Adapting the Speed of Reproduction of Audio Content and Using Text Reinforcement for Maximizing the Learning Outcome though Mobile Phones

ERIC Educational Resources Information Center

Munoz-Organero, M.; Munoz-Merino, P. J.; Kloos, Carlos Delgado

2011-01-01

The use of technology in learning environments should be targeted at improving the learning outcome of the process. Several technology enhanced techniques can be used for maximizing the learning gain of particular students when having access to learning resources. One of them is content adaptation. Adapting content is especially important when…

Visual Literacy Skills of Students in College-Level Biology: Learning Outcomes Following Digital or Hand-Drawing Activities

ERIC Educational Resources Information Center

Bell, Justine C.

2014-01-01

To test the claim that digital learning tools enhance the acquisition of visual literacy in this generation of biology students, a learning intervention was carried out with 33 students enrolled in an introductory college biology course. This study compared learning outcomes following two types of learning tools: a traditional drawing activity, or…

The Role of Professional Objects in Technology-Enhanced Learning Environments in Higher Education

ERIC Educational Resources Information Center

Zitter, Ilya; de Bruijn, Elly; Simons, Robert-Jan; ten Cate, Olle

2012-01-01

We study project-based, technology-enhanced learning environments in higher education, which should produce, by means of specific mechanisms, learning outcomes in terms of transferable knowledge and learning-, thinking-, collaboration- and regulation-skills. Our focus is on the role of objects from professional practice serving as boundary objects…

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…

Science Learning Outcomes in Alignment with Learning Environment Preferences

NASA Astrophysics Data System (ADS)

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

2011-04-01

This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis of covariance also revealed that the STBIM students' cognitive achievement and attitude toward earth science were enhanced when the learning environment was congruent with their learning environment preference.

Enhancing Learning through Human Computer Interaction

ERIC Educational Resources Information Center

McKay, Elspeth, Ed.

2007-01-01

Enhancing Learning Through Human Computer Interaction is an excellent reference source for human computer interaction (HCI) applications and designs. This "Premier Reference Source" provides a complete analysis of online business training programs and e-learning in the higher education sector. It describes a range of positive outcomes for linking…

The Effects of Reciprocal Imitation on Teacher-Student Relationships and Student Learning Outcomes

ERIC Educational Resources Information Center

Zhou, Jiangyuan

2012-01-01

Neuroscientific and developmental psychological research in imitation has yielded important insights into building teacher-student relationships and enhancing students' learning. This study investigated the effects of reciprocal imitation on teacher-student relationships and students' learning outcomes in one-on-one teacher-student interactions.…

Teacher Professional Development to Support Teacher Professional Learning: Systemic Factors from Irish Case Studies

ERIC Educational Resources Information Center

King, Fiona

2016-01-01

Teacher professional learning is widely accepted as a mediating factor for enhancing student outcomes. While many teachers across the world engage in professional development (PD) to enhance their professional learning, what is less evident is how to support that learning to result in change following teacher PD. Acknowledging that not all teacher…

Enhancing Formal E-Learning with Edutainment on Social Networks

ERIC Educational Resources Information Center

Labus, A.; Despotovic-Zrakic, M.; Radenkovic, B.; Bogdanovic, Z.; Radenkovic, M.

2015-01-01

This paper reports on the investigation of the possibilities of enhancing the formal e-learning process by harnessing the potential of informal game-based learning on social networks. The goal of the research is to improve the outcomes of the formal learning process through the design and implementation of an educational game on a social network…

Skill learning and the evolution of social learning mechanisms.

PubMed

van der Post, Daniel J; Franz, Mathias; Laland, Kevin N

2016-08-24

Social learning is potentially advantageous, but evolutionary theory predicts that (i) its benefits may be self-limiting because social learning can lead to information parasitism, and (ii) these limitations can be mitigated via forms of selective copying. However, these findings arise from a functional approach in which learning mechanisms are not specified, and which assumes that social learning avoids the costs of asocial learning but does not produce information about the environment. Whether these findings generalize to all kinds of social learning remains to be established. Using a detailed multi-scale evolutionary model, we investigate the payoffs and information production processes of specific social learning mechanisms (including local enhancement, stimulus enhancement and observational learning) and their evolutionary consequences in the context of skill learning in foraging groups. We find that local enhancement does not benefit foraging success, but could evolve as a side-effect of grouping. In contrast, stimulus enhancement and observational learning can be beneficial across a wide range of environmental conditions because they generate opportunities for new learning outcomes. In contrast to much existing theory, we find that the functional outcomes of social learning are mechanism specific. Social learning nearly always produces information about the environment, and does not always avoid the costs of asocial learning or support information parasitism. Our study supports work emphasizing the value of incorporating mechanistic detail in functional analyses.

Identity Texts and Literacy Development among Preschool English Language Learners: Enhancing Learning Opportunities for Children at Risk for Learning Disabilities

ERIC Educational Resources Information Center

Bernhard, Judith K.; Cummins, Jim; Campoy, F. Isabel; Ada, Alma Flor; Winsler, Adam; Bleiker, Charles

2006-01-01

There is little research on English language learners (ELLs) in relation to learning disability (LD) assessment and identification. More important, there is a scarcity of research on models and strategies that enhance learning opportunities and outcomes for ELLs prior to an LD diagnosis. We describe in this article an innovative language…

SMS-Based Learning in Tertiary Education: Achievement and Attitudinal Outcomes

ERIC Educational Resources Information Center

Katz, Yaacov J.

2013-01-01

SMS delivery platforms are being increasingly used at the university level to enhance student achievement as well as traits and attitudes related to the learning process. SMS delivery provides access to learning materials without being limited by space or time and sophisticated technological advances in SMS delivery have led to enhanced learner…

Evaluation of a Web-Based Social Network Electronic Game in Enhancing Mental Health Literacy for Young People

PubMed Central

Li, Tim MH; Wong, Paul WC; Lai, Eliza SY; Yip, Paul SF

2013-01-01

Background Internet-based learning programs provide people with massive health care information and self-help guidelines on improving their health. The advent of Web 2.0 and social networks renders significant flexibility to embedding highly interactive components, such as games, to foster learning processes. The effectiveness of game-based learning on social networks has not yet been fully evaluated. Objectives The aim of this study was to assess the effectiveness of a fully automated, Web-based, social network electronic game on enhancing mental health knowledge and problem-solving skills of young people. We investigated potential motivational constructs directly affecting the learning outcome. Gender differences in learning outcome and motivation were also examined. Methods A pre/posttest design was used to evaluate the fully automated Web-based intervention. Participants, recruited from a closed online user group, self-assessed their mental health literacy and motivational constructs before and after completing the game within a 3-week period. The electronic game was designed according to cognitive-behavioral approaches. Completers and intent-to-treat analyses, using multiple imputation for missing data, were performed. Regression analysis with backward selection was employed when examining the relationship between knowledge enhancement and motivational constructs. Results The sample included 73 undergraduates (42 females) for completers analysis. The gaming approach was effective in enhancing young people’s mental health literacy (d=0.65). The finding was also consistent with the intent-to-treat analysis, which included 127 undergraduates (75 females). No gender differences were found in learning outcome (P=.97). Intrinsic goal orientation was the primary factor in learning motivation, whereas test anxiety was successfully alleviated in the game setting. No gender differences were found on any learning motivation subscales (P>.10). We also found that participants’ self-efficacy for learning and performance, as well as test anxiety, significantly affected their learning outcomes, whereas other motivational subscales were statistically nonsignificant. Conclusions Electronic games implemented through social networking sites appear to effectively enhance users’ mental health literacy. PMID:23676714

Learning Outcomes Assessment Step-By-Step: Enhancing Evidence-Based Practice in Career Services

ERIC Educational Resources Information Center

Makela, Julia Panke; Rooney, Gail S.

2012-01-01

What difference do your career programs and services make in clients' lives? How do you know? Answer these questions and more. Learn a practical approach to learning outcomes assessment that helps you tell the story of your career programs and services, celebrate your successes, and continuously improve your practice. Within this monograph, you…

Learning Outcomes--A Useful Tool in Quality Assurance? Views from Academic Staff

ERIC Educational Resources Information Center

Aamodt, Per Olaf; Frølich, Nicoline; Stensaker, Bjørn

2018-01-01

While the establishment of quality assurance has been seen for decades as the most significant instrument to secure and enhance the quality of teaching and learning in higher education, the concept of developing more specific learning outcomes has in recent years attracted much interest, not least due to the creation of national qualification…

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

ERIC Educational Resources Information Center

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

2009-01-01

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

Test-enhanced learning may be a gender-related phenomenon explained by changes in cortisol level.

PubMed

Kromann, Charles B; Jensen, Morten L; Ringsted, Charlotte

2011-02-01

testing increases memory of a topic studied more than additional study or training. The mechanisms by which this occurs are not clearly understood. Testing can be stressful and studies suggest that the stress hormone cortisol has modulating effects on memory, predominantly in men. The aim of this study was to investigate whether cardiopulmonary resuscitation (CPR) skills testing induce a cortisol increase, whether the cortisol increase enhances retention of CPR skills, and how this relates to gender. we randomised a convenience sample of medical students attending a mandatory course to one intervention and one control group. Students received a 4-hour course on CPR skills. During the final half-hour of the intervention course, participants were tested in CPR scenarios, whereas the control group underwent additional training. We assessed learning outcomes 2 weeks later by rating student performance in a CPR scenario using a checklist and a single blinded assessor. We measured salivary cortisol pre-course, half an hour before the end of the course and post-course, and compared learning outcomes and cortisol responses between groups and genders. in total, 146 of 202 (72%) students completed the study. We found a significant difference in learning outcome between the intervention and control groups for both genders (mean ± standard deviation, 5.0 ± 3.5; p = 0.006). We found a significant effect of increase in cortisol on learning outcome in men. The correlation between learning outcome and cortisol increase was medium to large for men (r = 0.38), but not for women (r = -0.05). cardiopulmonary resuscitation skills testing induces a rise in cortisol in men, which is related to the better retention of skills in men. Cortisol modulates test-enhanced learning in men.

Using computer-assisted learning to engage diverse learning styles in understanding business management principles.

PubMed

Frost, Mary E; Derby, Dustin C; Haan, Andrea G

2013-01-01

Objective : Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods : Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results : Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion : While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear.

Using computer-assisted learning to engage diverse learning styles in understanding business management principles.

PubMed

Frost, Mary E; Derby, Dustin C; Haan, Andrea G

2013-06-27

Objective : Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods : Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results : Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion : While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear.

Does the Use of Case-Based Learning Impact the Retention of Key Concepts in Undergraduate Biochemistry?

ERIC Educational Resources Information Center

Kulak, Verena; Newton, Genevieve; Sharma, Rahul

2017-01-01

Objective: Enhanced knowledge retention and a preference towards a deep learning approach are desirable pedagogical outcomes of case-based learning (CBL). The CBL literature is sparse with respect to these outcomes, and this is especially so in the area of biochemistry. The present study determined the effect of CBL vs. non CBL on knowledge…

Effects of Computer-Aided and Blended Teaching Strategies on Students' Achievement in Civic Education Concepts in Mountain Learning Ecologies

ERIC Educational Resources Information Center

Ige, Olugbenga Adedayo; Hlalele, Dipane Joseph

2017-01-01

The need to enhance students' learning outcomes has become integral in secondary schools in developing countries due to increased students enrollment. Research has shown that the strategies utilized in teaching secondary school students have significant influence on their learning outcomes. At present in Nigeria, public secondary schools have not…

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…

Setting the vision: applied patient-reported outcomes and smart, connected digital healthcare systems to improve patient-centered outcomes prediction in critical illness.

PubMed

Wysham, Nicholas G; Abernethy, Amy P; Cox, Christopher E

2014-10-01

Prediction models in critical illness are generally limited to short-term mortality and uncommonly include patient-centered outcomes. Current outcome prediction tools are also insensitive to individual context or evolution in healthcare practice, potentially limiting their value over time. Improved prognostication of patient-centered outcomes in critical illness could enhance decision-making quality in the ICU. Patient-reported outcomes have emerged as precise methodological measures of patient-centered variables and have been successfully employed using diverse platforms and technologies, enhancing the value of research in critical illness survivorship and in direct patient care. The learning health system is an emerging ideal characterized by integration of multiple data sources into a smart and interconnected health information technology infrastructure with the goal of rapidly optimizing patient care. We propose a vision of a smart, interconnected learning health system with integrated electronic patient-reported outcomes to optimize patient-centered care, including critical care outcome prediction. A learning health system infrastructure integrating electronic patient-reported outcomes may aid in the management of critical illness-associated conditions and yield tools to improve prognostication of patient-centered outcomes in critical illness.

Reflections on a Technology Integration Project.

ERIC Educational Resources Information Center

Kovalik, Cindy

2003-01-01

Describes Technology-Enhanced Learning Outcomes (TELO), a grant funded by the Ohio Learning Network to help K-12 teachers integrate technology by having teams of undergraduate education students design and develop technology-enhanced instructional unites using existing curriculum topics. Presents a case study that investigated the nature and…

The Relationship between Learning Conditions in the Workplace and Informal Learning Outcomes: A Study among Police Inspectors

ERIC Educational Resources Information Center

Janssens, Liezelot; Smet, Kelly; Onghena, Patrick; Kyndt, Eva

2017-01-01

Informal workplace learning has become a prominent reality in the knowledge society of today. For this reason, developing appropriate learning conditions in order to enhance workplace learning is dominating organizational agendas. However, research that investigates the relationship between important learning conditions and learning outcomes…

Enhancing Social Work Education through Team-Based Learning

ERIC Educational Resources Information Center

Gillespie, Judy

2012-01-01

Group learning strategies are used extensively in social work education, despite the challenges and negative outcomes regularly experienced by students and faculty. Building on principles of cooperative learning, team-based learning offers a more structured approach that maximizes the benefits of cooperative learning while also offering…

Student Use of Self-Data for Out-of-Class Graphing Activities Increases Student Engagement and Learning Outcomes†

PubMed Central

DeBoy, Cynthia A.

2017-01-01

Two out-of-class graphing activities related to hormonal regulation of the reproductive cycle and stress responses are used to determine whether student use of self-data vs. provided data increases engagement, learning outcomes, and attitude changes. Comparisons of quizzes and surveys for students using self- vs. provided data suggest that while both activities increase learning outcomes, use of self-data compared with provided data has a greater impact on increasing learning outcomes, promotes recognition that hormones are relevant, and enhances confidence in graphing skills and graphing efficacy. PMID:29854057

Quantifiable outcomes from corporate and higher education learning collaborations

NASA Astrophysics Data System (ADS)

Devine, Thomas G.

The study investigated the existence of measurable learning outcomes that emerged out of the shared strengths of collaborating sponsors. The study identified quantifiable learning outcomes that confirm corporate, academic and learner participation in learning collaborations. Each of the three hypotheses and the synergy indicator quantitatively and qualitatively confirmed learning outcomes benefiting participants. The academic-indicator quantitatively confirmed that learning outcomes attract learners to the institution. The corporate-indicator confirmed that learning outcomes include knowledge exchange and enhanced workforce talents for careers in the energy-utility industry. The learner-indicator confirmed that learning outcomes provide professional development opportunities for employment. The synergy-indicator confirmed that best learning practices in learning collaborations emanate out of the sponsors' shared strengths, and that partnerships can be elevated to strategic alliances, going beyond response to the desires of sponsors to create learner-centered cultures. The synergy-indicator confirmed the value of organizational processes that elevate sponsors' interactions to sharing strength, to create a learner-centered culture. The study's series of qualitative questions confirmed prior success factors, while verifying the hypothesis results and providing insight not available from quantitative data. The direct benefactors of the study are the energy-utility learning-collaboration participants of the study, and corporation, academic institutions, and learners of the collaboration. The indirect benefactors are the stakeholders of future learning collaborations, through improved knowledge of the existence or absence of quantifiable learning outcomes.

Validating Domain Ontologies: A Methodology Exemplified for Concept Maps

ERIC Educational Resources Information Center

Steiner, Christina M.; Albert, Dietrich

2017-01-01

Ontologies play an important role as knowledge domain representations in technology-enhanced learning and instruction. Represented in form of concept maps they are commonly used as teaching and learning material and have the potential to enhance positive educational outcomes. To ensure the effective use of an ontology representing a knowledge…

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…

The Contribution of Work-Integrated Learning to Undergraduate Employability Skill Outcomes

ERIC Educational Resources Information Center

Jackson, Denise

2013-01-01

WIL has attracted considerable attention as an instrument for enhancing professional practice and developing work-readiness in new graduates. It is widely considered as a point of difference in developing graduate employability by enhancing skill outcomes, such as team-work, communication, self-management and problem solving, employment prospects…

Connected Learning: Harnessing the Information Age to Make Learning More Powerful

ERIC Educational Resources Information Center

Roc, Martens

2014-01-01

This report introduces connected learning, a promising educational approach supported by the MacArthur Foundation and the Digital Learning Media (DLM) initiative that schools and out-of-school sites are adopting to enhance student learning and outcomes by connecting their education to their interests. Connected learning uses digital media to…

A Qualitative Assessment of the Learning Outcomes of Teaching Introductory American Politics in Comparative Perspective

ERIC Educational Resources Information Center

Gelbman, Shamira M.

2011-01-01

This article discusses the findings of an ethnographic content analysis of students' written reflections as a means for assessing the learning outcomes of teaching introductory American politics in comparative perspective. It focuses especially on determining whether and how this approach enhanced students' understanding and retention of knowledge…

Positive Outcomes Enhance Incidental Learning for Both Younger and Older Adults

PubMed Central

Mather, Mara; Schoeke, Andrej

2011-01-01

Previous studies suggest that memory encoding is enhanced when people are anticipating a potential reward, consistent with the idea that dopaminergic systems that respond to motivationally relevant information also enhance memory for that information. In the current study, we examined how anticipating and receiving rewards versus losses affect incidental learning of information. In addition, we compared the modulatory effects of reward anticipation and outcome on memory for younger and older adults. Forty-two younger (aged 18–33 years) and 44 older (aged 66–92 years) adults played a game involving pressing a button as soon as they saw a target. Gain trials began with a cue that they would win $0.25 if they pressed the button fast enough, loss trials began with a cue that they would avoid losing $0.25 if they pressed the button fast enough, and no-outcome trials began with a cue indicating no monetary outcome. The target was a different photo-object on each trial (e.g., balloon, dolphin) and performance outcomes were displayed after the photo disappeared. Both younger and older adults recalled and recognized pictures from trials with positive outcomes (either rewarding or loss avoiding) better than from trials with negative outcomes. Positive outcomes were associated with not only enhanced memory for the picture just seen in that trial, but also with enhanced memory for the pictures shown in the next two trials. Although anticipating a reward also enhanced incidental memory, this effect was seen only in recognition memory of positive pictures and was a smaller effect than the outcome effect. The fact that older adults showed similar incidental memory effects of reward anticipation and outcome as younger adults suggests that reward–memory system interactions remain intact in older age. PMID:22125509

Temporally Coordinated Deep Brain Stimulation in the Dorsal and Ventral Striatum Synergistically Enhances Associative Learning.

PubMed

Katnani, Husam A; Patel, Shaun R; Kwon, Churl-Su; Abdel-Aziz, Samer; Gale, John T; Eskandar, Emad N

2016-01-04

The primate brain has the remarkable ability of mapping sensory stimuli into motor behaviors that can lead to positive outcomes. We have previously shown that during the reinforcement of visual-motor behavior, activity in the caudate nucleus is correlated with the rate of learning. Moreover, phasic microstimulation in the caudate during the reinforcement period was shown to enhance associative learning, demonstrating the importance of temporal specificity to manipulate learning related changes. Here we present evidence that extends upon our previous finding by demonstrating that temporally coordinated phasic deep brain stimulation across both the nucleus accumbens and caudate can further enhance associative learning. Monkeys performed a visual-motor associative learning task and received stimulation at time points critical to learning related changes. Resulting performance revealed an enhancement in the rate, ceiling, and reaction times of learning. Stimulation of each brain region alone or at different time points did not generate the same effect.

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

Does fear extinction in the laboratory predict outcomes of exposure therapy? A treatment analog study.

PubMed

Forcadell, Eduard; Torrents-Rodas, David; Vervliet, Bram; Leiva, David; Tortella-Feliu, Miquel; Fullana, Miquel A

2017-11-01

Fear extinction models have a key role in our understanding of anxiety disorders and their treatment with exposure therapy. Here, we tested whether individual differences in fear extinction learning and fear extinction recall in the laboratory were associated with the outcomes of an exposure therapy analog (ETA). Fifty adults with fear of spiders participated in a two-day fear-learning paradigm assessing fear extinction learning and fear extinction recall, and then underwent a brief ETA. Correlational analyses indicated that enhanced extinction learning was associated with better ETA outcome. Our results partially support the idea that individual differences in fear extinction learning may be associated with exposure therapy outcome, but suggest that further research in this area is needed. Copyright © 2017 Elsevier B.V. All rights reserved.

The Mount Sinai international enhancement of social work leadership program: The past and the future.

PubMed

Gordon, Elisa; Green, Karen; Whitwam, Louisa; Epstein, Irwin; Bernstein, Susan

2018-07-01

Developed in 1988, the Mount Sinai International Enhancement of Social Work Leadership Program brings 4-6 social workers from several countries each year to the Mount Sinai Hospital in New York City, where they meet with leaders from the hospital, community based organizations and graduate schools of social work, to enhance their leadership ability, strengthen management and research skills, and build upon global social work relationships. This article reviews the results of a survey conducted in 2016 to assess whether the visiting scholars met established learning objectives of the Program. Survey outcomes, presented in quantitative and qualitative terms, show positive results, and the scholars reported that the Program was extremely beneficial. The Program is viewed through the lens of two select adult learning theories: Social Learning Theory, which incorporates collaboration and learning from others, and Transformative Learning Theory, which is comprised of self-reflection and individualized learning. The inclusion of these theories in the implementation of the Program will be discussed. An analysis of the survey's outcomes, through pre- and post-Program participation and learning, facilitates assessment of potential programmatic adjustments to help evaluate long-term viability of the Program and potential duplication by other academic medical centers.

Satisfaction of Outcome Achievement with Web-Enhanced Teaching Strategies in Nursing Education

ERIC Educational Resources Information Center

Thornock, Susan B.

2013-01-01

The future of distance and Web-enhanced education and the use of technology are becoming more advantageous to a growing population. Nursing education has been encouraged to incorporate these teaching-learning methods. Changes in nursing education and the teaching-learning environment have the potential to challenge the preservation of nursing…

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…

Blended learning pedagogy: the time is now!

PubMed

Pizzi, Michael A

2014-07-01

Pedagogy is rapidly changing. To develop best practice in academia, it is important that we change with the changing needs of students. This article suggests that blended learning is one of the most important pedagogical formats that can enhance student learning, optimize the use of active learning strategies, and potentially improve student learning outcomes.

Clickers in the Classroom: The Use of Student Response Systems in Teaching Psychology

ERIC Educational Resources Information Center

Watling, Rosamond; Clarke, Richard; Rowell, Christopher

2014-01-01

Student response systems (SRSs) have been used in a number of disciplines in higher education and, generally, the literature reports this technology leading to very positive outcomes for student engagement and learning. Learning outcomes are particularly enhanced if the technology is used to promote higher order cognitive skills. Here, we discuss…

Improving Paramedic Distance Education through Mobile Mixed Reality Simulation

ERIC Educational Resources Information Center

Birt, James; Moore, Emma; Cowling, Michael

2017-01-01

There is growing evidence that the use of simulation in teaching is a key means of improving learning, skills, and outcomes, particularly for practical skills. In the health sciences, the use of high-fidelity task trainers has been shown to be ideal for reducing cognitive load and leading to enhanced learning outcomes. However, how do we make…

Enhancing Problem-Solving Expertise by Means of an Authentic, Collaborative, Computer Supported and Problem-Based Course

ERIC Educational Resources Information Center

Arts, Jos A. R.; Gijselaers, Wim H.; Segers, Mien S. R.

2006-01-01

Instructional designs, embedding learning in meaningful contexts such as problem-based learning (PBL) are increasingly used for fostering expertise to prepare students for the demands of the future workplace. However, cognitive outcomes of these curricula in terms of expertise outcomes are not always conclusive. Based on the instructional…

Bridging the Gap: Linking Co-Curricular Activities to Student Learning Outcomes in Community College Students

ERIC Educational Resources Information Center

Storey, Katie Lauren

2010-01-01

This study investigated the extent to which participation in co-curricular events enhances the achievement of student-learning outcomes in community college students. One community college in Illinois--Chicago Metropolitan Area Community College (CMACC), a pseudonym--was selected to research based on its robust co-curricular activity programming.…

Enhancing the Design and Analysis of Flipped Learning Strategies

ERIC Educational Resources Information Center

Jenkins, Martin; Bokosmaty, Rena; Brown, Melanie; Browne, Chris; Gao, Qi; Hanson, Julie; Kupatadze, Ketevan

2017-01-01

There are numerous calls in the literature for research into the flipped learning approach to match the flood of popular media articles praising its impact on student learning and educational outcomes. This paper addresses those calls by proposing pedagogical strategies that promote active learning in "flipped" approaches and improved…

Effects of DDL Technology on Genre Learning

ERIC Educational Resources Information Center

Cotos, Elena; Link, Stephanie; Huffman, Sarah

2017-01-01

To better understand the promising effects of data-driven learning (DDL) on language learning processes and outcomes, this study explored DDL learning events enabled by the Research Writing Tutor (RWT), a web-based platform containing an English language corpus annotated to enhance rhetorical input, a concordancer that was searchable for…

Catecholaminergic challenge uncovers distinct Pavlovian and instrumental mechanisms of motivated (in)action.

