Unsuccessful Retrieval Attempts Enhance Subsequent Learning

ERIC Educational Resources Information Center

Kornell, Nate; Hays, Matthew Jensen; Bjork, Robert A.

2009-01-01

Taking tests enhances learning. But what happens when one cannot answer a test question--does an unsuccessful retrieval attempt impede future learning or enhance it? The authors examined this question using materials that ensured that retrieval attempts would be unsuccessful. In Experiments 1 and 2, participants were asked fictional…

Road to Success: Service Learning Enhances Tech Ed Experience

ERIC Educational Resources Information Center

Howell, Robert T.

2008-01-01

Service learning, a form of experiential learning, is not a new idea. Students learn through participation in thoughtfully organized service experiences that meet real community needs are are coordinated in collaboration with schools/faculty and community organizations. the service experiences are integrated into the students' academic curriculum,…

Blending Student Technology Experiences in Formal and Informal Learning

ERIC Educational Resources Information Center

Lai, K.-W.; Khaddage, F.; Knezek, Gerald

2013-01-01

In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to…

Does stress enhance or impair memory consolidation?

PubMed

Trammell, Janet P; Clore, Gerald L

2014-01-01

Three experiments examined the hypothesis that stress-induced arousal enhances long-term memory for experiences associated with arousing events. Contrary to expectations, in each experiment exposure to a stressor (arm immersion in ice water) interfered with, rather than enhanced, long-term memory for associated material. Despite varying the stimuli (words, pictures), their emotional value (positive, negative, neutral), the time between learning and stress inductions (0 to 1 minute), and opportunities for post-learning rehearsal, each experiment produced a significant reversal of the hypothesised effect. That is, in each experiment, exposure to a stressor interfered with, rather than enhanced, long-term memory for associated material. We conclude that the relationship between stress and memory consolidation is more bounded than previously believed.

Community-based medical education: is success a result of meaningful personal learning experiences?

PubMed

Kelly, Len; Walters, Lucie; Rosenthal, David

2014-01-01

Community-based medical education (CBME) is the delivery of medical education in a specific social context. Learners become a part of social and medical communities where their learning occurs. Longitudinal integrated clerkships (LICs) are year-long community-based placements where the curriculum and clinical experience is typically delivered by primary care physicians. These programs have proven to be robust learning environments, where learners develop strong communication skills and excellent clinical reasoning. To date, no learning model has been offered to describe CBME. The characteristics of CBME are explored by the authors who suggest that the social and professional context provided in small communities enhances medical education. The authors postulate that meaningfulness is engendered by the authentic context, which develops over time. These relationships with preceptors, patients and the community provide meaningfulness, which in turn enhances learning. The authors develop a novel learning model. They propose that the context-rich environment of CBME allows for meaningful relationships and experiences for students and that such meaningfulness enhances learning.

An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

ERIC Educational Resources Information Center

Lai, Chih-Hung; Chu, Chih-Ming; Liu, Hsiang-Hsuan; Yang, Shun-Bo; Chen, Wei-Hsuan

2013-01-01

This study aims to discuss whether game-based learning with the integration of games and digital learning could enhance not only the flow experience in learning but achieve the same flow experience in pure games. In addition, the authors discovered that whether the game-based learning could make learners to reveal higher cognitive load. The…

Using Mediated Learning Experiences To Enhance Children's Thinking.

ERIC Educational Resources Information Center

Seng, SeokHoon

This paper focuses on the relationship between adult-child interactions and the developing cognitive competence of young children as rated by the Mediated Learning Experience (MLE) Scale. The scale was devised to reflect 10 criteria of adult-child interaction hypothesized to comprise an MLE and therefore to enhance children's cognitive…

Field Trips as Valuable Learning Experiences in Geography Courses

ERIC Educational Resources Information Center

Krakowka, Amy Richmond

2012-01-01

Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb's (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb's experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to…

A Co-Mentoring Project: An Intergenerational Service-Learning Experience

ERIC Educational Resources Information Center

Zucchero, Renee A.

2011-01-01

Intergenerational service-learning between college students and older adults is a commonly used in educational gerontology. Service-learning is believed to enhance student learning through an equivalent focus on service and learning, reflection, and linking course content with the service experience. This article describes a comentoring project…

Exploration of Textual Interactions in CALL Learning Communities: Emerging Research and Opportunities

ERIC Educational Resources Information Center

White, Jonathan R.

2017-01-01

Computer-assisted language learning (CALL) has greatly enhanced the realm of online social interaction and behavior. In language classrooms, it allows the opportunity for students to enhance their learning experiences. "Exploration of Textual Interactions in CALL Learning Communities: Emerging Research and Opportunities" is an ideal…

Technology in the teaching of neuroscience: enhanced student learning.

PubMed

Griffin, John D

2003-12-01

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

Does Stress Enhance or Impair Memory Consolidation?

PubMed Central

Trammell, Janet P.; Clore, Gerald L.

2014-01-01

Three experiments examined the hypothesis that stress-induced arousal enhances long term memory for experiences associated with an arousing events. Contrary to expectations, in each experiment exposure to a stressor (arm immersion in ice water) interfered with, rather than enhanced, long term memory for associated material. Despite varying the stimuli (words, pictures), their emotional value (positive, negative, neutral), the time between learning and stress inductions (0 to 1 minute), and opportunities for post-learning rehearsal, each experiment produced a significant reversal of the hypothesized effect. That is, in each experiment, exposure to a stressor interfered with, rather than enhanced, long term memory for associated material. We conclude that the relationship between stress and memory consolidation is more bounded than previously believed. PMID:23895111

Technology Enhanced Learning in Programming Courses--International Perspective

ERIC Educational Resources Information Center

Ivanovic, Mirjana; Xinogalos, Stelios; Pitner, Tomáš; Savic, Miloš

2017-01-01

Technology enhanced learning (TEL) is increasingly influencing university education, mainly in overcoming disadvantages of direct instruction teaching approaches, and encouraging creativity, problem solving and critical thinking in student-centered, interactive learning environments. In this paper, experiences from object-oriented programming…

Does Digital Video Enhance Student Learning in Field-Based Experiments and Develop Graduate Attributes beyond the Classroom?

ERIC Educational Resources Information Center

Fuller, Ian C.; France, Derek

2016-01-01

The connection between fieldwork and development of graduate attributes is explored in this paper. Digital technologies present opportunities to potentially enhance the learning experience of students undertaking fieldwork, and develop core digital attributes and competencies required by Higher Education Institutions (HEIs) and employers. This…

Blended Learning Environments: Using Social Networking Sites to Enhance the First Year Experience

ERIC Educational Resources Information Center

McCarthy, Joshua

2010-01-01

This study explores blending virtual and physical learning environments to enhance the experience of first year by immersing students into university culture through social and academic interaction between peers. It reports on the progress made from 2008 to 2009 using an existing academic platform, the first year design elective course…

Engaging Learners through Interactive Media: Findings and Implications from a Technology Enhanced Problem-Based Learning Environment

ERIC Educational Resources Information Center

Horton, Lucas; Liu, Min; Olmanson, Justin; Toprac, Paul

2011-01-01

In this paper we explore students' engagement in a new media enhanced problem-based learning (PBL) environment and investigate the characteristics of these environments that facilitate learning. We investigated both student experiences using a new media enhanced PBL environment and the specific elements students found most supportive of their…

Theme-Based Project Learning: Design and Application of Convergent Science Experiments

ERIC Educational Resources Information Center

Chun, Man-Seog; Kang, Kwang Il; Kim, Young H.; Kim, Young Mee

2015-01-01

This case study aims to verify the benefits of theme-based project learning for convergent science experiments. The study explores the possibilities of enhancing creative, integrated and collaborative teaching and learning abilities in science-gifted education. A convergent project-based science experiment program of physics, chemistry and biology…

Exploring the Role of Flow Experience, Learning Performance and Potential Behavior Clusters in Elementary Students' Game-Based Learning

ERIC Educational Resources Information Center

Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse

2016-01-01

Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also…

Prepared stimuli enhance aversive learning without weakening the impact of verbal instructions

PubMed Central

2018-01-01

Fear-relevant stimuli such as snakes and spiders are thought to capture attention due to evolutionary significance. Classical conditioning experiments indicate that these stimuli accelerate learning, while instructed extinction experiments suggest they may be less responsive to instructions. We manipulated stimulus type during instructed aversive reversal learning and used quantitative modeling to simultaneously test both hypotheses. Skin conductance reversed immediately upon instruction in both groups. However, fear-relevant stimuli enhanced dynamic learning, as measured by higher learning rates in participants conditioned with images of snakes and spiders. Results are consistent with findings that dissociable neural pathways underlie feedback-driven and instructed aversive learning. PMID:29339561

Social Media, Collaboration and Social Learning--A Case-Study of Foreign Language Learning

ERIC Educational Resources Information Center

Mondahl, Margrethe; Razmerita, Liana

2014-01-01

Social media has created new possibilities for digitally native students to engage, interact and collaborate in learning tasks that foster learning processes and the overall learning experience. Using both qualitative and quantitative data, this article discusses experiences and challenges of using a social media-enhanced collaborative learning…

"What Haven't I Learned?" Learning Resulting from the Resident Advisor Role

ERIC Educational Resources Information Center

Benjamin, Mimi; Davis, Laura

2016-01-01

Employment can enhance learning for many college students, and on-campus jobs provide unique opportunities for this experience. The resident advisor position is one on-campus position offering the potential for learning experiences. This qualitative study highlights learning noted by 78 resident advisors at a large research institution during a…

A saturation hypothesis to explain both enhanced and impaired learning with enhanced plasticity

PubMed Central

Nguyen-Vu, TD Barbara; Zhao, Grace Q; Lahiri, Subhaneil; Kimpo, Rhea R; Lee, Hanmi; Ganguli, Surya; Shatz, Carla J; Raymond, Jennifer L

2017-01-01

Across many studies, animals with enhanced synaptic plasticity exhibit either enhanced or impaired learning, raising a conceptual puzzle: how enhanced plasticity can yield opposite learning outcomes? Here, we show that the recent history of experience can determine whether mice with enhanced plasticity exhibit enhanced or impaired learning in response to the same training. Mice with enhanced cerebellar LTD, due to double knockout (DKO) of MHCI H2-Kb/H2-Db (KbDb−/−), exhibited oculomotor learning deficits. However, the same mice exhibited enhanced learning after appropriate pre-training. Theoretical analysis revealed that synapses with history-dependent learning rules could recapitulate the data, and suggested that saturation may be a key factor limiting the ability of enhanced plasticity to enhance learning. Optogenetic stimulation designed to saturate LTD produced the same impairment in WT as observed in DKO mice. Overall, our results suggest that the recent history of activity and the threshold for synaptic plasticity conspire to effect divergent learning outcomes. DOI: http://dx.doi.org/10.7554/eLife.20147.001 PMID:28234229

Stressful Experience and Learning Across the Lifespan

PubMed Central

Shors, Tracey J.

2012-01-01

It is usually assumed that stressful life events interfere with our ability to acquire new information. However, many studies suggest that stressful experience can enhance processes involved in learning. The types of learning that are enhanced after stressful experiences include classical fear and eyeblink conditioning, as well as processes related to learning about threatening stimuli. Stressful life experiences do seem to interfere with processes involved in memory, often expressed as deficits in the retention or retrieval of information that was acquired prior to and was unrelated to the stressful experience. The trends are limited, as are their implications, because most studies examine adult males, yet the effects of stress on learning processes are influenced by age and sex differences. With respect to mechanisms and anatomical substrates, the effects of stress on learning are usually dependent on the action of stress hormones in combination with neuronal activities within the hippocampus, amygdala, the bed nucleus of the stria terminalis, and the prefrontal cortex. PMID:16318589

Studying Students' Attitudes on Using Examples of Game Source Code for Learning Programming

ERIC Educational Resources Information Center

Theodoraki, Aristea; Xinogalos, Stelios

2014-01-01

Games for learning are currently used in several disciplines for motivating students and enhancing their learning experience. This new approach of technology-enhanced learning has attracted researchers' and instructors' attention in the area of programming that is one of the most cognitively demanding fields in Computer Science. Several…

Enhanced Multisensory Integration and Motor Reactivation after Active Motor Learning of Audiovisual Associations

ERIC Educational Resources Information Center

Butler, Andrew J.; James, Thomas W.; James, Karin Harman

2011-01-01

Everyday experience affords us many opportunities to learn about objects through multiple senses using physical interaction. Previous work has shown that active motor learning of unisensory items enhances memory and leads to the involvement of motor systems during subsequent perception. However, the impact of active motor learning on subsequent…

The selective serotonin reuptake inhibitor, escitalopram, enhances inhibition of prepotent responding and spatial reversal learning

PubMed Central

Brown, Holden D.; Amodeo, Dionisio A.; Sweeney, John A.; Ragozzino, Michael E.

2011-01-01

Previous findings indicate treatment with a selective serotonin reuptake inhibitor (SSRI) facilitates behavioral flexibility when conditions require inhibition of a learned response pattern. The present experiment investigated whether acute treatment with the SSRI, escitalopram, affects behavioral flexibility when conditions require inhibition of a naturally-biased response pattern (elevated conflict test) and/or reversal of a learned response pattern (spatial reversal learning). An additional experiment was carried out to determine whether escitalopram, at doses that affected behavioral flexibility, also reduced anxiety as tested in the elevated plus-maze. In each experiment, Long-Evans rats received an intraperitoneal injection of either saline or escitalopram (0.03, 0.3 or 1.0 mg/kg) 30 minutes prior to behavioral testing. Escitalopram, at all doses tested, enhanced acquisition in the elevated conflict test, but did not affect performance in the elevated plus-maze. Escitalopram (0.3 and 1.0 mg/kg) did not alter acquisition of the spatial discrimination, but facilitated reversal learning. In the elevated conflict and spatial reversal learning test, escitalopram enhanced the ability to maintain the relevant strategy after being initially selected. The present findings suggest that enhancing serotonin transmission with a SSRI facilitates inhibitory processes when conditions require a shift away from either a naturally-biased response pattern or a learned choice pattern. PMID:22219222

The 3D model of debriefing: defusing, discovering, and deepening.

PubMed

Zigmont, Jason J; Kappus, Liana J; Sudikoff, Stephanie N

2011-04-01

The experiential learning process involves participation in key experiences and analysis of those experiences. In health care, these experiences can occur through high-fidelity simulation or in the actual clinical setting. The most important component of this process is the postexperience analysis or debriefing. During the debriefing, individuals must reflect upon the experience, identify the mental models that led to behaviors or cognitive processes, and then build or enhance new mental models to be used in future experiences. On the basis of adult learning theory, the Kolb Experiential Learning Cycle, and the Learning Outcomes Model, we structured a framework for facilitators of debriefings entitled "the 3D Model of Debriefing: Defusing, Discovering, and Deepening." It incorporates common phases prevalent in the debriefing literature, including description of and reactions to the experience, analysis of behaviors, and application or synthesis of new knowledge into clinical practice. It can be used to enhance learning after real or simulated events. Copyright © 2011 Elsevier Inc. All rights reserved.

Students' Experiences of Learning Manual Clinical Skills through Simulation

ERIC Educational Resources Information Center

Johannesson, Eva; Silen, Charlotte; Kvist, Joanna; Hult, Hakan

2013-01-01

Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and…

Mobile Learning: From Single Project Status into the Mainstream?

ERIC Educational Resources Information Center

Zawacki-Richter, Olaf; Brown, Tom; Delport, Rhena

2009-01-01

During recent years, many distance teaching as well as residential institutions have started to experiment with mobile learning through pilot projects as part of their e-learning and technology enhanced learning environments. The practical experience gained with the employment of strategies and approaches within distance education can assist with…

Dopamine neurons modulate pheromone responses in Drosophila courtship learning.

PubMed

Keleman, Krystyna; Vrontou, Eleftheria; Krüttner, Sebastian; Yu, Jai Y; Kurtovic-Kozaric, Amina; Dickson, Barry J

2012-09-06

Learning through trial-and-error interactions allows animals to adapt innate behavioural ‘rules of thumb’ to the local environment, improving their prospects for survival and reproduction. Naive Drosophila melanogaster males, for example, court both virgin and mated females, but learn through experience to selectively suppress futile courtship towards females that have already mated. Here we show that courtship learning reflects an enhanced response to the male pheromone cis-vaccenyl acetate (cVA), which is deposited on females during mating and thus distinguishes mated females from virgins. Dissociation experiments suggest a simple learning rule in which unsuccessful courtship enhances sensitivity to cVA. The learning experience can be mimicked by artificial activation of dopaminergic neurons, and we identify a specific class of dopaminergic neuron that is critical for courtship learning. These neurons provide input to the mushroom body (MB) γ lobe, and the DopR1 dopamine receptor is required in MBγ neurons for both natural and artificial courtship learning. Our work thus reveals critical behavioural, cellular and molecular components of the learning rule by which Drosophila adjusts its innate mating strategy according to experience.

When Does Fading Enhance Perceptual Category Learning?

ERIC Educational Resources Information Center

Pashler, Harold; Mozer, Michael C.

2013-01-01

Training that uses exaggerated versions of a stimulus discrimination (fading) has sometimes been found to enhance category learning, mostly in studies involving animals and impaired populations. However, little is known about whether and when fading facilitates learning for typical individuals. This issue was explored in 7 experiments. In…

Flipping Business Education: Transformative Use of Team-Based Learning in Human Resource Management Classrooms

ERIC Educational Resources Information Center

Huang, Chung-Kai; Lin, Chun-Yu

2017-01-01

With the globalization of macro-economic environments, it is important to think about how to use instructional design and web-based digital technologies to enhance students' self-paced learning, stir up learning motivation and enjoyment, build up knowledge-sharing channels, and enhance individual learning. This study experimented with the flipped…

Employees' Perception toward the Dimension of Culture in Enhancing Organizational Learning

ERIC Educational Resources Information Center

Graham, Carroll M.; Nafukho, Fredrick Muyia

2007-01-01

Purpose: The purpose of this study is to determine employees' perception of the dimension of culture toward organizational learning readiness. The study also seeks to compare employees' work experience (longevity), work shifts and their perception toward the dimension of culture in enhancing organizational learning readiness.…

Enhancing E-Learning with Media-Rich Content and Interactions

ERIC Educational Resources Information Center

Caladine, Richard

2008-01-01

Online learning is transcending from the text-rich educational experience of the past to a video- and audio-rich learning transformation. The greater levels of media-rich content and media-rich interaction that are currently prevalent in online leisure experiences will help to increase e-learning's future efficiency and effectiveness. "Enhancing…

Harnessing ICT Potential: The Adoption and Analysis of ICT Systems for Enhancing the Student Learning Experience

ERIC Educational Resources Information Center

Dawson, Shane; Heathcote, Liz; Poole, Gary

2010-01-01

Purpose: This paper aims to examine how effective higher education institutions have been in harnessing the data capture mechanisms from their student information systems, learning management systems and communication tools for improving the student learning experience and informing practitioners of the achievement of specific learning outcomes.…

Biological impact of auditory expertise across the life span: musicians as a model of auditory learning

PubMed Central

Strait, Dana L.; Kraus, Nina

2013-01-01

Experience-dependent characteristics of auditory function, especially with regard to speech-evoked auditory neurophysiology, have garnered increasing attention in recent years. This interest stems from both pragmatic and theoretical concerns as it bears implications for the prevention and remediation of language-based learning impairment in addition to providing insight into mechanisms engendering experience-dependent changes in human sensory function. Musicians provide an attractive model for studying the experience-dependency of auditory processing in humans due to their distinctive neural enhancements compared to nonmusicians. We have only recently begun to address whether these enhancements are observable early in life, during the initial years of music training when the auditory system is under rapid development, as well as later in life, after the onset of the aging process. Here we review neural enhancements in musically trained individuals across the life span in the context of cellular mechanisms that underlie learning, identified in animal models. Musicians’ subcortical physiologic enhancements are interpreted according to a cognitive framework for auditory learning, providing a model by which to study mechanisms of experience-dependent changes in auditory function in humans. PMID:23988583

Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance

NASA Astrophysics Data System (ADS)

Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

2016-05-01

Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.

Spaced Retrieval: Absolute Spacing Enhances Learning Regardless of Relative Spacing

ERIC Educational Resources Information Center

Karpicke, Jeffrey D.; Bauernschmidt, Althea

2011-01-01

Repeated retrieval enhances long-term retention, and spaced repetition also enhances retention. A question with practical and theoretical significance is whether there are particular schedules of spaced retrieval (e.g., gradually expanding the interval between tests) that produce the best learning. In the present experiment, subjects studied and…

Motor Skills Enhance Procedural Memory Formation and Protect against Age-Related Decline

PubMed Central

Müller, Nils C. J.; Genzel, Lisa; Konrad, Boris N.; Pawlowski, Marcel; Neville, David; Fernández, Guillén; Steiger, Axel

2016-01-01

The ability to consolidate procedural memories declines with increasing age. Prior knowledge enhances learning and memory consolidation of novel but related information in various domains. Here, we present evidence that prior motor experience–in our case piano skills–increases procedural learning and has a protective effect against age-related decline for the consolidation of novel but related manual movements. In our main experiment, we tested 128 participants with a sequential finger-tapping motor task during two sessions 24 hours apart. We observed enhanced online learning speed and offline memory consolidation for piano players. Enhanced memory consolidation was driven by a strong effect in older participants, whereas younger participants did not benefit significantly from prior piano experience. In a follow up independent control experiment, this compensatory effect of piano experience was not visible after a brief offline period of 30 minutes, hence requiring an extended consolidation window potentially involving sleep. Through a further control experiment, we rejected the possibility that the decreased effect in younger participants was caused by training saturation. We discuss our results in the context of the neurobiological schema approach and suggest that prior experience has the potential to rescue memory consolidation from age-related cognitive decline. PMID:27333186

Experiences of faculty and students using an audience response system in the classroom.

PubMed

Thomas, Christine M; Monturo, Cheryl; Conroy, Katherine

2011-07-01

The advent of innovative technologies, such as the audience response system, provides an opportunity to engage students and enhance learning. Based on their experiences, three nursing faculty evaluated the use of an audience response system in four distinct nursing courses through the use of informal survey results. When using the audience response system, the faculty experienced an increased perception of student attentiveness and engagement, high level of class attendance, and enhanced learning. Faculty feelings were mixed concerning the burden in adapting to increased classroom time and increased preparation time. Students' perception of the value of audience response system use was mostly positive, except when responses were included as part of the grade. The majority of the students indicated that use of the audience response system enhanced learning and was a helpful learning method when used with NCLEX-style questions. Overall, faculty believed that the benefits of student engagement and enhanced learning outweighed the burdens of incorporating this new technology in the classroom.

Gaming across Cultures: Experimenting with Alternate Pedagogies

ERIC Educational Resources Information Center

Pillay, Soma; James, Reynold

2013-01-01

Purpose: Higher education is influenced, to an increasing extent, by changing student demographics. This requires educators to design and deliver learning systems which will enhance students' learning experience with innovative, real world and engaging resources. The authors predict that transformations in the learning systems will increase as…

Effects of lentivirus-mediated CREB expression in the dorsolateral striatum: memory enhancement and evidence for competitive and cooperative interactions with the hippocampus.

PubMed

Kathirvelu, Balachandar; Colombo, Paul J

2013-11-01

Neural systems specialized for memory may interact during memory formation or recall, and the results of interactions are important determinants of how systems control behavioral output. In two experiments, we used lentivirus-mediated expression of the transcription factor CREB (LV-CREB) to test if localized manipulations of cellular plasticity influence interactions between the hippocampus and dorsolateral striatum. In Experiment 1, we tested the hypothesis that infusion of LV-CREB in the dorsolateral striatum facilitates memory for response learning, and impairs memory for place learning. LV-CREB in the dorsolateral striatum had no effect on response learning, but impaired place memory; a finding consistent with competition between the striatum and hippocampus. In Experiment 2, we tested the hypothesis that infusion of LV-CREB in the dorsolateral striatum facilitates memory for cue learning, and impairs memory for contextual fear conditioning. LV-CREB in the dorsolateral striatum enhanced memory for cue learning and, in contrast to our prediction, also enhanced memory for contextual fear conditioning, consistent with a cooperative interaction between the striatum and hippocampus. Overall, the current experiments demonstrate that infusion of LV-CREB in the dorsolateral striatum (1) increases levels of CREB protein locally, (2) does not alter acquisition of place, response, cue, or contextual fear conditioning, (3) facilitates memory for cue learning and contextual fear conditioning, and (4) impairs memory for place learning. Taken together, the present results provide evidence that LV-CREB in the dorsolateral striatum can enhance memory formation and cause both competitive and cooperative interactions with the hippocampus. Copyright © 2013 Wiley Periodicals, Inc.

When pretesting fails to enhance learning concepts from reading texts.

PubMed

Hausman, Hannah; Rhodes, Matthew G

2018-05-03

Prior research suggests that people can learn more from reading a text when they attempt to answer pretest questions first. Specifically, pretests on factual information explicitly stated in a text increases the likelihood that participants can answer identical questions after reading than if they had not answered pretest questions. Yet, a central goal of education is to develop deep conceptual understanding. The present experiments investigated whether conceptual pretests facilitate learning concepts from reading texts. In Experiment 1, participants were given factual or conceptual pretest questions; a control group was not given a pretest. Participants then read a passage and took a final test consisting of both factual and conceptual questions. Some of the final test questions were repeated from the pretest and some were new. Although factual pretesting improved learning for identical factual questions, conceptual pretesting did not enhance conceptual learning. Conceptual pretest errors were significantly more likely to be repeated on the final test than factual pretest errors. Providing correct answers (Experiment 2) or correct/incorrect feedback (Experiment 3) following pretest questions enhanced performance on repeated conceptual test items, although these benefits likely reflect memorization and not conceptual understanding. Thus, pretesting appears to provide little benefit for learning conceptual information. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Learning Robotics in a Science Museum Theatre Play: Investigation of Learning Outcomes, Contexts and Experiences

ERIC Educational Resources Information Center

Peleg, Ran; Baram-Tsabari, Ayelet

2017-01-01

Theatre is often introduced into science museums to enhance visitor experience. While learning in museums exhibitions received considerable research attention, learning from museum theatre has not. The goal of this exploratory study was to investigate the potential educational role of a science museum theatre play. The study aimed to investigate…

Social Web Content Enhancement in a Distance Learning Environment: Intelligent Metadata Generation for Resources

ERIC Educational Resources Information Center

García-Floriano, Andrés; Ferreira-Santiago, Angel; Yáñez-Márquez, Cornelio; Camacho-Nieto, Oscar; Aldape-Pérez, Mario; Villuendas-Rey, Yenny

2017-01-01

Social networking potentially offers improved distance learning environments by enabling the exchange of resources between learners. The existence of properly classified content results in an enhanced distance learning experience in which appropriate materials can be retrieved efficiently; however, for this to happen, metadata needs to be present.…

Leveraging Computer-Mediated Communication Technologies to Enhance Interactions in Online Learning

ERIC Educational Resources Information Center

Wright, Linda J.

2011-01-01

Computer-mediated communication (CMC) technologies have been an integral part of distance education for many years. They are found in both synchronous and asynchronous platforms and are intended to enhance the learning experience for students. CMC technologies add an interactive element to the online learning environment. The findings from this…

Using Mobile Learning in Free-Choice Educational Settings to Enhance Ecological Literacy

ERIC Educational Resources Information Center

Aguayo, Claudio; Eames, Chris

2017-01-01

This article presents the case for using mobile technologies to facilitate the integration of classroom and outside-of-classroom learning experiences designed to enhance the ecological literacy of primary school students and their parents. There is growing evidence supporting the transformative potential of mobile learning technologies and tools…

Distributed Learning Enhances Relational Memory Consolidation

ERIC Educational Resources Information Center

Litman, Leib; Davachi, Lila

2008-01-01

It has long been known that distributed learning (DL) provides a mnemonic advantage over massed learning (ML). However, the underlying mechanisms that drive this robust mnemonic effect remain largely unknown. In two experiments, we show that DL across a 24 hr interval does not enhance immediate memory performance but instead slows the rate of…

Application of Multimedia Technologies to Enhance Distance Learning

ERIC Educational Resources Information Center

Buckley, Wendy; Smith, Alexandra

2008-01-01

Educators' use of multimedia enhances the online learning experience by presenting content in a combination of audio, video, graphics, and text in various formats to address a range of student learning styles. Many personnel preparation programs in visual impairments have turned to online education to serve students over a larger geographic area.…

Implementing eLearning Programmes for Higher Education: A Review of the Literature

ERIC Educational Resources Information Center

O'Neill, Kayte; Singh, Gurmak; O'Donoghue, John

2004-01-01

This paper is a consideration of the issues associated with the infrastructural aspects, pedagogic considerations and the need to associate the usefulness of technology to enhance the learning experience. This technological path will potentially enhance the learning process, not replace the lecturer or tutor. For lecturers and students, the…

Test-Enhanced Learning of Natural Concepts: Effects on Recognition Memory, Classification, and Metacognition

ERIC Educational Resources Information Center

Jacoby, Larry L.; Wahlheim, Christopher N.; Coane, Jennifer H.

2010-01-01

Three experiments examined testing effects on learning of natural concepts and metacognitive assessments of such learning. Results revealed that testing enhanced recognition memory and classification accuracy for studied and novel exemplars of bird families on immediate and delayed tests. These effects depended on the balance of study and test…

The Use of Internet-Based Social Media as a Tool in Enhancing Student's Learning Experiences in Biological Sciences

ERIC Educational Resources Information Center

Beltran-Cruz, Maribel; Cruz, Shannen Belle B.

2013-01-01

This study explored the use of social media as a tool in enhancing student's learning experiences, by using online instruction as a supplement to a face-to-face general education course, such as biological sciences. Survey data were collected from 186 students who were enrolled in a Biological Sciences course. The course was taught in a blended…

Development, Evaluation and Use of a Student Experience Survey in Undergraduate Science Laboratories: The Advancing Science by Enhancing Learning in the Laboratory Student Laboratory Learning Experience Survey

ERIC Educational Resources Information Center

Barrie, Simon C.; Bucat, Robert B.; Buntine, Mark A.; Burke da Silva, Karen; Crisp, Geoffrey T.; George, Adrian V.; Jamie, Ian M.; Kable, Scott H.; Lim, Kieran F.; Pyke, Simon M.; Read, Justin R.; Sharma, Manjula D.; Yeung, Alexandra

2015-01-01

Student experience surveys have become increasingly popular to probe various aspects of processes and outcomes in higher education, such as measuring student perceptions of the learning environment and identifying aspects that could be improved. This paper reports on a particular survey for evaluating individual experiments that has been developed…

User Experience Design of History Game: An Analysis Review and Evaluation Study for Malaysia Context

ERIC Educational Resources Information Center

Wong, Seng Yue; Ghavifekr, Simin

2018-01-01

User experience (UX) and user interface design of an educational game are important in enhancing and sustaining the utilisation of Game Based Learning (GBL) in learning history. Thus, this article provides a detailed literature review on history learning problems, as well as previous studies on user experience in game design. Future studies on…

Understanding Students' Experiences of Well-Being in Learning Environments

ERIC Educational Resources Information Center

Stanton, Alisa; Zandvliet, David; Dhaliwal, Rosie; Black, Tara

2016-01-01

With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and…

Mnemonic versus Nonmnemonic Vocabulary-learning Strategies for Children.

ERIC Educational Resources Information Center

Levin, Joel R.; And Others

1982-01-01

Fourth-grade students learned a list of relatively complex English vocabulary words in two experiments. In both experiments, a keyword contextual method proved effective for enhancing children's acquisition of new vocabulary words. (Author/BW)

Student views on the role of self-regulated learning in a surgery clerkship.

PubMed

Lyons-Warren, Ariel M; Kirby, John P; Larsen, Douglas P

2016-12-01

Self-regulated learning, including student-generated learning goals and flexibility in the learning structure are increasingly being used to enhance medical education. The role of these practices in surgical education of medical students has not been studied. We administered an 18-question electronic survey to all third-year medical students at Washington University in St. Louis School of Medicine. Of the 126 students invited, 64 responded and 56 were included in the analysis. We found that third-year medical students develop learning goals at the beginning of the surgery clerkship. Although these learning goals theoretically can be a mechanism for enhanced student-faculty engagement, students are not aware of formal mechanisms for sharing these goals with faculty members. Furthermore, students report a lack of flexibility within the surgery clerkship and discomfort with requesting specific learning opportunities. Finally, students report that they believe increased flexibility could improve student engagement, learning, and the overall clerkship experience. We therefore propose that a mechanism for students to share their learning goals with faculty and an infrastructure in which student learning experiences can be tailored to fit with these individualized goals would enhance student surgical learning. Copyright © 2016 Elsevier Inc. All rights reserved.

Study Abroad: Enhanced Learning Experience in Cultural Diversity

ERIC Educational Resources Information Center

Jaoko, Japheth

2010-01-01

This paper examines how a study abroad experiential learning course in diversity provided a cultural immersion experience for a group of social work students from a small private university in central Kentucky. The students participated in a three-week international education experience in Kenya and reported this experience helped them become more…

In real time: exploring nursing students' learning during an international experience.

PubMed

Afriyie Asenso, Barbara; Reimer-Kirkham, Sheryl; Astle, Barbara

2013-10-11

Abstract Nursing education has increasingly turned to international learning experiences to educate students who are globally minded and aware of social injustices in local and global communities. To date, research with international learning experiences has focused on the benefits for the students participating, after they have completed the international experience. The purpose of this qualitative study was to explore how nursing students learn during the international experience. The sample consisted of eight nursing students who enrolled in an international learning experience, and data were collected in "real time" in Zambia. The students were observed during learning activities and were interviewed three times. Three major themes emerged from the thematic analysis: expectations shaped students' learning, engagement facilitated learning, and critical reflection enhanced learning. Implications are discussed, related to disrupting media representations of Africa that shape students' expectations, and educational strategies for transformative learning and global citizenship.

The First Year Experience of a Peer Assisted Learning Program in Two Institutes of Technology in Ireland

ERIC Educational Resources Information Center

Ginty, Carina; Harding, Nuala

2014-01-01

This paper describes a collaborative action research study in which peer assisted learning was deployed simultaneously across a range of disciplines in two institutes of technology in Ireland. The aim of the research was to determine if peer assisted learning enhances the learning experience of first year participants. An action research approach…

Connecting Informal and Formal Learning Experiences in the Age of Participatory Media: Commentary on Bull et al. (2008)

ERIC Educational Resources Information Center

Greenhow, Christine

2008-01-01

The recent editorial in this journal by Bull et al. ("Connecting Informal and Formal Learning Experiences in the Age of Participatory Media" Vol 8, Iss 2) discussed the challenges of bridging formal learning practices and informal learning opportunities within the context of today's Web-enhanced world. In this commentary, Christine…

Service-Learning in Our Classroom

ERIC Educational Resources Information Center

English, Kevin; Moore, Deb

2010-01-01

Many schools use service-learning on their campus to enhance their classroom content. According to Learn and Serve Clearinghouse, "Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility and strengthen…

Mobile Augmented Reality as Usability to Enhance Nurse Prevent Violence Learning Satisfaction.

PubMed

Hsu, Han-Jen; Weng, Wei-Kai; Chou, Yung-Lang; Huang, Pin-Wei

2018-01-01

Violence in hospitals, nurses are at high risk of patient's aggression in the workplace. This learning course application Mobile Augmented Reality to enhance nurse to prevent violence skill. Increasingly, mobile technologies introduced and integrated into classroom teaching and clinical applications. Improving the quality of learning course and providing new experiences for nurses.

Gift from statistical learning: Visual statistical learning enhances memory for sequence elements and impairs memory for items that disrupt regularities.

PubMed

Otsuka, Sachio; Saiki, Jun

2016-02-01

Prior studies have shown that visual statistical learning (VSL) enhances familiarity (a type of memory) of sequences. How do statistical regularities influence the processing of each triplet element and inserted distractors that disrupt the regularity? Given that increased attention to triplets induced by VSL and inhibition of unattended triplets, we predicted that VSL would promote memory for each triplet constituent, and degrade memory for inserted stimuli. Across the first two experiments, we found that objects from structured sequences were more likely to be remembered than objects from random sequences, and that letters (Experiment 1) or objects (Experiment 2) inserted into structured sequences were less likely to be remembered than those inserted into random sequences. In the subsequent two experiments, we examined an alternative account for our results, whereby the difference in memory for inserted items between structured and random conditions is due to individuation of items within random sequences. Our findings replicated even when control letters (Experiment 3A) or objects (Experiment 3B) were presented before or after, rather than inserted into, random sequences. Our findings suggest that statistical learning enhances memory for each item in a regular set and impairs memory for items that disrupt the regularity. Copyright © 2015 Elsevier B.V. All rights reserved.

When Failing Doesn't Matter: A Narrative Inquiry into the Social Work Practice Learning Experiences of Black African Students in England

ERIC Educational Resources Information Center

Tedam, Prospera

2014-01-01

This paper reports the findings of a small-scale empirical study into the practice learning experiences of black African students of social work in England. Undertaken in the form of a pilot study, the findings reveal that practice learning experiences can be beneficial in enhancing skills and knowledge but can also cause distress, lower…

How Do Students Perceive the Enhancement of their Own Learning? A Comparison of Two Education Faculties' Experiences in Building an Online Learning Community for Bachelor of Music Education and Bachelor of Education Students

ERIC Educational Resources Information Center

Rowley, Jennifer; O'Dea, Jennifer

2009-01-01

Enhancing learning and teaching in blended learning environments is a strategic goal of The University of Sydney as eLearning continues to grow. Blackboard (WebCT) was integrated into the undergraduate Bachelor of Education program curricula through e-readings, discussion boards, lectures and online assessment tasks. The study was undertaken among…

Enhancing the Therapy Experience Using Principles of Video Game Design.

PubMed

Folkins, John Wm; Brackenbury, Tim; Krause, Miriam; Haviland, Allison

2016-02-01

This article considers the potential benefits that applying design principles from contemporary video games may have on enhancing therapy experiences. Six principles of video game design are presented, and their relevance for enriching clinical experiences is discussed. The motivational and learning benefits of each design principle have been discussed in the education literature as having positive impacts on student motivation and learning and are related here to aspects of clinical practice. The essential experience principle suggests connecting all aspects of the experience around a central emotion or cognitive connection. The discovery principle promotes indirect learning in focused environments. The risk-taking principle addresses the uncertainties clients face when attempting newly learned skills in novel situations. The generalization principle encourages multiple opportunities for skill transfer. The reward system principle directly relates to the scaffolding of frequent and varied feedback in treatment. Last, the identity principle can assist clients in using their newly learned communication skills to redefine self-perceptions. These principles highlight areas for research and interventions that may be used to reinforce or advance current practice.

Eye Tracking System for Enhanced Learning Experiences

ERIC Educational Resources Information Center

Sungkur, R. K.; Antoaroo, M. A.; Beeharry, A.

