline; Darch, Craig

    2013-01-01

    This study investigates the construct of satisfaction as a post-school outcome for students with learning disabilities (LD). More specifically, the effects of postsecondary education or training as well as employment are examined as they contribute to the overall satisfaction of young people with LD, one year after they exit high school. The…

  11. Multiple-Try Feedback and Higher-Order Learning Outcomes

    ERIC Educational Resources Information Center

    Clariana, Roy B.; Koul, Ravinder

    2005-01-01

    Although feedback is an important component of computer-based instruction (CBI), the effects of feedback on higher-order learning outcomes are not well understood. Several meta-analyses provide two rules of thumb: any feedback is better than no feedback and feedback with more information is better than feedback with less information. …

  12. Demotivating Factors Affecting EFL Learning of Iranian Seminary Students

    ERIC Educational Resources Information Center

    Tabatabaei, Omid; Molavi, Ahmad

    2012-01-01

    In the present study, an attempt has been made to determine the demotives affecting EFL learning of Iranian Islamic seminary students and also to distinguish the motivated and demotivated EFL learners in terms of their EFL learning as the major focus of this study. Fifty Iranian EFL seminary students were investigated using two validated…

  13. The Impact of CLIL on Affective Factors and Vocabulary Learning

    ERIC Educational Resources Information Center

    Heras, Arantxa; Lasagabaster, David

    2015-01-01

    The aim of this article is twofold: to assess the effectiveness of a CLIL (content and language integrated learning) module on affective factors (motivation and self-esteem), and to test the purported blurring effect of CLIL on gender differences in foreign language learning. Forty-six students in their fourth year of compulsory secondary…

  14. Toward Computer-Aided Affective Learning Systems: A Literature Review

    ERIC Educational Resources Information Center

    Moridis, C. N.; Economides, A. A.

    2008-01-01

    The aim of this survey is to provide an overview of the various components of "computer aided affective learning systems." The research is classified into 3 main scientific areas that are integral parts of the development of these kinds of systems. The three main scientific areas are: i) emotions and their connection to learning; ii) affect…

  15. Factors Affecting Quality Enhancement Procedures for E-Learning Courses

    ERIC Educational Resources Information Center

    Jara, Magdalena; Mellar, Harvey

    2009-01-01

    Purpose: This paper reports on an empirical study exploring the way in which campus-based higher education institutions (HEIs) in the UK apply their internal quality assurance and enhancement (QA/QE) procedures to their e-learning courses. The purpose of this paper is to identify those characteristics of e-learning courses which affected the…

  16. Using multiple risk factors to assess the behavioral, cognitive, and affective effects of learned helplessness.

    PubMed

    McKean, K J

    1994-03-01

    Rather than examining the effect of the pessimistic explanatory style on an outcome variable reflecting a single domain, I studied the effects of multiple learned-helplessness risk factors on behavioral, cognitive, and affective variables. Undergraduate students completed the Learned Helplessness Scale (Quinless & McDermott-Nelson, 1988) as a measure of their expectation of uncontrollability and the Explanatory Style Questionnaire (Peterson et al., 1982) to determine their explanations for both positive and negative events. Results revealed a significant effect for risk level, with students at greater risk of helplessness reporting significantly more procrastination, lower grade point averages, and more dysphoria. These results support the use of multiple risk factors representing all learned-helplessness precursors and the assessment of learned-helplessness deficits drawn simultaneously from behavioral, cognitive, and affective domains. PMID:8189396

  17. Affecting Factors in Second Language Learning

    ERIC Educational Resources Information Center

    Andreou, G.; Vlachos, F.; Andreou, E.

    2005-01-01

    The present study investigated the influence of sex, handedness, level in second language (L2) and Faculty choice on the performance of phonological, syntactical and semantic tasks in L2. Level in L2 and sex were the most affecting factors. Subjects who achieved higher scores on L2 tasks had strong second language aptitude skills since they were…

  18. Attention to Affect in Language Learning

    ERIC Educational Resources Information Center

    Arnold, Jane

    2011-01-01

    As language teachers, we have to pay attention to many things in our work so why add "attention to affect"? Perhaps the simplest, most direct answer is that whatever we focus most on in our particular context, be it general English, morphosyntax, phonetics, literature, English for academic writing or any other special area, attention to affect…

  19. Affective Learning and the Classroom Debate

    ERIC Educational Resources Information Center

    Jagger, Suzy

    2013-01-01

    A commonly used teaching method to promote student engagement is the classroom debate. This study evaluates how affective characteristics, as defined in Bloom's taxonomy, were stimulated during debates that took place on a professional ethics module for first year computing undergraduates. The debates led to lively interactive group…

  20. Learning Approaches and Outcome-Based Teaching and Learning: A Case Study in Hong Kong, China

    ERIC Educational Resources Information Center

    Pang, Mary; Ho, To Ming; Man, Ryan

    2009-01-01

    Outcome-based education is a pedagogical process which focuses on the achievement of certain specified results. Outcome-based teaching and learning (OBTL), therefore, is concerned with curriculum design and ensuring that the contents, delivery, activities, and assessments are all aligned to help facilitate students to attain specific intended…

  1. Interaction and Learning Outcomes in Live, Public Planetarium Presentations

    NASA Astrophysics Data System (ADS)

    Neece, Michael; Sayle, A.; Nleya, P.; Boyette, T.

    2013-01-01

    Although formative assessment has been shown to help teachers cultivate stronger positive student outcomes in traditional classrooms, it has not been well researched in planetariums. We studied the impact of formative assessment—as measured by the interactivity between presenter and study participants—on learning success in mixed-audience, live planetarium constellation programs. Audio recordings of ten programs given by five experienced planetarium educators in late 2009 were transcribed and analyzed. Ninety of 328 attendees participated in the study. Their ages ranged from 7 to 65. Interactivity was measured as the number of verbal “hand-offs” per hour between presenter and attendees. Pre-program and immediate post-program written surveys were administered to assess participants’ learning outcomes, such as identification of cardinal directions, objects in the night sky and the Moon’s phase. Participants whose programs had either high (79 - 96 interactions/hr) or low (19 - 42 interactions/hr) interactivity scored 7 - 16% higher on learning outcomes than those whose presenters had mid-range levels (56 - 62 interactions/hr). Because of the low number of presenters, it was difficult to disentangle the influence of the presenters’ interactivity from the influence of the presenters’ other characteristics and behaviors. Study redesign would likely allow for better control to determine the relation between interactivity and outcomes, thus allowing presenters to modify their presentations to maximize benefits to their audience members.

  2. Effecting Affect: Developing a Positive Attitude to Primary Mathematics Learning

    ERIC Educational Resources Information Center

    Sparrow, Len; Hurst, Chris

    2010-01-01

    Most adults' attitudes to mathematics come from their experiences of mathematics in school when they were children. Children's mathematical worlds are complex places containing both cognitive and affective elements. One cannot ignore the affective domain if one wishes to understand children's mathematical learning. Teacher education students…

  3. Generating a Spanish Affective Dictionary with Supervised Learning Techniques

    ERIC Educational Resources Information Center

    Bermudez-Gonzalez, Daniel; Miranda-Jiménez, Sabino; García-Moreno, Raúl-Ulises; Calderón-Nepamuceno, Dora

    2016-01-01

    Nowadays, machine learning techniques are being used in several Natural Language Processing (NLP) tasks such as Opinion Mining (OM). OM is used to analyse and determine the affective orientation of texts. Usually, OM approaches use affective dictionaries in order to conduct sentiment analysis. These lexicons are labeled manually with affective…

  4. Empirical CALL Evaluation: The Relationship between Learning Process and Learning Outcome

    ERIC Educational Resources Information Center

    Ma, Qing

    2008-01-01

    CALL evaluation is important because it is the most efficient means to prove CALL effectiveness. While both learning process and learning outcome should be investigated in empirical evaluation, the precise relationship between the two needs to be examined closely. Only by doing so can we identify useful CALL design features that facilitate…

  5. Post School Outcomes of University Graduates With Learning Disabilities and Their Peers Without Learning Disabilities

    ERIC Educational Resources Information Center

    Long, Ellen Moynihan

    2000-01-01

    Due in part to legislation that was enacted over the last 25 years, the numbers of students with learning disabilities (LD) on college campuses are increasing. With these increasing numbers, it has become apparent that there is a need to focus on the post school outcomes of individuals with learning disabilities, particularly those who attend…

  6. The Impact of Learning Style on Learning Outcomes in an Interactive Multimedia Instruction (IMI) Program

    ERIC Educational Resources Information Center

    Gallagher, Kevin P.

    2010-01-01

    This study's focus was to examine the impact of learning style on learning outcomes in an Interactive Multimedia Instruction program (IMI). The literature review emphasizes that incorporating technology alone does not ensure positive gains in an educational initiative. It also identified a number of factors that may influence how students will…

  7. Learning by Helping? Undergraduate Communication Outcomes Associated with Training or Service-Learning Experiences

    ERIC Educational Resources Information Center

    Katz, Jennifer; DuBois, Melinda; Wigderson, Sara

    2014-01-01

    This study investigated communication outcomes after training or applied service-learning experiences. Pre-practicum trainees learned active listening skills over 10 weeks. Practicum students were successful trainees who staffed a helpline. Community interns were trained and supervised at community agencies. Undergraduate students in psychology…

  8. The Influence of Learning Environments on Students' Epistemological Beliefs and Learning Outcomes

    ERIC Educational Resources Information Center

    Tolhurst, Denise

    2007-01-01

    There is evidence that students' epistemological beliefs impact on approaches to learning and consequent learning outcomes. Epistemological beliefs have been shown to influence students' approaches to study and problem-solving, motivation and persistence in information seeking. There are also some preliminary research findings that suggest the…

  9. Evidence of Deeper Learning Outcomes: Findings from the Study of Deeper Learning

    ERIC Educational Resources Information Center

    Taylor, James

    2014-01-01

    The "Study of Deeper Learning: Opportunities and Outcomes", funded by the William and Flora Hewlett Foundation, is a "proof-of-concept" study to determine whether students attending high schools with a mature and at least moderately well-implemented approach to promoting deeper learning experience greater deeper learning…

  10. The Relationship between Students' Approaches to Learning and the Assessment of Learning Outcomes

    ERIC Educational Resources Information Center

    Gijbels, David; Van de Watering, Gerard; Dochy, Filip; Van den Bossche, Piet

    2005-01-01

    The purpose of the present study is to gain more insight into the relationship between students' approaches to learning and students' quantitative learning outcomes, as a function of the different components of problem-solving that are measured within the assessment. Data were obtained from two sources: the revised two factor study process…

  11. Motivating Learning and Assessing Outcomes in Continuing Medical Education Using a Personal Learning Plan

    ERIC Educational Resources Information Center

    Reed, Virginia A.; Schifferdecker, Karen E.; Turco, Mary G.

    2012-01-01

    Introduction: Although there is increasing focus on provider behavior change as an outcome of continuing medical education (CME), it has long been known that an increase in knowledge alone is rarely sufficient to induce such change. The Personal Learning Plan (PLP), designed to motivate and assess CME learning, was partly derived from SMART goals…

  12. The Relationship between Socio-Economic Status, General Language Learning Outcome, and Beliefs about Language Learning

    ERIC Educational Resources Information Center

    Ariani, Mohsen Ghasemi; Ghafournia, Narjes

    2016-01-01

    The objective of this study is to explore the probable relationship between Iranian students' socioeconomic status, general language learning outcome, and their beliefs about language learning. To this end, 350 postgraduate students, doing English for specific courses at Islamic Azad University of Neyshabur participated in this study. They were…

  13. Students' Learning Outcomes and Learning Experiences through Playing a Serious Educational Game

    ERIC Educational Resources Information Center

    Cheng, Meng-Tzu; Annetta, Len

    2012-01-01

    This study attempted to examine students' learning outcomes and their learning experiences through playing a Serious Educational Game. A mixed-method research design was employed collecting both quantitative and qualitative data. A total of 98 middle-school students ranging from sixth to eighth grades participated through paper-and-pencil…

  14. Interpersonal Behavior, Laboratory Learning Environments, and Student Outcomes in Senior Biology Classes.

    ERIC Educational Resources Information Center

    Henderson, David; Fisher, Darrell; Fraser, Barry

    2000-01-01

    Investigates associations between students' (n=489) perceptions of their biology teacher's behavior and their laboratory learning environment with student attitudinal, performance, and achievement outcomes. Finds that associations between attitudinal outcomes and learning environment dimensions assessed by the Science Laboratory Environment…

  15. Outcomes-Based Collaborative Teaching and Learning in Asian Higher Education

    ERIC Educational Resources Information Center

    van Schalkwyk, Gertina J.

    2015-01-01

    This chapter explores the background and development of outcomes-based collaborative teaching and learning, and provides guidance for writing learning outcomes and engaging students in the Asian higher education context.

  16. Perceptions versus Realities: Exploring Needs and Science Learning Outcomes In the Mississippi Delta

    NASA Astrophysics Data System (ADS)

    Fitts, Lacey S.

    The Mississippi Delta (MS Delta) is a high-poverty region in northwestern Mississippi located between the Mississippi and Yazoo rivers. The Delta is home to sixteen rural counties with over seventy failing or underperforming schools. Many of these schools lack the resources necessary to ensure adequate opportunities for all students. Learning outcomes for the state are among the lowest in the nation, and scores in the rural Delta are far below the state average. Graduating seniors take the ACT college entrance exam, with about 10% of Mississippi seniors scoring as "college-ready" in science. The region has a critical shortage of science teachers, and many schools do not offer advanced science courses. This study assessed teachers' needs, identified key characteristics of the secondary science programs in which they teach, and sought to understand conditions affecting science learning outcomes. An inventory of science teachers' needs was administered to teachers in the region. The greatest needs were material resources, high quality training, and strategies for improving poor reading and problem-solving skills of students. Of the factors examined, the percentage of students receiving free lunch had the strongest correlation with science learning outcomes in the school, higher than access to resources, number of science courses offered, and level of self-reported teacher need. A three-tiered approach to improving science learning outcomes has been developed, emphasizing community relationships, targeted professional development, and relevant science curriculum.

  17. Implementing Collaborative Learning in Prelicensure Nursing Curricula: Student Perceptions and Learning Outcomes.

    PubMed

    Schoening, Anne M; Selde, M Susan; Goodman, Joely T; Tow, Joyce C; Selig, Cindy L; Wichman, Chris; Cosimano, Amy; Galt, Kimberly A

    2015-01-01

    This study evaluated learning outcomes and student perceptions of collaborative learning in an undergraduate nursing program. Participants in this 3-phase action research study included students enrolled in a traditional and an accelerated nursing program. The number of students who passed the unit examination was not significantly different between the 3 phases. Students had positive and negative perceptions about the use of collaborative learning. PMID:25719571

  18. Factors affecting patient outcome in primary cutaneous aspergillosis

    PubMed Central

    Tatara, Alexander M.; Mikos, Antonios G.; Kontoyiannis, Dimitrios P.

    2016-01-01

    Abstract Primary cutaneous aspergillosis (PCA) is an uncommon infection of the skin. There is a paucity of organized literature regarding this entity in regard to patient characteristics, associated Aspergillus species, and treatment modalities on outcome (disease recurrence, disease dissemination, and mortality). We reviewed all published reports of PCA from 1967 to 2015. Cases were deemed eligible if they included the following: patient baseline characteristics (age, sex, underlying condition), evidence of proven or probable PCA, primary treatment strategy, and outcome. We identified 130 eligible cases reported from 1967 to 2015. The patients were predominantly male (63.8%) with a mean age of 30.4 ± 22.1 years. Rates of PCA recurrence, dissemination, and mortality were 10.8%, 18.5%, and 31.5%, respectively. In half of the cases, there was an association with a foreign body. Seven different Aspergillus species were reported to cause PCA. Systemic antifungal therapy without surgery was the most common form of therapy (60% of cases). Disease dissemination was more common in patients with underlying systemic conditions and occurred on average 41.4 days after PCA diagnosis (range of 3–120 days). In a multivariate linear regression model of mortality including only patients with immunosuppressive conditions, dissemination and human immunodeficiency virus/acquired immune deficiency syndrome were statistically significantly associated with increased mortality. Nearly one-third of patients with PCA die with the disease. Dissemination and host status are critical in patient outcome. PMID:27367980

  19. Using Cross-Cultural Dimensions Exercises to Improve and Measure Learning Outcomes in International Business Courses

    ERIC Educational Resources Information Center

    Zainuba, Mohamed; Rahal, Ahmad

    2012-01-01

    This article proposes an approach for using cross-cultural dimensions exercises to improve and measure learning outcomes in international business courses. The following key issues are highlighted: (a) what are the targeted learning outcomes to be assessed, (b) how to measure the accomplishment of these learning outcomes, (c) the input measures…

  20. Training with Differential Outcomes Enhances Discriminative Learning and Visuospatial Recognition Memory in Children Born Prematurely

    ERIC Educational Resources Information Center

    Martinez, Lourdes; Mari-Beffa, Paloma; Roldan-Tapia, Dolores; Ramos-Lizana, Julio; Fuentes, Luis J.; Estevez, Angeles F.

    2012-01-01

    Previous studies have demonstrated that discriminative learning is facilitated when a particular outcome is associated with each relation to be learned. When this training procedure is applied (the differential outcome procedure; DOP), learning is faster and more accurate than when the more common non-differential outcome procedure is used. This…

  1. Developing Learner Concentric Learning Outcome Typologies Using Clustering and Decision Trees of Data Mining.

    ERIC Educational Resources Information Center

    Luan, Jing

    This study aims to address learning outcomes from the perspective of learners. The research questions asked were: (1) What learner concentric ideas can be used to indicate the outcomes of learning? (2) How would the new learning outcome index be used to generate typologies? (3) What are the inner relationships of the typologies? and (4) How can…

  2. Gains in Learning Outcomes of College Students in Japan: Comparative Study between Academic Fields

    ERIC Educational Resources Information Center

    Yamada, Reiko

    2014-01-01

    Ensuring gains in the learning outcomes of college students has become a major concern for Japanese higher education institutions. In recent decades, national and public as well as private universities have been forced to embed learning outcomes into their curriculum. A number of studies have shown that the learning outcomes of students are…

  3. Affective Arousal as Information: How Affective Arousal Influences Judgments, Learning, and Memory

    PubMed Central

    Storbeck, Justin; Clore, Gerald L.

    2014-01-01

    The affect-as-information framework posits that affect is embodied information about value and importance. The valence dimension of affect provides evaluative information about stimulus objects, which plays a role in judgment and decisionmaking. Affect can also provide evaluative information about one's own cognitions and response inclinations, information that guides thinking and reasoning. In particular, positive affect often promotes, and negative affect inhibits, accessible responses or dominant modes of thinking. Affect thus moderates many of the textbook phenomena in cognitive psychology. In the current review, we suggest additionally that the arousal dimension of affect amplifies reactions, leading to intensified evaluations, increased reliance on particular styles of learning, and enhanced long-term memory for events. We conclude that whereas valenced affective cues serve as information about value, the arousal dimension provides information about urgency or importance. PMID:25067943

  4. Affective Arousal as Information: How Affective Arousal Influences Judgments, Learning, and Memory.

    PubMed

    Storbeck, Justin; Clore, Gerald L

    2008-09-01

    The affect-as-information framework posits that affect is embodied information about value and importance. The valence dimension of affect provides evaluative information about stimulus objects, which plays a role in judgment and decisionmaking. Affect can also provide evaluative information about one's own cognitions and response inclinations, information that guides thinking and reasoning. In particular, positive affect often promotes, and negative affect inhibits, accessible responses or dominant modes of thinking. Affect thus moderates many of the textbook phenomena in cognitive psychology. In the current review, we suggest additionally that the arousal dimension of affect amplifies reactions, leading to intensified evaluations, increased reliance on particular styles of learning, and enhanced long-term memory for events. We conclude that whereas valenced affective cues serve as information about value, the arousal dimension provides information about urgency or importance. PMID:25067943

  5. Marginally perceptible outcome feedback, motor learning and implicit processes.

    PubMed

    Masters, Rich S W; Maxwell, Jon P; Eves, Frank F

    2009-09-01

    Participants struck 500 golf balls to a concealed target. Outcome feedback was presented at the subjective or objective threshold of awareness of each participant or at a supraliminal threshold. Participants who received fully perceptible (supraliminal) feedback learned to strike the ball onto the target, as did participants who received feedback that was only marginally perceptible (subjective threshold). Participants who received feedback that was not perceptible (objective threshold) showed no learning. Upon transfer to a condition in which the target was unconcealed, performance increased in both the subjective and the objective threshold condition, but decreased in the supraliminal condition. In all three conditions, participants reported minimal declarative knowledge of their movements, suggesting that deliberate hypothesis testing about how best to move in order to perform the motor task successfully was disrupted by the impoverished disposition of the visual outcome feedback. It was concluded that sub-optimally perceptible visual feedback evokes implicit processes. PMID:19375946

  6. Race Affects Outcome among Infants with Intestinal Failure

    PubMed Central

    Squires, Robert H; Balint, Jane; Horslen, Simon; Wales, Paul W.; Soden, Jason; Duggan, Christopher; Li, Ruosha; Belle, Steven H

    2014-01-01

    Objective Intestinal failure is a rare, devastating condition associated with significant morbidity and mortality. We sought to determine if ethnic and racial differences were associated with patient survival and likelihood of receiving an intestinal transplant in a contemporary cohort of children with intestinal failure. Methods This was an analysis of a multicenter cohort study with data collected from chart review conducted by the Pediatric Intestinal Consortium (PIFCon). Entry criteria included infants < 12 mo receiving parenteral nutrition (PN) for > 60 continuous days and followed for at least 2 years. Outcomes included death and intestinal transplant (ITx). Race and ethnicity were recorded as they were in the medical record. For purposes of statistical comparisons and regression modeling, categories of race were consolidated into “white” and “non-white” children. Results Of 272 subjects enrolled, 204 white and 46 non-white children were available for analysis. The 48 month cumulative incidence probability (CIP) of death without ITx was 0.40 for non-white and 0.16 for white children (p<0.001); the CIP of ITx was 0.07 for non-white vs 0.31 for white children (p=0.003). The associations between race and outcomes remained after accounting for low-birth weight, diagnosis, and being seen at a transplant center. Conclusion Race is associated with death and receiving an ITx in a large cohort of children with intestinal failure. This study highlights the need to investigate reasons for this apparent racial disparity in outcome among children with intestinal failure. PMID:24918984

  7. How much do immigration and trade affect labor market outcomes?

    PubMed

    Borjas, G J; Freeman, R B; Katz, L F

    1997-01-01

    "This paper provides new estimates of the impact of immigration and trade on the U.S. labor market.... We examine the relation between economic outcomes for native workers and immigrant flows to regional labor markets.... We...use the factor proportions approach to examine the contributions of immigration and trade to recent changes in U.S. educational wage differentials and attempt to provide a broader assessment of the impact of immigration on the incomes of U.S. natives." Comments and discussion by John DiNardo, John M. Abowd, and others are included (pp. 68-85). PMID:12321914

  8. The Impact of Open Textbooks on Secondary Science Learning Outcomes

    ERIC Educational Resources Information Center

    Robinson, T. Jared; Fischer, Lane; Wiley, David; Hilton, John, III

    2014-01-01

    Given the increasing costs associated with commercial textbooks and decreasing financial support of public schools, it is important to better understand the impacts of open educational resources on student outcomes. The purpose of this quantitative study is to analyze whether the adoption of open science textbooks significantly affects science…

  9. Increasing military social work knowledge: an evaluation of learning outcomes.

    PubMed

    Forgey, Mary Ann; Young, Sharon L

    2014-02-01

    Service members and veterans face a myriad of health, mental health, and social challenges stemming from the combat and operational stressors experienced during deployment and the challenges ofreintegration to civilian life. To intervene effectively with this population, social workers must be knowledgeable about these issues and the cultural context within which they occur. Although schools of social work across the country are developing course work in military social work, little is known about the learning outcomes of these courses. This article describes a military social work course that was developed to increase student preparedness to work with a military or veteran population and the learning outcomes achieved. Using a quasi-experimental pre-post design, this study compared the learning outcomes of students enrolled in the course with a group of students who had not taken the course. To measure this knowledge, the authors developed a 50-item Military Social Work Knowledge Scale for the study. Significant differences between pre- and posttest scores were found for the social work students enrolled in the course. Specific areas of knowledge that increased for the class participants included knowledge about cultural sensitivity to military populations and knowledge about service and advocacy frameworks. PMID:24693599

  10. Family-School Links: How Do They Affect Educational Outcomes?

    ERIC Educational Resources Information Center

    Booth, Alan, Ed.; Dunn, Judith F., Ed.

    This book explores issues related to the links between families and schools and how they affect children's educational achievement, and is organized as follows: Part 1, titled "Families and Schools: How Can They Work Together To Promote Children's School Success?" contains the following chapters: chapter 1, "Family Involvement in Chidrens' and…

  11. How dependencies between successive examples affect on-line learning.

    PubMed

    Wiegerinck, W; Heskes, T

    1996-11-15

    We study the dynamics of on-line learning for a large class of neural networks and learning rules, including backpropagation for multilayer perceptrons. In this paper, we focus on the case where successive examples are dependent, and we analyze how these dependencies affect the learning process. We define the representation error and the prediction error. The representation error measures how well the environment is represented by the network after learning. The prediction error is the average error that a continually learning network makes on the next example. In the neighborhood of a local minimum of the error surface, we calculate these errors. We find that the more predictable the example presentation, the higher the representation error, i.e., the less accurate the asymptotic representation of the whole environment. Furthermore we study the learning process in the presence of a plateau. Plateaus are flat spots on the error surface, which can severely slow down the learning process. In particular, they are notorious in applications with multilayer perceptrons. Our results, which are confirmed by simulations of a multilayer perceptron learning a chaotic time series using backpropagation, explain how dependencies between examples can help the learning process to escape from a plateau. PMID:8888616

  12. Secondary science classroom dissections: Informing policy by evaluating cognitive outcomes and exploring affective outcomes

    NASA Astrophysics Data System (ADS)

    Allspaw, Kathleen M.