PubMed

Swart, Jennifer C; Froböse, Monja I; Cook, Jennifer L; Geurts, Dirk Em; Frank, Michael J; Cools, Roshan; den Ouden, Hanneke Em

2017-05-15

Catecholamines modulate the impact of motivational cues on action. Such motivational biases have been proposed to reflect cue-based, 'Pavlovian' effects. Here, we assess whether motivational biases may also arise from asymmetrical instrumental learning of active and passive responses following reward and punishment outcomes. We present a novel paradigm, allowing us to disentangle the impact of reward and punishment on instrumental learning from Pavlovian response biasing. Computational analyses showed that motivational biases reflect both Pavlovian and instrumental effects: reward and punishment cues promoted generalized (in)action in a Pavlovian manner, whereas outcomes enhanced instrumental (un)learning of chosen actions. These cue- and outcome-based biases were altered independently by the catecholamine enhancer melthylphenidate. Methylphenidate's effect varied across individuals with a putative proxy of baseline dopamine synthesis capacity, working memory span. Our study uncovers two distinct mechanisms by which motivation impacts behaviour, and helps refine current models of catecholaminergic modulation of motivated action.

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 comparative study on student perceptions of their learning outcomes in undergraduate science degree programmes with differing curriculum models

NASA Astrophysics Data System (ADS)

Matthews, Kelly E.; Firn, Jennifer; Schmidt, Susanne; Whelan, Karen

2017-04-01

This study investigated students' perceptions of their graduate learning outcomes including content knowledge, communication, writing, teamwork, quantitative skills, and ethical thinking in two Australian universities. One university has a traditional discipline-orientated curriculum and the other, an interdisciplinary curriculum in the entry semester of first year. The Science Students Skills Inventory asked students (n = 613) in first and final years to rate their perceptions of the importance of developing graduate learning outcomes within the programme; how much they improved their graduate learning outcomes throughout their undergraduate science programme; how much they saw learning outcomes included in the programme; and how confident they were about their learning outcomes. A framework of progressive curriculum development was adopted to interpret results. Students in the discipline-oriented degree programme reported higher perceptions of scientific content knowledge and ethical thinking while students from the interdisciplinary curriculum indicated higher perceptions of oral communication and teamwork. Implications for curriculum development include ensuring progressive development from first to third years, a need for enhanced focus on scientific ethics, and career opportunities from first year onwards.

Science Learning Cycle Method to Enhance the Conceptual Understanding and the Learning Independence on Physics Learning

ERIC Educational Resources Information Center

Sulisworo, Dwi; Sutadi, Novitasari

2017-01-01

There have been many studies related to the implementation of cooperative learning. However, there are still many problems in school related to the learning outcomes on science lesson, especially in physics. The aim of this study is to observe the application of science learning cycle (SLC) model on improving scientific literacy for secondary…

Efficiency of English for Academic Purposes Activity in Students' Language Education: Developing the System of External and Internal Perspectives

ERIC Educational Resources Information Center

Zascerinska, Jelena

2010-01-01

The paradigm change from an input based teaching/learning process to an outcome based process (D. Bluma, 2008, p. 673) reveals efficiency of contribution applied to enhance students' learning outcomes to become particularly important for the development of education and culture change in the constantly changing environment. Aim of the research is…

Peer Learning Community Guide. CEELO FastFact

ERIC Educational Resources Information Center

Schilder, Diane; Brown, Kirsty Clarke; Gillaspy, Kathi

2014-01-01

States and technical assistance centers have asked the Center on Enhancing Early Learning Outcomes (CEELO) for guidance on establishing and maintaining a peer learning community (PLC). This document is designed to delineate the steps to establish and sustain a Peer Learning Community (PLC). It begins with a definition of a PLC and then presents…

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.…

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…

Blended Learning in Higher Education: Students' Perceptions and Their Relation to Outcomes

ERIC Educational Resources Information Center

Lopez-Perez, M. Victoria; Perez-Lopez, M. Carmen; Rodriguez-Ariza, Lazaro

2011-01-01

New information and communication technologies (ICTs) provide educators and learners with an innovative learning environment to stimulate and enhance the teaching and learning process. In this context, novel educational concepts such as blended learning are being developed. In the present paper, we present the results obtained from a blended…

Student and Instructor Perceptions of Feedback in Asynchronous Online Learning: A Mixed-Methods Study

ERIC Educational Resources Information Center

Conrad, Susan

2016-01-01

Research about online learning suggests that instructor feedback is essential for student learning, especially when the feedback is personalized, specific, and timely. Feedback enhances instructor presence in online learning and has been shown to positively affect student outcomes. However, even with the technical ability to receive feedback at…

Enhancing Postgraduate Learning and Development: A Participatory Action Learning and Action Research Approach through Conferences

ERIC Educational Resources Information Center

Wood, Lesley; Louw, Ina; Zuber-Skerritt, Ortrun

2017-01-01

As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning…

A Flexible Mechanism of Rule Selection Enables Rapid Feature-Based Reinforcement Learning

PubMed Central

Balcarras, Matthew; Womelsdorf, Thilo

2016-01-01

Learning in a new environment is influenced by prior learning and experience. Correctly applying a rule that maps a context to stimuli, actions, and outcomes enables faster learning and better outcomes compared to relying on strategies for learning that are ignorant of task structure. However, it is often difficult to know when and how to apply learned rules in new contexts. In our study we explored how subjects employ different strategies for learning the relationship between stimulus features and positive outcomes in a probabilistic task context. We test the hypothesis that task naive subjects will show enhanced learning of feature specific reward associations by switching to the use of an abstract rule that associates stimuli by feature type and restricts selections to that dimension. To test this hypothesis we designed a decision making task where subjects receive probabilistic feedback following choices between pairs of stimuli. In the task, trials are grouped in two contexts by blocks, where in one type of block there is no unique relationship between a specific feature dimension (stimulus shape or color) and positive outcomes, and following an un-cued transition, alternating blocks have outcomes that are linked to either stimulus shape or color. Two-thirds of subjects (n = 22/32) exhibited behavior that was best fit by a hierarchical feature-rule model. Supporting the prediction of the model mechanism these subjects showed significantly enhanced performance in feature-reward blocks, and rapidly switched their choice strategy to using abstract feature rules when reward contingencies changed. Choice behavior of other subjects (n = 10/32) was fit by a range of alternative reinforcement learning models representing strategies that do not benefit from applying previously learned rules. In summary, these results show that untrained subjects are capable of flexibly shifting between behavioral rules by leveraging simple model-free reinforcement learning and context-specific selections to drive responses. PMID:27064794

Online versus Live Delivery of Education to Pharmacists in a Large Multicentre Health Region: A Non-inferiority Assessment of Learning Outcomes.

PubMed

Taylor, Robert; Jung, Joanne; Loewen, Peter; Spencer, Carrie; Dossa, Anar; de Lemos, Jane

2013-07-01

The prevalence of online modules for continuing education in the health professions has been increasing in recent years. However, the effectiveness of online modules for pharmacist learning has not been thoroughly studied. The primary aim of this study was to determine if providing education to pharmacists through a self-paced enhanced online module was non-inferior to a face-to-face learning module with respect to knowledge application on the topic of postoperative insulin dosing. Secondary aims were to determine pharmacists' knowledge gain and retention, as well as their satisfaction with the modules. The participants in this prospective, randomized, parallel-group non-inferiority trial were pharmacists in a large multicentre health region. Outcomes were measured by comparing scores obtained on pre- and post-module knowledge-assessment questionnaires. A between-group difference in change on knowledge application scores of less than 25 percentage points was the predetermined non-inferiority margin. A total of 74 pharmacists consented to participate, 38 randomly assigned to use the enhanced online module and 36 to attend the face-to-face learning session. For questions examining knowledge application, the mean improvement achieved by the online learning group was 26 percentage points greater than that achieved by the face-to-face learning group (95% confidence interval [CI] 25 to 27; p < 0.001). For questions testing knowledge gain, the improvement achieved by the online learning group was 7 percentage points less than that achieved by the face-to-face learning group (95% CI 2 to 12; p = 0.008). Therefore, the enhanced online module was deemed to be non-inferior to the face-to-face learning session in terms of knowledge application and knowledge gain. Insufficient data were available to analyze the secondary outcome of knowledge retention over time. Participant satisfaction was similar for the 2 groups (p = 0.62). The self-paced enhanced online module was non-inferior to facilitated face-to-face learning in terms of improving application and knowledge of insulin dosing. Pharmacists had similar levels of satisfaction with the 2 modes of learning.

Collaborative Strategic Reading as a Means To Enhance Peer-Mediated Instruction for Reading Comprehension and Content-Area Learning.

ERIC Educational Resources Information Center

Vaughn, Sharon; Klingner, Janette K.; Bryant, Diane P.

2001-01-01

This article summarizes studies conducted with Collaborative Strategic Reading (CSR), a program designed to enhance reading comprehension and content-area reading for diverse learners. It describes the stages of CSR development and discusses the role of peer-mediated learning in improving the social and academic outcomes of participating students.…

A Pedagogical Alliance for Trust, Wellbeing and the Identification of Errors for Learning and Formative Assessment

ERIC Educational Resources Information Center

Leighton, Jacqueline P.; Bustos Gómez, María Clara

2018-01-01

Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source--teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students' (a) trust in the teacher, (b)…

Exploring Mechanisms for Effective Technology-Enhanced Simulation-based Education in Wilderness Medicine: A Systematic Review.

PubMed

MacKinnon, Ralph; Aitken, Deborah; Humphries, Christopher

2015-12-17

 Technology-enhanced simulation is well-established in healthcare teaching curricula, including those regarding wilderness medicine. Compellingly, the evidence base for the value of this educational modality to improve learner competencies and patient outcomes are increasing.  The aim was to systematically review the characteristics of technology-enhanced simulation presented in the wilderness medicine literature to date. Then, the secondary aim was to explore how this technology has been used and if the use of this technology has been associated with improved learner or patient outcomes.  EMBASE and MEDLINE were systematically searched from 1946 to 2014, for articles on the provision of technology-enhanced simulation to teach wilderness medicine. Working independently, the team evaluated the information on the criteria of learners, setting, instructional design, content, and outcomes.  From a pool of 37 articles, 11 publications were eligible for systematic review. The majority of learners in the included publications were medical students, settings included both indoors and outdoors, and the main focus clinical content was initial trauma management with some including leadership skills. The most prevalent instructional design components were clinical variation and cognitive interactivity, with learner satisfaction as the main outcome.  The results confirm that the current provision of wilderness medicine utilizing technology-enhanced simulation is aligned with instructional design characteristics that have been used to achieve effective learning. Future research should aim to demonstrate the translation of learning into the clinical field to produce improved learner outcomes and create improved patient outcomes.

Sustainability Matters for Undergraduate Teaching and Learning

ERIC Educational Resources Information Center

Fry, Catherine L.; Wei, Cynthia A.

2015-01-01

A growing body of evidence shows that infusing sustainability into undergraduate courses and programs can simultaneously benefit institutional goals, student learning outcomes, and society at large. In addition to being a globally relevant and urgent topic, sustainability can enhance learning of disciplinary concepts and development of broad…

ADDIE Model Application Promoting Interactive Multimedia

NASA Astrophysics Data System (ADS)

Baharuddin, B.

2018-02-01

This paper presents the benefits of interactive learning in a vocational high school, which is developed by Research and Developmet (R&D) method. The questionnaires, documentations, and instrument tests are used to obtain data and it is analyzed by descriptive statistic. The results show the students’ competence is generated up to 80.00 %, and the subject matter aspects of the content is up to 90.00 %. The learning outcomes average is 85. This type media fulfils the proposed objective which can enhance the learning outcome.

Compound Stimulus Presentation Does Not Deepen Extinction in Human Causal Learning

PubMed Central

Griffiths, Oren; Holmes, Nathan; Westbrook, R. Fred

2017-01-01

Models of associative learning have proposed that cue-outcome learning critically depends on the degree of prediction error encountered during training. Two experiments examined the role of error-driven extinction learning in a human causal learning task. Target cues underwent extinction in the presence of additional cues, which differed in the degree to which they predicted the outcome, thereby manipulating outcome expectancy and, in the absence of any change in reinforcement, prediction error. These prediction error manipulations have each been shown to modulate extinction learning in aversive conditioning studies. While both manipulations resulted in increased prediction error during training, neither enhanced extinction in the present human learning task (one manipulation resulted in less extinction at test). The results are discussed with reference to the types of associations that are regulated by prediction error, the types of error terms involved in their regulation, and how these interact with parameters involved in training. PMID:28232809

Relationships between core factors of knowledge management in hospital nursing organisations and outcomes of nursing performance.

PubMed

Lee, Eun Ju; Kim, Hong Soon; Kim, Hye Young

2014-12-01

The study was conducted to investigate the levels of implementation of knowledge management and outcomes of nursing performance, to examine the relationships between core knowledge management factors and nursing performance outcomes and to identify core knowledge management factors affecting these outcomes. Effective knowledge management is very important to achieve strong organisational performance. The success or failure of knowledge management depends on how effectively an organisation's members share and use their knowledge. Because knowledge management plays a key role in enhancing nursing performance, identifying the core factors and investigating the level of knowledge management in a given hospital are priorities to ensure a high quality of nursing for patients. The study employed a descriptive research procedure. The study sample consisted of 192 nurses registered in three large healthcare organisations in South Korea. The variables demographic characteristics, implementation of core knowledge management factors and outcomes of nursing performance were examined and analysed in this study. The relationships between the core knowledge management factors and outcomes of nursing performance as well as the factors affecting the performance outcomes were investigated. A knowledge-sharing culture and organisational learning were found to be core factors affecting nursing performance. The study results provide basic data that can be used to formulate effective knowledge management strategies for enhancing nursing performance in hospital nursing organisations. In particular, prioritising the adoption of a knowledge-sharing culture and organisational learning in knowledge management systems might be one method for organisations to more effectively manage their knowledge resources and thus to enhance the outcomes of nursing performance and achieve greater business competitiveness. The study results can contribute to the development of effective and efficient knowledge management systems and strategies for enhancing knowledge-sharing culture and organisational learning that can improve both the productivity and competitiveness of healthcare organisations. © 2014 John Wiley & Sons Ltd.

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education.

PubMed

Whipp, Peter R; Jackson, Ben; Dimmock, James A; Soh, Jenny

2015-01-01

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE.

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education

PubMed Central

Whipp, Peter R.; Jackson, Ben; Dimmock, James A.; Soh, Jenny

2015-01-01

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE. PMID:25741309

Reading Comprehension Interventions That Enhance Outcomes for English Language Learners with LD, 10/01/98-09/30/02. Final Report.

ERIC Educational Resources Information Center

Vaughn, Sharon; Bryant, Diane Pedrotty

This final report discusses the activities and outcomes of a project that explored the effectiveness of strategies for teaching reading comprehension to English language learners with learning disabilities who are failing to acquire the comprehension skills to learn from print. A series of studies was conducted over a 3-year period that…

Enhanced Memory as a Common Effect of Active Learning

ERIC Educational Resources Information Center

Markant, Douglas B.; Ruggeri, Azzurra; Gureckis, Todd M.; Xu, Fei

2016-01-01

Despite widespread consensus among educators that "active learning" leads to better outcomes than comparatively passive forms of instruction, it is often unclear why these benefits arise. In this article, we review research showing that the opportunity to control the information experienced while learning leads to improved memory…

Student Outcomes and Design Elements in Blended Learning Courses

ERIC Educational Resources Information Center

Newbury, Robert

2013-01-01

The concept of "blended learning" appears with increasing frequency in academic literature, published research and general discussion as the latest trend in pedagogy. Known also as "hybrid education" and "web-enhanced instruction", blended learning courses have been reported as the method of delivery for 80 to 90…

Cognitive Styles, Dynamic Geometry and Measurement Performance

ERIC Educational Resources Information Center

Pitta-Pantazi, Demetra; Christou, Constantinos

2009-01-01

This paper reports the outcomes of an empirical study undertaken to investigate the effect of students' cognitive styles on achievement in measurement tasks in a dynamic geometry learning environment, and to explore the ability of dynamic geometry learning in accommodating different cognitive styles and enhancing students' learning. A total of 49…

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…

Revenues and E-Learning: Do Universities Need an Online Presence?

ERIC Educational Resources Information Center

Byrd, Jennings; Mixon, Phillip

2012-01-01

In this paper, we examine the role of e-learning enrolments in revenue functions for four-year public universities. Many universities have moved into e-learning as a resource to overcome the funding shortfall which has been an outcome of the recent economic climate. It is hypothesised that an e-learning presence will enhance revenues for…

Service-Learning May Influence Some Students' Attendance and Academic Performance

ERIC Educational Resources Information Center

Baumann, Paul

2014-01-01

In 2010, the National Center for Learning and Civic Engagement (NCLCE) established the Schools of Success, a national network of 19 schools that use service-learning as an instructional strategy. The schools were part of a three-year project to examine how the elements of service-learning might enhance key student outcomes, such as academic…

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…

Learning Outcomes and Processes in Massively Multiplayer Online Games: Exploring the Perceptions of Players

ERIC Educational Resources Information Center

Voulgari, Iro; Komis, Vassilis; Sampson, Demetrios G.

2014-01-01

Over the past decade research has recognised the learning potential of massively multiplayer online games (MMOGs). MMOGs can be used by the technology-enhanced learning research community to study and identify good educational practices that may inspire engaging, creative and motivating approaches for education and learning. To this end, in this…

Effects of team-based learning on self-regulated online learning.

PubMed

Whittaker, Alice A

2015-04-10

Online learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p < 0.001) of self-regulated learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.

A Multilevel Analysis of Diverse Learners Playing Life Science Video Games: Interactions between Game Content, Learning Disability Status, Reading Proficiency, and Gender

ERIC Educational Resources Information Center

Israel, Maya; Wang, Shuai; Marino, Matthew T.

2016-01-01

Extant research reports differential effects related to the efficacy of video games as a means to enhance science instruction. However, there are very few studies examining differences in learning outcomes across student-level independent variables. This study used multilevel modeling to examine the effects of three video game-enhanced life…

Enhancing Student Learning across Disciplines: A Case Example Using a Systems Analysis and Design Course for MIS and ACS Majors

ERIC Educational Resources Information Center

Surendran, Ken; Ehie, Ike C.; Somarajan, Chellappan

2005-01-01

This paper illustrates an approach used to enhance student learning outcomes in a combined cross-listed Systems Analysis and Design (SA&D) course and examines benefits perceived by students through analysis of assessment and students feedback. The SA&D course is a required course in both the Management Information Systems (MIS) major and the…

Students awareness of learning styles and their perceptions to a mixed method approach for learning.

PubMed

Bhagat, Anumeha; Vyas, Rashmi; Singh, Tejinder

2015-08-01

Individualization of instructional method does not contribute significantly to learning outcomes although it is known that students have differing learning styles (LSs). Hence, in order to maximally enhance learning, one must try to use a mixed method approach. Our hypothesis was that awareness of preferred LS and motivation to incorporate multiple learning strategies might enhance learning outcomes. Our aim was to determine the impact of awareness of LS among medical undergraduates and motivating students to use mixed methods of learning. Before awareness lecture, LS preferences were determined using Visual, Aural, Read/Write, and Kinesthetic (VARK) questionnaire. Awareness of LS was assessed using a validated questionnaire. Through a lecture, students were oriented to various LSs, impact of LS on their performance, and benefit of using mixed method approach for learning. Subsequently, group discussions were organized. After 3 months, VARK preferences and awareness of LSs were reassessed. Student narratives were collected. Qualitative analysis of the data was done. There was a significant increase in the number of students who were aware of LS. The number of participants showing a change in VARK scores for various modalities of learning was also significant (P < 0.001). Thus, awareness of LSs motivated students to adapt other learning strategies and use mixed methods for learning.

Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis.

PubMed

Cook, David A; Brydges, Ryan; Zendejas, Benjamin; Hamstra, Stanley J; Hatala, Rose

2013-08-01

Competency-based education requires individualization of instruction. Mastery learning, an instructional approach requiring learners to achieve a defined proficiency before proceeding to the next instructional objective, offers one approach to individualization. The authors sought to summarize the quantitative outcomes of mastery learning simulation-based medical education (SBME) in comparison with no intervention and nonmastery instruction, and to determine what features of mastery SBME make it effective. The authors searched MEDLINE, EMBASE, CINAHL, ERIC, PsycINFO, Scopus, key journals, and previous review bibliographies through May 2011. They included original research in any language evaluating mastery SBME, in comparison with any intervention or no intervention, for practicing and student physicians, nurses, and other health professionals. Working in duplicate, they abstracted information on trainees, instructional design (interactivity, feedback, repetitions, and learning time), study design, and outcomes. They identified 82 studies evaluating mastery SBME. In comparison with no intervention, mastery SBME was associated with large effects on skills (41 studies; effect size [ES] 1.29 [95% confidence interval, 1.08-1.50]) and moderate effects on patient outcomes (11 studies; ES 0.73 [95% CI, 0.36-1.10]). In comparison with nonmastery SBME instruction, mastery learning was associated with large benefit in skills (3 studies; effect size 1.17 [95% CI, 0.29-2.05]) but required more time. Pretraining and additional practice improved outcomes but, again, took longer. Studies exploring enhanced feedback and self-regulated learning in the mastery model showed mixed results. Limited evidence suggests that mastery learning SBME is superior to nonmastery instruction but takes more time.

Catecholaminergic challenge uncovers distinct Pavlovian and instrumental mechanisms of motivated (in)action

PubMed Central

Swart, Jennifer C; Froböse, Monja I; Cook, Jennifer L; Geurts, Dirk EM; Frank, Michael J; Cools, Roshan; den Ouden, Hanneke EM

2017-01-01

Catecholamines modulate the impact of motivational cues on action. Such motivational biases have been proposed to reflect cue-based, ‘Pavlovian’ effects. Here, we assess whether motivational biases may also arise from asymmetrical instrumental learning of active and passive responses following reward and punishment outcomes. We present a novel paradigm, allowing us to disentangle the impact of reward and punishment on instrumental learning from Pavlovian response biasing. Computational analyses showed that motivational biases reflect both Pavlovian and instrumental effects: reward and punishment cues promoted generalized (in)action in a Pavlovian manner, whereas outcomes enhanced instrumental (un)learning of chosen actions. These cue- and outcome-based biases were altered independently by the catecholamine enhancer melthylphenidate. Methylphenidate’s effect varied across individuals with a putative proxy of baseline dopamine synthesis capacity, working memory span. Our study uncovers two distinct mechanisms by which motivation impacts behaviour, and helps refine current models of catecholaminergic modulation of motivated action. DOI: http://dx.doi.org/10.7554/eLife.22169.001 PMID:28504638

Community Education: More than Just a Course. Exploring the Outcomes and Impact of Department of Education and Skills Funded Community Education

ERIC Educational Resources Information Center

Bailey, Natasha; Breen, Jessica; Ward, Mark

2010-01-01

In 2009 AONTAS commissioned a piece of research to examine the outcomes and impact of community education in relation to the three aims that the Government has defined for it: enhancing learning; fostering empowerment, and contributing to civic society. In part, the research also responds to a need to measure the wider benefits of learning (such…

Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study.

PubMed

Shorey, Shefaly; Kowitlawakul, Yanika; Devi, M Kamala; Chen, Hui-Chen; Soong, Swee Kit Alan; Ang, Emily

2018-02-01

Effective communication is important for nurse and patient outcomes. Nursing students often feel unprepared to communicate effectively with patients and other healthcare workers within the clinical environment. Blended learning pedagogy-based communication skills training can provide an alternative to traditional methods of teaching to enhance students' satisfaction and self-efficacy levels in communicating with others. To examine the effectiveness of blended learning pedagogy in a redesigned communication module among nursing undergraduates in enhancing their satisfaction levels and attitudes towards learning communication module as well as self-efficacy in communication. A single group pre-test and post-test quasi-experimental design was adopted. Data were collected from August 2016 to November 2016 from 124 nursing undergraduates from a leading nursing school. Blended learning pedagogy was adopted to redesign a communication module that offered a wide array of learning opportunities via face-to-face classroom and online sessions. Validated and reliable instruments were used to measure satisfaction levels with blended learning pedagogy, attitudes towards learning communication, and communication self-efficacy. Descriptive and inferential statistics were used to analyze the data. Participants had enhanced satisfaction levels with blended learning pedagogy, better attitudes in learning communication skills, and improved communication self-efficacies at posttest (week 13 of the semester) when compared with their pre-test scores (week one of the semester). Participants scored higher in the Blended Learning Satisfaction Scale, the Communication Skills Attitude Scale, and the communication skills subscale of the Nursing Students Self-Efficacy Scale. Blended learning pedagogy can be effectively used in facilitating communication modules and enhancing student outcomes among nursing undergraduates. The long-term effectiveness of using blended learning pedagogy in facilitating communication modules should be evaluated from students' and patients' perspectives. Additionally, the technology should be constantly improved by incorporating more interactive functions and should be tested to accommodate the learners' needs. Copyright © 2017 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,…

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…

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

ERIC Educational Resources Information Center

Potter, Jodi

2015-01-01

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

Mobile Web 2.0 in the Workplace: A Case Study of Employees' Informal Learning

ERIC Educational Resources Information Center

Gu, Jia; Churchill, Daniel; Lu, Jie

2014-01-01

Employees' informal learning in the workplace warrants more attention, and such learning could benefit from the latest mobile technologies such as Web 2.0 applications, which have increasingly been utilized and have the potential to enhance learning outcomes. This multiple-case study examined the impact of mobile Web 2.0 applications on…

Improving Engineering Student Team Collaborative Discussions by Moving Them Online: An Investigation of Synchronous Chat and Face-to-Face Team Conversations

ERIC Educational Resources Information Center

Fowler, Robin Revette

2014-01-01

Collaborative learning, particularly in the context of team-based, project-based learning, is common in undergraduate engineering education and is associated with deeper learning and enhanced student motivation and retention. However, grouping students in teams for project-based learning sometimes has negative outcomes, which can include lowered…

Enhancing an Instructional Design Model for Virtual Reality-Based Learning

ERIC Educational Resources Information Center

Chen, Chwen Jen; Teh, Chee Siong

2013-01-01

In order to effectively utilize the capabilities of virtual reality (VR) in supporting the desired learning outcomes, careful consideration in the design of instruction for VR learning is crucial. In line with this concern, previous work proposed an instructional design model that prescribes instructional methods to guide the design of VR-based…

"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…

The Use of a Well-Designed Instructional Guideline in Online MBA Teaching

ERIC Educational Resources Information Center

Duesing, Robert J.; Ling, Juan; Yang, Jiaqin

2016-01-01

This study investigated the positive impact of a teaching practice on student learning outcomes in an online MBA program. An instructional project guideline was developed to help online students enhance their achieving required learning objectives corresponding to five categories of Bloom's Taxonomy. The course learning objectives are based on…

Enhancing Integrative Motivation: The Japanese-American Collaborative Learning Project

ERIC Educational Resources Information Center

Kato, Fumie

2016-01-01

The Collaborative Learning Project is a language exchange program in which American and Japanese university students have the opportunity to interact with native speakers over the course of a three-week period. This paper reports the outcomes of the Collaborative Learning Project in terms of its effectiveness in fulfilling student expectations and…

What the Student Does: Teaching for Enhanced Learning

ERIC Educational Resources Information Center

Biggs, John

2012-01-01

Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students' activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all…

Augmented Reality in the Science Museum: Lessons Learned in Scaffolding for Conceptual and Cognitive Learning

ERIC Educational Resources Information Center

Yoon, Susan A.; Elinich, Karen; Wang, Joyce; Van Schooneveld, Jacqueline G.