2016-01-01

Nowadays, we are living in a world where information is readily available and being able to provide the learner with the best suited situations and environment for his/her learning experiences is of utmost importance. In most learning environments, information is basically available in the form of written text. According to the eye-tracking…

Quantum Interactive Learning Tutorial on the Double-Slit Experiment to Improve Student Understanding of Quantum Mechanics

ERIC Educational Resources Information Center

Sayer, Ryan; Maries, Alexandru; Singh, Chandralekha

2017-01-01

Learning quantum mechanics is challenging, even for upper-level undergraduate and graduate students. Research-validated interactive tutorials that build on students' prior knowledge can be useful tools to enhance student learning. We have been investigating student difficulties with quantum mechanics pertaining to the double-slit experiment in…

Common Elements Enhance or Retard Negative Patterning Discrimination Learning Depending on Modality of Stimuli

ERIC Educational Resources Information Center

Redhead, Edward S.; Curtis, Cheryl

2013-01-01

Human contingency learning studies were used to compare the predictions of configural and elemental theories. In two experiments, participants were required to learn which stimuli were associated with an increase in core temperature of a fictitious nuclear plant. Experiments investigated the rate at which a simple negative patterning…

Design-Oriented Enhanced Robotics Curriculum

ERIC Educational Resources Information Center

Yilmaz, M.; Ozcelik, S.; Yilmazer, N.; Nekovei, R.

2013-01-01

This paper presents an innovative two-course, laboratory-based, and design-oriented robotics educational model. The robotics curriculum exposed senior-level undergraduate students to major robotics concepts, and enhanced the student learning experience in hybrid learning environments by incorporating the IEEE Region-5 annual robotics competition…

Timing matters: negative emotion elicited 5 min but not 30 min or 45 min after learning enhances consolidation of internal-monitoring source memory.

PubMed

Wang, Bo; Bukuan, Sun

2015-05-01

Two experiments examined the time-dependent effects of negative emotion on consolidation of item and internal-monitoring source memory. In Experiment 1, participants (n=121) learned a list of words. They were asked to read aloud half of the words and to think about the remaining half. They were instructed to memorize each word and its associative cognitive operation ("reading" versus "thinking"). Immediately following learning they conducted free recall and then watched a 3-min either neutral or negative video clip when 5 min, 30 min or 45 min had elapsed after learning. Twenty-four hours later they returned to take surprise tests for item and source memory. Experiment 2 was similar to Experiment 1 except that participants, without conducting an immediate test of free recall, took tests of source memory for all encoded words both immediately and 24 h after learning. Experiment 1 showed that negative emotion enhanced consolidation of item memory (as measured by retention ratio of free recall) regardless of delay of emotion elicitation and that negative emotion enhanced consolidation of source memory when it was elicited at a 5 min delay but reduced consolidation of source memory when it was elicited at a 30 min delay; when elicited at a 45 min delay, negative emotion had little effect. Furthermore, Experiment 2 replicated the enhancement effect on source memory in the 5 min delay even when participants were tested on all the encoded words. The current study partially replicated prior studies on item memory and extends the literature by providing evidence for a time-dependent effect of negative emotion on consolidation of source memory based on internal monitoring. Copyright © 2015 Elsevier B.V. All rights reserved.

Enhancing visuospatial performance through video game training to increase learning in visuospatial science domains.

PubMed

Sanchez, Christopher A

2012-02-01

Although previous research has demonstrated that performance on visuospatial assessments can be enhanced through relevant experience, an unaddressed question is whether such experience also produces a similar increase in target domains (such as science learning) where visuospatial abilities are directly relevant for performance. In the present study, participants completed either spatial or nonspatial training via interaction with video games and were then asked to read and learn about the geologic topic of plate tectonics. Results replicate the benefit of playing appropriate video games in enhancing visuospatial performance and demonstrate that this facilitation also manifests itself in learning science topics that are visuospatial in nature. This novel result suggests that visuospatial training not only can impact performance on measures of spatial functioning, but also can affect performance in content areas in which these abilities are utilized.

A Fingerprint Pattern of Supports for Teachers' Designing of Technology-Enhanced Learning

ERIC Educational Resources Information Center

Svihla, Vanessa; Reeve, Richard; Sagy, Ornit; Kali, Yael

2015-01-01

Teachers often find themselves in a position in which they need to adapt technology-enhanced materials to meet the needs of their students. As new technologies--especially those not specifically designed for learning--find their way into schools, teachers need to be able to design learning experiences that use these new technologies in their local…

Learntime and Learning Place-Focused Forward-Oriented Design for Learning in Technology-Enhanced Classrooms

ERIC Educational Resources Information Center

Sun, Susan Y. H.

2016-01-01

This study reports on a teacher's ongoing design activities in a fully online language course when the class was in progress. The aims were, firstly, to provide first-hand experience and insight into a teacher's design work in a real-life, technology-enhanced learning (TEL) classroom; and secondly, to facilitate reflective analysis of the emerging…

Students Engaged in Learning

ERIC Educational Resources Information Center

Ismail, Emad A.; Groccia, James E.

2018-01-01

Engaging students in learning is a basic principle of effective undergraduate education. Outcomes of engaging students include meaningful learning experiences and enhanced skills in all learning domains. This chapter reviews the influence of engaging students in different forms of active learning on cognitive, psychomotor, and affective skill…

Expectancy violations promote learning in young children

PubMed Central

Stahl, Aimee E.; Feigenson, Lisa

2018-01-01

Children, including infants, have expectations about the world around them, and produce reliable responses when these expectations are violated. However, little is known about how such expectancy violations affect subsequent cognition. Here we tested the hypothesis that violations of expectation enhance children’s learning. In four experiments we compared 3- to 6-year-old children’s ability to learn novel words in situations that defied versus accorded with their core knowledge of object behavior. In Experiments 1 and 2 we taught children novel words following one of two types of events. One event violated expectations about the spatiotemporal or featural properties of objects (e.g., an object appeared to magically change locations). The other event was almost identical, but did not violate expectations (e.g., an object was visibly moved from one location to another). In both experiments we found that children robustly learned when taught after the surprising event, but not following the expected event. In Experiment 3 we ruled out two alternative explanations for our results. Finally, in Experiment 4, we asked whether surprise affects children’s learning in a targeted or a diffuse way. We found that surprise only enhanced children’s learning about the entity that had behaved surprisingly, and not about unrelated objects. Together, these experiments show that core knowledge – and violations of expectations generated by core knowledge – shapes new learning. PMID:28254617

Broadening Student Learning Experiences via a Novel Cross-Disciplinary Art and Anatomy Education Program--A Case Study

ERIC Educational Resources Information Center

Speed, Caroline J.; Kleiner, Adina; Macaulay, Janet O.

2015-01-01

This study explored student learning and engagement in a novel cross-disciplinary education program, in particular whether medical students learning experiences can be enhanced through interaction and exchange of knowledge with students of varying disciplines. The program, entitled AnaRtomy, studies the historical relationship between art and…

Test-Enhanced Learning in the Classroom: Long-Term Improvements from Quizzing

ERIC Educational Resources Information Center

Roediger, Henry L., III; Agarwal, Pooja K.; McDaniel, Mark A.; McDermott, Kathleen B.

2011-01-01

Three experiments examined whether quizzing promotes learning and retention of material from a social studies course with sixth grade students from a suburban middle school. The material used in the experiments was the course material students were to learn and some of the dependent measures were the actual tests on which students received grades.…

Informing Leadership Education by Connecting Curricular Experiences and Leadership Outcomes

ERIC Educational Resources Information Center

McKim, Aaron J.; Velez, Jonathan J.

2017-01-01

Linking specific learning experiences to leadership development has the potential to enhance leadership education. In this study, we sought to link student growth in 13 leadership areas to specific learning experiences within a leadership development program. We measured development within the 13 areas by comparing the perceived needs of students…

Development, Evaluation and Use of a Student Experience Survey in Undergraduate Science Laboratories: The Advancing Science by Enhancing Learning in the Laboratory Student Laboratory Learning Experience Survey

NASA Astrophysics Data System (ADS)

Barrie, Simon C.; Bucat, Robert B.; Buntine, Mark A.; Burke da Silva, Karen; Crisp, Geoffrey T.; George, Adrian V.; Jamie, Ian M.; Kable, Scott H.; Lim, Kieran F.; Pyke, Simon M.; Read, Justin R.; Sharma, Manjula D.; Yeung, Alexandra

2015-07-01

Student experience surveys have become increasingly popular to probe various aspects of processes and outcomes in higher education, such as measuring student perceptions of the learning environment and identifying aspects that could be improved. This paper reports on a particular survey for evaluating individual experiments that has been developed over some 15 years as part of a large national Australian study pertaining to the area of undergraduate laboratories-Advancing Science by Enhancing Learning in the Laboratory. This paper reports on the development of the survey instrument and the evaluation of the survey using student responses to experiments from different institutions in Australia, New Zealand and the USA. A total of 3153 student responses have been analysed using factor analysis. Three factors, motivation, assessment and resources, have been identified as contributing to improved student attitudes to laboratory activities. A central focus of the survey is to provide feedback to practitioners to iteratively improve experiments. Implications for practitioners and researchers are also discussed.

Ubiquitous Learning Environments in Higher Education: A Scoping Literature Review

ERIC Educational Resources Information Center

Virtanen, Mari Aulikki; Haavisto, Elina; Liikanen, Eeva; Kääriäinen, Maria

2018-01-01

Ubiquitous learning and the use of ubiquitous learning environments heralds a new era in higher education. Ubiquitous learning environments enhance context-aware and seamless learning experiences available from any location at any time. They support smooth interaction between authentic and digital learning resources and provide personalized…

Facilitation of receptive and productive foreign vocabulary learning using the keyword method: the role of image quality.

PubMed

Beaton, Alan A; Gruneberg, Michael M; Hyde, Christopher; Shufflebottom, Alex; Sykes, Robert N

2005-07-01

Ellis and Beaton (1993a) reported that the keyword method of learning enhanced memory of foreign vocabulary items when receptive learning was measured. However, for productive learning, rote repetition was superior to the keyword method. The first two experiments reported here show that, in comparison with rote repetition, both receptive and productive learning can be enhanced by the keyword method, provided that the quality of the keyword images is adequate. In a third experiment using a subset of words from Ellis and Beaton (1993a), the finding they reported, that for productive learning rote repetition was superior to the keyword method, was reversed. The quality of keyword images will vary from study to study and any generalisation regarding the efficacy of the keyword method must take this into account.

Independence and Interdependence: An Analysis of Pre-Service Candidates' Use of Focused Assignments on an Electronic Discussion Forum during the Initial Field Experience

ERIC Educational Resources Information Center

Fisch, Audrey A.; Bennett, Deborah J.

2011-01-01

This article describes a case study using an electronic learning platform for creating an interactive learning community through asynchronous discussion to enhance the initial field experience of secondary math and English teacher candidates enrolled in Field Experience. We identified three problems with the field experience course--lack of…

Exploring the Neural Representation of Novel Words Learned through Enactment in a Word Recognition Task

PubMed Central

Macedonia, Manuela; Mueller, Karsten

2016-01-01

Vocabulary learning in a second language is enhanced if learners enrich the learning experience with self-performed iconic gestures. This learning strategy is called enactment. Here we explore how enacted words are functionally represented in the brain and which brain regions contribute to enhance retention. After an enactment training lasting 4 days, participants performed a word recognition task in the functional Magnetic Resonance Imaging (fMRI) scanner. Data analysis suggests the participation of different and partially intertwined networks that are engaged in higher cognitive processes, i.e., enhanced attention and word recognition. Also, an experience-related network seems to map word representation. Besides core language regions, this latter network includes sensory and motor cortices, the basal ganglia, and the cerebellum. On the basis of its complexity and the involvement of the motor system, this sensorimotor network might explain superior retention for enactment. PMID:27445918

A Study of the Role of a Technology-Enhanced Learning Implementation Group in Mediating an Institutional VLE Minimum Standards Policy

ERIC Educational Resources Information Center

Varga-Atkins, Tünde

2016-01-01

Recent years have seen a focus on responding to student expectations in higher education. As a result, a number of technology-enhanced learning (TEL) policies have stipulated a requirement for a minimum virtual learning environment (VLE) standard to provide a consistent student experience. This paper offers insight into an under-researched area of…

Associative Learning during Early Adulthood Enhances Later Memory Retention in Honeybees

PubMed Central

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

2009-01-01

Background Cognitive experiences during the early stages of life play an important role in shaping the future behavior in mammals but also in insects, in which precocious learning can directly modify behaviors later in life depending on both the timing and the rearing environment. However, whether olfactory associative learning acquired early in the adult stage of insects affect memorizing of new learning events has not been studied yet. Methodology Groups of adult honeybee workers that experienced an odor paired with a sucrose solution 5 to 8 days or 9 to 12 days after emergence were previously exposed to (i) a rewarded experience through the offering of scented food, or (ii) a non-rewarded experience with a pure volatile compound in the rearing environment. Principal Findings Early rewarded experiences (either at 1–4 or 5–8 days of adult age) enhanced retention performance in 9–12-day-conditioned bees when they were tested at 17 days of age. The highest retention levels at this age, which could not be improved with prior rewarded experiences, were found for memories established at 5–8 days of adult age. Associative memories acquired at 9–12 days of age showed a weak effect on retention for some pure pre-exposed volatile compounds; whereas the sole exposure of an odor at any younger age did not promote long-term effects on learning performance. Conclusions The associative learning events that occurred a few days after adult emergence improved memorizing in middle-aged bees. In addition, both the timing and the nature of early sensory inputs interact to enhance retention of new learning events acquired later in life, an important matter in the social life of honeybees. PMID:19956575

Identifying different learning styles to enhance the learning experience.

PubMed

Anderson, Irene

2016-10-12

Identifying your preferred learning style can be a useful way to optimise learning opportunities, and can help learners to recognise their strengths and areas for development in the way that learning takes place. It can also help teachers (educators) to recognise where additional activities are required to ensure the learning experience is robust and effective. There are several models available that may be used to identify learning styles. This article discusses these models and considers their usefulness in healthcare education. Models of teaching styles are also considered.

Using Clinical Gait Case Studies to Enhance Learning in Biomechanics

ERIC Educational Resources Information Center

Chester, Victoria

2011-01-01

Clinical case studies facilitate the development of clinical reasoning strategies through knowledge and integration of the basic sciences. Case studies have been shown to be more effective in developing problem-solving abilities than the traditional lecture format. To enhance the learning experiences of students in biomechanics, clinical case…

Professional Development: Teachers Use of GIS to Enhance Student Learning

ERIC Educational Resources Information Center

McClurg, Patricia A.; Buss, Alan

2007-01-01

This article explains a professional development experience of fifth to twelfth grade teachers in using geographic information systems (GIS) and global positioning systems (GPS) technologies to enhance classroom teaching and learning environments. A key challenge faced by the developers was whether teachers would value the technology tools enough…

Innovative Language Teaching and Learning at University: Enhancing Employability

ERIC Educational Resources Information Center

Álvarez-Mayo, Carmen, Ed.; Gallagher-Brett, Angela, Ed.; Michel, Franck, Ed.

2017-01-01

This second volume in this series of papers dedicated to innovative language teaching and learning at university focuses on enhancing employability. Throughout the book, which includes a selection of 14 peer-reviewed and edited short papers, authors share good practices drawing on research; reflect on their experience to promote student…

Does Tracing Worked Examples Enhance Geometry Learning?

ERIC Educational Resources Information Center

Hu, Fang-Tzu; Ginns, Paul; Bobis, Janette

2014-01-01

Cognitive load theory seeks to generate novel instructional designs through a focus on human cognitive architecture including a limited working memory; however, the potential for enhancing learning through non-visual or non-auditory working memory channels is yet to be evaluated. This exploratory experiment tested whether explicit instructions to…

The development and evaluation of online stories to enhance clinical learning experiences across health professions in rural Australia.

PubMed

Paliadelis, Penny Susan; Stupans, Leva; Parker, Vicki; Piper, Donella; Gillan, Pauline; Lea, Jackie; Jarrott, Helen Mary; Wilson, Rhonda; Hudson, Judith N; Fagan, Anthea

2015-01-01

Clinical placement learning experiences are integral to all health and medical curricula as a means of integrating theory into practice and preparing graduates to deliver safe, high-quality care to health consumers. A growing challenge for education providers is to access sufficient clinical placements with experienced supervisors who are skilled at maximising learning opportunities for students. This paper reports on the development and evaluation of an innovative online learning program aimed at enhancing student and clinical supervisors' preparedness for effective workplace-based learning. The evidence-based learning program used 'story-telling' as the learning framework. The stories, which were supported by a range of resources, aimed to engage the learners in understanding student and supervisor responsibilities, as well as the expectations and competencies needed to support effective learning in the clinical environment. Evaluation of this program by the learners and stakeholders clearly indicated that they felt authentically 'connected' with the characters in the stories and developed insights that suggested effective learning had occurred.

Creative Methodologies to Enhance Communication

ERIC Educational Resources Information Center

Kennedy, Lucille; Brewer, Gayle

2016-01-01

The experiences and opinions of people with learning disabilities are often ignored or devalued. Oral and life history projects allow individuals to communicate their own opinions and experiences. This process can lead to more meaningful interactions between those with learning disabilities and support workers. Whilst the interview techniques…

Retrieval attempts enhance learning regardless of time spent trying to retrieve.

PubMed

Vaughn, Kalif E; Hausman, Hannah; Kornell, Nate

2017-03-01

Attempting to retrieve information from memory is an engaging cognitive activity. We predicted that people would learn more when they had spent more time attempting to retrieve. In experiments 1a and 1b, participants were shown trivia questions for 0, 5, 10, or 30 seconds and then the answer was revealed. They took a final test immediately or after 48 hours. Retrieval enhanced learning, but the length of the retrieval attempt had no effect (i.e., final test performance was equivalent in the 5-, 10-, and 30-second conditions and worse in the 0-second condition). During the initial retrieval attempt, more time did increase recall, suggesting that participants continued to engage in productive retrieval activities when given more time. Showing the answer for longer (7 versus 2 seconds) increased learning in Experiments 2a and 2b. Experiment 3 examined the effect of retrieval success and Experiment 4 replicated the results using different materials. These results have direct implications for current theories of retrieval.

Enhancing Student Experiential Learning with Structured Interviews

ERIC Educational Resources Information Center

Cornell, Robert M.; Johnson, Carol B.; Schwartz, William C., Jr.

2013-01-01

Learning through experience can be rewarding but intimidating. To maximize the benefits of experiential learning assignments, students need to have confidence in their abilities. The authors report how a structured-interview instrument effectively facilitated experiential learning for accounting students without extensive content-specific…

The Jungle Prescribed Fire review: An experiment in learning

Treesearch

Dave Thomas; Anne Black; Deirdre Dether; Katherine Hetts; Mike Dueitt

2007-01-01

During the last five years the Federal fire agencies have started a steady movement toward becoming "learning organizations." For example, the Wildland Fire Lessons Learned Center in Tucson, AZ, is specifically chartered to promote a "learning culture" that enhances effective work practices.

Enhancing Deaf Students' Learning from Sign Language and Text: Metacognition, Modality, and the Effectiveness of Content Scaffolding

ERIC Educational Resources Information Center

Borgna, Georgianna; Convertino, Carol; Marschark, Marc; Morrison, Carolyn; Rizzolo, Kathleen

2011-01-01

Four experiments, each building on the results of the previous ones, explored the effects of several manipulations on learning and the accuracy of metacognitive judgments among deaf and hard-of-hearing (DHH) students. Experiment 1 examined learning and metacognitive accuracy from classroom lectures with or without prior "scaffolding" in the form…

What Students Learn as a Result of Being a Chairperson and/or Officer of a Programming Board

ERIC Educational Resources Information Center

Riepe, Veronica A.

2011-01-01

Institutions are constantly searching for ways for students to learn outside of the classroom in an effort to enhance the collegiate experience and make the students more marketable upon graduation. This study explored what skills students learned and what experiences they had when serving as chairpersons and/or officers of their university…

Storytelling: a teaching-learning technique.

PubMed

Geanellos, R

1996-03-01

Nurses' stories, arising from the practice world, reconstruct the essence of experience as lived and provide vehicles for learning about nursing. The learning process is forwarded by combining storytelling and reflection. Reflection represents an active, purposive, contemplative and deliberative approach to learning through which learners create meaning from the learning experience. The combination of storytelling and reflection allows the creation of links between the materials at hand and prior and future learning. As a teaching-learning technique storytelling engages learners; organizes information; allows exploration of shared lived experiences without the demands, responsibilities and consequences of practice; facilitates remembering; enhances discussion, problem posing and problem solving; and aids understanding of what it is to nurse and to be a nurse.

Perceptual learning of degraded speech by minimizing prediction error.

PubMed

Sohoglu, Ediz; Davis, Matthew H

2016-03-22

Human perception is shaped by past experience on multiple timescales. Sudden and dramatic changes in perception occur when prior knowledge or expectations match stimulus content. These immediate effects contrast with the longer-term, more gradual improvements that are characteristic of perceptual learning. Despite extensive investigation of these two experience-dependent phenomena, there is considerable debate about whether they result from common or dissociable neural mechanisms. Here we test single- and dual-mechanism accounts of experience-dependent changes in perception using concurrent magnetoencephalographic and EEG recordings of neural responses evoked by degraded speech. When speech clarity was enhanced by prior knowledge obtained from matching text, we observed reduced neural activity in a peri-auditory region of the superior temporal gyrus (STG). Critically, longer-term improvements in the accuracy of speech recognition following perceptual learning resulted in reduced activity in a nearly identical STG region. Moreover, short-term neural changes caused by prior knowledge and longer-term neural changes arising from perceptual learning were correlated across subjects with the magnitude of learning-induced changes in recognition accuracy. These experience-dependent effects on neural processing could be dissociated from the neural effect of hearing physically clearer speech, which similarly enhanced perception but increased rather than decreased STG responses. Hence, the observed neural effects of prior knowledge and perceptual learning cannot be attributed to epiphenomenal changes in listening effort that accompany enhanced perception. Instead, our results support a predictive coding account of speech perception; computational simulations show how a single mechanism, minimization of prediction error, can drive immediate perceptual effects of prior knowledge and longer-term perceptual learning of degraded speech.

Perceptual learning of degraded speech by minimizing prediction error

PubMed Central

Sohoglu, Ediz

2016-01-01

Human perception is shaped by past experience on multiple timescales. Sudden and dramatic changes in perception occur when prior knowledge or expectations match stimulus content. These immediate effects contrast with the longer-term, more gradual improvements that are characteristic of perceptual learning. Despite extensive investigation of these two experience-dependent phenomena, there is considerable debate about whether they result from common or dissociable neural mechanisms. Here we test single- and dual-mechanism accounts of experience-dependent changes in perception using concurrent magnetoencephalographic and EEG recordings of neural responses evoked by degraded speech. When speech clarity was enhanced by prior knowledge obtained from matching text, we observed reduced neural activity in a peri-auditory region of the superior temporal gyrus (STG). Critically, longer-term improvements in the accuracy of speech recognition following perceptual learning resulted in reduced activity in a nearly identical STG region. Moreover, short-term neural changes caused by prior knowledge and longer-term neural changes arising from perceptual learning were correlated across subjects with the magnitude of learning-induced changes in recognition accuracy. These experience-dependent effects on neural processing could be dissociated from the neural effect of hearing physically clearer speech, which similarly enhanced perception but increased rather than decreased STG responses. Hence, the observed neural effects of prior knowledge and perceptual learning cannot be attributed to epiphenomenal changes in listening effort that accompany enhanced perception. Instead, our results support a predictive coding account of speech perception; computational simulations show how a single mechanism, minimization of prediction error, can drive immediate perceptual effects of prior knowledge and longer-term perceptual learning of degraded speech. PMID:26957596

3D interactive augmented reality-enhanced digital learning systems for mobile devices

NASA Astrophysics Data System (ADS)

Feng, Kai-Ten; Tseng, Po-Hsuan; Chiu, Pei-Shuan; Yang, Jia-Lin; Chiu, Chun-Jie

2013-03-01

With enhanced processing capability of mobile platforms, augmented reality (AR) has been considered a promising technology for achieving enhanced user experiences (UX). Augmented reality is to impose virtual information, e.g., videos and images, onto a live-view digital display. UX on real-world environment via the display can be e ectively enhanced with the adoption of interactive AR technology. Enhancement on UX can be bene cial for digital learning systems. There are existing research works based on AR targeting for the design of e-learning systems. However, none of these work focuses on providing three-dimensional (3-D) object modeling for en- hanced UX based on interactive AR techniques. In this paper, the 3-D interactive augmented reality-enhanced learning (IARL) systems will be proposed to provide enhanced UX for digital learning. The proposed IARL systems consist of two major components, including the markerless pattern recognition (MPR) for 3-D models and velocity-based object tracking (VOT) algorithms. Realistic implementation of proposed IARL system is conducted on Android-based mobile platforms. UX on digital learning can be greatly improved with the adoption of proposed IARL systems.

Educational Analysis of a First Year Engineering Physics Experiment on Standing Waves: Based on the ACELL Approach

ERIC Educational Resources Information Center

Bhathal, Ragbir; Sharma, Manjula D.; Mendez, Alberto

2010-01-01

This paper describes an educational analysis of a first year physics experiment on standing waves for engineering students. The educational analysis is based on the ACELL (Advancing Chemistry by Enhancing Learning in the Laboratory) approach which includes a statement of educational objectives and an analysis of student learning experiences. The…

Ubiquitous English Learning System with Dynamic Personalized Guidance of Learning Portfolio

ERIC Educational Resources Information Center

Wu, Ting-Ting; Sung, Tien-Wen; Huang, Yueh-Min; Yang, Chu-Sing; Yang, Jin-Tan

2011-01-01

Situated learning has been recognized as an effective approach in enhancing learning impressions and experiences for students. Can we take advantage of situated learning in helping students who are not English native speakers to read English articles more effective? Can the effectiveness of situated learning be further promoted by individual…

Challenges of Using Learning Analytics Techniques to Support Mobile Learning

ERIC Educational Resources Information Center

Arrigo, Marco; Fulantelli, Giovanni; Taibi, Davide

2015-01-01

Evaluation of Mobile Learning remains an open research issue, especially as regards the activities that take place outside the classroom. In this context, Learning Analytics can provide answers, and offer the appropriate tools to enhance Mobile Learning experiences. In this poster we introduce a task-interaction framework, using learning analytics…

Learning from Experience: A Collection of Service-Learning Projects Linking Academic Standards to Curriculum.

ERIC Educational Resources Information Center

Babcock, Barbara, Ed.

Service-learning projects combine community service with student learning in a practical way that enhances academic knowledge and improves community environments and fellowship. This compilation is designed to show the service-learning process in action. The collection presents outstanding examples of successful service-learning projects as…

Severe Weather Field Experience: An Undergraduate Field Course on Career Enhancement and Severe Convective Storms

ERIC Educational Resources Information Center

Godfrey, Christopher M.; Barrett, Bradford S.; Godfrey, Elaine S.

2011-01-01

Undergraduate students acquire a deeper understanding of scientific principles through first-hand experience. To enhance the learning environment for atmospheric science majors, the University of North Carolina at Asheville has developed the severe weather field experience. Participants travel to Tornado Alley in the Great Plains to forecast and…

Hybrid E-Learning Acceptance Model: Learner Perceptions

ERIC Educational Resources Information Center

Ahmed, Hassan M. Selim

2010-01-01

E-learning tools and technologies have been used to supplement conventional courses in higher education institutions creating a "hybrid" e-learning module that aims to enhance the learning experiences of students. Few studies have addressed the acceptance of hybrid e-learning by learners and the factors affecting the learners'…

Creating Awareness around Rhizomatic Principles in mLearning: A Means to Improving Practice

ERIC Educational Resources Information Center

Mbati, Lydia

2017-01-01

Educational technological innovation to enhance the learning experience of students requires a sound understanding of intended learning outcomes and an understanding of the pedagogical affordances of technology. Literature reveals that an understanding of the application of mLearning in facilitating the achievement of specific learning objectives…

Cases on Technological Adaptability and Transnational Learning: Issues and Challenges

ERIC Educational Resources Information Center

Mukerji, Siran, Ed.; Tripathi, Purnendu, Ed.

2010-01-01

Technology holds the key for bridging the gap between access to quality education and the need for enhanced learning experiences. This book contains case studies on divergent themes of personalized learning environments, inclusive learning for social change, innovative learning and assessment techniques, technology and international partnership…

Mastering the Blend: A Professional Development Program for K-12 Teachers

ERIC Educational Resources Information Center

Moore, Michelle; Robinson, Heather A.; Sheffield, Anneliese; Phillips, Alana S.

2017-01-01

Blended learning is an instructional approach meant to enhance students' learning experiences by merging and deliberately integrating online technology into a face-to-face learning environment. With the increase in online instruction and blended learning comes the need for quality professional development programs that foster learning and…

Improving mathematics teaching and learning experiences for hard of hearing students with wireless technology-enhanced classrooms.

PubMed

Liu, Chen-Chung; Chou, Chien-Chia; Liu, Baw-Jhiune; Yang, Jui-Wen

2006-01-01

Hard of hearing students usually face more difficulties at school than other students. A classroom environment with wireless technology was implemented to explore whether wireless technology could enhance mathematics learning and teaching activities for a hearing teacher and her 7 hard of hearing students in a Taiwan junior high school. Experiments showed that the highly interactive communication through the wireless network increased student participation in learning activities. Students demonstrated more responses to the teacher and fewer distraction behaviors. Fewer mistakes were made in in-class course work because Tablet PCs provided students scaffolds. Students stated that the environment with wireless technology was desirable and said that they hoped to continue using the environment to learn mathematics.

A Peer-Assisted Learning Experience in Computer Programming Language Learning and Developing Computer Programming Skills

ERIC Educational Resources Information Center

Altintas, Tugba; Gunes, Ali; Sayan, Hamiyet

2016-01-01

Peer learning or, as commonly expressed, peer-assisted learning (PAL) involves school students who actively assist others to learn and in turn benefit from an effective learning environment. This research was designed to support students in becoming more autonomous in their learning, help them enhance their confidence level in tackling computer…

Effective e-learning in surgical education: the core values underpinning effective e-learning environments and how these may be enhanced for future surgical education.

PubMed

Bamford, R; Coulston, J

2016-01-01

e-learning is a valuable tool that has a number of advantages for Surgical Oncology training and education. The rapidly evolving nature of, and limited clinical exposure to oncological practice creates challenges for surgical trainees to stay up to date and engaged. Online learning can be accessed anywhere at any time and allows trainees to develop, apply and be assessed on their learning. To be effective, it must be educationally sound and embrace technology to enhance learners' experience.

Creating Problem-Based Leadership Learning across the Curriculum

ERIC Educational Resources Information Center

Thompson, Sara E.; Couto, Richard A.

2016-01-01

This chapter explores problem-based learning (PBL) as effective pedagogy to enhance leadership learning. Through institutional examples, research, and personal experiences, the authors provide a rationale for faculty and staff to utilize PBL across the curriculum.

Experiential Learning

ERIC Educational Resources Information Center

Jones, Christine; Mason, John

2012-01-01

This is the opportunity to be an "insider" into the process of one person's experience of working on a mathematical problem. The experience is enhanced through the support and intervention of a learning mentor who "knows" the learner. This mentor/learner dialogue is documented to describe the problem solving journey. It shows…

Use of Surface-Enhanced Raman Spectroscopy in Inorganic Syntheses for an Upper-Level Exploratory Lab

ERIC Educational Resources Information Center

Seney, Caryn S.; Yelverton, Joshua C.; Eanes, Sharon; Patel, Vikas; Riggs, Julia; Wright, Sarah; Bright, Robin M.

2007-01-01

An experiment is designed where students will be using both gold and silver nanoparticles to study the enhancement factors of organic molecules adsorbed to the surface of the nanoparticles during or after synthesis by using surface-enhanced Raman spectroscopy (SERS). The experiment has helped students learn about the theory and experimental…

Enhancing students' science literacy using solar cell learning multimedia containing science and nano technology

NASA Astrophysics Data System (ADS)

Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad

2017-05-01

This research attempts to enhance students' science literacy in the aspects of students' science content, application context, process, and students' attitude using solar cell learning multimedia containing science and nano technology. The quasi-experimental method with pre-post test design was used to achieve these objectives. Seventy-two students of class XII at a high school were employed as research's subject. Thirty-six students were in control class and another thirty-six were in experiment class. Variance test (t-test) was performed on the average level of 95% to identify the differences of students' science literacy in both classes. As the result, there were significant different of learning outcomes between experiment class and control class. Almost half of students (41.67%) in experiment class are categorized as high. Therefore, the learning using solar cell learning multimedia can improve students' science literacy, especially in the students' science content, application context, and process aspects with n-gain(%) 59.19 (medium), 63.04 (medium), and 52.98 (medium). This study can be used to develop learning multimedia in other science context.

The Effect of CRT Screen Design on Learning.

ERIC Educational Resources Information Center

Grabinger, R. Scott; Albers, Starleen

Two computer assisted instruction programs tested the effects of plain and enhanced screen designs with or without information about those designs and task-type on time and learning. Subjects were 140 fourth grade students in Lincoln, Nebraska who had extensive prior experience with computers. The enhanced versions used headings, directive cues,…

Contextual Richness and Word Learning: Context Enhances Comprehension but Retrieval Enhances Retention

ERIC Educational Resources Information Center

van den Broek, Gesa S. E.; Takashima, Atsuko; Segers, Eliane; Verhoeven, Ludo

2018-01-01

Learning new vocabulary from context typically requires multiple encounters during which word meaning can be retrieved from memory or inferred from context. We compared the effect of memory retrieval and context inferences on short- and long-term retention in three experiments. Participants studied novel words and then practiced the words either…

Technology and Students' Musicking: Enhancing the Learning Experience

ERIC Educational Resources Information Center

Lebler, Don

2012-01-01

High levels of engagement with technology are characteristic of young people in the 21st century. Teachers and curriculum designers can utilize students' comfort with technology to enhance learning. Easy access to information on the Internet is also significant because the former role of teachers as a primary source of information is no longer…

Effects of Online Note Taking Formats and Self-Monitoring Prompts on Learning from Online Text: Using Technology to Enhance Self-Regulated Learning

ERIC Educational Resources Information Center

Kauffman, Douglas F.; Zhao, Ruomeng; Yang, Ya-Shu

2011-01-01

This study explored conditions under which note taking methods and self-monitoring prompts are most effective for facilitating information collection and achievement in an online learning environment. In experiment 1 30 students collected notes from a website using an online conventional, outline, or matrix note taking tool. In experiment 2 119…

Enhancing Preservice Teachers' Skillsets and Professionalism through Literacy Tutoring Experiences

ERIC Educational Resources Information Center

Paquette, Kelli R.; Laverick, DeAnna M.

2017-01-01

This qualitative study explores preservice teachers' experiences in a service-learning literacy tutoring program offered at a university with children in grades one through eight. This study examines briefly the history of literacy centers and service-learning, the specific instructional tutoring methods employed by preservice teachers connected…

Prepared Stimuli Enhance Aversive Learning without Weakening the Impact of Verbal Instructions

ERIC Educational Resources Information Center

Atlas, Lauren Y.; Phelps, Elizabeth A.

2018-01-01

Fear-relevant stimuli such as snakes and spiders are thought to capture attention due to evolutionary significance. Classical conditioning experiments indicate that these stimuli accelerate learning, while instructed extinction experiments suggest they may be less responsive to instructions. We manipulated stimulus type during instructed aversive…

A Model for Social Presence in Online Classrooms

ERIC Educational Resources Information Center

Wei, Chun-Wang; Chen, Nian-Shing; Kinshuk,

2012-01-01

It is now possible to create flexible learning environments without time and distance barriers on the internet. However, research has shown that learners typically experience isolation and alienation in online learning environments. These negative experiences can be reduced by enhancing social presence. In order to better facilitate the perceived…

Interactive Online Tools for Enhancing Student Learning Experiences in Remote Sensing

ERIC Educational Resources Information Center

Joyce, Karen E.; Boitshwarelo, Bopelo; Phinn, Stuart R.; Hill, Greg J. E.; Kelly, Gail D.

2014-01-01

The rapid growth in Information and Communications Technologies usage in higher education has provided immense opportunities to foster effective student learning experiences in geography. In particular, remote sensing lends itself to the creative utilization of multimedia technologies. This paper presents a case study of a remote sensing computer…

Augmented Reality Game-Based Learning: Enriching Students' Experience during Reading Comprehension Activities

ERIC Educational Resources Information Center

Tobar-Muñoz, Hendrys; Baldiris, Silvia; Fabregat, Ramon

2017-01-01

Program for International Student Assessment results indicate that while reading comprehension needs to be promoted, teachers are struggling to find ways to motivate students to do reading comprehension activities and although technology-enhanced learning approaches are entering the classroom, researchers are still experimenting with them to…

Blended Learning Approach for Enhancing Students' Learning Experiences in a Knowledge Society

ERIC Educational Resources Information Center

Suprabha, K.; Subramonian, G.

2015-01-01

Blended learning which, its name suggests, blends online learning with traditional methods of learning and development. It is a new instructional strategy, based on the non-linear and interactive features of the digital learning and instruction through the web. Exploring the literature review, the purpose of the study was to get a deeper…

LearnSmart, Adaptive Teaching, and Student Learning Effectiveness: An Empirical Investigation

ERIC Educational Resources Information Center

Sun, Qin; Abdourazakou, Yann; Norman, Thomas J.

2017-01-01

Facing the growing number of digital natives entering the classroom, business professors look for innovative ways to enhance the student learning experience. The authors focus on the online interactive learning tool LearnSmart (McGraw-Hill, New York, NY), and examine its impact on student learning effectiveness by testing the direct and indirect…

The Cooperative Learning Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen

ERIC Educational Resources Information Center

Pan, Ching-Ying; Wu, Hui-Yi

2013-01-01

This experimental study aims to investigate the effects of using cooperative learning to enhance the English reading comprehension and learning motivation of EFL freshmen by comparing the cooperative learning instruction and traditional lecture instruction. This experiment was implemented in a Freshman English Reading course, a two credit course,…

Modifying the Learning Environment of Students To Enhance Personal Learning.

ERIC Educational Resources Information Center

Dart, Barry C.; Clarke, John A.

The aim of this project is to increase teacher education students' understanding of the learning process by focusing on their own learning experiences. In 1990, 67 preservice teacher education students in 4 classes completed measures of academic locus of control, perceived competencies in self-directed learning, and study processes before and…

Closing the Gap: Impact of Student Proactivity and Learning Goal Orientation on E-Learning Outcomes

ERIC Educational Resources Information Center

Kickul, Gerard; Kickul, Jill

2006-01-01

To increase flexibility in course offerings and to enhance student-learning experiences, universities and management educators have introduced and incorporated a number of new and innovative e-learning technologies. However, little systematic research has been conducted to examine the value of using the technology to facilitate learning and…

Practice-Based Learning and Improvement: A Dream that Can Become a Reality

ERIC Educational Resources Information Center

Manning, Phil R.