    Animal protection organizations claim that dissection is pedagogically unsound and that it will cause students to lose respect for non-human animals. Science teacher organizations support curricula that teach respect for animal life and include dissection. Prior research compared dissection to dissection alternatives. Four of the six studies revealed no difference between groups on tests of cognitive outcomes. One study revealed that dissection was superior, and one revealed that the alternative was superior. No differences in attitudes toward science, dissection or school were found. Attitudes toward non-human animals were not measured. This study focused on the dissections of earthworms and frogs in middle and high school classrooms. Pre and post-tests of conceptual understanding revealed failing scores and no significant pre/post differences. Because these tests required critical thinking skills, and the dissection activities did not, it is difficult to determine if the poor performance on these tests indicates the inability of the students to think critically, and/or if it indicates the ineffectiveness of dissection. Further studies of dissections that focus on critical thinking would be necessary to make this distinction. Classroom observations, student written narratives, and student and adult interviews revealed mixed attitudes toward non-human animals. Student behaviors during dissection were similar to those behaviors exhibited during non-dissection activities. Most students and adults readily supported worm dissections while they expressed some trepidation about frog dissections. Students and adults universally expressed affection for their pets and opposed the use of their own pets for dissection/research. There was slight support for the use of dogs and cats for dissection/research, but only those students who expressed hate for cats said that they could dissect cats. None of the students or adults expressed a willingness to dissect dogs. Some students

  13. Teachers’ perceptions of aspects affecting seminar learning: a qualitative study

    PubMed Central

    2013-01-01

    Background Many medical schools have embraced small group learning methods in their undergraduate curricula. Given increasing financial constraints on universities, active learning groups like seminars (with 25 students a group) are gaining popularity. To enhance the understanding of seminar learning and to determine how seminar learning can be optimised it is important to investigate stakeholders’ views. In this study, we qualitatively explored the views of teachers on aspects affecting seminar learning. Methods Twenty-four teachers with experience in facilitating seminars in a three-year bachelor curriculum participated in semi-structured focus group interviews. Three focus groups met twice with an interval of two weeks led by one moderator. Sessions were audio taped, transcribed verbatim and independently coded by two researchers using thematic analysis. An iterative process of data reduction resulted in emerging aspects that influence seminar learning. Results Teachers identified seven key aspects affecting seminar learning: the seminar teacher, students, preparation, group functioning, seminar goals and content, course coherence and schedule and facilities. Important components of these aspects were: the teachers’ role in developing seminars (‘ownership’), the amount and quality of preparation materials, a non-threatening learning climate, continuity of group composition, suitability of subjects for seminar teaching, the number and quality of seminar questions, and alignment of different course activities. Conclusions The results of this study contribute to the unravelling of the ‘the black box’ of seminar learning. Suggestions for ways to optimise active learning in seminars are made regarding curriculum development, seminar content, quality assurance and faculty development. PMID:23399475

  14. Mesenchymal Stromal Cells Affect Disease Outcomes via Macrophage Polarization

    PubMed Central

    Zheng, Guoping; Ge, Menghua; Qiu, Guanguan; Shu, Qiang; Xu, Jianguo

    2015-01-01

    Mesenchymal stromal cells (MSCs) are multipotent and self-renewable cells that reside in almost all postnatal tissues. In recent years, many studies have reported the effect of MSCs on the innate and adaptive immune systems. MSCs regulate the proliferation, activation, and effector function of T lymphocytes, professional antigen presenting cells (dendritic cells, macrophages, and B lymphocytes), and NK cells via direct cell-to-cell contact or production of soluble factors including indoleamine 2,3-dioxygenase, prostaglandin E2, tumor necrosis factor-α stimulated gene/protein 6, nitric oxide, and IL-10. MSCs are also able to reprogram macrophages from a proinflammatory M1 phenotype toward an anti-inflammatory M2 phenotype capable of regulating immune response. Because of their capacity for differentiation and immunomodulation, MSCs have been used in many preclinical and clinical studies as possible new therapeutic agents for the treatment of autoimmune, degenerative, and inflammatory diseases. In this review, we discuss the central role of MSCs in macrophage polarization and outcomes of diseases such as wound healing, brain/spinal cord injuries, and diseases of heart, lung, and kidney in animal models. PMID:26257791

  15. Mesenchymal Stromal Cells Affect Disease Outcomes via Macrophage Polarization.

    PubMed

    Zheng, Guoping; Ge, Menghua; Qiu, Guanguan; Shu, Qiang; Xu, Jianguo

    2015-01-01

    Mesenchymal stromal cells (MSCs) are multipotent and self-renewable cells that reside in almost all postnatal tissues. In recent years, many studies have reported the effect of MSCs on the innate and adaptive immune systems. MSCs regulate the proliferation, activation, and effector function of T lymphocytes, professional antigen presenting cells (dendritic cells, macrophages, and B lymphocytes), and NK cells via direct cell-to-cell contact or production of soluble factors including indoleamine 2,3-dioxygenase, prostaglandin E2, tumor necrosis factor-α stimulated gene/protein 6, nitric oxide, and IL-10. MSCs are also able to reprogram macrophages from a proinflammatory M1 phenotype toward an anti-inflammatory M2 phenotype capable of regulating immune response. Because of their capacity for differentiation and immunomodulation, MSCs have been used in many preclinical and clinical studies as possible new therapeutic agents for the treatment of autoimmune, degenerative, and inflammatory diseases. In this review, we discuss the central role of MSCs in macrophage polarization and outcomes of diseases such as wound healing, brain/spinal cord injuries, and diseases of heart, lung, and kidney in animal models. PMID:26257791

  16. Hospital volume affects outcome after total knee arthroplasty

    PubMed Central

    Pamilo, Konsta J; Peltola, Mikko; Paloneva, Juha; Mäkelä, Keijo; Häkkinen, Unto; Remes, Ville

    2015-01-01

    Background and purpose The influence of hospital volume on the outcome of total knee joint replacement surgery is controversial. We evaluated nationwide data on the effect of hospital volume on length of stay, re-admission, revision, manipulation under anesthesia (MUA), and discharge disposition for total knee replacement (TKR) in Finland. Patients and methods 59,696 TKRs for primary osteoarthritis performed between 1998 and 2010 were identified from the Finnish Hospital Discharge Register and the Finnish Arthroplasty Register. Hospitals were classified into 4 groups according to the number of primary and revision knee arthroplasties performed on an annual basis throughout the study period: 1–99 (group 1), 100–249 (group 2), 250–449 (group 3), and ≥ 450 (group 4). The association between hospital procedure volume and length of stay (LOS), length of uninterrupted institutional care (LUIC), re-admissions, revisions, MUA, and discharge disposition were analyzed. Results The greater the volume of the hospital, the shorter was the average LOS and LUIC. Smaller hospital volume was not unambiguously associated with increased revision, re-admission, or MUA rates. The smaller the annual hospital volume, the more often patients were discharged home. Interpretation LOS and LUIC ought to be shortened in lower-volume hospitals. There is potential for a reduction in length of stay in extended institutional care facilities. PMID:25323798

  17. Strategies for Assessing Learning Outcomes in an Online Oceanography Course

    NASA Astrophysics Data System (ADS)

    Reed, D. L.

    2003-12-01

    All general education courses at the San Jose State University, including those in the sciences, must present a detailed assessment plan of student learning, prior to certification for offering. The assessment plan must state a clear methodology for acquiring data on student achievement of the learning outcomes for the specific course category, as well as demonstrate how students fulfill a strong writing requirement. For example, an online course in oceanography falls into the Area R category, the Earth and Environment, through which a student should be able to demonstrate an understanding of the methods and limits of scientific investigation; distinguish science from pseudo-science; and apply a scientific approach to answer questions about the Earth and environment. The desired learning outcomes are shared with students at the beginning of the course and subsequent assessments on achieving each outcome are embedded in the graded assignments, which include a critical thinking essay, mid-term exam, poster presentation in a symposium-style format, portfolio of web-based work, weekly discussions on an electronic bulletin board, and a take-home final exam, consisting of an original research grant proposal. The diverse nature of the graded assignments assures a comprehensive assessment of student learning from a variety of perspectives, such as quantitative, qualitative, and analytical. Formative assessment is also leveraged into learning opportunities, which students use to identify the acquisition of knowledge. For example, pre-tests are used to highlight preconceptions at the beginning of specific field studies and post-testing encourages students to present the results of small research projects. On a broader scale, the assessment results contradict common misperceptions of online and hybrid courses. Student demand for online courses is very high due to the self-paced nature of learning. Rates of enrollment attrition match those of classroom sections, if students

  18. Quality of Learning Outcomes in an Online Video-Based Learning Community: Potential and Challenges for Student Teachers

    ERIC Educational Resources Information Center

    So, Winnie Wing-mui

    2012-01-01

    This study investigates the learning outcomes of 25 student teachers in an online video-based learning community (VBLC). Data were drawn from the student teachers' written comments and feedback recorded in the VBLC and the post-course interviews. Based on Biggs and Collis's Structure of Observed Learning Outcomes (SOLO) taxonomy, the majority of…

  19. Motivation Matters? The Relationship among Different Types of Learning Motivation, Engagement Behaviors and Learning Outcomes of Undergraduate Students in Taiwan

    ERIC Educational Resources Information Center

    Hsieh, Tzu-Ling

    2014-01-01

    The purpose of this study is to understand predictors of different learning outcomes among various student background characteristics, types of learning motivation and engagement behaviors. 178 junior students were surveyed at a 4-year research university in Taiwan. The scales of motivation, engagement and perceived learning outcomes were adapted…

  20. Cortical neural responses to previous trial outcome during learning of a directional choice task.

    PubMed

    Yuan, Yuan; Mao, Hongwei; Si, Jennie

    2015-04-01

    The outcomes that result from previous behavior affect future choices in several ways, but the neural mechanisms underlying these effects remain to be determined. Previous studies have shown that the lateral (AGl) and medial (AGm) agranular areas of the rat frontal cortex are involved in the learning and selection of action. Here we describe the activity of single neurons in AGl and AGm as rats learned to perform a directional choice task. Our analysis shows that single-cell activity in AGl and AGm was modulated by the outcome of the previous trial. A larger proportion of neurons encoded the previous trial's outcome shortly after cue onset than during other time periods of a trial. Most of these neurons had greater activity after correct trials than after error trials, a difference that increased as behavioral performance improved. The number of neurons encoding the previous trial's outcome correlated positively with performance accuracy. In summary, we found that neurons in both AGl and AGm encode the outcome of the immediately preceding trial, information that might play a role in the successful selection of action based on past experience. PMID:25552636

  1. Cortical neural responses to previous trial outcome during learning of a directional choice task

    PubMed Central

    Yuan, Yuan; Mao, Hongwei

    2014-01-01

    The outcomes that result from previous behavior affect future choices in several ways, but the neural mechanisms underlying these effects remain to be determined. Previous studies have shown that the lateral (AGl) and medial (AGm) agranular areas of the rat frontal cortex are involved in the learning and selection of action. Here we describe the activity of single neurons in AGl and AGm as rats learned to perform a directional choice task. Our analysis shows that single-cell activity in AGl and AGm was modulated by the outcome of the previous trial. A larger proportion of neurons encoded the previous trial's outcome shortly after cue onset than during other time periods of a trial. Most of these neurons had greater activity after correct trials than after error trials, a difference that increased as behavioral performance improved. The number of neurons encoding the previous trial's outcome correlated positively with performance accuracy. In summary, we found that neurons in both AGl and AGm encode the outcome of the immediately preceding trial, information that might play a role in the successful selection of action based on past experience. PMID:25552636

  2. Does Treatment Duration Affect Outcome After Radiotherapy for Prostate Cancer?

    SciTech Connect

    D'Ambrosio, David J.; Li Tianyu; Horwitz, Eric M.; Chen, David Y.T.; Pollack, Alan; Buyyounouski, Mark K.

    2008-12-01

    Purpose: The protraction of external beam radiotherapy (RT) time is detrimental in several disease sites. In prostate cancer, the overall treatment time can be considerable, as can the potential for treatment breaks. We evaluated the effect of elapsed treatment time on outcome after RT for prostate cancer. Methods and Materials: Between April 1989 and November 2004, 1,796 men with prostate cancer were treated with RT alone. The nontreatment day ratio (NTDR) was defined as the number of nontreatment days divided by the total elapsed days of RT. This ratio was used to account for the relationship between treatment duration and total RT dose. Men were stratified into low risk (n = 789), intermediate risk (n = 798), and high risk (n = 209) using a single-factor model. Results: The 10-year freedom from biochemical failure (FFBF) rate was 68% for a NTDR <33% vs. 58% for NTDR {>=}33% (p = 0.02; BF was defined as a prostate-specific antigen nadir + 2 ng/mL). In the low-risk group, the 10-year FFBF rate was 82% for NTDR <33% vs. 57% for NTDR {>=}33% (p = 0.0019). The NTDR was independently predictive for FFBF (p = 0.03), in addition to T stage (p = 0.005) and initial prostate-specific antigen level (p < 0.0001) on multivariate analysis, including Gleason score and radiation dose. The NTDR was not a significant predictor of FFBF when examined in the intermediate-risk group, high-risk group, or all risk groups combined. Conclusions: A proportionally longer treatment duration was identified as an adverse factor in low-risk patients. Treatment breaks resulting in a NTDR of {>=}33% (e.g., four or more breaks during a 40-fraction treatment, 5 d/wk) should be avoided.

  3. Outcomes in cochlear implantation: variables affecting performance in adults and children.

    PubMed

    Cosetti, Maura K; Waltzman, Susan B

    2012-02-01

    This article highlights variables that affect cochlear implant performance, emerging factors warranting consideration, and variables shown not to affect performance. Research on the outcomes following cochlear implantation has identified a wide spectrum of variables known to affect pos0timplantation performance. These variables relate to the device itself as well as individual patient characteristics. Factors believed to affect spiral ganglion cell survival and function have been shown to influence postoperative performance. Binaural hearing affects performance. Social and educational factors also affect postoperative performance. Novel variables capable of affecting performance continue to emerge with increased understanding of auditory pathway development and neural plasticity. PMID:22115688

  4. Affective Learning in Higher Education: A Regional Perspective

    ERIC Educational Resources Information Center

    Evans, Nina; Ziaian, Tahereh; Sawyer, Janet; Gillham, David

    2013-01-01

    A pilot study was conducted in a regional university setting to promote awareness of the value of affective teaching and learning amongst staff and students. Academic staff and students from diverse disciplines at University of South Australia's (UniSA) Centre for Regional Engagement (CRE) were recruited to the study. The research investigated…

  5. GOAL: Guidance Opportunities for Affective Learning (K-6).

    ERIC Educational Resources Information Center

    Irvine Unified School District, CA.

    This document contains two curriculum guides, the first dealing with accountability skills and the second with social skills. The guides are products of project GOAL (Guidance Opportunities for Affective Learning), a program intended to meet the social/emotional needs of handicapped mainstreamed students in grades K-6 by improving classroom…

  6. Respecting and Supporting Students' Affective Learning

    ERIC Educational Resources Information Center

    Roper, Larry

    2014-01-01

    Too often educators pay too little attention to the psychological and emotional impact subject matter has on students. Teaching effectiveness would be greatly enhanced if educators would consider students' affective reactions to material delivered in courses, workshops, and other collegiate learning experiences.

  7. Designing for Automatic Affect Inference in Learning Environments

    ERIC Educational Resources Information Center

    Afzal, Shazia; Robinson, Peter

    2011-01-01

    Emotions play a significant role in healthy cognitive functioning; they impact memory, attention, decision-making and attitude; and are therefore influential in learning and achievement. Consequently, affective diagnoses constitute an important aspect of human teacher-learner interactions motivating efforts to incorporate skills of affect…

  8. High Fidelity Images--How They Affect Learning.

    ERIC Educational Resources Information Center

    Kwinn, Ann

    1997-01-01

    Discusses the use of graphics in instruction and concludes that cosmetic and motivational graphics can be more realistic and detailed for affective goals, while schematic graphics may be best for the more cognitive functions of focusing attention and presenting actual content. Domains of learning, mental models, and visualization are examined.…

  9. Factors Affecting English Language Teaching and Learning in Higher Education

    ERIC Educational Resources Information Center

    Nguyen, Hong Thi; Warren, Wendy; Fehring, Heather

    2014-01-01

    This paper reports part of a study that aims to explore factors affecting the efficacy of non-major English teaching and learning in Vietnamese higher education through an investigation of classroom practices. Eight non-participant class observations were conducted at HUTECH University, Ho Chi Minh City, Vietnam. The study's findings show that…

  10. Learning disability and epilepsy. 1, towards common outcome measures.

    PubMed

    Kerr, M P; Espie, C A

    1997-10-01

    A major component of the population of people who have epilepsy are people with a learning disability. As a group, such individuals often have complex epilepsy which is refractory to treatment. Current available measures to assess the outcomes of therapeutic interventions in epilepsy are based on seizure frequency, seizure severity and quality-of-life measures, but have not been validated in people with a learning disability. Thus, we do not know if such measures of outcome serve the needs of this group. This review examines how able we are to assess the efficacy of our interventions to control epilepsy in people with learning disability. It is suggested that a standard data set is necessary as the basis of the assessment of any therapeutic intervention. Central components of this data set would encompass a definition of important characteristics of an individual, a description of their epilepsy and an assessment of the impact of their condition on both their own and their carer's health. The approach to obtaining this information should employ a methodology which can allow for environmental influences. PMID:9663796

  11. Pleasurable music affects reinforcement learning according to the listener.

    PubMed

    Gold, Benjamin P; Frank, Michael J; Bogert, Brigitte; Brattico, Elvira

    2013-01-01

    Mounting evidence links the enjoyment of music to brain areas implicated in emotion and the dopaminergic reward system. In particular, dopamine release in the ventral striatum seems to play a major role in the rewarding aspect of music listening. Striatal dopamine also influences reinforcement learning, such that subjects with greater dopamine efficacy learn better to approach rewards while those with lesser dopamine efficacy learn better to avoid punishments. In this study, we explored the practical implications of musical pleasure through its ability to facilitate reinforcement learning via non-pharmacological dopamine elicitation. Subjects from a wide variety of musical backgrounds chose a pleasurable and a neutral piece of music from an experimenter-compiled database, and then listened to one or both of these pieces (according to pseudo-random group assignment) as they performed a reinforcement learning task dependent on dopamine transmission. We assessed musical backgrounds as well as typical listening patterns with the new Helsinki Inventory of Music and Affective Behaviors (HIMAB), and separately investigated behavior for the training and test phases of the learning task. Subjects with more musical experience trained better with neutral music and tested better with pleasurable music, while those with less musical experience exhibited the opposite effect. HIMAB results regarding listening behaviors and subjective music ratings indicate that these effects arose from different listening styles: namely, more affective listening in non-musicians and more analytical listening in musicians. In conclusion, musical pleasure was able to influence task performance, and the shape of this effect depended on group and individual factors. These findings have implications in affective neuroscience, neuroaesthetics, learning, and music therapy. PMID:23970875

  12. Pleasurable music affects reinforcement learning according to the listener

    PubMed Central

    Gold, Benjamin P.; Frank, Michael J.; Bogert, Brigitte; Brattico, Elvira

    2013-01-01

    Mounting evidence links the enjoyment of music to brain areas implicated in emotion and the dopaminergic reward system. In particular, dopamine release in the ventral striatum seems to play a major role in the rewarding aspect of music listening. Striatal dopamine also influences reinforcement learning, such that subjects with greater dopamine efficacy learn better to approach rewards while those with lesser dopamine efficacy learn better to avoid punishments. In this study, we explored the practical implications of musical pleasure through its ability to facilitate reinforcement learning via non-pharmacological dopamine elicitation. Subjects from a wide variety of musical backgrounds chose a pleasurable and a neutral piece of music from an experimenter-compiled database, and then listened to one or both of these pieces (according to pseudo-random group assignment) as they performed a reinforcement learning task dependent on dopamine transmission. We assessed musical backgrounds as well as typical listening patterns with the new Helsinki Inventory of Music and Affective Behaviors (HIMAB), and separately investigated behavior for the training and test phases of the learning task. Subjects with more musical experience trained better with neutral music and tested better with pleasurable music, while those with less musical experience exhibited the opposite effect. HIMAB results regarding listening behaviors and subjective music ratings indicate that these effects arose from different listening styles: namely, more affective listening in non-musicians and more analytical listening in musicians. In conclusion, musical pleasure was able to influence task performance, and the shape of this effect depended on group and individual factors. These findings have implications in affective neuroscience, neuroaesthetics, learning, and music therapy. PMID:23970875

  13. Intervention Outcomes among HIV-affected Families Over 18 Months

    PubMed Central

    Rotheram-Borus, Mary Jane; Rice, Eric; Comulada, W. Scott; Best, Karin; Elia, Carla; Peters, Katherine; Li, Li; Green, Sara; Valladares, Ena

    2012-01-01

    We evaluate the efficacy of a family-based intervention over time among HIV-affected families. Mothers Living with HIV (MLH; n=339) in Los Angeles and their school-aged children were randomized to either an intervention or control condition and followed for 18 months. MLH and their children in the intervention received 16 cognitive-behavioral, small-group sessions designed to help them maintain physical and mental health, parent while ill, address HIV-related stressors, and reduce HIV-transmission behaviors. At recruitment, MLH reported few problem behaviors related to physical health, mental health, or sexual or drug transmission acts. Compared to MLH in the control condition, intervention MLH were significantly more likely to monitor their own CD4 cell counts and their children were more likely to decrease alcohol and drug use. Most MLH and their children had relatively healthy family relationships. Family-based HIV interventions should be limited to MLH who are experiencing substantial problems. PMID:22020758

  14. Prediction and diagnosis of clinical outcomes affecting restoration margins.

    PubMed

    Dennison, J B; Sarrett, D C

    2012-04-01

    The longevity of dental restorations is largely dependent on the continuity at the interface between the restorative material and adjacent tooth structure (the restoration margin). Clinical decisions on restoration repair or replacement are usually based upon the weakest point along that margin interface. Physical properties of a restorative material, such as polymerisation shrinkage, water sorption, solubility, elastic modulus and shear strength, all have an effect on stress distribution and can significantly affect margin integrity. This review will focus on two aspects of margin deterioration in the oral environment: the in vitro testing of margin seal using emersion techniques to simulate the oral environment and to predict clinical margin failure and the relationship between clinically observable microleakage and secondary caries. The many variables associated with in vitro testing of marginal leakage and the interpretation of the data are presented in detail. The most recent studies of marginal leakage mirror earlier methodology and lack validity and reliability. The lack of standardised testing procedures makes it impossible to compare studies or to predict the clinical performance of adhesive materials. Continual repeated in vitro studies contribute little to the science in this area. Clinical evidence is cited to refute earlier conclusions that clinical microleakage (penetrating margin discoloration) leads to caries development and is an indication for restoration replacement. Margin defects, without visible evidence of soft dentin on the wall or base of the defect, should be monitored, repaired or resealed, in lieu of total restoration replacement. PMID:22066463

  15. Midterm Outcome of Femoral Artery Stenting and Factors Affecting Patency

    PubMed Central

    Yu, Jae Seoung; Park, Keun-Myoung; Jeon, Yong Sun; Cho, Soon Gu; Hong, Kee Chun; Shin, Woo Young; Choe, Yun-Mee; Shin, Seok-Hwan; Kim, Kyung Rae

    2015-01-01

    Purpose: The purpose of this study was to evaluate the early and midterm results of superficial femoral artery (SFA) stenting with self-expanding nitinol stents and to identify the factors affecting patency. Materials and Methods: SFA stenting was performed in 165 limbs of 117 patients from January 2009 to December 2013. Patients were followed-up for the first occurrence of occlusion or stenosis based on computed tomography and duplex scan results and a decrease in ankle brachial index of >15%. Results: During the follow-up period (mean, 15.3±3.2 months), no early thrombotic reocclusions occurred within 30 days, but in-stent restenosis developed in 78 limbs. The primary patency rates at 6, 12, 18, and 24 months were 78%, 66%, 42%, and 22%, respectively, and the secondary patency rates were 85%, 72%, 58%, and 58%, respectively. TASC II C or D lesions, stent length >8 cm, number of patent tibial arteries and diabetes were significantly associated with reintervention. Conclusion: The midterm results of stenting for SFA occlusive disease were disappointing because the primary and secondary patency rates at two years were 22% and 58%, respectively. Reintervention after SFA stenting remains a major problem, particularly in patients with diabetes mellitus or long TASC II C or D lesions. PMID:26719837

  16. Digital and traditional slides for teaching cellular morphology: a comparative analysis of learning outcomes.

    PubMed

    Solberg, Brooke L

    2012-01-01

    Recent advances in technology have brought forth an intriguing new tool for teaching hematopoietic cellular identification skills: the digital slide. Although digitized slides offer a number of appealing options for educators, little research has been done to examine how their utilization would impact learning outcomes. To fill that void, this study was designed to examine student performance, skill retention and transferability, and self-efficacy beliefs amongst undergraduate MLS students learning cellular morphology with digital versus traditional slides. Results showed that students learning with digital slides performed better on assessments containing only traditional slide specimens than students learning with traditional slides, both immediately following the learning activity and after a considerable duration of time. Students learning with digital slides also reported slightly higher levels of self-efficacy related to cellular identification. The findings of this study suggest that students learning cellular identification skills with digital slides are able to transfer that skill directly to traditional slides, and that their ability to identify cells is not negatively affected in present or future settings. PMID:23397880

  17. Gender Affects Early Postoperative Outcomes of Rotator Cuff Repair

    PubMed Central

    Ye, Hee-Uk; Jung, Jae-Won; Lee, Young-Kuk

    2015-01-01

    Background The literature does not provide consistent information on the impact of patients' gender on recovery after rotator cuff repair. The purpose of this study was to determine whether gender affects pain and functional recovery in the early postoperative period after rotator cuff repair. Methods Eighty patients (40 men and 40 women) were prospectively enrolled. Pain intensity and functional recovery were evaluated, using visual analog scale (VAS) pain score and range of motion on each of the first 5 postoperative days, at 2 and 6 weeks and at 3, 6, and 12 months after surgery. Perioperative medication-related adverse effects and postoperative complications were also assessed. Results The mean VAS pain score was significantly higher for women than men at 2 weeks after surgery (p = 0.035). For all other periods, there was no significant difference between men and women in VAS pain scores, although women had higher scores than men. Mean forward flexion in women was significantly lower than men at 6 weeks after surgery (p = 0.033) and the mean degree of external rotation in women was significantly lower than men at 6 weeks (p = 0.007) and at 3 months (p = 0.017) after surgery. There was no significant difference in medication-related adverse effects or postoperative complications. Conclusions Women had more pain and slower recovery of shoulder motion than men during the first 3 months after rotator cuff repair. These findings can serve as guidelines for pain management and rehabilitation after surgery and can help explain postoperative recovery patterns to patients with scheduled rotator cuff repair. PMID:26217471

  18. Frame-of-Reference Training Effectiveness: Effects of Goal Orientation and Self-Efficacy on Affective, Cognitive, Skill-Based, and Transfer Outcomes

    ERIC Educational Resources Information Center

    Dierdorff, Erich C.; Surface, Eric A.; Brown, Kenneth G.

    2010-01-01

    Empirical evidence supporting frame-of-reference (FOR) training as an effective intervention for calibrating raters is convincing. Yet very little is known about who does better or worse in FOR training. We conducted a field study of how motivational factors influence affective, cognitive, and behavioral learning outcomes, as well as near transfer…

  19. Frame-of-reference training effectiveness: effects of goal orientation and self-efficacy on affective, cognitive, skill-based, and transfer outcomes.