2012-01-01

This research follows on previous studies that investigated how digitally augmented devices and knowledge scaffolds enhance learning in a science museum. We investigated what combination of scaffolds could be used in conjunction with the unique characteristics of informal participation to increase conceptual and cognitive outcomes. 307 students…

Innovative Learning and Developments in Motivation and Achievement in Upper Primary School

ERIC Educational Resources Information Center

Hornstra, Lisette; van der Veen, Ineke; Peetsma, Thea; Volman, Monique

2015-01-01

Although previous research has shown the potential of innovative learning for enhancing motivation and learning outcomes, further understanding is needed on which aspects of IL are most effective and whether these are equally motivating for different types of students. The present study investigated how developments in students' motivation and…

The Learning Effects of Computer Simulations in Science Education

ERIC Educational Resources Information Center

Rutten, Nico; van Joolingen, Wouter R.; van der Veen, Jan T.

2012-01-01

This article reviews the (quasi)experimental research of the past decade on the learning effects of computer simulations in science education. The focus is on two questions: how use of computer simulations can enhance traditional education, and how computer simulations are best used in order to improve learning processes and outcomes. We report on…

Enhancing Industry Engagement with Work-Integrated Learning: Capacity Building for Industry Partners

ERIC Educational Resources Information Center

Ferns, Sonia; Russell, Leonie; Kay, Judie

2016-01-01

Work-integrated learning (WIL) enables the embedding of relevant real-world learning into curriculum resulting in students that are better prepared to enter the workforce and meet demands of employers seeking work-ready graduates. Research confirms students who undertake WIL as part of their degree consistently achieve better employment outcomes.…

Resources on Social and Emotional Development and Early Learning Standards. CEELO FastFacts

ERIC Educational Resources Information Center

Connors-Tadros, L.

2013-01-01

In this "FastFacts," a state's Department of Education requests information from the Center on Enhancing Early Learning Outcomes (CEELO) on how the research defines skills in social-emotional development, approaches to learning, and executive function, to inform planned revisions to the early childhood indicators of progress for children…

Exploring Mechanisms for Effective Technology-Enhanced Simulation-based Education in Wilderness Medicine: A Systematic Review

PubMed Central

MacKinnon, Ralph; Humphries, Christopher

2015-01-01

Background: Technology-enhanced simulation is well-established in healthcare teaching curricula, including those regarding wilderness medicine. Compellingly, the evidence base for the value of this educational modality to improve learner competencies and patient outcomes are increasing. Aims: The aim was to systematically review the characteristics of technology-enhanced simulation presented in the wilderness medicine literature to date. Then, the secondary aim was to explore how this technology has been used and if the use of this technology has been associated with improved learner or patient outcomes. Methods: EMBASE and MEDLINE were systematically searched from 1946 to 2014, for articles on the provision of technology-enhanced simulation to teach wilderness medicine. Working independently, the team evaluated the information on the criteria of learners, setting, instructional design, content, and outcomes. Results: From a pool of 37 articles, 11 publications were eligible for systematic review. The majority of learners in the included publications were medical students, settings included both indoors and outdoors, and the main focus clinical content was initial trauma management with some including leadership skills. The most prevalent instructional design components were clinical variation and cognitive interactivity, with learner satisfaction as the main outcome. Conclusions: The results confirm that the current provision of wilderness medicine utilizing technology-enhanced simulation is aligned with instructional design characteristics that have been used to achieve effective learning. Future research should aim to demonstrate the translation of learning into the clinical field to produce improved learner outcomes and create improved patient outcomes. PMID:26824012

The Role of Problem-Based Learning in the Enhancement of Allied Health Education.

ERIC Educational Resources Information Center

Tavakol, Kamran; Reicherter, E. Anne

2003-01-01

Analyzes the literature on problem-based learning (PBL) and explains its rationale, process, and current outcomes research. Cites examples of PBL in medical education and its application to allied health education. (Contains 49 references.) (JOW)

Exploring the Effects of Multimedia Learning on Pre-Service Teachers' Perceived and Actual Learning Performance: The Use of Embedded Summarized Texts in Educational Media

ERIC Educational Resources Information Center

Wu, Leon Yufeng; Yamanaka, Akio

2013-01-01

In light of the increased usage of instructional media for teaching and learning, the design of these media as aids to convey the content for learning can be crucial for effective learning outcomes. In this vein, the literature has given attention to how concurrent on-screen text can be designed using these media to enhance learning performance.…

Outcomes-Based Authentic Learning, Portfolio Assessment, and a Systems Approach to "Complex Problem-Solving": Related Pillars for Enhancing the Innovative Role of PBL in Future Higher Education

ERIC Educational Resources Information Center

Richards, Cameron

2015-01-01

The challenge of better reconciling individual and collective aspects of innovative problem-solving can be productively addressed to enhance the role of PBL as a key focus of the creative process in future higher education. This should involve "active learning" approaches supported by related processes of teaching, assessment and…

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.

Assessing and Analyzing the Effects of WBLP on Learning Processes and Achievements: Using the Electronic Portfolio for Authentic Assessment on University Students' Learning.

ERIC Educational Resources Information Center

Chang, Chi-Cheng

A Web-Based Learning Portfolio (WBLP) was evaluated through practical teaching process to understand if the WBLP system helps students to grasp the learning process and enhances learning outcomes. The evaluation results reveal that this WBLP system has been more useful for students to obtain the feedback from other students than from their…

Enhancing a Multi-body Mechanism with Learning-Aided Cues in an Augmented Reality Environment

NASA Astrophysics Data System (ADS)

Singh Sidhu, Manjit

2013-06-01

Augmented Reality (AR) is a potential area of research for education, covering issues such as tracking and calibration, and realistic rendering of virtual objects. The ability to augment real world with virtual information has opened the possibility of using AR technology in areas such as education and training as well. In the domain of Computer Aided Learning (CAL), researchers have long been looking into enhancing the effectiveness of the teaching and learning process by providing cues that could assist learners to better comprehend the materials presented. Although a number of works were done looking into the effectiveness of learning-aided cues, but none has really addressed this issue for AR-based learning solutions. This paper discusses the design and model of an AR based software that uses visual cues to enhance the learning process and the outcome perception results of the cues.

More Technology, Less Learning?

ERIC Educational Resources Information Center

Kulesza, Justin; DeHondt, Gerald, II.; Nezlek, George

2011-01-01

Modern information technologies (presentation software, wireless laptop computers, cell phones, etc.) are purported to enhance student learning. Research to date provides an ambivalent and often conflicting set of outcomes about the effectiveness of such technologies in the context of the college classroom. Anecdotal evidence further complicates…

I came, I saw, I reflected: a qualitative study into learning outcomes of international electives for Japanese and British medical students.

PubMed

Nishigori, Hiroshi; Otani, Takashi; Plint, Simon; Uchino, Minako; Ban, Nobutaro

2009-05-01

Although medical students have increasingly more opportunities to participate in international electives, their experiences are usually unstructured and the literature referring to their learning outcomes, educational environment, and assessment is scanty. This study was undertaken to clarify qualitatively what students learn from their international electives. We carried out semi-structured individual interviews with 15 Japanese students studying clinical medicine in British medical schools and six British students studying in Japanese medical schools. The thematic synthesis method was used in analysing the transcribed data and triangulation by multiple researchers was used to achieve higher reliability. The main learning outcomes identified were skills in history taking and physical examination with clinical reasoning and in management of diseases rarely seen in the students' own countries; awareness of clinical ethics and merits and demerits of different systems of healthcare and medical education; sensitivity to issues in doctor-patient relationships and work ethics; enhancement of cultural competence; and personal development. Most learning outcomes of international electives are culture- or system-dependent. Students achieved outcomes related closely to medical professionalism, mainly through reflection. International electives may give students opportunities to learn both professionalism and cultural competence.

Technology-Enhanced Blended Language Learning in an ESL Class: A Description of a Model and an Application of the Diffusion of Innovations Theory

ERIC Educational Resources Information Center

Grgurovic, Maja

2010-01-01

Blended learning, a combination of face-to-face and online instruction, is seen as one of the most important advancements of this century and a natural evolution of the learning agenda (Thorne, 2003). Blended learning studies that compared traditional and blended foreign language classes showed no significant differences in learner outcomes and…

Enhancing Learning Outcomes with an Interactive Knowledge-Based Learning Environment Providing Narrative Feedback

ERIC Educational Resources Information Center

Stranieri, Andrew; Yearwood, John

2008-01-01

This paper describes a narrative-based interactive learning environment which aims to elucidate reasoning using interactive scenarios that may be used in training novices in decision-making. Its design is based on an approach to generating narrative from knowledge that has been modelled in specific decision/reasoning domains. The approach uses a…

Physics Learning with a Computer Algebra System: Towards a Learning Environment That Promotes Enhanced Problem Representations.

ERIC Educational Resources Information Center

Savelsbergh, Elwin R.; Ferguson-Hessler, Monica G. M.; de Jong, Ton

An approach to teaching problem-solving based on using the computer software Mathematica is applied to the study of electrostatics and is compared with the normal approach to the module. Learning outcomes for both approaches were not significantly different. The experimental course successfully addressed a number of misconceptions. Students in the…

Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?

ERIC Educational Resources Information Center

Chang, Chi-Cheng; Lei, Hao; Tseng, Ju-Shih

2014-01-01

Although ubiquitous learning enhances students' access to learning materials, it is crucial to find out which media delivery modes produce the best results for English listening comprehension. The present study examined the effect of media delivery mode (sound and text vs. sound) on English listening comprehension and cognitive load. Participants…

Learning-Oriented Assessment Increases Performance and Written Skills in a Second Year Metabolic Biochemistry Course

ERIC Educational Resources Information Center

Vanderlelie, Jessica J.; Alexander, Heather. G.

2016-01-01

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on…

Translating Knowledge through Blended Learning: A Comparative Analysis of Face-to-Face and Blended Learning Methods

ERIC Educational Resources Information Center

Golden, Thomas P.; Karpur, Arun

2012-01-01

This study is a comparative analysis of the impact of traditional face-to-face training contrasted with a blended learning approach, as it relates to improving skills, knowledge and attitudes for enhancing practices for achieving improved employment outcomes for individuals with disabilities. The study included two intervention groups: one…

Approaches and Study Skills Inventory for Students (ASSIST) in an Introductory Course in Chemistry

ERIC Educational Resources Information Center

Brown, Stephen; White, Sue; Wakeling, Lara; Naiker, Mani

2015-01-01

Approaches to study and learning may enhance or undermine educational outcomes, and thus it is important for educators to be knowledgeable about their students' approaches to study and learning. The Approaches and Study Skills Inventory for Students (ASSIST)--a 52 item inventory which identifies three learning styles (Deep, Strategic, and…

The Impact of Project-Based Learning on Improving Student Learning Outcomes of Sustainability Concepts in Transportation Engineering Courses

ERIC Educational Resources Information Center

Fini, Elham H.; Awadallah, Faisal; Parast, Mahour M.; Abu-Lebdeh, Taher

2018-01-01

This paper describes an intervention to enhance students' learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on…

Teaching and Learning Operant Principles in Animal Shelters: Perspectives from Faculty, Students, and Shelter Staff

ERIC Educational Resources Information Center

McDonald, Theodore W.; Caso, Rafaelito; Fugit, Dee

2005-01-01

Many instructors have expressed a recent interest in incorporating service-learning activities into their courses. Several authors have maintained that service-learning opportunities help students to better understand class concepts and also lead to desirable outcomes in students, such as enhanced self esteem and an increased interest in social…

Small Groups in a Social Learning MOOC (sIMOOC): Strategies for Fostering Learning and Knowledge Creation

ERIC Educational Resources Information Center

Krasny, Marianne E.; DuBois, Bryce; Adameit, Mechthild; Atiogbe, Ronnie; Alfakihuddin, Muhammad Lukman Baihaqi; Bold-erdene, Tergel; Golshani, Zahra; González-González, Rodrigo; Kimirei, Ishmael; Leung, Yamme; Shian-Yun, Lo; Yao, Yue

2018-01-01

Social support and face-to-face learning may enhance outcomes for students who face barriers in accessing Massive Open Online Courses (MOOCs). This study investigated how self-identified volunteer leaders guide and foster interactions among small groups of students who face technical and conceptual barriers in accessing MOOC content. Several…

Enhancing Student Learning and Critical Thinking through Academic Controversy in Post Secondary Macroeconomics

ERIC Educational Resources Information Center

Santicola, Craig F.

2011-01-01

There is a lack of student learning and critical thinking skills in post-secondary macroeconomics courses. The literature indicates that the lack of learning outcomes can be attributed to the reliance on traditional lecture and the failure to adopt innovative instructional techniques. The purpose of this study was to investigate the student…

The 'dark side' and 'bright side' of personality: when too much conscientiousness and too little anxiety are detrimental with respect to the acquisition of medical knowledge and skill.

PubMed

Ferguson, Eamonn; Semper, Heather; Yates, Janet; Fitzgerald, J Edward; Skatova, Anya; James, David

2014-01-01

Theory suggests that personality traits evolved to have costs and benefits, with the effectiveness of a trait dependent on how these costs and benefits relate to the present circumstances. This suggests that traits that are generally viewed as positive can have a 'dark side' and those generally viewed as negative can have a 'bright side' depending on changes in context. We test this in a sample of 220 UK medical students with respect to associations between the Big 5 personality traits and learning outcomes across the 5 years of a medical degree. The medical degree offers a changing learning context from pre-clinical years (where a more methodical approach to learning is needed) to the clinical years (where more flexible learning is needed, in a more stressful context). We argue that while trait conscientiousness should enhance pre-clinical learning, it has a 'dark side' reducing the acquisition of knowledge in the clinical years. We also suggest that anxiety has a 'bright side' enhancing the acquisition of skills in the clinical years. We also explore if intelligence enhances learning across the medical degree. Using confirmatory factor analysis and structural equation modelling we show that medical skills and knowledge assessed in the pre-clinical and clinical years are psychometrically distinguishable, forming a learning 'backbone', whereby subsequent learning outcomes are predicted by previous ones. Consistent with our predictions conscientiousness enhanced preclinical knowledge acquisition but reduced the acquisition of clinical knowledge and anxiety enhanced the acquisition of clinical skills. We also identified a curvilinear U shaped association between Surgency (extraversion) and pre-clinical knowledge acquisition. Intelligence predicted initial clinical knowledge, and had a positive total indirect effect on clinical knowledge and clinical skill acquisition. For medical selection, this suggests that selecting students high on conscientiousness may be problematic, as it may be excluding those with some degree of moderate anxiety.

The ‘Dark Side’ and ‘Bright Side’ of Personality: When Too Much Conscientiousness and Too Little Anxiety Are Detrimental with Respect to the Acquisition of Medical Knowledge and Skill

PubMed Central

Ferguson, Eamonn; Semper, Heather; Yates, Janet; Fitzgerald, J. Edward; Skatova, Anya; James, David

2014-01-01

Theory suggests that personality traits evolved to have costs and benefits, with the effectiveness of a trait dependent on how these costs and benefits relate to the present circumstances. This suggests that traits that are generally viewed as positive can have a ‘dark side’ and those generally viewed as negative can have a ‘bright side’ depending on changes in context. We test this in a sample of 220 UK medical students with respect to associations between the Big 5 personality traits and learning outcomes across the 5 years of a medical degree. The medical degree offers a changing learning context from pre-clinical years (where a more methodical approach to learning is needed) to the clinical years (where more flexible learning is needed, in a more stressful context). We argue that while trait conscientiousness should enhance pre-clinical learning, it has a ‘dark side’ reducing the acquisition of knowledge in the clinical years. We also suggest that anxiety has a ‘bright side’ enhancing the acquisition of skills in the clinical years. We also explore if intelligence enhances learning across the medical degree. Using confirmatory factor analysis and structural equation modelling we show that medical skills and knowledge assessed in the pre-clinical and clinical years are psychometrically distinguishable, forming a learning ‘backbone’, whereby subsequent learning outcomes are predicted by previous ones. Consistent with our predictions conscientiousness enhanced preclinical knowledge acquisition but reduced the acquisition of clinical knowledge and anxiety enhanced the acquisition of clinical skills. We also identified a curvilinear U shaped association between Surgency (extraversion) and pre-clinical knowledge acquisition. Intelligence predicted initial clinical knowledge, and had a positive total indirect effect on clinical knowledge and clinical skill acquisition. For medical selection, this suggests that selecting students high on conscientiousness may be problematic, as it may be excluding those with some degree of moderate anxiety. PMID:24586353

Students awareness of learning styles and their perceptions to a mixed method approach for learning

PubMed Central

Bhagat, Anumeha; Vyas, Rashmi; Singh, Tejinder

2015-01-01

Background: Individualization of instructional method does not contribute significantly to learning outcomes although it is known that students have differing learning styles (LSs). Hence, in order to maximally enhance learning, one must try to use a mixed method approach. Hypothesis: Our hypothesis was that awareness of preferred LS and motivation to incorporate multiple learning strategies might enhance learning outcomes. Aim: Our aim was to determine the impact of awareness of LS among medical undergraduates and motivating students to use mixed methods of learning. Materials and Methods: Before awareness lecture, LS preferences were determined using Visual, Aural, Read/Write, and Kinesthetic (VARK) questionnaire. Awareness of LS was assessed using a validated questionnaire. Through a lecture, students were oriented to various LSs, impact of LS on their performance, and benefit of using mixed method approach for learning. Subsequently, group discussions were organized. After 3 months, VARK preferences and awareness of LSs were reassessed. Student narratives were collected. Qualitative analysis of the data was done. Results: There was a significant increase in the number of students who were aware of LS. The number of participants showing a change in VARK scores for various modalities of learning was also significant (P < 0.001). Conclusion: Thus, awareness of LSs motivated students to adapt other learning strategies and use mixed methods for learning. PMID:26380214

The Computational Development of Reinforcement Learning during Adolescence

PubMed Central

Palminteri, Stefano; Coricelli, Giorgio; Blakemore, Sarah-Jayne

2016-01-01

Adolescence is a period of life characterised by changes in learning and decision-making. Learning and decision-making do not rely on a unitary system, but instead require the coordination of different cognitive processes that can be mathematically formalised as dissociable computational modules. Here, we aimed to trace the developmental time-course of the computational modules responsible for learning from reward or punishment, and learning from counterfactual feedback. Adolescents and adults carried out a novel reinforcement learning paradigm in which participants learned the association between cues and probabilistic outcomes, where the outcomes differed in valence (reward versus punishment) and feedback was either partial or complete (either the outcome of the chosen option only, or the outcomes of both the chosen and unchosen option, were displayed). Computational strategies changed during development: whereas adolescents’ behaviour was better explained by a basic reinforcement learning algorithm, adults’ behaviour integrated increasingly complex computational features, namely a counterfactual learning module (enabling enhanced performance in the presence of complete feedback) and a value contextualisation module (enabling symmetrical reward and punishment learning). Unlike adults, adolescent performance did not benefit from counterfactual (complete) feedback. In addition, while adults learned symmetrically from both reward and punishment, adolescents learned from reward but were less likely to learn from punishment. This tendency to rely on rewards and not to consider alternative consequences of actions might contribute to our understanding of decision-making in adolescence. PMID:27322574

Using a kinesthetic learning strategy to engage nursing student thinking, enhance retention, and improve critical thinking.

PubMed

Wagner, Elissa A

2014-06-01

This article reports the outcomes of a kinesthetic learning strategy used during a cardiac lecture to engage students and to improve the use of classroom-acquired knowledge in today's challenging clinical settings. Nurse educators are constantly faced with finding new ways to engage students, stimulate critical thinking, and improve clinical application in a rapidly changing and complex health care system. Educators who deviate from the traditional pedagogy of didactic, content-driven teaching to a concept-based, student-centered approach using active and kinesthetic learning activities can enhance engagement and improve clinical problem solving, communication skills, and critical thinking to provide graduates with the tools necessary to be successful. The goals of this learning activity were to decrease the well-known classroom-clinical gap by enhancing engagement, providing deeper understanding of cardiac function and disorders, enhancing critical thinking, and improving clinical application. Copyright 2014, SLACK Incorporated.

Learning Outcomes of Teacher Professional Development Activities: A Meta-Study

ERIC Educational Resources Information Center

Thurlings, Marieke; den Brok, Perry

2017-01-01

Former literature reviews suggested that if (student) teachers learn together in their professional development activities, professional development is enhanced. In the present literature review, we explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities.…

Validating Curriculum Development Using Text Mining

ERIC Educational Resources Information Center

West, Jason

2017-01-01

Interdisciplinarity requires the collaboration of two or more disciplines to combine their expertise to jointly develop and deliver learning and teaching outcomes appropriate for a subject area. Curricula and assessment mapping are critical components to foster and enhance interdisciplinary learning environments. Emerging careers in data science…

Forecasting: Exercises to Enhance Learning from Business Simulations

ERIC Educational Resources Information Center

Clark, Timothy S.; Kent, Brian M.

2013-01-01

Forecasting the outputs of dynamic systems develops a richer understanding of relevant inputs and their interrelationships than merely observing them ex post. Academic business simulations foster students' development of this critical competency, but learning outcomes can be significantly augmented with relatively simple, complementary exercises…

Effects of pre-education combined with a simulation for caring for children with croup on senior nursing students.

PubMed

Lee, Myung-Nam; Kang, Kyung-Ah; Park, Sun-Jung; Kim, Shin-Jeong

2017-06-01

Educational outcomes, such as knowledge, confidence in performance, ability in nursing practice, and satisfaction with learning methods in caring for children with croup, were compared between groups of students that received education through simulation combined with pre-education, simulation only, and pre-education only. In this quasi-experimental design, the educational intervention for the experimental group was the pre-education modality. Data from a convenience sample of 127 senior nursing students were drawn from three nursing schools in South Korea. There were significant differences in the mean scores of knowledge, confidence in performance, satisfaction with the learning method, and ability in nursing practice between the three groups. Pre-education with simulation significantly enhanced students' knowledge, confidence in performance, ability in nursing practice, and satisfaction with learning methods compared with pre-education or simulation alone. Simulation strategies should focus more on enhancing nursing students' learning outcomes. © 2017 John Wiley & Sons Australia, Ltd.

The neural coding of expected and unexpected monetary performance outcomes: dissociations between active and observational learning.

PubMed

Bellebaum, C; Jokisch, D; Gizewski, E R; Forsting, M; Daum, I

2012-02-01

Successful adaptation to the environment requires the learning of stimulus-response-outcome associations. Such associations can be learned actively by trial and error or by observing the behaviour and accompanying outcomes in other persons. The present study investigated similarities and differences in the neural mechanisms of active and observational learning from monetary feedback using functional magnetic resonance imaging. Two groups of 15 subjects each - active and observational learners - participated in the experiment. On every trial, active learners chose between two stimuli and received monetary feedback. Each observational learner observed the choices and outcomes of one active learner. Learning performance as assessed via active test trials without feedback was comparable between groups. Different activation patterns were observed for the processing of unexpected vs. expected monetary feedback in active and observational learners, particularly for positive outcomes. Activity for unexpected vs. expected reward was stronger in the right striatum in active learning, while activity in the hippocampus was bilaterally enhanced in observational and reduced in active learning. Modulation of activity by prediction error (PE) magnitude was observed in the right putamen in both types of learning, whereas PE related activations in the right anterior caudate nucleus and in the medial orbitofrontal cortex were stronger for active learning. The striatum and orbitofrontal cortex thus appear to link reward stimuli to own behavioural reactions and are less strongly involved when the behavioural outcome refers to another person's action. Alternative explanations such as differences in reward value between active and observational learning are also discussed. Copyright © 2011 Elsevier B.V. All rights reserved.

Assessing faculty integration of adult learning needs in second-degree nursing education.

PubMed

Robert, Tracey E; Pomarico, Carole A; Nolan, Mary

2011-01-01

The limited research data available on effective teaching strategies for accelerated baccalaureate nursing programs has generated interest in identifying and assessing successful teaching tools and strategies in current programs. Most data have been anecdotal and have not emphasized the effectiveness of accelerated programs. This study used a qualitative research design to determine the effectiveness of an integrative learning model in improving nursing student outcomes of second-degree students. Overall data from focus groups in the beginning and end of the study indicated that the use focus groups enhanced the learning process and outcomes.