2003-01-01

Systematically enhancing learning from experience (practice-based learning) dominates the teachings of Sir Willian Osler and adult learning theorists such as Eduard Lindeman, Malcolm Knowles, and Cyril Houle. Because of time constraints, most physicians have not implemented methods that systematically facilitate learning from day-to-day work, but…

Does test-enhanced learning transfer for triple associates?

PubMed

Pan, Steven C; Wong, Carol M; Potter, Zachary E; Mejia, Jonathan; Rickard, Timothy C

2016-01-01

Test-enhanced learning and transfer for triple-associate word stimuli was assessed in three experiments. In each experiment, training and final-test trials involved the presentation of two words per triple associate (triplet), with the third word having to be retrieved. In agreement with the prior literature on different stimuli, training through testing with feedback yielded markedly better final-test performance than did restudy. However, in contrast to the positive transfer reported for paired associate stimuli, minimal or no positive transfer was observed, relative to a restudy control, from a trained cue combination (e.g., A, B, ?) to other cue combinations from the same triplet that required a different response (e.g., B, C, ?). That result also held when two unique cue combinations per triplet were tested during training, and for triplets with low and high average associative strengths. Supplementary analyses provided insight into the overall transfer effect: An incorrect response during training appears to yield positive transfer relative to restudy, whereas a correct response appears to yield no, or even negative, transfer. Cross-experiment analyses indicated that test-enhanced learning is not diminished when two or three cue combinations are presented during training. Thus, even though learning through testing is highly specific, testing on all possible stimulus-response combinations remains the most efficient strategy for the learning of triple associates.

Facilitating interpersonal interaction and learning online: linking theory and practice.

PubMed

Sargeant, Joan; Curran, Vernon; Allen, Michael; Jarvis-Selinger, Sandra; Ho, Kendall

2006-01-01

An earlier study of physicians' perceptions of interactive online learning showed that these were shaped both by program design and quality and the quality and quantity of interpersonal interaction. We explore instructor roles in enhancing online learning through interpersonal interaction and the learning theories that inform these. This was a qualitative study using focus groups and interviews. Using purposive sampling, 50 physicians were recruited based on their experience with interactive online CME and face-to-face CME. Qualitative thematic and interpretive analysis was used. Two facilitation roles appeared key: creating a comfortable learning environment and enhancing the educational value of electronic discussions. Comfort developed gradually, and specific interventions like facilitating introductions and sharing experiences in a friendly, informative manner were helpful. As in facilitating effective small-group learning, instructors' thoughtful use of techniques that facilitated constructive interaction based on learner's needs and practice demands contributed to the educational value of interpersonal interactions. Facilitators require enhanced skills to engage learners in meaningful interaction and to overcome the transactional distance of online learning. The use of learning theories, including behavioral, cognitive, social, humanistic, and constructivist, can strengthen the educational design and facilitation of online programs. Preparation for online facilitation should include instruction in the roles and techniques required and the theories that inform them.

Learning preferences and learning styles: a study of Wessex general practice registrars.

PubMed Central

Lesmes-Anel, J; Robinson, G; Moody, S

2001-01-01

BACKGROUND: Experienced trainers know that individual registrars react very differently to identical learning experiences generated during the year in practice. This divergence reflects differences in registrars' learning styles. Only one study of United Kingdom (UK) general practitioners' learning styles has been undertaken. Learning style theory predicts that matching learning preference with learning style will enhance learning. This paper researches for the first time the evidence in the setting of UK general practice. AIM: To determine, for the general practice registrars within the Wessex Region, the nature of their learning preferences and learning styles and correlations between them. DESIGN OF STUDY: A descriptive confidential postal questionnaire survey. SETTING: Fifty-seven registrars identified in the Wessex Region with a minimum experience of six months in general practice. METHOD: The questionnaire gathered demographic data (sex, age, experience in general practice, years post-registration, and postgraduate qualifications). Learning preferences were elicited using a six-point Likert scale for learning experiences. The Honey and Mumford Learning Style Questionnaire (LSQ) elicited the registrars' learning styles. A second questionnaire was sent to non-responders. RESULTS: The response rate was 74%. Registrars report that interactive learning with feedback is preferred, but more passive learning formats remain valued. A wide range of learning style scores was found. The Honey and Mumford LSQ mean scores fell within the reflector-theorist quadrant. Evidence for correlations between learning preferences and learning styles was also found, in particular for the multiple choice question and audit components of summative assessment. CONCLUSION: A wide range of registrar learning styles exists in Wessex, and initial correlations are described between learning preferences and learning styles as predicted by style theory. This work sets the stage for a shared understanding and use of learning style theory to enhance professional learning throughout a GP's career. More research is needed in this domain. PMID:11462316

Assessment of Student Learning in Modern Experiments in the Introductory Calculus-Based Physics Labs

NASA Astrophysics Data System (ADS)

Woodahl, Brian; Ross, John; Lang, Sarah; Scott, Derek; Williams, Jeremy

2010-10-01

With the advent of newer microelectronic sensors it's now possible to modernize introductory physics labs with the latest technology and this may allow for enhanced student participation/learning in the experiments. For example, force plate sensors can digitize and record the force on an object, later it can be analyzed in detail (i.e, impulse from force vs. time). Small 3-axis accelerometers can record 3-dim, time-dependent acceleration of objects undergoing complex motions. These devices are small, fairly easy to use, and importantly, are likely to enhance student learning by ``personalizing'' data collection, i.e. making the student an active part of the measurement process and no longer a passive observer. To assess whether these new high-tech labs enhance student learning, we have implemented pre- and post- test sessions to measure the effectiveness of student learning. Four of our calculus-based lab sections were used: Two sections the control group, using the previous ``old technology'' labs, the other two, the experimental group, using the new ``modern technology'' labs. Initial returns of assessment data offer some surprising insight.

Why undertake a pilot in a qualitative PhD study? Lessons learned to promote success.

PubMed

Wray, Jane; Archibong, Uduak; Walton, Sean

2017-01-23

Background Pilot studies can play an important role in qualitative studies. Methodological and practical issues can be shaped and refined by undertaking pilots. Personal development and researchers' competence are enhanced and lessons learned can inform the development and quality of the main study. However, pilot studies are rarely published, despite their potential to improve knowledge and understanding of the research. Aim To present the main lessons learned from undertaking a pilot in a qualitative PhD study. Discussion This paper draws together lessons learned when undertaking a pilot as part of a qualitative research project. Important methodological and practical issues identified during the pilot study are discussed including access, recruitment, data collection and the personal development of the researcher. The resulting changes to the final study are also highlighted. Conclusion Sharing experiences of and lessons learned in a pilot study enhances personal development, improves researchers' confidence and competence, and contributes to the understanding of research. Implications for practice Pilots can be used effectively in qualitative studies to refine the final design, and provide the researcher with practical experience to enhance confidence and competence.

Project Management Approaches for Online Learning Design

ERIC Educational Resources Information Center

Eby, Gulsun; Yuzer, T. Volkan

2013-01-01

Developments in online learning and its design are areas that continue to grow in order to enhance students' learning environments and experiences. However, in the implementation of new technologies, the importance of properly and fairly overseeing these courses is often undervalued. "Project Management Approaches for Online Learning Design"…

The Case of Flow and Learning Revisited

ERIC Educational Resources Information Center

Ro, Young K.; Guo, Yi Maggie; Klein, Barbara D.

2018-01-01

Many business schools are criticized for being ineffective in helping students learn proper management skills and knowledge. Flow theory has been cited as being helpful in many learning environments in that flow experience can enhance student learning. The authors conducted a study of 315 students in an undergraduate operations management (OM)…

The Power and Utility of Reflective Learning Portfolios in Honors

ERIC Educational Resources Information Center

Corley, Christopher R.; Zubizarreta, John

2012-01-01

The explosive growth of learning portfolios in higher education as a compelling tool for enhanced student learning, assessment, and career preparation is a sign of the increasing significance of reflective practice and mindful, systematic documentation in promoting deep, meaningful, transformative learning experiences. The advent of sophisticated…

Science on a Sphere and Data in the Classroom: A Marriage Between Limitless Learning Experiences.

NASA Astrophysics Data System (ADS)

Zepecki, S., III; Dean, A. F.; Pisut, D.

2017-12-01

NOAA and other agencies have contributed significantly to the creation and distribution of educational materials to enhance the public understanding of the interconnectedness of the Earth processes and human activities. Intended for two different learning audiences, Science on a Sphere and Data in the Classroom are both educational tools used to enhance understanding of our world and how human activity influences change. Recently, NOAA has undertaken the task of marrying Data in the Classroom's NGSS aligned curriculum, which includes topics such as El Niño, sea level rise, and coral bleaching, with Science on a Sphere's Earth and space data visualization exhibits. This partnership allows for the fluidity of NOAA's data-driven learning materials, and fosters the homogeneity of formal and informal learning experiences for varied audiences.

Enhancing Integrative Experiences: Evidence of Student Perceptions of Learning Gains from Cross-Course Interactions

ERIC Educational Resources Information Center

Wingert, Jason R.; Wasileski, Sally A.; Peterson, Karin; Mathews, Leah Greden; Lanou, Amy Joy; Clarke, David

2011-01-01

This article offers food for thought on a strategy used by seven faculty to enhance students' integrative learning by offering cross-course, cross-disciplinary projects and shared activities focused on food. The faculty teach a cluster of ten courses in natural sciences, health sciences, social sciences and humanities that address food themes.…

Improving Mathematics Teaching and Learning Experiences for Hard of Hearing Students with Wireless Technology-Enhanced Classrooms

ERIC Educational Resources Information Center

Liu, Chen-Chung; Chou, Chien-Chia; Liu, Baw-Jhiune; Yang, Jui-Wen

2006-01-01

Hard of hearing students usually face more difficulties at school than other students. A classroom environment with wireless technology was implemented to explore whether wireless technology could enhance mathematics learning and teaching activities for a hearing teacher and her 7 hard of hearing students in a Taiwan junior high school.…

Perceptions of Play: Using Play-Doh to Enhance the Student Experience in Bioscience Higher Education

ERIC Educational Resources Information Center

Lace-Costigan, Gemma

2017-01-01

Playful and kinaesthetic learning approaches are used in numerous early years (birth to 5 years old) learning environments, however studies in HE STEM disciplines are uncommon. This study aimed to explore the use of Play-Doh in an undergraduate anatomy module as a method of enhancing engagement. 63 students attended the "kinaesthetic…

Orthographic Facilitation of First Graders' Vocabulary Learning: Does Directing Attention to Print Enhance the Effect?

ERIC Educational Resources Information Center

Chambré, Susan J.; Ehri, Linnea C.; Ness, Molly

2017-01-01

Orthographic facilitation refers to the boost in vocabulary learning that is provided when spellings are shown during study periods, but not during testing. The current study examined orthographic facilitation in beginning readers and whether directing their attention to print enhances the effect. In an experiment, first graders (N = 45) were…

Distance Education MBA Students: An Investigation into the Use of an Orientation Course to Address Academic and Social Integration Issues

ERIC Educational Resources Information Center

Kanuka, Heather; Jugdev, Kam

2006-01-01

Distance education programmes warrant the use of innovative intervention practices to enhance student learning experiences. Academic and social empathy by faculty has been shown to enhance student retention in programmes along with their critical thinking abilities. Using Holmberg's theory of teaching-learning conversations as the guiding…

Assessing Online Asynchronous Communication Strategies Designed to Enhance Large Student Cohort Engagement and Foster a Community of Learning

ERIC Educational Resources Information Center

Kebble, Paul G.

2017-01-01

With the increasing diversity of pedagogic models of delivery in higher education, universities are continually exploring practises of learning and teaching designed to enhance student experience and retention. The number of courses provided online continues to grow through, among other reasons, an escalation of higher education (HE) students…

Mobile Voting Tools for Creating Collaboration Environment and a New Educational Design of the University Lecture

ERIC Educational Resources Information Center

Titova, Svetlana

2014-01-01

Mobile devices can enhance learning experience in many ways: provide instant feedback and better diagnosis of learning problems; enhance learner autonomy; create mobile networking collaboration; help design enquiry-based activities based on augmented reality, geo-location awareness and video-capture. One of the main objectives of the international…

Investigating the Potential of the Flipped Classroom Model in K-12 ICT Teaching and Learning: An Action Research Study

ERIC Educational Resources Information Center

Kostaris, Christoforos; Sergis, Stylianos; Sampson, Demetrios G.; Giannakos, Michail N.; Pelliccione, Lina

2017-01-01

The emerging Flipped Classroom approach has been widely used to enhance teaching practices in many subject domains and educational levels, reporting promising results for enhancing student learning experiences. However, despite this encouraging body of research, the subject domain of Information and Communication Technologies (ICT) teaching at…

Building Sustainable Futures: Emerging Understandings of the Significant Contribution of the Professional Learning Community

ERIC Educational Resources Information Center

Andrews, Dorothy; Lewis, Marian

2004-01-01

This article draws on the experiences of a range of Australian schools engaging with a teacher-centred process of whole-school renewal known as IDEAS (Innovative Designs for Enhancing Achievement in Schools). IDEAS enhances the professional capacity of teachers to improve school outcomes such as student learning, relationships with the community,…

A Report on the Technological Enhancements Project Evaluation: Deepening Early Learning Experiences through Technology

ERIC Educational Resources Information Center

Hupert, Naomi; Cervantes, Francisco; DeGroof, Emily

2010-01-01

As part of the "Ready to Learn" Initiative, Education Development Center, Inc. (EDC), was charged with addressing the evaluation of Technological Enhancements for the outreach efforts of three producers: Out of the Blue's Super WHY! Technology Add-On; Sesame Workshop's The Electric Company School's Initiative Curriculum; and WordWorld's eBook…

Effective e-learning in surgical education: the core values underpinning effective e-learning environments and how these may be enhanced for future surgical education

PubMed Central

Bamford, R; Coulston, J

2016-01-01

e-learning is a valuable tool that has a number of advantages for Surgical Oncology training and education. The rapidly evolving nature of, and limited clinical exposure to oncological practice creates challenges for surgical trainees to stay up to date and engaged. Online learning can be accessed anywhere at any time and allows trainees to develop, apply and be assessed on their learning. To be effective, it must be educationally sound and embrace technology to enhance learners’ experience. PMID:26913075

Examining the Effects of Learning Styles, Epistemic Beliefs and the Computational Experiment Methodology on Learners' Performance Using the Easy Java Simulator Tool in STEM Disciplines

ERIC Educational Resources Information Center

Psycharis, Sarantos; Botsari, Evanthia; Chatzarakis, George

2014-01-01

Learning styles are increasingly being integrated into computational-enhanced earning environments and a great deal of recent research work is taking place in this area. The purpose of this study was to examine the impact of the computational experiment approach, learning styles, epistemic beliefs, and engagement with the inquiry process on the…

Enhance Low-Achieving Students' Learning Involvement in Taiwan's Higher Education: An Approach via E-Learning with Problem-Based Learning and Self-Regulated Learning

ERIC Educational Resources Information Center

Lee, Tsang-Hsiung; Shen, Pei-Di; Tsai, Chia-Wen

2010-01-01

This study explored the effects of web-enabled pedagogies on students' involvement in learning. A series of quasi-experiments were conducted to investigate whether students' involvement increases over time if intervened, respectively, by problem-based learning (PBL), self-regulated learning (SRL), and their combinations. Two classes of 102…

Web Enhanced Learning and Student Awareness of Strategy Use.

ERIC Educational Resources Information Center

Crozier, Jane

This study continues the research into Web-based learning by examining a mid-level Web-based learning environment as a support for an informal learning experience. The informal learning situation was a group of undergraduate students that were Fellows in the Honors program and who served as the selection committee for the finalists of a global…

State-of-the-Art Model Driven Game Development: A Survey of Technological Solutions for Game-Based Learning

ERIC Educational Resources Information Center

Tang, Stephen; Hanneghan, Martin

2011-01-01

Game-based learning harnesses the advantages of computer games technology to create a fun, motivating and interactive virtual learning environment that promotes problem-based experiential learning. Such an approach is advocated by many commentators to provide an enhanced learning experience than those based on traditional didactic methods.…

Improving the Work-Integrated Learning Experience through a Third-Party Advisory Service

ERIC Educational Resources Information Center

Jackson, Denise; Ferns, Sonia; Rowbottom, David; Mclaren, Diane

2017-01-01

This study trialled a Work-Integrated Learning (WIL) Advisory Service, provided by the Chamber of Commerce and Industry of Western Australia (CCIWA) in collaboration with four WA universities. The service was established to broker relationships between industry and universities, support employers engaged in WIL and enhance the WIL experience for…

Coming Home: Continuing Intercultural Learning during the Re-Entry Semester Following a Study Abroad Experience

ERIC Educational Resources Information Center

Marx, Helen A.; Moss, David M.

2015-01-01

International experiences through structured study abroad programs are proposed as a powerful way to impact pre-service teachers' intercultural understandings and competence. In recent years attention has been placed on the nature of such study abroad programs, seeking to illuminate design elements that might enhance intercultural learning prior…

Enhancing Children's Language Learning and Cognition Experience through Interactive Kinetic Typography

ERIC Educational Resources Information Center

Lau, Newman M. L.; Chu, Veni H. T.

2015-01-01

This research aimed at investigating the method of using kinetic typography and interactive approach to conduct a design experiment for children to learn vocabularies. Typography is the unique art and technique of arranging type in order to make language visible. By adding animated movement to characters, kinetic typography expresses language…

Digital Games as Creativity Enablers for Children

ERIC Educational Resources Information Center

Ott, Michela; Pozzi, Francesca

2012-01-01

This article deals with the issue of creativity and the way this can be supported within technology-enhanced learning experiments. Drawing on a long-term research project in the field of games-based learning, the article describes the methodology adopted during the in-field experiments carried out with the aim of developing young children's…

E-Textbooks and Students' Learning Experiences

ERIC Educational Resources Information Center

Sun, Jun; Flores, Javier; Tanguma, Jesus

2012-01-01

The contribution of the e-textbooks can be enormous considering their additional supporting features, but adoption has not crystallized yet. This study examines the relevant experiences of college students in terms of how the use of e-textbooks may enhance their learning. A survey study was conducted to measure the perceptions of each student on…

Students' Perceptions of Their First Accounting Class: Implications for Instructors

ERIC Educational Resources Information Center

Abbott, Jean Ingersoll; Palatnik, Barry R.

2018-01-01

The purpose of this action research study is to learn directly from undergraduate students, through focus groups, about their experiences in their first accounting class, especially about the students' knowledge and practice of critical thinking and about which classroom experiences engaged their attention and enhanced learning. The findings show…

Characterizing Navigation in Interactive Learning Environments

ERIC Educational Resources Information Center

Liang, Hai-Ning; Sedig, Kamran

2009-01-01

Interactive learning environments (ILEs) are increasingly used to support and enhance instruction and learning experiences. ILEs maintain and display information, allowing learners to interact with this information. One important method of interacting with information is navigation. Often, learners are required to navigate through the information…

Designing for Educational Technology to Enhance the Experience of Learners in Distance Education: How Open Educational Resources, Learning Design and MOOCs Are Influencing Learning

ERIC Educational Resources Information Center

Scanlon, Eileen; McAndrew, Patrick; O'Shea, Tim

2015-01-01

The area of learning has a justifiable claim to be a special case in how it can be enhanced or supported by technology. In areas such as commerce and web design the aim is usually to ensure efficiency and support specific actions such as purchasing or accessing information as quickly and easily as possible. Working with technology for the purpose…

Enhancing active learning in microbiology through case based learning: experiences from an Indian medical school.

PubMed

Ciraj, A M; Vinod, P; Ramnarayan, K

2010-01-01

Case-based learning (CBL) is an interactive student-centered exploration of real life situations. This paper describes the use of CBL as an educational strategy for promoting active learning in microbiology. CBL was introduced in the microbiology curriculum for the second year medical students after an orientation program for faculty and students. After intervention, the average student scores in CBL topics were compared with scores obtained in lecture topics. An attempt was also made to find the effect of CBL on the academic performance. Student and faculty perception on CBL were also recorded. In a cross sectional survey conducted to assess the effectiveness of CBL, students responded that, apart from helping them acquire substantive knowledge in microbiology, CBL sessions enhanced their analytic, collaborative, and communication skills. The block examination scores in CBL topics were significantly higher than those obtained for lecture topics. Faculty rated the process to be highly effective in stimulating student interest and long term retention of microbiology knowledge. The student scores were significantly higher in the group that used CBL, compared to the group that had not used CBL as a learning strategy. Our experience indicated that CBL sessions enhanced active learning in microbiology. More frequent use of CBL sessions would not only help the student gain requisite knowledge in microbiology but also enhance their analytic and communication skills.

Reflective learning in community-based dental education.

PubMed

Deogade, Suryakant C; Naitam, Dinesh

2016-01-01

Community-based dental education (CBDE) is the implementation of dental education in a specific social context, which shifts a substantial part of dental clinical education from dental teaching institutional clinics to mainly public health settings. Dental students gain additional value from CBDE when they are guided through a reflective process of learning. We propose some key elements to the existing CBDE program that support meaningful personal learning experiences. Dental rotations of 'externships' in community-based clinical settings (CBCS) are year-long community-based placements and have proven to be strong learning environments where students develop good communication skills and better clinical reasoning and management skills. We look at the characteristics of CBDE and how the social and personal context provided in communities enhances dental education. Meaningfulness is created by the authentic context, which develops over a period of time. Structured reflection assignments and methods are suggested as key elements in the existing CBDE program. Strategies to enrich community-based learning experiences for dental students include: Photographic documentation; written narratives; critical incident reports; and mentored post-experiential small group discussions. A directed process of reflection is suggested as a way to increase the impact of the community learning experiences. We suggest key elements to the existing CBDE module so that the context-rich environment of CBDE allows for meaningful relations and experiences for dental students and enhanced learning.

Work-engaged nurses for a better clinical learning environment: a ward-level analysis.

PubMed

Tomietto, Marco; Comparcini, Dania; Simonetti, Valentina; Pelusi, Gilda; Troiani, Silvano; Saarikoski, Mikko; Cicolini, Giancarlo

2016-05-01

To correlate workgroup engagement in nursing teams and the clinical learning experience of nursing students. Work engagement plays a pivotal role in explaining motivational dynamics. Nursing education is workplace-based and, through their clinical placements, nursing students develop both their clinical competences and their professional identity. However, there is currently a lack of evidence on the role of work engagement related to students' learning experiences. A total of 519 nurses and 519 nursing students were enrolled in hospital settings. The Utrecht Work Engagement Scale (UWES) was used to assess work engagement, and the Clinical Learning Environment and Supervision plus nurse Teacher (CLES+T) scale was used to assess students' learning experience. A multilevel linear regression analysis was performed. Group-level work engagement of nurses correlated with students' clinical learning experience (β = 0.11, P < 0.001). Specifically, the 'absorption' and 'dedication' factors mostly contributed to enhancing clinical learning (respectively, β = 0.37, P < 0.001 and β = 0.20, P < 0.001). Nursing teams' work engagement is an important motivational factor to enhance effective nursing education. Nursing education institutions and health-care settings need to conjointly work to build effective organisational climates. The results highlighted the importance of considering the group-level analysis to understand the most effective strategies of intervention for both organisations and nursing education. © 2015 John Wiley & Sons Ltd.

Does integrating research into the prosthetics and orthotics undergraduate curriculum enhance students' clinical practice? An interview study on students' perception.

PubMed

Al Qaroot, Bashar S; Sobuh, Mohammad

2016-06-01

Problem-based learning (where rather than feeding students the knowledge, they look for it themselves) has long been thought of as an ideal approach in teaching because it would encourage students to acquire knowledge from an undetermined medium of wrong and right answers. However, the effect of such approach in the learning experience of prosthetics and orthotics students has never been investigated. This study explores the implications of integrating problem-based learning into teaching on the students' learning experience via implementing a research-informed clinical practice module into the curriculum of last year prosthetics and orthotics undergraduate students at the University of Jordan (Amman, Jordan). Qualitative research pilot study. Grounded theory approach was used based on the data collected from interviewing a focus group of four students. Students have identified a number of arguments from their experience in the research-informed clinical practice where, generally speaking, students described research-informed clinical practice as a very good method of education. Integrating problem-based learning into teaching has many positive implications. In particular, students pointed out that their learning experience and clinical practice have much improved after the research-informed clinical practice. Findings from this investigation demonstrate that embedding problem-based learning into prosthetics and orthotics students' curriculum has the potential to enhance students' learning experience, particularly students' evidence-based practice. This may lead to graduates who are more knowledgeable and thus who can offer the optimal patient care (i.e. clinical practice). © The International Society for Prosthetics and Orthotics 2014.

Test-Enhanced Learning: The Potential for Testing to Promote Greater Learning in Undergraduate Science Courses

PubMed Central

Brame, Cynthia J.; Biel, Rachel

2015-01-01

Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research. PMID:25999314

Peer learning a pedagogical approach to enhance online learning: A qualitative exploration.

PubMed

Raymond, Anita; Jacob, Elisabeth; Jacob, Darren; Lyons, Judith

2016-09-01

Flexible online programs are becoming increasingly popular method of education for students, allowing them to complete programs in their own time and cater for lifestyle differences. A mixture of delivery modes is one way which allows for enhanced learning. Peer learning is another method of learning which is shown to foster collaboration and prepare healthcare students for their future careers. This paper reports on a project to combine peer and online learning to teach pharmacology to nursing students. To explore undergraduate nursing student opinions of working in peer groups for online learning sessions in a pharmacology course. A qualitative study utilising a self-reported questionnaire. A rural campus of an Australian university. Second year nursing students enrolled in a Bachelor of Nursing Program. A hard copy questionnaire was distributed to all students who attended the final semester lecture for the course. Content analysis of open-ended survey questions was used to identify themes in the written data. Of the 61 students enrolled in the nursing subject, 35 students chose to complete the survey (57%). Students reported a mixed view of the benefits and disadvantages of peer online learning. Sixty 6% (66%) of students liked peer online learning, whilst 29% disliked it and 6% were undecided. Convenience and ease of completion were reported as the most common reason to like peer online learning, whilst Information Technology issues, communication and non-preferred learning method were reasons for not liking peer online learning. Peer online learning groups' acted as one further method to facilitate student learning experiences. Blending peer online learning with traditional face-to-face learning increases the variety of learning methods available to students to enhance their overall learning experience. Copyright © 2016 Elsevier Ltd. All rights reserved.

Reflective education for professional practice: discovering knowledge from experience.

PubMed

Lyons, J

1999-01-01

To continually develop as a discipline, a profession needs to generate a knowledge base that can evolve from education and practice. Midwifery reflective practitioners have the potential to develop clinical expertise directed towards achieving desirable, safe and effective practice. Midwives are 'with woman', providing the family with supportive and helpful relationships as they share the deep and profound experiences of childbirth. To become skilled helpers students need to develop reflective skills and valid midwifery knowledge grounded in their personal experiences and practice. Midwife educators and practitioners can assist students and enhance their learning by expanding the scope of practice, encouraging self-assessment and the development of reflective and professional skills. This paper explores journal writing as a learning strategy for the development of reflective skills within midwifery and explores its value for midwifery education. It also examines, through the use of critical social theory and adult learning principles, how midwives can assist and thus enhance students learning through the development of professional and reflective skills for midwifery practice.

The enhancement of mathematical analogical reasoning ability of university students through concept attainment model

NASA Astrophysics Data System (ADS)

Angraini, L. M.; Kusumah, Y. S.; Dahlan, J. A.

2018-05-01

This study aims to see the enhancement of mathematical analogical reasoning ability of the university students through concept attainment model learning based on overall and Prior Mathematical Knowledge (PMK) and interaction of both. Quasi experiments with the design of this experimental-controlled equivalent group involved 54 of second semester students at the one of State Islamic University. The instrument used is pretest-postest. Kolmogorov-Smirnov test, Levene test, t test, two-way ANOVA test were used to analyse the data. The result of this study includes: (1) The enhancement of the mathematical analogical reasoning ability of the students who gets the learning of concept attainment model is better than the enhancement of the mathematical analogical reasoning ability of the students who gets the conventional learning as a whole and based on PMK; (2) There is no interaction between the learning that is used and PMK on enhancing mathematical analogical reasoning ability.

A Selective Meta-Analysis on the Relative Incidence of Discrete Affective States during Learning with Technology

ERIC Educational Resources Information Center

D'Mello, Sidney

2013-01-01

The last decade has witnessed considerable interest in the investigation of the affective dimensions of learning and in the development of advanced learning technologies that automatically detect and respond to student affect. Identifying the affective states that students experience in technology-enhanced learning contexts is a fundamental…

Cultural Competence Development, Critical Service Learning, and Latino/a Youth Empowerment: A Qualitative Case Study

ERIC Educational Resources Information Center

Vargas, Lucila C.; Erba, Joseph

2017-01-01

As universities create service-learning programs, educators are experimenting with pedagogical approaches that enhance learning outcomes while benefiting communities. We present a qualitative case study of a radio-based, service-learning program, grounded in a Freirean foundation and aimed at developing the cultural competence and sense of…

Student Perceptions of Facebook as a Learning Aid

ERIC Educational Resources Information Center

Daniel, Michael Aubrey

2018-01-01

Hybrid learning has been shown to enhance students' experiences in the classroom and can promote deeper learning when the tools used meet the students' particular learning needs. Many digital natives are familiar with Facebook and are able to navigate it with little difficulty. When used in an education setting in the place of traditional…

Teaching to Learn: Analyzing the Experiences of First-Time Physics Learning Assistants

ERIC Educational Resources Information Center

Gray, Kara Elizabeth

2013-01-01

The Colorado Learning Assistant (LA) Model has demonstrated that it is successful in helping to meet multiple goals including enhancing student learning in LA-supported courses, increasing conceptual understanding of physics among LAs, and improving the teaching practices of former LAs in K-12 schools. The research reported here investigated the…

Global Connectedness in Higher Education: Student Voices on the Value of Cross-Cultural Learning Dialogue

ERIC Educational Resources Information Center

Lehtomäki, Elina; Moate, Josephine; Posti-Ahokas, Hanna

2016-01-01

The study explores how sense of global connectedness can be enhanced by creating opportunities for cross-cultural dialogue in higher education. Thematic analysis of randomly selected 15 learning journals, students' reflections on their learning during an international seminar was used to identify students' significant learning experiences. The…

Metacognitive Control and Strategy Selection: Deciding to Practice Retrieval during Learning

ERIC Educational Resources Information Center

Karpicke, Jeffrey D.

2009-01-01

Retrieval practice is a potent technique for enhancing learning, but how often do students practice retrieval when they regulate their own learning? In 4 experiments the subjects learned foreign-language items across multiple study and test periods. When items were assigned to be repeatedly tested, repeatedly studied, or removed after they were…

Assessment in Work-Based Learning: Investigating a Pedagogical Approach to Enhance Student Learning

ERIC Educational Resources Information Center

Brodie, Pandy; Irving, Kate

2007-01-01

Work-based learning (WBL) is undertaken in a wide variety of higher education contexts and is increasingly viewed as a valuable, and increasingly essential, component of both the undergraduate and postgraduate student learning experience. However, the development of rigorous pedagogies to underpin WBL and its assessment is still embryonic. This…

How WebQuests Can Enhance Science Learning Principles in the Classroom

ERIC Educational Resources Information Center

Subramaniam, Karthigeyan

2012-01-01

This article examines the merits of WebQuests in facilitating students' in-depth understanding of science concepts using the four principles of learning gathered from the National Research Council reports "How People Learn: Brain, Mind, Experience, and School" (1999) and the "How Students Learn: Science in the Classroom" (2005) as an analytic…

Reflections on Service-Learning: Student Experiences in a Sport-Based Youth Development Course

ERIC Educational Resources Information Center

Whitley, Meredith A.; Farrell, Kelly; Maisonet, Cindy; Hoffer, Andrew

2017-01-01

Service-learning courses provide students with practical opportunities to enhance their learning and development in the field, along with getting students engaged in different communities and settings. However, there are still many challenges to designing and offering effective service-learning courses, such as requiring all students to…

Equipping Novice Teachers with a Learning Map to Enhance Teaching Practice

ERIC Educational Resources Information Center

Xu, Zhe; Gu, Xiaoqing

2017-01-01

Using tools to support learning design has been proven feasible in improving the integration of technology into the curriculum. However, novice teachers are faced with two major issues, including their limited experience in learning design and limited ability in using new technologies. Learning map is explored and developed in e-Textbooks to…

A Simple Guide to Enhancing Learning through Web 2.0 Technologies

ERIC Educational Resources Information Center

Nichol, David; Hunter, Julie; Yaseen, Jonathan; Prescott-Clements, Linda

2012-01-01

This article describes the potential of new and emerging learning technologies to promote excellence in learning and teaching and further seeks to respond positively to the key trends in learning technologies for the higher education community. Through this article, we hope to positively enrich the student experience with technology-enhanced…

From Tootsie Rolls to Broken Bones: An Innovative Approach for Active Learning in Mechanics of Materials

ERIC Educational Resources Information Center

Linsey, Julie; Talley, Austin; White, Christina; Jensen, Dan; Wood, Kristin

2009-01-01

Active learning enhances engineering education. This paper presents rationale, curriculum supplements, and an approach to active learning that may be seamlessly incorporated into a traditional lecture-based engineering class. A framework of educational theory that structures the active learning experiences and includes consideration of learning…

Five Points of Connectivity

ERIC Educational Resources Information Center

Smith, Sarah E.; Potoczniak, Anthony

2005-01-01

New advances in technology, particularly in the area of higher education, provide instructors with more opportunities to engage students in the learning process. However, utilizing technology to promote learning in the classroom can be a double-edged sword. If properly implemented, technology can enhance students' learning experiences, thus…

The Critical Importance of Retrieval--and Spacing--for Learning.

PubMed

Soderstrom, Nicholas C; Kerr, Tyson K; Bjork, Robert A

2016-02-01

We examined the impact of repeated testing and repeated studying on long-term learning. In Experiment 1, we replicated Karpicke and Roediger's (2008) influential results showing that once information can be recalled, repeated testing on that information enhances learning, whereas restudying that information does not. We then examined whether the apparent ineffectiveness of restudying might be attributable to the spacing differences between items that were inherent in the between-subjects design employed by Karpicke and Roediger. When we controlled for these spacing differences by manipulating the various learning conditions within subjects in Experiment 2, we found that both repeated testing and restudying improved learning, and that learners' awareness of the relative mnemonic benefits of these strategies was enhanced. These findings contribute to understanding how two important factors in learning-test-induced retrieval processes and spacing-can interact, and they illustrate that such interactions can play out differently in between-subjects and within-subjects experimental designs. © The Author(s) 2015.

Implications of Domain-General "Psychological Support Skills" for Transfer of Skill and Acquisition of Expertise

ERIC Educational Resources Information Center

Eccles, David W.; Feltovich, Paul J.

2008-01-01

The article proposes that individuals who acquire certain psychological support skills may experience accelerated learning and enhanced performance in many domains. In support of this proposal, we present evidence that these skills enhance learning and performance, that they are domain-general in that they can be applied in a variety of domains,…

Combining Formal and Informal Learning: The Use of an Application to Enhance Information Gathering and Sharing Competence in a Foreign Language

ERIC Educational Resources Information Center

Sato, Yukiko; Rachmawan, Irene Erlyn Wina; Brückner, Stefan; Waragai, Ikumi; Kiyoki, Yasushi

2017-01-01

This study aims to enhance foreign language learners' language competence by integrating formal and informal learning environments and considers how they can improve their grammatical and lexical skills through the gathering (comprehension) and sharing (writing) of information in the foreign language. Experiments with German learners at a Japanese…

What Is Happening in the Use of ICT Mathematics to Support Young Adolescent Learners? A New Zealand Experience

ERIC Educational Resources Information Center

Nicholas, Karen; Fletcher, Jo

2017-01-01

Advances in learning approaches can enhance deeper levels of mathematical thinking and engagement through the use of new digital environments and technologies. The growing utilisation of portable digital devices in schools has meant there are enhanced tools to support mathematical learning and understandings. This article focused on those who work…

Communication, Collaboration, and Enhancing the Learning Experience: Developing a Collaborative Virtual Enquiry Service in University Libraries in the North of England

ERIC Educational Resources Information Center

Jolly, Liz; White, Sue

2016-01-01

This article uses the case study of developing a collaborative "out-of-hours" virtual enquiry service by members of the Northern Collaboration Group of academic libraries in the north of England to explore the importance of communication and collaboration between academic library services in enhancing student learning. Set within the…

Wireless Sensor Networks--A Hands-On Modular Experiments Platform for Enhanced Pedagogical Learning

ERIC Educational Resources Information Center

Taslidere, E.; Cohen, F. S.; Reisman, F. K.

2011-01-01

This paper presents the use of wireless sensor networks (WSNs) in educational research as a platform for enhanced pedagogical learning. The aim here with the use of a WSN platform was to go beyond the implementation stage to the real-life application stage, i.e., linking the implementation to real-life applications, where abstract theory and…

Internal attention to features in visual short-term memory guides object learning

PubMed Central

Fan, Judith E.; Turk-Browne, Nicholas B.

2013-01-01

Attending to objects in the world affects how we perceive and remember them. What are the consequences of attending to an object in mind? In particular, how does reporting the features of a recently seen object guide visual learning? In three experiments, observers were presented with abstract shapes in a particular color, orientation, and location. After viewing each object, observers were cued to report one feature from visual short-term memory (VSTM). In a subsequent test, observers were cued to report features of the same objects from visual long-term memory (VLTM). We tested whether reporting a feature from VSTM: (1) enhances VLTM for just that feature (practice-benefit hypothesis), (2) enhances VLTM for all features (object-based hypothesis), or (3) simultaneously enhances VLTM for that feature and suppresses VLTM for unreported features (feature-competition hypothesis). The results provided support for the feature-competition hypothesis, whereby the representation of an object in VLTM was biased towards features reported from VSTM and away from unreported features (Experiment 1). This bias could not be explained by the amount of sensory exposure or response learning (Experiment 2) and was amplified by the reporting of multiple features (Experiment 3). Taken together, these results suggest that selective internal attention induces competitive dynamics among features during visual learning, flexibly tuning object representations to align with prior mnemonic goals. PMID:23954925

Internal attention to features in visual short-term memory guides object learning.