    PubMed

    Dierdorff, Erich C; Surface, Eric A; Brown, Kenneth G

    2010-11-01

    Empirical evidence supporting frame-of-reference (FOR) training as an effective intervention for calibrating raters is convincing. Yet very little is known about who does better or worse in FOR training. We conducted a field study of how motivational factors influence affective, cognitive, and behavioral learning outcomes, as well as near transfer indexed by achieving professional certification. Relying on goal orientation theory, we hypothesized effects for 3 goal orientations: learning, prove performance, and avoid performance. Results were generally supportive across learning outcomes and transfer. Findings further supported a hypothesized interaction between learning self-efficacy and avoid performance goal orientation, such that higher levels of learning self-efficacy mitigated the negative effects of higher performance avoid tendencies. PMID:20853944

  20. Creatively Adapting Mastery Learning and Outcome-Based Education to the Social Work Classroom.

    ERIC Educational Resources Information Center

    Aviles, Christopher B.

    This workshop was presented on outcome-based education and described how the instructional method called mastery learning compliments it and can be adapted for social work education. Although outcome-based education involves creating clearly outlined expected student outcomes, by itself it is not an instructional method. Mastery learning is a…

  1. Qualifications Frameworks and Learning Outcomes: Challenges for Europe's Lifelong Learning Area

    ERIC Educational Resources Information Center

    Bohlinger, Sandra

    2012-01-01

    Qualifications frameworks are political instruments that are supposed to facilitate the assessment of learning outcomes. They are hoped to be drivers for change since they are meant to provide the impetus for a number of fundamental reforms required in education and training systems. These considerations frame the design and implementation of…

  2. Linking Learning Outcomes and Assessment of Learning of Student Science Teachers

    ERIC Educational Resources Information Center

    Kennedy, Declan

    2008-01-01

    The signing of the Bologna Agreement in 1999 has major implications for all involved in third level education throughout the world. By 2010 in the 45 countries that have signed up to the Bologna process, all modules and programmes in third level institutions will be written in terms of learning outcomes. In addition, many countries outside the…

  3. Equitable Learning Outcomes: Supporting Economically and Culturally Disadvantaged Students in "Formative Learning Environments"

    ERIC Educational Resources Information Center

    Clark, Ian

    2014-01-01

    The central and distinguishing thesis of social and cultural perspectives on outcome equity is that public school classrooms are culturally biased environments. Such environments disaffect children who arrive at school from the economic or cultural margin. The "formative learning environment" (FoLE) establishes and sustains legitimate…

  4. Seeking Feedback in Blended Learning: Competitive versus Cooperative Student Attitudes and Their Links to Learning Outcome

    ERIC Educational Resources Information Center

    Hwang, A.; Arbaugh, J. B.

    2009-01-01

    Emerging research has revealed the impact of electronic media usage on student outcomes, such as satisfaction and reported learning efficacy. However, little is known of its impact on measurable knowledge acquisition. Results from this study showed that participation on discussion topics through Blackboard, an electronic discussion forum,…

  5. A Conceptualization of Intended Learning Outcomes Supporting Self-Regulated Learners in Indicating Learning Paths

    ERIC Educational Resources Information Center

    Tangworakitthaworn, P.; Gilbert, L.; Wills, G.B.

    2015-01-01

    Intended learning outcomes (ILOs) indicate what learners will be able to achieve after they are taught. Traditionally, ILOs are expressed as plain text or unstructured documents. What if all ILOs of a specific course of study can be conceptualized through a structured diagrammatic technique? It was hypothesized that learners can benefit from this…

  6. Collaborative Learning Utilizing a Domain-Based Shared Data Repository to Enhance Learning Outcomes

    ERIC Educational Resources Information Center

    Lubliner, David; Widmeyer, George; Deek, Fadi P.

    2009-01-01

    The objective of this study was to determine whether there was a quantifiable improvement in learning outcomes by integrating course materials in a 4-year baccalaureate program, utilizing a knowledge repository with a conceptual map that spans a discipline. Two new models were developed to provide the framework for this knowledge repository. A…

  7. Learn Global; Serve Local: Student Outcomes from a Community-Based Learning Pedagogy

    ERIC Educational Resources Information Center

    Pedersen, Paula J.; Meyer, Jenice M.; Hargrave, Michelle

    2015-01-01

    Although research suggests that service learning (SL) is being incorporated into the college classroom at an increasing rate, faculty often report that they are not convinced of its educational values. There is a lack of research on, and awareness about, what SL is, how it can be incorporated into the curriculum, and the outcomes on student…

  8. Uncovering Learning Outcomes: Explicating Obscurity in Learning of Aesthetics in Design and Technology Education

    ERIC Educational Resources Information Center

    Haupt, Grietjie; Blignaut, Seugnet

    2008-01-01

    Education and training interventions can be evaluated through the success of learning outcomes. Kirkpatrick's four-level model is a widely accepted and highly popular evaluation tool. However, some criticise the model's shortcomings. This article will examine the extent to which the four-level model can evaluate design and technology students'…

  9. The effect of playing a science center-based mobile game: Affective outcomes and gender differences

    NASA Astrophysics Data System (ADS)

    Atwood-Blaine, Dana

    Situated in a hands-on science center, The Great STEM Caper was a collaborative mobile game built on the ARIS platform that was designed to engage 5th-9th grade players in NGSS science and engineering practices while they interacted with various exhibits. Same gender partners sharing one iPad would search for QR codes placed at specific exhibits; scanning a code within the game would launch a challenge for that exhibit. The primary hypothesis was that in- game victories would be equivalent to "mastery experiences" as described by Bandura (1997) and would result in increased science self-efficacy. Gender differences in gameplay behaviors and perceptions were also studied. The study included two groups, one that played the game during their visit and one that explored the science center in the traditional way. The Motivation to Learn Science Questionnaire was administered to participants in both groups both before and after their visit to the science center. Participants wore head-mounted GoPro cameras to record their interactions within the physical and social environment. No differences in affective outcomes were found between the game and comparison groups or between boys and girls in the game group. The MLSQ was unable to measure any significant change in science self-efficacy, interest and enjoyment of science, or overall motivation to learn science in either group. However, girls outperformed boys on every measure of game achievement. Lazzaro's (2004) four types of fun were found to be a good fit for describing the gender differences in game perceptions and behaviors. Girls tended to enjoy hard fun and collaborative people fun while boys enjoyed easy fun and competitive people fun. While boys associated game achievement with enjoyment and victory, girls perceived their game achievement as difficult, rather than enjoyable or victorious.

  10. Twenty Years of MALL Project Implementation: A Meta-Analysis of Learning Outcomes

    ERIC Educational Resources Information Center

    Burston, Jack

    2015-01-01

    Despite the hundreds of Mobile-Assisted Language Learning (MALL) publications over the past twenty years, statistically reliable measures of learning outcomes are few and far between. In part, this is due to the fact that well over half of all MALL-related studies report no objectively quantifiable learning outcomes, either because they did not…

  11. Does Active Learning Enhance Learner Outcomes? Evidence from Discussion Participation in Online Classes

    ERIC Educational Resources Information Center

    Wilson, Bruce M.; Pollock, Philip H.; Hamann, Kerstin

    2007-01-01

    Discussion is one form of active learning, which has been linked to better learner outcomes. Little is known about the relationship between active learning through discussion and learner outcome in the online environment. Here, we construct an index of active learning online that includes the number of postings a student has read, the number of…

  12. Outcomes of an Academic Service-Learning Project on Four Urban Community Colleges

    ERIC Educational Resources Information Center

    Greenwood, Debra Abston

    2015-01-01

    Service-learning has a rich history in higher education, with a multitude of studies indicating positive learning, community engagement, and moral development outcomes of student participants. The majority of the research findings, however, have represented four-year colleges. And while there are limited outcome studies of service-learning in…

  13. An Outcome Evaluation of a Problem-Based Learning Approach with MSW Students

    ERIC Educational Resources Information Center

    Westhues, Anne; Barsen, Chia; Freymond, Nancy; Train, Patricia

    2014-01-01

    In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master's of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work…

  14. Lost in Translation: The Meaning of Learning Outcomes across National and Institutional Policy Contexts

    ERIC Educational Resources Information Center

    Sin, Cristina

    2014-01-01

    Student-centred learning has gradually come to the foreground of the Bologna Process. In parallel, learning outcomes have been advocated as key degree descriptors, illustrative of student-centred approaches. This paper examines learning outcomes in their diverse understandings and enactment in three European countries--England, Portugal and…

  15. The Learning Outcomes Race: The Value of Self-Reported Gains in Large Research Universities

    ERIC Educational Resources Information Center

    Douglass, John Aubrey; Thomson, Gregg; Zhao, Chun-Mei

    2012-01-01

    Throughout the world, measuring "learning outcomes" is viewed by many stakeholders as a relatively new method to judge the "value added" of colleges and universities. The potential to accurately measure learning gains is also a diagnostic tool for institutional self-improvement. This essay discussed the marketisation of learning outcomes tests,…

  16. Artificial grammar learning of melody is constrained by melodic inconsistency: Narmour's principles affect melodic learning.

    PubMed

    Rohrmeier, Martin; Cross, Ian

    2013-01-01

    Considerable evidence suggests that people acquire artificial grammars incidentally and implicitly, an indispensable capacity for the acquisition of music or language. However, less research has been devoted to exploring constraints affecting incidental learning. Within the domain of music, the extent to which Narmour's (1990) melodic principles affect implicit learning of melodic structure was experimentally explored. Extending previous research (Rohrmeier, Rebuschat & Cross, 2011), the identical finite-state grammar is employed having terminals (the alphabet) manipulated so that melodies generated systematically violated Narmour's principles. Results indicate that Narmour-inconsistent melodic materials impede implicit learning. This further constitutes a case in which artificial grammar learning is affected by prior knowledge or processing constraints. PMID:23874388

  17. Artificial Grammar Learning of Melody Is Constrained by Melodic Inconsistency: Narmour's Principles Affect Melodic Learning

    PubMed Central

    Rohrmeier, Martin; Cross, Ian

    2013-01-01

    Considerable evidence suggests that people acquire artificial grammars incidentally and implicitly, an indispensable capacity for the acquisition of music or language. However, less research has been devoted to exploring constraints affecting incidental learning. Within the domain of music, the extent to which Narmour's (1990) melodic principles affect implicit learning of melodic structure was experimentally explored. Extending previous research (Rohrmeier, Rebuschat & Cross, 2011), the identical finite-state grammar is employed having terminals (the alphabet) manipulated so that melodies generated systematically violated Narmour's principles. Results indicate that Narmour-inconsistent melodic materials impede implicit learning. This further constitutes a case in which artificial grammar learning is affected by prior knowledge or processing constraints. PMID:23874388

  18. Competency Outcomes for Learning and Performance Assessment. Redesigning a BSN Curriculum.

    ERIC Educational Resources Information Center

    Luttrell, Marjorie F.; Lenburg, Carrie B.; Scherubel, Janet C.; Jacob, Susan R.; Koch, Robert W.

    1999-01-01

    A baccalaureate nursing curriculum was redesigned around eight core competencies with measurable indicators for each performance-based competency outcome. Effective learning strategies to achieve outcomes and methods to document achievement were also outlined. (SK)

  19. Assessment of two different types of bias affecting the results of outcome-based evaluation in undergraduate medical education

    PubMed Central

    2014-01-01

    Background Estimating learning outcome from comparative student self-ratings is a reliable and valid method to identify specific strengths and shortcomings in undergraduate medical curricula. However, requiring students to complete two evaluation forms (i.e. one before and one after teaching) might adversely affect response rates. Alternatively, students could be asked to rate their initial performance level retrospectively. This approach might threaten the validity of results due to response shift or effort justification bias. Methods Two consecutive cohorts of medical students enrolled in a six-week cardio-respiratory module were enrolled in this study. In both cohorts, performance gain was estimated for 33 specific learning objectives. In the first cohort, outcomes calculated from ratings provided before (pretest) and after (posttest) teaching were compared to outcomes derived from comparative self-ratings collected after teaching only (thentest and posttest). In the second cohort, only thentests and posttests were used to calculate outcomes, but data collection tools differed with regard to item presentation. In one group, thentest and posttest ratings were obtained sequentially on separate forms while in the other, both ratings were obtained simultaneously for each learning objective. Results Using thentest ratings to calculate performance gain produced slightly higher values than using true pretest ratings. Direct comparison of then- and posttest ratings also yielded slightly higher performance gain than sequential ratings, but this effect was negligibly small. Conclusions Given the small effect sizes, using thentests appears to be equivalent to using true pretest ratings. Item presentation in the posttest does not significantly impact on results. PMID:25043503

  20. The scientific learning approach using multimedia-based maze game to improve learning outcomes

    NASA Astrophysics Data System (ADS)

    Setiawan, Wawan; Hafitriani, Sarah; Prabawa, Harsa Wara

    2016-02-01

    The objective of curriculum 2013 is to improve the quality of education in Indonesia, which leads to improving the quality of learning. The scientific approach and supported empowerment media is one approach as massaged of curriculum 2013. This research aims to design a labyrinth game based multimedia and apply in the scientific learning approach. This study was conducted in one of the Vocational School in Subjects of Computer Network on 2 (two) classes of experimental and control. The method used Mix Method Research (MMR) which combines qualitative in multimedia design, and quantitative in the study of learning impact. The results of a survey showed that the general of vocational students like of network topology material (68%), like multimedia (74%), and in particular, like interactive multimedia games and flash (84%). Multimediabased maze game developed good eligibility based on media and material aspects of each value 840% and 82%. Student learning outcomes as a result of using a scientific approach to learning with a multimediabased labyrinth game increase with an average of gain index about (58%) and higher than conventional multimedia with index average gain of 0.41 (41%). Based on these results the scientific approach to learning by using multimediabased labyrinth game can improve the quality of learning and increase understanding of students. Multimedia of learning based labyrinth game, which developed, got a positive response from the students with a good qualification level (75%).

  1. Floral odor learning within the hive affects honeybees' foraging decisions

    NASA Astrophysics Data System (ADS)

    Arenas, Andrés; Fernández, Vanesa M.; Farina, Walter M.

    2007-03-01

    Honeybees learn odor cues quickly and efficiently when visiting rewarding flowers. Memorization of these cues facilitates the localization and recognition of food sources during foraging flights. Bees can also use information gained inside the hive during social interactions with successful foragers. An important information cue that can be learned during these interactions is food odor. However, little is known about how floral odors learned in the hive affect later decisions of foragers in the field. We studied the effect of food scent on foraging preferences when this learning is acquired directly inside the hive. By using in-hive feeders that were removed 24 h before the test, we showed that foragers use the odor information acquired during a 3-day stimulation period with a scented solution during a food-choice situation outside the nest. This bias in food preference is maintained even 24 h after the replacement of all the hive combs. Thus, without being previously collected outside by foragers, food odors learned within the hive can be used during short-range foraging flights. Moreover, correct landings at a dual-choice device after replacing the storing combs suggests that long-term memories formed within the colony can be retrieved while bees search for food in the field.

  2. EEG-neurofeedback for optimising performance. I: a review of cognitive and affective outcome in healthy participants.

    PubMed

    Gruzelier, John H

    2014-07-01

    A re-emergence of research on EEG-neurofeedback followed controlled evidence of clinical benefits and validation of cognitive/affective gains in healthy participants including correlations in support of feedback learning mediating outcome. Controlled studies with healthy and elderly participants, which have increased exponentially, are reviewed including protocols from the clinic: sensory-motor rhythm, beta1 and alpha/theta ratios, down-training theta maxima, and from neuroscience: upper-alpha, theta, gamma, alpha desynchronisation. Outcome gains include sustained attention, orienting and executive attention, the P300b, memory, spatial rotation, RT, complex psychomotor skills, implicit procedural memory, recognition memory, perceptual binding, intelligence, mood and well-being. Twenty-three of the controlled studies report neurofeedback learning indices along with beneficial outcomes, of which eight report correlations in support of a meditation link, results which will be supplemented by further creativity and the performing arts evidence in Part II. Validity evidence from optimal performance studies represents an advance for the neurofeedback field demonstrating that cross fertilisation between clinical and optimal performance domains will be fruitful. Theoretical and methodological issues are outlined further in Part III. PMID:24125857

  3. Factors affecting self-regulated learning in medical students: a qualitative study

    PubMed Central

    Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

    2015-01-01

    Introduction Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). Method This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Results Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. Conclusion The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students. PMID:26549046

  4. Interactive and Non-Interactive Pictures in Multimedia Learning Environments: Effects on Learning Outcomes and Learning Efficiency

    ERIC Educational Resources Information Center

    Rasch, Thorsten; Schnotz, Wolfgang

    2009-01-01

    New technologies enable flexible combinations of text and interactive or non-interactive pictures. The aim of the present study was to investigate (a) whether adding pictures to texts is generally beneficial for learning or whether it can also have detrimental effects, (b) how interactivity of pictures affects learning, (c) whether the…

  5. Investigation of the Relationship between Learning Process and Learning Outcomes in E-Learning Environments

    ERIC Educational Resources Information Center

    Yurdugül, Halil; Menzi Çetin, Nihal

    2015-01-01

    Problem Statement: Learners can access and participate in online learning environments regardless of time and geographical barriers. This brings up the umbrella concept of learner autonomy that contains self-directed learning, self-regulated learning and the studying process. Motivation and learning strategies are also part of this umbrella…

  6. The effects of different sources of occupational stress on affective, motivational, and psychosomatic outcomes

    SciTech Connect

    Ovalle, N.K. II.

    1991-01-01

    The present study examined the effects of role conflict, role ambiguity, and five additional potential sources of occupational stress on an affective outcome (job satisfaction), a motivational outcome (intent to quit), and two psychosomatic outcomes (mental and physical anxiety). In addition to role conflict and role ambiguity, the five additional sources of occupational stress centered on job characteristics, work pressures, rewards and opportunities, interaction of the job and home life, and lack of job challenge. Data were collected from 85 technicians and managers in a service organization. The results of correlation and multiple regression analyses indicated that each of the sources of stress have significant yet different effects on the outcomes. Moreover, role conflict and ambiguity did not have as much of an effect across all outcomes as the other five sources of stress. These findings could be used to improve the measurement, understanding, and treatment of occupational stress. Other implications are discussed. 23 refs., 2 tabs.

  7. A Tribute to Charlie Chaplin: Induced Positive Affect Improves Reward-Based Decision-Learning in Parkinson’s Disease

    PubMed Central

    Ridderinkhof, K. Richard; van Wouwe, Nelleke C.; Band, Guido P. H.; Wylie, Scott A.; Van der Stigchel, Stefan; van Hees, Pieter; Buitenweg, Jessika; van de Vijver, Irene; van den Wildenberg, Wery P. M.

    2012-01-01

    Reward-based decision-learning refers to the process of learning to select those actions that lead to rewards while avoiding actions that lead to punishments. This process, known to rely on dopaminergic activity in striatal brain regions, is compromised in Parkinson’s disease (PD). We hypothesized that such decision-learning deficits are alleviated by induced positive affect, which is thought to incur transient boosts in midbrain and striatal dopaminergic activity. Computational measures of probabilistic reward-based decision-learning were determined for 51 patients diagnosed with PD. Previous work has shown these measures to rely on the nucleus caudatus (outcome evaluation during the early phases of learning) and the putamen (reward prediction during later phases of learning). We observed that induced positive affect facilitated learning, through its effects on reward prediction rather than outcome evaluation. Viewing a few minutes of comedy clips served to remedy dopamine-related problems associated with frontostriatal circuitry and, consequently, learning to predict which actions will yield reward. PMID:22707944

  8. A tribute to charlie chaplin: induced positive affect improves reward-based decision-learning in Parkinson's disease.

    PubMed

    Ridderinkhof, K Richard; van Wouwe, Nelleke C; Band, Guido P H; Wylie, Scott A; Van der Stigchel, Stefan; van Hees, Pieter; Buitenweg, Jessika; van de Vijver, Irene; van den Wildenberg, Wery P M

    2012-01-01

    Reward-based decision-learning refers to the process of learning to select those actions that lead to rewards while avoiding actions that lead to punishments. This process, known to rely on dopaminergic activity in striatal brain regions, is compromised in Parkinson's disease (PD). We hypothesized that such decision-learning deficits are alleviated by induced positive affect, which is thought to incur transient boosts in midbrain and striatal dopaminergic activity. Computational measures of probabilistic reward-based decision-learning were determined for 51 patients diagnosed with PD. Previous work has shown these measures to rely on the nucleus caudatus (outcome evaluation during the early phases of learning) and the putamen (reward prediction during later phases of learning). We observed that induced positive affect facilitated learning, through its effects on reward prediction rather than outcome evaluation. Viewing a few minutes of comedy clips served to remedy dopamine-related problems associated with frontostriatal circuitry and, consequently, learning to predict which actions will yield reward. PMID:22707944

  9. How measurement artifacts affect cerebral autoregulation outcomes: A technical note on transfer function analysis.

    PubMed

    Meel-van den Abeelen, Aisha S S; de Jong, Daan L K; Lagro, Joep; Panerai, Ronney B; Claassen, Jurgen A H R

    2016-05-01

    Cerebral autoregulation (CA) is the mechanism that aims to maintain adequate cerebral perfusion during changes in blood pressure (BP). Transfer function analysis (TFA), the most reported method in literature to quantify CA, shows large between-study variability in outcomes. The aim of this study is to investigate the role of measurement artifacts in this variation. Specifically, the role of distortion in the BP and/or CBFV measurementon TFA outcomes was investigated. The influence of three types of artifacts on TFA outcomes was studied: loss of signal, motion artifacts, and baseline drifts. TFA metrics of signals without the simulated artifacts were compared with those of signals with artifacts. TFA outcomes scattered highly when more than 10% of BP signal or over 8% of the CBFV signal was lost, or when measurements contained one or more artifacts resulting from head movement. Furthermore, baseline drift affected interpretation of TFA outcomes when the power in the BP signal was 5 times the power in the LF band. In conclusion, loss of signal in BP and loss in CBFV, affects interpretation of TFA outcomes. Therefore, it is vital to validate signal quality to the defined standards before interpreting TFA outcomes. PMID:26935320

  10. Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

    ERIC Educational Resources Information Center

    Erlich, Richard J.; Russ-Eft, Darlene

    2011-01-01

    Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they…

  11. Goals, Motivation for, and Outcomes of Personal Learning through Networks: Results of a Tweetstorm

    ERIC Educational Resources Information Center

    Sie, Rory L. L.; Pataraia, Nino; Boursinou, Eleni; Rajagopal, Kamakshi; Margaryan, Anoush; Falconer, Isobel; Bitter-Rijpkema, Marlies; Littlejohn, Allison; Sloep, Peter B.

    2013-01-01

    Recent developments in the use of social media for learning have posed serious challenges for learners. The information overload that these online social tools create has changed the way learners learn and from whom they learn. An investigation of learners' goals, motivations and expected outcomes when using a personal learning network is…

  12. Learning outcomes from participatory modelling: A case study in the Tamar catchment, UK

    NASA Astrophysics Data System (ADS)

    Krueger, Tobias; Inman, Alex; Chilvers, Jason

    2014-05-01

    Strong arguments for participatory modelling in hydrology can be made on substantive, instrumental and normative grounds. These arguments have led to increasingly diverse groups of stakeholders (here anyone affecting or affected by an issue) getting involved in hydrological research and the management of water resources. In fact, participation has become a requirement of many research grants, programmes, plans and policies. However, evidence of beneficial outcomes of participation as suggested by the arguments is difficult to generate and therefore rare. This is because outcomes are diverse, distributed, often tacit, and take time to emerge. In this paper we present results from applying an evaluation framework focussed on learning outcomes (Krueger et al., 2012) to a participatory modelling process within the Tamar catchment pilot of the UK government's new Catchment Based Approach of managing water resources. The process was run as a series of workshops with email and telephone conversations in between. The outputs were models of sediment and Faecal Coliform transfers from land to water and down to the catchment outlet, mitigated by sewage treatment options, land use, livestock densities and farm management practices. The learning outcomes were assessed through semi-structured interviews with the participants. The results indicate a lack of fairness and some competence issues of the participatory modelling process. Nevertheless, salience, credibility and legitimacy of the models were judged positively by the majority of participants, and some substantive and instrumental benefits of participatory modelling theory could be confirmed, specifically input of better data and increased buy-in and ownership from the participants, respectively. Instrumental learning by the participants was high and facilitated through the models as well as the group setting. Communicative learning by the participants was mixed, with people increasingly appreciating the views of others

  13. Developmental selenomethionine and methylmercury exposures affect zebrafish learning

    PubMed Central

    Smith, Leigh E.; Carvan, Michael J.; Dellinger, John A.; Ghorai, Jugal K.; White, Donald B.; Williams, Frederick E.; Weber, Daniel N.

    2009-01-01

    Methylmercury (MeHg) is a ubiquitous environmental pollutant and has been shown to affect learning in vertebrates following relatively low exposures. Zebrafish were used to model long-term learning deficits after developmental MeHg exposure. Selenomethionine (SeMet) co-exposure was used to evaluate its role in neuroprotection. Embryos were exposed from 2–24 hours post fertilization to (1) MeHg without SeMet, (2) SeMet without MeHg and (3) in combination of MeHg and SeMet. In case (1), the levels of MeHg were 0.00, 0.01, 0.03, 0.06, 0.10, 0.30 µM. In case (2), the levels of SeMet were 0.00. 0.03, 0.06, 0.10, 0.30 µM. In case (3), co-exposure levels of (MeHg, SeMet) were (0.03, 0.03), (0.03, 0.06), (0.03, 0.10), (0.03, 0.30), (0.10, 0.03), (0.10, 0.06), (0.10, 0.10), (0.10, 0.30) µM. Learning functions were tested in individual adults, four months after developmental exposure using a spatial alternation paradigm with food delivery on alternating sides of the aquarium. Low levels of MeHg (<0.1 µM) exposure delayed learning in treated fish; fish exposed to higher MeHg levels were unable to learn the task; SeMet co-exposure did not prevent this deficit. These data are consistent with findings in laboratory rodents. The dorsal and lateral telencephalon are the primary brain regions in fish involved in spatial learning and memory. Adult telencephalon cell body density decreased significantly at all MeHg exposures >0.01 µM MeHg. SeMet co-exposure ameliorated but did not prevent changes in telencephalon cell body density. In summary, MeHg affected both learning and brain structure, but SeMet only partially reversed the latter. PMID:19800969

  14. The Impact of Teachers' and Supervisors' Involvement on Students' Skill and Affective Development in Service-Learning

    ERIC Educational Resources Information Center

    Leemen, Lee

    2013-01-01

    The study reported an assessment of a university-wide curriculum-based service learning program and, based on the assessment data, analyzed the impact of teachers' and supervisors' involvement on students' skill and affective learning outcomes. The study (n=750) showed that in general the students agreed that their participation in…

  15. Predicting outcome in clinically isolated syndrome using machine learning

    PubMed Central

    Wottschel, V.; Alexander, D.C.; Kwok, P.P.; Chard, D.T.; Stromillo, M.L.; De Stefano, N.; Thompson, A.J.; Miller, D.H.; Ciccarelli, O.