Shared Learning and the Drive to Improve Patient Safety: Lessons Learned from the Pittsburgh Regional Healthcare Initiative

DTIC Science & Technology

2005-01-01

the environmental, cultural, and infrastructure changes in health care that will be necessary to achieve significant, widespread patient safety...to improved patient outcomes. Achievement of improved patient safety requires enhanced health care leadership commitment and learning systems that... health care organizations and practitioners to work together to identify and solve patient safety problems. Providing safe care requires a learning

Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy

ERIC Educational Resources Information Center

Anderson, Terry; Dron, Jon

2012-01-01

This paper updates earlier work in which we defined three generations of distance education pedagogy. We then describe emerging technologies that are most conducive to instructional designs that evolve with each generation. Finally we discuss matching the pedagogies with learning outcomes. (Contains 3 figures.)

What Do Professional Learning Policies Say about Purposes of Teacher Education?

ERIC Educational Resources Information Center

Kennedy, Aileen

2015-01-01

Enhancing teacher learning is acknowledged globally as a key route to improving student outcomes, thereby contributing to nation states' economic competitiveness. This globally accepted policy "hypernarrative" is driving reform of teacher education policy internationally. This article seeks to analyse some key features of contemporary…

Ageing and Learning in Australia: Arguing an Evidence Base for Informed and Equitable Policy.

PubMed

Cuthill, Michael; Buys, Laurie; Wilson, Bruce; Kimberley, Helen; Reghenzani, Denise; Kearns, Peter; Thompson, Sally; Golding, Barry; Root, Jo; Weston, Rhonda

2016-01-01

Given Australia's population ageing and predicted impacts related to health, productivity, equity and enhancing quality of life outcomes for senior Australians, lifelong learning has been identified as a pathway for addressing the risks associated with an ageing population. To date Australian governments have paid little attention to addressing these needs and thus, there is an urgent need for policy development for lifelong learning as a national priority. The purpose of this article is to explore the current lifelong learning context in Australia and to propose a set of factors that are most likely to impact learning in later years. Evidence based policy that understands and incorporates learning opportunities for all citizens is required to meet emerging global challenges. Providing appropriate learning opportunities to seniors is one clear pathway for achieving diverse health, social and economic outcomes.

The Effectiveness of Peer Taught Group Sessions of Physiotherapy Students within the Clinical Setting: A Quasi-Experimental Study

ERIC Educational Resources Information Center

Scott, Dee; Jelsma, Jennifer

2014-01-01

The study aimed to investigate whether learning from peers, learning from a clinical educator, or being the peer teacher during clinical group sessions was more effective at enhancing student learning outcomes for different health conditions. A secondary aim was to determine which method students found more satisfactory. Physiotherapy students at…

Playing Games: Do Game Consoles Have a Positive Impact on Girls' Learning Outcomes and Motivation?

ERIC Educational Resources Information Center

Kitching, Lucy; Wheeler, Steve

2013-01-01

Games based learning is currently a hotly debated topic in education and is a fertile field of study (Holmes, 2011; Abrams, 2009). Many schools are exploring ways in which games can be embedded into the curriculum, to enhance learning through deeper engagement and higher levels of motivation (Miller & Robertson, 2010). This paper explores the…

What Pace Is Best? Assessing Adults' Learning from Slideshows and Video

ERIC Educational Resources Information Center

Sage, Kara

2014-01-01

When acquiring information from a 2D platform, self-control and/or optimal pacing may help reduce cognitive load and enhance learning outcomes. In the present research, adults viewed novel action sequences via one of four learning media: (1) self-paced slideshows, where viewers advanced through slides at their own pace by clicking a mouse, (2)…

Students' Application of Chemical Concepts When Solving Chemistry Problems in Different Contexts

ERIC Educational Resources Information Center

Broman, Karolina; Parchmann, Ilka

2014-01-01

Context-based learning approaches have been implemented in school science over the last 40 years as a way to enhance students' interest in, as well as learning outcomes from, science. Contexts are used to connect science with the students' lives and to provide a frame in which concepts can be learned and applied on a…

Blended Learning in Chemistry Laboratory Courses: Enhancing Learning Outcomes and Aligning Student Needs with Available Resources

ERIC Educational Resources Information Center

Burchett, Shayna Brianne

2016-01-01

Freshman science courses are intended to prepare students for the rigor and expectations of subsequent college science. While secondary education aims to prepare students for the college curriculum, many incoming freshman lack the sense of responsibility for their own learning that is essential for success in a college-level course. The freshman…

Enhanced Student Learning in Accounting Utilising Web-Based Technology, Peer-Review Feedback and Reflective Practices: A Learning Community Approach to Assessment

ERIC Educational Resources Information Center

Taylor, Sue; Ryan, Mary; Pearce, Jon

2015-01-01

Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. Maintaining the competitive edge has seen an increase in public accountability of higher education institutions through the mechanism of ranking universities based on the quality of their teaching and learning outcomes. As a…

Integrating On-Line Technology into Teaching Activities to Enhance Student and Teacher Learning in a New Zealand Primary School

ERIC Educational Resources Information Center

Baskerville, Delia

2012-01-01

Continuing emphasis given to computer technology resourcing in schools presents potential for web-based initiatives which focus on quality arts teaching and learning, as ways to improve arts outcomes for all students. An arts e-learning collaborative research project between specialist on-line teacher/researchers and generalist primary teachers…

Implementation Authentic Task to Enhance Problem Solving and Self-Management for Physics College Students

NASA Astrophysics Data System (ADS)

Festiyed; Djamas, D.; Pilendia, D.

2018-04-01

The purpose of this study is to enhance the problem solving and self-management abilities of student teachers through individual and group authentic task. Preliminary results showed that the learning outcomes in high category, nevertheless problem solving and self-management abilities are still low and average categories (scattered at interval 40 ≤ N ≤ 65). Initiative to improve this condition is needed. Action research is the alternative solution for that condition through planning, acting, evaluating, and reflecting. This study is allowed in 4 cycles. The acting step result with integrated discuss method, case study, and presentation including self-assessment for individual and group. This method was effective to enhance problem solving and self-management abilities. The final learning outcomes seen from the correlation between student self-assessment and lecture-assessment (r=0.19). Its means there are unidirectional relationship between the result of self-assessment and lecture-assessment. The Conclusion of the research was effective to enhance problem solving and self-management ability.

Processing of action- but not stimulus-related prediction errors differs between active and observational feedback learning.

PubMed

Kobza, Stefan; Bellebaum, Christian

2015-01-01

Learning of stimulus-response-outcome associations is driven by outcome prediction errors (PEs). Previous studies have shown larger PE-dependent activity in the striatum for learning from own as compared to observed actions and the following outcomes despite comparable learning rates. We hypothesised that this finding relates primarily to a stronger integration of action and outcome information in active learners. Using functional magnetic resonance imaging, we investigated brain activations related to action-dependent PEs, reflecting the deviation between action values and obtained outcomes, and action-independent PEs, reflecting the deviation between subjective values of response-preceding cues and obtained outcomes. To this end, 16 active and 15 observational learners engaged in a probabilistic learning card-guessing paradigm. On each trial, active learners saw one out of five cues and pressed either a left or right response button to receive feedback (monetary win or loss). Each observational learner observed exactly those cues, responses and outcomes of one active learner. Learning performance was assessed in active test trials without feedback and did not differ between groups. For both types of PEs, activations were found in the globus pallidus, putamen, cerebellum, and insula in active learners. However, only for action-dependent PEs, activations in these structures and the anterior cingulate were increased in active relative to observational learners. Thus, PE-related activity in the reward system is not generally enhanced in active relative to observational learning but only for action-dependent PEs. For the cerebellum, additional activations were found across groups for cue-related uncertainty, thereby emphasising the cerebellum's role in stimulus-outcome learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

Hippocampal Processing of Ambiguity Enhances Fear Memory

PubMed Central

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

2016-01-01

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, where dangerous situations can lead to unpleasant outcomes in unpredictable ways. Here we varied the timing of aversive events following 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 CA1 cells during aversive negative prediction errors prevented this enhancement of fear without impacting 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. PMID:28182526

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.

Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis.

PubMed

Cook, David A; Levinson, Anthony J; Garside, Sarah

2010-12-01

Authors have claimed that Internet-based instruction promotes greater learning efficiency than non-computer methods. determine, through a systematic synthesis of evidence in health professions education, how Internet-based instruction compares with non-computer instruction in time spent learning, and what features of Internet-based instruction are associated with improved learning efficiency. we searched databases including MEDLINE, CINAHL, EMBASE, and ERIC from 1990 through November 2008. STUDY SELECTION AND DATA ABSTRACTION we included all studies quantifying learning time for Internet-based instruction for health professionals, compared with other instruction. Reviewers worked independently, in duplicate, to abstract information on interventions, outcomes, and study design. we identified 20 eligible studies. Random effects meta-analysis of 8 studies comparing Internet-based with non-Internet instruction (positive numbers indicating Internet longer) revealed pooled effect size (ES) for time -0.10 (p = 0.63). Among comparisons of two Internet-based interventions, providing feedback adds time (ES 0.67, p =0.003, two studies), and greater interactivity generally takes longer (ES 0.25, p = 0.089, five studies). One study demonstrated that adapting to learner prior knowledge saves time without significantly affecting knowledge scores. Other studies revealed that audio narration, video clips, interactive models, and animations increase learning time but also facilitate higher knowledge and/or satisfaction. Across all studies, time correlated positively with knowledge outcomes (r = 0.53, p = 0.021). on average, Internet-based instruction and non-computer instruction require similar time. Instructional strategies to enhance feedback and interactivity typically prolong learning time, but in many cases also enhance learning outcomes. Isolated examples suggest potential for improving efficiency in Internet-based instruction.

Council for the Advancement of Standards Learning and Developmental Outcomes

ERIC Educational Resources Information Center

Council for the Advancement of Standards in Higher Education, 2008

2008-01-01

The Council for the Advancement of Standards in Higher Education (CAS) promotes standards to enhance opportunities for student learning and development from higher education programs and services. Responding to the increased shift in attention being paid by educators and their stakeholders from higher education inputs (i.e., standards and…

Simulations with Elaborated Worked Example Modeling: Beneficial Effects on Schema Acquisition

ERIC Educational Resources Information Center

Meier, Debra K.; Reinhard, Karl J.; Carter, David O.; Brooks, David W.

2008-01-01

Worked examples have been effective in enhancing learning outcomes, especially with novice learners. Most of this research has been conducted in laboratory settings. This study examined the impact of embedding elaborated worked example modeling in a computer simulation practice activity on learning achievement among 39 undergraduate students…

Promoting Active Learning of Ethical Issues in Marketing Communications Using Debates

ERIC Educational Resources Information Center

Roy, Donald P.

2012-01-01

Expectations from the business world and business school accreditation bodies to create learning outcomes that enhance students' understanding of ethical concepts call for marketing educators to integrate ethics into their pedagogy. This paper summarizes a debate activity used in an undergraduate marketing communications course. Debates engage…

The Influence of Technology on Teaching Practices at a Catholic School

ERIC Educational Resources Information Center

Swallow, Meredith J. C.

2017-01-01

Supporting 21st century skill development calls for necessary changes in teaching practices to encourage contemporary learning outcomes. Research points toward technology integration as a catalyst for supporting shifting pedagogies necessary to enhance learning. As many Catholic educators and leaders are attempting to re-shape Catholic school…

Looking in a Science Classroom: Exploring Possibilities of Creative Cultural Divergence in Science Teaching and Learning

ERIC Educational Resources Information Center

Baron, Alex; Chen, Hsiao-Lan Sharon

2012-01-01

Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some teachers effectively improve students' scientific learning, others struggle to achieve desirable student outcomes. This study explores a Taiwanese science teacher's ability to effectively enhance her students' science…

Using Appreciative Inquiry to Discover and Deliver Change for Surgical Technology Students

ERIC Educational Resources Information Center

Cabai, Katherine A.

2012-01-01

The purpose of this study was to examine efficacious teaching-learning strategies that community college stakeholders employ that enhance surgical technology student outcomes. Knowles's adult learning theory, constructivist theory, and appreciative inquiry served as the theoretical foundation for this study. Discovering effective aspects and…

Learning Time: In Pursuit of Educational Equity

ERIC Educational Resources Information Center

Saunders, Marisa, Ed.; de Velasco, Jorge Ruiz, Ed.; Oakes, Jeannie, Ed.

2017-01-01

This important book explores how education time can be expanded, reimagined, and reorganized in an effort to enhance the educational opportunities and outcomes of disadvantaged students. The editors and contributors address questions of educational equity and opportunity by considering how best to extend learning time in high-poverty schools.…

Internships as a Bridge from Community College into a Career

ERIC Educational Resources Information Center

Rogers, John Mark

2017-01-01

Internships, externships, apprenticeships and co-operative education programs are all forms of experiential learning in a workplace setting that community colleges sponsor to enhance learning and career outcomes for their graduates. Previous studies have examined wage gains associated with co-op participation at the baccalaureate level, but no…

Redesigning Physical Geography 101: Bringing Students into the Discussion

ERIC Educational Resources Information Center

Tasch, Jeremy; Tasch, Weiwei C.

2016-01-01

This article analyses student-learning outcomes from the redesign of Introduction to Physical Geography 101. Among the purposes of the redesigned course were to enhance student learning by providing rich interactive online content, provide more meaningful instructor-student and peer-peer exchanges, and to promote attitudes that facilitate student…

Enhancing Employability of Exercise Science Students

ERIC Educational Resources Information Center

Reddan, Gregory

2017-01-01

The notion of employability is gaining importance as an essential outcome of many degrees in institutions of higher education throughout Australia. This paper aims to determine the effects of an Exercise Science course, which includes elements of both career development learning and work-integrated learning, on six dimensions of employability -…

Enhancing Global Service-Learning with Partnerships as an Engagement Strategy for Christian Higher Education

ERIC Educational Resources Information Center

Bish, Gregory T.; Lommel, John

2016-01-01

Global engagement programming across higher education continues to expand as institutional leaders and practitioners strive to meet global citizenship and civic engagement outcomes. This article presents case study research on a global service-learning partnership, the "Christian University" (CU) Wheelchair Project, which has involved…

Using Students' Prior Knowledge to Teach Social Penetration Theory

ERIC Educational Resources Information Center

Chornet-Roses, Daniel

2010-01-01

Bransford, Brown, and Cocking argue that acknowledging students' prior ideas and beliefs about a subject and incorporating them into the classroom enhances student learning. This article presents an activity which serves to hone three student learning outcomes: analysis of communication, inductive reasoning, and self-reflection. The goal of this…

Learning ability is a key outcome determinant of GSK-3 inhibition on visuospatial memory in rats.

PubMed

Storozheva, Zinaida I; Gruden, Marina A; Proshin, Andrey T; Sewell, Robert D E

2015-07-01

Learning aptitude has never been a focus of visuospatial performance studies, particularly on memory consolidation and reconsolidation. The aim of this study was to determine the consequences of learning ability on memory consolidation/reconsolidation following inhibition of glucose synthase kinase-3 (GSK-3) by 4-benzyl-2-methyl-1,2,4-thiadiazolidine-3,5-dione (TDZD-8). The anxiety-like nature of rats was characterized in the elevated plus maze. The rats were then trained for four days in the Morris water maze (MWM) and classified as 'superior', 'intermediate' or 'inferior' learners. There were no major differences between superior, intermediate or inferior learners with respect to anxiety which might have influenced learning. After training (day-5), TDZD-8 (2.0 mg/kg) was administered and half of the cohort were exposed to a MWM retrieval trial. Ten days later, animals were subjected to repeated MWM learning. TDZD-8 without a retrieval trial impaired subsequent reconsolidation in inferior learners, but enhanced it in superior learners. There was no modification of performance in intermediate learners. In TDZD-8-treated subjects exposed to retrieval, the pattern of outcomes was identical whereby impairment of reconsolidation occurred in inferior learners, enhancement occurred in superior learners but there was no modification of performance in intermediate learners. Thus, learning ability was a key determinant of the qualitative outcome from GSK-3 inhibition on visuospatial memory. © The Author(s) 2015.

Students mentoring students in a service-learning clinical supervision experience: an educational case report.

PubMed

Lattanzi, Jill Black; Campbell, Sandra L; Dole, Robin L; Palombaro, Kerstin M

2011-10-01

Service-learning projects present the opportunity to combine academic skill practice and peer mentorship with meaningful community service. Implicit learning outcomes include an enhanced understanding of social responsibility and professional development-concepts difficult to teach in the classroom. The purpose of this educational case report is to describe the development, application, and outcomes of a service-learning project designed to facilitate peer mentorship and the development of social responsibility. DEVELOPMENT OF THE PROCESS: Widener University mandated that all programs offer student community service opportunities on Martin Luther King Day. In response, the physical therapy program developed a plan to clean and screen assistive and mobility devices and provide blood pressure screening at designated community sites. APPLICATION OF THE PROCESS: All faculty and all members of the first-year and third-year Doctor of Physical Therapy (DPT) classes participated. The students and a faculty member traveled to designated community sites in teams. First-year students were able to practice newly acquired skills under the supervision and peer mentorship of third-year students. Outcomes of the service-learning project were assessed through a tally of services rendered, measurement of curricular goal achievement, a survey of the community partners' satisfaction with the event, and consideration of both first-year and third-year DPT student reflection papers. The service-learning project was effective in meeting a community need, enhancing community partner relationships, fostering student understandings of social responsibility, and creating a valuable peer mentorship experience.

Learning Through New Approaches to Forest Governance: Evidence from Harrop-Procter Community Forest, Canada.

PubMed

Egunyu, Felicitas; Reed, Maureen G; Sinclair, John A

2016-04-01

Collaborative forest governance arrangements have been viewed as promising for sustainable forestry because they allow local communities to participate directly in management and benefit from resource use or protection. Such arrangements are strengthened through social learning during management activities that can enhance capacity to solve complex problems. Despite significant research on social learning in collaborative environmental governance, it is not clear how social learning evolves over time, who influences social learning, and whether learning influences management effectiveness. This study investigates how social learning outcomes change over time, using an in-depth study of a community forest in Canada. Personal interviews, focus group meetings, and participant observation revealed that most participants started engaging in community forestry with limited knowledge and learned as they participated in management activities. However, as the community forest organization became effective at complying with forestry legislation, learning opportunities and outcomes became more restricted. Our results run contrary to the prevalent view that opportunities for and outcomes of social learning become enlarged over time. In our case, learning how to meet governmental requirements increased professionalism and reduced opportunities for involvement and learning to a smaller group. Our findings suggest the need to further test propositions about social learning and collaborative governance, particularly to determine how relationships evolve over time.

Learning Through New Approaches to Forest Governance: Evidence from Harrop-Procter Community Forest, Canada

NASA Astrophysics Data System (ADS)

Egunyu, Felicitas; Reed, Maureen G.; Sinclair, John A.

2016-04-01

Collaborative forest governance arrangements have been viewed as promising for sustainable forestry because they allow local communities to participate directly in management and benefit from resource use or protection. Such arrangements are strengthened through social learning during management activities that can enhance capacity to solve complex problems. Despite significant research on social learning in collaborative environmental governance, it is not clear how social learning evolves over time, who influences social learning, and whether learning influences management effectiveness. This study investigates how social learning outcomes change over time, using an in-depth study of a community forest in Canada. Personal interviews, focus group meetings, and participant observation revealed that most participants started engaging in community forestry with limited knowledge and learned as they participated in management activities. However, as the community forest organization became effective at complying with forestry legislation, learning opportunities and outcomes became more restricted. Our results run contrary to the prevalent view that opportunities for and outcomes of social learning become enlarged over time. In our case, learning how to meet governmental requirements increased professionalism and reduced opportunities for involvement and learning to a smaller group. Our findings suggest the need to further test propositions about social learning and collaborative governance, particularly to determine how relationships evolve over time.

Virtual Learning Simulations in High School: Effects on Cognitive and Non-cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice.

PubMed

Thisgaard, Malene; Makransky, Guido

2017-01-01

The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory. The investigation was conducted using a crossover repeated measures design based on a sample of 128 high school biology/biotech students. The results showed that the virtual learning simulation increased knowledge of evolution significantly, compared to the traditional lesson. No significant differences between the simulation and lesson were found in their ability to increase the non-cognitive measures. Both interventions increased self-efficacy significantly, and none of them had a significant effect on motivation. In addition, the results showed that the simulation increased interest in biology related tasks, but not outcome expectations. The findings suggest that virtual learning simulations are at least as efficient in enhancing learning and self-efficacy as traditional lessons, and high schools can thus use them as supplementary educational methods. In addition, the findings indicate that virtual learning simulations may be a useful tool in enhancing student's interest in and goals toward STEM related careers.

Virtual Learning Simulations in High School: Effects on Cognitive and Non-cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice

PubMed Central

Thisgaard, Malene; Makransky, Guido

2017-01-01

The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory. The investigation was conducted using a crossover repeated measures design based on a sample of 128 high school biology/biotech students. The results showed that the virtual learning simulation increased knowledge of evolution significantly, compared to the traditional lesson. No significant differences between the simulation and lesson were found in their ability to increase the non-cognitive measures. Both interventions increased self-efficacy significantly, and none of them had a significant effect on motivation. In addition, the results showed that the simulation increased interest in biology related tasks, but not outcome expectations. The findings suggest that virtual learning simulations are at least as efficient in enhancing learning and self-efficacy as traditional lessons, and high schools can thus use them as supplementary educational methods. In addition, the findings indicate that virtual learning simulations may be a useful tool in enhancing student’s interest in and goals toward STEM related careers. PMID:28611701

Gamification in Action: Theoretical and Practical Considerations for Medical Educators.

PubMed

Rutledge, Chrystal; Walsh, Catharine M; Swinger, Nathan; Auerbach, Marc; Castro, Danny; Dewan, Maya; Khattab, Mona; Rake, Alyssa; Harwayne-Gidansky, Ilana; Raymond, Tia T; Maa, Tensing; Chang, Todd P

2018-02-20

Gamification involves the application of game design elements to traditionally non-game contexts. It is increasingly being used as an adjunct to traditional teaching strategies in medical education to engage the millennial learner and enhance adult learning. The extant literature has focused on determining whether the implementation of gamification results in better learning outcomes, leading to a dearth of research examining its theoretical underpinnings within the medical education context. The authors define gamification, explore how gamification works within the medical education context using self-determination theory as an explanatory mechanism for enhanced engagement and motivation, and discuss common roadblocks and challenges to implementing gamification.While previous gamification research has largely focused on determining whether implementation of gamification in medical education leads to better learning outcomes, the authors recommend that future research should explore how and under what conditions gamification is likely to be effective. Selective, purposeful gamification that aligns with learning goals has the potential to increase learner motivation and engagement and, ultimately, learning. In line with self-determination theory, game design elements can be used to enhance learners' feelings of relatedness, autonomy, and competence to foster learners' intrinsic motivation. Poorly applied game design elements, however, may undermine these basic psychological needs by the overjustification effect or through negative effects of competition. Educators must, therefore, clearly understand the benefits and pitfalls of gamification in curricular design, take a thoughtful approach when integrating game design elements, and consider the types of learners and overarching learning objectives.

Evaluating the effectiveness of personal response system technology on millennial student learning.

PubMed

McCurry, Mary K; Hunter Revell, Susan M

2011-08-01

As nurse educators, we must explore new technologies that capitalize on the characteristics of millennial learners. One such technology, the personal response system (PRS), is an effective way to promote active learning and increase comprehension. Few nursing studies have examined the benefits of PRS technology on student outcomes. The purpose of this study was to evaluate the effectiveness of PRS technology on learning outcomes in two sections of an undergraduate nursing research course. A crossover design compared class quiz averages between and within groups. Findings related to between and within class quiz scores were mixed, whereas the effectiveness of in-class PRS questions on paper-and-pencil quiz scores and PRS-targeted quiz items was significant. Knowledge gained from this study can be used to enhance our ability to actively engage our technologically savvy undergraduate students. By threading technology into the undergraduate curriculum, learning outcomes may be improved. Copyright 2011, SLACK Incorporated.

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…

Questionable Benefit of Visual and Peer Mediated Learning on Overall Learning Outcomes of a First-Year Physiology Course

ERIC Educational Resources Information Center

Ernst, Hardy; McGahan, William T.; Harrison, John

2015-01-01

This paper reports on attempts to incorporate creative visual literacy, by way of student owned technology, and sharing of student-generated multimedia amongst peers to enhance learning in a first year human physiology course. In 2013, students were set the task of producing an animated video, which outlined the pathogenesis of a chosen disease.…

Transfer of learning and patient outcome in simulated crisis resource management: a systematic review.

PubMed

Boet, Sylvain; Bould, M Dylan; Fung, Lillia; Qosa, Haytham; Perrier, Laure; Tavares, Walter; Reeves, Scott; Tricco, Andrea C

2014-06-01

Simulation-based learning is increasingly used by healthcare professionals as a safe method to learn and practice non-technical skills, such as communication and leadership, required for effective crisis resource management (CRM). This systematic review was conducted to gain a better understanding of the impact of simulation-based CRM teaching on transfer of learning to the workplace and subsequent changes in patient outcomes. Studies on CRM, crisis management, crew resource management, teamwork, and simulation published up to September 2012 were searched in MEDLINE(®), EMBASE™, CINAHL, Cochrane Central Register of Controlled Trials, and ERIC. All studies that used simulation-based CRM teaching with outcomes measured at Kirkpatrick Level 3 (transfer of learning to the workplace) or 4 (patient outcome) were included. Studies measuring only learners' reactions or simple learning (Kirkpatrick Level 1 or 2, respectively) were excluded. Two authors independently reviewed all identified titles and abstracts for eligibility. Nine articles were identified as meeting the inclusion criteria. Four studies measured transfer of simulation-based CRM learning into the clinical setting (Kirkpatrick Level 3). In three of these studies, simulation-enhanced CRM training was found significantly more effective than no intervention or didactic teaching. Five studies measured patient outcomes (Kirkpatrick Level 4). Only one of these studies found that simulation-based CRM training made a clearly significant impact on patient mortality. Based on a small number of studies, this systematic review found that CRM skills learned at the simulation centre are transferred to clinical settings, and the acquired CRM skills may translate to improved patient outcomes, including a decrease in mortality.

Motivation and value influences in the relative balance of goal-directed and habitual behaviours in obsessive-compulsive disorder.