PubMed

Fan, Judith E; Turk-Browne, Nicholas B

2013-11-01

Attending to objects in the world affects how we perceive and remember them. What are the consequences of attending to an object in mind? In particular, how does reporting the features of a recently seen object guide visual learning? In three experiments, observers were presented with abstract shapes in a particular color, orientation, and location. After viewing each object, observers were cued to report one feature from visual short-term memory (VSTM). In a subsequent test, observers were cued to report features of the same objects from visual long-term memory (VLTM). We tested whether reporting a feature from VSTM: (1) enhances VLTM for just that feature (practice-benefit hypothesis), (2) enhances VLTM for all features (object-based hypothesis), or (3) simultaneously enhances VLTM for that feature and suppresses VLTM for unreported features (feature-competition hypothesis). The results provided support for the feature-competition hypothesis, whereby the representation of an object in VLTM was biased towards features reported from VSTM and away from unreported features (Experiment 1). This bias could not be explained by the amount of sensory exposure or response learning (Experiment 2) and was amplified by the reporting of multiple features (Experiment 3). Taken together, these results suggest that selective internal attention induces competitive dynamics among features during visual learning, flexibly tuning object representations to align with prior mnemonic goals. Copyright © 2013 Elsevier B.V. All rights reserved.

Early Life Manipulations Alter Learning and Memory in Rats

PubMed Central

Kosten, Therese A; Kim, Jeansok J; Lee, Hongjoo J.

2012-01-01

Much research shows early life manipulations have enduring behavioral, neural, and hormonal effects. However, findings of learning and memory performance vary widely across studies. We reviewed studies in which pre-weaning rat pups were exposed to stressors and tested on learning and memory tasks in adulthood. Tasks were classified as aversive conditioning, inhibitory learning, or spatial/relational memory. Variables of duration, type, and timing of neonatal manipulation and sex and strain of animals were examined to determine if any predict enhanced or impaired performance. Brief separations enhanced and prolonged separations impaired performance on spatial/relational tasks. Performance was impaired in aversive conditioning and enhanced in inhibitory learning tasks regardless of manipulation duration. Opposing effects on performance for spatial/relational memory also depended upon timing of manipulation. Enhanced performance was likely if the manipulation occurred during postnatal week 3 but performance was impaired if it was confined to the first two postnatal weeks. Thus, the relationship between early life experiences and adulthood learning and memory performance is multifaceted and decidedly task-dependent. PMID:22819985

Sex differences, learning flexibility, and striatal dopamine D1 and D2 following adolescent drug exposure in rats

PubMed Central

Izquierdo, Alicia; Pozos, Hilda; De La Torre, Adrianna; DeShields, Simone; Cevallos, James; Rodriguez, Jonathan; Stolyarova, Alexandra

2016-01-01

Corticostriatal circuitry supports flexible reward learning and emotional behavior from the critical neurodevelopmental stage of adolescence through adulthood. It is still poorly understood how prescription drug exposure in adolescence may impact these outcomes in the long-term. We studied adolescent methylphenidate (MPH) and fluoxetine (FLX) exposure in rats and their impact on learning and emotion in adulthood. In Experiment 1, male and female rats were administered MPH, FLX, or saline (SAL), and compared with methamphetamine (mAMPH) treatment beginning in postnatal day (PND) 37. The rats were then tested on discrimination and reversal learning in adulthood. In Experiment 2, animals were administered MPH or SAL also beginning in PND 37 and later tested in adulthood for anxiety levels. In Experiment 3, we analyzed striatal dopamine D1 and D2 receptor expression in adulthood following either extensive learning (after Experiment 1) or more brief emotional measures (after Experiment 2). We found sex differences in discrimination learning and attenuated reversal learning after MPH and only sex differences in adulthood anxiety. In learners, there was enhanced striatal D1, but not D2, after either adolescent MPH or mAMPH. Lastly, also in learners, there was a sex x treatment group interaction for D2, but not D1, driven by the MPH-pretreated females, who expressed significantly higher D2 levels compared to SAL. These results show enduring effects of adolescent MPH on reversal learning in rats. Developmental psychostimulant exposure may interact with learning to enhance D1 expression in adulthood, and affect D2 expression in a sex-dependent manner. PMID:27091300

Sex differences, learning flexibility, and striatal dopamine D1 and D2 following adolescent drug exposure in rats.

PubMed

Izquierdo, Alicia; Pozos, Hilda; Torre, Adrianna De La; DeShields, Simone; Cevallos, James; Rodriguez, Jonathan; Stolyarova, Alexandra

2016-07-15

Corticostriatal circuitry supports flexible reward learning and emotional behavior from the critical neurodevelopmental stage of adolescence through adulthood. It is still poorly understood how prescription drug exposure in adolescence may impact these outcomes in the long-term. We studied adolescent methylphenidate (MPH) and fluoxetine (FLX) exposure in rats and their impact on learning and emotion in adulthood. In Experiment 1, male and female rats were administered MPH, FLX, or saline (SAL), and compared with methamphetamine (mAMPH) treatment beginning in postnatal day (PND) 37. The rats were then tested on discrimination and reversal learning in adulthood. In Experiment 2, animals were administered MPH or SAL also beginning in PND 37 and later tested in adulthood for anxiety levels. In Experiment 3, we analyzed striatal dopamine D1 and D2 receptor expression in adulthood following either extensive learning (after Experiment 1) or more brief emotional measures (after Experiment 2). We found sex differences in discrimination learning and attenuated reversal learning after MPH and only sex differences in adulthood anxiety. In learners, there was enhanced striatal D1, but not D2, after either adolescent MPH or mAMPH. Lastly, also in learners, there was a sex x treatment group interaction for D2, but not D1, driven by the MPH-pretreated females, who expressed significantly higher D2 levels compared to SAL. These results show enduring effects of adolescent MPH on reversal learning in rats. Developmental psychostimulant exposure may interact with learning to enhance D1 expression in adulthood, and affect D2 expression in a sex-dependent manner. Copyright © 2016 Elsevier B.V. All rights reserved.

Immersive Learning: Using a Web-Based Learning Tool in a PhD Course to Enhance the Learning Experience

ERIC Educational Resources Information Center

Ly, Samie Li Shang; Saadé, Raafat; Morin, Danielle

2017-01-01

Aim/Purpose: Teaching and learning is no longer the same and the paradigm shift has not settled yet. Information technology (IT) and its worldwide use impacts student learning methods and associated pedagogical models. Background: In this study we frame immersive learning as a method that we believe can be designed by pedagogical models such as…

Grade 12 Students' Conceptual Understanding and Mental Models of Galvanic Cells before and after Learning by Using Small-Scale Experiments in Conjunction with a Model Kit

ERIC Educational Resources Information Center

Supasorn, Saksri

2015-01-01

This study aimed to develop the small-scale experiments involving electrochemistry and the galvanic cell model kit featuring the sub-microscopic level. The small-scale experiments in conjunction with the model kit were implemented based on the 5E inquiry learning approach to enhance students' conceptual understanding of electrochemistry. The…

Continuing education for general practice. 2. Systematic learning from experience.

PubMed Central

al-Shehri, A; Stanley, I; Thomas, P

1993-01-01

Prompted by evidence that the recently-adopted arrangements for ongoing education among established general practitioners are unsatisfactory, the first of a pair of papers examined the theoretical basis of continuing education for general practice and proposed a model of self-directed learning in which the experience of established practitioners is connected, through the media of reading, reflection and audit, with competence for the role. In this paper a practical, systematic approach to self-directed learning by general practitioners is described based on the model. The contribution which appropriate participation in continuing medical education can make to enhancing learning from experience is outlined. PMID:8373649

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

ERIC Educational Resources Information Center

Chen, Cheng-ping; Wang, Chang-Hwa

2015-01-01

Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a…

Using the Learners-as-Ethnographers Approach to Enhance Intercultural Learning among American College Students Learning Chinese as a Foreign Language

ERIC Educational Resources Information Center

Lu, Minhui

2012-01-01

This study explored how the learners-as-ethnographers (LAE) approach facilitated intercultural learning among American students learning Chinese as a foreign language. Two research questions addressed the effectiveness of the LAE approach and students' learning experiences in a non-immersion context. I designed six ethnographic tasks for the…

Let Me Share a Secret with You! Teaching with Computers.

ERIC Educational Resources Information Center

de Vasconcelos, Maria

The author describes her experiences teaching a computer-enhanced Modern Poetry course. The author argues that using computers enhances the concept of the classroom as learning community. It was the author's experience that students' postings on the discussion board created an atmosphere that encouraged student involvement, as opposed to the…

Enhancing Returning Adult Students' Educational Experience through Intergenerational Collaborative Learning

ERIC Educational Resources Information Center

Hast, Shawn E.

2013-01-01

This study addressed the need to enhance returning adult students' (RAS) educational experience by improving their relationship with traditional students. The purpose of this study was to examine, based upon Schlossberg's transition theory, the interpersonal relationship between RAS and traditional students at a community college that…

An Evaluation of the Khalsa-Diwan Moberly Educational Program (Under the Mango Tree) Vancouver Summer 1971.

ERIC Educational Resources Information Center

Moody, Janet L.

The program provided learning experiences for 112 children aged 3 to 10 (approximately 62 percent of whom were East Indian), some of whom had specific learning difficulties. The experiences were intended to improve language abilities, motor-perceptual skills, socialization, enhance self-concepts, and evoke more positive feelings toward school.…

Enhancing Learning Power through First-Year Experiences for Students Majoring in STEM Disciplines

ERIC Educational Resources Information Center

Koch, Robert; Kucsera, John; Angus, Kathryn Bartle; Norman, Kimberly; Bowers, Erica; Nair, Pradeep; Moon, Hye Sun; Karimi, Afshin; Barua, Susamma

2018-01-01

Academic programs targeted for first-time students can help their persistence in STEM majors. Our project, ASCEND STEM, included three first-year experiences (FYEs) designed to offer students the skills that would help them successfully traverse potential barriers to academic success. In the FYEs, we sought to strengthen the learning power,…

Students' Perceptions on Self- and Peer-Assessment in Enhancing Learning Experience

ERIC Educational Resources Information Center

Siow, Lee-Fong

2015-01-01

This study reports the effectiveness of self- and peer-assessment in improving students' learning experience. Students in a group of four were required to submit two self-assessments, one after the first submission and the other during the final submission of the assignment. An anonymous assignment was then given to each group for a peer-based…

Pre-Service Teachers' Lived Experiences with Taking Courses through Learning Management Systems: A Qualitative Study

ERIC Educational Resources Information Center

Ergul Sonmez, Esra; Koc, Mustafa

2018-01-01

Learning management systems (LMS) are web-based platforms used for enhancing and supporting classroom teaching or delivering online instruction. Much of the earlier research has focused on their technological features and implementations into instruction. However, investigating what and how teachers and students think about and experience with LMS…

Two-Stage Hands-On Technology Activity to Develop Preservice Teachers' Competency in Applying Science and Mathematics Concepts

ERIC Educational Resources Information Center

Lin, Kuen-Yi; Williams, P. John

2017-01-01

This paper discusses the implementation of a two-stage hands-on technology learning activity, based on Dewey's learning experience theory that is designed to enhance preservice teachers' primary and secondary experiences in developing their competency to solve hands-on problems that apply science and mathematics concepts. The major conclusions…

Problem-Based Learning in Social Work Education: Students' Experiences in Denmark

ERIC Educational Resources Information Center

Monrad, Merete; Mølholt, Anne-Kirstine

2017-01-01

Problem-based learning (PBL) constitutes a promising way of integrating academia and social work practice because PBL fosters engagement with real-life problems and enhances important skills needed in social work practice. However, little attention has been given to social work students' experiences of PBL. In this article we address this gap by…

User Experience of a Mobile Speaking Application with Automatic Speech Recognition for EFL Learning

ERIC Educational Resources Information Center

Ahn, Tae youn; Lee, Sangmin-Michelle

2016-01-01

With the spread of mobile devices, mobile phones have enormous potential regarding their pedagogical use in language education. The goal of this study is to analyse user experience of a mobile-based learning system that is enhanced by speech recognition technology for the improvement of EFL (English as a foreign language) learners' speaking…

Teaching Future Middle Level Educators to Craft Learning Activities That Enhance Young Adolescent Creativity

ERIC Educational Resources Information Center

Hilton, Jason T.

2016-01-01

As social and academic forces begin to collide for young adolescents at the beginning of the middle level experience, students experience an unfortunate drop in their creativity. Appropriately trained middle level teachers have the potential to lessen this problem through the use of carefully selected open-ended learning activities that increase…

Enhancing Learning from Different Visualizations by Self-Explanation Prompts

ERIC Educational Resources Information Center

Lin, Lijia; Atkinson, Robert K.

2013-01-01

The purpose of the two experiments was to investigate the potential effects of different types of visualizations and self-explanation prompts on learning human cardiovascular system in a multimedia environment. In Experiments 1 and 2, 70 and 44 college students were randomly assigned to one of the four conditions in a 2 × 2 factorial design with…

O-Tu-Kapua ('What Clouds See'): A Mixed Reality Experience Bridging Art, Science and Technology in Meaningful Ways

ERIC Educational Resources Information Center

Jowsey, Susan; Aguayo, Claudio

2017-01-01

Mixed Reality learning environments can provide opportunities to educationally enhance previously isolated scientific concepts by using art and technology as mediums for understanding the world. Participatory experiences provide a kinetic means of comprehending often-abstract knowledge, creating the conditions for sensory learning that is…

Students as Collaborators in Creating Meaningful Learning Experiences in Technology-Enhanced Classrooms: An Engaged Scholarship Approach

ERIC Educational Resources Information Center

Nel, Liezel

2017-01-01

In dealing with numerous challenges, higher education instructors need to adapt their pedagogical practices to present students with meaningful, engaged learning experiences that are likely to promote student success and adequately prepare students for the world we live in. As part of this pedagogical transformation instructors also need to…

Students' experiences of learning manual clinical skills through simulation.

PubMed

Johannesson, Eva; Silén, Charlotte; Kvist, Joanna; Hult, Håkan

2013-03-01

Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and thoughts about their learning through simulation skills training. The study was designed for an educational setting at a clinical skills centre. Ten third-year undergraduate nursing students performed urethral catheterisation, using the virtual reality simulator UrecathVision™, which has haptic properties. The students practised in pairs. Each session was videotaped and the video was used to stimulate recall in subsequent interviews. The interviews were analysed using qualitative content analysis. The analysis from interviews resulted in three themes: what the students learn, how the students learn, and the simulator's contribution to the students' learning. Students learned manual skills, how to perform the procedure, and professional behaviour. They learned by preparing, watching, practising and reflecting. The simulator contributed by providing opportunities for students to prepare for the skills training, to see anatomical structures, to feel resistance, and to become aware of their own performance ability. The findings show that the students related the task to previous experiences, used sensory information, tested themselves and practised techniques in a hands-on fashion, and reflected in and on action. The simulator was seen as a facilitator to learning the manual skills. The study design, with students working in pairs combined with video recording, was found to enhance opportunities for reflection.

Teachers' Perceptions Regarding Experiential Learning Attributes in Agricultural Laboratories

ERIC Educational Resources Information Center

Shoulders, Catherine W.; Blythe, Jessica M.; Myers, Brian E.

2013-01-01

In laboratory settings, research has found a mismatch between teachers' practices and the likelihood they have to influence students' perceptions and behaviors in laboratory work. Various attributes of experiential learning can enhance learning experiences, yet many have not been subject to exploration in agricultural education. This…

Mindfulness Practices and Learning Economics

ERIC Educational Resources Information Center

Borker, David R.

2013-01-01

There is a growing interest among educators in teaching and learning practices based on mindfulness, a concept derived from eastern meditative traditions. This paper describes how mindfulness practices and concepts can be used to enhance the student's learning experience in beginning economics courses. Specific areas with a high potential for…

Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments

ERIC Educational Resources Information Center

Panconesi, Gianni, Ed.; Guida, Maria, Ed.

2017-01-01

Modern technology has enhanced many aspects of life, including classroom education. By offering virtual learning experiences, educational systems can become more efficient and effective at teaching the student population. The "Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments" highlights program…

Promoting interprofessional learning and enhancing the pre-registration student experience through reciprocal cross professional peer tutoring.

PubMed

McLeod, Fiona; Jamison, Caroline; Treasure, Karen

2018-05-01

To improve collaboration and the quality of care, healthcare programmes are increasingly promoting interprofessional education thereby enabling students to learn with, from and about each other. A reciprocal peer learning model has developed among pre-registration physiotherapy and adult nursing students at Plymouth University, England. Embedded within the curriculum, it provides voluntary opportunities for year two students to become cross professional peer tutors to year one students while enhancing interprofessional understanding and skills acquisition. To explore participant experiences of two cross professional peer tutored clinical skills workshops delivered to a cohort of nursing (n = 67) and physiotherapy (n = 53) students in 2015. A mixed methods approach generated qualitative and quantitative data. Qualitative data was gathered via focus groups and individual interviews of peer tutors and learners (n = 27). These were recorded, transcribed and thematically analysed. The Readiness for Interprofessional Learning Scale questionnaire (n = 84) was completed before and after the workshops to consider any influence on students' attitudes towards interprofessional learning. Four themes evolved from thematic analysis; benefits of cross professional peer tutoring, interprofessional teamwork, quality of care and factors influencing the delivery of the workshops. Data showed students felt they developed greater understanding of interprofessional roles and acquired new skills. Peer tutors developed confidence in representing their profession while appearing to inspire early stage students. The Readiness for Interprofessional Learning Scale questionnaire data identified very positive attitudes towards interprofessional learning among the majority of students in both cohorts before and after the workshop. This study endorses the utility of enhancing the Higher Education experience by offering voluntary peer tutoring opportunities. Participating students build confidence in representing their profession, while potentially inspiring early stage students and supplementing interprofessional learning across a cohort. Copyright © 2018 Elsevier Ltd. All rights reserved.

Students' experiences of blended learning across a range of postgraduate programmes.

PubMed

Smyth, Siobhan; Houghton, Catherine; Cooney, Adeline; Casey, Dympna

2012-05-01

The article describes the students' experiences of taking a blended learning postgraduate programme in a school of nursing and midwifery. The indications to date are that blended learning as a pedagogical tool has the potential to contribute and improve nursing and midwifery practice and enhance student learning. Little is reported about the students' experiences to date. Focus groups were conducted with students in the first year of introducing blended learning. The two main themes that were identified from the data were (1) the benefits of blended learning and (2) the challenges to blended learning. The blended learning experience was received positively by the students. A significant finding that was not reported in previous research was that the online component meant little time away from study for the students suggesting that it was more invasive on their everyday life. It is envisaged that the outcomes of the study will assist educators who are considering delivering programmes through blended learning. It should provide guidance for further developments and improvements in using Virtual Learning Environment (VLE) and blended learning in nurse education. Copyright © 2011 Elsevier Ltd. All rights reserved.

Enhancing Interprofessional Education With Team-Based Learning.

PubMed

Buhse, Marijean; Della Ratta, Carol

Interprofessional education (IPE) has gained momentum across health profession schools in simulation and clinical settings. Exploring interprofessional experiences in the classroom setting may further enhance collaborative skills while advancing clinical knowledge. The authors describe an innovative approach to IPE to teach chronic care concepts to graduate nursing, physician assistant, and public health students. Enhancing IPE with a team-based learning approach resulted in improved knowledge of chronic care management, student perceptions of mutual respect, and perceived development of communication and teamwork skills.

How a Learning Community Enhances Individual Learning in a Graduate Distance Education Program

ERIC Educational Resources Information Center

Bloomberg, Linda Dale

2008-01-01

Little empirical research is currently available on Jewish distance learning, a nascent but growing field of practice. By way of qualitative case study methodology, this research explored the learning experience of a group of adult learners participating in a Jewish education Master's degree program that is offered by way of videoconferencing…

Use of Interactive Live Digital Imaging to Enhance Histology Learning in Introductory Level Anatomy and Physiology Classes

ERIC Educational Resources Information Center

Higazi, Tarig B.

2011-01-01

Histology is one of the main subjects in introductory college-level Human Anatomy and Physiology classes. Institutions are moving toward the replacement of traditional microscope-based histology learning with virtual microscopy learning amid concerns of losing the valuable learning experience of traditional microscopy. This study used live digital…

What Does It Mean to Be a Service-Learning Teacher?--An Autoethnography

ERIC Educational Resources Information Center

Verdi, Kristy C.

2017-01-01

This autoethnography of my lived experiences as a middle-school service-learning course teacher has helped me solve a personal mystery and present an important perspective for the K-12 service-learning field. With an eye on revealing a unique service-learning classroom concept to educational leaders, enhancing middle level teacher education, and…

An Examination of Digital Game-Based Situated Learning Applied to Chinese Language Poetry Education

ERIC Educational Resources Information Center

Chen, Hong-Ren; Lin, You-Shiuan

2016-01-01

By gradually placing more importance on game-based education and changing learning motivation by applying game-playing characteristics, students' learning experiences can be enhanced and a better learning effect can be achieved. When teaching the content of Chinese poetry in Taiwanese junior high schools, most teachers only explain the meaning of…

Effects of Sharing Clickers in an Active Learning Environment

ERIC Educational Resources Information Center

Daniel, Todd; Tivener, Kristin

2016-01-01

Scientific research into learning enhancement gained by the use of clickers in active classrooms has largely focused on the use of individual clickers. In this study, we compared the learning experiences of participants in active learning groups in which an entire small group shared a single clicker to groups in which each member of the group had…

Learning when Serious: Psychophysiological Evaluation of a Technology-Enhanced Learning Game

ERIC Educational Resources Information Center

Cowley, Ben; Fantato, Martino; Jennett, Charlene; Ruskov, Martin; Ravaja, Niklas

2014-01-01

We report an evaluation study for a novel learning platform, motivated by the growing need for methods to do assessment of serious game efficacy. The study was a laboratory experiment combining evaluation methods from the fields of learning assessment and psychophysiology. 15 participants used the TARGET game platform for 25 minutes, while the…

An Approach to Improving the Learning Experience for First Year Accounting Curriculum

ERIC Educational Resources Information Center

Kirkham, Ross

2013-01-01

The purpose of this paper is to present a theoretical model to address design and assessment of accounting practice sets that will enhance learning and provide clearer learning outcomes for first year accounting students. The paper explores extant literature in developing an action plan that can be followed to maximise learning outcomes for first…

Practice-based learning and improvement: a dream that can become a reality.

PubMed

Manning, Phil R

2003-01-01

Systematically enhancing learning from experience (practice-based learning) dominates the teachings of Sir William Osler and adult learning theorists such as Eduard Lindeman, Malcolm Knowles, and Cyril Houle. Because of time constraints, most physicians have not implemented methods that systematically facilitate learning from day-to-day work, but improvements in information technology offer the promise of making systematic practice-based learning practical. At least four ingredients need to be incorporated to significantly enhance learning from experience: a database that makes it possible to study individual practices; methods for supplying short, quick answers to questions while seeing patients; a reminder system to avoid errors of omission; and the opportunity to discuss practice data with colleagues. Great progress has been made, but significant barriers still must be overcome before a majority of physicians will participate. In particular, methods of data collection must be simplified, the delivery of point-of-care information and reminders must become more automatic, and physicians must develop skills to make the discussion of practice data acceptable, stimulating, and not unduly punitive.

Structured student-generated videos for first-year students at a dental school in Malaysia.

PubMed

Omar, Hanan; Khan, Saad A; Toh, Chooi G

2013-05-01

Student-generated videos provide an authentic learning experience for students, enhance motivation and engagement, improve communication skills, and improve collaborative learning skills. This article describes the development and implementation of a student-generated video activity as part of a knowledge, observation, simulation, and experience (KOSE) program at the School of Dentistry, International Medical University, Kuala Lumpur, Malaysia. It also reports the students' perceptions of an activity that introduced first-year dental students (n=44) to clinical scenarios involving patients and dental team aiming to improve professional behavior and communication skills. The learning activity was divided into three phases: preparatory phase, video production phase, and video-watching. Students were organized into five groups and were instructed to generate videos addressing given clinical scenarios. Following the activity, students' perceptions were assessed with a questionnaire. The results showed that 86 percent and 88 percent, respectively, of the students agreed that preparation of the activity enhanced their understanding of the role of dentists in provision of health care and the role of enhanced teamwork. In addition, 86 percent and 75 percent, respectively, agreed that the activity improved their communication and project management skills. Overall, the dental students perceived that the student-generated video activity was a positive experience and enabled them to play the major role in driving their learning process.

Teaching caring and competence: Student transformation during an older adult focused service-learning course.

PubMed

Brown, Karen M; Bright, Leslie M

2017-11-01

Innovative teaching strategies develop nurses' knowledge, skills, and attitudes while simultaneously integrating the art of caring and transforming attitudes toward adults over age 65. The study's purpose was to explore students' experiences and attitudes toward older adults with cognitive and/or physical limitations as well as the effects on students' knowledge and skills during a baccalaureate nursing, course which included a service-learning experience. Service-learning synthesizes meaningful community service, academic instruction, and reflection. Participants included baccalaureate students enrolled in a service-learning nursing course focused on older adults. This retrospective, qualitative, phenomenological study used reflective journals and an online survey to explore baccalaureate nursing students' experiences toward older adults with cognitive and/or physical limitations. Themes included initial attitudes of anticipation, apprehension, anxiety, and ageist stereotypes. Final attitudes included a "completely changed perspective" of caring, compassion, and respect indicative of a rewarding, "life-changing" experience. Participants cited enhanced learning, especially in the areas of patient-centered care, collaboration, communication, advocacy, empathy, assessment skills, and evidence-based practice. This innovative teaching strategy led to transformed attitudes toward older adults, reduced fear of older adult populations, an increased desire to work with older adults, and the ability to form a transpersonal, caring relationship while enhancing nursing knowledge and skills. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Reflexive Evaluation of Technology-Enhanced Learning

ERIC Educational Resources Information Center

Young, Suzanne; Nichols, Helen

2017-01-01

This article explores the lived experiences of two academics in a UK Higher Education Institution who have embedded digital learning approaches within their curriculum delivery. Achieving student excellence can be impeded by a lack of engagement and sense of identity on large courses. Digital learning strategies can offer opportunities to overcome…

Research as Pedagogy: Using Experimental Data Collection as a Course Learning Tool

ERIC Educational Resources Information Center

Beard, Virginia; Booke, Paula

2016-01-01

Integrating research in the classroom experience is recognized as potentially important in enhancing student learning (Price 2001; Schmid 1992). This article asks if student integration as research subjects augments their learning about political science. A quasi-experimental project focused on media usage, construction, and influences on the…

Enhancing Digital Literacy and Learning among Adults with Blogs

ERIC Educational Resources Information Center

Sharp, Laurie A.

2017-01-01

Digital literacy and learning among adults has been identified as an area requiring research. The purpose of the present study was to explore technology acceptance and digital collaborative learning experiences with blogs among adult learners. This analysis employed a quasi-experimental mixed-methods approach guided by a sociocultural theoretical…

Creating Experiential Learning in the Graduate Classroom through Community Engagement

ERIC Educational Resources Information Center

Johnson, Katryna

2013-01-01

Educators can provide opportunities for active learning for the students by engaging them in client-based projects with the community, which enhances application of theory and provides students with the relevance demanded from the business community. Experiential learning opportunities through client-based projects provide for such an experience.…

Adaptive Social Learning Based on Crowdsourcing

ERIC Educational Resources Information Center

Karataev, Evgeny; Zadorozhny, Vladimir

2017-01-01

Many techniques have been developed to enhance learning experience with computer technology. A particularly great influence of technology on learning came with the emergence of the web and adaptive educational hypermedia systems. While the web enables users to interact and collaborate with each other to create, organize, and share knowledge via…

Digital Tools and Solutions for Inquiry-Based STEM Learning

ERIC Educational Resources Information Center

Levin, Ilya, Ed.; Tsybulsky, Dina, Ed.

2017-01-01

In the digital age, the integration of technology has become a ubiquitous aspect of modern society. These advancements have significantly enhanced the field of education, allowing students to receive a better learning experience. "Digital Tools and Solutions for Inquiry-Based STEM Learning" is a comprehensive source of scholarly material…

Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies

ERIC Educational Resources Information Center

Reushle, Shirley, Ed.; Antonio, Amy, Ed.; Keppell, Mike, Ed.

2016-01-01

The discipline of education is a multi-faceted system that must constantly integrate new strategies and procedures to ensure successful learning experiences. Enhancements in education provide learners with greater opportunities for growth and advancement. "Open Learning and Formal Credentialing in Higher Education: Curriculum Models and…

Compassion's Echo: Experiential Learning about India

ERIC Educational Resources Information Center

Sider, Kenneth

2008-01-01

A real-life experience is a "moving force" that can be part of the elementary social studies curriculum. This article discusses an experiential learning about India and describes how the author integrates the arts and service learning in his third grade classroom. It also describes class activities that enhance social studies curriculum…

Teacher Perspectives on the Integration of Mobile-Assisted Language Learning

ERIC Educational Resources Information Center

Grimshaw, Jennica; Cardoso, Walcir; Collins, Laura

2017-01-01

Mobile-Assisted Language Learning (MALL) provides second language (L2) learners and teachers with resources to enhance the learning experience, including its anytime, anywhere accessibility (Traxler, 2007). However, factors such as lack of confidence with technology (Son, 2014) and time limitations (Godwin-Jones, 2015) may prevent teachers from…

Blended Learning with International Students: A Multiliteracies Approach

ERIC Educational Resources Information Center

McPhee, Siobhán; Pickren, Graham

2017-01-01

While the use of information and communication technologies (ICTs) continues to transform learning, international migration and the increasing complexity of intercultural exchange and communication continue to do so as well. In this paper, we connect the dots and ask how ICTs can be used to enhance the learning experiences of international…

Faculty Development: A Stage Model Matched to Blended Learning Maturation

ERIC Educational Resources Information Center

Fetters, Michael L.; Duby, Tova Garcia

2011-01-01

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty…

The Virginia Geocoin Adventure: An Experiential Geospatial Learning Activity

ERIC Educational Resources Information Center

Johnson, Laura; McGee, John; Campbell, James; Hays, Amy

2013-01-01

Geospatial technologies have become increasingly prevalent across our society. Educators at all levels have expressed a need for additional resources that can be easily adopted to support geospatial literacy and state standards of learning, while enhancing the overall learning experience. The Virginia Geocoin Adventure supports the needs of 4-H…

Brain Gym. Simple Activities for Whole Brain Learning.

ERIC Educational Resources Information Center

Dennison, Paul E.; Dennison, Gail E.

This booklet contains simple movements and activities that are used with students in Educational Kinesiology to enhance their experience of whole brain learning. Whole brain learning through movement repatterning and Brain Gym activities enable students to access those parts of the brain previously unavailable to them. These movements of body and…

Designing Online Assignments for Japanese Language Teaching

ERIC Educational Resources Information Center

Tsurutani, Chiharu; Imura, Taeko

2015-01-01

An increasing number of language educators are taking a blended approach to their teaching in order to enhance students' learning experiences and outcomes. During recent years, online tools have become a valuable resource, aiding teachers in course delivery and assessment. Blended learning, which is campus-based learning supported by online…

Identifying Instructional Strategies Used to Design Mobile Learning in a Corporate Setting

ERIC Educational Resources Information Center

Jackson-Butler, Uletta

2016-01-01

The purpose of this qualitative embedded multiple case study was to describe what instructional strategies corporate instructional designers were using to design mobile learning and to understand from their experiences which instructional strategies they believed enhance learning. Participants were five instructional designers who were actively…

From Competence to Excellence: Developing Excellence in Vocational Skills.

ERIC Educational Resources Information Center

Smeaton, Barry; Hughes, Maria; Hall, Graeme

The United Kingdom's Learning and Skills Development Agency (LSDA), UK SKILLS, and the Further Education Skills Competition Council conducted a collaborative action research project to improve students' vocational learning and skills through enhanced learning experiences. From February 2001 to April 2002, three further education colleges worked to…

Book of Metaphors: Volume II.

ERIC Educational Resources Information Center

Gass, Michael A., Comp.

This book presents group activities that use metaphors to enhance learning for participants in adventure-based programs. The first chapter provides an overview of approaches to facilitating adventure experiences, including letting the experience speak for itself, speaking for the experience, debriefing the experience, directly frontloading the…

Freeing the Chi of Change: The Higher Education Academy and Enhancing Teaching and Learning in Higher Education

ERIC Educational Resources Information Center

Trowler, Paul; Fanghanel, Joelle; Wareham, Terry

2005-01-01

This article examines recent UK policy initiatives to enhance teaching and learning in higher education in the UK, and the quality of the student experience there. The Higher Education Academy has recently begun to work in this area and the Higher Education Bill (2004) has passed into law. A reflective review of previous initiatives is therefore…

Mobile Game Based Learning: Can It Enhance Learning of Marginalized Peer Educators?

ERIC Educational Resources Information Center

Roy, Anupama; Sharples, Mike

2015-01-01

This paper describes an investigatory project to pilot an SMS based game to enhance the training of peer educators of MSM (Males having Sex with Males) groups in India. The objective of this research was to increase the efficacy of the MSM peer educators by bridging the gap between the training needs and their real life experiences. An SMS based…

Working for the Common Good: Concepts and Models for Service-Learning in Management. AAHE's Series on Service-Learning in the Disciplines.

ERIC Educational Resources Information Center

Godfrey, Paul C., Ed.; Grasso, Edward T., Ed.

The articles in this volume, 15th in a series of monographs on service learning and the academic disciplines, show how student learning can be enhanced by joining management theory with experience and management analysis with action. Service learning prepares business students to see new dimensions of relevance in their coursework, and it provides…

Video Lectures in E-Learning: Effects of Viewership and Media Diversity on Learning, Satisfaction, Engagement, Interest, and Future Behavioral Intention

ERIC Educational Resources Information Center

Costley, Jamie; Lange, Christopher Henry

2017-01-01

Purpose: Because student viewership of video lectures serves as an important aspect of e-learning environments, video lectures should be delivered in a way that enhances the learning experience. The delivery of video lectures through diverse forms of media is a useful approach, which may have an effect on student learning, satisfaction, engagement…

Enhancing student perspectives of humanism in medicine: reflections from the Kalaupapa service learning project.

PubMed

Lee, Winona K; Harris, Chessa C D; Mortensen, Kawika A; Long, Linsey M; Sugimoto-Matsuda, Jeanelle

2016-05-09

Service learning is endorsed by the Liaison Committee on Medical Education (LCME) as an integral part of U.S. medical school curricula for future physicians. Service learning has been shown to help physicians in training rediscover the altruistic reasons for pursuing medicine and has the potential to enhance students' perspectives of humanism in medicine. The Kalaupapa service learning project is a unique collaboration between disadvantaged post-baccalaureate students with an underserved rural community. This study was conducted to determine whether the Kalaupapa service learning curricula enhanced student perspectives of humanism in medicine at an early stage of their medical training. Program participants between 2008 and 2014 (n = 41) completed written reflections following the conclusion of the service learning project. Four prompts guided student responses. Reflections were thematically analyzed. Once all essays were read, team members compared their findings to condense or expand themes and assess levels of agreement. Emerging themes of resilience and unity were prominent throughout the student reflections. Students expressed respect and empathy for the patients' struggles and strengths, as well as those of their peers. The experience also reinforced students' commitment to service, particularly to populations in rural and underserved communities. Students also gained a deeper understanding of the patient experience and also of themselves as future physicians. To identify and address underserved and rural patients' health care needs, training programs must prepare an altruistic health care workforce that embraces the humanistic element of medicine. The Kalaupapa service learning project is a potential curricular model that can be used to enhance students' awareness and perspectives of humanism in medicine.

A Written, Reflective and Dialogic Strategy for Assessment Feedback That Can Enhance Student/Teacher Relationships

ERIC Educational Resources Information Center

Crimmins, Gail; Nash, Gregory; Oprescu, Florin; Liebergreen, Marama; Turley, Janet; Bond, Richard; Dayton, Jeanne

2016-01-01

In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large…

Writing across the Curriculum: A Hermeneutic Study of Students' Experiences in Writing in Food Science Education

ERIC Educational Resources Information Center

Dzurec, David J.; Dzurec, Laura Cox

2005-01-01

Writing can enhance learning by helping students put words to their thinking about course material. The purposes of this study were to assess the influence of a structured academic journal writing exercise on student learning in a food science class and to examine student responses to the experience. Hermeneutics, a philosophy of science and…

Using Embryology Screencasts: A Useful Addition to the Student Learning Experience?

ERIC Educational Resources Information Center

Evans, Darrell J. R.

2011-01-01

Although podcasting has been a well used resource format in the last few years as a way of improving the student learning experience, the inclusion of enhanced audiovisual formats such as screencasts has been less used, despite the advantage that they work well for both visual and auditory learners. This study examines the use of and student…

State Initiatives To Promote Early Learning: Next Steps in Coordinating Subsidized Child Care, Head Start, and State Prekindergarten. Full Report.

ERIC Educational Resources Information Center

Schumacher, Rachel; Greenberg, Mark; Lombardi, Joan

While current early education and care funding still reaches only a fraction of preschool children, some states now have considerable experience in coordinating subsidized child care, Head Start, and state prekindergarten initiatives to enhance early education and learning opportunities for young children. Drawing on the experiences of Georgia,…

Comparing behavioral discrimination and learning abilities in monolinguals, bilinguals and multilinguals.

PubMed

Tremblay, Marie-Claude; Sabourin, Laura

2012-11-01

The aim of the experiment was to determine whether language learning experience contributes to the development of enhanced speech perception abilities. Monolinguals, bilinguals and multilinguals were compared in their ability to discriminate a non-native contrast behaviorally using an AX task. The experiment was based on a "pre-test-training-post-test" design and performance was tested before and after receiving training on the voiceless aspirated dental/retroflex stop contrast. At post-test, participants were also tested on their ability to transfer training to a similar contrast (i.e., voiceless unaspirated dental/retroflex stop contrast). While no group differences were found at pre-test, analyses of the trained-on contrast at post-test revealed that multilinguals were more accurate than monolinguals and that both the multilingual and bilingual groups were more accurate than a control group that received no training. The results of the experiment not only suggest that multilinguals and bilinguals have enhanced speech perception abilities compared to monolinguals, but they also indicate that bi-/multilingualism helps develop superior learning abilities. This provides support for the idea that learning more than one language has positive effects on the cognitive development of an individual (e.g., Bialystok et al., 2004).

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

NASA Astrophysics Data System (ADS)

Chen, Cheng-ping; Wang, Chang-Hwa

2015-12-01

Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a three-stage AR-embedded instructional process, we conducted an experiment to investigate the influences of individual differences on learning earth science phenomena of "day, night, and seasons" for junior highs. The mixed-methods sequential explanatory design was employed. In the quantitative phase, factors of learning styles and ICT competences were examined alongside with the overall learning achievement. Independent t tests and ANCOVAs were employed to achieve inferential statistics. The results showed that overall learning achievement was significant for the AR-embedded instruction. Nevertheless, neither of the two learner factors exhibited significant effect on learning achievement. In the qualitative phase, we analyzed student interview records, and a wide variation on student's preferred instructional stages were revealed. These findings could provide an alternative rationale for developing ICT-supported instruction, as our three-stage AR-embedded comprehensive e-learning scheme could enhance instruction adaptiveness to disperse the imparities of individual differences between learners.