    2014-01-01

    We aim to determine if machine learning techniques, such as support vector machines (SVMs), can predict the occurrence of a second clinical attack, which leads to the diagnosis of clinically-definite Multiple Sclerosis (CDMS) in patients with a clinically isolated syndrome (CIS), on the basis of single patient's lesion features and clinical/demographic characteristics. Seventy-four patients at onset of CIS were scanned and clinically reviewed after one and three years. CDMS was used as the gold standard against which SVM classification accuracy was tested. Radiological features related to lesional characteristics on conventional MRI were defined a priori and used in combination with clinical/demographic features in an SVM. Forward recursive feature elimination with 100 bootstraps and a leave-one-out cross-validation was used to find the most predictive feature combinations. 30 % and 44 % of patients developed CDMS within one and three years, respectively. The SVMs correctly predicted the presence (or the absence) of CDMS in 71.4 % of patients (sensitivity/specificity: 77 %/66 %) at 1 year, and in 68 % (60 %/76 %) at 3 years on average over all bootstraps. Combinations of features consistently gave a higher accuracy in predicting outcome than any single feature. Machine-learning-based classifications can be used to provide an “individualised” prediction of conversion to MS from subjects' baseline scans and clinical characteristics, with potential to be incorporated into routine clinical practice. PMID:25610791

  16. Understanding Cognitive Presence in an Online and Blended Community of Inquiry: Assessing Outcomes and Processes for Deep Approaches to Learning

    ERIC Educational Resources Information Center

    Akyol, Zehra; Garrison, D. Randy

    2011-01-01

    This paper focuses on deep and meaningful learning approaches and outcomes associated with online and blended communities of inquiry. Applying mixed methodology for the research design, the study used transcript analysis, learning outcomes, perceived learning, satisfaction, and interviews to assess learning processes and outcomes. The findings for…

  17. Prediction of insemination outcomes in Holstein dairy cattle using alternative machine learning algorithms.

    PubMed

    Shahinfar, Saleh; Page, David; Guenther, Jerry; Cabrera, Victor; Fricke, Paul; Weigel, Kent

    2014-02-01

    When making the decision about whether or not to breed a given cow, knowledge about the expected outcome would have an economic impact on profitability of the breeding program and net income of the farm. The outcome of each breeding can be affected by many management and physiological features that vary between farms and interact with each other. Hence, the ability of machine learning algorithms to accommodate complex relationships in the data and missing values for explanatory variables makes these algorithms well suited for investigation of reproduction performance in dairy cattle. The objective of this study was to develop a user-friendly and intuitive on-farm tool to help farmers make reproduction management decisions. Several different machine learning algorithms were applied to predict the insemination outcomes of individual cows based on phenotypic and genotypic data. Data from 26 dairy farms in the Alta Genetics (Watertown, WI) Advantage Progeny Testing Program were used, representing a 10-yr period from 2000 to 2010. Health, reproduction, and production data were extracted from on-farm dairy management software, and estimated breeding values were downloaded from the US Department of Agriculture Agricultural Research Service Animal Improvement Programs Laboratory (Beltsville, MD) database. The edited data set consisted of 129,245 breeding records from primiparous Holstein cows and 195,128 breeding records from multiparous Holstein cows. Each data point in the final data set included 23 and 25 explanatory variables and 1 binary outcome for of 0.756 ± 0.005 and 0.736 ± 0.005 for primiparous and multiparous cows, respectively. The naïve Bayes algorithm, Bayesian network, and decision tree algorithms showed somewhat poorer classification performance. An information-based variable selection procedure identified herd average conception rate, incidence of ketosis, number of previous (failed) inseminations, days in milk at breeding, and mastitis as the most

  18. Effect of Methods of Learning and Self Regulated Learning toward Outcomes of Learning Social Studies

    ERIC Educational Resources Information Center

    Tjalla, Awaluddin; Sofiah, Evi

    2015-01-01

    This research aims to reveal the influence of learning methods and self-regulated learning on students learning scores for Social Studies object. The research was done in Islamic Junior High School (MTs Manba'ul Ulum), Batuceper City Tangerang using quasi-experimental method. The research employed simple random technique to 28 students. Data were…

  19. Patterns and Rates of Learning in Two Problem-Based Learning Courses Using Outcome Based Assessment and Elaboration Theory

    ERIC Educational Resources Information Center

    Kuruganti, Usha; Needham, Ted; Zundel, Pierre

    2012-01-01

    The concept of "practice makes perfect" was examined in this work in the context of effective learning. Specifically, we wanted to know how much practice was needed for students to demonstrate mastery of learning outcomes. Student learning patterns in two different university courses that use a similar education approach involving problem based…

  20. Getting to the Root of the Problem in Experiential Learning: Using Problem Solving and Collective Reflection to Improve Learning Outcomes

    ERIC Educational Resources Information Center

    Miller, Richard J.; Maellaro, Rosemary

    2016-01-01

    Experiential learning alone does not guarantee that students will accurately conceptualize content, or meet course outcomes in subsequent active experimentation stages. In an effort to more effectively meet learning objectives, the experiential learning cycle was modified with a unique combination of the 5 Whys root cause problem-solving tool and…

  1. Providing Opportunities for Deeper Learning. Findings from the Study of Deeper Learning Opportunities and Outcomes: Report 2

    ERIC Educational Resources Information Center

    Bitter, Catherine; Taylor, James; Zeiser, Kristina L.; Rickles, Jordan

    2014-01-01

    The "Study of Deeper Learning: Opportunities and Outcomes"--funded by the William and Flora Hewlett Foundation--aimed to determine whether students attending high schools with a mature and at least moderately well implemented approach to promoting deeper learning actually experienced greater deeper learning opportunities and outcomes…

  2. Learning Process and Learning Outcomes of Video Podcasts Including the Instructor and PPT Slides: A Chinese Case

    ERIC Educational Resources Information Center

    Pi, Zhongling; Hong, Jianzhong

    2016-01-01

    Video podcasts have become one of the fastest developing trends in learning and teaching. The study explored the effect of the presenting mode of educational video podcasts on the learning process and learning outcomes. Prior to viewing a video podcast, the 94 Chinese undergraduates participating in the study completed a demographic questionnaire…

  3. Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology.

    PubMed

    Taradi, Suncana Kukolja; Taradi, Milan; Radic, Kresimir; Pokrajac, Niksa

    2005-03-01

    World Wide Web (Web)-based learning (WBL), problem-based learning (PBL), and collaborative learning are at present the most powerful educational options in higher education. A blended (hybrid) course combines traditional face-to-face and WBL approaches in an educational environment that is nonspecific as to time and place. To provide educational services for an undergraduate second-year elective course in acid-base physiology, a rich, student-centered educational Web-environment designed to support PBL was created by using Web Course Tools courseware. The course is designed to require students to work in small collaborative groups using problem solving activities to develop topic understanding. The aim of the study was to identify the impact of the blended WBL-PBL-collaborative learning environment on student learning outcomes. Student test scores and satisfaction survey results from a blended WBL-PBL-based test group (n = 37) were compared with a control group whose instructional opportunities were from a traditional in-class PBL model (n = 84). WBL students scored significantly (t = 3.3952; P = 0.0009) better on the final acid-base physiology examination and expressed a positive attitude to the new learning environment in the satisfaction survey. Expressed in terms of a difference effect, the mean of the treated group (WBL) is at the 76th percentile of the untreated (face-to-face) group, which stands for a "medium" effect size. Thus student progress in the blended WBL-PBL collaborative environment was positively affected by the use of technology. PMID:15718381

  4. Team-Based Learning to Improve Learning Outcomes in a Therapeutics Course Sequence

    PubMed Central

    Remington, Tami L.; Wells, Trisha D.; Dorsch, Michael P.; Guthrie, Sally K.; Stumpf, Janice L.; Alaniz, Marissa C.; Ellingrod, Vicki L.; Tingen, Jeffrey M.

    2014-01-01

    Objective. To compare the effectiveness of team-based learning (TBL) to that of traditional lectures on learning outcomes in a therapeutics course sequence. Design. A revised TBL curriculum was implemented in a therapeutic course sequence. Multiple choice and essay questions identical to those used to test third-year students (P3) taught using a traditional lecture format were administered to the second-year pharmacy students (P2) taught using the new TBL format. Assessment. One hundred thirty-one multiple-choice questions were evaluated; 79 tested recall of knowledge and 52 tested higher level, application of knowledge. For the recall questions, students taught through traditional lectures scored significantly higher compared to the TBL students (88%±12% vs 82%±16%, p=0.01). For the questions assessing application of knowledge, no differences were seen between teaching pedagogies (81%±16% vs 77%±20%, p=0.24). Scores on essay questions and the number of students who achieved 100% were also similar between groups. Conclusion. Transition to a TBL format from a traditional lecture-based pedagogy allowed P2 students to perform at a similar level as students with an additional year of pharmacy education on application of knowledge type questions. However, P3 students outperformed P2 students regarding recall type questions and overall. Further assessment of long-term learning outcomes is needed to determine if TBL produces more persistent learning and improved application in clinical settings. PMID:24558281

  5. Factors Affecting Academic Outcomes of Underprepared Community College Students. AIR 1999 Annual Forum Paper.

    ERIC Educational Resources Information Center

    Zhao, J. Charles

    This study examined the factors affecting the four-year academic performance and outcomes of 1,249 underprepared students at Prince George's Community College (Maryland). The fall 1994 freshmen required remediation in reading, writing, or mathematics. Subjects were defined as achievers if, by summer 1998, they had earned a degree or certificate…

  6. Technology Integration before Student Outcomes: Factors Affecting Teacher Adoption of Technology in India

    ERIC Educational Resources Information Center

    Bandyopadhyay, Alankar

    2013-01-01

    Since the 1920s, ICTs have been endorsed as solutions to challenges of access and quality in education. Proponents have also supported technology use in education on grounds that it could potentially impact cognitive, affective, and pedagogical outcomes. Based on these perceived benefits, many developed and developing countries have been…

  7. Coping with Challenge and Hindrance Stressors in Teams: Behavioral, Cognitive, and Affective Outcomes

    ERIC Educational Resources Information Center

    Pearsall, Matthew J.; Ellis, Aleksander P. J.; Stein, Jordan H.

    2009-01-01

    The purpose of this study was to utilize the challenge-hindrance framework to examine the discrete and combined effects of different environmental stressors on behavioral, cognitive, and affective outcomes at the team level. Results from 83 teams working on a command and control simulation indicated that the introduction of a challenge stressor…

  8. An Illustration of Diagnostic Classification Modeling in Student Learning Outcomes Assessment

    ERIC Educational Resources Information Center

    Jurich, Daniel P.; Bradshaw, Laine P.

    2014-01-01

    The assessment of higher-education student learning outcomes is an important component in understanding the strengths and weaknesses of academic and general education programs. This study illustrates the application of diagnostic classification models, a burgeoning set of statistical models, in assessing student learning outcomes. To facilitate…

  9. Development of a National Survey to Assess Student Learning Outcomes of Community-Based Research

    ERIC Educational Resources Information Center

    Lichtenstein, Gary; Thorme, Trisha; Cutforth, Nick; Tombari, Martin L.

    2011-01-01

    With the goal of codifying student learning outcomes of community-based research (CBR), the authors created a conceptually valid and statistically reliable CBR Student Learning Outcomes Survey. The project began with individual interviews and focus groups with 70 undergraduates and faculty at six colleges and universities nationwide discussing…

  10. Learning Outcomes as a Key Concept in Policy Documents throughout Policy Changes

    ERIC Educational Resources Information Center

    Prøitz, Tine Sophie

    2015-01-01

    Learning outcomes can be considered to be a key concept in a changing education policy landscape, enhancing aspects such as benchmarking and competition. Issues relating to concepts of performance have a long history of debate within the field of education. Today, the concept of learning outcomes has become central in education policy development,…

  11. College Student Unions: What Professionals Are Doing to Assess Learning Outcomes for Student Program Board Leaders

    ERIC Educational Resources Information Center

    O'Toole-Curran, Janette J.

    2015-01-01

    The descriptive survey employed in this study explored current assessment practices of learning outcomes, including the resources used and the learning outcomes assessed for student programming board leaders. The researcher collected data through document review and phone interviews. She interviewed 21 student activities and union advisors who are…

  12. The Effect of Gender and Race Intersectionality on Student Learning Outcomes in Engineering

    ERIC Educational Resources Information Center

    Ro, Hyun Kyoung; Loya, Karla I.

    2015-01-01

    Women and underrepresented minorities in traditionally White and male-dominated disciplines tend to report lower learning outcomes than their White peers. Adopting a feminist intersectionality framework, this study looks at the intersections of gender and race to investigate differences in self-assessed learning outcomes in engineering…

  13. A Framework for Credit. Framework Guidelines 2. Learning Outcomes, Units and Modules.

    ERIC Educational Resources Information Center

    Further Education Development Agency, London (England).

    This document refines and develops a 1992 proposal by Great Britain's Further Education Unit (FEU) that all kinds of student achievement be documented within a common framework involving the following procedures: describing adult learners' achievements in terms of learning outcomes; grouping the learning outcomes into coherent units; defining the…

  14. Baccalaureate Courses for Nurses Online and on Campus: A Comparison of Learning Outcomes

    ERIC Educational Resources Information Center

    Kummerow, Andreas; Miller, Marcia; Reed, Rhonda

    2012-01-01

    A comparison of student learning outcomes between distance education and campus-based nursing students in a mental health course working toward registered nurse (RN) licensure in a baccalaureate (BS) degree program is presented. Learning outcomes were evaluated using results from a commercially developed content mastery test taken by students who…

  15. The Other Half: Non-Tenure Track Faculty Thoughts on Student Learning Outcomes Assessment

    ERIC Educational Resources Information Center

    Danley-Scott, Jennifer; Scott, Gray

    2014-01-01

    Articles on student learning outcomes assessment often treat faculty as one homogenous body. Yet the exponential growth of contingent faculty in universities and colleges has created two distinct faculty groups with varied concerns and thoughts on everything from the future of higher education to shared governance to student learning outcomes.…

  16. Using a University-Wide Syllabus Study to Examine Learning Outcomes and Assessment

    ERIC Educational Resources Information Center

    Willingham-McLain, Laurel

    2011-01-01

    This cross-disciplinary study examined syllabus quality (n = 280) and the connection of learning outcomes to the Dimensions of a Duquesne Education for two purposes: informing instructional development and writing an accreditation self-study. Three researchers coded the syllabi for learning outcomes, assessment, and the presence of these…

  17. Perceived Learning Outcomes from Participation in One Type of Registered Student Organization: Equestrian Sport Clubs

    ERIC Educational Resources Information Center

    Mikulec, Erin; McKinney, Kathleen

    2014-01-01

    Learning takes place both inside and outside of the classroom. While there are a few studies that focus on the professional, developmental, and learning outcomes of participation in student organizations, there has been insufficient research on these outcomes in sport clubs. The paper reports on the results of an online, primarily qualitative…

  18. Acid-Base Learning Outcomes for Students in an Introductory Organic Chemistry Course

    ERIC Educational Resources Information Center

    Stoyanovich, Carlee; Gandhi, Aneri; Flynn, Alison B.

    2015-01-01

    An outcome-based approach to teaching and learning focuses on what the student demonstrably knows and can do after instruction, rather than on what the instructor teaches. This outcome-focused approach can then guide the alignment of teaching strategies, learning activities, and assessment. In organic chemistry, mastery of organic acid-base…

  19. Correlate of Resource Utilization and Students' Learning Outcome in Colleges of Education in South West Nigeria

    ERIC Educational Resources Information Center

    Ibukun, W. O.; Akinfolarin, C. A.; Alimi, O. S.

    2011-01-01

    This study investigated resource utilisation in vocational and technical education as a correlate of student learning outcome in selected colleges of education in south west Nigeria. The study examined the relationship between time, space and physical resource utilisation and perceived student learning outcome. The study used the descriptive…

  20. Hunting and Gathering: New Imperatives in Mapping and Collecting Student Learning Data to Assure Quality Outcomes

    ERIC Educational Resources Information Center

    Lawson, Romy; Taylor, Tracy; French, Erica; Fallshaw, Eveline; Hall, Cathy; Kinash, Shelley; Summers, Jane

    2015-01-01

    Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for…

  1. The Social Outcomes of Older Adult Learning in Taiwan: Evaluation Framework and Indicators

    ERIC Educational Resources Information Center

    Lin, Li-Hui

    2015-01-01

    The purpose of this study is to explore the social outcomes of older adult learning in Taiwan. In light of our society's aging population structure, the task of establishing evaluation framework and indicators for the social outcomes of learning (SOL) as applied to older adults is urgent. In order to construct evaluation indicators for older…

  2. Learning Outcomes across Disciplinary Divides and Contrasting National Higher Education Traditions

    ERIC Educational Resources Information Center

    Sweetman, Rachel; Hovdhaugen, Elisabeth; Karlsen, Hilde

    2014-01-01

    In many quarters, attempts are underway to identify learning outcomes in higher education which are context-neutral or "generic"; such measures could provide new ways to assess and compare outputs from higher education. This paper considers potential challenges in using such broad learning outcomes across contrasting disciplinary and…

  3. The Differential Outcomes Effect: A Useful Tool to Improve Discriminative Learning in Humans

    ERIC Educational Resources Information Center

    Estévez, Angeles F.

    2005-01-01

    One of the most robust and reliable learning phenomena documented in the animal learning literature is the enhancement of discriminative performance by differential outcomes. To date, very few studies have focused on this effect in humans. The results obtained in these studies support the potential use of the differential outcomes procedure in…

  4. Doubting Learning Outcomes in Higher Education Contexts: From Performativity towards Emergence and Negotiation

    ERIC Educational Resources Information Center

    Addison, Nicholas

    2014-01-01

    Learning Outcomes models, particularly constructive alignment, are the default 'theoretical' tool underpinning HE curriculum design in the UK despite continuing doubts as to their efficacy. With reference to the literature, this article summarises the history of the Learning Outcomes movement and charts the perceived benefits and…

  5. Affective Learning Profiles in Compulsory High School Physical Education: An Instructional Communication Perspective

    ERIC Educational Resources Information Center

    Webster, Collin A.; Mindrila, Diana; Weaver, Glenn

    2013-01-01

    Affective learning is a major focus of the national K-12 physical education (PE) content standards (National Association for Sport and Physical Education [NASPE, 2004]). Understanding how students might fit into different affective learning subgroups would help extend affective learning theory in PE and suggest possible intervention strategies for…

  6. Integrating Learning Styles and Personality Traits into an Affective Model to Support Learner's Learning

    NASA Astrophysics Data System (ADS)

    Leontidis, Makis; Halatsis, Constantin

    The aim of this paper is to present a model in order to integrate the learning style and the personality traits of a learner into an enhanced Affective Style which is stored in the learner’s model. This model which can deal with the cognitive abilities as well as the affective preferences of the learner is called Learner Affective Model (LAM). The LAM is used to retain learner’s knowledge and activities during his interaction with a Web-based learning environment and also to provide him with the appropriate pedagogical guidance. The proposed model makes use of an ontological approach in combination with the Bayesian Network model and contributes to the efficient management of the LAM in an Affective Module.

  7. Learning Environments and Inquiry Behaviors in Science Inquiry Learning: How Their Interplay Affects the Development of Conceptual Understanding in Physics

    ERIC Educational Resources Information Center

    Bumbacher, Engin; Salehi, Shima; Wierzchula, Miriam; Blikstein, Paulo

    2015-01-01

    Studies comparing virtual and physical manipulative environments (VME and PME) in inquiry-based science learning have mostly focused on students' learning outcomes but not on the actual processes they engage in during the learning activities. In this paper, we examined experimentation strategies in an inquiry activity and their relation to…

  8. Serious game design principles: The impact of game design on learning outcomes

    NASA Astrophysics Data System (ADS)

    Martin, Michael W.

    This dissertation examines the research question "How do video game design principles affect learning outcomes in serious games?" This research first develops a theoretical foundation concerning the meaning of the terms "game" and "serious game". This conceptual clarification is broken down into analytic propositions, which state that games have participants, rules, goals and challenges, and synthetic propositions, which state that the games should be intrinsically compelling, provide meaningful choices, and be self encapsulated. Based on these synthetic propositions, three hypotheses were developed. The hypotheses are that games with an enhanced aesthetic presentation, more meaningful choices, or provide player competition will elicit higher learning outcomes than identical games without these factors. These hypotheses were tested via a quantitative experiment involving 172 undergraduate students in the Old Dominion University Chemistry Department. The students were asked to play a chemistry-oriented serious game entitled Element Solitaire©, which was created by the research author. The students were randomly given different treatments of the Element Solitaire© game to play, and the difference between their learning outcomes were compared. The experimental results demonstrated that the aesthetic presentation of a game can have a significant impact upon the learning outcome. The experiment was not able to discern significant effects from the choice or competition conditions, but further examination of the experimental data did reveal some insight into these aspects of serious game design. Choices need to provide the player with options that have a sufficient value that they will be considered and the application of competition within games needs to be judiciously implemented to promote a positive affect for all players. The results of the theoretical foundations and empirical evidence were then combined with additional theoretical research to develop a set of

  9. Parental Involvement, Selected Student Attributes, and Learning Outcomes in Instrumental Music.

    ERIC Educational Resources Information Center

    Zdzinski, Stephen F.

    1996-01-01

    Discusses relationships among selected aspects of parental involvement as they relate to the cognitive, affective, and performance outcomes of instrumental music students. Discovers that for cognitive musical and musical performance outcomes parental influence is strongest at the elementary level. For affective outcomes parental involvement…

  10. Elevated depressive affect is associated with adverse cardiovascular outcomes among African Americans with chronic kidney disease

    PubMed Central

    Fischer, Michael J.; Kimmel, Paul L.; Greene, Tom; Gassman, Jennifer J.; Wang, Xuelei; Brooks, Deborah H.; Charleston, Jeanne; Dowie, Donna; Thornley-Brown, Denyse; Cooper, Lisa A.; Bruce, Marino A.; Kusek, John W.; Norris, Keith C.; Lash, James P.

    2011-01-01

    This study was designed to examine the impact of elevated depressive affect on health outcomes among participants with hypertensive chronic kidney disease in the African-American Study of Kidney Disease and Hypertension (AASK) Cohort Study. Elevated depressive affect was defined by Beck Depression Inventory II (BDI-II) thresholds of 11 or more, above 14, and by 5-Unit increments in the score. Cox regression analyses were used to relate cardiovascular death/hospitalization, doubling of serum creatinine/end-stage renal disease, overall hospitalization, and all-cause death to depressive affect evaluated at baseline, the most recent annual visit (time-varying), or average from baseline to the most recent visit (cumulative). Among 628 participants at baseline, 42% had BDI-II scores of 11 or more and 26% had a score above 14. During a 5-year follow-up, the cumulative incidence of cardiovascular death/hospitalization was significantly greater for participants with baseline BDI-II scores of 11 or more compared with those with scores <11. The baseline, time-varying, and cumulative elevated depressive affect were each associated with a significant higher risk of cardiovascular death/hospitalization, especially with a time-varying BDI-II score over 14 (adjusted HR 1.63) but not with the other outcomes. Thus, elevated depressive affect is associated with unfavorable cardiovascular outcomes in African Americans with hypertensive chronic kidney disease. PMID:21633409

  11. When Service-Learning Is Not a "Border-Crossing" Experience: Outcomes of a Graduate Spanish Online Course

    ERIC Educational Resources Information Center

    Carracelas-Juncal, Carmen

    2013-01-01

    Research on Spanish service-learning has focused mainly on the outcomes of service-learning for undergraduate students learning Spanish as a second language. This article examines the role of service-learning in a graduate online course for practicing Spanish teachers and the outcomes of the service-learning experience for three participants who…

  12. A Meta-Analysis of Educational Data Mining on Improvements in Learning Outcomes

    ERIC Educational Resources Information Center

    AlShammari, Iqbal A.; Aldhafiri, Mohammed D.; Al-Shammari, Zaid

    2013-01-01

    A meta-synthesis study was conducted of 60 research studies on educational data mining (EDM) and their impacts on and outcomes for improving learning outcomes. After an overview, an examination of these outcomes is provided (Romero, Ventura, Espejo, & Hervas, 2008; Romero, "et al.", 2011). Then, a review of other EDM-related research…

  13. Learning How To Learn: An Affective Curriculum for Students at Risk of Dropping Out of School.

    ERIC Educational Resources Information Center

    Turner, Thom

    Environmental Readiness Learning (ERL) is the affective curriculum component developed by the Bedford Stuyvesant Street Academy (New York) to improve the behavior, academic achievement, and self-esteem of urban high school students with histories of prior school failure. The program design reflects the school's philosophy that educational success…

  14. Observation and assessment of faculty development learning outcomes.

    PubMed

    Behar-Horenstein, Linda S; Childs, Gail Schneider; Graff, Randy A

    2010-11-01

    Prior research has found that participation in course offerings provides a means of professional development and results in changes to faculty beliefs and instructional practices. However, as with most professional development initiatives in education, little is known about the sustainability of these training efforts. The research question that guided this study was the following: Do professional development efforts in teaching result in observed learning outcomes among faculty members? In this study, teaching observations served as the primary data source. Twelve faculty members (six in the College of Dentistry and six in the College of Health and Human Performance) who completed two six-week teaching seminars in fall 2006 and spring 2007 or spring 2008 and summer 2008 were asked to participate in a classroom observation and an interview lasting no longer than forty-five minutes. Six dental faculty members and three faculty members from the College of Health and Human Performance agreed to participate in the study. Three standardized reviewers conducted these classroom observations during fall 2008, spring 2009, and summer 2009. An active teaching rubric was used to evaluate the class transcripts. The findings revealed that participants somewhat frequently to frequently used questions that were open-ended or checked for comprehension. Seven of nine instructors made extensive efforts to engage the students interactively throughout the teaching session. Six of the participants infused the description of actual or hypothetical cases to illustrate the connections between teaching and patient care, while six utilized reflective practices. Findings from the interviews corroborated the observations. Overall, the findings showed that participants demonstrated the integration of those strategies that were taught during the seminars, which were consistent with teaching critical thinking skills and showed that the learning acquired during professional development

  15. Motivation, students' needs and learning outcomes: a hybrid game-based app for enhanced language learning.

    PubMed

    Berns, Anke; Isla-Montes, José-Luis; Palomo-Duarte, Manuel; Dodero, Juan-Manuel

    2016-01-01

    In the context of European Higher Education students face an increasing focus on independent, individual learning-at the expense of face-to-face interaction. Hence learners are, all too often, not provided with enough opportunities to negotiate in the target language. The current case study aims to address this reality by going beyond conventional approaches to provide students with a hybrid game-based app, combining individual and collaborative learning opportunities. The 4-week study was carried out with 104 German language students (A1.2 CEFR) who had previously been enrolled in a first-semester A1.1 level course at a Spanish university. The VocabTrainerA1 app-designed specifically for this study-harnesses the synergy of combining individual learning tasks and a collaborative murder mystery game in a hybrid level-based architecture. By doing so, the app provides learners with opportunities to apply their language skills to real-life-like communication. The purpose of the study was twofold: on one hand we aimed to measure learner motivation, perceived usefulness and added value of hybrid game-based apps; on the other, we sought to determine their impact on language learning. To this end, we conducted focus group interviews and an anonymous Technology Acceptance Model survey (TAM). In addition, students took a pre-test and a post-test. Scores from both tests were compared with the results obtained in first-semester conventional writing tasks, with a view to measure learning outcomes. The study provides qualitative and quantitative data supporting our initial hypotheses. Our findings suggest that hybrid game-based apps like VocabTrainerA1-which seamlessly combine individual and collaborative learning tasks-motivate learners, stimulate perceived usefulness and added value, and better meet the language learning needs of today's digital natives. In terms of acceptance, outcomes and sustainability, the data indicate that hybrid game-based apps significantly improve

  16. Learning Outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities

    ERIC Educational Resources Information Center

    Wongsri, Piyaluk; Nuangchalerm, Prasart

    2010-01-01

    Problem statement: Socioscientific issues-based learning activity is essential for scientific reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this research aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade…

  17. Pathways to poor educational outcomes for HIV/AIDS-affected youth in South Africa.

    PubMed

    Orkin, Mark; Boyes, Mark E; Cluver, Lucie D; Zhang, Yuning

    2014-01-01

    A recent systematic review of studies in the developing world has critically examined linkages from familial HIV/AIDS and associated factors such as poverty and child mental health to negative child educational outcomes. In line with several recommendations in the review, the current study modelled relationships between familial HIV/AIDS, poverty, child internalising problems, gender and four educational outcomes: non-enrolment at school, non-attendance, deficits in grade progression and concentration problems. Path analyses reveal no direct associations between familial HIV/AIDS and any of the educational outcomes. Instead, HIV/AIDS-orphanhood or caregiver HIV/AIDS-sickness impacted indirectly on educational outcomes via the poverty and internalising problems that they occasioned. This has implications for evidence-based policy inferences. For instance, by addressing such intervening variables generally, rather than by seeking to target families affected by HIV/AIDS, interventions could avoid exacerbating stigmatisation, while having a more direct and stronger impact on children's educational outcomes. This analytic approach also suggests that future research should seek to identify causal paths, and may include other intervening variables related to poverty (such as child housework and caring responsibilities) or to child mental health (such as stigma and abuse), that are linked to both familial HIV/AIDS and educational outcomes. PMID:23965029

  18. Collaborative Teacher Learning across Foci of Collaboration: Perceived Activities and Outcomes

    ERIC Educational Resources Information Center

    Doppenberg, J. J.; den Brok, P. J.; Bakx, A. W. E. A.