PubMed

Voon, V; Baek, K; Enander, J; Worbe, Y; Morris, L S; Harrison, N A; Robbins, T W; Rück, C; Daw, N

2015-11-03

Our decisions are based on parallel and competing systems of goal-directed and habitual learning, systems which can be impaired in pathological behaviours. Here we focus on the influence of motivation and compare reward and loss outcomes in subjects with obsessive-compulsive disorder (OCD) on model-based goal-directed and model-free habitual behaviours using the two-step task. We further investigate the relationship with acquisition learning using a one-step probabilistic learning task. Forty-eight OCD subjects and 96 healthy volunteers were tested on a reward and 30 OCD subjects and 53 healthy volunteers on the loss version of the two-step task. Thirty-six OCD subjects and 72 healthy volunteers were also tested on a one-step reversal task. OCD subjects compared with healthy volunteers were less goal oriented (model-based) and more habitual (model-free) to reward outcomes with a shift towards greater model-based and lower habitual choices to loss outcomes. OCD subjects also had enhanced acquisition learning to loss outcomes on the one-step task, which correlated with goal-directed learning in the two-step task. OCD subjects had greater stay behaviours or perseveration in the one-step task irrespective of outcome. Compulsion severity was correlated with habitual learning in the reward condition. Obsession severity was correlated with greater switching after loss outcomes. In healthy volunteers, we further show that greater reward magnitudes are associated with a shift towards greater goal-directed learning further emphasizing the role of outcome salience. Our results highlight an important influence of motivation on learning processes in OCD and suggest that distinct clinical strategies based on valence may be warranted.

Enhancing learning: A comparison of lecture and gaming outcomes.

PubMed

Gipson, Mary; Bear, Mary

2013-01-01

Contrary to what we anticipated, our outcomes indicated that learning and satisfaction with learning were no different between the traditional lecture group and the educational gaming group. Learners in the gaming group scored on the examination just as well as, but no higher than, did those in the lecture group. Similarly, students in the gaming group were just as, but no more, satisfied with their learning than were students in the lecture group. Of note, both teaching/learning strategies were shown to be effective for learning with students earning a B average on the examination. Likewise, students in both groups were very satisfied with their respective teaching/learning strategies. Given that our assessment did not support gaming as a superior teaching/learning strategy over lecture, what remains now is the need for a longitudinal study to determine if there are differences in long-term learning. As we implement creative methods of instruction, it is also important to test their effectiveness to ensure that the teaching-learning process is evidence based.

Choice of outcomes and measurement instruments in randomised trials on eLearning in medical education: a systematic mapping review protocol.

PubMed

Law, Gloria C; Apfelbacher, Christian; Posadzki, Pawel P; Kemp, Sandra; Tudor Car, Lorainne

2018-05-17

There will be a lack of 18 million healthcare workers by 2030. Multiplying the number of well-trained healthcare workers through innovative ways such as eLearning is highly recommended in solving this shortage. However, high heterogeneity of learning outcomes in eLearning systematic reviews reveals a lack of consistency and agreement on core learning outcomes in eLearning for medical education. In addition, there seems to be a lack of validity evidence for measurement instruments used in these trials. This undermines the credibility of these outcome measures and affects the ability to draw accurate and meaningful conclusions. The aim of this research is to address this issue by determining the choice of outcomes, measurement instruments and the prevalence of measurement instruments with validity evidence in randomised trials on eLearning for pre-registration medical education. We will conduct a systematic mapping and review to identify the types of outcomes, the kinds of measurement instruments and the prevalence of validity evidence among measurement instruments in eLearning randomised controlled trials (RCTs) in pre-registration medical education. The search period will be from January 1990 until August 2017. We will consider studies on eLearning for health professionals' education. Two reviewers will extract and manage data independently from the included studies. Data will be analysed and synthesised according to the aim of the review. Appropriate choice of outcomes and measurement tools is essential for ensuring high-quality research in the field of eLearning and eHealth. The results of this study could have positive implications for other eHealth interventions, including (1) improving quality and credibility of eLearning research, (2) enhancing the quality of digital medical education and (3) informing researchers, academics and curriculum developers about the types of outcomes and validity evidence for measurement instruments used in eLearning studies. The protocol aspires to assist in the advancement of the eLearning research field as well as in the development of high-quality healthcare professionals' digital education. PROSPERO CRD42017068427.

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…

The Differential Outcomes Procedure Enhances Adherence to Treatment: A Simulated Study with Healthy Adults

PubMed Central

Molina, Michael; Plaza, Victoria; Fuentes, Luis J.; Estévez, Angeles F.

2015-01-01

Memory for medical recommendations is a prerequisite for good adherence to treatment, and therefore to ameliorate the negative effects of the disease, a problem that mainly affects people with memory deficits. We conducted a simulated study to test the utility of a procedure (the differential outcomes procedure, DOP) that may improve adherence to treatment by increasing the patient’s learning and retention of medical recommendations regarding medication. The DOP requires the structure of a conditional discriminative learning task in which correct choice responses to specific stimulus–stimulus associations are reinforced with a particular reinforcer or outcome. In two experiments, participants had to learn and retain in their memory the pills that were associated with particular disorders. To assess whether the DOP improved long-term retention of the learned disorder/pill associations, participants were asked to perform two recognition memory tests, 1 h and 1 week after completing the learning phase. The results showed that compared with the standard non-differential outcomes procedure, the DOP produced better learning and long-term retention of the previously learned associations. These findings suggest that the DOP can be used as a useful complementary technique in intervention programs targeted at increasing adherence to clinical recommendations. PMID:26913010

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.

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…

Localizing OER in Afghanistan: Developing a Multilingual Digital Library for Afghan Teachers

ERIC Educational Resources Information Center

Oates, Lauryn; Hashimi, Jamshid

2016-01-01

The Darakht-e Danesh ("knowledge tree") Online Library is the first open educational resource (OER) initiative in Afghanistan, established to enhance teacher subject-area knowledge, access and use of learning materials, and to foster more diverse teaching methodologies in order to improve learning outcomes in Afghan classrooms. This…

Evaluating Impact of Small-Group Discussion on Learning Utilizing a Classroom Response System

ERIC Educational Resources Information Center

Flosason, Thorhallur O.; McGee, Heather M.; Diener-Ludwig, Lori

2015-01-01

Classroom response systems (also referred to as clickers) can enhance learning outcomes and are generally viewed favorably by students and instructors alike. The current study used an alternating treatments design to examine whether discussing questions in small groups before responding to clicker questions during lecture improved accurate…

Student Performance and Attitudes in a Collaborative and Flipped Linear Algebra Course

ERIC Educational Resources Information Center

Murphy, Julia; Chang, Jen-Mei; Suaray, Kagba

2016-01-01

Flipped learning is gaining traction in K-12 for enhancing students' problem-solving skills at an early age; however, there is relatively little large-scale research showing its effectiveness in promoting better learning outcomes in higher education, especially in mathematics classes. In this study, we examined the data compiled from both…

Exploring Blended Learning in a Postsecondary Spanish Language Program: Observations, Perceptions, and Proficiency Ratings

ERIC Educational Resources Information Center

Romeo, Kenneth; Bernhardt, Elizabeth B.; Miano, Alice; Leffell, Cici Malik

2017-01-01

Despite the foreign language community's historical interest in employing technology to support language learning, few research studies have linked its use to instructional outcomes and most have failed to address whether technology enhancements lead to increased proficiency gains. This article examines the relationship between technology use and…

Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice

ERIC Educational Resources Information Center

Jackson, Denise

2015-01-01

Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students…

Collaboration Levels in Asynchronous Discussion Forums: A Social Network Analysis Approach

ERIC Educational Resources Information Center

Luhrs, Cecilia; McAnally-Salas, Lewis

2016-01-01

Computer Supported Collaborative Learning literature relates high levels of collaboration to enhanced learning outcomes. However, an agreement on what is considered a high level of collaboration is unclear, especially if a qualitative approach is taken. This study describes how methods of Social Network Analysis were used to design a collaboration…

How Should Intelligent Tutoring Systems Sequence Multiple Graphical Representations of Fractions? A Multi-Methods Study

ERIC Educational Resources Information Center

Rau, M. A.; Aleven, V.; Rummel, N.; Pardos, Z.

2014-01-01

Providing learners with multiple representations of learning content has been shown to enhance learning outcomes. When multiple representations are presented across consecutive problems, we have to decide in what sequence to present them. Prior research has demonstrated that interleaving "tasks types" (as opposed to blocking them) can…

Students' Cognitive Focus during a Chemistry Laboratory Exercise: Effects of a Computer-Simulated Prelab

ERIC Educational Resources Information Center

Winberg, T. Mikael; Berg, C. Anders R.

2007-01-01

To enhance the learning outcomes achieved by students, learners undertook a computer-simulated activity based on an acid-base titration prior to a university-level chemistry laboratory activity. Students were categorized with respect to their attitudes toward learning. During the laboratory exercise, questions that students asked their assistant…

Developing Nontraditional Biology Labs to Challenge Students & Enhance Learning

ERIC Educational Resources Information Center

Cherif, Abour H.; Siuda, JoElla E.; Movahedzadeh, Farahnaz

2013-01-01

Laboratory experience and skills are not only essential for success in science studies, but are the most exciting and rewarding aspects of science for students. As a result, many biology teachers have become critical of the efficacy of cookbook-type laboratory activities as well as the purposes, practices, and learning outcomes of lab experiments…

When and Where You Want It: Continuing Education from a Distance

ERIC Educational Resources Information Center

Shade, Stacy Deck; Barber, Gerard M.

2004-01-01

Online technology is increasingly being used as a tool for delivery of continuing education to health care professionals. This paper discusses key lessons learned in developing a distance-learning program. It provides practical information on ways to enhance interactivity and overcome obstacles. Preliminary outcomes for learners in a four-state…

Enhancing Graduate Students' Reflection in E-Portfolios Using the TPACK Framework

ERIC Educational Resources Information Center

Ching, Yu-Hui; Yang, Dazhi; Baek, YoungKyun; Baldwin, Sally

2016-01-01

When electronic portfolios (e-portfolios) are employed as summative assessments for degree granting programs, it is imperative that students demonstrate their knowledge in the field to showcase learning growth and achievement of the program learning outcomes. This study examined the extent graduate students in the field of educational technology…

Twenty Golden Opportunities To Enhance Student Learning: Use Them or Lose Them.

ERIC Educational Resources Information Center

Sponder, Barry

In an average classroom period, a teacher has twenty or more opportunities to interact with students and thereby influence learning outcomes. As such, teachers should use these opportunities to reinforce instruction or give positive corrective feedback. Typical methods used in schools emphasize error correction at the expense of calling attention…

Action learning enhances professional development of research supervisors: an Australian health science exemplar.

PubMed

Davis, Kierrynn; Brownie, Sonya; Doran, Frances; Evans, Sue; Hutchinson, Marie; Mozolic-Staunton, Beth; Provost, Stephen; van Aken, Rosalie

2012-03-01

The worldwide academic workforce is ageing. At the same time, health and human services workforces are expanding. The preparation of educators to fill gaps in expertise and to position the health sciences for future growth is an urgent need. The findings from a recent action learning project that aimed to enhance the professional growth and development of higher degree researcher student supervisors in a School of Health and Human Sciences are presented. Seven early career researchers and the facilitator met for two hours every two to three weeks over 4 months between April and July 2010, in a rural and regional university in New South Wales, Australia. The processes initiated were a combination of experiential knowledge, referral to relevant published reports, use of an effective supervision checklist, and critical conversations. Learning outcomes centered on higher degree management and supervision pedagogy, communities of practice, knowledge translation, and the establishment of a research culture. The contextual barriers and implications of the methodology and learning outcomes for the professional development of health and human science practitioners, researchers and educators is also discussed. © 2012 Blackwell Publishing Asia Pty Ltd.

Sleeping in a Brave New World: Opportunities for Improving Learning and Clinical Outcomes through Targeted Memory Reactivation.

PubMed

Paller, Ken A

2017-12-01

Neuroscientific insights into learning and memory have mostly concerned input and output, but intervening processing during the time between acquisition and retrieval is also critical. Indeed, intervening memory reactivation may regulate memory longevity, and a growing body of evidence implicates sleep in changing memory storage. For example, subtle auditory stimulation can be used experimentally to selectively encourage memory reactivation during sleep, which thereby improves learning. Much remains to be elucidated about how learning depends on sleep. Nevertheless, this methodology for modifying memory storage during sleep offers new opportunities for reinforcing learning to enhance clinical outcomes in conjunction with therapies engaged during waking. A variety of such possibilities must now be carefully investigated. Likewise, brain rhythms can be entrained to enhance sleep functions, facilitating further progress in understanding the neurophysiological basis of memory processing during sleep. Ultimately, empirical evidence may reveal the extent to which the way we behave when awake is a function of what our brains do when we are asleep. Through such research efforts, an advanced understanding of memory and sleep may allow us to both make better use of our time asleep and take steps toward better health.

Online learning: the potential for occupational therapy education.

PubMed

Hollis, Vivien; Madill, Helen

2006-01-01

Online learning continues to have a significant impact on higher education. Increasingly students seek a combination of online learning and face-to-face instruction at undergraduate and graduate levels and occupational therapists ask for online continuing professional development opportunities. However, occupational therapy educators have been slow to adopt web-based instructional technology. This paper presents background information on the use of web-based learning in the general sphere of higher education and outlines the current range of usage in occupational therapy education. Research findings are presented to stimulate discussion regarding online learning and occupational therapy professional socialisation, student satisfaction and outcomes. There is a fine line between full and partial online course delivery, so research on technology-enhanced campus-based delivery is also included in the review. Evidence suggests that blending combinations of technologies with computer mediated learning enhances interaction and could address the higher order learning needs of professional programmes such as occupational therapy.

Educational outcomes and leadership to meet the needs of modern health care

PubMed Central

Spencer, J; Jordan, R

2001-01-01

If professionals are to be equipped better to meet the needs of modern health care systems and the standards of practice required, significant educational change is still required. Educational change requires leadership, and lack of educational leadership may have impeded change in the past. In practical terms standards refer to outcomes, and thus an outcome based approach to clinical education is advocated as the one most likely to provide an appropriate framework for organisational and system change. The provision of explicit statements of learning intent, an educational process enabling acquisition and demonstration of these, and criteria for ensuring their achievement are the key features of such a framework. The derivation of an appropriate outcome set should emphasise what the learners will be able to do following the learning experience, how they will subsequently approach these tasks, and what, as a professional, they will bring to their practice. Once defined, the learning outcomes should determine, in turn, the nature of the learning experience enabling their achievement and the assessment processes to certify that they have been met. Provision of the necessary educational environment requires an understanding of the close interrelationship between learning style, learning theory, and methods whereby active and deep learning may be fostered. If desired change is to prevail, a conducive educational culture which values learning as well as evaluation, review, and enhancement must be engendered. It is the responsibility of all who teach to foster such an environment and culture, for all practitioners involved in health care have a leadership role in education. Quality in Health Care(Quality in Health Care 2001;10(Suppl II):ii38–ii45) Key Words: leadership; learning; outcome based education PMID:11700378

Development and Evaluation of a Compartmental Picture Archiving and Communications System Model for Integration and Visualization of Multidisciplinary Biomedical Data to Facilitate Student Learning in an Integrative Health Clinic

ERIC Educational Resources Information Center

Chow, Meyrick; Chan, Lawrence

2010-01-01

Information technology (IT) has the potential to improve the clinical learning environment. The extent to which IT enhances or detracts from healthcare professionals' role performance can be expected to affect both student learning and patient outcomes. This study evaluated nursing students' satisfaction with a novel compartmental Picture…

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…

Promoting Successful Transitions: What Can We Learn from RTI to Enhance Outcomes for All Students?

ERIC Educational Resources Information Center

Thomas, Suzanne B.; Dykes, Frank

2011-01-01

Achieving positive postschool outcomes continues to be a challenge for many students. These challenges are compounded for students with disabilities, even years after the Individuals With Disabilities Education Act (1990; IDEA) required systematic transition planning. In this era of accountability through high-stakes testing, schools and families…

Differentiated Effects of Community Schooling on Cognitive and Social-Emotional Learning Outcomes

ERIC Educational Resources Information Center

Heers, Marieke; Ghysels, Joris; Groot, Wim; van den Brink, Henriëtte Maassen

2015-01-01

Community schools are becoming increasingly popular. They aim to enhance children's educational performance by offering extended educational and social services. As community schools mainly focus on disadvantaged children, this study evaluates the effects of community schooling on the educational outcomes of these pupils. We focus on care pupils…

Integrating Outcomes Assessment into Optometry Education: A Strategic Guide for Enhancing Student Learning.

ERIC Educational Resources Information Center

Beck, Diane E.; Daum, Kent M.

2003-01-01

Outlines eight steps that will help optometry schools transition a faculty from "denial" of the need for assessment to "institutionalization": establish a collaborative environment, establish an infrastructure that makes assessment an integral activity, recruit a leader for full implementation of outcomes assessment, conduct a needs assessment,…

Contextual modulation of value signals in reward and punishment learning

PubMed Central

Palminteri, Stefano; Khamassi, Mehdi; Joffily, Mateus; Coricelli, Giorgio

2015-01-01

Compared with reward seeking, punishment avoidance learning is less clearly understood at both the computational and neurobiological levels. Here we demonstrate, using computational modelling and fMRI in humans, that learning option values in a relative—context-dependent—scale offers a simple computational solution for avoidance learning. The context (or state) value sets the reference point to which an outcome should be compared before updating the option value. Consequently, in contexts with an overall negative expected value, successful punishment avoidance acquires a positive value, thus reinforcing the response. As revealed by post-learning assessment of options values, contextual influences are enhanced when subjects are informed about the result of the forgone alternative (counterfactual information). This is mirrored at the neural level by a shift in negative outcome encoding from the anterior insula to the ventral striatum, suggesting that value contextualization also limits the need to mobilize an opponent punishment learning system. PMID:26302782

Contextual modulation of value signals in reward and punishment learning.

PubMed

Palminteri, Stefano; Khamassi, Mehdi; Joffily, Mateus; Coricelli, Giorgio

2015-08-25

Compared with reward seeking, punishment avoidance learning is less clearly understood at both the computational and neurobiological levels. Here we demonstrate, using computational modelling and fMRI in humans, that learning option values in a relative--context-dependent--scale offers a simple computational solution for avoidance learning. The context (or state) value sets the reference point to which an outcome should be compared before updating the option value. Consequently, in contexts with an overall negative expected value, successful punishment avoidance acquires a positive value, thus reinforcing the response. As revealed by post-learning assessment of options values, contextual influences are enhanced when subjects are informed about the result of the forgone alternative (counterfactual information). This is mirrored at the neural level by a shift in negative outcome encoding from the anterior insula to the ventral striatum, suggesting that value contextualization also limits the need to mobilize an opponent punishment learning system.

Impact of a Brief Group Intervention to Enhance Parenting and the Home Learning Environment for Children Aged 6-36 Months: a Cluster Randomised Controlled Trial.

PubMed

Hackworth, N J; Berthelsen, D; Matthews, J; Westrupp, E M; Cann, W; Ukoumunne, O C; Bennetts, S K; Phan, T; Scicluna, A; Trajanovska, M; Yu, M; Nicholson, J M

2017-04-01

This study evaluated the effectiveness of a group parenting intervention designed to strengthen the home learning environment of children from disadvantaged families. Two cluster randomised controlled superiority trials were conducted in parallel and delivered within existing services: a 6-week parenting group (51 locations randomised; 986 parents) for parents of infants (aged 6-12 months), and a 10-week facilitated playgroup (58 locations randomised; 1200 parents) for parents of toddlers (aged 12-36 months). Each trial had three conditions: intervention (smalltalk group-only); enhanced intervention with home coaching (smalltalk plus); and 'standard'/usual practice controls. Parent-report and observational measures were collected at baseline, 12 and 32 weeks follow-up. Primary outcomes were parent verbal responsivity and home learning activities at 32 weeks. In the infant trial, there were no differences by trial arm for the primary outcomes at 32 weeks. In the toddler trial at 32-weeks, participants in the smalltalk group-only trial showed improvement compared to the standard program for parent verbal responsivity (effect size (ES) = 0.16; 95% CI 0.01, 0.36) and home learning activities (ES = 0.17; 95% CI 0.01, 0.38) but smalltalk plus did not. For the secondary outcomes in the infant trial, several initial differences favouring smalltalk plus were evident at 12 weeks, but not maintained to 32 weeks. For the toddler trial, differences in secondary outcomes favouring smalltalk plus were evident at 12 weeks and maintained to 32 weeks. These trials provide some evidence of the benefits of a parenting intervention focused on the home learning environment for parents of toddlers but not infants. 8 September 2011; ACTRN12611000965909 .

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.

Impact of Interactive Video Communication Versus Text-Based Feedback on Teaching, Social, and Cognitive Presence in Online Learning Communities.

PubMed

Seckman, Charlotte

A key element to online learning is the ability to create a sense of presence to improve learning outcomes. This quasi-experimental study evaluated the impact of interactive video communication versus text-based feedback and found a significant difference between the 2 groups related to teaching, social, and cognitive presence. Recommendations to enhance presence should focus on providing timely feedback, interactive learning experiences, and opportunities for students to establish relationships with peers and faculty.

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

PubMed

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

2016-01-01

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

Centres for Leadership: a strategy for academic integration.

PubMed

King, Gillian; Parker, Kathryn; Peacocke, Sean; Curran, C J; McPherson, Amy C; Chau, Tom; Widgett, Elaine; Fehlings, Darcy; Milo-Manson, Golda

2017-05-15

Purpose The purpose of this paper is to describe how an Academic Health Science Centre, providing pediatric rehabilitation services, research, and education, developed a Centres for Leadership (CfL) initiative to integrate its academic functions and embrace the goal of being a learning organization. Design/methodology/approach Historical documents, tracked output information, and staff members' insights were used to describe the ten-year evolution of the initiative, its benefits, and transformational learnings for the organization. Findings The evolutions concerned development of a series of CfLs, and changes over time in leadership and management structure, as well as in operations and targeted activities. Benefits included enhanced clinician engagement in research, practice-based research, and impacts on clinical practice. Transformational learnings concerned the importance of supporting stakeholder engagement, fostering a spirit of inquiry, and fostering leaderful practice. These learnings contributed to three related emergent outcomes reflecting "way stations" on the journey to enhanced evidence-informed decision making and clinical excellence: enhancements in authentic partnerships, greater innovation capacity, and greater understanding and actualization of leadership values. Practical implications Practical information is provided for other organizations interested in understanding how this initiative evolved, its tangible value, and its wider benefits for organizational collaboration, innovation, and leadership values. Challenges encountered and main messages for other organizations are also considered. Originality/value A strategy map is used to present the structures, processes, and outcomes arising from the initiative, with the goal of informing the operations of other organizations desiring to be learning organizations.

Investigative cases and student outcomes in an upper-division cell and molecular biology laboratory course at a minority-serving institution.

PubMed

Knight, Jonathan D; Fulop, Rebecca M; Márquez-Magaña, Leticia; Tanner, Kimberly D

2008-01-01

Active-learning strategies are increasingly being integrated into college-level science courses to make material more accessible to all students and to improve learning outcomes. One active-learning pedagogy, case-based learning (CBL), was developed as a way to both enhance engagement in the material and to accommodate diverse learning styles. Yet, adoption of CBL approaches in undergraduate biology courses has been piecemeal, in part because of the perceived investment of time required. Furthermore, few CBL lesson plans have been developed specifically for upper-division laboratory courses. Here, we describe four cases that we developed and implemented for a senior cell and molecular biology laboratory course at San Francisco State University, a minority-serving institution. To evaluate the effectiveness of these modules, we used both written and verbal assessments to gauge learning outcomes and attitudinal responses of students over two semesters. Students responded positively to the new approach and seemed to meet the learning goals for the course. Most said they would take a course using CBL again. These case modules are readily adaptable to a variety of classroom settings.

Investigative Cases and Student Outcomes in an Upper-Division Cell and Molecular Biology Laboratory Course at a Minority-serving Institution

PubMed Central

Fulop, Rebecca M.; Márquez-Magaña, Leticia; Tanner, Kimberly D.

2008-01-01

Active-learning strategies are increasingly being integrated into college-level science courses to make material more accessible to all students and to improve learning outcomes. One active-learning pedagogy, case-based learning (CBL), was developed as a way to both enhance engagement in the material and to accommodate diverse learning styles. Yet, adoption of CBL approaches in undergraduate biology courses has been piecemeal, in part because of the perceived investment of time required. Furthermore, few CBL lesson plans have been developed specifically for upper-division laboratory courses. Here, we describe four cases that we developed and implemented for a senior cell and molecular biology laboratory course at San Francisco State University, a minority-serving institution. To evaluate the effectiveness of these modules, we used both written and verbal assessments to gauge learning outcomes and attitudinal responses of students over two semesters. Students responded positively to the new approach and seemed to meet the learning goals for the course. Most said they would take a course using CBL again. These case modules are readily adaptable to a variety of classroom settings. PMID:19047425

Is It Personal? Teacher's Personality and the Principal's Role in Professional Learning Communities

ERIC Educational Resources Information Center

Benoliel, Pascale; Schechter, Chen

2017-01-01

Research results have provided evidence of the potential contribution that professional learning communities (PLCs) can make to enhance school outcomes. While numerous organizational and cultural aspects of schools have been recognized as key requirements for PLC success, researchers have noted that a teacher's ability to share knowledge in the…

Outcomes from Building System Courseware for Teaching and Testing in a Discipline-Based Human Structure Curriculum

ERIC Educational Resources Information Center

Reilly, Frank D.