Time-limited effects of emotional arousal on item and source memory.

PubMed

Wang, Bo; Sun, Bukuan

2015-01-01

Two experiments investigated the time-limited effects of emotional arousal on consolidation of item and source memory. In Experiment 1, participants memorized words (items) and the corresponding speakers (sources) and then took an immediate free recall test. Then they watched a neutral, positive, or negative video 5, 35, or 50 min after learning, and 24 hours later they took surprise memory tests. Experiment 2 was similar to Experiment 1 except that (a) a reality monitoring task was used; (b) elicitation delays of 5, 30, and 45 min were used; and (c) delayed memory tests were given 60 min after learning. Both experiments showed that, regardless of elicitation delay, emotional arousal did not enhance item recall memory. Second, both experiments showed that negative arousal enhanced delayed item recognition memory only at the medium elicitation delay, but not in the shorter or longer delays. Positive arousal enhanced performance only in Experiment 1. Third, regardless of elicitation delay, emotional arousal had little effect on source memory. These findings have implications for theories of emotion and memory, suggesting that emotion effects are contingent upon the nature of the memory task and elicitation delay.

Role of amygdala central nucleus in feature negative discriminations

PubMed Central

Holland, Peter C.

2012-01-01

Consistent with a popular theory of associative learning, the Pearce-Hall (1980) model, the surprising omission of expected events enhances cue associability (the ease with which a cue may enter into new associations), across a wide variety of behavioral training procedures. Furthermore, previous experiments from this laboratory showed that these enhancements are absent in rats with impaired function of the amygdala central nucleus (CeA). A notable exception to these assertions is found in feature negative (FN) discrimination learning, in which a “target” stimulus is reinforced when it is presented alone but nonreinforced when it is presented in compound with another, “feature” stimulus. According to the Pearce-Hall model, reinforcer omission on compound trials should enhance the associability of the feature relative to control training conditions. However, prior experiments have shown no evidence that CeA lesions affect FN discrimination learning. Here we explored this apparent contradiction by evaluating the hypothesis that the surprising omission of an event confers enhanced associability on a cue only if that cue itself generates the disconfirmed prediction. Thus, in a FN discrimination, the surprising omission of the reinforcer on compound trials would enhance the associability of the target stimulus but not that of the feature. Our data confirmed this hypothesis, and showed this enhancement to depend on intact CeA function, as in other procedures. The results are consistent with modern reformulations of both cue and reward processing theories that assign roles for both individual and aggregate error terms in associative learning. PMID:22889308

Impact of a learning circle intervention across academic and service contexts on developing a learning culture.

PubMed

Walker, Rachel; Henderson, Amanda; Cooke, Marie; Creedy, Debra

2011-05-01

Partnerships between university schools of nursing and health services lead to successful learning experiences for students and staff. A purposive sample of academics and students from a university school of nursing and clinicians from three health institutions involved in clinical learning (n=73) actively participated in a learning circles intervention conducted over 5 months in south east Queensland. Learning circle discussions resulted in enhanced communication and shared understanding regarding: (1) staff attitudes towards students, expectations and student assessment; (2) strategies enhancing preparation of students, mechanisms for greater support of and recognition of clinicians; (3) challenges faced by staff in the complex processes of leadership in clinical nursing education; (4) construction of learning, ideas for improving communication, networking and sharing; and (5) questioning routine practices that may not enhance student learning. Pre-post surveys of hospital staff (n=310) revealed significant differences across three sub-scales of 'accomplishment' (t=-3.98, p<.001), 'recognition' (t=-2.22, p<.027) and 'influence' (t=-11.82, p<.001) but not 'affiliation'. Learning circles can positively enhance organisational learning culture. The intervention enabled participants to recognise mutual goals. Further investigation around staff perception of their influence on their workplace is required. Copyright © 2010 Elsevier Ltd. All rights reserved.

A Survey of Educational Games as Interaction Design Tools for Affective Learning: Thematic Analysis Taxonomy

ERIC Educational Resources Information Center

Yusoff, Zarwina; Kamsin, Amirrudin; Shamshirband, Shahaboddin; Chronopoulos, Anthony T.

2018-01-01

A Computer game is the new platform in generating learning experiences for educational purposes. There are many educational games that have been used as an interaction design tool in a learning environment to enhance students learning outcomes. However, research also claims that playing video games can have a negative impact on student behavior,…

Concept Mapping as an Innovative Tool for the Assessment of Learning: An Experimental Experience among Business Management Degree Students

ERIC Educational Resources Information Center

Ruiz-Palomino, Pablo; Martinez-Canas, Ricardo

2013-01-01

In the search to improve the quality of education at the university level, the use of concept mapping is becoming an important instructional technique for enhancing the teaching-learning process. This educational tool is based on cognitive theories by making a distinction between learning by rote (memorizing) and learning by meaning, where…

Opening-up Classroom Discourse to Promote and Enhance Active, Collaborative and Cognitively-Engaging Student Learning Experiences

ERIC Educational Resources Information Center

Hardman, Jan

2016-01-01

This paper places classroom discourse and interaction right at the heart of the teaching and learning process. It is built on the argument that high quality talk between the teacher and student(s) provides a fertile ground for an active, highly collaborative and cognitively stimulating learning process leading to improved learning outcomes. High…

Knowing Me, Knowing Who? Getting to Know Your Students' Preferred Learning Style

ERIC Educational Resources Information Center

Reed, Julian A.; Banks, Aaron L.; Carlisle, Cynthia S.

2004-01-01

Recognizing each student's preferred learning style not only enhances the teaching and learning experience, but helps make the gymnasium a fun place to learn new skills and be physically active. This article addresses three objectives that form a pedagogical strategy with the potential to "get to know" the students in a more personal way. First,…

In Harmony: A Technology-Based Music Education Model to Enhance Musical Understanding and General Learning Skills

ERIC Educational Resources Information Center

Portowitz, Adena; Peppler, Kylie A.; Downton, Mike

2014-01-01

This article reports on the practice and evaluation of a music education model, In Harmony, which utilizes new technologies and current theories of learning to mediate the music learning experience. In response to the needs of twenty-first century learners, the educational software programs Teach, Learn, Evaluate! and Impromptu served as central…

Service-Learning as a Means of Vocabulary Learning for Second Language and Heritage Language Learners of Spanish

ERIC Educational Resources Information Center

Tocaimaza-Hatch, C. Cecilia; Walls, Laura C.

2016-01-01

Service-Learning (SL) has been defined as an experiential teaching methodology. Through SL, students participate in activities that benefit their community and enhance their learning experience. In the current study, Spanish as a second language (L2) and heritage language learners (HLLs) engaged in a SL project in which they translated English…

Research Results of Two Personal Learning Environments Experiments in a Higher Education Institution

ERIC Educational Resources Information Center

Marín Juarros, Victoria; Salinas Ibáñez, Jesús; de Benito Crosetti, Bárbara

2014-01-01

This paper focuses on institutionally powered personal learning environments (iPLEs). The concept of the iPLE can be seen as a way universities can incorporate learner-centred approach into the architecture of their technology-enhanced learning environments. The aim of this paper is to pose that there are other ways to learn complementary to…

The use of a game-based learning platform to engage nursing students: A descriptive, qualitative study.

PubMed

Gallegos, Cara; Tesar, Abigail J; Connor, Kelley; Martz, Kim

2017-11-01

Baccalaureate nursing programs require students to complete a research course, and faculty find it challenging to engage students. Educational gaming has recently gained attention as a technique to motivate students and enhance learning. The purpose of this pilot study was to describe undergraduate nursing students' reflections of their experiences with 3D Gamelab © , a game-based learning platform. A descriptive qualitative research design was used to elicit students' reflections of their experiences. Educational content such as handouts, videos, activities, and recommended resources for a required junior level nursing research course was organized into quests for use in 3D GameLab © . At the end of the semester, students were invited to give their feedback through a survey with open-ended questions. Thematic analysis resulted in the following components of the game-based learning experience: navigation, motivation, gaming concept, knowledge, technology, and target population. Although the overall response to 3D GameLab © in this course was negative, game-based learning does have the potential to engage students and enhance learning. To better understand how educational gaming could be used in nursing, further research should be conducted to determine the most motivating elements and the types of course content best delivered in this manner. Copyright © 2017 Elsevier Ltd. All rights reserved.

Modified teaching approach for an enhanced medical physics graduate education experience

PubMed Central

Rutel, IB

2011-01-01

Lecture-based teaching promotes a passive interaction with students. Opportunities to modify this format are available to enhance the overall learning experience for both students and instructors. The description for a discussion-based learning format is presented as it applies to a graduate curriculum with technical (formal mathematical derivation) topics. The presented hybrid method involves several techniques, including problem-based learning, modeling, and online lectures, eliminating didactic lectures. The results from an end-of-course evaluation show that the students appear to prefer the modified format over the more traditional methodology of “lecture only” contact time. These results are motivation for further refinement and continued implementation of the described methodology in the current course and potentially other courses within the department graduate curriculum. PMID:22279505

Diminishing-cues retrieval practice: A memory-enhancing technique that works when regular testing doesn't.

PubMed

Fiechter, Joshua L; Benjamin, Aaron S

2017-08-28

Retrieval practice has been shown to be a highly effective tool for enhancing memory, a fact that has led to major changes to educational practice and technology. However, when initial learning is poor, initial retrieval practice is unlikely to be successful and long-term benefits of retrieval practice are compromised or nonexistent. Here, we investigate the benefit of a scaffolded retrieval technique called diminishing-cues retrieval practice (Finley, Benjamin, Hays, Bjork, & Kornell, Journal of Memory and Language, 64, 289-298, 2011). Under learning conditions that favored a strong testing effect, diminishing cues and standard retrieval practice both enhanced memory performance relative to restudy. Critically, under learning conditions where standard retrieval practice was not helpful, diminishing cues enhanced memory performance substantially. These experiments demonstrate that diminishing-cues retrieval practice can widen the range of conditions under which testing can benefit memory, and so can serve as a model for the broader application of testing-based techniques for enhancing learning.

Retrieval attempts enhance learning, but retrieval success (versus failure) does not matter.

PubMed

Kornell, Nate; Klein, Patricia Jacobs; Rawson, Katherine A

2015-01-01

Retrieving information from memory enhances learning. We propose a 2-stage framework to explain the benefits of retrieval. Stage 1 takes place as one attempts to retrieve an answer, which activates knowledge related to the retrieval cue. Stage 2 begins when the answer becomes available, at which point appropriate connections are strengthened and inappropriate connections may be weakened. This framework raises a basic question: Does it matter whether Stage 2 is initiated via successful retrieval or via an external presentation of the answer? To test this question, we asked participants to attempt retrieval and then randomly assigned items (which were equivalent otherwise) to be retrieved successfully or to be copied (i.e., not retrieved). Experiments 1, 2, 4, and 5 tested assumptions necessary for interpreting Experiments 3a, 3b, and 6. Experiments 3a, 3b, and 6 did not support the hypothesis that retrieval success produces more learning than does retrieval failure followed by feedback. It appears that retrieval attempts promote learning but retrieval success per se does not. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Healthcare students' experiences when integrating e-learning and flipped classroom instructional approaches.

PubMed

Telford, Mark; Senior, Emma

2017-06-08

This article describes the experiences of undergraduate healthcare students taking a module adopting a 'flipped classroom' approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach.

Didactic trajectory of research in mathematics education using research-based learning

NASA Astrophysics Data System (ADS)

Charitas Indra Prahmana, Rully; Kusumah, Yaya S.; Darhim

2017-10-01

This study aims to describe the role of research-based learning in design a learning trajectory of research in mathematics education to enhance research and academic writing skills for pre-service mathematics teachers. The method used is a design research with three stages, namely the preliminary design, teaching experiment, and retrospective analysis. The research subjects are pre-service mathematics teacher class of 2012 from one higher education institution in Tangerang - Indonesia. The use of research-based learning in designing learning trajectory of research in mathematics education plays a crucial role as a trigger to enhancing math department preservice teachers research and academic writing skills. Also, this study also describes the design principles and characteristics of the learning trajectory namely didactic trajectory generated by the role of research-based learning syntax.

Improving the Success of Transfer Students: Responding to Risk Factors

ERIC Educational Resources Information Center

Coston, Charisse T. M.; Lord, Vivian B.; Monell, Jack S.

2013-01-01

How can learning communities be designed to reduce transfer student stress and enhance their learning? This study was designed to investigate the impact of the Criminal Justice Transfer Learning Community experience on its participants' level of identified stressors over time and their means of coping with those stressors. The Criminal Justice…

An Applied Learning Experience Field Research and Reporting at the 2012 National Party Conventions

ERIC Educational Resources Information Center

Carlson, Carolyn S.; Azriel, Joshua N.; DeWit, Jeff; Swint, Kerwin

2014-01-01

Scholarship in teaching and learning demonstrates how academic understanding may be best achieved, and values of civic engagement best inculcated, when class materials are delivered within a experiential context. The goal for instructors, therefore, is to develop pedagogic techniques and teaching platforms that enhance learning by doing by…

A Study on Exploiting Commercial Digital Games into School Context

ERIC Educational Resources Information Center

Panoutsopoulos, Hercules; Sampson, Demetrios G.

2012-01-01

Digital game-based learning is a research field within the context of technology-enhanced learning that has attracted significant research interest. Commercial off-the-shelf digital games have the potential to provide concrete learning experiences and allow for drawing links between abstract concepts and real-world situations. The aim of this…

"The Virtual Patient"--Development, Implementation and Evaluation of an Innovative Computer Simulation for Postgraduate Nursing Students

ERIC Educational Resources Information Center

Kiegaldie, Debra; White, Geoff

2006-01-01

The Virtual Patient, an interactive multimedia learning resource using a critical care clinical scenario for postgraduate nursing students, was developed to enhance flexible access to learning experiences and improve learning outcomes in the management of critically ill patients. Using real-time physiological animations, authentic content design…

Learning about Cells as Dynamic Entities: An Inquiry-Driven Cell Culture Project

ERIC Educational Resources Information Center

Palombi, Peggy Shadduck; Jagger, Kathleen Snell

2008-01-01

Using cultured fibroblast cells, undergraduate students explore cell division and the responses of cultured cells to a variety of environmental changes. The students learn new research techniques and carry out a self-designed experiment. Through this project, students enhance their creative approach to scientific inquiry, learn time-management and…

Implementation of Ptechls Modules in Rural Malaysian Secondary School: A Needs Analysis

ERIC Educational Resources Information Center

Alias, Norlidah; DeWitt, Dorothy; Siraj, Saedah; Rahman, Mohd Nazri Abdul; Gelamdin, Rashidah Begum; Rauf, Rose Amnah Abd

2014-01-01

Research has shown that the strategy of matching learning style with certain technology enhances students' learning experience. This study seeks to identify the learning styles among students in a rural secondary school, based on the Felder Silverman Model (1988) which comprises four dimensions (visual/verbal, active/reflective, sequential/global,…

The Influence of Personality on Neural Mechanisms of Observational Fear and Reward Learning

ERIC Educational Resources Information Center

Hooker, Christine I.; Verosky, Sara C.; Miyakawa, Asako; Knight, Robert T.; D'Esposito, Mark

2008-01-01

Fear and reward learning can occur through direct experience or observation. Both channels can enhance survival or create maladaptive behavior. We used fMRI to isolate neural mechanisms of observational fear and reward learning and investigate whether neural response varied according to individual differences in neuroticism and extraversion.…

Use of Web 2.0 Technologies to Enhance Learning Experiences in Alternative School Settings

ERIC Educational Resources Information Center

Karahan, Engin; Roehrig, Gillian

2016-01-01

As the learning paradigms are shifting to include various forms of digital technologies such as synchronous, asynchronous, and interactive methods, social networking technologies have been introduced to the educational settings in order to increase the quality of learning environments. The literature suggests that effective application of these…

An Empirical Test of Mnemonic Devices to Improve Learning in Elementary Accounting

ERIC Educational Resources Information Center

Laing, Gregory Kenneth

2010-01-01

The author empirically examined the use of mnemonic devices to enhance learning in first-year accounting at university. The experiment was conducted on three groups using learning strategy application as between participant's factors. The means of the scores from pre- and posttests were analyzed using the student "t" test. No significant…

Teaching Diversity and Aging through Active Learning Strategies: An Annotated Bibliography.

ERIC Educational Resources Information Center

Fried, Stephen B.; Mehrotra, Chandra M.

Covering 10 topical areas, this annotated bibliography offers a guide to journal articles, book chapters, monographs, and books useful for teaching diversity and aging through active learning. Active learning experiences may help expand students' awareness of elements of their own diversity, broaden their world view, and enhance their culturally…

Creating Meaningful Partnerships: Connecting Teaching Candidates with Professional Development Schools through Service Learning

ERIC Educational Resources Information Center

Harrison, Lisa; Reiser, Cortney; Hawk, Robin

2016-01-01

Through the use of constructed narratives, this article shares the experiences of two preservice teachers and their university professor in implementing service learning projects that took place within their Professional Development School partnerships. Findings suggest that (1) service learning was a valuable instructional strategy to enhance the…

Enhancing the Impact of Formative Feedback on Student Learning through an Online Feedback System

ERIC Educational Resources Information Center

Hatziapostolou, Thanos; Paraskakis, Iraklis

2010-01-01

Formative feedback is instrumental in the learning experience of a student. It can be effective in promoting learning if it is timely, personal, manageable, motivational, and in direct relation with assessment criteria. Despite its importance, however, research suggests that students are discouraged from engaging in the feedback process primarily…

Cultivating Lived-Body Consciousness: Enhancing Cognition and Emotion through Outdoor Learning

ERIC Educational Resources Information Center

Thorburn, Malcolm; Marshall, Aaron

2014-01-01

Through using school-based outdoor learning as the research context, the paper analyses the connections between bodily experiences and the embodied mind. Recent theorizing in outdoor learning, in reflecting phenomenology and Deweyian influences, has teased out how the relationships between the self, others and nature (environment) can be extended…

Key Words in Instruction. Online Learning and Virtual Schools

ERIC Educational Resources Information Center

Lamb, Annette; Callison, Daniel

2005-01-01

Online learning and virtual schools allow students to take classes any time and anywhere. These emerging learning environments require school library media specialists to expand their thinking about their resources and services. Creation of a virtual library can provide access to remote materials that enhance the experience of online learners.…

Using Blended Learning Design to Enhance Learning Experience in Teacher Education

ERIC Educational Resources Information Center

Zhou, Mingming; Chua, Bee Leng

2016-01-01

This study examined students' views on a blended learning environment designed for 29 in-service teachers in Singapore enrolled in an educational research method course. Their self-report data highlighted that students' prior knowledge and the amount and difficulty of content covered in the course affected the effectiveness of blended learning…

Problem-Based Learning in Multimodal Learning Environments: Learners' Technology Adoption Experiences

ERIC Educational Resources Information Center

Ioannou, Andri; Vasiliou, Christina; Zaphiris, Panayiotis

2016-01-01

In this study, we enhanced a problem-based learning (PBL) environment with affordable, everyday technologies that can be found in most university classrooms (e.g., projectors, tablets, students' own smartphones, traditional paper-pencil, and Facebook). The study was conducted over a 3-year period, with 60 postgraduate learners in a human-computer…

Shaping the Future of Learning Using the Student Voice: We're Listening but Are We Hearing Clearly?

ERIC Educational Resources Information Center

Meadows, Chris; Soper, Kate; Cullen, Rod; Wasiuk, Catherine; McAllister-Gibson, Colin; Danby, Phil

2016-01-01

Student voice data is a key factor as Manchester Metropolitan University strives to continually improve institutional technology enhanced learning (TEL) infrastructure. A bi-annual Institutional Student Survey enables students to communicate their experience of learning, teaching and assessment on programmes and specific units studied. Each cycle…

Cholinergic enhancement augments magnitude and specificity of visual perceptual learning in healthy humans

PubMed Central

Rokem, Ariel; Silver, Michael A.

2010-01-01

Summary Learning through experience underlies the ability to adapt to novel tasks and unfamiliar environments. However, learning must be regulated so that relevant aspects of the environment are selectively encoded. Acetylcholine (ACh) has been suggested to regulate learning by enhancing the responses of sensory cortical neurons to behaviorally-relevant stimuli [1]. In this study, we increased synaptic levels of ACh in the brains of healthy human subjects with the cholinesterase inhibitor donepezil (trade name: Aricept) and measured the effects of this cholinergic enhancement on visual perceptual learning. Each subject completed two five-day courses of training on a motion direction discrimination task [2], once while ingesting 5 mg of donepezil before every training session and once while placebo was administered. We found that cholinergic enhancement augmented perceptual learning for stimuli having the same direction of motion and visual field location used during training. In addition, perceptual learning under donepezil was more selective to the trained direction of motion and visual field location. These results, combined with previous studies demonstrating an increase in neuronal selectivity following cholinergic enhancement [3–5], suggest a possible mechanism by which ACh augments neural plasticity by directing activity to populations of neurons that encode behaviorally-relevant stimulus features. PMID:20850321

Improving education in primary care: development of an online curriculum using the blended learning model.

PubMed

Lewin, Linda Orkin; Singh, Mamta; Bateman, Betzi L; Glover, Pamela Bligh

2009-06-10

Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at (http://casemed.case.edu/cpcp/curriculum). Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.

Free Recall Enhances Subsequent Learning

PubMed Central

Arnold, Kathleen M.; McDermott, Kathleen B.

2013-01-01

Testing, or retrieval practice, has become a central topic in memory research. One potentially important effect of retrieval practice has received little attention, however: Retrieval practice may enhance, or potentiate, subsequent learning. We introduce a paradigm that can measure the indirect, potentiating effect of free recall tests on subsequent learning, and then test a hypothesis for why tests have this potentiating effect. In two experiments, the benefit of a restudy trial was enhanced when prior free recall tests had been taken. Results from a third correlational study suggest that this effect may be mediated by the effect of testing on organization. Not only do encoding conditions impact later retrievability, but also retrieval attempts impact subsequent encoding effectiveness. PMID:23297100

Simulation in otolaryngology: smart dummies and more.

PubMed

Deutsch, Ellen S

2011-12-01

Simulation is revolutionizing medical education, certification, and ongoing professional development. Simulation encompasses a variety of technologies as well as nontechnical approaches to improve individual psychomotor skills, group effectiveness, and systems processes, all without direct risk to patients. Simulation-enhanced learning experiences, addressing learning objectives based on the needs of the individual or the group and following the principles of adult education, can be used to ensure consistent and comprehensive learning opportunities, thereby creatively complementing didactic and clinical learning experiences. Pockets of simulation expertise are already present in the field of otolaryngology; more will develop as these exciting and important innovations blossom.

Enhancing e-Learning Content by Using Semantic Web Technologies

ERIC Educational Resources Information Center

García-González, Herminio; Gayo, José Emilio Labra; del Puerto Paule-Ruiz, María

2017-01-01

We describe a new educational tool that relies on Semantic Web technologies to enhance lessons content. We conducted an experiment with 32 students whose results demonstrate better performance when exposed to our tool in comparison with a plain native tool. Consequently, this prototype opens new possibilities in lessons content enhancement.

Secondary School Students Learning from Reflections on the Rationale behind Self-Made Errors: A Field Experiment

ERIC Educational Resources Information Center

Heemsoth, Tim; Heinze, Aiso

2016-01-01

Thus far, it is unclear how students can learn most effectively from their own errors. In this study, reflections on the rationale behind self-made errors are assumed to enhance knowledge acquisition. In a field experiment with pre/post/follow-up design, the authors practiced fractions with 174 seventh- and eighth-grade students who were randomly…

Middle Managers' Experience of Policy Implementation and Mediation in the Context of the Scottish Quality Enhancement Framework

ERIC Educational Resources Information Center

Saunders, Murray; Sin, Cristina

2015-01-01

This paper analyses how middle managers perform and experience their role in enacting policy in Scottish higher education institutions. The policy focus is the quality enhancement framework (QEF) for learning and teaching in higher education, which was launched in 2003. The data-set was collected between 2008 and 2010, during the evaluation of the…

Information empowerment: predeparture resource training for students in global health.

PubMed

Rana, Gurpreet K

2014-04-01

The Taubman Health Sciences Library (THL) collaborates with health sciences schools to provide information skills instruction for students preparing for international experiences. THL enhances students' global health learning through predeparture instruction for students who are involved in global health research, clinical internships, and international collaborations. This includes teaching international literature searching skills, providing country-specific data sources, building awareness of relevant mobile resources, and encouraging investigation of international news. Information skills empower creation of stronger global partnerships. Use of information resources has enhanced international research and training experiences, built lifelong learning foundations, and contributed to the university's global engagement. THL continues to assess predeparture instruction.

Creating an improvement culture for enhanced patient safety: service improvement learning in pre-registration education.

PubMed

Christiansen, Angela; Robson, Linda; Griffith-Evans, Christine

2010-10-01

The present study reports a descriptive survey of nursing students' experience of service improvement learning in the university and practice setting. Opportunities to develop service improvement capabilities were embedded into pre-registration programmes at a university in the Northwest of England to ensure future nurses have key skills for the workplace. A cross-sectional survey designed to capture key aspects of students' experience was completed by nursing students (n = 148) who had undertaken a service improvement project in the practice setting. Work organizations in which a service improvement project was undertaken were receptive to students' efforts. Students reported increased confidence to undertake service improvement and service improvement capabilities were perceived to be important to future career development and employment prospects. Service improvement learning in pre-registration education appears to be acceptable, effective and valued by students. Further research to identify the impact upon future professional practice and patient outcomes would enhance understanding of this developing area. Nurse Managers can play an active role in creating a service culture in which innovation and improvement can flourish to enhance patient outcomes, experience and safety. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

When Is Ritalin the Answer?

ERIC Educational Resources Information Center

Laughlin, Carolyn; Hall, Susan B.

1995-01-01

Two elementary teachers discuss their experiences of having children with attention deficit disorder and learning disabilities in their second-grade classrooms, focusing on the process involved in deciding whether or not to medicate the children with Ritalin to enhance their ability to learn. (SM)

Enhancing learning in geosciences and water engineering via lab activities

NASA Astrophysics Data System (ADS)

Valyrakis, Manousos; Cheng, Ming

2016-04-01

This study focuses on the utilisation of lab based activities to enhance the learning experience of engineering students studying Water Engineering and Geosciences. In particular, the use of modern highly visual and tangible presentation techniques within an appropriate laboratory based space are used to introduce undergraduate students to advanced engineering concepts. A specific lab activity, namely "Flood-City", is presented as a case study to enhance the active engagement rate, improve the learning experience of the students and better achieve the intended learning objectives of the course within a broad context of the engineering and geosciences curriculum. Such activities, have been used over the last few years from the Water Engineering group @ Glasgow, with success for outreach purposes (e.g. Glasgow Science Festival and demos at the Glasgow Science Centre and Kelvingrove museum). The activity involves a specific setup of the demonstration flume in a sand-box configuration, with elements and activities designed so as to gamely the overall learning activity. Social media platforms can also be used effectively to the same goals, particularly in cases were the students already engage in these online media. To assess the effectiveness of this activity a purpose designed questionnaire is offered to the students. Specifically, the questionnaire covers several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning (also assessed by follow-up quizzes), and methods of communication and assessment. The results, analysed to assess the effectiveness of the learning activity as the students perceive it, offer a promising potential for the use of such activities in outreach and learning.

Application of Geographic Information System (GIS) in Student Experiential Learning on Climate Change and Sustainability

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.; Prakash, A.; San Juan, F.

2016-12-01

Consortium of minority serving institutions including Delaware State University, Virginia State University, Morgan State University, University of Alaska Fairbanks, and Elizabeth City State University have collaborated on various student experiential learning programs to expand the technology-based education by incorporating Geographic Information System (GIS) technique to promote student learning on climate change and sustainability. Specific objectives of this collaborative programs are to: (i) develop new or enhance existing courses of Introduction to Geographic Information System (GIS) and Introduction to Remote Sensing, (ii) enhance teaching and research capabilities through faculty professional development workshops, (iii) engage minority undergraduates in GIS and remote sensing research via experiential learning activities including summer internship, workshop, and work study experience. Ultimate goal is to prepare pipeline of minority task force with skills in GIS and remote sensing application in climate sciences. Various research projects were conducted on topics such as carbon footprint, atmospheric CO2, wildlife diversity, ocean circulation, wild fires, geothermal exploration, etc. Students taking GIS and remote sensing courses often express interests to be involved in research projects to enhance their knowledge and obtain research skills. Of about 400 students trained, approximately 30% of these students were involved in research experience in our programs since 2004. The summer undergraduate research experiences (REU) have offered hands-on research experience to the students on climate change and sustainability. Previous studies indicate that students who are previously exposed to environmental science only by a single field trip or an introductory course could be still at risk of dropping out of this field in their early years of the college. The research experience, especially at early college years, would significantly increase the participation and retention of students in climate sciences and sustainability by creating and maintaining interest in these areas. These programs promoted active recruitment of faculty, staff, and students, fostered the development of partnerships, and enhanced related skill sets among students in GIS and remote sensing.

Field Learning: Experiential Learning through Participant Observation and Self-Reflection of Consumer Behavior at Sporting Events

ERIC Educational Resources Information Center

Schaller, Tracey King

2018-01-01

As marketing educators, we can enhance student learning by providing experiences that go beyond the classroom and into the real world. In this way, we encourage students to become lifelong learners where they observe the world around them through the lens of what they have learned. This article describes a project used in an undergraduate-level…

Males and Females Respond Differently to Controllability and Antidepressant Treatment

PubMed Central

Leuner, Benedetta; Mendolia-Loffredo, Sabrina; Shors, Tracey J.

2012-01-01

Background Women are much more likely to suffer from stress-related mental illness than men; yet few, if any, animal models for such sex differences exist. Previously, we reported that exposure to an acute stressor enhances learning in male rats yet severely impairs learning in female rats. Here, we tested whether these opposite effects in males versus females could be prevented by establishing control over the stressor or by antidepressant treatment. Methods Learning was assessed using the hippocampal-dependent task of trace eyeblink conditioning. In the first experiment, groups of male and female rats were exposed to controllable or uncontrollable stress and trained. In a second experiment, they were exposed to an uncontrollable stressor after chronic treatment with the antidepressant fluoxetine (Prozac). In a final experiment, females were exposed to uncontrollable stress after acute treatment with fluoxetine. Results Establishing control over the stressful experience eliminated the detrimental effect of stress on learning in females as well as the enhancing effect of stress in males. Moreover, chronic but not acute treatment with fluoxetine prevented the learning deficit in females after exposure to stress. Treatment with fluoxetine did not alter the male response to stress. Conclusions These data indicate that males and females not only respond in opposite directions to the same stressful event but also respond differently to controllability and antidepressant treatments. PMID:15601607

Appraising the role of the virtual patient for therapeutics health education.

PubMed

Baumann-Birkbeck, Lyndsee; Florentina, Fiona; Karatas, Onur; Sun, Jianbe; Tang, Tingna; Thaung, Victor; McFarland, Amelia; Bernaitis, Nijole; Khan, Sohil A; Grant, Gary; Anoopkumar-Dukie, Shailendra

2017-09-01

Face-to-face instruction, paper-based case-studies and clinical placements remain the most commonly used teaching methods for therapeutics curricula. Presenting clinical content in a didactic manner presents challenges in engaging learners and developing their clinical reasoning skills which may be overcome by inclusion of the virtual patient (VP). Currently there is limited literature examining the use of the VP in therapeutics teaching and learning. This review aimed to determine the role of VPs in therapeutics education, specifically the impact on student experiences, performance, and clinical skills. A search of primary literature was conducted with search terms including virtual patient, education, health, AND learning. Boolean operators were applied to include studies from health relevant fields with article titles and abstracts vetted. Nine of the 21 included studies were control-matched, and all but one compared VPs to traditional teaching. VPs enhanced the learning experience in all 17 studies that measured this outcome. Fourteen studies measured performance and clinical skills and 12 found VPs were beneficial, while two did not. The VP was not superior to traditional teaching in all studies, but the VP appeared beneficial to the student learning experience. Discrepancy was found between the impact of VPs on short- and long-term knowledge. The VP appears to enhance the student learning experience and has a role in therapeutics education, however a blended-learning (BL) approach may be required to account for individual learning styles. Additional investigation is required to clarify the efficacy of the VP, particularly as a component of BL, on longer-term knowledge retention. Copyright © 2017 Elsevier Inc. All rights reserved.

Discrete Serotonin Systems Mediate Memory Enhancement and Escape Latencies after Unpredicted Aversive Experience in Drosophila Place Memory

PubMed Central

Sitaraman, Divya; Kramer, Elizabeth F.; Kahsai, Lily; Ostrowski, Daniela; Zars, Troy

2017-01-01

Feedback mechanisms in operant learning are critical for animals to increase reward or reduce punishment. However, not all conditions have a behavior that can readily resolve an event. Animals must then try out different behaviors to better their situation through outcome learning. This form of learning allows for novel solutions and with positive experience can lead to unexpected behavioral routines. Learned helplessness, as a type of outcome learning, manifests in part as increases in escape latency in the face of repeated unpredicted shocks. Little is known about the mechanisms of outcome learning. When fruit fly Drosophila melanogaster are exposed to unpredicted high temperatures in a place learning paradigm, flies both increase escape latencies and have a higher memory when given control of a place/temperature contingency. Here we describe discrete serotonin neuronal circuits that mediate aversive reinforcement, escape latencies, and memory levels after place learning in the presence and absence of unexpected aversive events. The results show that two features of learned helplessness depend on the same modulatory system as aversive reinforcement. Moreover, changes in aversive reinforcement and escape latency depend on local neural circuit modulation, while memory enhancement requires larger modulation of multiple behavioral control circuits. PMID:29321732

How learning shapes the empathic brain.

PubMed

Hein, Grit; Engelmann, Jan B; Vollberg, Marius C; Tobler, Philippe N

2016-01-05

Deficits in empathy enhance conflicts and human suffering. Thus, it is crucial to understand how empathy can be learned and how learning experiences shape empathy-related processes in the human brain. As a model of empathy deficits, we used the well-established suppression of empathy-related brain responses for the suffering of out-groups and tested whether and how out-group empathy is boosted by a learning intervention. During this intervention, participants received costly help equally often from an out-group member (experimental group) or an in-group member (control group). We show that receiving help from an out-group member elicits a classical learning signal (prediction error) in the anterior insular cortex. This signal in turn predicts a subsequent increase of empathy for a different out-group member (generalization). The enhancement of empathy-related insula responses by the neural prediction error signal was mediated by an establishment of positive emotions toward the out-group member. Finally, we show that surprisingly few positive learning experiences are sufficient to increase empathy. Our results specify the neural and psychological mechanisms through which learning interacts with empathy, and thus provide a neurobiological account for the plasticity of empathic reactions.

How learning shapes the empathic brain

PubMed Central

Hein, Grit; Vollberg, Marius C.; Tobler, Philippe N.

2016-01-01

Deficits in empathy enhance conflicts and human suffering. Thus, it is crucial to understand how empathy can be learned and how learning experiences shape empathy-related processes in the human brain. As a model of empathy deficits, we used the well-established suppression of empathy-related brain responses for the suffering of out-groups and tested whether and how out-group empathy is boosted by a learning intervention. During this intervention, participants received costly help equally often from an out-group member (experimental group) or an in-group member (control group). We show that receiving help from an out-group member elicits a classical learning signal (prediction error) in the anterior insular cortex. This signal in turn predicts a subsequent increase of empathy for a different out-group member (generalization). The enhancement of empathy-related insula responses by the neural prediction error signal was mediated by an establishment of positive emotions toward the out-group member. Finally, we show that surprisingly few positive learning experiences are sufficient to increase empathy. Our results specify the neural and psychological mechanisms through which learning interacts with empathy, and thus provide a neurobiological account for the plasticity of empathic reactions. PMID:26699464

Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics

NASA Astrophysics Data System (ADS)

Pegg, John; Panizzon, Debra

2011-06-01

When questioned, secondary mathematics teachers in rural and regional schools in Australia refer to their limited opportunities to engage and share experiences with peers in other schools as an under-utilised and cost-effective mechanism to support their professional learning and enhance their students' learning. The paper reports on the creation and evaluation of a network of learning communities of rural secondary mathematics teachers around a common purpose—enhancement and increased engagement of student learning in mathematics. To achieve this goal, teams of teachers from six rural schools identified an issue hindering improved student learning of mathematics in their school. Working collaboratively with support from university personnel with expertise in curriculum, assessment and quality pedagogy, teachers developed and implemented strategies to address an identified issue in ways that were relevant to their teaching contexts. The research study identifies issues in mathematics of major concern to rural teachers of mathematics, the successes and challenges the teachers faced in working in learning communities on the issue they identified, and the efficacy of the professional learning model.

Meet The Simpsons: top-down effects in face learning.

PubMed

Bonner, Lesley; Burton, A Mike; Jenkins, Rob; McNeill, Allan; Vicki, Bruce

2003-01-01

We examined whether prior knowledge of a person affects the visual processes involved in learning a face. In two experiments, subjects were taught to associate human faces with characters they knew (from the TV show The Simpsons) or characters they did not (novel names). In each experiment, knowledge of the character predicted performance in a recognition memory test, relying only on old/new confidence ratings. In experiment 1, we established the technique and showed that there is a face-learning advantage for known people, even when face items are counterbalanced for familiarity across the experiment. In experiment 2 we replicated the effect in a setting which discouraged subjects from attending more to known than unknown people, and eliminated any visual association between face stimuli and a character from The Simpsons. We conclude that prior knowledge about a person can enhance learning of a new face.

Hippocampal Processing of Ambiguity Enhances Fear Memory.

PubMed

Amadi, Ugwechi; Lim, Seh Hong; Liu, Elizabeth; Baratta, Michael V; Goosens, Ki A

2017-02-01

Despite the ubiquitous use of Pavlovian fear conditioning as a model for fear learning, the highly predictable conditions used in the laboratory do not resemble real-world conditions, in which dangerous situations can lead to unpleasant outcomes in unpredictable ways. In the current experiments, we varied the timing of aversive events after predictive cues in rodents and discovered that temporal ambiguity of aversive events greatly enhances fear. During fear conditioning with unpredictably timed aversive events, pharmacological inactivation of the dorsal hippocampus or optogenetic silencing of cornu ammonis 1 cells during aversive negative prediction errors prevented this enhancement of fear without affecting fear learning for predictable events. Dorsal hippocampal inactivation also prevented ambiguity-related enhancement of fear during auditory fear conditioning under a partial-reinforcement schedule. These results reveal that information about the timing and occurrence of aversive events is rapidly acquired and that unexpectedly timed or omitted aversive events generate hippocampal signals to enhance fear learning.