    2012-01-01

    This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with which teachers perceived learning activities and…

  19. Developing a Survey of Transformative Learning Outcomes and Processes Based on Theoretical Principles

    ERIC Educational Resources Information Center

    Stuckey, Heather L.; Taylor, Edward W.; Cranton, Patricia

    2013-01-01

    The purpose of this research was to develop an inclusive evaluation of "transformative learning theory" that encompassed varied perspectives of transformative learning. We constructed a validated quantitative survey to assess the potential outcomes and processes of how transformative learning may be experienced by college-educated…

  20. Using Mobile Technologies for Assessment and Learning in Practice Settings: Outcomes of Five Case Studies

    ERIC Educational Resources Information Center

    Dearnley, Christine; Taylor, Jill; Hennessy, Scott; Parks, Maria; Coates, Catherine; Haigh, Jackie; Fairhall, John; Riley, Kevin; Dransfield, Mark

    2009-01-01

    This article presents the outcomes of the Mobile Technologies Pilot Project for the Assessment and Learning in Practice Settings (ALPS) Centre for Excellence in Teaching and Learning (CETL). ALPS is a partnership of five Higher Education Institutions (HEI) that aims to develop and improve assessment, and thereby learning, in practice settings for…

  1. Preferred-Actual Learning Environment "Spaces" and Earth Science Outcomes in Taiwan

    ERIC Educational Resources Information Center

    Chang, Chun-Yen; Hsiao, Chien-Hua; Barufaldi, James P.

    2006-01-01

    This study examines the possibilities of differential impacts on students' earth science learning outcomes between different preferred-actual learning environment spaces by using a newly developed ESCLEI (Earth Science Classroom Learning Environment Instrument). The instrument emphasizes three simultaneously important classroom components:…

  2. Learning Outcomes Afforded by Self-Assessed, Segmented Video-Print Combinations

    ERIC Educational Resources Information Center

    Koumi, Jack

    2015-01-01

    Learning affordances of video and print are examined in order to assess the learning outcomes afforded by hybrid video-print learning packages. The affordances discussed for print are: navigability, surveyability and legibility. Those discussed for video are: design for constructive reflection, provision of realistic experiences, presentational…

  3. Assessing Student Outcomes in Learning Communities: Two Decades of Studies at a Community College

    ERIC Educational Resources Information Center

    Dunlap, Lynn; Pettitt, Maureen

    2008-01-01

    The assessment of student learning outcomes in integrated courses is particularly challenging. This article reviews a range of assessment studies conducted over two decades by a community college that requires integrated Learning Communities for the transfer degree. This review highlights methodologies, findings, and lessons learned from these…

  4. Defining the Differences between Outcome-Based Education and Mastery Learning.

    ERIC Educational Resources Information Center

    Guskey, Thomas R.

    1994-01-01

    Traces the development of outcome-based education and mastery learning, highlighting the work of Ralph W. Tyler and Benjamin S. Bloom. OBE is principally a goal-driven curriculum reform model with definite implications for assessing student learning. Mastery learning is primarily an instructional process to help teachers enhance their teaching…

  5. Finding and Fixing Errors in Worked Examples: Can This Foster Learning Outcomes?

    ERIC Educational Resources Information Center

    Grobe, Cornelia S.; Renkl, Alexander

    2007-01-01

    Learning from worked examples is an effective learning method in well-structured domains. Can its effectiveness be further enhanced when errors are included? This was tested by determining whether a combination of correct and incorrect solutions in worked examples enhances learning outcomes in comparison to correct solutions only, and whether a…

  6. Improving Outcome of Psychosocial Treatments by Enhancing Memory and Learning

    PubMed Central

    Harvey, Allison G.; Lee, Jason; Williams, Joseph; Hollon, Steven D.; Walker, Matthew P.; Thompson, Monique A.; Smith, Rita

    2014-01-01

    Mental disorders are prevalent and lead to significant impairment. Progress toward establishing treatments has been good. However, effect sizes are small to moderate, gains may not persist, and many patients derive no benefit. Our goal is to highlight the potential for empirically-supported psychosocial treatments to be improved by incorporating insights from cognitive psychology and research on education. Our central question is: If it were possible to improve memory for content of sessions of psychosocial treatments, would outcome substantially improve? This question arises from five lines of evidence: (a) mental illness is often characterized by memory impairment, (b) memory impairment is modifiable, (c) psychosocial treatments often involve the activation of emotion, (d) emotion can bias memory and (e) memory for psychosocial treatment sessions is poor. Insights from scientific knowledge on learning and memory are leveraged to derive strategies for a transdiagnostic and transtreatment cognitive support intervention. These strategies can be applied within and between sessions and to interventions delivered via computer, the internet and text message. Additional novel pathways to improving memory include improving sleep, engaging in exercise and imagery. Given that memory processes change across the lifespan, services to children and older adults may benefit from cognitive support. PMID:25544856

  7. Improving Outcome of Psychosocial Treatments by Enhancing Memory and Learning.

    PubMed

    Harvey, Allison G; Lee, Jason; Williams, Joseph; Hollon, Steven D; Walker, Matthew P; Thompson, Monique A; Smith, Rita

    2014-03-01

    Mental disorders are prevalent and can lead to significant impairment. Some progress has been made toward establishing treatments; however, effect sizes are small to moderate, gains may not persist, and many patients derive no benefit. Our goal is to highlight the potential for empirically supported psychosocial treatments to be improved by incorporating insights from cognitive psychology and research on education. Our central question is: If it were possible to improve memory for the content of sessions of psychosocial treatments, would outcome substantially improve? We leverage insights from scientific knowledge on learning and memory to derive strategies for transdiagnostic and transtreatment cognitive support interventions. These strategies can be applied within and between sessions and to interventions delivered via computer, the Internet, and text message. Additional novel pathways to improving memory include improving sleep, engaging in exercise, and using imagery. Given that memory processes change across the lifespan, services to children and older adults may benefit from different types and amounts of cognitive support. PMID:25544856

  8. Examining intrinsic versus extrinsic exercise goals: cognitive, affective, and behavioral outcomes.

    PubMed

    Sebire, Simon J; Standage, Martyn; Vansteenkiste, Maarten

    2009-04-01

    Grounded in self-determination theory (SDT), this study had two purposes: (a) examine the associations between intrinsic (relative to extrinsic) exercise goal content and cognitive, affective, and behavioral outcomes; and (b) test the mediating role of psychological need satisfaction in the Exercise Goal Content --> Outcomes relationship. Using a sample of 410 adults, hierarchical regression analysis showed relative intrinsic goal content to positively predict physical self-worth, self-reported exercise behavior, psychological well-being, and psychological need satisfaction and negatively predict exercise anxiety. Except for exercise behavior, the predictive utility of relative intrinsic goal content on the dependent variables of interest remained significant after controlling for participants' relative self-determined exercise motivation. Structural equation modeling analyses showed psychological need satisfaction to partially mediate the effect of relative intrinsic goal content on the outcome variables. Our findings support further investigation of exercise goals commensurate with the goal content perspective advanced in SDT. PMID:19454771

  9. Measuring Social Capital as an Outcome of Service Learning

    ERIC Educational Resources Information Center

    D'Agostino, Maria J.

    2010-01-01

    Service-learning has been put forth as one of the proposed solutions to increasing social capital. However, service-learning research has not significantly addressed the impact of service learning on social capital. Unlike most previous studies, this research used quantitative analysis to measure the effect of university service-learning programs…

  10. Spatially Distributed Instructions Improve Learning Outcomes and Efficiency

    ERIC Educational Resources Information Center

    Jang, Jooyoung; Schunn, Christian D.; Nokes, Timothy J.

    2011-01-01

    Learning requires applying limited working memory and attentional resources to intrinsic, germane, and extraneous aspects of the learning task. To reduce the especially undesirable extraneous load aspects of learning environments, cognitive load theorists suggest that spatially integrated learning materials should be used instead of spatially…

  11. Understanding Producers' Intentions and Viewers' Learning Outcomes in a Science Museum Theater Play on Evolution

    NASA Astrophysics Data System (ADS)

    Peleg, R.; Baram-Tsabari, A.

    2015-09-01

    Science museums often introduce plays to liven up exhibits, attract visitors to specific exhibitions, and help visitors to "digest" difficult content. Most previous research has concentrated on viewers' learning outcomes. This study uses performance and spectator analyses from the field of theater studies to explore the link between producers' intended aims, the written script, and the learning outcomes. We also use the conflict of didactics and aesthetics, common to the design of both educational plays and science museum exhibits, as a lens for understanding our data. "Darwin's journey," a play about evolution, was produced by a major science museum in Israel. The producers' objectives were collected through in-depth interviews. A structural analysis was conducted on the script. Viewer (n = 103) and nonviewer (n = 90) data were collected via a questionnaire. The results show strong evidence for the encoding of all of the producers' aims in the script. Explicit and cognitive aims were decoded as intended by the viewers. The evidence was weak for the decoding of implicit and affective aims. While the producers were concerned with the conflict of didactics and aesthetics, this conflict was not apparent in the script. The conflict is discussed within the broader context of science education in informal settings.

  12. On the design of learning outcomes for the undergraduate engineer's final year project

    NASA Astrophysics Data System (ADS)

    Thambyah, Ashvin

    2011-03-01

    The course for the final year project for engineering students, because of its strongly research-based, open-ended format, tends to not have well defined learning outcomes, which are also not aligned with any accepted pedagogical philosophy or learning technology. To address this problem, the revised Bloom's taxonomy table of Anderson and Krathwohl (2001) is utilised, as suggested previously by Lee and Lai (2007), to design new learning outcomes for the final year project course in engineering education. Based on the expectations of the engineering graduate, and integrating these graduate expectations into the six cognitive processes and four knowledge dimensions of the taxonomy table, 24 learning outcomes have been designed. It is proposed that these 24 learning outcomes be utilised as a suitable working template to inspire more critical evaluation of what is expected to be learnt by engineering students undertaking final year research or capstone projects.

  13. Can Instruction as Such Affect Learning? The Case of Learner Control

    ERIC Educational Resources Information Center

    Vandewaetere, Mieke; Clarebout, Geraldine

    2011-01-01

    This study examined the role of learners' perceptions in a learner-controlled computer-based learning environment. Computer-based learning environments that offer learner control (LC) to the learners are assumed to enhance motivation and learning outcomes. Recently, the focus of LC research has shifted from measuring the direct effect of LC on…

  14. Comparing predicted and actual affective responses to process versus outcome: an emotion-as-feedback perspective.

    PubMed

    Kwong, Jessica Y Y; Wong, Kin Fai Ellick; Tang, Suki K Y

    2013-10-01

    One of the conjectures in affective forecasting literature is that people are advised to discount their anticipated emotions because their forecasts are often inaccurate. The present research distinguishes between emotional reactions to process versus those to outcome, and highlights an alternative view that affective misforecasts could indeed be adaptive to goal pursuit. Using an ultimatum game, Study 1 showed that people overpredicted how much they would regret and be disappointed by the amount of effort they exerted, should the outcomes turned out worse than expected; nonetheless, people could accurately predict their emotional responses to unfavorable outcomes per se. In a natural setting of a university examination, Study 2 demonstrated that actual regret and disappointment toward favorable outcomes were more intense than the level people expected, but this discrepancy was not observed in their emotional responses to efforts they had invested. These two distinct patterns of results substantiate the argument that the deviation between predicted and actual emotions is dependent on the referents of the emotional reactions. PMID:23831563

  15. Outcomes Improvement is Not Continuous Along the Learning Curve for Pancreaticoduodenectomy at the Hospital Level

    PubMed Central

    Coe, Taylor M.; Fong, Zhi Ven; Wilson, Samuel E.; Talamini, Mark A; Lillemoe, Keith D.; Chang, David C.

    2015-01-01

    Background Most studies on learning curves for pancreaticoduodenectomy have been based on single-surgeon series at tertiary academic centers or are inferred indirectly from volume-outcome relationships. Our aim is to describe mortality rates associated with cumulative surgical experience among non-teaching hospitals. Study Design Observational study of a statewide in-patient database. Analysis included hospitals that began performing pancreaticoduodenectomy between 1996–2010, as captured by the California Office of Statewide Health Planning and Development database. Cases were numbered sequentially within each hospital. The same sequential series (e.g. first 10 cases, 11th through 20th cases) were identified across hospitals. The outcome measure was in-hospital mortality. Results A total of 1,210 cases from 143 non-teaching hospitals were analyzed. The average age was 63 years and the majority of patients were non-Hispanic white. The median overall mortality rate was 9.75%. The mortality rate for the first ten aggregated cases was 11.3%. This improved for subsequent cases, reaching 7.1% for the 21st-30th cases. However, the mortality rate then increased, reaching 16.7% by the 41st-50th cases before falling to 0.0% by the 61st-70th cases. Conclusions Initial improvement in surgical outcomes relative to cumulative surgical experience is not sustained. It is likely that factors other than surgical experience affect outcomes, such as less rigorous assessment of comorbidities or changes in support services. Vigilance regarding outcomes should be maintained even after initial improvements. PMID:26438484

  16. Preferred-actual learning environment spaces and earth science outcomes in Taiwan

    NASA Astrophysics Data System (ADS)

    Chang, Chun-Yen; Hsiao, Chien-Hua; Barufaldi, James P.

    2006-05-01

    This study examines the possibilities of differential impacts on students' earth science learning outcomes between different preferred-actual learning environment spaces by using a newly developed ESCLEI (Earth Science Classroom Learning Environment Instrument). The instrument emphasizes three simultaneously important classroom components: content, method, and assessment with both student-centered and teacher-centered scales embedded. Findings suggest that preferred-actual space (PASmatch) between posttreatment perceptions and pretreatment preferences accounted for a more substantial and statistically significant amount of learning outcomes in terms of students' attitudes toward the subject matter with greater than large effect size, concerning practical significance in the actual earth science classroom. These findings suggest that earth science instruction in the secondary schools should bridge the gap between students' preferred/perceived learning environment with the aim to enhance their learning outcomes.

  17. Text Messaging for Out-of-Class Communication: Impact on Affective Learning

    ERIC Educational Resources Information Center

    Hayes, Paul; Weibelzahl, Stephan; Hall, Tim

    2013-01-01

    Learning in the affective domain includes the manner by which people deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations and attitudes. While out-of-class communication between instructors and students can impact all types of student learning it has its greatest impact on student affective learning. One…

  18. Investigating Learner Affective Performance in Web-Based Learning by Using Entrepreneurship as a Metaphor

    ERIC Educational Resources Information Center

    Liu, Ming-Chou; Chi, Ming-Hsiao

    2012-01-01

    In the era of the Internet, factors which influence effective learning in a Web-based learning environment are well worth exploring. In addition to knowledge acquisition and skills training, affect is also an important factor, since successful learning requires excellent affective performance. Thus this study focuses on learners' affective…

  19. A Cross Sectional Study of the Differences between Generation, Learning Style, Modality and Learning Outcomes within a Faculty Development Program

    ERIC Educational Resources Information Center

    Weeks, Joseph A., Jr.

    2014-01-01

    This research project was a descriptive study which measured the differences between generation, learning style, modality of course delivery and learning outcomes of the education sessions for participants in the regional higher education institution's professional development program. This research study focused on the faculty development program…

  20. Impact of a College Freshman Social and Emotional Learning Curriculum on Student Learning Outcomes: An Exploratory Study

    ERIC Educational Resources Information Center

    Wang, Ning; Wilhite, Stephen C.; Wyatt, Jeannette; Young, Thomas; Bloemker, Geraldine; Wilhite, Emily

    2012-01-01

    This study investigates the impact of implementing a social and emotional learning curriculum for college freshmen on student learning outcomes, including social and emotional competence and academic performance. Through the use of a quasi-experimental design, the growth in social and emotional competence of students who participated in the social…

  1. Do Learning and Teaching Materials Influence Learning Outcomes Amidst High Enrolments? Lessons from Uganda's Universal Primary Education

    ERIC Educational Resources Information Center

    Busingye, Janice Desire; Najjuma, Rovincer

    2015-01-01

    Education systems in third world countries are grappling with high enrolments of children in schools, amidst dwindling resources. In this article, the authors question whether learning/teaching materials influence learning outcomes in a context where policy is more concerned about enrolment than quality of service. This article is drawn from data…

  2. Understanding the Ways in Which Design Features of Educational Websites Impact upon Student Learning Outcomes in Blended Learning Environments

    ERIC Educational Resources Information Center

    Kember, David; McNaught, Carmel; Chong, Fanny C. Y.; Lam, Paul; Cheng, K. F.

    2010-01-01

    This study investigated the effectiveness, in terms of the attainment of relevant learning outcomes, of the types of learning promoted by educational features commonly incorporated in course management systems. Twenty-one courses with significant use of the Internet, but with face-to-face teaching as the predominant instructional mode, were…

  3. Students' Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Online Learning

    ERIC Educational Resources Information Center

    Wang, Chih-Hsuan; Shannon, David M.; Ross, Margaret E.

    2013-01-01

    The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the…

  4. The anatomy of E-Learning tools: Does software usability influence learning outcomes?

    PubMed

    Van Nuland, Sonya E; Rogers, Kem A

    2016-07-01

    Reductions in laboratory hours have increased the popularity of commercial anatomy e-learning tools. It is critical to understand how the functionality of such tools can influence the mental effort required during the learning process, also known as cognitive load. Using dual-task methodology, two anatomical e-learning tools were examined to determine the effect of their design on cognitive load during two joint learning exercises. A.D.A.M. Interactive Anatomy is a simplistic, two-dimensional tool that presents like a textbook, whereas Netter's 3D Interactive Anatomy has a more complex three-dimensional usability that allows structures to be rotated. It was hypothesized that longer reaction times on an observation task would be associated with the more complex anatomical software (Netter's 3D Interactive Anatomy), indicating a higher cognitive load imposed by the anatomy software, which would result in lower post-test scores. Undergraduate anatomy students from Western University, Canada (n = 70) were assessed using a baseline knowledge test, Stroop observation task response times (a measure of cognitive load), mental rotation test scores, and an anatomy post-test. Results showed that reaction times and post-test outcomes were similar for both tools, whereas mental rotation test scores were positively correlated with post-test values when students used Netter's 3D Interactive Anatomy (P = 0.007), but not when they used A.D.A.M. Interactive Anatomy. This suggests that a simple e-learning tool, such as A.D.A.M. Interactive Anatomy, is as effective as more complicated tools, such as Netter's 3D Interactive Anatomy, and does not academically disadvantage those with poor spatial ability. Anat Sci Educ 9: 378-390. © 2015 American Association of Anatomists. PMID:26671838

  5. The cosmetic outcome of external dacryocystorhinostomy scar and factors affecting it

    PubMed Central

    Waly, Mostafa A; Shalaby, Osama E; Elbakary, Molham A; Hashish, Aiman A

    2016-01-01

    Purpose: To study the cosmetic outcome of external dacryocystorhinostomy (Ex-DCR) and to detect the factors affecting it. Patients and Methods: Prospective randomized interventional study included forty patients who were treated by 40 Ex-DCRs. In twenty patients, medial canthal vertical incision was used and in the other twenty cases, subciliary incision was used. The skin was closed using vicryl 6-0 or prolene 6-0 interrupted sutures, and each one was randomly used in twenty patients (10 patients of each incision type). Cosmetic outcome was evaluated 6 months postoperative by the patients and by an oculoplastic surgeon on a four grades scale. Cosmetic results and its correlation to patients’ age, sex, skin complexion, type of incision, and type of skin sutures were studied. Results: The mean scar grading was 0.98 ± 1.0 and 1.3 ± 1.0 in patients’ and examiner's assessment. About 27.5% described their scars as cosmetically significant. The cosmetic outcome was significantly affected by the type of incision with only 5% significant scars in subciliary incision group. Prolene 6-0 suture was associated with better cosmetic results with 15% significant scars. 50% of dark-skinned patients showed cosmetically significant scars. Although no correlation was found between patients’ age and cosmetic outcome, pediatric patients showed higher tendency to scar visibility with mean scar grade 1.2 ± 1.0 and 1.5 ± 0.9 in patients’ and examiner's assessment. Conclusion: Dark skinned and pediatric patients are more prone to visible Ex-DCR scar. The use of subciliary approach and prolene 6-0 skin sutures is associated with more favorable cosmetic outcome. PMID:27221676

  6. Bad actions or bad outcomes? Differentiating affective contributions to the moral condemnation of harm.

    PubMed

    Miller, Ryan M; Hannikainen, Ivar A; Cushman, Fiery A

    2014-06-01

    Moral condemnation of harmful behavior is influenced by both cognitive and affective processes. However, despite much recent research, the proximate source of affect remains unclear. One obvious contender is empathy; simulating the victim's pain could lead one to judge an action as wrong ("outcome aversion"). An alternative, less obvious source is one's own aversion to performing the action itself ("action aversion"). To dissociate these alternatives, we developed a scale that assessed individual aversions to (a) witnessing others experience painful outcomes (e.g., seeing someone fall down stairs); and (b) performing actions that are harmless yet aversive (e.g., stabbing a fellow actor with a fake stage knife). Across 4 experiments, we found that moral condemnation of both first-person and third-party harmful behavior in the context of moral dilemmas is better predicted by one's aversion to action properties than by an affective response to victim suffering. In a fifth experiment, we manipulated both action aversion and the degree of expected suffering across a number of actions and found that both factors make large, independent contributions to moral judgment. Together, these results suggest we may judge others' actions by imagining what it would feel like to perform the action rather than experience the consequences of the action. Accordingly, they provide a counterpoint to a dominant but largely untested assumption that empathy is the key affective response governing moral judgments of harm. PMID:24512250

  7. Lessons learned from child sexual abuse research: prevalence, outcomes, and preventive strategies

    PubMed Central

    2013-01-01

    Although child sexual abuse (CSA) is recognized as a serious violation of human well-being and of the law, no community has yet developed mechanisms that ensure that none of their youth will be sexually abused. CSA is, sadly, an international problem of great magnitude that can affect children of all ages, sexes, races, ethnicities, and socioeconomic classes. Upon invitation, this current publication aims at providing a brief overview of a few lessons we have learned from CSA scholarly research as to heighten awareness of mental health professionals on this utmost important and widespread social problem. This overview will focus on the prevalence of CSA, the associated mental health outcomes, and the preventive strategies to prevent CSA from happening in the first place. PMID:23866106

  8. First Outcomes from the National Summer Learning Study. Brief

    ERIC Educational Resources Information Center

    McCombs, Jennifer Sloan; Pane, John F.; Augustine, Catherine H.; Schwartz, Heather L.; Martorell, Paco; Zakaras, Laura

    2014-01-01

    Many students lose knowledge and skills over the long summer break, and research suggests that low-income students fall further behind over the summer than their higher-income peers. Voluntary summer learning programs may provide an opportunity to stem summer learning loss and give struggling students additional learning opportunities. The Wallace…

  9. Applying a Hybrid Model: Can It Enhance Student Learning Outcomes?

    ERIC Educational Resources Information Center

    Potter, Jodi

    2015-01-01

    There has been a marked increase in the use of online learning over the past decade. There remains conflict in the current body of research on the efficacy of online versus face to face learning in these environments. One resolution of these issues is the hybrid learning option which is a combination of face-to-face classroom instruction with…

  10. Service Learning Inputs and Outcomes in a Personal Selling Course

    ERIC Educational Resources Information Center

    Hagenbuch, David J.