2011-01-01

This study investigated the educational benefits of system-based lecture notes and interactive learning objects in a peripheral nervous system component of a traditional first-year medical school human anatomy course. The impetus for the investigation was anecdotal evidence suggesting enhanced learner satisfaction with the learning resources.…

The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom

ERIC Educational Resources Information Center

Zhonggen, Yu; Liu, Chang

2014-01-01

Use of Clickers in classroom teaching and learning has become growingly popular in USA. This study aims to identify whether use of Clickers in college English class can improve learners' English proficiency and enhance students' awareness of metacognition compared with traditional multimedia aided pedagogy in Malaysian contexts. By comparing the…

ePortfolio as Pedagogy: Threshold Concepts for Curriculum Design

ERIC Educational Resources Information Center

Lewis, Lyn

2017-01-01

The ePortfolio has been used in initial teacher education for its storage and presentation functions; however, its use as a pedagogic tool to enhance learning outcomes is less common. This study explored students' perceptions of ePortfolio and their learning in a Bachelor of Education (primary) programme at a New Zealand university. The research…

Which Social Emotional Competencies Are Enhanced at a Social Emotional Learning Camp?

ERIC Educational Resources Information Center

Ee, Jessie; Ong, Chew Wei

2014-01-01

Research studies have shown that educational programmes such as camps and field trips can develop affective and social relationships through personal exposure to outdoor experiences among students. This study will illustrate the outcome of a social emotional learning camp organized for 93 Secondary Two students (mean age 14.1) in Singapore. Both…

Do School-Level Factors Influence the Educational Benefits of Digital Technology? A Critical Analysis of Teachers' Perceptions

ERIC Educational Resources Information Center

Perrotta, Carlo

2013-01-01

The supposed benefits of teachers' use of information and communications technology (digital technology) are well reported throughout the academic literature--most often involving issues of enhanced learning outcomes, increased pupil engagement and more efficient management and organisation of learning. This paper uses survey data from 683…

Family-Centred Applied Behaviour Analysis Verbal Behaviour Intervention for Young Taiwanese Children with Disabilities

ERIC Educational Resources Information Center

Chu, Szu-Yin

2016-01-01

Current educational policy promotes the use of evidence-based practices to maximize children's learning outcomes. With the goal of enhancing a child's ability to learn functional language, the purpose of this study was to focus on involving families through the utilization of evidence-based intervention based upon the Applied Behaviour Analysis…

Scaffolding Project-Based Learning with the Project Management Body of Knowledge (PMBOK[R])

ERIC Educational Resources Information Center

van Rooij, Shahron Williams

2009-01-01

This paper reports the results of a study of the extent to which processes and procedures from the discipline of project management can scaffold online project-based learning in a graduate-level instructional technology course, by facilitating intra-team interaction, enhancing project outcomes and promoting a positive project team experience. With…

Effects of Two Modes of Student Teams-Achievement Division Strategies on Senior Secondary School Students' Learning Outcomes in Chemical Kinetics

ERIC Educational Resources Information Center

Ibraheem, T. L.

2011-01-01

Research results have shown that cooperative learning methods enhanced understanding of many difficult concepts. Different kinds of cooperative methods and their efficacy have been researched into but the results of such studies have been inconclusive. Chief examiners reports of external chemistry examinations in Nigeria secondary Schools had…

Quality Rating and Improvement System (QRIS) Validation Study Designs. CEELO FastFacts

ERIC Educational Resources Information Center

Schilder, D.

2013-01-01

In this "Fast Facts," a state has received Race to the Top Early Learning Challenge funds and is seeking information to inform the design of the Quality Rating and Improvement System (QRIS) validation study. The Center on Enhancing Early Learning Outcomes (CEELO) responds that according to Resnick (2012), validation of a QRIS is an…

The Enhancement of Simulation Based Learning Exercises through Formalised Reflection, Focus Groups and Group Presentation

ERIC Educational Resources Information Center

Mawdesley, M.; Long, G.; Al-jibouri, S.; Scott, D.

2011-01-01

Computer based simulations and games can be useful tools in teaching aspects of construction project management that are not easily transmitted through traditional lecture based approaches. However, it can be difficult to quantify their utility and it is essential to ensure that students are achieving the learning outcomes required rather than…

Development of Competencies and Teaching-Learning Arrangements in Higher Education: Findings from Germany

ERIC Educational Resources Information Center

Schaeper, Hildegard

2009-01-01

The Bologna Process places special emphasis on the outcomes of higher education in terms of employability and key competencies. Taking Germany as an example, this article examines whether the introduction of a two-tier degree structure actually has led to an enhanced acquisition of key competencies. Based on constructivist learning theories, in…

Overcoming Navigational Design in a VLE: Students as Agents of Change

ERIC Educational Resources Information Center

Sadoux, Marion; Rzycka, Dorota; Jones, Mizuho; Lopez, Joaquin

2016-01-01

This paper focuses on the outcomes of a project funded by the Teaching and Learning Enhancement Office at the University of Nottingham Ningbo China (UNNC). Students were recruited to design a new navigational architecture for the Moodle pages of the Language Centre. They received some training on the key principles of distributive learning and…

Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program

ERIC Educational Resources Information Center

Connors-Tadros, Lori; Dunn, Lenay; Martella, Jana; McCauley, Carlas

2015-01-01

The Center on Enhancing Early Learning Outcomes (CEELO) and the Center on School Turnaround (CST) collaborated to develop case studies of three selected schools receiving SIG funds that have, with the support of their districts, promoted the use of early childhood programming (PK-3) as a key strategy in their schools' turnaround models. The goal…

Learning Outcomes from Business Simulation Exercises: Challenges for the Implementation of Learning Technologies

ERIC Educational Resources Information Center

Clarke, Elizabeth

2009-01-01

Purpose: High order leadership, problem solving skills, and the capacity for innovation in new markets, and technologically complex and multidimensional contexts, are the new set of skills that are most valued by companies and employers alike. Business simulation exercises are one way of enhancing these skills. This article aims to examine the…

Emotion Regulation Strategies That Promote Learning: Reappraisal Enhances Children's Memory for Educational Information

ERIC Educational Resources Information Center

Davis, Elizabeth L.; Levine, Linda J.

2013-01-01

The link between emotion regulation and academic achievement is well documented. Less is known about specific emotion regulation strategies that promote learning. Six- to 13-year-olds ("N" = 126) viewed a sad film and were instructed to reappraise the importance, reappraise the outcome, or ruminate about the sad events; another group…

The Relationship between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents with Disabilities

ERIC Educational Resources Information Center

Boardman, Alison; Buckley, Pamela; Maul, Andrew; Vaughn, Sharon

2014-01-01

Collaborative Strategic Reading (CSR) is a set of research-based strategies designed to improve reading comprehension, enhance students' content area learning, facilitate access to higher-level texts, and to promote student engagement. The present study examines how fidelity of implementation of CSR is associated with reading outcomes for students…

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.

Three dimensions of learning: experiential activity for engineering innovation education and research

NASA Astrophysics Data System (ADS)

Killen, Catherine P.

2015-09-01

This paper outlines a novel approach to engineering education research that provides three dimensions of learning through an experiential class activity. A simulated decision activity brought current research into the classroom, explored the effect of experiential activity on learning outcomes and contributed to the research on innovation decision making. The 'decision task' was undertaken by more than 480 engineering students. It increased their reported measures of learning and retention by an average of 0.66 on a five-point Likert scale, and revealed positive correlations between attention, enjoyment, ongoing interest and learning and retention. The study also contributed to innovation management research by revealing the influence of different data visualisation methods on decision quality, providing an example of research-integrated education that forms part of the research process. Such a dovetailing of different research studies demonstrates how engineering educators can enhance educational impact while multiplying the outcomes from their research efforts.

Enhancing Children's Growth and Development. Training Guides for the Head Start Learning Community.

ERIC Educational Resources Information Center

Aspen Systems Corp., Rockville, MD.

This training guide is designed to enhance the skills of Head Start education staff in applying knowledge of how children grow and develop to planning, implementing, and evaluating activities and experiences in the center, at home, and during group socialization sessions. Each of the guide's modules details module outcomes, key concepts, and…

Enhancing Social Competence for Disadvantaged Youth in Pre-Vocational Education: Model Development through Design-Based Research

ERIC Educational Resources Information Center

Kuhn, Ida Kristina

2017-01-01

This study investigates the enhancement of social competence for disadvantaged young people based on the example of the "Werkschule Bremen" educational course. Theoretical approaches to social competence as a learning outcome are mainly based on the model of social information processing, although the meaning of both practical and…

Design, Development and Implementation of a Technology Enhanced Hybrid Course on Molecular Symmetry: Students' Outcomes and Attitudes

ERIC Educational Resources Information Center

Antonoglou, L. D.; Charistos, N. D.; Sigalas, M. P.

2011-01-01

A hybrid course of Molecular Symmetry and Group Theory which combines traditional face-to-face instruction with an online web enhanced learning environment within a Course Management System was designed, developed, and implemented with a purpose to establish an active and student-centred educational setting. Multi-representational educational…

Re-Engineering the Business Education Programme in Universities for Enhanced Human Resources Development in Nigeria

ERIC Educational Resources Information Center

Okoli, B. E.; Azih, N.

2015-01-01

The paper reviewed a business education programme in Nigeria vis-a-vis its role in human resource development and highlighted deficiencies in programme curricular and delivery changes needed in remodeling of the programme to enhance learning outcomes, increase skill acquisition, meet world's standards and current labour demands in business…

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.

What’s about Peer Tutoring Learning Model?

NASA Astrophysics Data System (ADS)

Muthma'innah, M.

2017-09-01

Mathematics learning outcomes in Indonesia in general is still far from satisfactory. One effort that could be expected to solve the problem is to apply the model of peer tutoring learning in mathematics. This study aims to determine whether the results of students’ mathematics learning can be enhanced through peer tutoring learning models. This type of research is the study of literature, so that the method used is to summarize and analyze the results of relevant research that has been done. Peer tutoring learning model is a model of learning in which students learn in small groups that are grouped with different ability levels, all group members to work together and help each other to understand the material. By paying attention to the syntax of the learning, then learning will be invaluable peer tutoring for students who served as teachers and students are taught. In mathematics, the implementation of this learning model can make students understand each other mathematical concepts and help students in solving mathematical problems that are poorly understood, due to the interaction between students in learning. Then it will be able to improve learning outcomes in mathematics. The impact, it can be applied in mathematics learning.

Evaluation of Standardized Instruments for Use in Universal Screening of Very Early School-Age Children: Suitability, Technical Adequacy, and Usability

ERIC Educational Resources Information Center

Miles, Sandra; Fulbrook, Paul; Mainwaring-Mägi, Debra

2018-01-01

Universal screening of very early school-age children (age 4-7 years) is important for early identification of learning problems that may require enhanced learning opportunity. In this context, use of standardized instruments is critical to obtain valid, reliable, and comparable assessment outcomes. A wide variety of standardized instruments is…

Students' Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology

ERIC Educational Resources Information Center

Carpenter, Shana K.; Rahman, Shuhebur; Lund, Terry J. S.; Armstrong, Patrick I.; Lamm, Monica H.; Reason, Robert D.; Coffman, Clark R.

2017-01-01

Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be…

Exploring the Role of Physics Representations: An Illustrative Example from Students Sharing Knowledge about Refraction

ERIC Educational Resources Information Center

Fredlund, Tobias; Airey, John; Linder, Cedric

2012-01-01

Research has shown that interactive engagement enhances student learning outcomes. A growing body of research suggests that the representations we use in physics are important in such learning environments. In this paper we draw on a number of sources in the literature to explore the role of representations in interactive engagement in physics. In…

Building Capacity to Enact Change for Classroom Quality Improvement in New Jersey. CEELO Policy Brief

ERIC Educational Resources Information Center

Riley-Ayers, Shannon; Ryan, Sharon; Figueras-Daniel, Alexandra; Costanza, Vincent; Northey, Kaitlin

2018-01-01

The Center on Enhancing Early Learning Outcomes partnered with the New Jersey Department of Education from 2013 to 2017 to implement a peer learning community in selected districts. The goal of the PLC was to support effective implementation of key early childhood policies and improve the quality of instruction preschool through grade 3. This…

Enhancing Learning Outcomes through New E-Textbooks: A Desirable Combination of Presentation Methods and Concept Maps

ERIC Educational Resources Information Center

Huang, Kuo-Liang; Chen, Kuo-Hsiang; Ho, Chun-Heng

2014-01-01

It is possible that e-textbook readers and tablet PC's will become mainstream reading devices in the future. However, knowledge about instructional design in this field of learning sciences is inadequate. This study aimed to analyse how two factors, that is, presentation methods and concept maps, interact with cognitive load and learning…

Teaching and Learning for the Future. Committee on Multimedia in Teacher Training, Final Report.

ERIC Educational Resources Information Center

Plomp, Tjeerd, Ed.; And Others

This is the final report of the Committee on MultiMedia in Teacher Training (COMMITT), which offers a strategic framework to support efforts of teacher training institutes in the Netherlands to develop their own plans for enhancing the teaching and learning process as well as its outcomes through the application of Information and Communication…

Measuring the Outcome of At-Risk Students on Biology Standardized Tests When Using Different Instructional Strategies

ERIC Educational Resources Information Center

Burns, Dana Leigh

2017-01-01

Over the last two decades, online education has become a popular concept in universities as well as K-12 education. This generation of students has grown up using technology and has shown interest in incorporating technology into their learning. The idea of using technology in the classroom to enhance student learning and create higher achievement…

Studying Teachers' Degree of Classroom Implementation, Teachers' Implementation Practices, and Students' Learning as Outcomes of K-12 STEM Professional Development

ERIC Educational Resources Information Center

Lin, Peiyi

2013-01-01

With a growing demand for an enhanced K-12 education for strengthening students' conceptual learning, interest, and career awareness in science, technology, engineering, and mathematics, teacher professional development projects have been viewed as an efficient approach. However, a variety of external and teacher factors may prevent such projects…

Assessment of the Impact of Smart Board Technology System Use on Student Learning, Satisfaction, and Performance

ERIC Educational Resources Information Center

Warnock, Stuart H.; Boykin, Nancy J.; Tung, Wei Chih

2011-01-01

Literature on educational technology touts its potential for enhancing student outcomes such as learning, satisfaction, and performance. But are these benefits universal and do they apply to all applications and/or forms of educational technology? This study focuses on one such system, the Smart Board Technology System (SBTS) and the impact its…

Designing LibGuides as Instructional Tools for Critical Thinking and Effective Online Learning

ERIC Educational Resources Information Center

Baker, Ruth L.

2014-01-01

Did you ever wish for an easy-to-maintain tool to create course-level or assignment-level instruction for online or distance students? LibGuides can provide the solution! LibGuides provide a versatile and easy-to-maintain platform for delivering step-by-step, scaffolded tutorials that enhance learning outcomes through chunking, reduced strain on…

Measuring Zoo Visitor Learning and Understanding about Orangutans: Evaluation to Enhance Learning Outcomes and to Foster Conservation Action

ERIC Educational Resources Information Center

Pearson, Elissa L.; Dorrian, Jillian; Litchfield, Carla A.

2013-01-01

Despite the endangered status of the orangutan, very little research has sought to understand what people know about this species or the conservation challenges they face. As zoos are well placed to influence such understandings, the present study sought to explore knowledge following a visit to orangutan exhibits at three Australian zoos…

Enhancing Learning Outcomes through Experiential Learning: Using Open-Source Systems to Teach Enterprise Systems and Business Process Management

ERIC Educational Resources Information Center

Jewer, Jennifer; Evermann, Joerg

2015-01-01

Enterprise systems and business process management are the two key information technologies to integrate the functions of a modern business into a coherent and efficient system. While the benefits of these systems are easy to describe, students, especially those without business experience, have difficulty appreciating how these systems are used…

ICT for Education: A Conceptual Framework for the Sustainable Adoption of Technology-Enhanced Learning Environments in Schools

ERIC Educational Resources Information Center

Rodriguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov

2012-01-01

Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be…

The Virtual Mentor: Harnessing the Power of Technology to Connect K-12 Students with Collegiate Mentors

ERIC Educational Resources Information Center

Ohlson, Matthew; Ehrlich, Suzanne; Lerman, Justin; Pascale, Amanda

2017-01-01

Research shows that mentoring is a way to enhance learning teaching and learning outcomes. CAMP (Collegiate Achievement Mentoring Program) Osprey is a mentoring program where collegiate students serve as leadership mentors to at-risk K12 students. To overcome geographic and financial barriers faced by our high-poverty, urban and rural partners,…

Stress enhances model-free reinforcement learning only after negative outcome

PubMed Central

Lee, Daeyeol

2017-01-01

Previous studies found that stress shifts behavioral control by promoting habits while decreasing goal-directed behaviors during reward-based decision-making. It is, however, unclear how stress disrupts the relative contribution of the two systems controlling reward-seeking behavior, i.e. model-free (or habit) and model-based (or goal-directed). Here, we investigated whether stress biases the contribution of model-free and model-based reinforcement learning processes differently depending on the valence of outcome, and whether stress alters the learning rate, i.e., how quickly information from the new environment is incorporated into choices. Participants were randomly assigned to either a stress or a control condition, and performed a two-stage Markov decision-making task in which the reward probabilities underwent periodic reversals without notice. We found that stress increased the contribution of model-free reinforcement learning only after negative outcome. Furthermore, stress decreased the learning rate. The results suggest that stress diminishes one’s ability to make adaptive choices in multiple aspects of reinforcement learning. This finding has implications for understanding how stress facilitates maladaptive habits, such as addictive behavior, and other dysfunctional behaviors associated with stress in clinical and educational contexts. PMID:28723943

Stress enhances model-free reinforcement learning only after negative outcome.

PubMed

Park, Heyeon; Lee, Daeyeol; Chey, Jeanyung

2017-01-01

Previous studies found that stress shifts behavioral control by promoting habits while decreasing goal-directed behaviors during reward-based decision-making. It is, however, unclear how stress disrupts the relative contribution of the two systems controlling reward-seeking behavior, i.e. model-free (or habit) and model-based (or goal-directed). Here, we investigated whether stress biases the contribution of model-free and model-based reinforcement learning processes differently depending on the valence of outcome, and whether stress alters the learning rate, i.e., how quickly information from the new environment is incorporated into choices. Participants were randomly assigned to either a stress or a control condition, and performed a two-stage Markov decision-making task in which the reward probabilities underwent periodic reversals without notice. We found that stress increased the contribution of model-free reinforcement learning only after negative outcome. Furthermore, stress decreased the learning rate. The results suggest that stress diminishes one's ability to make adaptive choices in multiple aspects of reinforcement learning. This finding has implications for understanding how stress facilitates maladaptive habits, such as addictive behavior, and other dysfunctional behaviors associated with stress in clinical and educational contexts.

Pressure Ulcer Prevention: Where Practice and Education Meet.

PubMed

Bos, Brenda S; Wangen, Tina M; Elbing, Carl E; Rowekamp, Debra J; Kruggel, Heather A; Conlon, Patricia M; Scroggins, Leann M; Schad, Shauna P; Neumann, Julie A; Barth, Melissa M; Grubbs, Pamela L; Sievers, Beth A

2016-01-01

This article describes the processes used to implement a pressure ulcer management program in a Midwest academic medical center, which led to a decrease in reportable pressure ulcers. A learning needs assessment was completed, and a workgroup was formed to address the learning needs. Methods, materials, and processes included lectures, technology-enhanced learning, and interactive stations with mannequins and pressure ulcer moulages. The processes and outcome measures used to measure effectiveness of the program are discussed.

TU-C-218-01: Effective Medical Imaging Physics Education.

PubMed

Sprawls, P

2012-06-01

A practical and applied knowledge of physics and the associated technology is required for the clinically effective and safe use of the various medical imaging modalities. This is needed by all involved in the imaging process, including radiologists, especially residents in training, technologists, and physicists who provide consultation on optimum and safe procedures and as educators for the other imaging professionals. This area of education is undergoing considerable change and evolution for three reasons: 1. Increasing capabilities and complexity of medical imaging technology and procedures, 2.Expanding scope and availability of educational resources, especially on the internet, and 3. A significant increase in our knowledge of the mental learning process and the design of learning activities to optimize effectiveness and efficiency, especially for clinically applied physics. This course will address those three issues by providing guidance on establishing appropriate clinically focused learning outcomes, a review of the brain function for enhancing clinically applied physics, and the design and delivery of effective learning activities beginning with the classroom and continuing through learning physics during the clinical practice of radiology. Characteristics of each type of learning activity will be considered with respect to effectiveness and efficiency in achieving appropriate learning outcomes. A variety of available resources will be identified and demonstrated for use in the different phases of learning process. A major focus is on enhancing the role of the medical physicist in clinical radiology both as a resource and educator with contemporary technology being the tool, but not the teacher. 1. Develop physics learning objectives that will support effective and safe medical imaging procedures. 2. Understand specific brain functions that are involved in learning and applying physics. 3. Describe the characteristics and development of mental knowledge structures for applied clinical physics. 4. List the established levels of learning and associate each with specific functions that can be performed. 5. Analyze the different types of learning activities (classroom, individual study, clinical, etc.) with respect to effectiveness and efficiency. 6. Design and Provide a comprehensive physics education program with each activity optimized with respect to outcomes and available resources. © 2012 American Association of Physicists in Medicine.

The effects of types of reflective scaffolding and language proficiency on the acquisition of physics knowledge in a game-based learning environment

NASA Astrophysics Data System (ADS)

Huang, Tsu-Ting

With the capability of creating a situated and engaging learning environment, video games have been considered as a powerful tool to enhance students' learning outcomes and interest in learning. Yet, little empirical evidence exists to support the effectiveness of video games in learning. Particularly, little attention has been given to the design of specific game elements. Focusing on middle school students, the goal of this study was to investigate the effects of two types of representations of reflective scaffolds (verbal and visual) on students' learning outcomes, game performance, and level of engagement in a video game for physics learning. In addition, the role of students' level of English proficiency was examined to understand whether the effects of reflective scaffolds were influenced by students' language proficiency. Two studies were conducted. Study 1 playtested the game with target players and led to game modification for its use in Study 2, which focused on the effects of different types of reflective scaffolds and level of English proficiency. The results of Study 2 showed that students who received both verbal and visual reflective scaffolds completed the most levels compared to the other groups in the given time. No significant effect of type of reflective scaffolds were found on learning outcomes despite the fact that the pattern of the learning outcomes across conditions was close to prediction. Participants' engagement in gameplay was high regardless of the type of scaffolds they received, their interest in learning physics, and their prior knowledge of physics. The results of video analysis also showed that the game used in this study was able to engage students not only in gameplay but also in learning physics. Finally, English proficiency functioned as a significant factor moderating the effects of scaffolds, learning outcomes and game performance. Students with limited English proficiency benefited more from visual reflective scaffolds than verbal ones.

Nursing student perceptions of community in online learning.

PubMed

Gallagher-Lepak, Susan; Reilly, Janet; Killion, Cheryl M

2009-01-01

Nursing faculty need to understand the unique aspects of online learning environments and develop new pedagogies for teaching in the virtual classroom. The concept of community is important in online learning and a strong sense of community can enhance student engagement and improve learning outcomes in online courses. Student perceptions of community in online learning environments were explored in this study. Five focus group sessions were held and online nursing students were asked to give examples of experiences related to sense of community. Fifteen major themes emerged: class structure, required participation, teamwork, technology, becoming, commonalities, disconnects, mutual exchange, online etiquette, informal discussions, aloneness, trepidation, unknowns, nonverbal communication and anonymity. Themes sorted into the categories of structural, processual and emotional factors. Theme descriptions show how sense of community can be enhanced and/or diminished in online courses. This study adds depth and detail to the limited body of research on sense of community in distance education in nursing courses.

Re-engineering the process of medical imaging physics and technology education and training.

PubMed

Sprawls, Perry

2005-09-01

The extensive availability of digital technology provides an opportunity for enhancing both the effectiveness and efficiency of virtually all functions in the process of medical imaging physics and technology education and training. This includes degree granting academic programs within institutions and a wide spectrum of continuing education lifelong learning activities. Full achievement of the advantages of technology-enhanced education (e-learning, etc.) requires an analysis of specific educational activities with respect to desired outcomes and learning objectives. This is followed by the development of strategies and resources that are based on established educational principles. The impact of contemporary technology comes from its ability to place learners into enriched learning environments. The full advantage of a re-engineered and implemented educational process involves changing attitudes and functions of learning facilitators (teachers) and resource allocation and sharing both within and among institutions.

Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

PubMed Central

Stoltzfus, Jon R.; Libarkin, Julie

2016-01-01

SCALE-UP–type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP–type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning–based instruction takes place in a traditional lecture hall and a SCALE-UP–type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP–type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP–type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. PMID:27909018

An evaluation of flipped e-learning experiences.

PubMed

Jones-Bonofiglio, Kristen Dawn; Willett, Timothy; Ng, Stella

2017-12-22

The "flipped" classroom is an educational strategy gaining popularity for its growing evidence base that suggests it may successfully improve learning outcomes. Also known as reverse instruction, this approach has been typically implemented and studied in in-person post-secondary settings. The utilization of a flipped approach in the healthcare education literature has been examined in a wide range of contexts, but little has been written regarding continuing professional development (CPD). Therefore, with success in other contexts there is potential for the flipped classroom approach to enhance student satisfaction, learner engagement, and learning outcomes in the context of online education for CPD. In this paper, we describe the structure and format of such a course using a qualitative case study framework. This study contributes to a more comprehensive understanding of effective ways of overcoming distributed learning challenges in online CPD using a flipped approach.

Protege and Mentor Self-Disclosure: Levels and Outcomes within Formal Mentoring Dyads in a Corporate Context

ERIC Educational Resources Information Center

Wanberg, Connie R.; Welsh, Elizabeth T.; Kammeyer-Mueller, John

2007-01-01

This study examined the role of self-disclosure within protege/mentor dyads in formal mentoring partnerships within a corporate context as a means of learning more about specific relationship processes that may enhance the positive outcomes of mentoring. While both proteges and mentors self-disclosed in their relationships, proteges disclosed at a…

Deepening Understanding of "Pedagogical Outcomes" through Video Data Collection: A Catalyst for Guided Reflective Learning Conversations

ERIC Educational Resources Information Center

Dann, Chris; Richardson, Tony

2015-01-01

This article examines the case of Catch Me Excel (CeMeE), an electronic feedback system developed to facilitate video, image and written feedback in the workplace to educators about pedagogical-related outcomes. It comprises a sophisticated, technological feedback system of which the resultant data can be used to enhance classroom, schools and…

d-Cycloserine facilitates extinction learning and enhances extinction-related brain activation.