Selected Screen for Engaging Students in Projectile Motion

NASA Astrophysics Data System (ADS)

Dramae, A.; Toedtanya, K.; Wuttiprom, S.

2017-09-01

Connecting physics concepts to activities that are interesting to students or what they encounter in everyday life will help students build a strong foundation. When there is an interesting activity for the student, it will result in the student responding, engaging, and enthusiasm in learning. Learning activities that are based on what students are interested in and regularly experience will enable students to understand the long and memorable experience. Both of these will enhance the student’s learning experience. One of the activities that can be described in this research used the learning activity through movies, which is the application of the basic motion projectile for students to understand the characteristics of such movement. It also aims to further develop critical thinking skills of learners.

A global service-learning experience for nursing students in Tanzania: a model for collaboration.

PubMed

Kreye, Judy; Oetker-Black, Sharon

2013-01-01

This article addresses a model for creating a short-term global service-learning program. The Global Standards for the Initial Education of Professional Nurses and Midwives guided the development of a collaborative program involving a school of nursing in the Midwestern United States and one in Tanzania. Evaluation of the school of nursing and subsequent collaborative planning led to development and implementation of a 3-week global service-learning experience for nursing students. International academic partnerships, developed in accordance with WHO standards, will enhance educational experiences for nursing students both in the United States and abroad. © 2013 Wiley Periodicals, Inc.

Addressing Diversity in Health Science Students by Enhancing Flexibility through e-Learning

ERIC Educational Resources Information Center

Penman, Joy; Thalluri, Jyothi

2014-01-01

The technological advancements for teaching and learning sciences for health science students are embedded in the Thalluri-Penman Good Practice Model, which aims to improve the learning experiences of science students and increase student retention and success rates. The model also links students from urban and rural areas, studying both on-and…

Peer Sharing Facilitates the Effect of Inquiry-Based Projects on Science Learning

ERIC Educational Resources Information Center

Chung, Hui-Min; Behan, Kristina Jackson

2010-01-01

Authentic assessment exercises are similar to real-world tasks that would be expected by a professional. An authentic assessment in combination with an inquiry-based learning activity enhances students' learning and rehearses them for their future roles, whether as scientists or as informed citizens. Over a period of 2 years, we experimented with…

Enhancing the Learning Achievements and Attitudes of Taiwan Vocational School Students in Accounting with the Dynamic Assessment System

ERIC Educational Resources Information Center

Shih, Ju-Ling; Ku, David Tawei; Hung, Su-Huan

2013-01-01

We investigate how the computerized dynamic assessment system improves the learning achievements of vocational high school students studying accounting. Our experiment was conducted under the one-group pretest-posttest design of 34 junior students. The questionnaire results were analyzed to determine student-learning attitudes and reactions toward…

Social Learning Theory in the Age of Social Media: Implications for Educational Practitioners

ERIC Educational Resources Information Center

Deaton, Shannon

2015-01-01

Following the research of Albert Bandura, the advent of social media has changed the platform for social interaction and human experience. Educators have a unique opportunity to apply the concepts of Bandura's Social Learning Theory toward enhanced student engagement and learning in a social media context. This article synthesizes current research…

Enhancing Writing Achievement through a Digital Learning Environment: Case Studies of Three Struggling Adolescent Male Writers

ERIC Educational Resources Information Center

Pruden, Manning; Kerkhoff, Shea N.; Spires, Hiller A.; Lester, James

2017-01-01

The aim of this study was to explore how "Narrative Theatre," a narrative-centered digital learning environment, supported the writing processes of 3 struggling adolescent male writers. We utilized a multicase study approach to capture 3 sixth-grade participants' experiences with the digital learning environment before, during, and after…

Inservice Science Teachers' Views of a Professional Development Workshop and Their Learning of Force and Motion Concepts

ERIC Educational Resources Information Center

Ramlo, Susan

2012-01-01

Teacher attitudes affect their instruction such that positive teacher attitudes enhance the teaching and learning process. The purpose of this study was to explore inservice science teachers' views of learning physics within the context of a professional development experience and to investigate the relationship between those views and the…

Reflections on the Use of Iterative, Agile and Collaborative Approaches for Blended Flipped Learning Development

ERIC Educational Resources Information Center

Owen, Hazel; Dunham, Nicola

2015-01-01

E-learning experiences are widely becoming common practice in many schools, tertiary institutions and other organisations. However despite this increased use of technology to enhance learning and the associated investment involved the result does not always equate to more engaged, knowledgeable and skilled learners. We have observed two key…

The Influences of the 2D Image-Based Augmented Reality and Virtual Reality on Student Learning

ERIC Educational Resources Information Center

Liou, Hsin-Hun; Yang, Stephen J. H.; Chen, Sherry Y.; Tarng, Wernhuar

2017-01-01

Virtual reality (VR) learning environments can provide students with concepts of the simulated phenomena, but users are not allowed to interact with real elements. Conversely, augmented reality (AR) learning environments blend real-world environments so AR could enhance the effects of computer simulation and promote students' realistic experience.…

MALL with WordBricks--Building Correct Sentences Brick by Brick

ERIC Educational Resources Information Center

Purgina, Marina; Mozgovoy, Maxim; Ward, Monica

2017-01-01

Mobile-Assisted Language Learning (MALL) use is increasing and it is good to be able to provide language learners with new resources to enhance their language learning experience. One such resource is WordBricks, a non-commercial, educational app that facilitates the learning and reinforcement of grammar rules. It uses bricks and connectors of…

The Influence of Learning Styles on Student Perception and Satisfaction in a Highly Collaborative Team Taught Course

ERIC Educational Resources Information Center

Sullivan, Daniel; Colburn, Michael; Fox, Daniel E.

2013-01-01

Team teaching an undergraduate business capstone course has the potential of providing students with an enhanced learning experience in a number of ways. This study examines the relationship between faculty and student learning styles and their impact on student perception and satisfaction in a highly collaborative team taught undergraduate…

Concrescent Conversations: Generating a Cooperative Learning Experience in Principles of Management--A Postmodern Analysis

ERIC Educational Resources Information Center

Akan, Obasi Haki

2005-01-01

By taking a postmodern ontology that elevates becoming over the modern ontology of being, the author of this article proposes a theory and describes a method that teachers can use to enhance students' cooperative learning of management principles. The author asserts that the social construction of learning groups is an effect of organizing…

Constructively Aligning Technologies with Learning and Assessment in a Distance Education Master's Programme

ERIC Educational Resources Information Center

Rogerson-Revell, Pamela

2015-01-01

This paper reports on an action research study investigating the use of online learning activities or "e-tivities" to enhance the learning and assessment experience of students on a distance master's programme. The study suggests that to be successfully integrated in a programme, such activities need to be carefully aligned with learning…

Quality Virtual Instruction: The Use of Synchronous Online Activities to Engage International Students in Meaningful Learning

ERIC Educational Resources Information Center

Weiler, Spencer C.

2012-01-01

Online instruction offers students a convenient way to access higher education. However, convenience must never trump quality when it comes to participation in a graduate program. Synchronous learning activities in graduate online courses are an effective way to enhance the learning experiences of all students, and especially those from different…

A Framework for Adopting LMS to Introduce e-Learning in a Traditional Course

ERIC Educational Resources Information Center

Georgouli, Katerina; Skalkidis, Ilias; Guerreiro, Pedro

2008-01-01

As more and more teachers in tertiary education experiment with technology, looking for new ways of enhancing their traditional ways of teaching, the need of flexible tools able to support well planned blended learning scenarios emerges. Learning Management Systems, especially those which are based on open source software, have shown to be very…

Collaborative Learning Environments: Exploring Student Attitudes and Satisfaction in Face-to-Face and Asynchronous Computer Conferencing Settings

ERIC Educational Resources Information Center

Ocker, Rosalie J.; Yaverbaum, Gayle J.

2004-01-01

Although collaborative learning techniques have been shown to enhance the learning experience, it is difficult to incorporate these concepts into courses without requiring students to collaborate outside of class. There is an ever increasing number of nontraditional university students who find it difficult to schedule the necessary meetings with…

Using Mediated Learning Experience Parameters To Change Children's Behavior: Techniques for Parents and Childcare Providers.

ERIC Educational Resources Information Center

Falik, Louis H.

This paper describes the conceptual and activity focus of a training program for parents and childcare providers to help children develop their learning potential. The program thereby facilitates children's integration into society and enhancement of further learning propensities needed by them to adapt. The focus of the work is to create…

Considering Components, Types, and Degrees of Authenticity in Designing Technology to Support Transfer

ERIC Educational Resources Information Center

Hardre, Patricia L.

2013-01-01

Authenticity is a key to using technology for instruction in ways that enhance learning and support learning transfer. Simply put, a representation is authentic when it shows learners clearly what a task, context, or experience will be like in real practice. More authentic representations help people learn and understand better. They support…

The Relationship of Listening to Classical Music on First Graders' Ability To Retain Information.

ERIC Educational Resources Information Center

Lewis, Erin

In traditional reading and CARE lessons (a curriculum used to help students learn to read and identify sounds), music is not played to enhance the learning environment. However, some studies have shown that when music is played during learning experiences there is more retention of the material. This research project compared the traditional…

Enhancing the Motor Skills of Children with Autism Spectrum Disorders: A Pool-Based Approach

ERIC Educational Resources Information Center

Lee, Jihyun; Porretta, David L.

2013-01-01

Children with autism spectrum disorders (ASDs) often experience difficulties with motor skill learning and performance. The pool is a unique learning environment that can help children with ASDs learn or improve aquatic skills, fitness, and social skills. A pool-based approach is also aligned with the elements of dynamic systems theory, which…

Podagogy: The iPod as a Learning Technology

ERIC Educational Resources Information Center

Dale, Crispin; Pymm, John M.

2009-01-01

With the growing influence of social media on contemporary society, educators have to adapt to new ways of engaging students in the learning process. The use of iPod technologies, as part of this new breed of social media and associated gadgetry, offers fresh opportunities to enhance the student learning experience. As part of a research project…

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.

Children's Comprehension of Informational Text: Reading, Engaging, and Learning

ERIC Educational Resources Information Center

Baker, Linda; Dreher, Mariam Jean; Shiplet, Angela Katenkamp; Beall, Lisa Carter; Voelker, Anita N.; Garrett, Adia J.; Schugar, Heather R.; Finger-Elam, Maria

2011-01-01

The Reading, Engaging, and Learning project (REAL) investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned…

Test-Potentiated Learning: Distinguishing Between Direct and Indirect Effects of Tests

PubMed Central

Arnold, Kathleen M.; McDermott, Kathleen B.

2013-01-01

The facilitative effect of retrieval practice, or testing, on the probability of later retrieval has been the focus of much recent empirical research. A lesser-known benefit of retrieval practice is that it may also enhance the ability of a learner to benefit from a subsequent restudy opportunity. This facilitative effect of retrieval practice on subsequent encoding is known as test-potentiated learning. Thus far, however, the literature has not isolated the indirect effect of retrieval practice on subsequent memory (via enhancing the effectiveness of restudy) from the direct effects of retrieval on subsequent memory. The experiment presented here uses conditional probability to disentangle test-potentiated learning from the direct effects of retrieval practice. The results indicate that unsuccessful retrieval attempts enhance the effectiveness of subsequent restudy, demonstrating that tests do potentiate subsequent learning. PMID:22774852

Participating in a Community of Learners enhances resident perceptions of learning in an e-mentoring program: proof of concept

PubMed Central

2011-01-01

Background Community learning and e-mentoring, learning methods used in higher education, are not used to any extent in residency education. Yet both have the potential to enhance resident learning and, in the case of community learning, introduce residents to basic lifelong learning skills. We set out to determine whether residents participating in an Internet based e-mentoring program would, with appropriate facilitation, form a community of learners (CoL) and hold regular community meetings. We also determined resident and faculty perceptions of CoL and Internet sessions as effective learning experiences. Methods A six-month e-mentoring pilot was offered to 10 Radiology residents in the Aga Khan University Postgraduate Medical Education Program in Nairobi, Kenya (AKUHN) with a Professor of Radiology, located at University of Virginia, USA, acting as the e-mentor. Monthly Internet case-based teaching sessions were facilitated by the e-mentor. In addition, residents were coached by a community facilitator to form CoL and collectively work through clinical cases at weekly face-to-face CoL sessions. Event logs described observed resident activity at CoL sessions; exit survey and interviews were used to elicit perceptions of CoL and Internet sessions as effective learning experiences. Results Resident adoption of CoL behaviors was observed, including self-regulation, peer mentoring and collaborative problem solving. Analysis revealed high resident enthusiasm and value for CoL. Surveys and interviews indicated high levels of acceptance of Internet learning experiences, although there was room for improvement in audio-visual transmission technologies. Faculty indicated there was a need for a larger multi-specialty study. Conclusions The pilot demonstrated resident acceptance of community building and collaborative learning as valued learning experiences, addressing one barrier to its formal adoption in residency education curricula. It also highlighted the potential of e-mentoring as a means of expanding faculty and teaching materials in residency programs in developing countries. PMID:21266070

Combining d-cycloserine with motor training does not result in improved general motor learning in neurologically intact people or in people with stroke

PubMed Central

Cherry, Kendra M.; Lenze, Eric J.

2014-01-01

Neurological rehabilitation involving motor training has resulted in clinically meaningful improvements in function but is unable to eliminate many of the impairments associated with neurological injury. Thus there is a growing need for interventions that facilitate motor learning during rehabilitation therapy, to optimize recovery. d-Cycloserine (DCS), a partial N-methyl-d-aspartate (NMDA) receptor agonist that enhances neurotransmission throughout the central nervous system (Ressler KJ, Rothbaum BO, Tannenbaum L, Anderson P, Graap K, Zimand E, Hodges L, Davis M. Arch Gen Psychiatry 61: 1136–1144, 2004), has been shown to facilitate declarative and emotional learning. We therefore tested whether combining DCS with motor training facilitates motor learning after stroke in a series of two experiments. Forty-one healthy adults participated in experiment I, and twenty adults with stroke participated in experiment II of this two-session, double-blind study. Session one consisted of baseline assessment, subject randomization, and oral administration of DCS or placebo (250 mg). Subjects then participated in training on a balancing task, a simulated feeding task, and a cognitive task. Subjects returned 1–3 days later for posttest assessment. We found that all subjects had improved performance from pretest to posttest on the balancing task, the simulated feeding task, and the cognitive task. Subjects who were given DCS before motor training, however, did not show enhanced learning on the balancing task, the simulated feeding task, or the associative recognition task compared with subjects given placebo. Moreover, training on the balancing task did not generalize to a similar, untrained balance task. Our findings suggest that DCS does not enhance motor learning or motor skill generalization in neurologically intact adults or in adults with stroke. PMID:24671538

Evolutionary Responses to Invasion: Cane Toad Sympatric Fish Show Enhanced Avoidance Learning

PubMed Central

Caller, Georgina; Brown, Culum

2013-01-01

The introduced cane toad (Bufo marinus) poses a major threat to biodiversity due to its lifelong toxicity. Several terrestrial native Australian vertebrates are adapting to the cane toad’s presence and lab trials have demonstrated that repeated exposure to B. marinus can result in learnt avoidance behaviour. Here we investigated whether aversion learning is occurring in aquatic ecosystems by comparing cane toad naïve and sympatric populations of crimson spotted rainbow fish (Melanotaenia duboulayi). The first experiment indicated that fish from the sympatric population had pre-existing aversion to attacking cane toad tadpoles but also showed reduced attacks on native tadpoles. The second experiment revealed that fish from both naïve and sympatric populations learned to avoid cane toad tadpoles following repeated, direct exposure. Allopatric fish also developed a general aversion to tadpoles. The aversion learning abilities of both groups was examined using an experiment involving novel distasteful prey items. While both populations developed a general avoidance of edible pellets in the presence of distasteful pellets, only the sympatric population significantly reduced the number of attacks on the novel distasteful prey item. These results indicate that experience with toxic prey items over multiple generations can enhance avoidance leaning capabilities via natural selection. PMID:23372788

Physical experience enhances science learning.

PubMed

Kontra, Carly; Lyons, Daniel J; Fischer, Susan M; Beilock, Sian L

2015-06-01

Three laboratory experiments involving students' behavior and brain imaging and one randomized field experiment in a college physics class explored the importance of physical experience in science learning. We reasoned that students' understanding of science concepts such as torque and angular momentum is aided by activation of sensorimotor brain systems that add kinetic detail and meaning to students' thinking. We tested whether physical experience with angular momentum increases involvement of sensorimotor brain systems during students' subsequent reasoning and whether this involvement aids their understanding. The physical experience, a brief exposure to forces associated with angular momentum, significantly improved quiz scores. Moreover, improved performance was explained by activation of sensorimotor brain regions when students later reasoned about angular momentum. This finding specifies a mechanism underlying the value of physical experience in science education and leads the way for classroom practices in which experience with the physical world is an integral part of learning. © The Author(s) 2015.

Technology and Environmental Education: Friend or Foe?

ERIC Educational Resources Information Center

Athman, Julie; Bates, Tim

1998-01-01

Discusses the pros and cons often mentioned concerning technology in education. Describes measures of effectiveness of technology-enhanced educational programs, ranging from active learning and multidisciplinary tasks to performance-based assessments. Argues that technology should enhance rather than replace direct experiences. (PVD)

Community Connections to Enhance Undergraduate International Business Education: An Example of Business Consulting Projects

ERIC Educational Resources Information Center

Annavarjula, Madan; Trifts, Jack W.

2012-01-01

Practical project experience as a means of augmenting traditional classroom learning has long been viewed as a value adding curricular exercise. While students participating in the projects gain valuable skills that will enhance their personal marketability, successful projects also benefit the client companies involved and help enhance the image…

Effects of laterality and sex on cognitive strategy in a water maze place learning task and modification by nicotine and nitric oxide synthase inhibition in rats.

PubMed

Kanit, L; Koylu, E O; Erdogan, O; Pogun, S

2005-08-15

The aim of the present study was to investigate sex differences in learning strategies and to elucidate the mechanisms, which may underlie these differences. In two separate experiments, rats were presented with different strategies that could be employed to learn the position of a platform in a water maze (WM); furthermore, rats received treatments that could influence these strategies. In the first experiment, we demonstrated that the response-learning paradigm can be applied to the WM and can be compared with visually cued learning and reversal learning. Naïve rats of either sex could acquire this protocol relatively easily. On the probe trial, where the rats are presented with a choice between using response versus visually cued learning, initially response learning was preferred, however, during these experiments, laterality emerged as a significant factor and rats trained to turn right had difficulty in reversing the learned pattern to find the platform. The second part of our study evaluated the effects of nicotine and nitric oxide synthase (NOS) inhibition on the aforementioned parameters. Drug treatments impaired acquisition compared to saline treatments and the effect was more pronounced with NOS inhibition. During the probe trial, while NOS inhibition enhanced the right-side bias in both sexes, nicotine treatment had the same effect only in males. In conclusion, naïve rats can acquire place learning using visible cues or response learning; however, there is a right side bias in both sexes and the laterality effect is more pronounced in male rats. In drug-treated animals, while NOS inhibition enhances laterality (right bias) in both sexes similarly, nicotine modifies the cognitive strategy in a sexually dimorphic manner by augmenting the right bias only in male rats.

Towards AI-powered personalization in MOOC learning

NASA Astrophysics Data System (ADS)

Yu, Han; Miao, Chunyan; Leung, Cyril; White, Timothy John

2017-12-01

Massive Open Online Courses (MOOCs) represent a form of large-scale learning that is changing the landscape of higher education. In this paper, we offer a perspective on how advances in artificial intelligence (AI) may enhance learning and research on MOOCs. We focus on emerging AI techniques including how knowledge representation tools can enable students to adjust the sequence of learning to fit their own needs; how optimization techniques can efficiently match community teaching assistants to MOOC mediation tasks to offer personal attention to learners; and how virtual learning companions with human traits such as curiosity and emotions can enhance learning experience on a large scale. These new capabilities will also bring opportunities for educational researchers to analyse students' learning skills and uncover points along learning paths where students with different backgrounds may require different help. Ethical considerations related to the application of AI in MOOC education research are also discussed.

Interest Matters: The Importance of Promoting Interest in Education.

PubMed

Harackiewicz, Judith M; Smith, Jessi L; Priniski, Stacy J

2016-10-01

Interest is a powerful motivational process that energizes learning, guides academic and career trajectories, and is essential to academic success. Interest is both a psychological state of attention and affect toward a particular object or topic, and an enduring predisposition to reengage over time. Integrating these two definitions, the four-phase model of interest development guides interventions that promote interest and capitalize on existing interests. Four interest-enhancing interventions seem useful: attention-getting settings, contexts evoking prior individual interest, problem-based learning, and enhancing utility value. Promoting interest can contribute to a more engaged, motivated, learning experience for students.

Experiences of nursing undergraduates on a redesigned blended communication module: A descriptive qualitative study.

PubMed

Shorey, Shefaly; Siew, An Ling; Ang, Emily

2018-02-01

Education is going through accelerated changes to accommodate the needs of contemporary students. However, there are ongoing concerns regarding the quality of education in communication skills for nurses and other healthcare professionals. Many studies have been conducted to evaluate the effectiveness of a blended learning pedagogical tool in enhancing the learning of nursing undergraduates. However, little is known about students' experiences of a blended learning model for teaching communication skills. To explore first year nursing students' experiences of the blended learning design adopted in a communication module. A descriptive qualitative design was adopted. Data were collected in the form of written reflections from 74 first year nursing undergraduates who were enrolled in a university-affiliated nursing school. Students were asked to complete an online reflective exercise regarding an undergraduate communication module on their last day of class, and the submitted reflections were analyzed. A thematic analysis was conducted and ethics approval was obtained for this study. Six overarching themes and fifteen subthemes were generated. The six overarching themes were: 1) Helpful and engaging classroom experience, 2) valuable online activities, 3) meaningful assessment, 4) appreciation for interprofessional education, 5) personal enrichment, and 6) overall feedback and recommendations. The students in this study felt that the blended pedagogy communication module enhanced their learning and boosted their confidence in facing similar situations. Interprofessional education was well-accepted among students as they attained a deeper understanding on the importance of interprofessional learning and an appreciation towards other professionals. Blended pedagogy can be used in teaching communication skills to nursing students to provide a holistic and up-to-date learning experience. Future studies should consider engaging students in face-to-face interviews to obtain a deeper understanding on their experiences of a blended pedagogy incorporated communication module. Copyright © 2017 Elsevier Ltd. All rights reserved.

Applying Web-Enabled Problem-Based Learning and Self-Regulated Learning to Enhance Computing Skills of Taiwan's Vocational Students: A Quasi-Experimental Study of a Short-Term Module

ERIC Educational Resources Information Center

Shen, Pei-Di; Lee, Tsang-Hsiung; Tsai, Chia-Wen

2007-01-01

Contrary to conventional expectations, the reality of computing education in Taiwan's vocational schools is not so practically oriented, and thus reveals much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based problem-based learning (PBL), web-based self-regulated learning (SRL), and…

Measuring the Moderating Effect of Gender and Age on E-Learning Acceptance in England: A Structural Equation Modeling Approach for an Extended Technology Acceptance Model

ERIC Educational Resources Information Center

Tarhini, Ali; Hone, Kate; Liu, Xiaohui

2014-01-01

The success of an e-learning intervention depends to a considerable extent on student acceptance and use of the technology. Therefore, it has become imperative for practitioners and policymakers to understand the factors affecting the user acceptance of e-learning systems in order to enhance the students' learning experience. Based on an extended…

Relative speed of processing determines color-word contingency learning.

PubMed

Forrin, Noah D; MacLeod, Colin M

2017-10-01

In three experiments, we tested a relative-speed-of-processing account of color-word contingency learning, a phenomenon in which color identification responses to high-contingency stimuli (words that appear most often in particular colors) are faster than those to low-contingency stimuli. Experiment 1 showed equally large contingency-learning effects whether responding was to the colors or to the words, likely due to slow responding to both dimensions because of the unfamiliar mapping required by the key press responses. For Experiment 2, participants switched to vocal responding, in which reading words is considerably faster than naming colors, and we obtained a contingency-learning effect only for color naming, the slower dimension. In Experiment 3, previewing the color information resulted in a reduced contingency-learning effect for color naming, but it enhanced the contingency-learning effect for word reading. These results are all consistent with contingency learning influencing performance only when the nominally irrelevant feature is faster to process than the relevant feature, and therefore are entirely in accord with a relative-speed-of-processing explanation.

Using Realia in Instruction.

ERIC Educational Resources Information Center

Blanton, Lloyd H.; And Others

1980-01-01

Seven articles in this issue focus on the use of realia in instruction. Authors discuss reasons why realia effectively motivate students and enhance learning; the place of realia in supervised occupational experience programs; the importance of real-life experiences to vocational agriculture; and student teaching as a reality experience. (SK)

Verdi Invades the Kindergarten.

ERIC Educational Resources Information Center

McGirr, Paula Ifft

1995-01-01

Children can complement all areas of their language learning with music, and can enhance their musical activities with language. Opportunities to experience sounds, language, and rhythmic movement support the learning and development of the whole child. Activities dealing with children's books that have musical themes, song picture books, and…

Technology and Environmental Education: An Integrated Curriculum

ERIC Educational Resources Information Center

Willis, Jana M.; Weiser, Brenda

2005-01-01

Preparing teacher candidates to integrate technology into their future classrooms effectively requires experience in instructional planning that utilizes technology to enhance student learning. Teacher candidates need to work with curriculum that supports a variety of technologies. Using Project Learning Tree and environmental education (EE),…

Using Post-Visit Action Resources to Support Family Conservation Learning Following a Wildlife Tourism Experience

ERIC Educational Resources Information Center

Hughes, Karen; Packer, Jan; Ballantyne, Roy

2011-01-01

Wildlife tourism experiences are often promoted for their ability to enhance visitors' conservation knowledge, attitudes and behaviour; yet, studies exploring the long-term influence of such experiences are rare. This research explores the impact of a wildlife tourism experience and post-visit support on families' adoption of conservation…

Immediate and Sustained Effects of Planning in a Problem-Solving Task

ERIC Educational Resources Information Center

Delaney, Peter F.; Ericsson, K. Anders; Knowles, Martin E.

2004-01-01

In 4 experiments, instructions to plan a task (water jugs) that normally produces little planning altered how participants solved the problems and resulted in enhanced learning and memory. Experiment 1 identified planning strategies that allowed participants to plan full solutions to water jugs problems. Experiment 2 showed that experience with…

Comparison of patients' expectations and experiences at traditional pharmacies and pharmacies offering enhanced advanced pharmacy practice experiences.

PubMed

Kassam, Rosemin; Collins, John B; Berkowitz, Jonathan

2010-06-15

To compare patients' expectations and experiences at pharmacies offering traditional APPE learning opportunities with those offering enhanced APPEs that incorporate pharmaceutical care activities. A survey of anchored measures of patient satisfaction was conducted in 2 groups of APPE- affiliated community pharmacies: those participating in an enhanced APPE model versus those participating in the traditional model. The enhanced intervention included preceptor training, a comprehensive student orientation, and an extended experience at a single pharmacy rather than the traditional 2 x 4-week experience at different pharmacies. While patient expectations were similar in both traditional and enhanced APPE pharmacies, patients in enhanced pharmacies reported significantly higher in-store satisfaction and fewer service gaps. Additionally, satisfaction was significantly higher for patients who had received any form of consultation, from either pharmacist or students, than those reporting no consultations. Including provision of pharmaceutical care services as part of APPEs resulted in direct and measurable improvements in patient satisfaction.

The NMDA receptor partial agonist d-cycloserine does not enhance motor learning.

PubMed

Günthner, Jan; Scholl, Jacqueline; Favaron, Elisa; Harmer, Catherine J; Johansen-Berg, Heidi; Reinecke, Andrea

2016-10-01

There has recently been increasing interest in pharmacological manipulations that could potentially enhance exposure-based cognitive behaviour therapy for anxiety disorders. One such medication is the partial NMDA agonist d-cycloserine. It has been suggested that d-cycloserine enhances cognitive behaviour therapy by making learning faster. While animal studies have supported this view of the drug accelerating learning, evidence in human studies has been mixed. We therefore designed an experiment to measure the effects of d-cycloserine on human motor learning. Fifty-four healthy human volunteers were randomly assigned to a single dose of 250mg d-cycloserine versus placebo in a double-blind design. They then performed a motor sequence learning task. D-cycloserine did not increase the speed of motor learning or the overall amount learnt. However, we noted that participants on d-cycloserine tended to respond more carefully (shifting towards slower, but more correct responses). The results suggest that d-cycloserine does not exert beneficial effects on psychological treatments via mechanisms involved in motor learning. Further studies are needed to clarify the influence on other cognitive mechanisms. © The Author(s) 2016.

Using Technology, Bioinformatics and Health Informatics Approaches to Improve Learning Experiences in Optometry Education, Research and Practice.

PubMed

Gupta, Vivek K; Gupta, Veer B

2016-11-15

Rapid advances in ocular diagnostic approaches and emerging links of pathological changes in the eye with systemic disorders have widened the scope of optometry as the front line of eye health care. Expanding professional requirements stipulate that optometry students get a meticulous training in relevant information and communication technologies (ICT) and various bioinformatics and health informatics software to meet current and future challenges. Greater incorporation of ICT approaches in optometry education can facilitate increased student engagement in shared learning experiences and improve collaborative learning. This, in turn, will enable students to participate in and prepare for the complex real-world situations. A judicious use of ICTs by teachers in learning endeavors can help students develop innovative patterns of thinking to be a successful optometry professional. ICT-facilitated learning enables students and professionals to carry out their own research and take initiatives and thus shifts the equilibrium towards self-education. It is important that optometry and allied vision science schools adapt to the changing professional requirements with pedagogical evolution and react appropriately to provide the best educational experience for the students and teachers. This review aims to highlight the scope of ICT applications in optometry education and professional development drawing from similar experiences in other disciplines. Further, while enhanced use of ICT in optometry has the potential to create opportunities for transformative learning experiences, many schools use it merely to reinforce conventional teaching practices. Tremendous developments in ICT should allow educators to consider using ICT tools to enhance communication as well as providing a novel, richer, and more meaningful medium for the comprehensive knowledge construction in optometry and allied health disciplines.

Using Technology, Bioinformatics and Health Informatics Approaches to Improve Learning Experiences in Optometry Education, Research and Practice

PubMed Central

Gupta, Vivek K.; Gupta, Veer B.

2016-01-01

Rapid advances in ocular diagnostic approaches and emerging links of pathological changes in the eye with systemic disorders have widened the scope of optometry as the front line of eye health care. Expanding professional requirements stipulate that optometry students get a meticulous training in relevant information and communication technologies (ICT) and various bioinformatics and health informatics software to meet current and future challenges. Greater incorporation of ICT approaches in optometry education can facilitate increased student engagement in shared learning experiences and improve collaborative learning. This, in turn, will enable students to participate in and prepare for the complex real-world situations. A judicious use of ICTs by teachers in learning endeavors can help students develop innovative patterns of thinking to be a successful optometry professional. ICT-facilitated learning enables students and professionals to carry out their own research and take initiatives and thus shifts the equilibrium towards self-education. It is important that optometry and allied vision science schools adapt to the changing professional requirements with pedagogical evolution and react appropriately to provide the best educational experience for the students and teachers. This review aims to highlight the scope of ICT applications in optometry education and professional development drawing from similar experiences in other disciplines. Further, while enhanced use of ICT in optometry has the potential to create opportunities for transformative learning experiences, many schools use it merely to reinforce conventional teaching practices. Tremendous developments in ICT should allow educators to consider using ICT tools to enhance communication as well as providing a novel, richer, and more meaningful medium for the comprehensive knowledge construction in optometry and allied health disciplines. PMID:27854266

Aversive Learning and Trait Aggression Influence Retaliatory Behavior.

PubMed

Molapour, Tanaz; Lindström, Björn; Olsson, Andreas

2016-01-01

In two experiments (n = 35, n = 34), we used a modified fear-conditioning paradigm to investigate the role of aversive learning in retaliatory behavior in social context. Participants first completed an initial aversive learning phase in which the pairing of a neutral conditioned stimulus (CS; i.e., neutral face) with a naturally aversive unconditioned stimulus (US; electric shock) was learned. Then they were given an opportunity to interact (i.e., administer 0-2 shocks) with the same faces again, during a Test phase. In Experiment 2, we used the same paradigm with the addition of online trial-by-trial ratings (e.g., US expectancy and anger) to examine the role of aversive learning, anger, and the learned expectancy of receiving punishment more closely. Our results indicate that learned aversions influenced future retaliation in a social context. In both experiments, participants showed largest skin conductance responses (SCRs) to the faces paired with one or two shocks, demonstrating successful aversive learning. Importantly, participants administered more shocks to the faces paired with the most number of shocks when the opportunity was given during test. Also, our results revealed that aggressive traits (Buss and Perry Aggression scale) were associated with retaliation only toward CSs associated with aversive experiences. These two experiments show that aggressive traits, when paired with aversive learning experiences enhance the likelihood to act anti-socially toward others.

Understanding the optimal learning environment in palliative care.

PubMed

Connell, Shirley E; Yates, Patsy; Barrett, Linda

2011-07-01

The learning experiences of student nurses undertaking clinical placement are reported widely, however little is known about the learning experiences of health professionals undertaking continuing professional development (CPD) in a clinical setting, especially in palliative care. The aim of this study, which was conducted as part of the national evaluation of a professional development program involving clinical attachments with palliative care services (The Program of Experience in the Palliative Approach [PEPA]), was to explore factors influencing the learning experiences of participants over time. Thirteen semi-structured, one-to-one telephone interviews were conducted with five participants throughout their PEPA experience. The analysis was informed by the traditions of adult, social and psychological learning theories and relevant literature. The participants' learning was enhanced by engaging interactively with host site staff and patients, and by the validation of their personal and professional life experiences together with the reciprocation of their knowledge with host site staff. Self-directed learning strategies maximised the participants' learning outcomes. Inclusion in team activities aided the participants to feel accepted within the host site. Personal interactions with host site staff and patients shaped this social/cultural environment of the host site. Optimal learning was promoted when participants were actively engaged, felt accepted and supported by, and experienced positive interpersonal interactions with, the host site staff. Copyright © 2010 Elsevier Ltd. All rights reserved.

Aversive Learning and Trait Aggression Influence Retaliatory Behavior

PubMed Central

Molapour, Tanaz; Lindström, Björn; Olsson, Andreas

2016-01-01

In two experiments (n = 35, n = 34), we used a modified fear-conditioning paradigm to investigate the role of aversive learning in retaliatory behavior in social context. Participants first completed an initial aversive learning phase in which the pairing of a neutral conditioned stimulus (CS; i.e., neutral face) with a naturally aversive unconditioned stimulus (US; electric shock) was learned. Then they were given an opportunity to interact (i.e., administer 0–2 shocks) with the same faces again, during a Test phase. In Experiment 2, we used the same paradigm with the addition of online trial-by-trial ratings (e.g., US expectancy and anger) to examine the role of aversive learning, anger, and the learned expectancy of receiving punishment more closely. Our results indicate that learned aversions influenced future retaliation in a social context. In both experiments, participants showed largest skin conductance responses (SCRs) to the faces paired with one or two shocks, demonstrating successful aversive learning. Importantly, participants administered more shocks to the faces paired with the most number of shocks when the opportunity was given during test. Also, our results revealed that aggressive traits (Buss and Perry Aggression scale) were associated with retaliation only toward CSs associated with aversive experiences. These two experiments show that aggressive traits, when paired with aversive learning experiences enhance the likelihood to act anti-socially toward others. PMID:27375520

The effects of value on context-item associative memory in younger and older adults.

PubMed

Hennessee, Joseph P; Knowlton, Barbara J; Castel, Alan D

2018-02-01

Valuable items are often remembered better than items that are less valuable by both older and younger adults, but older adults typically show deficits in binding. Here, we examine whether value affects the quality of recognition memory and the binding of incidental details to valuable items. In Experiment 1, participants learned English words each associated with a point-value they earned for correct recognition with the goal of maximizing their score. In Experiment 2, value was manipulated by presenting items that were either congruent or incongruent with an imagined state of physiological need (e.g., hunger). In Experiment 1, point-value was associated with enhanced recollection in both age groups. Memory for the color associated with the word was in fact reduced for high-value recollected items compared with low-value recollected items, suggesting value selectively enhances binding of task-relevant details. In Experiment 2, memory for learned images was enhanced by value in both age groups. However, value differentially enhanced binding of an imagined context to the item in younger and older adults, with a strong trend for increased binding in younger adults only. These findings suggest that value enhances episodic encoding in both older and younger adults but that binding of associated details may be reduced for valuable items compared to less valuable items, particularly in older adults. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Comparison of Students' Perceptions of Their Teaching-Learning Environments in Three Professional Academic Disciplines: A Valuable Tool for Quality Enhancement

ERIC Educational Resources Information Center

Haarala-Muhonen, Anne; Ruohoniemi, Mirja; Katajavuori, Nina; Lindblom-Ylanne, Sari

2011-01-01

The present study explored differences in students' perceptions of their teaching-learning environments in three professional academic disciplines at the University of Helsinki, using a modified version of the Experiences of Teaching & Learning Questionnaire. A total of 426 first-year students from the Faculties of Law, Pharmacy and Veterinary…

Effectiveness of Mathematics Teaching and Learning Experiences through Wireless Technology as Recent Style to Enhance B.Ed. Trainees

ERIC Educational Resources Information Center

Joan, D. R. Robert

2015-01-01

The objective of the study was to find out the effect of learning through Wireless technologies and the traditional method in teaching and learning Mathematics. The investigator adopted experimental research to find the effectiveness of implementing Wireless technologies in the population of B.Ed. trainees. The investigator selected 32 B.Ed.…

Exploring the Potential of a Location Based Augmented Reality Game for Language Learning

ERIC Educational Resources Information Center

Richardson, Donald

2016-01-01

This paper adds to the small but growing body of research into the potential of augmented reality games for teaching and learning English as a foreign language (EFL). It explores the extent to which such games enhance the language learning experience of advanced level EFL learners. The author draws on his work developing "Mission not really…

An Evolution of Distance Learning Issues: From Exporting to Enhancing the Classroom Experience

ERIC Educational Resources Information Center

Johnstone, Sally M.