    2006-01-01

    To improve the use of service learning in the marketing curriculum, Petkus (2000) recommended that future research focus on empirical studies of service learning in specific marketing courses. Personal selling represents a key component of marketing that is quite amenable to service learning, yet very little research has examined the use of…

  11. Learning to Manage: Transformative Outcomes of Competency-Based Training

    ERIC Educational Resources Information Center

    Hodge, Steven

    2011-01-01

    Transformative learning theory is a dominant approach to understanding adult learning. The theory addresses the way our perspectives on the world, others and ourselves can be challenged and transformed in our ongoing efforts to make sense of the world. It is a conception of learning that does not focus on the measurable acquisition of knowledge…

  12. The Impact of Personality Traits on the Affective Category of English Language Learning Strategies

    ERIC Educational Resources Information Center

    Fazeli, Seyed Hossein

    2011-01-01

    The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of…

  13. Developing learning outcomes and integrated curricula across a health sciences faculty.

    PubMed

    Carr, Sandra E; Jonas-Dwyer, Diana; Nicol, Pamela; Siddiqui, Zarrin S

    2013-01-01

    Every student should have a clear understanding of what is expected of them during their course of study and at the time of graduation. Improving the clarity for both students and teachers of the intended learning outcomes using outcome-based- education (OBE) will increase the relevance of learning opportunities and additionally provide a framework to help unify a curriculum. This paper describes how the Faculty of Medicine, Dentistry and Health Sciences at the University of Western Australia approached the specification and documentation of learning outcomes for its undergraduate courses, using examples from the Medicine course. It discusses how the Faculty began the journey of shifting the culture of the learning environment towards one focused on learner outcomes. The challenges faced and successes experienced offer insights into the adoption of OBE for others. PMID:23286633

  14. Paternal investment and status-related child outcomes: timing of father's death affects offspring success.

    PubMed

    Shenk, Mary K; Scelza, Brooke A

    2012-09-01

    Recent work in human behavioural ecology has suggested that analyses focusing on early childhood may underestimate the importance of paternal investment to child outcomes since such investment may not become crucial until adolescence or beyond. This may be especially important in societies with a heritable component to status, as later investment by fathers may be more strongly related to a child's adult status than early forms of parental investment that affect child survival and child health. In such circumstances, the death or absence of a father may have profoundly negative effects on the adult outcomes of his children that cannot be easily compensated for by the investment of mothers or other relatives. This proposition is tested using a multigenerational dataset from Bangalore, India, containing information on paternal mortality as well as several child outcomes dependent on parental investment during adolescence and young adulthood. The paper examines the effects of paternal death, and the timing of paternal death, on a child's education, adult income, age at marriage and the amount spent on his or her marriage, along with similar characteristics of spouses. Results indicate that a father's death has a negative impact on child outcomes, and that, in contrast to some findings in the literature on father absence, the effects of paternal death are strongest for children who lose their father in late childhood or adolescence. PMID:22429791

  15. Place of Learning, Place of Practice: Elements That Affect the Transfer of Teachers' Professional Development to Students' Learning in Classrooms

    ERIC Educational Resources Information Center

    Murrill, Leslie D.; Thomas, Timothy G.; Reynolds, Timothy L.

    2013-01-01

    The purpose of this paper is to bring to light elements that teachers require in order for learning gained during professional development sessions to find a place in their classroom practices and to affect student learning. Through their inquiry with K-12 educators at the Margaret Sue Copenhaver Institute for Teaching and Learning, a professional…

  16. ePortfolio: developing a catalyst for critical self-assessment and evaluation of learning outcomes.

    PubMed

    Gwozdek, Anne E; Springfield, Emily C; Kerschbaum, Wendy E

    2013-01-01

    There is a growing trend among college accreditation bodies, especially in professional schools, to incorporate self-assessment in the curriculum and deliver evidence of students' learning outcomes. Both as product and process, reflective ePortfolios have the potential to promote learning and transfer of knowledge by fostering the ability to make connections between learning outcomes and leaning experiences. This article describes a model for a program-wide integrated reflective ePortfolio developed by the University of Michigan Dental Hygiene Degree Completion E-Learning (online) Program. This systematic approach to developing a successful portfolio program can be utilized in many areas of professional health care education. Applying these strategies can result in an ePortfolio that has a positive impact on student learning, develops reflective practitioners, and provides valuable programmatic outcomes data. PMID:23471288

  17. Attitudes Affecting College Students' Preferences for Distance Learning.

    ERIC Educational Resources Information Center

    Katz, Yaacov J.

    2002-01-01

    Describes a study of undergraduates in Israel that examined the relationship between two distance learning ICT (information and communication technology)-based configurations. Results indicate that psychological attitudes held by students differentially facilitate efficient use of distance learning approaches. Considers satisfaction with learning,…

  18. Factors Affecting M-Learners' Course Satisfaction and Learning Persistence

    ERIC Educational Resources Information Center

    Joo, Young Ju; Joung, Sunyoung; Lim, Eugene; Kim, Hae Jin

    2014-01-01

    This study investigated whether college students' self-efficacy, level of learning strategy use, academic burnout, and school support predict course satisfaction and learning persistence. To this end, self-efficacy, level of learning strategy use, academic burnout, and school support were used as prediction variables, and course satisfaction and…

  19. Examining Whether Learning Space Affects the Retention of Experiential Knowledge

    ERIC Educational Resources Information Center

    Montgomery, Robert A.; Millenbah, Kelly F.

    2011-01-01

    Experiential learning describes structured educational opportunities that allow students to physically interact with the course material. This pedagogical technique promotes critical thinking, decision making, problem solving, and increases the retention of knowledge. Given that experiential learning can be employed in a variety of learning spaces…

  20. Issues in Institutional Benchmarking of Student Learning Outcomes Using Case Examples

    ERIC Educational Resources Information Center

    Judd, Thomas P.; Pondish, Christopher; Secolsky, Charles

    2013-01-01

    Benchmarking is a process that can take place at both the inter-institutional and intra-institutional level. This paper focuses on benchmarking intra-institutional student learning outcomes using case examples. The findings of the study illustrate the point that when the outcomes statements associated with the mission of the institution are…

  1. Assessing Undergraduate Learning Outcomes between Accelerated Degree and Traditional Student Populations

    ERIC Educational Resources Information Center

    Rawls, Janita; Hammons, Stacy

    2012-01-01

    This study investigated learning outcomes in both traditional and accelerated degree populations. Using the National Survey of Student Engagement, outcomes were examined relating to critical thinking, oral and written communication, and cultural and global understanding. Literature from life stage development and degree delivery mode areas were…

  2. Combined Effect of Instructional and Learner Variables on Course Outcomes within an Online Learning Environment

    ERIC Educational Resources Information Center

    Lim, Doo Hun; Morris, Michael Lane; Yoon, Seung-Won

    2006-01-01

    Among many studies focusing on the effect of learner and instructional variables on course outcomes, few studies have investigated the learners' study habits and the mediating mechanisms among the learner and instruction variables in their influence on course outcomes. This study examined differences in learner satisfaction and learning outcomes…

  3. Effects of Mobile Instant Messaging on Collaborative Learning Processes and Outcomes: The Case of South Korea

    ERIC Educational Resources Information Center

    Kim, Hyewon; Lee, MiYoung; Kim, Minjeong

    2014-01-01

    The purpose of this paper was to investigate the effects of mobile instant messaging on collaborative learning processes and outcomes. The collaborative processes were measured in terms of different types of interactions. We measured the outcomes of the collaborations through both the students' taskwork and their teamwork. The collaborative…

  4. Employment and Learning Outcomes of LIS Graduates: A Case of Pakistan

    ERIC Educational Resources Information Center

    Warraich, Nosheen Fatima; Ameen, Kanwal

    2011-01-01

    This paper explores the perceptions of Library and Information Science (LIS) graduates about their learning outcomes in the Master of Library and Information Science (MLIS) programme at the University of the Punjab and their employment outcomes in the marketplace. Why do LIS graduates choose librarianship as a profession in Pakistan? What is their…

  5. Achieving Faculty Buy-In: Motivation Performance in Learning Outcome Assessment

    ERIC Educational Resources Information Center

    Sujitparapitaya, Sutee

    2014-01-01

    Despite the great value of student learning outcome assessment (SLOA), faculty have not fully embraced the assessment movement, and many remain locked in debates on its merits. To gain faculty buy-in and explain why many faculty were motivated to engage in outcome assessment, the modified CANE (Commitment And Necessary Effort) model was used to…

  6. Context-Outcome Associations Mediate Context-Switch Effects in a Human Predictive Learning Task

    ERIC Educational Resources Information Center

    Leon, Samuel P.; Abad, Maria J. F.; Rosas, Juan M.

    2011-01-01

    Four experiments explored the role of contexts in information retrieval after different levels of acquisition training in human predictive learning. Participants were trained where cue (X) was followed by an outcome in context A while a different cue (Y) was followed by the absence of the outcome in context B. When 4 training trials with each cue…

  7. Outcome Assessment of a Management Program Using a Portfolio Approach: Lessons Learned

    ERIC Educational Resources Information Center

    Drost, Donald; Hanson, Lee; Molstady, Clark; Peake, Lloyd; Newman, Eric

    2008-01-01

    Over the past two decades the interest and use of student portfolios for assessing student learning outcomes has grown considerably. This paper presents an overview of the portfolio approach to outcome assessment adopted by the Department of Management at California State University, San Bernardino and discusses major issues encountered over six…

  8. Analyzing Student Learning Outcomes: Usefulness of Logistic and Cox Regression Models. IR Applications, Volume 5

    ERIC Educational Resources Information Center

    Chen, Chau-Kuang

    2005-01-01

    Logistic and Cox regression methods are practical tools used to model the relationships between certain student learning outcomes and their relevant explanatory variables. The logistic regression model fits an S-shaped curve into a binary outcome with data points of zero and one. The Cox regression model allows investigators to study the duration…

  9. Naturally Acquired Mentoring Relationships and Young Adult Outcomes among Adolescents with Learning Disabilities

    ERIC Educational Resources Information Center

    Ahrens, Kym; DuBois, David Lane; Lozano, Paula; Richardson, Laura P.

    2010-01-01

    We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self-esteem, and reported a higher overall number of positive outcomes than nonmentored…

  10. Outcome-Based Education and Student Learning in Managerial Accounting in Hong Kong

    ERIC Educational Resources Information Center

    Lui, Gladie; Shum, Connie

    2012-01-01

    Although Outcome-based Education has not been successful in public education in several countries, it has been successful in the medical fields in higher education in the U.S. The author implemented OBE in her Managerial Accounting course in H.K. Intended learning outcomes were mapped again Bloom's Cognitive Domain. Teaching and learning…

  11. Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia

    ERIC Educational Resources Information Center

    Hassan, Sa'adah; Admodisastro, Novia Indriaty; Kamaruddin, Azrina; Baharom, Salmi; Pa, Noraini Che

    2016-01-01

    Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the…

  12. Analysis of donor heterogeneity as a factor affecting the clinical outcome of oocyte donation.

    PubMed

    Harris, Sarah E; Faddy, Malcolm; Levett, Stephen; Sharma, Vinay; Gosden, Roger

    2002-11-01

    This study investigated factors that may affect the clinical outcome of oocyte donation on the basis of data from a clinical programme involving 243 treatment cycles analysed retrospectively. In each cohort, oocytes were distributed randomly to one, two or three recipients, which enabled the outcomes in terms of pregnancy and live birth rates to be compared among donors. The results were compared with respect to age of the donor and recipient, number of oocytes collected, fertilization and cleavage rates, qualitative embryo criteria (morphological grade) and other clinical criteria. Most variables had no significant effect on either outcome, although the live birth rate varied inversely with recipient age. Unsurprisingly, the pregnancy rate was correlated positively with the number of embryos transferred. Most of the variation in pregnancy and live birth rates (85-90%) could not be accounted for by any specific donation characteristic, indicating that interdonor heterogeneity was the result of idiopathic factors. The factor most predictive of a recipient's cycle outcome was a history of previous success of the donor, which accounted for approximately 30% of the variation in live birth rates. Pregnancy success rates varied widely among oocyte donors, as has been found among sperm donors. This observation highlights the need to identify markers that predict developmental competence and help to identify the genetic and environmental bases of differential fertility. In conclusion, the quality of oocytes varied widely among women presumed to be fertile by clinical criteria, and the causative factors set a major limitation on the prospects of improving the outcome of egg donation. PMID:12477962

  13. Conceptualising the Impact of Arousal and Affective State on Training Outcomes of Operant Conditioning

    PubMed Central

    Starling, Melissa J.; Branson, Nicholas; Cody, Denis; McGreevy, Paul D.

    2013-01-01

    Simple Summary This article discusses the impacts of arousal and emotional state on training animals using methods based on reward and punishment. Three-dimensional graphs are provided to offer a visual means to illustrate how arousal and emotional state may influence the effectiveness of reward and punishment depending on the behaviour being trained. Dogs and horses are used to illustrate this with reference to commonly trained behaviours in a predatory and a prey animal. Abstract Animal training relies heavily on an understanding of species-specific behaviour as it integrates with operant conditioning principles. Following on from recent studies showing that affective states and arousal levels may correlate with behavioural outcomes, we explore the contribution of both affective state and arousal in behavioural responses to operant conditioning. This paper provides a framework for assessing how affective state and arousal may influence the efficacy of operant training methods. It provides a series of three-dimensional conceptual graphs as exemplars to describing putative influences of both affective state and arousal on the likelihood of dogs and horses performing commonly desired behaviours. These graphs are referred to as response landscapes, and they highlight the flexibility available for improving training efficacy and the likely need for different approaches to suit animals in different affective states and at various levels of arousal. Knowledge gaps are discussed and suggestions made for bridging them. PMID:26487403

  14. Online versus face-to-face biology: A comparison of student transactional distance, approach to learning, and knowledge outcomes

    NASA Astrophysics Data System (ADS)

    Riggins, Mary Erin

    Community colleges are among many other institutions increasing course offerings online, but there is still some concern about the quality of online learning. Educator concerns, a lack of empirical evidence on biology courses offered online, and the need for an equal opportunity for education support the need for clarification of the quality of distance education in biology, especially in the community college setting. Student attitudes, approaches to learning, and performance should all be studied in order to formulate a better evaluation of the quality and effectiveness of online courses (Svirko & Mellanby, 2008). The purpose of this study was to determine whether there were differences in student perceptions of transactional distance, approaches to learning, and student learning outcomes in online versus face-to-face community college introductory biology courses. The results of this investigation indicate that some aspects of transactional distance did affect the participants' desires for deep learning approaches. Also, except for perceptions of student interaction and collaboration, the online and face-to-face course experiences and outcomes seemed similar.

  15. Models, Definitions, and Outcome Variables of Action Learning: A Synthesis with Implications for HRD

    ERIC Educational Resources Information Center

    Chenhall, Everon C.; Chermack, Thomas J.

    2010-01-01

    Purpose: The purpose of this paper is to propose an integrated model of action learning based on an examination of four reviewed action learning models, definitions, and espoused outcomes. Design/methodology/approach: A clear articulation of the strengths and limitations of each model was essential to developing an integrated model, which could be…

  16. Comparison of Selected Outcomes Based on Teaching Strategies that Promote Active Learning in Nursing Education

    ERIC Educational Resources Information Center

    Nicholson, Anita Christine

    2010-01-01

    This study examined differences in the effects of three active-learning teaching strategies (case-based learning, simulation, and simulation with narrative pedagogy) on the outcomes of nursing student performance of intervention activities, performance retention of intervention activities, student satisfaction, self-confidence, and educational…

  17. Learning Outcomes and Learner Perceptions in Relation to Computer-Based Feedback

    ERIC Educational Resources Information Center

    Rosselle, Mieke; Sercu, Lies; Vandepitte, Sonia

    2009-01-01

    This article reports on the findings obtained from an exploratory study on the effectiveness of feedback in a computer-based learning environment. The main aim of the study was to gain insight into learning outcomes and student perceptions in relation to different types of feedback. This aim was operationalised in terms of an investigation amongst…

  18. Action Research: Measuring Literacy Programme Participants' Learning Outcomes. Results of the Final Phase (2011-2014)

    ERIC Educational Resources Information Center

    Bolly, Madina; Jonas, Nicolas

    2015-01-01

    Action Research on Measuring Literacy Programme Participants' Learning Outcomes (RAMAA) aims to develop, implement and collaborate on the creation of a methodological approach to measure acquired learning and study the various factors that influence its development. This report examines how RAMAA I has been implemented over the past four years in…

  19. Learning Outcomes Assessment Step-By-Step: Enhancing Evidence-Based Practice in Career Services

    ERIC Educational Resources Information Center

    Makela, Julia Panke; Rooney, Gail S.

    2012-01-01

    What difference do your career programs and services make in clients' lives? How do you know? Answer these questions and more. Learn a practical approach to learning outcomes assessment that helps you tell the story of your career programs and services, celebrate your successes, and continuously improve your practice. Within this monograph, you…

  20. How Do Social Networks Influence Learning Outcomes? A Case Study in an Industrial Setting

    ERIC Educational Resources Information Center

    Maglajlic, Seid; Helic, Denis

    2012-01-01

    and Purpose: The purpose of this research is to shed light on the impact of implicit social networks to the learning outcome of e-learning participants in an industrial setting. Design/methodology/approach: The paper presents a theoretical framework that allows the authors to measure correlation coefficients between the different affiliations that…

  1. Using CAS Standards to Measure Learning Outcomes of Student Affairs Preparation Programs

    ERIC Educational Resources Information Center

    Young, Dallin George; Janosik, Steven M.

    2007-01-01

    A majority of recent graduates from master's level student affairs preparation programs report having a clear understanding of 58 of 60 foundational learning outcomes derived from the Council for the Advancement of Standards in Higher Education (CAS) guidelines. While there were only two significant differences between self-reported learning of…

  2. Growth as Product and as Process: Student Learning Outcomes Attained through College Experiences in China

    ERIC Educational Resources Information Center

    Cen, Yuhao

    2012-01-01

    Little empirical research has been done on student learning outcomes and college experiences in China, where the gross enrollment rate in higher education reached 26.5 percent and the undergraduate population exceeded 22 million in 2010. This study seeks to describe, explain, and interpret student learning as perceived from students in Chinese…

  3. Collaborative Development and Assessment of Student Learning Outcomes for LIS Electives

    ERIC Educational Resources Information Center

    Bishop, Bradley Wade; Grubesic, Tony H.; Parrish, Theresa

    2015-01-01

    In higher education's environment of accountability, the development and assessment of student learning outcomes (SLOs) are driven by both external stakeholder requirements for accreditation and internal institutional pressures to demonstrate student learning as the core function of universities and colleges. This paper presents a framework to…

  4. The Impact of Taiwan's University Multiple-Channel Entrance Policy on Student Learning Outcomes

    ERIC Educational Resources Information Center

    Hsiao-Fang, Lin

    2012-01-01

    This research explores the impact of Taiwan's university multiple-channel entrance policy on student learning outcomes, using quantitative research to look for differences in the learning experiences of third-year students who were admitted via different methods (examination and placement, application for admission, recommendation and selection,…

  5. Participatory Equity and Student Outcomes in Living-Learning Programs of Differing Thematic Types

    ERIC Educational Resources Information Center

    Soldner, Matthew Edward

    2011-01-01

    This study evaluated participatory equity in varying thematic types of living-learning programs and, for a subset of student group x program type combinations found to be below equity, used latent mean modeling to determine whether statistically significant mean differences existed between the outcome scores of living-learning participants and…

  6. Structural Relationships of Environments, Individuals, and Learning Outcomes in Korean Online University Settings

    ERIC Educational Resources Information Center

    Lim, Keol; Kang, Minseok; Park, Sung Youl

    2016-01-01

    This study examines relationships of instructional environments, learner traits, and learning outcomes in the context of an online university course in Korea which has an advanced information technology background and rich e-learning experiences. However, the educational heritage of the country adheres to directive instruction with little…

  7. A Discussion Paper on the Assessment of Student Learning Outcomes for Healthcare Management

    ERIC Educational Resources Information Center

    Roberts, Velma; Perryman, Martha; Rivers, Patrick A.

    2009-01-01

    As employers, parents, and policy makers demand more accountability from higher education, transferring student learning to health services management practice is more important than ever. If educators want to give these stakeholders the evidence-based performance results they expect, assessment of student learning outcomes, as well as aggregate…

  8. Charity and Social Change: The Impact of Individual Preferences on Service-Learning Outcomes

    ERIC Educational Resources Information Center

    Moely, Barbara E.; Furco, Andrew; Reed, Julia

    2008-01-01

    Students from seven institutions of higher education reported their preferences for different paradigms of service at the beginning of their service-learning courses. At the end of the courses, they described the associated service activities in terms of the same paradigms and also completed scales describing their learning outcomes and attitudes…

  9. Career Services' Contributions to Learning Outcomes of Seniors at a Research Intensive University

    ERIC Educational Resources Information Center

    Boettcher, Brett Michael

    2009-01-01

    Few empirical research studies have delved into what college students learn by participating in the services offered by career services, specifically one-on-one advising/counseling, workshops, resource use, events, on-campus recruiting and resource library use. This study examined the extent to which college seniors achieve learning outcomes based…

  10. On the Design of Learning Outcomes for the Undergraduate Engineer's Final Year Project

    ERIC Educational Resources Information Center

    Thambyah, Ashvin

    2011-01-01

    The course for the final year project for engineering students, because of its strongly research-based, open-ended format, tends to not have well defined learning outcomes, which are also not aligned with any accepted pedagogical philosophy or learning technology. To address this problem, the revised Bloom's taxonomy table of Anderson and…

  11. Secondary School Renewal: The Effect of Classroom Learning Culture on Educational Outcomes

    ERIC Educational Resources Information Center

    Cavanagh, Robert F.; Waugh, Russell F.

    2004-01-01

    The study was grounded on theoretical propositions and empirical research concerning school effectiveness, classroom effectiveness, school improvement and school renewal. In particular, improving student learning outcomes through improving and renewing schools is dependent on changing classroom cultures of learning and teaching. A model of…

  12. A Case-Based Approach Increases Student Learning Outcomes and Comprehension of Cellular Respiration Concepts

    ERIC Educational Resources Information Center

    Rybarczyk, Brian J.; Baines, Antonio T.; McVey, Mitch; Thompson, Joseph T.; Wilkins, Heather

    2007-01-01

    This study investigated student learning outcomes using a case-based approach focused on cellular respiration. Students who used the case study, relative to students who did not use the case study, exhibited a significantly greater learning gain, and demonstrated use of higher-order thinking skills. Preliminary data indicate that after engaging…

  13. Domestic and International Service Learning Experiences: A Comparative Study of Pre-Service Teacher Outcomes

    ERIC Educational Resources Information Center

    Miller, Kari Knutson; Gonzalez, Amber M.

    2010-01-01

    This paper examines pre-service teacher outcomes associated with service learning in domestic and international settings. Participants included upper-division, undergraduate-level pre-service teachers who participated in service learning experiences in either local, domestic settings (Orange County, CA) or international settings (Shanghai and…

  14. Assessing the Teaching and Student Learning Outcomes of the Katz/Henry Faculty Development Model.

    ERIC Educational Resources Information Center

    Finkelstein, Martin

    The impact of the Katz/Henry Faculty Development Model on teaching behaviors and student learning outcomes was assessed with 24 faculty members at 4 institutions in New Jersey. This model, known as "Partners in Learning" involved: faculty pairs who observe one another's class, partner meetings to discuss shared experience in the classroom, several…

  15. Experiences of Higher Education Faculty Engaged in Undergraduate Student Learning Outcomes Assessment

    ERIC Educational Resources Information Center

    Evans, Elizabeth L.

    2010-01-01

    This qualitative phenomenological study sought to describe the lived experiences of full- time faculty engaged in undergraduate learning outcomes assessment at the program or general education level in baccalaureate or master's nonprofit or public institutions of higher education regionally accredited by the Higher Learning Commission. The ten…

  16. Academic Outcomes among a Sample of Learning Support Community College Students

    ERIC Educational Resources Information Center

    Skinner, Amy D.

    2014-01-01

    This research examined the relationship between placement in a learning support college program and subsequent academic outcomes. The sample consisted of 275 entering freshmen students who were enrolled in the Learning Support reading courses in the fall of 2005. Data were collected from the Gordon College Office of Institutional Research. The…

  17. Self-Managed Learning Groups in Higher Education: Students' Perceptions of Process and Outcomes

    ERIC Educational Resources Information Center

    Lizzio, Alf; Wilson, Keithia

    2005-01-01

    Background: Self-managed learning groups are increasingly used in higher education. There is a need for more systematic investigation of university students' perceptions of the processes and outcomes of this learning method. Aims: This study aimed to identify the domains of process issues that students perceive as relevant to their participation…

  18. An outcome-based learning model to identify emerging threats : experimental and simulation results.

    SciTech Connect

    Martinez-Moyano, I. J.; Conrad, S. H.; Andersen, D. F.; Decision and Information Sciences; SNL; Univ. at Albany

    2007-01-01

    The authors present experimental and simulation results of an outcome-based learning model as it applies to the identification of emerging threats. This model integrates judgment, decision making, and learning theories to provide an integrated framework for the behavioral study of emerging threats.

  19. Distance Learning for Gifted Students: Outcomes for Elementary, Middle, and High School Aged Students

    ERIC Educational Resources Information Center

    Wallace, Patricia

    2009-01-01

    Although distance learning often is cited as a potentially useful strategy to provide appropriately challenging academic coursework to gifted students, little research has been conducted on its use or effectiveness with this population, particularly with younger students in elementary school. In this study, distance learning outcomes for gifted…

  20. Enhancing Learning in South African Schools: Strategies beyond Outcomes-Based Education

    ERIC Educational Resources Information Center

    Todd, Alexa; Mason, Mark

    2005-01-01

    This paper addresses the problem of post-Apartheid South African schools as ineffective learning environments, and the question whether there are strategies for enhancing learning that are more effective and that might be more easily and successfully implemented than an outcomes-based education. Because of historical and situational constraints,…

  1. PBL-GIS in Secondary Geography Education: Does It Result in Higher-Order Learning Outcomes?

    ERIC Educational Resources Information Center

    Liu, Yan; Bui, Elisabeth N.; Chang, Chew-Hung; Lossman, Hans G.

    2010-01-01

    This article presents research on evaluating problem-based learning using GIS technology in a Singapore secondary school. A quasi-experimental research design was carried to test the PBL pedagogy (PBL-GIS) with an experimental group of students and compare their learning outcomes with a control group who were exposed to PBL but not GIS. The…

  2. What Value Does Service Learning Have on Introductory Engineering Students' Motivation and ABET Program Outcomes?

    ERIC Educational Resources Information Center

    Sevier, Carol; Chyung, Seung Youn; Callahan, Janet; Schrader, Cheryl B.

    2012-01-01

    A quasi-experimental study was conducted to investigate the effectiveness of using a service learning (SL) method on influencing introductory engineering students' motivation and ABET program outcomes, compared to the effectiveness of using a conventional, non-service-learning (NSL) method. The sample used in the study was 214 students enrolled in…

  3. The Development of a Guide on Outcomes-Based Learning for McCook Community College.

    ERIC Educational Resources Information Center

    Craig, Ford M.

    At McCook Community College (MCC) in Nebraska, a teachers' guide was developed to introduce the goals and processes of outcomes-based learning (also termed competency-based education and mastery learning) to the college faculty. Several procedures were used: a review of the literature, an analysis of two previously existing manuals, and a review…

  4. Transformational Processes and Learner Outcomes for Online Learning: An Activity Theory Case Study of Spanish Students

    ERIC Educational Resources Information Center

    Terantino, Joseph M.