PubMed

Klass, Anne; Glaubitz, Benjamin; Tegenthoff, Martin; Lissek, Silke

2017-10-01

Extinction learning is modulated by N-methyl d-aspartate receptors (NMDAR) particularly in prefrontal and hippocampal brain regions. The use of of NMDA agonists in exposure therapy of anxiety disorders has been investigated in various patient groups. Behavioral results showed beneficial effects of pre-learning administration of the partial NMDAR agonist d-Cycloserine (DCS) on therapy success. However, the impact of DCS upon non-fear-related contextual extinction, and associated recruitment of extinction-relevant brain regions is as yet unknown. In the present fMRI study, healthy human participants performed a context-related associative learning and extinction task. A single dose of DCS, administered prior to extinction learning, enhanced extinction learning performance in an identical context, and increased activation in prefrontal, temporal as well as hippocampal/insular regions, compared to placebo controls. In contrast, DCS did not affect extinction learning in a novel context, nor the renewal effect, which describes the recovery of an extinguished response if the context of extinction differs from the context of recall. Our findings demonstrate a specific involvement of prefrontal and hippocampal NMDAR in the modification of established stimulus-outcome associations in identical contexts and thus their role in behavioral flexibility, underlining their potential for enhancing AAA extinction learning. Copyright © 2017. Published by Elsevier Inc.

An eye movement pre-training fosters the comprehension of processes and functions in technical systems.

PubMed

Skuballa, Irene T; Fortunski, Caroline; Renkl, Alexander

2015-01-01

The main research goal of the present study was to investigate in how far pre-training eye movements can facilitate knowledge acquisition in multimedia (pre-training principle). We combined considerations from research on eye movement modeling and pre-training to design and test a non-verbal eye movement-based pre-training. Participants in the experimental condition watched an animated circle moving in close spatial resemblance to a static visualization of a solar plant accompanied by a narration in a subsequently presented learning environment. This training was expected to foster top-down processes as reflected in gaze behavior during the learning process and enhance knowledge acquisition. We compared two groups (N = 45): participants in the experimental condition received pre-training in a first step and processed the learning material in a second step, whereas the control group underwent the second step without any pre-training. The pre-training group outperformed the control group in their learning outcomes, particularly in knowledge about processes and functions of the solar plant. However, the superior learning outcomes in the pre-training group could not be explained by eye-movement patterns. Furthermore, the pre-training moderated the relationship between experienced stress and learning outcomes. In the control group, high stress levels hindered learning, which was not found for the pre-training group. On a delayed posttest participants were requested to draw a picture of the learning content. Despite a non-significant effect of training on the quality of drawings, the pre-training showed associations between learning outcomes at the first testing time and process-related aspects in the quality of their drawings. Overall, non-verbal pre-training is a successful instructional intervention to promote learning processes in novices although these processes did not directly reflect in learners' eye movement behavior during learning.

A Model for Determining Teaching Efficacy through the Use of Qualitative Single Subject Design, Student Learning Outcomes and Associative Statistics

ERIC Educational Resources Information Center

Osler, James Edward, II; Mansaray, Mahmud

2014-01-01

Many universities and colleges are increasingly concerned about enhancing the comprehension and knowledge of their students, particularly in the classroom. One of the method to enhancing student success is teaching effectiveness. The objective of this research paper is to propose a novel research model which examines the relationship between…

Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in CTE. Pilot Study

ERIC Educational Resources Information Center

Stone, James R., III; Alfeld, Corinne; Pearson, Donna; Lewis, Morgan V.; Jensen, Susan

2005-01-01

This report describes the conduct and outcomes of an experimental pilot study conducted in Spring 2004 to develop and test a model that aimed to enhance career and technical education (CTE) instruction with the mathematics already embedded in the curricula of six occupational areas. Although present in the CTE curriculum, math is largely implicit…

Motivational state controls the prediction error in Pavlovian appetitive-aversive interactions.

PubMed

Laurent, Vincent; Balleine, Bernard W; Westbrook, R Frederick

2018-01-01

Contemporary theories of learning emphasize the role of a prediction error signal in driving learning, but the nature of this signal remains hotly debated. Here, we used Pavlovian conditioning in rats to investigate whether primary motivational and emotional states interact to control prediction error. We initially generated cues that positively or negatively predicted an appetitive food outcome. We then assessed how these cues modulated aversive conditioning when a novel cue was paired with a foot shock. We found that a positive predictor of food enhances, whereas a negative predictor of that same food impairs, aversive conditioning. Critically, we also showed that the enhancement produced by the positive predictor is removed by reducing the value of its associated food. In contrast, the impairment triggered by the negative predictor remains insensitive to devaluation of its associated food. These findings provide compelling evidence that the motivational value attributed to a predicted food outcome can directly control appetitive-aversive interactions and, therefore, that motivational processes can modulate emotional processes to generate the final error term on which subsequent learning is based. Copyright © 2017 Elsevier Inc. All rights reserved.

A Little Bit Can Go a Long Way: An Examination of Required Service in the Basic Communication Course

ERIC Educational Resources Information Center

McIntyre, Kristen A.; Sellnow, Deanna D.

2014-01-01

This study examines the utility of service-learning pedagogy in the general education basic communication course to meet service-learning outcomes, with an emphasis on civic engagement. Results of the data suggest that students in both a one-time service site and multiple-site condition indicated that the service experience enhanced three of the…

Proposing a Continuous Professional Development Model to Support and Enhance Professional Learning of Teachers in Special Schools in South Africa

ERIC Educational Resources Information Center

Kempen, M.; Steyn, G. M.

2016-01-01

A collaborative continuous professional (CPD) model was implemented and evaluated in six special schools in Gauteng, South Africa in order to support teachers in their professional capacity. The study which reports on a two year study aimed to establish the value of the CPD programme on teachers' learning, students' outcomes and whole school…

Scripted Collaboration in Serious Gaming for Complex Learning: Effects of Multiple Perspectives when Acquiring Water Management Skills

ERIC Educational Resources Information Center

Hummel, Hans G. K.; van Houcke, Jasper; Nadolski, Rob J.; van der Hiele, Tony; Kurvers, Hub; Lohr, Ansje

2011-01-01

This paper examines how learning outcomes from playing serious games can be enhanced by including scripted collaboration in the game play. We compared the quality of advisory reports, that students in the domain of water management had to draw up for an authentic case problem, both before and after collaborating on the problem with (virtual) peer…

Brief Report: Low-Dose Hydrocortisone Has Acute Enhancing Effects on Verbal Learning in HIV-Infected Men.

PubMed

Rubin, Leah H; Phan, K Luan; Keating, Sheila M; Weber, Kathleen M; Maki, Pauline M

2017-07-01

Glucocorticoids are released in response to stress and alter cognition and brain function through both rapid nongenomic and slow genomic mechanisms. Administration of glucocorticoids in the form of hydrocortisone enhances aspects of learning and memory in individuals with PTSD but impairs these abilities in healthy individuals. We examine the time-dependent effects of glucocorticoids on cognition in HIV-infected men. In a double-blind placebo-controlled crossover study, we examined the time-dependent effects of a single low dose of hydrocortisone [10 mg; low-dose hydrocortisone (LDH)] on cognition in 45 HIV-infected men. Participants were randomized to receive either LDH or placebo and one month later, were given the opposite treatment. At each intervention session, cognition was assessed 30 minutes (assessing nongenomic effects) and 4 hours (assessing genomic effects) after pill administration. Self-reported stress/anxiety and cortisol/cytokines in saliva were measured throughout each session. Compared with placebo, LDH doubled salivary cortisol levels. Cortisol returned to baseline 4 hours postadministration. At the 30-minute assessment, LDH enhanced verbal learning compared with placebo. Greater increases in cortisol were associated with greater enhancements in verbal learning. LDH did not affect subjective stress/anxiety or any other cognitive outcomes at the 30-minute or 4-hour time point. The rapid effects of LDH on verbal learning suggests a nongenomic mechanism by which glucocorticoids can enhance cognition in HIV-infected men. The nonenduring nature of this enhancement may limit its clinical utility but provides insight into mechanisms underlying the effects of acute glucocorticoids on learning.

Ultrasound-Guided Regional Anesthesia Simulation Training: A Systematic Review.

PubMed

Chen, Xiao Xu; Trivedi, Vatsal; AlSaflan, AbdulHadi A; Todd, Suzanne Clare; Tricco, Andrea C; McCartney, Colin J L; Boet, Sylvain

Ultrasound-guided regional anesthesia (UGRA) has become the criterion standard of regional anesthesia practice. Ultrasound-guided regional anesthesia teaching programs often use simulation, and guidelines have been published to help guide URGA education. This systematic review aimed to examine the effectiveness of simulation-based education for the acquisition and maintenance of competence in UGRA. Studies identified in MEDLINE, EMBASE, CINAHL, Cochrane Central Register of Controlled Trials, and ERIC were included if they assessed simulation-based UGRA teaching with outcomes measured at Kirkpatrick level 2 (knowledge and skills), 3 (transfer of learning to the workplace), or 4 (patient outcomes). Two authors independently reviewed all identified references for eligibility, abstracted data, and appraised quality. After screening 176 citations and 45 full-text articles, 12 studies were included. Simulation-enhanced training improved knowledge acquisition (Kirkpatrick level 2) when compared with nonsimulation training. Seven studies measuring skill acquisition (Kirkpatrick level 2) found that simulation-enhanced UGRA training was significantly more effective than alternative teaching methods or no intervention. One study measuring transfer of learning into the clinical setting (Kirkpatrick level 3) found no difference between simulation-enhanced UGRA training and non-simulation-based training. However, this study was discontinued early because of technical challenges. Two studies examined patient outcomes (Kirkpatrick level 4), and one of these found that simulation-based UGRA training improved patient outcomes compared with didactic teaching. Ultrasound-guided regional anesthesia knowledge and skills significantly improved with simulation training. The acquired UGRA skills may be transferred to the clinical setting; however, further studies are required to confirm these changes translate to improved patient outcomes.

Interprofessional online learning for primary healthcare: findings from a scoping review

PubMed Central

Reeves, Scott; Fletcher, Simon; McLoughlin, Clodagh; Yim, Alastair; Patel, Kunal D

2017-01-01

Objectives This article presents the findings from a scoping review which explored the nature of interprofessional online learning in primary healthcare. The review was informed by the following questions: What is the nature of evidence on online postgraduate education for primary healthcare interprofessional teams? What learning approaches and study methods are used in this context? What is the range of reported outcomes for primary healthcare learners, their organisations and the care they deliver to patients/clients? Setting The review explored the global literature on interprofessional online learning in primary healthcare settings. Results The review found that the 23 included studies employed a range of different e-learning methods with contrasting course durations, use of theory, participant mix, approaches to accreditation and assessment of learning. Most of the included studies reported outcomes associated with learner reactions and positive changes in participant attitudes/perceptions and improvement in knowledge/skills as a result of engagement in an e-learning course. In contrast, fewer studies reported changes in participant behaviours, changes in organisational practice and improvements to patients/clients. Conclusions A number of educational, methodological and outcome implications are be offered. E-learning can enhance an education experience, support development, ease time constraints, overcome geographic limitations and can offer greater flexibility. However, it can also contribute to the isolation of learners and its benefits can be negated by technical problems. PMID:28780560

Learning by viewing versus learning by doing: A comparative study of observer and participant experiences during an interprofessional simulation training.

PubMed

Reime, Marit Hegg; Johnsgaard, Tone; Kvam, Fred Ivan; Aarflot, Morten; Engeberg, Janecke Merethe; Breivik, Marit; Brattebø, Guttorm

2017-01-01

Larger student groups and pressure on limited faculty time have raised the question of the learning value of merely observing simulation training in emergency medicine, instead of active team participation. The purpose of this study was to examine observers and hands-on participants' self-reported learning outcomes during simulation-based interprofessional team training regarding non-technical skills. In addition, we compared the learning outcomes for different professions and investigated team performance relative to the number of simulations in which they participated. A concurrent mixed-method design was chosen to evaluate the study, using questionnaires, observations, and focus group interviews. Participants included a total of 262 postgraduate and bachelor nursing students and medical students, organised into 44 interprofessional teams. The quantitative data showed that observers and participants had similar results in three of six predefined learning outcomes. The qualitative data emphasised the importance of participating in different roles, training several times, and training interprofessionally to enhance realism. Observing simulation training can be a valuable learning experience, but the students' preferred hands-on participation and learning by doing. For this reason, one can legitimise the observer role, given the large student groups and limited faculty time, as long as the students are also given some opportunity for hands-on participation in order to become more confident in their professional roles.

Intercollegiate Athletics and Modeling Multiculturalism

ERIC Educational Resources Information Center

Hirko, Scott

2009-01-01

Research about student athletes contends that participation enhances both learning and character development, including leadership, interpersonal skills, social self-esteem, discipline, personal health, motivation, dedication, and life lessons. Other research expresses concern about the cognitive outcomes of student athletes relative to…

Computer Simulations Improve University Instructional Laboratories1

PubMed Central

2004-01-01

Laboratory classes are commonplace and essential in biology departments but can sometimes be cumbersome, unreliable, and a drain on time and resources. As university intakes increase, pressure on budgets and staff time can often lead to reduction in practical class provision. Frequently, the ability to use laboratory equipment, mix solutions, and manipulate test animals are essential learning outcomes, and “wet” laboratory classes are thus appropriate. In others, however, interpretation and manipulation of the data are the primary learning outcomes, and here, computer-based simulations can provide a cheaper, easier, and less time- and labor-intensive alternative. We report the evaluation of two computer-based simulations of practical exercises: the first in chromosome analysis, the second in bioinformatics. Simulations can provide significant time savings to students (by a factor of four in our first case study) without affecting learning, as measured by performance in assessment. Moreover, under certain circumstances, performance can be improved by the use of simulations (by 7% in our second case study). We concluded that the introduction of these simulations can significantly enhance student learning where consideration of the learning outcomes indicates that it might be appropriate. In addition, they can offer significant benefits to teaching staff. PMID:15592599

Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework

NASA Astrophysics Data System (ADS)

Linn, Marcia C.

1995-06-01

Designing effective curricula for complex topics and incorporating technological tools is an evolving process. One important way to foster effective design is to synthesize successful practices. This paper describes a framework called scaffolded knowledge integration and illustrates how it guided the design of two successful course enhancements in the field of computer science and engineering. One course enhancement, the LISP Knowledge Integration Environment, improved learning and resulted in more gender-equitable outcomes. The second course enhancement, the spatial reasoning environment, addressed spatial reasoning in an introductory engineering course. This enhancement minimized the importance of prior knowledge of spatial reasoning and helped students develop a more comprehensive repertoire of spatial reasoning strategies. Taken together, the instructional research programs reinforce the value of the scaffolded knowledge integration framework and suggest directions for future curriculum reformers.

Principal Leadership for Technology-enhanced Learning in Science

NASA Astrophysics Data System (ADS)

Gerard, Libby F.; Bowyer, Jane B.; Linn, Marcia C.

2008-02-01

Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals' varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals' ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals' leadership abilities in technology and science reform.

New media simulation stories in nursing education: a quasi-experimental study exploring learning outcomes.

PubMed

Webb-Corbett, Robin; Schwartz, Melissa Renee; Green, Bob; Sessoms, Andrea; Swanson, Melvin

2013-04-01

New media simulation stories are short multimedia presentations that combine simulation, digital technology, and story branching to depict a variety of healthcare-related scenarios. The purpose of this study was to explore whether learning outcomes were enhanced if students viewed the results of both correct and incorrect nursing actions demonstrated through new media simulation stories. A convenience sample of 109 undergraduate nursing students in a family-centered maternity course participated in the study. Study findings suggests that students who viewed both correct and incorrect depictions of maternity nursing actions scored better on tests than did those students who viewed only correct nursing actions.

Quality Training and Learning in Aviation: Problems of Alignment

NASA Technical Reports Server (NTRS)

Moore, Phillip J.; Lehrer, Henry R.; Telfer, Ross A.

2001-01-01

The challenge of producing training programs that lead to quality learning outcomes is ever present in aviation, especially when economic and regulatory pressures are brought into the equation. Previous research by Telfer & Moore (1997) indicates the importance of appropriate alignment of beliefs about learning across all levels of an organization from the managerial level, through the instructor/check and training level, to the pilots and other crew. This paper argues for a central focus on approaches to learning and training that encourage understanding, problem solving and application. Recent research in the area is emphasized as are methods and techniques for enhancing deeper learning.

Enhancing Cognitive and Social-Emotional Development through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Schonert-Reichl, Kimberly A.; Oberle, Eva; Lawlor, Molly Stewart; Abbott, David; Thomson, Kimberly; Oberlander, Tim F.; Diamond, Adele

2015-01-01

The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th…

Enhancing Critical Thinking Skills for Army Leaders Using Blended-Learning Methods

DTIC Science & Technology

2013-01-01

delivering, and evaluating leader education and those who develop and implement distributed learning courses that incorporate group collaboration on topics...Circumstances Numerous studies comparing outcomes of collocated and virtual groups show that collocated groups perform better on interdependent tasks, such as...in class or “cold call” on students to answer questions. Third, using small (rather than large) groups for interactive activities can alleviate free

Selective visual attention and motivation: the consequences of value learning in an attentional blink task.

PubMed

Raymond, Jane E; O'Brien, Jennifer L

2009-08-01

Learning to associate the probability and value of behavioral outcomes with specific stimuli (value learning) is essential for rational decision making. However, in demanding cognitive conditions, access to learned values might be constrained by limited attentional capacity. We measured recognition of briefly presented faces seen previously in a value-learning task involving monetary wins and losses; the recognition task was performed both with and without constraints on available attention. Regardless of available attention, recognition was substantially enhanced for motivationally salient stimuli (i.e., stimuli highly predictive of outcomes), compared with equally familiar stimuli that had weak or no motivational salience, and this effect was found regardless of valence (win or loss). However, when attention was constrained (because stimuli were presented during an attentional blink, AB), valence determined recognition; win-associated faces showed no AB, but all other faces showed large ABs. Motivational salience acts independently of attention to modulate simple perceptual decisions, but when attention is limited, visual processing is biased in favor of reward-associated stimuli.

Team-Based Learning in US Colleges and Schools of Pharmacy

PubMed Central

Copeland, Jeffrey; Franks, Andrea S.; Karimi, Reza; McCollum, Marianne; Riese, David J.; Lin, Anne Y.F.

2013-01-01

Objective. To characterize the use of team-based learning (TBL) in US colleges and schools of pharmacy, including factors that may affect implementation and perceptions of faculty members regarding the impact of TBL on educational outcomes. Methods. Respondents identified factors that inhibit or enable TBL use and its impact on student learning. Results were stratified by type of institution (public/private), class size, and TBL experience. Results. Sixty-nine of 100 faculty members (69%) representing 43 (86%) institutions responded. Major factors considered to enable TBL implementation included a single campus and student and administration buy-in. Inhibiting factors included distant campuses, faculty resistance, and lack of training. Compared with traditional lectures, TBL is perceived to enhance student engagement, improve students’ preparation for class, and promote achievement of course outcomes. In addition, TBL is perceived to be more effective than lectures at fostering learning in all 6 domains of Bloom’s Taxonomy. Conclusions. Despite potential implementation challenges, faculty members perceive that TBL improves student engagement and learning. PMID:23966718

A distance learning model in a physical therapy curriculum.

PubMed

English, T; Harrison, A L; Hart, A L

1998-01-01

In response to the rural health initiative established in 1991, the University of Kentucky has developed an innovative distance learning program of physical therapy instruction that combines classroom lecture and discussion via compressed video technology with laboratory experiences. The authors describe the process of planning, implementing, and evaluating a specific distance learning course in pathomechanics for the professional-level master's-degree physical therapy students at the University of Kentucky. This presentation may serve as a model for teaching distance learning. Descriptions of optimal approaches to preclass preparation, scheduling, course delivery, use of audiovisual aids, use of handout material, and video production are given. Special activities that may enhance or deter the achievement of the learning objectives are outlined, and a problem-solving approach to common problems encountered is presented. An approach to evaluating and comparing course outcomes for the distance learnere is presented. For this particular course, there was no statistically significant difference in the outcome measures utilized to compare the distance learners with the on-site learners.

Planning Considerations for Afterschool Professional Development

ERIC Educational Resources Information Center

Bradshaw, L. Daniele

2015-01-01

Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…

Teaching medical humanities in the digital world: affordances of technology-enhanced learning.

PubMed

Kemp, Sandra Joy; Day, Giskin

2014-12-01

Medical humanities courses are typically taught in face-to-face teaching environments, but now medical humanities educators, alongside educators from other disciplines, are facing shifts in higher education towards online (and sometimes open) courses. For the medical humanities educator, there is limited guidance regarding how technology-enhanced learning design can support the learning outcomes associated with medical humanities. This article aims to provide useful direction for such educators on how digital technologies can be used through learner-focused pedagogies. Specific examples are provided as to how the affordances of Web 2.0 and other tools can be realised in innovative ways to help achieve skills development within the medical humanities. The guidance, alongside the practical suggestions for implementation, can provide important conceptual background for medical humanities educators who wish to embrace technology-enhanced learning, and reconceptualise or redesign medical humanities for an online or blended teaching environment. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

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.

Enhancing Exposure Therapy for Anxiety Disorders, Obsessive Compulsive Disorder, and Posttraumatic Stress Disorder

PubMed Central

McGuire, Joseph F.; Lewin, Adam B.; Storch, Eric A.

2014-01-01

Translating findings from basic science, several compounds have been identified that may enhance therapeutic outcomes and/or expedite treatment gains when administered alongside exposure-based treatments. Four of these compounds (referred to as cognitive enhancers) have been evaluated in the context of randomized controlled trials for anxiety disorders (e.g., specific phobias, panic disorder, social anxiety disorder), obsessive compulsive disorder (OCD), and posttraumatic stress disorder (PTSD). These cognitive enhancers include D-cycloserine, yohimbine hydrochloride, glucocorticoids and cortisol, and brain derived neurotrophic factor. There is consistent evidence that cognitive enhancers can enhance therapeutic outcomes and/or expedite treatment gains across anxiety disorders, OCD, and PTSD. Emerging evidence has highlighted the importance of within-session fear habituation and between-session fear learning, which can either enhance fear extinction or reconsolidate of fear responses. Although findings from these trials are promising, there are several considerations that warrant further evaluation prior to wide-spread use of cognitive enhancers in exposure-based treatments. Consistent trial design and large sample sizes are important in future studies of cognitive enhancers. PMID:24972729

Organizational Justice

ERIC Educational Resources Information Center

Burns, Travis

2013-01-01

Helping principals understand the importance of organizational justice is the first step in enhancing learning outcomes for all learners, regardless of their social class, race, abilities, sex, or gender. In schools, organizational justice may be defined as teachers' perceptions of fairness, respect, and equity that relate to their interactions…

Student Engagement through Digital Data

ERIC Educational Resources Information Center

Gross, Liz; Meriwether, Jason L.

2016-01-01

This chapter suggests strategies and tools for student affairs professionals to leverage digital data to measure student engagement and learning outcomes, and refine programs that enhance institutional reputation and improve student persistence. The construct of student engagement is traced from its theoretical origins to recent research…

Developing Empathy towards Older Adults in Design

ERIC Educational Resources Information Center

Altay, Burçak

2017-01-01

In design disciplines, an affective understanding of users' everyday lives can increase designer sensitivity and awareness, leading to higher-quality design outcomes. Developing students' empathic understanding within design education is required to accomplish this goal. This article discusses learning strategies that enhance students' empathic…

Transforming an Introductory Programming Course: From Lectures to Active Learning via Wireless Laptops

NASA Astrophysics Data System (ADS)

Barak, Miri; Harward, Judson; Kocur, George; Lerman, Steven

2007-08-01

Within the framework of MIT's course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: Studio 1.00 that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a related evaluation study that investigated the effectiveness of different instructional strategies, comparing traditional teaching with two models of the studio format. Students' learning outcomes, specifically, their final grades and conceptual understanding of computational methods and programming, were examined. Findings indicated that Studio-1.00, in both its extensive- and partial-active learning modes, enhanced students' learning outcomes in Java programming. Comparing to the traditional courses, more students in the studio courses received "A" as their final grade and less failed. Moreover, students who regularly attended the active learning sessions were able to conceptualize programming principles better than their peers. We have also found two weaknesses in the teaching format of Studio-1.00 that can guide future versions of the course.

A Review of Digital, Social, and Mobile Technologies in Health Professional Education.

PubMed

Curran, Vernon; Matthews, Lauren; Fleet, Lisa; Simmons, Karla; Gustafson, Diana L; Wetsch, Lyle

2017-01-01

Digital, social, and mobile technologies (DSMTs) can support a wide range of self-directed learning activities, providing learners with diverse resources, information, and ways to network that support their learning needs. DSMTs are increasingly used to facilitate learning across the continuum of health professional education (HPE). Given the diverse characteristics of DSMTs and the formal, informal, and nonformal nature of health professional learning, a review of the literature on DSMTs and HPE could inform more effective adoption and usage by regulatory organizations, educators, and learners. A scoping review of the literature was performed to explore the effectiveness and implications of adopting and using DSMTs across the educational continuum in HPE. A data extraction tool was used to review and analyze 125 peer-reviewed articles. Common themes were identified by thematic analysis. Most articles (56.0%) related to undergraduate education; 31.2% to continuing professional development, and 52.8% to graduate/postgraduate education. The main DSMTs described include mobile phones, apps, tablets, Facebook, Twitter, and YouTube. Approximately half of the articles (49.6%) reported evaluative outcomes at a satisfaction/reaction level; 45.6% were commentaries, reporting no evaluative outcomes. Most studies reporting evaluative outcomes suggest that learners across all levels are typically satisfied with the use of DSMTs in their learning. Thematic analysis revealed three main themes: use of DSMTs across the HPE continuum; key benefits and barriers; and best practices. Despite the positive commentary on the potential benefits and opportunities for enhancing teaching and learning in HPE with DSMTs, there is limited evidence at this time that demonstrates effectiveness of DSMTs at higher evaluative outcome levels. Further exploration of the learning benefits and effectiveness of DSMTs for teaching and learning in HPE is warranted.