2004-01-01

There are many different formats being used for distance learning and each has implications for institutional and public policies. With almost 90% of U.S. public colleges and universities offering distance learning courses, it is important for all members of the academy to be aware of these implications as they consider their own involvement in…

Student Voices about the Role Feedback Plays in the Enhancement of Their Learning

ERIC Educational Resources Information Center

Plank, Christine; Dixon, Helen; Ward, Gillian

2014-01-01

If feedback is to be framed as purposeful dialogue then both students and teachers have significant roles to play. Students must be willing and able to provide feedback to teachers not only about their learning needs but also about the teaching they experience. In turn, teachers must create the conditions that support active student learning and…

Influence of Problem-Based Learning Strategy on Enhancing Student's Industrial Oriented Competences Learned: An Action Research on Learning Weblog Analysis

ERIC Educational Resources Information Center

Chung, Pansy; Yeh, Ron Chuen; Chen, Yi-Cheng

2016-01-01

In order to respond to the ever-changing global economic environment, the technological and vocational education system in Taiwan needs to be dramatically reformed to the changing needs of the domestic industrial structure. Integrating practical talents with practical industrial experiences and competences can help avoid discrepancy and close the…

Experiential Learning--A Case Study of the Use of Computerised Stock Market Trading Simulation in Finance Education

ERIC Educational Resources Information Center

Marriott, Pru; Tan, Siew Min; Marriott, Neil

2015-01-01

Finance is a popular programme of study in UK higher education despite it being a challenging subject that requires students to understand and apply complex and abstract mathematical models and academic theories. Educational simulation is an active learning method found to be useful in enhancing students' learning experience, but there has been…

Mapping Participation in Situated Language Learning

ERIC Educational Resources Information Center

Groves, Olivia; Verenikina, Irina; Chen, Honglin

2016-01-01

Research on the international student experience in Australia has highlighted the challenges that international students face when obtaining tertiary qualifications in an Australian university [AEI. (2012). "Student voices: Enhancing the experience of international students in Australia." Canberra, Australia: Australian Education…

A learning tool for optical and microwave satellite image processing and analysis

NASA Astrophysics Data System (ADS)

Dashondhi, Gaurav K.; Mohanty, Jyotirmoy; Eeti, Laxmi N.; Bhattacharya, Avik; De, Shaunak; Buddhiraju, Krishna M.

2016-04-01

This paper presents a self-learning tool, which contains a number of virtual experiments for processing and analysis of Optical/Infrared and Synthetic Aperture Radar (SAR) images. The tool is named Virtual Satellite Image Processing and Analysis Lab (v-SIPLAB) Experiments that are included in Learning Tool are related to: Optical/Infrared - Image and Edge enhancement, smoothing, PCT, vegetation indices, Mathematical Morphology, Accuracy Assessment, Supervised/Unsupervised classification etc.; Basic SAR - Parameter extraction and range spectrum estimation, Range compression, Doppler centroid estimation, Azimuth reference function generation and compression, Multilooking, image enhancement, texture analysis, edge and detection. etc.; SAR Interferometry - BaseLine Calculation, Extraction of single look SAR images, Registration, Resampling, and Interferogram generation; SAR Polarimetry - Conversion of AirSAR or Radarsat data to S2/C3/T3 matrix, Speckle Filtering, Power/Intensity image generation, Decomposition of S2/C3/T3, Classification of S2/C3/T3 using Wishart Classifier [3]. A professional quality polarimetric SAR software can be found at [8], a part of whose functionality can be found in our system. The learning tool also contains other modules, besides executable software experiments, such as aim, theory, procedure, interpretation, quizzes, link to additional reading material and user feedback. Students can have understanding of Optical and SAR remotely sensed images through discussion of basic principles and supported by structured procedure for running and interpreting the experiments. Quizzes for self-assessment and a provision for online feedback are also being provided to make this Learning tool self-contained. One can download results after performing experiments.

Vertical Integration in Teaching And Learning (VITAL): an approach to medical education in general practice.

PubMed

Dick, Marie-Louise B; King, David B; Mitchell, Geoffrey K; Kelly, Glynn D; Buckley, John F; Garside, Susan J

2007-07-16

There is increasing demand to provide clinical and teaching experiences in the general practice setting. Vertical integration in teaching and learning, whereby teaching and learning roles are shared across all learner stages, has the potential to decrease time demands and stress on general practitioners, to provide teaching skills and experience to GP registrars, and to improve the learning experience for medical students, and may also help meet the increased demand for teaching in general practice. We consider potential advantages and barriers to vertical integration of teaching in general practice, and provide results of focus group discussions with general practice principals and registrars about vertical integration. We recommend further research into the feasibility of using vertical integration to enhance the capacity to teach medical students in general practice.

Developmentally Effective Experiences for Promoting Self-Authorship

ERIC Educational Resources Information Center

King, Patricia M.; Baxter Magolda, Marcia B.; Barber, James P.; Brown, Marie Kendall; Lindsay, Nathan K.

2009-01-01

Many national studies have identified types of experiences that are associated with enhancing college students' learning. This study contributes to the small but growing body of research on transformative educational experiences that assist and enable college students to develop ways of understanding and being in the world that help them adapt and…

Thought Experiments in Physics Education: A Simple and Practical Example.

ERIC Educational Resources Information Center

Lattery, Mark J.

2001-01-01

Uses a Galilean thought experiment to enhance learning in a college-level physical science course. Presents both modern and historical perspectives of Galileo's work. As a final project, students explored Galileo's thought experiment in the laboratory using modern detectors with satisfying results. (Contains 25 references.) (Author/ASK)

Enhancing the Student Experience of Laboratory Practicals through Digital Video Guides

ERIC Educational Resources Information Center

Croker, Karen; Andersson, Holger; Lush, David; Prince, Rob; Gomez, Stephen

2010-01-01

Laboratory-based learning allows students to experience bioscience principles first hand. In our experience, practical content and equipment may have changed over time, but teaching methods largely remain the same, typically involving; whole class introduction with a demonstration, students emulating the demonstration in small groups, gathering…

The Outward Bound Solo: A Study of Participants' Perceptions

ERIC Educational Resources Information Center

Kalisch, Kenneth R.; Bobilya, Andrew J.; Daniel, Brad

2011-01-01

Research on wilderness experience programs indicates there is much to learn about specific components of the overall experience. The solo, where students are intentionally separated from their expedition group for an extended time for reflection, has long had an anecdotal reputation for enhancing the quality of participants' experiences. The…

The Multicultural Experience of International Students in Portugal: A Narrative Approach

ERIC Educational Resources Information Center

Nada, Cosmin Ionut; Araújo, Helena Costa

2017-01-01

Purpose: The aim of this paper is to explore qualitatively and holistically the experience of international students in the context of Portuguese higher education. This paper interrogates the potential that an experience abroad provides for multicultural learning and for enhancing interaction between students with different cultural backgrounds.…

Structural Enhancement of Learning

ERIC Educational Resources Information Center

Trumpower, David L.; Goldsmith, Timothy E.

2004-01-01

Structural learning aids, such as interactive overviews (IOs), have previously been shown to facilitate text comprehension and recall. In this study, we examined the effects of structural aids on learners' structural knowledge and their performance on a procedural transfer task. In Experiment 1, 90 college students were presented definitions of…

Learning Communities: An Untapped Sustainable Competitive Advantage for Higher Education

ERIC Educational Resources Information Center

Dawson, Shane; Burnett, Bruce; O' Donohue, Mark

2006-01-01

Purpose: This paper demonstrates the need for the higher education sector to develop and implement scaleable, quantitative measures that evaluate community and establish organisational benchmarks in order to guide the development of future practices designed to enhance the student learning experience. Design/methodology/approach: Literature…

Location-Based Learning through Augmented Reality

ERIC Educational Resources Information Center

Chou, Te-Lien; Chanlin, Lih-Juan

2014-01-01

A context-aware and mixed-reality exploring tool cannot only effectively provide an information-rich environment to users, but also allows them to quickly utilize useful resources and enhance environment awareness. This study integrates Augmented Reality (AR) technology into smartphones to create a stimulating learning experience at a university…

Online Interactions and Social Presence in Online Learning

ERIC Educational Resources Information Center

Lee, Sang Joon; Huang, Kun

2018-01-01

The community of inquiry framework identified three essential elements of cognitive, social, and teaching presences for a successful online learning experience. Among them, social presence is key for developing personal relationships and enhancing collaboration and critical discourse in online courses. This study examined whether providing more…

Adaptivity and Autonomy Development in a Learning Personalization Process

ERIC Educational Resources Information Center

Verpoorten, D.

2009-01-01

Within the iClass (Integrated Project 507922) and Enhanced Learning Experience and Knowledge Transfer (ELEKTRA; Specific Targeted Research or Innovation Project 027986) European projects, the author was requested to harness his pedagogical knowledge to the production of educational adaptive systems. The article identifies and documents the…

MLS student active learning within a "cloud" technology program.

PubMed

Tille, Patricia M; Hall, Heather

2011-01-01

In November 2009, the MLS program in a large public university serving a geographically large, sparsely populated state instituted an initiative for the integration of technology enhanced teaching and learning within the curriculum. This paper is intended to provide an introduction to the system requirements and sample instructional exercises used to create an active learning technology-based classroom. Discussion includes the following: 1.) define active learning and the essential components, 2.) summarize teaching methods, technology and exercises utilized within a "cloud" technology program, 3.) describe a "cloud" enhanced classroom and programming 4.) identify active learning tools and exercises that can be implemented into laboratory science programs, and 5.) describe the evaluation and assessment of curriculum changes and student outcomes. The integration of technology in the MLS program is a continual process and is intended to provide student-driven active learning experiences.

Anticipation of Personal Genomics Data Enhances Interest and Learning Environment in Genomics and Molecular Biology Undergraduate Courses

PubMed Central

Weber, K. Scott; Jensen, Jamie L.; Johnson, Steven M.

2015-01-01

An important discussion at colleges is centered on determining more effective models for teaching undergraduates. As personalized genomics has become more common, we hypothesized it could be a valuable tool to make science education more hands on, personal, and engaging for college undergraduates. We hypothesized that providing students with personal genome testing kits would enhance the learning experience of students in two undergraduate courses at Brigham Young University: Advanced Molecular Biology and Genomics. These courses have an emphasis on personal genomics the last two weeks of the semester. Students taking these courses were given the option to receive personal genomics kits in 2014, whereas in 2015 they were not. Students sent their personal genomics samples in on their own and received the data after the course ended. We surveyed students in these courses before and after the two-week emphasis on personal genomics to collect data on whether anticipation of obtaining their own personal genomic data impacted undergraduate student learning. We also tested to see if specific personal genomic assignments improved the learning experience by analyzing the data from the undergraduate students who completed both the pre- and post-course surveys. Anticipation of personal genomic data significantly enhanced student interest and the learning environment based on the time students spent researching personal genomic material and their self-reported attitudes compared to those who did not anticipate getting their own data. Personal genomics homework assignments significantly enhanced the undergraduate student interest and learning based on the same criteria and a personal genomics quiz. We found that for the undergraduate students in both molecular biology and genomics courses, incorporation of personal genomic testing can be an effective educational tool in undergraduate science education. PMID:26241308

Anticipation of Personal Genomics Data Enhances Interest and Learning Environment in Genomics and Molecular Biology Undergraduate Courses.

PubMed

Weber, K Scott; Jensen, Jamie L; Johnson, Steven M

2015-01-01

An important discussion at colleges is centered on determining more effective models for teaching undergraduates. As personalized genomics has become more common, we hypothesized it could be a valuable tool to make science education more hands on, personal, and engaging for college undergraduates. We hypothesized that providing students with personal genome testing kits would enhance the learning experience of students in two undergraduate courses at Brigham Young University: Advanced Molecular Biology and Genomics. These courses have an emphasis on personal genomics the last two weeks of the semester. Students taking these courses were given the option to receive personal genomics kits in 2014, whereas in 2015 they were not. Students sent their personal genomics samples in on their own and received the data after the course ended. We surveyed students in these courses before and after the two-week emphasis on personal genomics to collect data on whether anticipation of obtaining their own personal genomic data impacted undergraduate student learning. We also tested to see if specific personal genomic assignments improved the learning experience by analyzing the data from the undergraduate students who completed both the pre- and post-course surveys. Anticipation of personal genomic data significantly enhanced student interest and the learning environment based on the time students spent researching personal genomic material and their self-reported attitudes compared to those who did not anticipate getting their own data. Personal genomics homework assignments significantly enhanced the undergraduate student interest and learning based on the same criteria and a personal genomics quiz. We found that for the undergraduate students in both molecular biology and genomics courses, incorporation of personal genomic testing can be an effective educational tool in undergraduate science education.

Partnering International Universities to Enhance Climate Literacy through Interdisciplinary, Cross-Cultural Learning

NASA Astrophysics Data System (ADS)

North, L. A.; Polk, J.; Strenecky, B.

2015-12-01

The climate change phenomenon will present complex, far-reaching challenges and opportunities, which will require leaders well-versed in interdisciplinary learning and international understanding. In an effort to develop the next generation of future leaders prepared for these challenges and opportunities, faculty from Western Kentucky University (WKU) and the University of Akureyri (UNAK), Iceland partnered to co-teach a course in climate change science and communication in Iceland. Students from both Institutions participated in the course to further enhance the cross-learning opportunity presented to the students. The 11-day course stationed out of three cities in Iceland, including Reykjavík, Vik, and Akureyri, the Icelandic gateway to the Arctic. In addition to undertaking field experiences such as hiking on glaciers, exploring ice caves, and touring geothermal plants, the group also hosted forums to discuss climate change with members of the Icelandic community, and completed The $100 Solution™ service-learning projects. A culminating point of the study abroad experience was a presentation by the students to persons from the University of Akureyri and representatives from the neighboring Icelandic communities about what they had learned about climate change science and communication during their travels. Through this experience, students were able to share their knowledge, which in turn gave them a deeper understanding of the issues they were learning throughout the study abroad program. In short, the program combined interdisciplinary learning, service-learning, and international understanding toward the goal of preparing the leaders of tomorrow with the skills to address climate change challenges.

Promoting higher order thinking skills using inquiry-based learning

NASA Astrophysics Data System (ADS)

Madhuri, G. V.; S. S. N Kantamreddi, V.; Goteti, L. N. S. Prakash

2012-05-01

Active learning pedagogies play an important role in enhancing higher order cognitive skills among the student community. In this work, a laboratory course for first year engineering chemistry is designed and executed using an inquiry-based learning pedagogical approach. The goal of this module is to promote higher order thinking skills in chemistry. Laboratory exercises are designed based on Bloom's taxonomy and a just-in-time facilitation approach is used. A pre-laboratory discussion outlining the theory of the experiment and its relevance is carried out to enable the students to analyse real-life problems. The performance of the students is assessed based on their ability to perform the experiment, design new experiments and correlate practical utility of the course module with real life. The novelty of the present approach lies in the fact that the learning outcomes of the existing experiments are achieved through establishing a relationship with real-world problems.

Study preferences for exemplar variability in self-regulated category learning.

PubMed

Wahlheim, Christopher N; DeSoto, K Andrew

2017-02-01

Increasing exemplar variability during category learning can enhance classification of novel exemplars from studied categories. Four experiments examined whether participants preferred variability when making study choices with the goal of later classifying novel exemplars. In Experiments 1-3, participants were familiarised with exemplars of birds from multiple categories prior to making category-level assessments of learning and subsequent choices about whether to receive more variability or repetitions of exemplars during study. After study, participants classified novel exemplars from studied categories. The majority of participants showed a consistent preference for variability in their study, but choices were not related to category-level assessments of learning. Experiment 4 provided evidence that study preferences were based primarily on theoretical beliefs in that most participants indicated a preference for variability on questionnaires that did not include prior experience with exemplars. Potential directions for theoretical development and applications to education are discussed.

Does retrieval practice enhance learning and transfer relative to restudy for term-definition facts?

PubMed

Pan, Steven C; Rickard, Timothy C

2017-09-01

In many pedagogical contexts, term-definition facts that link a concept term (e.g., "vision") with its corresponding definition (e.g., "the ability to see") are learned. Does retrieval practice involving retrieval of the term (given the definition) or the definition (given the term) enhance subsequent recall, relative to restudy of the entire fact? Moreover, does any benefit of retrieval practice for the term transfer to later recall of the definition, or vice versa? We addressed those questions in 4 experiments. In each, subjects first studied term-definition facts and then trained on two thirds of the facts using multiple-choice tests with feedback. Half of the test questions involved recalling terms; the other half involved recalling definitions. The remaining facts were either not trained (Experiment 1) or restudied (Experiments 2-4). A 48-hr delayed multiple-choice (Experiments 1-2) or short answer (Experiments 3a-4) final test assessed recall of all terms or all definitions. Replicating and extending prior research, retrieval practice yielded improved recall and positive transfer relative to no training. Relative to restudy, however, retrieval practice consistently enhanced subsequent term retrieval, enhanced subsequent definition retrieval only after repeated practice, and consistently yielded at best minimal positive transfer in either direction. Theoretical and practical implications are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Learning Robotics in a Science Museum Theatre Play: Investigation of Learning Outcomes, Contexts and Experiences

NASA Astrophysics Data System (ADS)

Peleg, Ran; Baram-Tsabari, Ayelet

2017-12-01

Theatre is often introduced into science museums to enhance visitor experience. While learning in museums exhibitions received considerable research attention, learning from museum theatre has not. The goal of this exploratory study was to investigate the potential educational role of a science museum theatre play. The study aimed to investigate (1) cognitive learning outcomes of the play, (2) how these outcomes interact with different viewing contexts and (3) experiential learning outcomes through the theatrical experience. The play `Robot and I', addressing principles in robotics, was commissioned by a science museum. Data consisted of 391 questionnaires and interviews with 47 children and 20 parents. Findings indicate that explicit but not implicit learning goals were decoded successfully. There was little synergy between learning outcomes of the play and an exhibition on robotics, demonstrating the effect of two different physical contexts. Interview data revealed that prior knowledge, experience and interest played a major role in children's understanding of the play. Analysis of the theatrical experience showed that despite strong identification with the child protagonist, children often doubted the protagonist's knowledge jeopardizing integration of scientific content. The study extends the empirical knowledge and theoretical thinking on museum theatre to better support claims of its virtues and respond to their criticism.

Influence of an interprofessional HIV/AIDS education program on role perception, attitudes and teamwork skills of undergraduate health sciences students.

PubMed

Curran, Vernon R; Mugford, J Gerry; Law, Rebecca M T; MacDonald, Sandra

2005-03-01

An evaluation study of an undergraduate HIV/AIDS interprofessional education program for medical, nursing and pharmacy students was undertaken to assess changes in role perception, attitudes towards collaboration, self-reported teamwork skills and satisfaction with a shared learning experience. A combined one group pretest-posttest and time-series study design was used. Several survey instruments and observation checklists were completed by students and tutors before, during and after the educational program. Students reported greater awareness of roles and the continuous exposure to interprofessional learning led to improved attitudes towards teamwork. Standardized patients were effective in fostering an experience of realism and motivating collaboration between students. A problem-based learning approach combined with standardized patients was effective in enhancing HIV/AIDS interprofessional role perception, enhancing attitudes towards collaboration and interprofessional approaches to HIV/AIDS care and fostering confidence in teamwork skills among pre-licensure health sciences students.

Using theories of learning in workplaces to enhance physiotherapy clinical education.

PubMed

Patton, Narelle; Higgs, Joy; Smith, Megan

2013-10-01

Clinical education has long been accepted as integral to the education of physiotherapy students and their preparation for professional practice. The clinical environment, through practice immersion, situates students in a powerful learning context and plays a critical role in students' construction of professional knowledge. Despite this acknowledged centrality of practice and clinical environments to the students' experiential construction of professional knowledge, there has been limited exploration of learning theories underpinning clinical education in the literature. In this paper, we explore a selection of learning theories underpinning physiotherapy clinical education with a view to providing clinical educators with a firm foundation on which to base wise educational practices and potentially enhance physiotherapy students' clinical learning experiences. This exploration has drawn from leading thinkers in the field of education over the past century.

Neural substrates underlying stimulation-enhanced motor skill learning after stroke

PubMed Central

Lefebvre, Stéphanie; Dricot, Laurence; Laloux, Patrice; Gradkowski, Wojciech; Desfontaines, Philippe; Evrard, Frédéric; Peeters, André; Jamart, Jacques

2015-01-01

Motor skill learning is one of the key components of motor function recovery after stroke, especially recovery driven by neurorehabilitation. Transcranial direct current stimulation can enhance neurorehabilitation and motor skill learning in stroke patients. However, the neural mechanisms underlying the retention of stimulation-enhanced motor skill learning involving a paretic upper limb have not been resolved. These neural substrates were explored by means of functional magnetic resonance imaging. Nineteen chronic hemiparetic stroke patients participated in a double-blind, cross-over randomized, sham-controlled experiment with two series. Each series consisted of two sessions: (i) an intervention session during which dual transcranial direct current stimulation or sham was applied during motor skill learning with the paretic upper limb; and (ii) an imaging session 1 week later, during which the patients performed the learned motor skill. The motor skill learning task, called the ‘circuit game’, involves a speed/accuracy trade-off and consists of moving a pointer controlled by a computer mouse along a complex circuit as quickly and accurately as possible. Relative to the sham series, dual transcranial direct current stimulation applied bilaterally over the primary motor cortex during motor skill learning with the paretic upper limb resulted in (i) enhanced online motor skill learning; (ii) enhanced 1-week retention; and (iii) superior transfer of performance improvement to an untrained task. The 1-week retention’s enhancement driven by the intervention was associated with a trend towards normalization of the brain activation pattern during performance of the learned motor skill relative to the sham series. A similar trend towards normalization relative to sham was observed during performance of a simple, untrained task without a speed/accuracy constraint, despite a lack of behavioural difference between the dual transcranial direct current stimulation and sham series. Finally, dual transcranial direct current stimulation applied during the first session enhanced continued learning with the paretic limb 1 week later, relative to the sham series. This lasting behavioural enhancement was associated with more efficient recruitment of the motor skill learning network, that is, focused activation on the motor-premotor areas in the damaged hemisphere, especially on the dorsal premotor cortex. Dual transcranial direct current stimulation applied during motor skill learning with a paretic upper limb resulted in prolonged shaping of brain activation, which supported behavioural enhancements in stroke patients. PMID:25488186

Beyond Ethical Frameworks: Using Moral Experimentation in the Engineering Ethics Classroom.

PubMed

Walling, Olivia

2015-12-01

Although undergraduate engineering ethics courses often include the development of moral sensitivity as a learning objective and the use of active learning techniques, teaching centers on the transmission of cognitive knowledge. This article describes a complementary assignment asking students to perform an ethics "experiment" on themselves that has a potential to enhance affective learning and moral imagination. The article argues that the focus on cognitive learning may not promote, and may even impair, our efforts to foster moral sensitivity. In contrast, the active learning assignments and exercises, like the ethics "experiment" discussed, offer great potential to expand the scope of instruction in engineering ethics to include ethical behavior as well as knowledge. Engineering ethics education needs to extend beyond the narrow range of human action associated with the technical work of the engineer and explore ways to draw on broader lifeworld experiences to enrich professional practice and identity.

International nursing students and what impacts their clinical learning: literature review.

PubMed

Edgecombe, Kay; Jennings, Michele; Bowden, Margaret

2013-02-01

This paper reviews the sparse literature about international nursing students' clinical learning experiences, and also draws on the literature about international higher education students' learning experiences across disciplines as well as nursing students' experiences when undertaking international clinical placements. The paper aims to identify factors that may impact international nursing students' clinical learning with a view to initiating further research into these students' attributes and how to work with these to enhance the students' clinical learning. Issues commonly cited as affecting international students are socialisation, communication, culture, relationships, and unmet expectations and aspirations. International student attributes tend to be included by implication rather than as part of the literature's focus. The review concludes that recognition and valuing of international nursing students' attributes in academic and clinical contexts are needed to facilitate effective strategies to support their clinical practice in new environments. Copyright © 2012. Published by Elsevier Ltd.

Andragogical Modeling and the Success of the "EMPACTS" project-based learning model in the STEM disciplines: A decade of growth and learner success in the 2Y College Learning Environment.

NASA Astrophysics Data System (ADS)

Phillips, C. D.; Thomason, R.; Galloway, M.; Sorey, N.; Stidham, L.; Torgerson, M.

2014-12-01

EMPACTS (Educationally Managed Projects Advancing Curriculum, Technology/Teamwork and Service) is a project-based, adult learning modelthat is designed to enhance learning of course content through real-world application and problem solving self directed and collaborative learning use of technology service to the community EMPACTS students are self-directed in their learning, often working in teams to develop, implement, report and present final project results. EMPACTS faculty use community based projects to increase deeper learning of course content through "real-world" service experiences. Learners develop personal and interpersonal work and communication skills as they plan, execute and complete project goals together. Technology is used as a tool to solve problems and to publish the products of their learning experiences. Courses across a broad STEM curriculum integrate the EMPACTS project experience into the overall learning outcomes as part of the learning college mission of preparing 2Y graduates for future academic and/or workforce success. Since the program began in 2005, there have been over 200 completed projects/year. Student driven successes have led to the establishment of an EMPACTS Technology Corp, which is funded through scholarship and allows EMPACTS learners the opportunity to serve and learn from one another as "peer instructors." Engineering and 3D graphic design teams have written technology proposals and received funding for 3D printing replication projects, which have benefited the college as a whole through grant opportunities tied to these small scale successes. EMPACTS students engage in a variety of outreachprojects with area schools as they share the successes and joys of self directed, inquiry, project based learning. The EMPACTS Program has successfully trained faculty and students in the implementation of the model and conduct semester to semester and once a year workshops for college and K-12 faculty, who are interested in enhancing the learning experience and retention of course content through meaningful, engaging, character building projects. Learner Project successes are celebrated and archived within the framework of the EMPACTS Student Project website. http://faculty.nwacc.edu/EAST_original/Spring2014/Spring2014index.htm

Autonomous reinforcement learning with experience replay.

PubMed

Wawrzyński, Paweł; Tanwani, Ajay Kumar

2013-05-01

This paper considers the issues of efficiency and autonomy that are required to make reinforcement learning suitable for real-life control tasks. A real-time reinforcement learning algorithm is presented that repeatedly adjusts the control policy with the use of previously collected samples, and autonomously estimates the appropriate step-sizes for the learning updates. The algorithm is based on the actor-critic with experience replay whose step-sizes are determined on-line by an enhanced fixed point algorithm for on-line neural network training. An experimental study with simulated octopus arm and half-cheetah demonstrates the feasibility of the proposed algorithm to solve difficult learning control problems in an autonomous way within reasonably short time. Copyright © 2012 Elsevier Ltd. All rights reserved.

Four years of problem-based learning: a student's perspective.

PubMed Central

von Doebeln, G.

1996-01-01

After four years as a student in a medical school using problem-based learning I still find it an excellent way to learn. Group work has developed my personal skills and abilities. Learning how to obtain knowledge on my own has given me independence and confidence. Motivation to study has been encouraged by early clinical experience. Training in critical thinking has been further enhanced by in-depth studies. Medical education at the University of Linkoping has developed over the years and a contributing factor has been students' involvement in designing the medical training. There are benefits and disadvantages with problem-based learning, but on the whole it is an enjoyable and fruitful experience. Images p98-a PMID:8871459

Pre-Service English Teachers' Perceptions and Practice of Field Experience and Professional Learning from Expert Teachers' Mentoring

ERIC Educational Resources Information Center

Chien, Chin-Wen

2015-01-01

Though it is well known that pre-service teachers' field experiences are recognized as key to enhancing teaching practice, Taiwanese pre-service teachers who take "Teaching Methods and Materials" in elementary school's seven areas often complain that they lack field experience. They do not have the opportunity to experience teaching…

The Role of Episodic Context in Retrieval Practice Effects

ERIC Educational Resources Information Center

Whiffen, Joshua W.; Karpicke, Jeffrey D.

2017-01-01

The episodic context account of retrieval-based learning proposes that retrieval enhances subsequent retention because people must think back to and reinstate a prior learning context. Three experiments directly tested this central assumption of the context account. Subjects studied word lists and then either restudied the words under intentional…

Learning to Work with Emotions during an Internship

ERIC Educational Resources Information Center

Stitts, D. Kathleen

2006-01-01

Business internships serve as a first step to permanent employment, providing opportunities for students to demonstrate the knowledge, skills, and abilities learned in the classroom. The internship experience also allows students to develop and enhance their communication skills as they respond to the personalities and behaviors of their…

Experiences That Matter: Enhancing Student Learning and Success. Annual Report 2007

ERIC Educational Resources Information Center

National Survey of Student Engagement, 2007

2007-01-01

The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational…

Quality Assessment and Development in the Course of the EFMD CEL Programme Accreditation

ERIC Educational Resources Information Center

Meier, C.; Seufert, S.; Euler, D.

2012-01-01

This paper reviews the experiences and learnings derived from the European Foundation for Management Development's programme accreditation teChnology-Enhanced Learning (EFMD CEL) programme accreditation. The EFMD CEL quality framework is briefly described, and an overview of the programmes that have pursued accreditation is presented.…

Children's Early Approaches to Learning and Academic Trajectories through Fifth Grade

ERIC Educational Resources Information Center

Li-Grining, Christine P.; Votruba-Drzal, Elizabeth; Maldonado-Carreno, Carolina; Haas, Kelly

2010-01-01

Children's early approaches to learning (ATL) enhance their adaptation to the demands they experience with the start of formal schooling. The current study uses individual growth modeling to investigate whether children's early ATL, which includes persistence, emotion regulation, and attentiveness, explain individual differences in their academic…

Theorizing the Self: Digital Storytelling, Applying Theory, and Multimodal Learning

ERIC Educational Resources Information Center

Kortegast, Carrie; Davis, Jonathan

2017-01-01

This article discusses the use of digital storytelling, a pedagogical tool, to enhance student learning and meaning-making. During the process of creating and sharing their digital stories, students engaged in self-reflexivity and demonstrated the ability to apply theories of student development to their personal experiences. Findings have…

Enhancing Lean Manufacturing Learning Experience through Hands-On Simulation

ERIC Educational Resources Information Center

Elbadawi, Isam; McWilliams, Douglas L.; Tetteh, Edem G.

2010-01-01

Finding appropriate interactive exercises to increase students' learning in technical topic courses is always challenging to educators. In this study, several paper plane hands-on simulation exercises were developed, used, and tested in a lean manufacturing course for beginning college students. A pretest and posttest was used to assess the…

Experiential Education: The Main Dish, Not Just a Side Course.

ERIC Educational Resources Information Center

Jacobs, Jeff

This paper advocates experiential education to help students actively engage in learning and transfer learning beyond the classroom. The characteristics and advantages of experiential education also provide educators with a more rewarding and enriching teaching experience. Typically, experiential education is viewed as an enhancement to more…

Enhancing Global Understanding with Study Abroad: Ethically Grounded Approaches to International Learning

ERIC Educational Resources Information Center

Gammonley, Denise; Rotabi, Karen Smith; Gamble, Dorothy N.

2007-01-01

Expanding opportunities for short-term overseas study require social work educators to consider ethical implications of these courses. Maximizing global understanding requires skillful facilitation, culturally respectful engagement, and learning activities consistent with ethical codes. Drawing on 10 years of experience leading study abroad trips…

Fostering Foreign Language Learning through Technology-Enhanced Intercultural Projects

ERIC Educational Resources Information Center

Chen, Jen Jun; Yang, Shu Ching

2014-01-01

The main aim of learning English as an international language is to effectively communicate with people from other cultures. In Taiwan, learners have few opportunities to experience cross-cultural communication in English. To create an authentic EFL classroom, this one-year action research study carried out three collaborative intercultural…

Enhancing Racial Self-Understanding through Structured Learning and Reflective Experiences

ERIC Educational Resources Information Center

Quaye, Stephen John; Baxter Magolda, Marcia B.

2007-01-01

Intercultural maturity and the learning partnerships model are offered as frameworks for understanding the intersection of students' developmental levels and readiness for cross-racial interactions, and for assisting educators in promoting racial self-understanding. A case study is used to illustrate the usefulness of the model in supporting…

TESOL in Context: Authentic Workplace Learning for Pre-Service Teachers

ERIC Educational Resources Information Center

Thomsett, Janeen; Leggett, Bridget; Ainsworth, Sharon

2011-01-01

The action research project entitled "Engaging pre-service TESOL teachers in authentic workplace learning" aimed to enhance the TESOL practicum experience of pre-service teachers in the Graduate Diploma of Education at Edith Cowan University in Perth, Western Australia. Integrated into the relevant TESOL curriculum unit was the…

A New Bloom: Transforming Learning

ERIC Educational Resources Information Center

Cochran, David; Conklin, Jack

2007-01-01

This article discusses a new design for the classic Bloom's Taxonomy developed by Anderson, L. W. & Krathwohl, D. (2001), which can be used to evaluate learners' technology-enhanced experience in more powerful and critical ways. The New Bloom's Taxonomy incorporates contemporary research on learning and human cognition into its model. The…

The Value of Fieldwork and Service Learning

ERIC Educational Resources Information Center

Ruppert, Nancy

2013-01-01

Colleges of education must instantiate their candidates' knowledge, skills, and dispositions for accreditation. Professors often have candidates reflect on field experience as a way to enhance their learning. This study examines reflections of 43 candidates over a 2-year period. Candidates engaged in an after-school enrichment program as…

Gamifying Outdoor Social Inquiry Learning with Context-Aware Technology

ERIC Educational Resources Information Center

Jong, Morris Siu-Yung; Chan, Tom; Tam, Vincent; Hue, Ming-Tak

2017-01-01

Gamification is a strategy of using game mechanics and experience design to digitally engage people to achieve intended goals in non-game contexts. There has been increasing discussion among educators and researchers about harnessing the idea of gamification to enhance current learning and teaching practices in school education. This paper…

Learning to Teach Mathematics with Technology: A Survey of Professional Development Needs, Experiences and Impacts

ERIC Educational Resources Information Center

Bennison, Anne; Goos, Merrilyn

2010-01-01

The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom…

Enhancing Student Team Effectiveness: Application of Myers-Briggs Personality Assessment in Business Courses

ERIC Educational Resources Information Center

Amato, Christie H.; Amato, Louis H.

2005-01-01

This article examines the relationship between student perceptions of team learning experience and communication style. Student group learning perceptions were evaluated and team communication style was measured using dyads derived from Myers-Briggs personality profiles. Groups containing similar personalities were classified as compatible,…

Enriching Classroom Learning through a Microblogging-Supported Activity

ERIC Educational Resources Information Center

Li, Kun; Darr, Kent; Gao, Fei

2018-01-01

Researchers have recognized the role that microblogging tools play in enhancing the effectiveness of communication and interaction in the classroom. However, few studies have specifically examined how to use microblogging tools to bring educational resources into the classroom to enrich the student learning experience. The exploratory case study…

An Exploratory Use of Musical Metaphors to Enhance Student Learning

ERIC Educational Resources Information Center

Weinrauch, J. Donald

2005-01-01

This article provides the role, scope, instructional experiences, and prospects of employing musical metaphors as a possible teaching tool. Interactive student learning is encouraged by actually playing songs in marketing strategy courses. First, an overview on the explanation and popularity of metaphors in both nonbusiness and business fields…

The Alchemy of Action Learning

ERIC Educational Resources Information Center

West, Penny; Choueke, Richard

2003-01-01

This paper examines the authors' experiences as action learning set facilitators within a public sector organisation undergoing change. Our objectives were to assist in the identification of internal and external drivers for change and to work with the set to explore how people's roles and responsibilities might be enhanced and developed in a…

Design Considerations for Enhancing Confidence and Participation in Web Based Courses.

ERIC Educational Resources Information Center

Winfield, William; Mealy, Martha; Scheibel, Pamela

The University of Wisconsin Learning Innovations Center's instructional design model for World Wide Web delivered courses incorporates a range of collaborative discussions and interactive experiences for the learner. In addition, these courses capitalize on the multimedia learning environment that the web offers to accommodate many kinds of…

Attitude Towards Computers and Classroom Management of Language School Teachers

ERIC Educational Resources Information Center

Jalali, Sara; Panahzade, Vahid; Firouzmand, Ali

2014-01-01

Computer-assisted language learning (CALL) is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the technologies into the classroom demands that the teachers adopt a number of classroom management procedures to maintain a more…

Simultaneous Stimulus Preexposure Enhances Human Tactile Perceptual Learning

ERIC Educational Resources Information Center

Rodríguez, Gabriel; Angulo, Rocío

2014-01-01

An experiment with human participants established a novel procedure to assess perceptual learning with tactile stimuli. Participants received unsupervised exposure to two sandpaper surfaces differing in roughness (A and B). The ability of the participants to discriminate between the stimuli was subsequently assessed on a same/different test. It…

Getting Students beyond Ideologies: Using Heterosexist Guided Imagery in the Classroom

ERIC Educational Resources Information Center

Henderson, Angela C.; Murdock, Jennifer L.

2012-01-01

Research shows that introductory courses in college provide an opportunity to invoke transformative learning, enhance students' ability to take the role of the "other," and encourage an authentic learning experience (Mezirow 1997). Few studies, however, have examined transformative approaches wherein students examine heterosexist ideologies. This…

Pedagogy and Space: Design Inspirations for Early Childhood Classrooms

ERIC Educational Resources Information Center

Zane, Linda M.

2015-01-01

The intersection of design and learning is a new and burgeoning area of interest in all levels of education. "Pedagogy and Space" combines architectural design information with early childhood theory to enhance children's learning and educators' experience within the space. Filled with colorful, inspiring photographs of intentionally…

Enhancing Professional Learning Communities through Knowledge Artefacts in Mainland China

ERIC Educational Resources Information Center

Qiao, Xuefeng; Yu, Shulin

2016-01-01

This qualitative case study examines the perspectives and experiences of seven Chinese primary teachers on the integration of shared knowledge artefacts into teaching in professional learning communities. The analysis of the semi-structured interviews and observation data revealed that using knowledge artefacts, such as preview sheets, flowing…

Developing Emotion-Aware, Advanced Learning Technologies: A Taxonomy of Approaches and Features

ERIC Educational Resources Information Center

Harley, Jason M.; Lajoie, Susanne P.; Frasson, Claude; Hall, Nathan C.

2017-01-01

A growing body of work on intelligent tutoring systems, affective computing, and artificial intelligence in education is exploring creative, technology-driven approaches to enhance learners' experience of adaptive, positively-valenced emotions while interacting with advanced learning technologies. Despite this, there has been no published work to…

Developing Simulations in Multi-User Virtual Environments to Enhance Healthcare Education

ERIC Educational Resources Information Center

Rogers, Luke

2011-01-01

Computer-based clinical simulations are a powerful teaching and learning tool because of their ability to expand healthcare students' clinical experience by providing practice-based learning. Despite the benefits of traditional computer-based clinical simulations, there are significant issues that arise when incorporating them into a flexible,…

The Combined Effects of Classroom Teaching and Learning Strategy Use on Students' Chemistry Self-Efficacy

NASA Astrophysics Data System (ADS)

Cheung, Derek

2015-02-01

For students to be successful in school chemistry, a strong sense of self-efficacy is essential. Chemistry self-efficacy can be defined as students' beliefs about the extent to which they are capable of performing specific chemistry tasks. According to Bandura (Psychol. Rev. 84:191-215, 1977), students acquire information about their level of self-efficacy from four sources: performance accomplishments, vicarious experiences, verbal persuasion, and physiological states. No published studies have investigated how instructional strategies in chemistry lessons can provide students with positive experiences with these four sources of self-efficacy information and how the instructional strategies promote students' chemistry self-efficacy. In this study, questionnaire items were constructed to measure student perceptions about instructional strategies, termed efficacy-enhancing teaching, which can provide positive experiences with the four sources of self-efficacy information. Structural equation modeling was then applied to test a hypothesized mediation model, positing that efficacy-enhancing teaching positively affects students' chemistry self-efficacy through their use of deep learning strategies such as metacognitive control strategies. A total of 590 chemistry students at nine secondary schools in Hong Kong participated in the survey. The mediation model provided a good fit to the student data. Efficacy-enhancing teaching had a direct effect on students' chemistry self-efficacy. Efficacy-enhancing teaching also directly affected students' use of deep learning strategies, which in turn affected students' chemistry self-efficacy. The implications of these findings for developing secondary school students' chemistry self-efficacy are discussed.