    2009-01-01

    The purpose of this exploratory study was to examine the actions of online language learners from an activity theoretical perspective. It also attempted to explain how the students' learning outcomes evolved from their online learning experiences. This explanation placed an emphasis on the learners' previous experiences, defining their activity…

  5. Do the Critical Success Factors from Learning Analytics Predict Student Outcomes?

    ERIC Educational Resources Information Center

    Strang, Kenneth David

    2016-01-01

    This article starts with a detailed literature review of recent studies that focused on using learning analytics software or learning management system data to determine the nature of any relationships between online student activity and their academic outcomes within university-level business courses. The article then describes how data was…

  6. Evaluation of Outcome-Based Learning in an Undergraduate English Language Program

    ERIC Educational Resources Information Center

    Lixun, Wang

    2013-01-01

    Since 2008, Outcome-Based Learning (OBL), a student-centred strategy aiming to enhance the quality of teaching and learning, has been launched as a major initiative among higher education institutions in Hong Kong. When adopting OBL at course level, other than designing the OBL framework, it is also very important to evaluate the effectiveness of…

  7. Emotional Design in Multimedia: Does Gender and Academic Achievement Influence Learning Outcomes?

    ERIC Educational Resources Information Center

    Kumar, Jeya Amantha; Muniandy, Balakrishnan; Yahaya, Wan Ahmad Jaafar Wan

    2016-01-01

    This study was designed as a preliminary study (N = 33) to explore the effects of gender and academic achievement (Cumulative Grade Point Average-CGPA) on polytechnic students' learning outcomes when exposed to Multimedia Learning Environments (MLE) designed to induce emotions. Three designs namely positive (PosD), neutral (NeuD) and negative…

  8. Evaluating the Student Learning Outcomes Assessment Process in Undergraduate Parks and Recreation Academic Programs

    ERIC Educational Resources Information Center

    Ross, Craig M.; Young, Sarah J.; Sturts, Jill R.

    2012-01-01

    Institutions of higher education are increasingly being held more accountable for assessing student learning both in and out of their classrooms along with reporting results to their stakeholders. The purpose of this study, which examined assessment of student learning outcomes in undergraduate park and recreation academic programs, was two-fold:…

  9. A Qualitative Investigation of Student Outcomes in a Residential Learning Community

    ERIC Educational Resources Information Center

    Blackhurst, Anne E.; Akey, Lynn D.; Bobilya, Andrew J.

    2003-01-01

    Researchers conducted a qualitative study of students' in- and out-of-class experiences in a residential learning community at a mid-sized public institution. Focus group interviews were conducted to explore (a) the outcomes of learning community membership from participants' point of view and (b) the connections between participants' reported…

  10. Influence of Peer Effects on Learning Outcomes: A Review of the Literature.

    ERIC Educational Resources Information Center

    Wilkinson, Ian A. G.; Hattie, John A.; Parr, Judy M.; Townsend, Michael A. R.; Fung, Irene; Ussher, Charlotte; Thrupp, Martin; Lauder, Hugh; Robinson, Tony

    This report presents a literature review and conceptual model summarizing the influence of peer effects on learning outcomes. The report describes the approach to the review and provides a theoretical account of the environments, mechanisms, and processes that mediate learning among peers. It then summarizes the literature on compositional effects…

  11. Generalization of affective learning about faces to perceptually similar faces.

    PubMed

    Verosky, Sara C; Todorov, Alexander

    2010-06-01

    Different individuals have different (and different-looking) significant others, friends, and foes. The objective of this study was to investigate whether these social face environments can shape individual face preferences. First, participants learned to associate faces with positive, neutral, or negative behaviors. Then, they evaluated morphs combining novel faces with the learned faces. The morphs (65% and 80% novel faces) were within the categorical boundary of the novel faces: They were perceived as those faces in a preliminary study. Moreover, a second preliminary study showed that following the learning, the morphs' categorization as similar to the learned faces was indistinguishable from the categorization of actual novel faces. Nevertheless, in the main experiment, participants evaluated morphs of "positive" faces more positively than morphs of "negative" faces. This learning generalization effect increased as a function of the similarity of the novel faces to the learned faces. The findings suggest that general learning mechanisms based on similarity can account for idiosyncratic face preferences. PMID:20483821

  12. Ecologies of Learning: How Culture and Context Impact Outcomes of Workplace Literacy and Essential Skills

    ERIC Educational Resources Information Center

    Merrifield, Juliet

    2012-01-01

    Learning always takes place in a particular context and culture, yet educators have tended to focus their attention mainly on the form of learning, its methodology, content and teaching approach. While these can and do affect learning and its results, this paper looks beyond the particulars of the program to explore how the context and culture of…

  13. Comparing Learning Outcomes of Video-Based E-Learning with Face-to-Face Lectures of Agricultural Engineering Courses in Korean Agricultural High Schools

    ERIC Educational Resources Information Center

    Park, Sung Youl; Kim, Soo-Wook; Cha, Seung-Bong; Nam, Min-Woo

    2014-01-01

    This study investigated the effectiveness of e-learning by comparing the learning outcomes in conventional face-to-face lectures and e-learning methods. Two video-based e-learning contents were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which was available at http://www.greenehrd.com.…

  14. Predicted and experienced affective responses to the outcome of the 2008 U.S. presidential election.

    PubMed

    Kitchens, Michael B; Corser, Grant C; Gohm, Carol L; VonWaldner, Kristen L; Foreman, Elizabeth L

    2010-12-01

    People typically have intense feelings about politics. Therefore, it was no surprise that the campaign and eventual election of Barack Obama were highly anticipated and emotionally charged events, making it and the emotion experienced afterward a useful situation in which to replicate prior research showing that people typically overestimate the intensity and duration of their future affective states. Consequently, it was expected that Obama supporters and McCain supporters might overestimate the intensity of their affective responses to the outcome of the election. Data showed that while McCain supporters underestimated how happy they would be following the election, Obama supporters accurately predicted how happy they would be following the election. These data provide descriptive information on the accuracy of people's predicted reactions to the 2008 U.S. presidential election. The findings are discussed in the context of the broad literature and this specific and unique event. PMID:21323142

  15. Interdisciplinary Service-Learning Substance Abuse Projects: Processes and Outcomes

    ERIC Educational Resources Information Center

    Straussner, S. Lala A.; Marcus, Marianne T.; Brown, Richard L.; Madden, Theresa; Graham, Antonnette V.; Schoener, Eugene P.

    2006-01-01

    The purpose of this paper is to describe the development and implementation of community-based, service-learning field projects by 30 health professional faculty fellows of Project MAINSTREAM, a faculty development program on substance abuse. The fellows worked together for two years in 10 Interdisciplinary Faculty Learning Groups (IFLGs), which…

  16. Balancing Student Learning and Commercial Outcomes in the Workplace

    ERIC Educational Resources Information Center

    Lee, Geoffrey; McGuiggan, Robyn; Holland, Barbara

    2010-01-01

    Community engagement is growing across higher education. Cooperative education and other internships are well established in the literature as pedagogies with links to experiential and connected learning. Cooperative programs combine business, industry, educational providers and students paid on-the-job. Most studies of work-based learning focus…

  17. Intergenerational Service Learning with Elders: Multidisciplinary Activities and Outcomes

    ERIC Educational Resources Information Center

    Krout, John A.; Bergman, Elizabeth; Bianconi, Penny; Caldwell, Kathryn; Dorsey, Julie; Durnford, Susan; Erickson, Mary Ann; Lapp, Julia; Monroe, Janice Elich; Pogorzala, Christine; Taves, Jessica Valdez

    2010-01-01

    This article provides an overview of the activities included in a 3-year, multidisciplinary, intergenerational service-learning project conducted as part of a Foundation for Long-Term Care Service Learning: Linking Three Generations grant. Courses from four departments (gerontology, psychology, occupational therapy, and health promotion and…

  18. Online Learning and Student Outcomes in California's Community Colleges

    ERIC Educational Resources Information Center

    Johnson, Hans; Mejia, Marisol Cuellar

    2014-01-01

    As costs of attending college have risen and access to higher education has declined, policymakers and community college officials are looking to online learning as one way to better serve student needs, increase access, promote completion, and increase transfer to four-year universities--all in a cost-effective manner. Online learning is still a…

  19. Student Outcomes and Design Elements in Blended Learning Courses

    ERIC Educational Resources Information Center

    Newbury, Robert

    2013-01-01

    The concept of "blended learning" appears with increasing frequency in academic literature, published research and general discussion as the latest trend in pedagogy. Known also as "hybrid education" and "web-enhanced instruction", blended learning courses have been reported as the method of delivery for 80 to 90…

  20. Camp Can-Do. Outcomes of an experiential learning experience.

    PubMed

    White, M J; Kouzekanani, K; Olson, R; Amos, E

    2000-01-01

    Because the most effective way to learn is by doing, faculty need to develop experiential learning experiences for students. The authors discuss one such experience, a multiple sclerosis camp where nursing students lived with and cared for their clients for 6 days. The camp experience illustrates how educators can partner with community organizations to the benefit of both. PMID:11111564

  1. The New Economy, Technology, and Learning Outcomes Assessment

    ERIC Educational Resources Information Center

    Moore, Anne H.

    2007-01-01

    Many observers describe the 21st century as a complex age with new demands for education and new requirements for accountability in teaching and learning to meet society's needs in a new, global economy. At the same time, innovations in teaching and learning and proposals for measuring them often seem disconnected from public and political…

  2. Lifestyle-Related Diseases Affect Surgical Outcomes after Posterior Lumbar Interbody Fusion.

    PubMed

    Sakaura, Hironobu; Miwa, Toshitada; Yamashita, Tomoya; Kuroda, Yusuke; Ohwada, Tetsuo

    2016-02-01

    Study Design Retrospective study. Objective Hyperlipidemia (HL) and hypertension (HT) lead to systemic atherosclerosis. Not only atherosclerosis but also bone fragility and/or low bone mineral density result from diabetes mellitus (DM) and chronic kidney disease (CKD). The purpose of this study was to examine whether these lifestyle-related diseases affected surgical outcomes after posterior lumbar interbody fusion (PLIF). Methods The subjects comprised 122 consecutive patients who underwent single-level PLIF for degenerative lumbar spinal disorders. The clinical results were assessed using the Japanese Orthopaedic Association (JOA) score before surgery and at 2 years postoperatively. The fusion status was graded as union in situ, collapsed union, or nonunion at 2 years after surgery. The abdominal aorta calcification (AAC) score was assessed using preoperative lateral radiographs of the lumbar spine. Results HL did not significantly affect the JOA score recovery rate. On the other hand, HT and CKD (stage 3 to 4) had a significant adverse effect on the recovery rate. The recovery rate was also lower in the DM group than in the non-DM group, but the difference was not significant. The AAC score was negatively correlated with the JOA score recovery rate. The fusion status was not significantly affected by HL, HT, DM, or CKD; however, the AAC score was significantly higher in the collapsed union and nonunion group than in the union in situ group. Conclusions At 2 years after PLIF, the presence of HT, CKD, and AAC was associated with significantly worse clinical outcomes, and advanced AAC significantly affected fusion status. PMID:26835195

  3. Problem- and Case-Based Learning in Science: An Introduction to Distinctions, Values, and Outcomes

    PubMed Central

    Allchin, Douglas

    2013-01-01

    Case-based learning and problem-based learning have demonstrated great promise in reforming science education. Yet an instructor, in newly considering this suite of interrelated pedagogical strategies, faces a number of important instructional choices. Different features and their related values and learning outcomes are profiled here, including: the level of student autonomy; instructional focus on content, skills development, or nature-of-science understanding; the role of history, or known outcomes; scope, clarity, and authenticity of problems provided to students; extent of collaboration; complexity, in terms of number of interpretive perspectives; and, perhaps most importantly, the role of applying versus generating knowledge. PMID:24006385

  4. Problem- and case-based learning in science: an introduction to distinctions, values, and outcomes.

    PubMed

    Allchin, Douglas

    2013-01-01

    Case-based learning and problem-based learning have demonstrated great promise in reforming science education. Yet an instructor, in newly considering this suite of interrelated pedagogical strategies, faces a number of important instructional choices. Different features and their related values and learning outcomes are profiled here, including: the level of student autonomy; instructional focus on content, skills development, or nature-of-science understanding; the role of history, or known outcomes; scope, clarity, and authenticity of problems provided to students; extent of collaboration; complexity, in terms of number of interpretive perspectives; and, perhaps most importantly, the role of applying versus generating knowledge. PMID:24006385

  5. Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap.

    PubMed

    Becker, Bronwyn E; Luthar, Suniya S

    2002-01-01

    Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed. PMID:23255834

  6. Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

    PubMed Central

    Becker, Bronwyn E.; Luthar, Suniya S.

    2012-01-01

    Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social–emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social–emotional factors that act as both risk and protective factors for disadvantaged students’ learning and opportunities for academic success. Four critical social–emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed. PMID:23255834

  7. Mechanisms of Behavioral and Affective Treatment Outcomes in a Cognitive Behavioral Intervention for Boys.

    PubMed

    Burke, Jeffrey D; Loeber, Rolf

    2016-01-01

    Evidence for effective treatment for behavioral problems continues to grow, yet evidence about the effective mechanisms underlying those interventions has lagged behind. The Stop Now and Plan (SNAP) program is a multicomponent intervention for boys between 6 and 11. This study tested putative treatment mechanisms using data from 252 boys in a randomized controlled trial of SNAP versus treatment as usual. SNAP includes a 3 month group treatment period followed by individualized intervention, which persisted through the 15 month study period. Measures were administered in four waves: at baseline and at 3, 9 and 15 months after baseline. A hierarchical linear modeling strategy was used. SNAP was associated with improved problem-solving skills, prosocial behavior, emotion regulation skills, and reduced parental stress. Prosocial behavior, emotion regulation skills and reduced parental stress partially mediated improvements in child aggression. Improved emotion regulation skills partially mediated treatment-related child anxious-depressed outcomes. Improvements in parenting behaviors did not differ between treatment conditions. The results suggest that independent processes may drive affective and behavioral outcomes, with some specificity regarding the mechanisms related to differing treatment outcomes. PMID:25619927

  8. The Effect of Learning Type and Avatar Similarity on Learning Outcomes in Educational Video Games

    ERIC Educational Resources Information Center

    Lewis, Melissa L.

    2009-01-01

    Two theories guide two very different ideas about learning. Social cognitive theory (Bandura, 1977, 1989) places the greater emphasis on observational learning, or learning by watching a model produce a behavior before doing it oneself. Other researchers purport that experiential learning, or learning by doing, results in stronger learning (Kolb,…

  9. When Children Learn Programming: Antecedents, Concepts and Outcomes.

    ERIC Educational Resources Information Center

    Shneiderman, Ben

    1985-01-01

    Discusses components of an educational plan which supports acquisition of computer programing skills by elementary school children, including antecedent knowledge required (sequencing, similarity, character recognition, part/whole relationships, conditional forms, repetition, and incrementation); initial programing concepts; and outcomes valuable…

  10. The epidemiology of disasters and adverse reproductive outcomes: lessons learned.

    PubMed

    Cordero, J F

    1993-07-01

    A disaster has been defined as a disruption of human ecology that exceeds the capacity of the community to function normally. Little is known about the adverse effects of natural disasters on reproductive outcomes. Important lessons can be derived from several disasters caused by human factors, such as the Minamata Bay disaster. Adverse reproductive outcomes include infertility, early pregnancy loss, stillbirths, congenital malformations, and serious developmental disabilities such as cerebral palsy and mental retardation. Recent disasters like the Chernobyl and Bhopal explosions have provided important lessons on the need for accurate and sound information about the risk of prenatal exposures for adverse reproductive outcomes. To study questions of adverse reproductive outcomes and disasters requires a well-planned approach. It should include early development of surveillance for adverse reproductive outcomes, analytic studies on the risk of disasters from direct and indirect effects, sensitive methods to measure early pregnancy loss, and long-term follow-up programs to assess outcomes such as developmental disabilities. PMID:8243383

  11. The epidemiology of disasters and adverse reproductive outcomes: lessons learned.

    PubMed Central

    Cordero, J F

    1993-01-01

    A disaster has been defined as a disruption of human ecology that exceeds the capacity of the community to function normally. Little is known about the adverse effects of natural disasters on reproductive outcomes. Important lessons can be derived from several disasters caused by human factors, such as the Minamata Bay disaster. Adverse reproductive outcomes include infertility, early pregnancy loss, stillbirths, congenital malformations, and serious developmental disabilities such as cerebral palsy and mental retardation. Recent disasters like the Chernobyl and Bhopal explosions have provided important lessons on the need for accurate and sound information about the risk of prenatal exposures for adverse reproductive outcomes. To study questions of adverse reproductive outcomes and disasters requires a well-planned approach. It should include early development of surveillance for adverse reproductive outcomes, analytic studies on the risk of disasters from direct and indirect effects, sensitive methods to measure early pregnancy loss, and long-term follow-up programs to assess outcomes such as developmental disabilities. PMID:8243383

  12. The Effects of Different Computer-Supported Collaboration Scripts on Students' Learning Processes and Outcome in a Simulation-Based Collaborative Learning Environment

    ERIC Educational Resources Information Center

    Wieland, Kristina

    2010-01-01

    Students benefit from collaborative learning activities, but they do not automatically reach desired learning outcomes when working together (Fischer, Kollar, Mandl, & Haake, 2007; King, 2007). Learners need instructional support to increase the quality of collaborative processes and individual learning outcomes. The core challenge is to find the…

  13. Lung perfusion and emphysema distribution affect the outcome of endobronchial valve therapy

    PubMed Central

    Thomsen, Christian; Theilig, Dorothea; Herzog, Dominik; Poellinger, Alexander; Doellinger, Felix; Schreiter, Nils; Schreiter, Vera; Schürmann, Dirk; Temmesfeld-Wollbrueck, Bettina; Hippenstiel, Stefan; Suttorp, Norbert; Hubner, Ralf-Harto

    2016-01-01

    The exclusion of collateral ventilation (CV) and other factors affect the clinical success of endoscopic lung volume reduction (ELVR). However, despite its benefits, the outcome of ELVR remains difficult to predict. We investigated whether clinical success could be predicted by emphysema distribution assessed by computed tomography scan and baseline perfusion assessed by perfusion scintigraphy. Data from 57 patients with no CV in the target lobe (TL) were retrospectively analyzed after ELVR with valves. Pulmonary function tests (PFT), St George’s Respiratory Questionnaire (SGRQ), and 6-minute walk tests (6MWT) were performed on patients at baseline. The sample was grouped into high and low levels at the median of TL perfusion, ipsilateral nontarget lobe (INL) perfusion, and heterogeneity index (HI). These groups were analyzed for association with changes in outcome parameters from baseline to 3 months follow-up. Compared to baseline, patients showed significant improvements in PFT, SGRQ, and 6MWT (all P≤0.001). TL perfusion was not associated with changes in the outcome. High INL perfusion was significantly associated with increases in 6MWT (P=0.014), and high HI was associated with increases in forced expiratory volume in 1 second (FEV1), (P=0.012). Likewise, there were significant correlations for INL perfusion and improvement of 6MWT (r=0.35, P=0.03) and for HI and improvement in FEV1 (r=0.45, P=0.001). This study reveals new attributes that associate with positive outcomes for patient selection prior to ELVR. Patients with high perfusions in INL demonstrated greater improvements in 6MWT, while patients with high HI were more likely to respond in FEV1. PMID:27354783

  14. Lung perfusion and emphysema distribution affect the outcome of endobronchial valve therapy.

    PubMed

    Thomsen, Christian; Theilig, Dorothea; Herzog, Dominik; Poellinger, Alexander; Doellinger, Felix; Schreiter, Nils; Schreiter, Vera; Schürmann, Dirk; Temmesfeld-Wollbrueck, Bettina; Hippenstiel, Stefan; Suttorp, Norbert; Hubner, Ralf-Harto

    2016-01-01

    The exclusion of collateral ventilation (CV) and other factors affect the clinical success of endoscopic lung volume reduction (ELVR). However, despite its benefits, the outcome of ELVR remains difficult to predict. We investigated whether clinical success could be predicted by emphysema distribution assessed by computed tomography scan and baseline perfusion assessed by perfusion scintigraphy. Data from 57 patients with no CV in the target lobe (TL) were retrospectively analyzed after ELVR with valves. Pulmonary function tests (PFT), St George's Respiratory Questionnaire (SGRQ), and 6-minute walk tests (6MWT) were performed on patients at baseline. The sample was grouped into high and low levels at the median of TL perfusion, ipsilateral nontarget lobe (INL) perfusion, and heterogeneity index (HI). These groups were analyzed for association with changes in outcome parameters from baseline to 3 months follow-up. Compared to baseline, patients showed significant improvements in PFT, SGRQ, and 6MWT (all P≤0.001). TL perfusion was not associated with changes in the outcome. High INL perfusion was significantly associated with increases in 6MWT (P=0.014), and high HI was associated with increases in forced expiratory volume in 1 second (FEV1), (P=0.012). Likewise, there were significant correlations for INL perfusion and improvement of 6MWT (r=0.35, P=0.03) and for HI and improvement in FEV1 (r=0.45, P=0.001). This study reveals new attributes that associate with positive outcomes for patient selection prior to ELVR. Patients with high perfusions in INL demonstrated greater improvements in 6MWT, while patients with high HI were more likely to respond in FEV1. PMID:27354783

  15. Dissociating Value Representation and Inhibition of Inappropriate Affective Response during Reversal Learning in the Ventromedial Prefrontal Cortex123

    PubMed Central

    Manson, Kirk F.; Schiller, Daniela

    2015-01-01

    Abstract Decision-making studies have implicated the ventromedial prefrontal cortex (vmPFC) in tracking the value of rewards and punishments. At the same time, fear-learning studies have pointed to a role of the same area in updating previously learned cue–outcome associations. To disentangle these accounts, we used a reward reversal-learning paradigm in a functional magnetic resonance imaging study in 18 human participants. Participants first learned that one of two colored squares (color A) was associated with monetary reward, whereas the other (color B) was not, and then had to learn that these contingencies reversed. Consistent with value representation, activity of a dorsal region of vmPFC was positively correlated with reward magnitude. Conversely, a more ventral region of vmPFC responded more to color A than to color B after contingency reversal, compatible with a role of inhibiting the previously learned response that was no longer appropriate. Moreover, the response strength was correlated with subjects’ behavioral learning strength. Our findings provide direct evidence for the spatial dissociation of value representation and affective response inhibition in the vmPFC. PMID:26730406

  16. Video-Based Affect Detection in Noninteractive Learning Environments

    ERIC Educational Resources Information Center

    Chen, Yuxuan; Bosch, Nigel; D'Mello, Sidney

    2015-01-01

    The current paper explores possible solutions to the problem of detecting affective states from facial expressions during text/diagram comprehension, a context devoid of interactive events that can be used to infer affect. These data present an interesting challenge for face-based affect detection because likely locations of affective facial…

  17. Psychometric Characteristics of the EEAA (Scale of Affective Strategies in the Learning Process)

    ERIC Educational Resources Information Center

    Villardón-Gallego, Lourdes; Yániz, Concepción

    2014-01-01

    Introduction: Affective strategies for coping with affective states linked to the learning process may be oriented toward controlling emotions or toward controlling motivation. Both types affect performance, directly and indirectly. The objective of this research was to design an instrument for measuring the affective strategies used by university…

  18. On-Campus versus Off-Campus: A Comparative Analysis of MBA Learning Outcomes for a Classroom-Based Program

    ERIC Educational Resources Information Center

    Barnes, F. Barry; Preziosi, Robert C.; Alexakis, George

    2008-01-01

    Both direct and indirect measures of learning outcomes provide data that can be used to improve learning. The research reports a study of an indirect measure of learning outcomes in an MBA program. The measure was a Post-Then format using a five point Likert scale. Thirteen courses were analyzed generating 107,440 responses over a 5-year period.…

  19. Interactions of Metacognition with Motivation and Affect in Self-Regulated Learning: The MASRL Model

    ERIC Educational Resources Information Center

    Efklides, Anastasia

    2011-01-01

    Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The "metacognitive and affective model of self-regulated learning" (the MASRL model) distinguishes two levels of functioning in SRL, namely, the Person level and the Task x Person level. At the Person level interactions between trait-like…

  20. Complexity Theory: Inclusion of the Affective Domain in an Interactive Learning Model for Instructional Design.

    ERIC Educational Resources Information Center

    Tennyson, Robert D.; Nielsen, Milt

    1998-01-01

    Proposes an interactive learning model to serve as a psychological foundation for the field of instructional design theory. Topics include complexity theory, cognitive models of learning, cognitive and affective domains, sensory receptors component (memory) and the effects of external stimuli, affects component, cognitive strategies, and knowledge…

  1. Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning Systems in Jordan

    ERIC Educational Resources Information Center

    Abbad, Muneer Mahmood; Morris, David; de Nahlik, Carmel

    2009-01-01

    The primary questions addressed in this paper are the following: what are the factors that affect students' adoption of an e-learning system and what are the relationships among these factors? This paper investigates and identifies some of the major factors affecting students' adoption of an e-learning system in a university in Jordan. E-learning…

  2. Teaching and Learning in the Affective Domain: A Review of the Literature.

    ERIC Educational Resources Information Center

    Hunt, Walter C.

    This document presents a review of the research on the affective domain as it relates to learning and teaching in the classroom. The synthesis concludes that it is clearly evident that affective factors are an important dimension of the teaching/learning process and that the ways in which teachers respond to students and classroom situations…

  3. Affective Factors Which Influence Learning about Sexually Transmitted Diseases.

    ERIC Educational Resources Information Center

    Schmidt, Mary F.; McKirnan, David

    This study investigated the role that emotional factors play in learning about sexual health and in adopting sexually healthy behaviors. Learning about health and adopting healthy behaviors hinges on two variables: the desire to avoid illness and a belief that one can avoid threats to health through personal action. This paper reports on…

  4. Resource distributions affect social learning on multiple timescales.

    PubMed

    van der Post, Daniel J; Ursem, Bas; Hogeweg, Paulien

    2009-09-01

    We study how learning is shaped by foraging opportunities and self-organizing processes and how this impacts on the effects of "copying what neighbors eat" on multiple timescales. We use an individual-based model with a rich environment, where group foragers learn what to eat. We vary foraging opportunities by changing local variation in resources, studying copying in environments with pure patches, varied patches, and uniform distributed resources. We find that copying can help individuals explore the environment by sharing information, but this depends on how foraging opportunities shape the learning process. Copying has the greatest impact in varied patches, where local resource variation makes learning difficult, but local resource abundance makes copying easy. In contrast, copying is redundant or excessive in pure patches where learning is easy, and mostly ineffective in uniform environments where learning is difficult. Our results reveal that the mediation of copying behavior by individual experience is crucial for the impact of copying. Moreover, we find that the dynamics of social learning at short timescales shapes cultural phenomena. In fact, the integration of learning on short and long timescales generates cumulative cultural improvement in diet. Our results therefore provide insight into how and when such processes can arise. These insights need to be taken into account when considering behavioral patterns in nature. PMID:19701483

  5. Learning by Web Design: How it Affects Graduate Student Attitudes

    ERIC Educational Resources Information Center

    Lim, Byung-Ro; Plucker, Jonathan A.; Bichelmeyer, Barbara

    2003-01-01

    Can use of technology make a difference in student learning? Although a considerable literature describes its advantages in conceptual terms, research documenting its effective use in this context is limited. The purpose of this study was to examine the effects of a graduate-level Web design activity on student attitudes toward learning. Students…

  6. Psychological Factors Affecting Medical Students' Learning with Erroneous Worked Examples

    ERIC Educational Resources Information Center

    Klopp, Eric; Stark, Robin; Kopp, Veronika; Fischer, Martin R.

    2013-01-01

    The acquisition of diagnostic competence is seen as a major goal during the course of study in medicine. One innovative method to foster this goal is problem-based learning with erroneous worked examples provided in a computer learning environment. The present study explores the relationship of attitudinal, emotional and cognitive factors for…

  7. How Social Accounts and Participation during Change Affect Organizational Learning

    ERIC Educational Resources Information Center

    Lines, Rune

    2005-01-01

    Purpose: The purpose of this paper is to examine how the way change implemented effects organizational learning. More specifically, we study the relationships between the use of social accounts, participation and organizational learning in the context of strategic change. The use of social accounts and participation are often promoted during…

  8. Learning outcomes in two different teaching approach in nursing education in Iran: e-learning versus lecture.

    PubMed

    Mehrdad, Neda; Zolfaghari, Mitra; Bahrani, Naser; Eybpoosh, Sana

    2011-01-01

    Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students. PMID:21713747

  9. An innovative outcomes-based medical education program built on adult learning principles.

    PubMed

    McNeil, H Patrick; Hughes, Chris S; Toohey, Susan M; Dowton, S Bruce

    2006-09-01

    An innovative medical curriculum at the University of New South Wales (UNSW) has been developed through a highly collaborative process aimed at building faculty ownership and ongoing sustainability. The result is a novel capability-based program that features early clinical experience and small-group teaching, which offers students considerable flexibility and achieves a high degree of alignment between graduate outcomes, learning activities and assessments. Graduate capabilities that focus student learning on generic outcomes are described (critical evaluation, reflection, communication and teamwork) along with traditional outcomes in biomedical science, social aspects, clinical performance and ethics. Each two-year phase promotes a distinctive learning process to support and develop autonomous learning across six years. The approaches emphasize important adult education themes: student autonomy; learning from experience; collaborative learning; and adult teacher-learner relationships. Teaching in each phase draws on stages of the human life cycle to provide an explicit organization for the vertical integration of knowledge and skills. A learning environment that values the social nature of learning is fostered through the program's design and assessment system, which supports interdisciplinary integration and rewards students who exhibit self-direction. Assessment incorporates criterion referencing, interdisciplinary examinations, a balance between continuous and barrier assessments, peer feedback and performance assessments of clinical competence. A portfolio examination in each phase, in which students submit evidence of reflection and achievement for each capability, ensures overall alignment. PMID:17074700

  10. The Shape of Deeper Learning: Strategies, Structures, and Cultures in Deeper Learning Network High Schools. Findings from the Study of Deeper Learning Opportunities and Outcomes: Report 1

    ERIC Educational Resources Information Center

    Huberman, Mette; Bitter, Catherine; Anthony, Jennifer; O'Day, Jennifer

    2014-01-01

    The "Study of Deeper Learning: Opportunities and Outcomes"--funded by the William and Flora Hewlett Foundation--is a proof-of-concept study, the purpose of which was to determine whether students attending high schools with a mature and at least moderately well implemented approach to promoting deeper learning actually experienced…

  11. Exploration and learning in capuchin monkeys (Sapajus spp.): the role of action-outcome contingencies.

    PubMed

    Polizzi di Sorrentino, Eugenia; Sabbatini, Gloria; Truppa, Valentina; Bordonali, Anna; Taffoni, Fabrizio; Formica, Domenico; Baldassarre, Gianluca; Mirolli, Marco; Guglielmelli, Eugenio; Visalberghi, Elisabetta

    2014-09-01

    Animals have a strong propensity to explore the environment. Spontaneous exploration has a great biological significance since it allows animals to discover and learn the relation between specific behaviours and their consequences. The role of the contingency between action and outcome for learning has been mainly investigated in instrumental learning settings and much less in free exploration contexts. We tested 16 capuchin monkeys (Sapajus spp.) with a mechatronic platform that allowed complex modules to be manipulated and to produce different outcomes. Experimental subjects could manipulate the modules and discover the contingencies between their own specific actions and the outcomes produced (i.e., the opening and lighting of a box). By contrast, Control subjects could operate on the modules, but the outcomes experienced were those performed by their paired Experimental subjects ("yoked-control" paradigm). In the exploration phase, in which no food reward was present, Experimental subjects spent more time on the board and manipulated the modules more than Yoked subjects. Experimental subjects outperformed Yoked subjects in the following test phase, where success required recalling the effective action so to open the box, now baited with food. These findings demonstrate that the opportunity to experience action-outcome contingencies in the absence of extrinsic rewards promotes capuchins' exploration and facilitates learning processes. Thus, this intrinsically motivated learning represents a powerful mechanism allowing the acquisition of skills and cognitive competence that the individual can later exploit for adaptive purposes. PMID:24638875

  12. Assessing the Integration of Embedded Metacognitive Strategies in College Subjects for Improved Learning Outcomes: A New Model of Learning Activity

    ERIC Educational Resources Information Center

    Pang, Katherine; Ross, Catherine

    2010-01-01

    The most effective pedagogies are those that foster students' metacognition and their learning effectiveness. This paper presents a new model of activity-based learning in which students construct knowledge using practices that include constructs of engagement, motivation, and affect that drive deeper processing and higher levels of metacognitive…

  13. What Do They Measure? Comparing Three Learning Outcomes Assessments

    ERIC Educational Resources Information Center

    Steedle, Jeffrey; Kugelmass, Heather; Nemeth, Alex

    2010-01-01

    Many postsecondary institutions currently administer standardized tests of general college outcomes; more than a quarter of Association of American Colleges and Universities (AAC&U) member institutions do so. Using standardized tests for accountability purposes has been contentious mainly because these tests do not measure every important outcome…

  14. Learning through a Foreign Language: Models, Methods and Outcomes.

    ERIC Educational Resources Information Center

    Masih, John, Ed.

    This book presents European perspectives on the means of structuring curricula that integrate content and language teaching, drawing on the experience of practitioners at a range of levels. It also provides details of the outcomes of such programs and describes the current and future challenges for wider scale adoption of content and language…

  15. The Paradox of Reducing Class Size and Improving Learning Outcomes

    ERIC Educational Resources Information Center

    Hattie, John

    2005-01-01

    This paper addresses four questions: What are the effects of reducing class size? How important are these effects? How can we explain these effects? and How can we improve the outcomes when class sizes are reduced? A major aim is to provide directions for resolving the paradox as to "Why reducing class size has not led to major improvements in…

  16. Content, Pedagogy, and Learning Outcomes in the International Marketing Course

    ERIC Educational Resources Information Center

    Crittenden, Victoria L.; Wilson, Elizabeth J.

    2005-01-01

    The early internationalization of business school curricula was in response to corporate needs and expectations, and the Association to Advance Collegiate Schools of Business (AACSB International) fostered changes by instituting accreditation outcomes that focused upon international content in the curriculum. By the late 1990s, a course in…

  17. Acquisition of Information Online: Knowledge, Navigation and Learning Outcomes

    ERIC Educational Resources Information Center

    Lawless, Kimberly A.; Schrader, P. G.; Mayall, Hayley J.

    2007-01-01

    Research suggests that the World Wide Web (WWW) represents the intersection of at least two domains: content and technology. This investigation was designed to examine the relationship between prior knowledge and WWW browsing outcomes (i.e., navigation behavior and knowledge gain) within the context of a genetics Web site. Students randomly…

  18. Structured Play and Student Learning in Kindergarten: An Outcome Evaluation

    ERIC Educational Resources Information Center

    Rodgers, Moira Smith

    2012-01-01

    This qualitative research study was an outcome evaluation of an alternative kindergarten curriculum to those currently used in most public schools. Tools of the Mind, a Vygotskian, play-based curriculum was implemented during the 2010-2011 school year in four kindergarten classrooms, involving data from approximately 50 students, within a public…

  19. Visual Acuity Testing: Feedback Affects Neither Outcome nor Reproducibility, but Leaves Participants Happier

    PubMed Central

    Bach, Michael; Schäfer, Kerstin

    2016-01-01

    Assessment of visual acuity is a well standardized procedure at least for expert opinions and clinical trials. It is often recommended not giving patients feedback on the correctness of their responses. As this viewpoint has not been quantitatively examined so far, we quantitatively assessed possible effects of feedback on visual acuity testing. In 40 normal participants we presented Landolt Cs in 8 orientations using the automated Freiburg Acuity Test (FrACT, outcome measures were absolute visual acuity (logMAR), its test-retest agreement (limits of agreement) and participants’ comfort estimates on a 5-step symmetric Likert scale. Feedback influenced acuity outcome significantly (p = 0.02), but with a tiny effect size: 0.02 logMAR poorer acuity for (D) compared to (A), even weaker effects for (B) and (C). Test-retest agreement was high (limits of agreement: ± 1.0 lines) and did not depend on feedback (p>0.5). The comfort ranking clearly differed, by 2 steps on the Likert scale: the condition (A)–no feedback–was on average “slightly uncomfortable”, the other three conditions were “slightly comfortable” (p<0.0001). Feedback affected neither reproducibility nor the acuity outcome to any relevant extent. The participants, however, reported markedly greater comfort with any kind of feedback. We conclude that systematic feedback (as implemented in FrACT) offers nothing but advantages for routine use. PMID:26824693

  20. Visual Acuity Testing: Feedback Affects Neither Outcome nor Reproducibility, but Leaves Participants Happier.

    PubMed

    Bach, Michael; Schäfer, Kerstin

    2016-01-01

    Assessment of visual acuity is a well standardized procedure at least for expert opinions and clinical trials. It is often recommended not giving patients feedback on the correctness of their responses. As this viewpoint has not been quantitatively examined so far, we quantitatively assessed possible effects of feedback on visual acuity testing. In 40 normal participants we presented Landolt Cs in 8 orientations using the automated Freiburg Acuity Test (FrACT, outcome measures were absolute visual acuity (logMAR), its test-retest agreement (limits of agreement) and participants' comfort estimates on a 5-step symmetric Likert scale. Feedback influenced acuity outcome significantly (p = 0.02), but with a tiny effect size: 0.02 logMAR poorer acuity for (D) compared to (A), even weaker effects for (B) and (C). Test-retest agreement was high (limits of agreement: ± 1.0 lines) and did not depend on feedback (p>0.5). The comfort ranking clearly differed, by 2 steps on the Likert scale: the condition (A)-no feedback-was on average "slightly uncomfortable", the other three conditions were "slightly comfortable" (p<0.0001). Feedback affected neither reproducibility nor the acuity outcome to any relevant extent. The participants, however, reported markedly greater comfort with any kind of feedback. We conclude that systematic feedback (as implemented in FrACT) offers nothing but advantages for routine use. PMID:26824693

  1. Through what mechanisms do protected areas affect environmental and social outcomes?

    PubMed Central

    Ferraro, Paul J.; Hanauer, Merlin M.

    2015-01-01

    To develop effective protected area policies, scholars and practitioners must better understand the mechanisms through which protected areas affect social and environmental outcomes. With strong evidence about mechanisms, the key elements of success can be strengthened, and the key elements of failure can be eliminated or repaired. Unfortunately, empirical evidence about these mechanisms is limited, and little guidance for quantifying them exists. This essay assesses what mechanisms have been hypothesized, what empirical evidence exists for their relative contributions and what advances have been made in the past decade for estimating mechanism causal effects from non-experimental data. The essay concludes with a proposed agenda for building an evidence base about protected area mechanisms. PMID:26460122

  2. Phenotypic transformation affects associative learning in the desert locust.

    PubMed

    Simões, Patrício M V; Niven, Jeremy E; Ott, Swidbert R

    2013-12-01

    In desert locusts, increased population densities drive phenotypic transformation from the solitarious to the gregarious phase within a generation [1-4]. Here we show that when presented with odor-food associations, the two extreme phases differ in aversive but not appetitive associative learning, with solitarious locusts showing a conditioned aversion more quickly than gregarious locusts. The acquisition of new learned aversions was blocked entirely in acutely crowded solitarious (transiens) locusts, whereas appetitive learning and prior learned associations were unaffected. These differences in aversive learning support phase-specific feeding strategies. Associative training with hyoscyamine, a plant alkaloid found in the locusts' habitat [5, 6], elicits a phase-dependent odor preference: solitarious locusts avoid an odor associated with hyoscyamine, whereas gregarious locusts do not. Remarkably, when solitarious locusts are crowded and then reconditioned with the odor-hyoscyamine pairing as transiens, the specific blockade of aversive acquisition enables them to override their prior aversive memory with an appetitive one. Under fierce food competition, as occurs during crowding in the field, this provides a neuroecological mechanism enabling locusts to reassign an appetitive value to an odor that they learned previously to avoid. PMID:24268415

  3. Phenotypic Transformation Affects Associative Learning in the Desert Locust

    PubMed Central

    Simões, Patrício M.V.; Niven, Jeremy E.; Ott, Swidbert R.

    2013-01-01

    Summary In desert locusts, increased population densities drive phenotypic transformation from the solitarious to the gregarious phase within a generation [1–4]. Here we show that when presented with odor-food associations, the two extreme phases differ in aversive but not appetitive associative learning, with solitarious locusts showing a conditioned aversion more quickly than gregarious locusts. The acquisition of new learned aversions was blocked entirely in acutely crowded solitarious (transiens) locusts, whereas appetitive learning and prior learned associations were unaffected. These differences in aversive learning support phase-specific feeding strategies. Associative training with hyoscyamine, a plant alkaloid found in the locusts’ habitat [5, 6], elicits a phase-dependent odor preference: solitarious locusts avoid an odor associated with hyoscyamine, whereas gregarious locusts do not. Remarkably, when solitarious locusts are crowded and then reconditioned with the odor-hyoscyamine pairing as transiens, the specific blockade of aversive acquisition enables them to override their prior aversive memory with an appetitive one. Under fierce food competition, as occurs during crowding in the field, this provides a neuroecological mechanism enabling locusts to reassign an appetitive value to an odor that they learned previously to avoid. PMID:24268415

  4. Relationship of Negative Affect and Outcome of an Opioid Therapy Trial Among Low Back Pain Patients

    PubMed Central

    Jamison, Robert N.; Edwards, Robert R.; Liu, Xiaoxia; Ross, Edgar L.; Michna, Edward; Warnick, Meredith; Wasan, Ajay D.

    2013-01-01

    Objectives Patients with chronic noncancer pain frequently report symptoms of depression and anxiety (negative affect), which are associated with higher ratings of pain intensity and a greater likelihood of being prescribed chronic opioid therapy. The purpose of this secondary analysis was to test the hypothesis that initial levels of negative affect can predict treatment-related outcomes in a double-blind, placebo-controlled study of extended-release (ER) hydromorphone among opioid-tolerant patients with chronic low back pain. Methods Four hundred fifty-nine (N = 459) patients participated in the titration/conversion phase of a multicenter study, of which 268 were randomized to receive once-daily hydromorphone or placebo. All patients completed the Hospital Anxiety and Depression Scale (HADS) at baseline and were divided evenly into Low (N = 157), Moderate (N = 155), and High (N = 147) negative affect groups based on their scores. Group differences in numerical pain intensity measures at home and in the clinic, Roland–Morris Disability ratings, and measures of symptoms from the Subjective Opiate Withdrawal Scale (SOWS) throughout the trial were analyzed. Results Two hundred sixty-eight of the initial 459 subjects who entered the 2 to 4-week titration/conversion phase (pretreatment) were successfully randomized to either placebo or ER hydromorphone; a total of 110 patients then completed this double-blind phase of the study. Those in the Moderate and High negative affect groups tended to drop out more often during the titration/conversion phase because of the adverse effects or lack of efficacy of their prescribed opioid than those in the Low negative mood group (P < 0.05). Overall, those patients in the Moderate and High groups reported significantly higher pain intensity scores in at-home and in-clinic pain intensity ratings (P < 0.05), greater disability on the Roland–Morris Scale (P < 0.01), and more withdrawal symptoms on the SOWS (P < 0.05) than those in

  5. Learning outcomes for health professions: the concept of the swiss competencies framework.

    PubMed

    Sottas, Beat

    2011-01-01

    Modern conceptions of education are based on normative goals concerning learning outcomes in terms of competencies to acquire. The objective of the Swiss competencies framework was to define general and profession-specific learning outcomes for Bachelor's and Master's degree programmes in nursing, physiotherapy, occupational therapy (ergotherapy), midwifery, nutrition counselling, and technicians in medical radiology. In addition, national authorities needed an instrument that allowed the integration of the old professional trainings into a nationally-harmonised education system and that showed the specificities of the levels (higher vocational education; bachelor and master degree at university level). While the general learning outcomes were derived from legal bases, the profession-specific learning outcomes are elaborated according to the competency-based CanMEDS framework. In the CanMEDS framework, knowledge, skills, and attitudes are condensed into meta-competencies which in turn are divided into seven roles, including the medical expert (central role). Taxonomic characteristics and indicators were elaborated in an iterative process that involved regulators, the universities of applied sciences and professional organisations. For the degree programmes mentioned above, the framework developed focuses not only on professional expertise, but also on collaboration with other health professions. Moreover, the interface-management in care taking processes is a critical success factor. Based on this conception, three levels of objectives were identified: general competencies, profession-specific learning outcomes and learning objectives to be implemented in the universities of applied sciences. The general competencies are composed of four dimensions and apply to all health professionals. The profession-specific learning outcomes for the Bachelor's and Master's degree programmes are outlined with 3 to 5 indicators each in all seven professions concerned. The

  6. Exposing physicians to reduced residency work hours did not adversely affect patient outcomes after residency.

    PubMed

    Jena, Anupam B; Schoemaker, Lena; Bhattacharya, Jay

    2014-10-01

    In 2003, work hours for physicians-in-training (residents) were capped by regulation at eighty hours per week, leading to the hotly debated but unexplored issue of whether physicians today are less well trained as a result of these work-hour reforms. Using a unique database of nearly all hospitalizations in Florida during 2000-09 that were linked to detailed information on the medical training history of the physician of record for each hospitalization, we studied whether hospital mortality and patients' length-of-stay varied according to the number of years a physician was exposed to the 2003 duty-hour regulations during his or her residency. We examined this database of practicing Florida physicians, using a difference-in-differences analysis that compared trends in outcomes of junior physicians (those with one-year post-residency experience) pre- and post-2003 to a control group of senior physicians (those with ten or more years of post-residency experience) who were not exposed to these reforms during their residency. We found that the duty-hour reforms did not adversely affect hospital mortality and length-of-stay of patients cared for by new attending physicians who were partly or fully exposed to reduced duty hours during their own residency. However, assessment of the impact of the duty-hour reforms on other clinical outcomes is needed. PMID:25288430

  7. Spirituality and religiousness as predictive factors of outcome in schizophrenia and schizo-affective disorders.

    PubMed

    Mohr, Sylvia; Perroud, Nader; Gillieron, Christiane; Brandt, Pierre-Yves; Rieben, Isabelle; Borras, Laurence; Huguelet, Philippe

    2011-04-30

    Spirituality and religiousness have been shown to be highly prevalent in patients with schizophrenia. This study assesses the predictive value of helpful vs. harmful use of religion to cope with schizophrenia or schizo-affective disorder at 3 years. From an initial cohort of 115 outpatients, 80% were reassessed for positive, negative and general symptoms, clinical global impression, social adaptation and quality of life. For patients with helpful religion at baseline, the importance of spirituality was predictive of fewer negative symptoms, better clinical global impression, social functioning and quality of life. The frequencies of religious practices in community and support from religious community had no effect on outcome. For patients with harmful religion at baseline, no relationships were elicited. This result may be due to sample size. Indeed, helpful spiritual/religious coping concerns 83% of patients, whereas harmful spiritual/religious coping concerns only 14% of patients. Our study shows that helpful use of spirituality is predictive of a better outcome. Spirituality may facilitate recovery by providing resources for coping with symptoms. In some cases, however, spirituality and religiousness are a source of suffering. Helpful vs. harmful spiritual/religious coping appears to be of clinical significance. PMID:20869123

  8. Parenting Cognition and Affective Outcomes Following Parent Management Training: A Systematic Review.

    PubMed

    Colalillo, Sara; Johnston, Charlotte

    2016-09-01

    Parent management training (PMT) is considered the gold standard in the treatment of child behavior problems. The secondary effects of these interventions, particularly on parent well-being, are infrequently studied, despite evidence that parents of children with behavior problems often experience personal difficulties. This narrative review examined the affective and parenting cognition outcomes of PMT for mothers and fathers of children ages 2-13 years, across 48 controlled treatment studies. Substantial support was found for reductions in parenting stress, and increases in perceived parenting competence following PMT. Evidence indicated fewer improvements in domains more distal from parenting, including parent depressive symptoms and marital relationship dysfunction. A number of studies suggested parent gender as a moderator of parent outcomes of PMT; however, the underrepresentation of fathers in existing research limits conclusions in this regard. Avenues for future research are highlighted to address current gaps in the literature, and to further our understanding of the ways in which both children and parents may benefit from PMT. PMID:27389605

  9. Improving the outcomes of children affected by parental substance abuse: a review of randomized controlled trials

    PubMed Central

    Calhoun, Stacy; Conner, Emma; Miller, Melodi; Messina, Nena

    2015-01-01

    Substance abuse is a major public health concern that impacts not just the user but also the user’s family. The effect that parental substance abuse has on children has been given substantial attention over the years. Findings from the literature suggest that children of substance-abusing parents have a high risk of developing physical and mental health and behavioral problems. A number of intervention programs have been developed for parents who have a substance abuse problem. There have also been a number of interventions that have been developed for children who have at least one parent with a substance abuse problem. However, it remains unclear how we can best mitigate the negative effects that parental substance abuse has on children due to the scarcity of evaluations that utilize rigorous methodologies such as experimental designs. The purpose of this study is to review randomized controlled trials of intervention programs targeting parents with substance abuse problems and/or children with at least one parent with a substance abuse problem in order to identify programs that show some promise in improving the behavioral and mental health outcomes of children affected by parental substance abuse. Four randomized controlled trials that met our eligibility criteria were identified using major literature search engines. The findings from this review suggest that interventions that focus on improving parenting practices and family functioning may be effective in reducing problems in children affected by parental substance abuse. However, further research utilizing rigorous methodologies are needed in order to identify other successful interventions that can improve the outcomes of these children long after the intervention has ended. PMID:25670915

  10. Does Combining the Embodiment and Personalization Principles of Multimedia Learning Affect Learning the Culture of a Foreign Language?

    ERIC Educational Resources Information Center

    Wang, Yanlin; Crooks, Steven M.

    2015-01-01

    The purpose of this study was to investigate how social cues associated with the personalization and embodiment principles in multimedia learning affect the learning and attitude of students studying the culture of a foreign language. University students were randomly assigned to one of two experimental conditions that consisted of an…

  11. Learning What Matters: Exploring the Factors Affecting Learning Transfers in Child Welfare Competencies and Career Interest in Child Welfare

    ERIC Educational Resources Information Center

    Liao, Aries Meng-Wei

    2012-01-01

    The understanding of the factors impacting MSW students' interests and motivation to learn child welfare competencies, and how they affect learning transfer of the subject is important for the development of a knowledgeable, competent, and committed workforce that serves children and families in the United States. Practitioners need to attain…

  12. Associations between Learning Environments and Student Outcomes in Biology.

    ERIC Educational Resources Information Center

    Henderson, David; And Others

    The objectives of this study were: to investigate biology students' perceptions of the classroom and the laboratory learning environments by means of the Questionnaire on Teacher Interaction (QTI) and the Science Laboratory Environment Inventory (SLEI) instruments and to compare these perceptions with the environments ideally liked or preferred by…

  13. Teachers Talking and Students Listening: A Model of Learning Outcomes.

    ERIC Educational Resources Information Center

    Lapadat, Judith C.

    A study used causal modeling to examine how second-grade students' language ability interacted with two characteristics of a teacher's language during naturalistic expository instruction to explain students' attention to and learning from a science lesson. Subjects, 120 students from 13 suburban classrooms, working with an instructor in groups of…

  14. Council for the Advancement of Standards Learning and Developmental Outcomes

    ERIC Educational Resources Information Center

    Council for the Advancement of Standards in Higher Education, 2008

    2008-01-01

    The Council for the Advancement of Standards in Higher Education (CAS) promotes standards to enhance opportunities for student learning and development from higher education programs and services. Responding to the increased shift in attention being paid by educators and their stakeholders from higher education inputs (i.e., standards and…

  15. Team-Based Learning Improves Course Outcomes in Introductory Psychology

    ERIC Educational Resources Information Center

    Travis, Lisa L.; Hudson, Nathan W.; Henricks-Lepp, Genevieve M.; Street, Whitney S.; Weidenbenner, Jennifer

    2016-01-01

    This study investigated the influence of team-based learning (TBL) methods on exam performance and student satisfaction in an introductory psychology class. Fifteen instructors teaching 29 sections (with a combined enrollment of approximately 1,130 students) were randomly assigned to use TBL for 7 of 12 major topics or to use lecture. All students…

  16. Building Mathematics Learning Communities: Improving Outcomes in Urban High Schools

    ERIC Educational Resources Information Center

    Walker, Erica N.

    2012-01-01

    Drawing on perceptions, behaviors, and experiences of students at an urban high school--both high and low achievers--this timely book demonstrates how urban youth can be meaningfully engaged in learning mathematics. The author presents a "potential" model rather than a "deficit" model, complete with teaching strategies and best practices for…

  17. Meta-Assessment: Assessing the Learning Outcomes Assessment Program

    ERIC Educational Resources Information Center

    Schoepp, Kevin; Benson, Scott

    2016-01-01

    Assessing the effectiveness of an assessment program is essential and can be accomplished through analysing the quality of closing the loop actions and through gathering faculty feedback. In this article we present closing the loop data from over 3 years of learning assessment reporting and from findings garnered through a faculty survey. Results…

  18. Reformulating the Depression Model of Learned Hopelessness for Academic Outcomes

    ERIC Educational Resources Information Center

    Au, Raymond C. P.; Watkins, David; Hattie, John; Alexander, Patricia

    2009-01-01

    This review explores developments in the construct of learned hopelessness, which originated in the clinical literature dealing with depression. In that context, the model developed by Abramson, Metalsky, and Alloy [Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). "Hopelessness depression: A theory-based subtype of depression."…

  19. Longitudinal Outcomes for Mathematics Achievement for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Judge, Sharon; Watson, Silvana M. R.

    2011-01-01

    Using longitudinal data from the first 6 waves of the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), the authors examined mathematics achievement and growth trajectories by learning disability (LD) subgroups. The 2-level (time-student) growth curve model showed that lower levels of mathematics achievement were already evident at…

  20. The Human Journey: Embracing the Essential Learning Outcomes

    ERIC Educational Resources Information Center

    Loris, Michelle

    2010-01-01

    At the beginning of the second decade of the twenty-first century, a new vision for college learning is clearly in view. Through its Liberal Education and America's Promise (LEAP) initiative, the Association of American Colleges and Universities (AAC&U) has outlined what contemporary college students need to know and be able to do--in…