Instructed fear learning, extinction, and recall: additive effects of cognitive information on emotional learning of fear.

PubMed

Javanbakht, Arash; Duval, Elizabeth R; Cisneros, Maria E; Taylor, Stephan F; Kessler, Daniel; Liberzon, Israel

2017-08-01

The effects of instruction on learning of fear and safety are rarely studied. We aimed to examine the effects of cognitive information and experience on fear learning. Fourty healthy participants, randomly assigned to three groups, went through fear conditioning, extinction learning, and extinction recall with two conditioned stimuli (CS+). Information was presented about the presence or absence of conditioned stimulus-unconditioned stimulus (CS-US) contingency at different stages of the experiment. Information about the CS-US contingency prior to fear conditioning enhanced fear response and reduced extinction recall. Information about the absence of CS-US contingency promoted extinction learning and recall, while omission of this information prior to recall resulted in fear renewal. These findings indicate that contingency information can facilitate fear expression during fear learning, and can facilitate extinction learning and recall. Information seems to function as an element of the larger context in which conditioning occurs.

Learner Dashboards a Double-Edged Sword? Students' Sense-Making of a Collaborative Critical Reading and Learning Analytics Environment for Fostering 21st-Century Literacies

ERIC Educational Resources Information Center

Pei-Ling Tan, Jennifer; Koh, Elizabeth; Jonathan, Christin; Yang, Simon

2017-01-01

The affordances of learning analytics (LA) tools and solutions are being increasingly harnessed for enhancing 21st century pedagogical and learning strategies and outcomes. However, use cases and empirical understandings of students' experiences with LA tools and environments aimed at fostering 21st century literacies, especially in the K-12…

Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment

ERIC Educational Resources Information Center

Freihofner, Ulla; Smala, Simone; Campbell, Chris

2016-01-01

The increase in the use of educational technologies in Australian high schools has sparked this investigation into how Year 9 (13 to 14 years of age) students experience and negotiate a new technology enhanced learning environment in a bilingual classroom setting. The paper is about examining the students' language practices in German and English…

Retrieval activates related words more than presentation.

PubMed

Hausman, Hannah; Rhodes, Matthew G

2018-03-23

Retrieving information enhances learning more than restudying. One explanation of this effect is based on the role of mediators (e.g., sand-castle can be mediated by beach). Retrieval is hypothesised to activate mediators more than restudying, but existing tests of this hypothesis have had mixed results [Carpenter, S. K. (2011). Semantic information activated during retrieval contributes to later retention: Support for the mediator effectiveness hypothesis of the testing effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(6), 1547-1552. doi: 10.1037/a0024140 ; Lehman, M., & Karpicke, J. D. (2016). Elaborative retrieval: Do semantic mediators improve memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(10), 1573-1591. doi: 10.1037/xlm0000267 ]. The present experiments explored an explanation of the conflicting results, testing whether mediator activation during a retrieval attempt depends on the accessibility of the target information. A target was considered less versus more accessible when fewer versus more cues were given during retrieval practice (Experiments 1 and 2), when the target had been studied once versus three times initially (Experiment 3), or when the target could not be recalled versus could be recalled during retrieval practice (Experiments 1-3). A mini meta-analysis of all three experiments revealed a small effect such that retrieval activated mediators more than presentation, but mediator activation was not reliably related to target accessibility. Thus, retrieval may enhance learning by activating mediators, in part, but these results suggest the role of other processes, too.

Metacognition of the testing effect: Guiding learners to predict the benefits of retrieval

PubMed Central

Tullis, Jonathan G.; Finley, Jason R.; Benjamin, Aaron S.

2012-01-01

If the mnemonic benefits of testing are to be widely realized in real-world learning circumstances, people must appreciate the value of testing and choose to utilize testing during self-guided learning. Yet metacognitive judgments do not appear to reflect the enhancement provided by testing (Karpicke & Roediger, 2008). In this paper, we show that under judicious conditions learners can indeed reveal an understanding of the beneficial effects of testing as well as the interaction of that effect with delay (Experiment 1). In that experiment, subjects made judgments of learning (JOLs) for previously studied or previously tested items in either a cue-only or cue-target context, and either immediately or after a one-day delay. When subjects made judgments in a cue-only context, their JOLs accurately reflected the effects of testing, both immediately and at a delay. To evaluate the potential of exposure to such conditions for promoting generalized appreciation of testing effects, three further experiments elicited global predictions about re-studied and tested items across two study/test cycles (Experiments 2, 3, and 4). The results indicated that learners’ global naïve metacognitive beliefs increasingly reflect the beneficial effects of testing when learners experience these benefits with increasing external support. If queried under facilitative circumstances, learners appreciate the mnemonic enhancement that testing provides on both an item-by-item and global basis, but generalize that knowledge to future learning only with considerable guidance. PMID:23242770

Organisational culture and learning: a case study.

PubMed

Bell, Elaine

2013-11-01

To explore the impact organisational cultures have on the learning experience of student nurses and identify the influencing factors. A case study approach was used. The single case being a Defence School of Health Care Studies (DSHCS) and the multiple units of analysis: student nurses, the lecturers and Student Standing Orders. An in depth three dimensional picture was achieved using multiple data collection methods: interview, survey, observation and document analysis. The findings suggest that the DSHCS is perceived to be a sub-culture within a dominant civilian learning culture. Generally, the students and staff believed that the DSHCS is an excellent learning environment and that the defence students overall are high achievers. The common themes that appeared from the data were image, ethos, environment, discipline, support, welfare and a civilian versus military way of thinking. The learning experience of defence student nurses is very positive and enhanced by the positive learning culture of the civilian Higher Educational Institution. The factors influencing a positive learning experience that can be impacted by the overarching culture are discipline, image, ethos of adult learning, support and welfare. Copyright © 2013 Elsevier Ltd. All rights reserved.

Metacognitive monitoring during category learning: how success affects future behaviour.

PubMed

Doyle, Mario E; Hourihan, Kathleen L

2016-10-01

The purpose of this study was to see how people perceive their own learning during a category learning task, and whether their perceptions matched their performance. In two experiments, participants were asked to learn natural categories, of both high and low variability, and make category learning judgements (CLJs). Variability was manipulated by varying the number of exemplars and the number of times each exemplar was presented within each category. Experiment 1 showed that participants were generally overconfident in their knowledge of low variability families, suggesting that they considered repetition to be more useful for learning than it actually was. Also, a correct trial, for a particular category, was more likely to occur if the previous trial was correct. CLJs had the largest increase when a trial was correct following an incorrect trial and the largest decrease when an incorrect trial followed a correct trial. Experiment 2 replicated these results, but also demonstrated that global CLJ ratings showed the same bias towards repetition. These results indicate that we generally identify success as being the biggest determinant of learning, but do not always recognise cues, such as variability, that enhance learning.

The Essential Elements of Facilitation.

ERIC Educational Resources Information Center

Priest, Simon; Gass, Michael; Gillis, Lee

Most organizations find it difficult to implement change, and only about 10 percent of learning from training and development experiences is actually applied in the workplace. This book advocates facilitation as a means of enhancing change and increasing productivity. Facilitation engages employees by enhancing the processes associated with their…

Brief or new: the benefits of on-line learning in occupational therapy.

PubMed

Gallew, Heather A

2004-01-01

SUMMARY This paper discusses the benefits of incorporating an on-line program, such as Blackboard, into occupational therapy education to enhance the learning experience. An occupational therapy department at a midwestern university piloted the use of Blackboard in two classes in the spring semester of the junior year. Students (n = 16) ranging in age from 20-28 years participated in the pilot study, which lasted a period of 12 weeks. The students were given various assignments on Blackboard involving discussions, answering questions related to the lecture topic, and sharing evidence-based practice. Overall, the student perceptions of incorporating Blackboard into a traditional classroom were positive. Eighty-one percent of the students felt that Blackboard was easy to access, 75% felt that they could share thoughts and stories that they would not necessarily have shared in a classroom setting, and 81% felt that Blackboard expanded on lecture topics and relevant practice information. Data suggest that on-line learning can enhance the educational experience by building upon student fieldwork experiences, evidence-based practice, discussion of key concepts in the profession, and clinical reasoning.

The Brain-Compatible Curriculum.

ERIC Educational Resources Information Center

Westwater, Anne; Wolfe, Pat

2000-01-01

Demonstrates how teachers can make instruction more meaningful by linking new subject matter to students' previous experiences and by using community resources to create exciting new learning experiences. If the content is rigorous and relevant, debates, storytelling, the arts, graphic organizers, and mnemonics can dramatically enhance student…

The Basics of Exercising the Mind and Body.

ERIC Educational Resources Information Center

Leppo, Marjorie L.; Davis, Diane; Crim, Bruce

2000-01-01

Examines the link between movement experiences--and their consequences during infancy--and cognitive development. Explains how movement stimulates cognitive development, the role of aerobic activity, and the importance of skill development. Offers suggestions for enhancing preschool motor learning experiences, practicing movement fundamentals,…

The Use of Humor in a CBI Science Lesson To Enhance Retention.

ERIC Educational Resources Information Center

Snetsinger, Wendy; Grabowski, Barbara

This research experiment studied the effect of humor versus non-humor on learning and retention of a computer-based instructional (CBI) lesson on tick identification. The experiment also surveyed the subjects' enjoyment of the lesson material, their personal experiences with ticks, and their concerns about ticks and tick-borne diseases.…

In Search of an Aesthetic Pathway: Young Children's Encounters with Drama

ERIC Educational Resources Information Center

Ho, Ka Lee Carrie

2017-01-01

Aesthetic experiences have proved as a valuable tool to enhance quality childhood life and learning; yet, how young children perceive such experiences is little known. This study investigated the aesthetic experiences and responses of Hong Kong young children through drama improvisation. Deleuzo-Guattarian concept of rhizome was used to form a…

Using video podcasting to enhance the learning of clinical skills: A qualitative study of physiotherapy students' experiences.

PubMed

Hurst, Kay M

2016-10-01

Video podcasts, or vodcasts are increasingly used by a range of healthcare professions in the mastery of new skills. Little is known about the experiences of using vodcasts in physiotherapy education. Traditional pedagogic strategies have been employed in order to master those skills required for physiotherapy practice. There have been advances in the use of technology in medical education in the nursing, dentistry and medical fields. Vodcasts offer great versatility and potential when used as a pedagogical tool, embedded within a physiotherapy curriculum. To explore students' experiences of using technology enhanced learning, namely vodcasts, in the Physiotherapy curriculum to develop the learning of clinical skills. A series of focus groups were carried out with undergraduate and pre-registration physiotherapy students (n=31). Students valued the versatility and audio-visual nature of vodcasts; helpful in revising for practical examinations and practising their skills prior to, during and after taught skills classes. Watching and practising simultaneously allowed students to practice repeatedly and formulate a process for each skill. When learning a new skill, a combination of teaching and learning approaches was favoured, marrying traditional approaches with those that utilise technology. This study's findings add to the existing body of evidence in skills based teaching and support a multi-media, blended approach in those disciplines involved in the learning and teaching of clinical skills. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Effects of nurses' personality traits and their environmental characteristics on their workplace learning and nursing competence.

PubMed

Takase, Miyuki; Yamamoto, Masako; Sato, Yoko

2018-04-01

A good fit between an individual's personality traits and job characteristics motivates employees, and thus enhances their work behavior. However, how nurses' personality traits and their environmental characteristics relate to nurses' engagement in workplace learning, which improves their competence, has not been investigated. The aim of this study was to investigate how nurses' personality traits, environmental characteristics, and workplace learning were related to nursing competence. A cross-sectional survey design was used. Questionnaires were distributed to 1167 Japanese registered nurses. Multiple regression analysis was used to examine the relationships between nurses' personality traits, the environmental characteristics, the nurses' engagement in workplace learning, and their competence. A total of 315 nurses returned questionnaires (i.e., a return rate of 27.0%). The results showed that both the personality traits (extraversion, conscientiousness, openness to experience) and environmental characteristics (autonomy at work and feedback given) were related to workplace learning and self-rated nursing competence. The results also showed that the relationship between extraversion (active, adventurous and ambitious dispositions of an individual) and self-rated nursing competence was moderated by environmental characteristics, and partially mediated by workplace learning. Positive personality traits, such as extraversion, conscientiousness, and openness to experience could enhance workplace learning and nursing competence. Moreover, environmental characteristics that allow nurses to express their personality traits have the potential to improve their learning and competence further. © 2017 Japan Academy of Nursing Science.

A reward optimization method based on action subrewards in hierarchical reinforcement learning.

PubMed

Fu, Yuchen; Liu, Quan; Ling, Xionghong; Cui, Zhiming

2014-01-01

Reinforcement learning (RL) is one kind of interactive learning methods. Its main characteristics are "trial and error" and "related reward." A hierarchical reinforcement learning method based on action subrewards is proposed to solve the problem of "curse of dimensionality," which means that the states space will grow exponentially in the number of features and low convergence speed. The method can reduce state spaces greatly and choose actions with favorable purpose and efficiency so as to optimize reward function and enhance convergence speed. Apply it to the online learning in Tetris game, and the experiment result shows that the convergence speed of this algorithm can be enhanced evidently based on the new method which combines hierarchical reinforcement learning algorithm and action subrewards. The "curse of dimensionality" problem is also solved to a certain extent with hierarchical method. All the performance with different parameters is compared and analyzed as well.

ENERGY-NET (Energy, Environment and Society Learning Network): Enhancing opportunities for learning using an Earth systems science framework

NASA Astrophysics Data System (ADS)

Elliott, E. M.; Bain, D. J.; Divers, M. T.; Crowley, K. J.; Povis, K.; Scardina, A.; Steiner, M.

2012-12-01

We describe a newly funded collaborative NSF initiative, ENERGY-NET (Energy, Environment and Society Learning Network), that brings together the Carnegie Museum of Natural History (CMNH) with the Learning Science and Geoscience research strengths at the University of Pittsburgh. ENERGY-NET aims to create rich opportunities for participatory learning and public education in the arena of energy, the environment, and society using an Earth systems science framework. We build upon a long-established teen docent program at CMNH and to form Geoscience Squads comprised of underserved teens. Together, the ENERGY-NET team, including museum staff, experts in informal learning sciences, and geoscientists spanning career stage (undergraduates, graduate students, faculty) provides inquiry-based learning experiences guided by Earth systems science principles. Together, the team works with Geoscience Squads to design "Exploration Stations" for use with CMNH visitors that employ an Earth systems science framework to explore the intersecting lenses of energy, the environment, and society. The goals of ENERGY-NET are to: 1) Develop a rich set of experiential learning activities to enhance public knowledge about the complex dynamics between Energy, Environment, and Society for demonstration at CMNH; 2) Expand diversity in the geosciences workforce by mentoring underrepresented teens, providing authentic learning experiences in earth systems science and life skills, and providing networking opportunities with geoscientists; and 3) Institutionalize ENERGY-NET collaborations among geosciences expert, learning researchers, and museum staff to yield long-term improvements in public geoscience education and geoscience workforce recruiting.

The Role of the Visual Arts in Enhancing the Learning Process

PubMed Central

Tyler, Christopher W.; Likova, Lora T.

2011-01-01

With all the wealth of scientific activities, there remains a certain stigma associated with careers in science, as a result of the inevitable concentration on narrow specializations that are inaccessible to general understanding. Enhancement of the process of scientific learning remains a challenge, particularly in the school setting. While direct explanation seems the best approach to expedite learning any specific subject, it is well known that the ability to deeply absorb facts and concepts is greatly enhanced by placing them in a broader context of relevance to the issues of everyday life and to the larger goals of improvement of the quality of life and advancement to a more evolved society as a whole. If the sciences can be associated with areas of artistic endeavor, they may be viewed as more accessible and favorable topics of study. There is consequently an urgent need for research in the relationship between learning and experience in the arts because both art education and scientific literacy remain at an inadequate level even in economically advanced countries. The focus of this review is the concept that inspiration is an integral aspect of the artistic experience, both for the artist and for the viewer of the artwork. As an integrative response, inspiration involves not only higher cortical circuitry but its integration with the deep brain structures such as limbic system and medial frontal structures, which are understood to mediate the experience of emotions, motivational rewards, and the appreciation of the esthetic values of the impinging stimuli. In this sense, inspiration can turn almost any occupation in life into an avocation, a source of satisfaction in achieving life goals. Conversely, when inspiration is lacking, the motivation to learn, adapt, and prosper is impeded. Thus, inspiration may be viewed as a potent aspect of human experience in linking art and science. PMID:22347854

An investigative, cooperative learning approach to the general microbiology laboratory.

PubMed

Seifert, Kyle; Fenster, Amy; Dilts, Judith A; Temple, Louise

2009-01-01

Investigative- and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences.

An Investigative, Cooperative Learning Approach to the General Microbiology Laboratory

PubMed Central

Seifert, Kyle; Fenster, Amy; Dilts, Judith A.

2009-01-01

Investigative- and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences. PMID:19487504

Case study on perspicacity of collaborative learning experiences

NASA Astrophysics Data System (ADS)

Abdullah, Fadzidah; Majid, Noor Hanita Abdul; Numen, Ibrahim; Kesuma Azmin, Aida; Abd. Rahim, Zaiton; Denan, Zuraini; Emin Sisman, Muhammet

2017-12-01

In the attempt to relate to the architectural practice, architectural education today has augmented the development of collaborative learning environment in the campus scenario. Presently, collaborative work among students from the same program and university is considered common. Hence, attempts of collaboration is extended into having learning and teaching collaboration by means of inter-universities. The School of Architecture, at the International Islamic University Malaysia (IIUM) has explored into having collaboration across the continent with Fatih Sultan Mehmet Waqf University (FSMWU), among faculty members and students of the two (2) universities This paper explicates the empirical study on students’ perspicacity of their collaborative learning experiences; in term of effectiveness, generative behaviour, and teamwork. Survey with three (3) open-ended questions are distributed to students to express their opinions on learning collaboration that they have had during the execution of the Joint Summer School Program (JSSP). Feedback on their perspicacity is obtained and organised into numerical and understandable data display, using qualitative data processing software. Albeit the relevancy of collaborative learning, students gave both positive and negative feedbacks on their experiences. Suggestions are given to enhance the quality of collaborative learning experience for future development

How did I not see that? Perspectives of nonconsumer mental health researchers on the benefits of collaborative research with consumers.

PubMed

Happell, Brenda; Gordon, Sarah; Bocking, Julia; Ellis, Pete; Roper, Cath; Liggins, Jackie; Platania-Phung, Chris; Scholz, Brett

2018-03-12

Coproduction of research between consumers of mental health services and nonconsumer mental health researchers is increasing. There is some research available describing consumer perspectives of this experience. However, there is a notable lack of research on other (nonconsumer) researcher experiences of and views about consumer involvement in coproduced research. A qualitative exploratory study was undertaken to examine perspectives of mental health researchers about consumer involvement in research. In-depth individual interviews were undertaken with 11 nonconsumer mental health researchers in Australia and New Zealand. Interview transcripts were analysed to identify major themes. There were three interacting themes: the salience of experiential difference, expanded learning, and enhanced research. The dynamic between different perspectives and learning had the effect of enhancing research across the spectrum of study phases and in ensuring research was of value to different groups. The findings emphasize the important contribution consumer researchers can make to mental health research by bringing their unique perspective and enhancing an environment of mutual learning. Findings also point to the need for foregrounding the numerous benefits of joint research between consumer and other researchers to enhance and improve clinical practice and the development of policy. © 2018 Australian College of Mental Health Nurses Inc.

Enhancement of a Virtual Geology Field Guide of Georgia Initiative Using Gigapan© and ArcGIS Online's Story Map

NASA Astrophysics Data System (ADS)

Mobasher, K.; Turk, H. J.; Witherspoon, W.; Tate, L.; Hoynes, J.

2015-12-01

A GIS geology geodatabase of Georgia was developed using ArcGIS 10.2. The geodatabase for each physiographic provinces of Georgia contains fields designed to store information regarding geologic features. Using ArcGIS online, the virtual field guide is created which provides an interactive learning experience for students to allow in real time photography, description, mapping and sharing their observations with the instructor and peers. Gigapan© facilitates visualizing geologic features at different scales with high resolutions and in their larger surrounding context. The classroom applications of the Gigapan© are limitless when teaching students the entire range of geologic structures from showcasing crystalline structures of minerals to understanding the geological processes responsible for formation of an entire mountain range. The addition of the Story Map enhances the virtual experience when you want to present a geo-located story point narrative featuring images or videos. The virtual field component and supplementary Gigapan© imagery coupled with Story Map added significantly to the detailed realism of virtual field guide further allowing students to more fully understand geological concepts at various scales. These technologies peaked students interest and facilitated their learning and preparation to function more effectively in the geosciences by developing better observations and new skills. These technologies facilitated increased student engagement in the geosciences by sharing, enhancing and transferring lecture information to actual field knowledge and experiences. This enhanced interactive learning experience not only begins to allow students to understand and recognize geologic features in the field but also increased their collaboration, enthusiasm and interest in the discipline. The increased interest and collaboration occurred as students assisted in populating a geologic geodatabase of Georgia.

"Men's health--a little in the shadow": a formative evaluation of medical curriculum enhancement with men's health teaching and learning.

PubMed

Holden, Carol A; Collins, Veronica R; Anderson, Christopher J; Pomeroy, Sylvia; Turner, Richard; Canny, Benedict J; Yeap, Bu B; Wittert, Gary; McLachlan, Rob I

2015-11-26

Enhancing a medical school curriculum with new men's health teaching and learning requires an understanding of the local capacity and the facilitators and barriers to implementing new content, and an approach that accommodates the systemic and cultural differences between medical schools. A formative evaluation was undertaken to determine the perspectives of key informants (academics, curriculum developers) from four Australian medical schools about the strategies needed to enhance their curriculum with men's health teaching and learning. Through semi-structured questioning with 17 key informants, interviewees also described the contextual barriers and facilitators to incorporating new topic areas into existing curriculum. Interviews were recorded with consent, transcribed verbatim, and analysed by two researchers to identify key themes. Interviewees were enthusiastic about incorporating men's health content through a men's health curriculum framework but highlighted the need for systems to assist in identifying gaps in their current curriculum where the men's health topics could be integrated. The student experience was identified as a key driver for men's health teaching and learning. Furthermore, core men's health clinical outcomes needed to be defined and topic areas vertically integrated across the curricula. This would ensure that students were appropriately equipped with the skills and knowledge for subsequent clinical practice in a range of geographical settings. Interviewees consistently suggested that the best implementation strategy is to have someone 'on the ground' to work directly with medical school staff and champion the men's health discipline. Providing mechanisms for sharing knowledge and resources across medical schools was highlighted to facilitate implementation, particularly for those medical schools with limited men's health teaching resources. Despite the unanimous support for men's health teaching and learning, the evaluation highlighted that the student experience must be recognised as paramount when integrating new topic areas into an already packed curriculum. A community of practice, where medical schools share relevant resources and knowledge, could help to ensure a commonality of student experience with respect to men's health learning in medical schools across different geographical settings and with different levels of resourcing. Such an approach could also be adapted to other areas of curriculum enhancement.

Student-generated e-learning for clinical education.

PubMed

Isaacs, Alex N; Nisly, Sarah; Walton, Alison

2017-04-01

Within clinical education, e-learning facilitates a standardised learning experience to augment the clinical experience while enabling learner and teacher flexibility. With the shift of students from consumers to creators, student-generated content is expanding within higher education; however, there is sparse literature evaluating the impact of student-developed e-learning within clinical education. The aim of this study was to implement and evaluate a student-developed e-learning clinical module series within ambulatory care clinical pharmacy experiences. Three clinical e-learning modules were developed by students for use prior to clinical experiences. E-learning modules were created by fourth-year professional pharmacy students and reviewed by pharmacy faculty members. A pre-/post-assessment was performed to evaluate knowledge comprehension before and after participating in the e-learning modules. Additionally, a survey on student perceptions of this educational tool was performed at the end of the clinical experience. There is sparse literature evaluating the impact of student-developed e-learning within clinical education RESULTS: Of the 31 students eligible for study inclusion, 94 per cent participated in both the pre- and post-assessments. The combined post-assessment score was significantly improved after participating in the student-developed e-learning modules (p = 0.008). The student perception survey demonstrated positive perceptions of e-learning within clinical education. Student-generated e-learning was able to enhance knowledge and was positively perceived by learners. As e-learning continues to expand within health sciences education, students can be incorporated into the development and execution of this educational tool. © 2016 John Wiley & Sons Ltd.

Enhancing Field Research Methods with Mobile Survey Technology

ERIC Educational Resources Information Center

Glass, Michael R.

2015-01-01

This paper assesses the experience of undergraduate students using mobile devices and a commercial application, iSurvey, to conduct a neighborhood survey. Mobile devices offer benefits for enhancing student learning and engagement. This field exercise created the opportunity for classroom discussions on the practicalities of urban research, the…

Enhancing Student Compositional Diversity in the Sociology Classroom

ERIC Educational Resources Information Center

Lyon, Katherine A.; Guppy, Neil

2016-01-01

It is well documented that interaction between diverse students encourages positive learning outcomes. Given this, we examine how to enhance the quantity and quality of student diversity in university classrooms. Drawing on sociological theory linking life experiences with ways of knowing, we investigate how to increase classroom diversity by…

Strategies for active learning in online continuing education.

PubMed

Phillips, Janet M

2005-01-01

Online continuing education and staff development is on the rise as the benefits of access, convenience, and quality learning are continuing to take shape. Strategies to enhance learning call for learner participation that is self-directed and independent, thus changing the educator's role from expert to coach and facilitator. Good planning of active learning strategies promotes optimal learning whether the learning content is presented in a course or a just-in-time short module. Active learning strategies can be used to enhance online learning during all phases of the teaching-learning process and can accommodate a variety of learning styles. Feedback from peers, educators, and technology greatly influences learner satisfaction and must be harnessed to provide effective learning experiences. Outcomes of active learning can be assessed online and implemented conveniently and successfully from the initiation of the course or module planning to the end of the evaluation process. Online learning has become accessible and convenient and allows the educator to track learner participation. The future of online education will continue to grow, and using active learning strategies will ensure that quality learning will occur, appealing to a wide variety of learning needs.

Memory in Elementary School Children Is Improved by an Unrelated Novel Experience.

PubMed

Ballarini, Fabricio; Martínez, María Cecilia; Díaz Perez, Magdalena; Moncada, Diego; Viola, Haydée

2013-01-01

Education is the most traditional means with formative effect on the human mind, learning and memory being its fundamental support. For this reason, it is essential to find different strategies to improve the studentś performance. Based on previous work, we hypothesized that a novel experience could exert an enhancing effect on learning and memory within the school environment. Here we show that novel experience improved the memory of literary or graphical activities when it is close to these learning sessions. We found memory improvements in groups of students who had experienced a novel science lesson 1 hour before or after the reading of a story, but not when these events were 4 hours apart. Such promoting effect on long-term memory (LTM) was also reproduced with another type of novelty (a music lesson) and also after another type of learning task (a visual memory). Interestingly, when the lesson was familiar, it failed to enhance the memory of the other task. Our results show that educationally relevant novel events experienced during normal school hours can improve LTM for tasks/activities learned during regular school lessons. This effect is restricted to a critical time window around learning and is particularly dependent on the novel nature of the associated experience. These findings provide a tool that could be easily transferred to the classroom by the incorporation of educationally novel events in the school schedule as an extrinsic adjuvant of other information acquired some time before or after it. This approach could be a helpful tool for the consolidation of certain types of topics that generally demand a great effort from the children.

Impact of a collaborative interprofessional learning experience upon medical and social work students in geriatric health care.

PubMed

Gould, Paul Robert; Lee, Youjung; Berkowitz, Shawn; Bronstein, Laura

2015-01-01

Interprofessional collaborative practice is increasingly recognized as an essential model in health care. This study lends preliminary support to the notion that medical students (including residents) and social work students develop a broader understanding of one another's roles and contributions to enhancing community-dwelling geriatric patients' health, and develop a more thorough understanding of the inherent complexities and unique aspects of geriatric health care. Wilcoxon Signed Rank Tests of participants' scores on the Index of Interdisciplinary Collaboration (IIC) indicated the training made significant changes to the students' perception of interprofessional collaboration. Qualitative analysis of participants' statements illustrated (1) benefits of the IPE experience, including complementary roles in holistic interventions; and (2) challenges to collaboration. The findings suggest that interprofessional educational experiences have a positive impact upon students' learning and strategies for enhanced care of geriatric patients.

Supramodal Enhancement of Auditory Perceptual and Cognitive Learning by Video Game Playing.

PubMed

Zhang, Yu-Xuan; Tang, Ding-Lan; Moore, David R; Amitay, Sygal

2017-01-01

Medical rehabilitation involving behavioral training can produce highly successful outcomes, but those successes are obtained at the cost of long periods of often tedious training, reducing compliance. By contrast, arcade-style video games can be entertaining and highly motivating. We examine here the impact of video game play on contiguous perceptual training. We alternated several periods of auditory pure-tone frequency discrimination (FD) with the popular spatial visual-motor game Tetris played in silence. Tetris play alone did not produce any auditory or cognitive benefits. However, when alternated with FD training it enhanced learning of FD and auditory working memory. The learning-enhancing effects of Tetris play cannot be explained simply by the visual-spatial training involved, as the effects were gone when Tetris play was replaced with another visual-spatial task using Tetris-like stimuli but not incorporated into a game environment. The results indicate that game play enhances learning and transfer of the contiguous auditory experiences, pointing to a promising approach for increasing the efficiency and applicability of rehabilitative training.

Social competence and collaborative guided inquiry science activities: Experiences of students with learning disabilities

NASA Astrophysics Data System (ADS)

Taylor, Jennifer Anne

This thesis presents a qualitative investigation of the effects of social competence on the participation of students with learning disabilities (LD) in the science learning processes associated with collaborative, guided inquiry learning. An inclusive Grade 2 classroom provided the setting for the study. Detailed classroom observations were the primary source of data. In addition, the researcher conducted two interviews with the teacher, and collected samples of students' written work. The purpose of the research was to investigate: (a) How do teachers and peers mediate the participation of students with LD in collaborative, guided inquiry science activities, (b) What learning processes do students with LD participate in during collaborative, guided inquiry science activities, and (c) What components of social competence support and constrain the participation of students with LD during collaborative, guided inquiry science activities? The findings of the study suggest five key ideas for research and teaching in collaborative, guided inquiry science in inclusive classrooms. First, using a variety of collaborative learning formats (whole-class, small-group, and pairs) creates more opportunities for the successful participation of diverse students with LD. Second, creating an inclusive community where students feel accepted and valued may enhance the academic and social success of students with LD. Third, careful selection of partners for students with LD is important for a positive learning experience. Students with LD should be partnered with academically successful, socially competent peers; also, this study suggested that students with LD experience more success working collaboratively in pairs rather than in small groups. Fourth, a variety of strategies are needed to promote active participation and positive social interactions for students with and without LD during collaborative, guided inquiry learning. Fifth, adopting a general approach to teaching collaborative inquiry that crosses curriculum borders may enhance success of inclusive teaching practices.

Knowledge Strands: Enhancing Student Perception of Online Postings

ERIC Educational Resources Information Center

Gaudry-Hudson, Christine; Yalda, Sepideh

2008-01-01

An important component of student-centered learning is students' ability to connect to their own experiences and to build on their initial perspectives. In this collaborative project, two courses, one in foreign language and one in meteorology, use online postings and threaded discussions to guide the student in a self-study of progress, learning,…

Learning Mathematics with Graphing Calculator: A Study of Students' Experiences

ERIC Educational Resources Information Center

Reznichenko, Nataliya

2007-01-01

Assumptions: Today, when technology has taken its place in almost all classrooms in schools and colleges across the country, there is a need to know how technology "influences the mathematics that is taught and enhances students' learning" (NCTM, 2000, p. 24). Rationale: This presentation describes qualitative study which purpose was to…

Teaching "Yes, And" … Improv in Sales Classes: Enhancing Student Adaptive Selling Skills, Sales Performance, and Teaching Evaluations

ERIC Educational Resources Information Center

Rocco, Richard A.; Whalen, D. Joel

2014-01-01

In an application of experiential learning, assessment, and career development, this article reports a field experiment of teaching sales students adaptive selling skills via an "Improvisational (Improv) Comedy" technique: "Yes, And." Students learn this well-established theatrical improv method via classroom lecture,…

Enhancing Elementary Students' Experiences Learning about Circuits Using an Exploration-Explanation Instructional Sequence

ERIC Educational Resources Information Center

Brown, Timothy M.; Brown, Patrick L.

2010-01-01

Using an exploration-explanation sequence of science instruction helps teachers unveil students' prior knowledge about circuits and engage them in minds-on science learning. In these lessons, fourth grade students make predictions and test their ideas about circuits in series through hands-on investigations. The teacher helps students make…

Bogus Concerns about the False Prototype Enhancement Effect

ERIC Educational Resources Information Center

Homa, Donald; Hout, Michael C.; Milliken, Laura; Milliken, Ann Marie

2011-01-01

Two experiments addressed the mechanism responsible for the false prototype effect, the phenomenon in which a prototype gradient can be obtained in the absence of learning. Previous demonstrations of this effect have occurred solely in a single-category paradigm in which transfer patterns are assigned or not to the learning category. We tested the…

Designing Academic Audit: Lessons Learned in Europe and Asia.

ERIC Educational Resources Information Center

Dill, David D.

2000-01-01

Reviews lessons learned from early experiments with academic audits in the United Kingdom, Sweden, New Zealand, and Hong Kong in areas such as: focus of audits, selection and training of audit teams, nature of audit self-studies, conduct of audit visits, audit reports, and audit follow-up and enhancement activities. Suggests guidelines for design…

Enhancing Student Learning in Food Engineering Using Computational Fluid Dynamics Simulations

ERIC Educational Resources Information Center

Wong, Shin Y.; Connelly, Robin K.; Hartel, Richard W.

2010-01-01

The current generation of students coming into food science and engineering programs is very visually oriented from their early experiences. To increase their interest in learning, new and visually appealing teaching materials need to be developed. Two diverse groups of students may be identified based on their math skills. Food science students…

Examining the Instructional Design of a Technology Enhanced Course for New Mentor Teachers

ERIC Educational Resources Information Center

Schneider, Rebecca M.

2009-01-01

To be effective, teacher education programs need to engage teachers in learning as professionals. This includes learning experiences grounded in classroom practice and guidance to develop as professionals so teachers can take on roles of leaders and mentors in their classrooms and in partnerships with universities. New web-based communication…

Higher Learning: Impacts of a High-Altitude Adventure-Based Field School on College Student Development

ERIC Educational Resources Information Center

Harper, Nevin J.; Webster, Anthony L.

2017-01-01

Student learning can be enhanced through applied experience of theoretical knowledge. The purpose of this study was to identify and articulate personal and educational impacts experienced by students during a mentally and physically challenging international adventure-based field school. Nineteen students and two faculty members participated in a…

The Importance of Direct Experience: A Philosophical Defence of Fieldwork in Human Geography

ERIC Educational Resources Information Center

Hope, Max

2009-01-01

Human geography fieldwork is important. Research has shown that when students "see it for themselves" their enjoyment and understanding is enhanced. In addition it helps develop subject-specific and transferable skills, promotes 'active learning' and links theory to "real world" examples in a "spiral of learning".…

TeamXchange: A Team Project Experience Involving Virtual Teams and Fluid Team Membership

ERIC Educational Resources Information Center

Dineen, Brian R.

2005-01-01

TeamXchange, an online team-based exercise, is described. TeamXchange is consistent with the collaborative model of learning and provides a means of fostering enhanced student learning and engagement through collaboration in virtual teams experiencing periodic membership changes. It was administered in an undergraduate Organizational Behavior…

The Benefits & Drawbacks of Integrating Cloud Computing and Interactive Whiteboards in Teacher Preparation

ERIC Educational Resources Information Center

Blue, Elfreda; Tirotta, Rose

2011-01-01

Twenty-first century technology has changed the way tools are used to support and enhance learning and instruction. Cloud computing and interactive white boards, make it possible for learners to interact, simulate, collaborate, and document learning experiences and real world problem-solving. This article discusses how various technologies (blogs,…

What Works and Why? Student Perceptions of "Useful" Digital Technology in University Teaching and Learning

ERIC Educational Resources Information Center

Henderson, Michael; Selwyn, Neil; Aston, Rachel

2017-01-01

Digital technologies are now an integral aspect of the university student experience. As such, academic research has understandably focused on the potential of various digital technologies to enable, extend and even "enhance" student learning. This paper offers an alternate perspective on these issues by exploring students' actual…

A Comparison between Quantity Surveying and Information Technology Students on Web Application in Learning Process

ERIC Educational Resources Information Center

Keng, Tan Chin; Ching, Yeoh Kah

2015-01-01

The use of web applications has become a trend in many disciplines including education. In view of the influence of web application in education, this study examines web application technologies that could enhance undergraduates' learning experiences, with focus on Quantity Surveying (QS) and Information Technology (IT) undergraduates. The…

The Flying Classroom--A Cost Effective Integrated Approach to Learning and Teaching Flight Dynamics

ERIC Educational Resources Information Center

Bromfield, Michael A.; Belberov, Aleksandar

2017-01-01

In the UK, the Royal Aeronautical Society recommends the inclusion of practical flight exercises for accredited undergraduate aerospace engineering programmes to enhance learning and student experience. The majority of academic institutions teaching aerospace in the UK separate the theory and practice of flight dynamics with students attending a…

Web Based Projects Enhancing English Language and Generic Skills Development for Asian Hospitality Industry Students

ERIC Educational Resources Information Center

Wang, Mei-jung

2009-01-01

This study investigated hospitality students' responses toward their learning experiences from undertaking group projects based upon a College web platform, the "Ubiquitous Hospitality English Learning Platform" (U-HELP). Twenty-six students in the Department of Applied Foreign Languages participated in this study. Their attitudes toward…