The effectiveness of humane teaching methods in veterinary education.

PubMed

Knight, Andrew

2007-01-01

Animal use resulting in harm or death has historically played an integral role in veterinary education, in disciplines such as surgery, physiology, biochemistry, anatomy, pharmacology, and parasitology. However, many non-harmful alternatives now exist, including computer simulations, high quality videos, ''ethically-sourced cadavers'' such as from animals euthanased for medical reasons, preserved specimens, models and surgical simulators, non-invasive self-experimentation, and supervised clinical experiences. Veterinary students seeking to use such methods often face strong opposition from faculty members, who usually cite concerns about their teaching efficacy. Consequently, studies of veterinary students were reviewed comparing learning outcomes generated by non-harmful teaching methods with those achieved by harmful animal use. Of eleven published from 1989 to 2006, nine assessed surgical training--historically the discipline involving greatest harmful animal use. 45.5% (5/11) demonstrated superior learning outcomes using more humane alternatives. Another 45.5% (5/11) demonstrated equivalent learning outcomes, and 9.1% (1/11) demonstrated inferior learning outcomes. Twenty one studies of non-veterinary students in related academic disciplines were also published from 1968 to 2004. 38.1% (8/21) demonstrated superior, 52.4% (11/21) demonstrated equivalent, and 9.5% (2/21) demonstrated inferior learning outcomes using humane alternatives. Twenty nine papers in which comparison with harmful animal use did not occur illustrated additional benefits of humane teaching methods in veterinary education, including: time and cost savings, enhanced potential for customisation and repeatability of the learning exercise, increased student confidence and satisfaction, increased compliance with animal use legislation, elimination of objections to the use of purpose-killed animals, and integration of clinical perspectives and ethics early in the curriculum. The evidence demonstrates that veterinary educators can best serve their students and animals, while minimising financial and time burdens, by introducing well-designed teaching methods not reliant on harmful animal use.

Interprofessional online learning for primary healthcare: findings from a scoping review.

PubMed

Reeves, Scott; Fletcher, Simon; McLoughlin, Clodagh; Yim, Alastair; Patel, Kunal D

2017-08-04

This article presents the findings from a scoping review which explored the nature of interprofessional online learning in primary healthcare. The review was informed by the following questions: What is the nature of evidence on online postgraduate education for primary healthcare interprofessional teams? What learning approaches and study methods are used in this context? What is the range of reported outcomes for primary healthcare learners, their organisations and the care they deliver to patients/clients? The review explored the global literature on interprofessional online learning in primary healthcare settings. The review found that the 23 included studies employed a range of different e-learning methods with contrasting course durations, use of theory, participant mix, approaches to accreditation and assessment of learning. Most of the included studies reported outcomes associated with learner reactions and positive changes in participant attitudes/perceptions and improvement in knowledge/skills as a result of engagement in an e-learning course. In contrast, fewer studies reported changes in participant behaviours, changes in organisational practice and improvements to patients/clients. A number of educational, methodological and outcome implications are be offered. E-learning can enhance an education experience, support development, ease time constraints, overcome geographic limitations and can offer greater flexibility. However, it can also contribute to the isolation of learners and its benefits can be negated by technical problems. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

NASA Astrophysics Data System (ADS)

Campbell, Todd; Longhurst, Max L.; Wang, Shiang-Kwei; Hsu, Hui-Yin; Coster, Dan C.

2015-10-01

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities. Many see technology as a potentially powerful resource that is reshaping society and has the potential to do the same in science classrooms. To consider the promise of technology in science classrooms, this research investigated the impact of a professional development project focused on enhancing teacher and student learning by using information and communication technologies (ICTs) for engaging students in reformed-based instruction. More specifically, these findings revealed positive teacher outcomes with respect to reformed-based and technology-supported instruction and increased ICT and new literacies skills. When considering students, the findings revealed positive outcomes with respect to ICT and new literacies skills and student achievement in science.

Staying Well in a Sea of Harm.

PubMed

Deutsch, Ellen S

2018-03-01

Physician psychological wellness is an emergent outcome resulting from dynamic interactions among complex conditions. We may enhance opportunities for physician wellness by applying principles developed to improve another emergent outcome: patient safety. The Safety I approach to patient safety focuses on "what went wrong" and considers humans a liability. Safety II is a powerful complementary approach that focuses on "what went right" and values human creativity. These contrasting perspectives are described in the context of patient safety, but the underlying principles have relevance for physician psychological wellness. We can create conditions that interfere with wellness and conditions that support wellness. We can learn from exploring and reinforcing successes and improving routine processes; together, these approaches may have a greater cumulative positive impact than just addressing problems. In addition to learning from failures, there is much we can learn from success.

An eye movement pre-training fosters the comprehension of processes and functions in technical systems

PubMed Central

Skuballa, Irene T.; Fortunski, Caroline; Renkl, Alexander

2015-01-01

The main research goal of the present study was to investigate in how far pre-training eye movements can facilitate knowledge acquisition in multimedia (pre-training principle). We combined considerations from research on eye movement modeling and pre-training to design and test a non-verbal eye movement-based pre-training. Participants in the experimental condition watched an animated circle moving in close spatial resemblance to a static visualization of a solar plant accompanied by a narration in a subsequently presented learning environment. This training was expected to foster top-down processes as reflected in gaze behavior during the learning process and enhance knowledge acquisition. We compared two groups (N = 45): participants in the experimental condition received pre-training in a first step and processed the learning material in a second step, whereas the control group underwent the second step without any pre-training. The pre-training group outperformed the control group in their learning outcomes, particularly in knowledge about processes and functions of the solar plant. However, the superior learning outcomes in the pre-training group could not be explained by eye-movement patterns. Furthermore, the pre-training moderated the relationship between experienced stress and learning outcomes. In the control group, high stress levels hindered learning, which was not found for the pre-training group. On a delayed posttest participants were requested to draw a picture of the learning content. Despite a non-significant effect of training on the quality of drawings, the pre-training showed associations between learning outcomes at the first testing time and process-related aspects in the quality of their drawings. Overall, non-verbal pre-training is a successful instructional intervention to promote learning processes in novices although these processes did not directly reflect in learners' eye movement behavior during learning. PMID:26029138

E-service learning: A pedagogic innovation for healthcare management education.

PubMed

Malvey, Donna M; Hamby, Eileen F; Fottler, Myron D

2006-01-01

This paper proposes an innovation in service learning that we identify as e-service learning. By adding the "e" to service learning, we create a service learning model that is dynamic, mediated by technology, and delivered online. This paper begins by examining service learning, which is a distinct learning concept. Service learning furnishes students with opportunities for applied learning through participation in projects and activities in community organizations. The authors then define and conceptualize e-service learning, including the anticipated outcomes of implementation such as enhanced access, quality, and cost effectiveness of healthcare management education. Because e-service learning is mediated by technology, we identify state of the art technologies that support e-service learning activities. In addition, possible e-service learning projects and activities that may be included in healthcare management courses such as finance, human resources, quality, service management/marketing and strategy are identified. Finally, opportunities for future research are suggested.

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.

Activation of the G protein-coupled estrogen receptor, but not estrogen receptor α or β, rapidly enhances social learning.

PubMed

Ervin, Kelsy Sharice Jean; Mulvale, Erin; Gallagher, Nicola; Roussel, Véronique; Choleris, Elena

2015-08-01

Social learning is a highly adaptive process by which an animal acquires information from a conspecific. While estrogens are known to modulate learning and memory, much of this research focuses on individual learning. Estrogens have been shown to enhance social learning on a long-term time scale, likely via genomic mechanisms. Estrogens have also been shown to affect individual learning on a rapid time scale through cell-signaling cascades, rather than via genomic effects, suggesting they may also rapidly influence social learning. We therefore investigated the effects of 17β-estradiol and involvement of the estrogen receptors (ERs) using the ERα agonist propyl pyrazole triol, the ERβ agonist diarylpropionitrile, and the G protein-coupled ER 1 (GPER1) agonist G1 on the social transmission of food preferences (STFP) task, within a time scale that focused on the rapid effects of estrogens. General ER activation with 17β-estradiol resulted in a modest facilitation of social learning, with mice showing a preference up to 30min of testing. Specific activation of the GPER1 also rapidly enhanced social learning, with mice showing a socially learned preference up to 2h of testing. ERα activation instead shortened the expression of a socially learned food preference, while ERβ activation had little to no effects. Thus, rapid estrogenic modulation of social learning in the STFP may be the outcome of competing action at the three main receptors. Hence, estrogens' rapid effects on social learning likely depend on the specific ERs present in brain regions recruited during social learning. Copyright © 2015 Elsevier Ltd. All rights reserved.

Use of narratives to enhance learning of research ethics in residents and researchers.

PubMed

Sim, Kang; Sum, Min Yi; Navedo, Deborah

2015-03-10

Past didactic pedagogy on biomedical research ethics and informed consent in our program had resulted in passive memorization of information and disengaged learning within psychiatry residents and clinical researchers. The question is how do we better motivate and engage learners within the session. Thus, we incorporated narratives into the learning environment and hypothesised that the use of narratives in the teaching of biomedical research ethics and informed consent would be associated with greater engagement, motivation, understanding, reflective learning and effectiveness of the teaching session. The narratives were chosen from the history of research ethics and the humanities literature related to human subject research. Learners were asked to provide post-session feedback through an anonymised questionnaire on their learning session. An outcomes logic model was used for assessment with focus on immediate outcomes such as engagement, motivation, understanding and reflective learning. Overall, 70.5% (N = 273) of the learners responded to the questionnaire. Amongst the respondents, 92.6% (N = 253) of the participants ranked use of narratives as most helpful in appreciating the historical context of research ethics and informed consent in research. The majority felt engaged (89.8%, N = 245), more motivated to learn (77.5%, N = 212) and better equipped (86.4%, N = 236) about the subject matter. Better appreciation of the learning topic, engagement, motivation to learn, equipping were strongly correlated with the promotion of reflective learning, effectiveness of teaching, promotion of critical thinking and overall positive rating of the teaching session on research ethics (all p < 0.001). Multivariate analyses found that the use of narratives was associated with higher overall rating of the teaching session (p = 0.003) and promotion of critical thinking (p = 0.02). Results revealed that the use of narratives could enhance engagement, appreciation of biomedical research ethics and informed consent, and address underlying motivational factors behind learning and understanding of research ethics.

Effects of unique biomedical education programs for engineers: REDEEM and ESTEEM projects.

PubMed

Matsuki, Noriaki; Takeda, Motohiro; Yamano, Masahiro; Imai, Yohsuke; Ishikawa, Takuji; Yamaguchi, Takami

2009-06-01

Current engineering applications in the medical arena are extremely progressive. However, it is rather difficult for medical doctors and engineers to discuss issues because they do not always understand one another's jargon or ways of thinking. Ideally, medical engineers should become acquainted with medicine, and engineers should be able to understand how medical doctors think. Tohoku University in Japan has managed a number of unique reeducation programs for working engineers. Recurrent Education for the Development of Engineering Enhanced Medicine has been offered as a basic learning course since 2004, and Education through Synergetic Training for Engineering Enhanced Medicine has been offered as an advanced learning course since 2006. These programs, which were developed especially for engineers, consist of interactive, modular, and disease-based lectures (case studies) and substantial laboratory work. As a result of taking these courses, all students obtained better objective outcomes, on tests, and subjective outcomes, through student satisfaction. In this article, we report on our unique biomedical education programs for engineers and their effects on working engineers.

Guided Inquiry Facilitated Blended Learning to Improve Metacognitive and Learning Outcome of High School Students

NASA Astrophysics Data System (ADS)

Suwono, H.; Susanti, S.; Lestari, U.

2017-04-01

The learning activities that involve the students to learn actively is one of the characteristics of a qualified education. The learning strategy that involves students’ active learning is guided inquiry. Learning problems today are growing metacognitive skills and cognitive learning outcomes. It is the research and development of learning module by using 4D models of Thiagarajan. The first phase is Define, which analyses the problems and needs required by the prior preparation of the module. The second phase is Design, which formulates learning design and devices to obtain the initial draft of learning modules. The third stage is Develop, which is developing and writing module, module validation, product testing, revision, and the resulting an end-product results module development. The fourth stage is Disseminate, which is disseminating of the valid products. Modules were validated by education experts, practitioners, subject matter experts, and expert of online media. The results of the validation module indicated that the module was valid and could be used in teaching and learning. In the validation phase of testing methods, we used experiments to know the difference of metacognitive skills and learning outcomes between the control group and experimental group. The experimental design was a one group pretest-posttest design. The results of the data analysis showed that the modules could enhance metacognitive skills and learning outcomes. The advantages of this module is as follows, 1) module is accompanied by a video link on a website that contains practical activities that are appropriate to Curriculum 2013, 2) module is accompanied by a video link on a website that contains about manual laboratory activities that will be used in the classroom face-to-face, so that students are ready when doing laboratory activities, 3) this module can be online through chat to increase students’ understanding. The disadvantages of this module are the material presented in the modules is limited. It is suggested that for the better utilisation of the online activities, students should be present at every meeting of the activities, so as to make all the students participate actively. It is also suggested that school set up facilities to support blended learning.

Outcomes of a clinical partnership model for undergraduate nursing students.

PubMed

Newton, Jennifer M; Cross, Wendy M; White, Karin; Ockerby, Cherene; Billett, Stephen

2011-08-01

Over the last decade several innovative approaches to enhance students' transition to graduate nurse year have been implemented or piloted. This paper describes a study that investigated how the social practices of clinical partnership placement model underpin workplace learning for undergraduate students as they transitioned to graduate. A mixed method approach was utilized comprising individual interviews with students, observation of clinical workplaces across six different areas of nursing practice, student surveys of the clinical learning environment and participant workshops. Three themes were identified that influenced participants' preparedness for work and enhanced the transition into the workplace: 'organizational familiarity', 'continuity' and 'social participation'. A clinical partnership model offers a degree of work readiness for novices when commencing their professional practice role. It enables individuals to participate and engage in workplace activities which are a central component of their learning.

Lesions of the lateral habenula facilitate active avoidance learning and threat extinction.

PubMed

Song, Mihee; Jo, Yong Sang; Lee, Yeon-Kyung; Choi, June-Seek

2017-02-01

The lateral habenula (LHb) is an epithalamic brain structure that provides strong projections to midbrain monoaminergic systems that are involved in motivation, emotion, and reinforcement learning. LHb neurons are known to convey information about aversive outcomes and negative prediction errors, suggesting a role in learning from aversive events. To test this idea, we examined the effects of electrolytic lesions of the LHb on signaled two-way active avoidance learning in which rats were trained to avoid an unconditioned stimulus (US) by taking a proactive shuttling response to an auditory conditioned stimulus (CS). The lesioned animals learned the avoidance response significantly faster than the control groups. In a separate experiment, we also investigated whether the LHb contributes to Pavlovian threat (fear) conditioning and extinction. Following paired presentations of the CS and the US, LHb-lesioned animals showed normal acquisition of conditioned response (CR) measured with freezing. However, extinction of the CR in the subsequent CS-only session was significantly faster. The enhanced performance in avoidance learning and in threat extinction jointly suggests that the LHb normally plays an inhibitory role in learning driven by absence of aversive outcomes. Copyright © 2016 Elsevier B.V. All rights reserved.

Anatomy meets dentistry! Linking anatomy and clinical practice in the preclinical dental curriculum.

PubMed

Rafai, Nicole; Lemos, Martin; Kennes, Lieven Nils; Hawari, Ayichah; Gerhardt-Szép, Susanne; Classen-Linke, Irmgard

2016-11-25

Establishing a strong link early on between preclinical coursework and the clinical context is necessary for students to be able to recognize the practical relevance of the curriculum during their preclinical anatomical courses and to transfer knowledge more easily. Our objective was to enhance the clinical relevance of a preclinical anatomy course for second-year medical students of dentistry by implementing an interdisciplinary skills training course on "Palpation of the Head and Neck Muscles" and to measure the learning outcomes. For the curricular development of the expanded course module, Kern's 6-step approach was applied including subjective evaluation. We used a peer-teaching format supported by an e-learning application. A randomized control study measured effects of the two components (skills training, e-module) on learning outcomes. Four learning methods were compared: (1) lecture, (2) lecture + e-module, (3) lecture + skills training, (4) lecture + skills training + e-module. An objective structured clinical examination (OSCE) was used to measure and compare learning outcomes. The two-way variance analysis demonstrated that participation in the skills training had a statistically significant effect on the OSCE results (p = 0.0007). Students who participated in the skills training did better (φ 107.4 ± 14.4 points) than students who only attended the lecture (φ 88.8 ± 26.2 points). Students who used the e-module but did not attend the skills training earned a slightly but not significantly higher average number of points (φ 91.8 ± 31.3 points) than those who only attended the lecture. The learning outcomes of the skills training were again significantly increased when the training was combined with the e-module (φ 121.8 ± 21.8 points), thus making it the ideal method for achieving the learning objectives defined in this study. The "Palpation of the Head and Neck Muscles" interdisciplinary skills training course linking basic anatomical knowledge and clinical skills led to clearly improved learning outcomes for both, anatomical knowledge and clinical skills. The additional use of an e-learning tool (e-module) improved the learning effect.

Learning Evaluation: blending quality improvement and implementation research methods to study healthcare innovations.

PubMed

Balasubramanian, Bijal A; Cohen, Deborah J; Davis, Melinda M; Gunn, Rose; Dickinson, L Miriam; Miller, William L; Crabtree, Benjamin F; Stange, Kurt C

2015-03-10

In healthcare change interventions, on-the-ground learning about the implementation process is often lost because of a primary focus on outcome improvements. This paper describes the Learning Evaluation, a methodological approach that blends quality improvement and implementation research methods to study healthcare innovations. Learning Evaluation is an approach to multi-organization assessment. Qualitative and quantitative data are collected to conduct real-time assessment of implementation processes while also assessing changes in context, facilitating quality improvement using run charts and audit and feedback, and generating transportable lessons. Five principles are the foundation of this approach: (1) gather data to describe changes made by healthcare organizations and how changes are implemented; (2) collect process and outcome data relevant to healthcare organizations and to the research team; (3) assess multi-level contextual factors that affect implementation, process, outcome, and transportability; (4) assist healthcare organizations in using data for continuous quality improvement; and (5) operationalize common measurement strategies to generate transportable results. Learning Evaluation principles are applied across organizations by the following: (1) establishing a detailed understanding of the baseline implementation plan; (2) identifying target populations and tracking relevant process measures; (3) collecting and analyzing real-time quantitative and qualitative data on important contextual factors; (4) synthesizing data and emerging findings and sharing with stakeholders on an ongoing basis; and (5) harmonizing and fostering learning from process and outcome data. Application to a multi-site program focused on primary care and behavioral health integration shows the feasibility and utility of Learning Evaluation for generating real-time insights into evolving implementation processes. Learning Evaluation generates systematic and rigorous cross-organizational findings about implementing healthcare innovations while also enhancing organizational capacity and accelerating translation of findings by facilitating continuous learning within individual sites. Researchers evaluating change initiatives and healthcare organizations implementing improvement initiatives may benefit from a Learning Evaluation approach.

Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces.

PubMed

Stoltzfus, Jon R; Libarkin, Julie

2016-01-01

SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP-type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning-based instruction takes place in a traditional lecture hall and a SCALE-UP-type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP-type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP-type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. © 2016 J. R. Stoltzfus and J. Libarkin. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

PubMed

Lochner, Lukas; Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

2016-02-21

The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome. Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize 'student passivity' as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes.

Outcomes of Interorganizational Networks in Canada for Chronic Disease Prevention: Insights From a Concept Mapping Study, 2015.

PubMed

Willis, Cameron; Kernoghan, Alison; Riley, Barbara; Popp, Janice; Best, Allan; Milward, H Brinton

2015-11-19

We conducted a mixed methods study from June 2014 to March 2015 to assess the perspectives of stakeholders in networks that adopt a population approach for chronic disease prevention (CDP). The purpose of the study was to identify important and feasible outcome measures for monitoring network performance. Participants from CDP networks in Canada completed an online concept mapping exercise, which was followed by interviews with network stakeholders to further understand the findings. Nine concepts were considered important outcomes of CDP networks: enhanced learning, improved use of resources, enhanced or increased relationships, improved collaborative action, network cohesion, improved system outcomes, improved population health outcomes, improved practice and policy planning, and improved intersectoral engagement. Three themes emerged from participant interviews related to measurement of the identified concepts: the methodological difficulties in measuring network outcomes, the dynamic nature of network evolution and function and implications for outcome assessment, and the challenge of measuring multisectoral engagement in CDP networks. Results from this study provide initial insights into concepts that can be used to describe the outcomes of networks for CDP and may offer foundations for strengthening network outcome-monitoring strategies and methodologies.

Outcomes of Interorganizational Networks in Canada for Chronic Disease Prevention: Insights From a Concept Mapping Study, 2015

PubMed Central

Kernoghan, Alison; Riley, Barbara; Popp, Janice; Best, Allan; Milward, H. Brinton

2015-01-01

Introduction We conducted a mixed methods study from June 2014 to March 2015 to assess the perspectives of stakeholders in networks that adopt a population approach for chronic disease prevention (CDP). The purpose of the study was to identify important and feasible outcome measures for monitoring network performance. Methods Participants from CDP networks in Canada completed an online concept mapping exercise, which was followed by interviews with network stakeholders to further understand the findings. Results Nine concepts were considered important outcomes of CDP networks: enhanced learning, improved use of resources, enhanced or increased relationships, improved collaborative action, network cohesion, improved system outcomes, improved population health outcomes, improved practice and policy planning, and improved intersectoral engagement. Three themes emerged from participant interviews related to measurement of the identified concepts: the methodological difficulties in measuring network outcomes, the dynamic nature of network evolution and function and implications for outcome assessment, and the challenge of measuring multisectoral engagement in CDP networks. Conclusion Results from this study provide initial insights into concepts that can be used to describe the outcomes of networks for CDP and may offer foundations for strengthening network outcome-monitoring strategies and methodologies. PMID:26583571

Assessment of Undergraduate and Graduate Programs.

ERIC Educational Resources Information Center

Rybacki, Donald; Lattimore, Dan

1999-01-01

Uses data from a national survey and from the 1998 National Communication Association Summer Conference to examine how achievement is measured among public-relations students. Finds that few academic programs assess learning outcomes and used the results to enhance their students' educational experiences. Suggests that educators place too much…

Stochastic model predicts evolving preferences in the Iowa gambling task

PubMed Central

Fuentes, Miguel A.; Lavín, Claudio; Contreras-Huerta, L. Sebastián; Miguel, Hernan; Rosales Jubal, Eduardo

2014-01-01

Learning under uncertainty is a common task that people face in their daily life. This process relies on the cognitive ability to adjust behavior to environmental demands. Although the biological underpinnings of those cognitive processes have been extensively studied, there has been little work in formal models seeking to capture the fundamental dynamic of learning under uncertainty. In the present work, we aimed to understand the basic cognitive mechanisms of outcome processing involved in decisions under uncertainty and to evaluate the relevance of previous experiences in enhancing learning processes within such uncertain context. We propose a formal model that emulates the behavior of people playing a well established paradigm (Iowa Gambling Task - IGT) and compare its outcome with a behavioral experiment. We further explored whether it was possible to emulate maladaptive behavior observed in clinical samples by modifying the model parameter which controls the update of expected outcomes distributions. Results showed that the performance of the model resembles the observed participant performance as well as IGT performance by healthy subjects described in the literature. Interestingly, the model converges faster than some subjects on the decks with higher net expected outcome. Furthermore, the modified version of the model replicated the trend observed in clinical samples performing the task. We argue that the basic cognitive component underlying learning under uncertainty can be represented as a differential equation that considers the outcomes of previous decisions for guiding the agent to an adaptive strategy. PMID:25566043

Stochastic model predicts evolving preferences in the Iowa gambling task.

PubMed

Fuentes, Miguel A; Lavín, Claudio; Contreras-Huerta, L Sebastián; Miguel, Hernan; Rosales Jubal, Eduardo

2014-01-01

Learning under uncertainty is a common task that people face in their daily life. This process relies on the cognitive ability to adjust behavior to environmental demands. Although the biological underpinnings of those cognitive processes have been extensively studied, there has been little work in formal models seeking to capture the fundamental dynamic of learning under uncertainty. In the present work, we aimed to understand the basic cognitive mechanisms of outcome processing involved in decisions under uncertainty and to evaluate the relevance of previous experiences in enhancing learning processes within such uncertain context. We propose a formal model that emulates the behavior of people playing a well established paradigm (Iowa Gambling Task - IGT) and compare its outcome with a behavioral experiment. We further explored whether it was possible to emulate maladaptive behavior observed in clinical samples by modifying the model parameter which controls the update of expected outcomes distributions. Results showed that the performance of the model resembles the observed participant performance as well as IGT performance by healthy subjects described in the literature. Interestingly, the model converges faster than some subjects on the decks with higher net expected outcome. Furthermore, the modified version of the model replicated the trend observed in clinical samples performing the task. We argue that the basic cognitive component underlying learning under uncertainty can be represented as a differential equation that considers the outcomes of previous decisions for guiding the agent to an adaptive strategy.

Enhancing Teacher Preparation and Improving Faculty Teaching Skills: Lessons Learned from Implementing ``Science That Matters'' a Standards Based Interdisciplinary Science Course Sequence

NASA Astrophysics Data System (ADS)

Potter, Robert; Meisels, Gerry

2005-06-01

In a highly collaborative process we developed an introductory science course sequence to improve science literacy especially among future elementary and middle school education majors. The materials and course features were designed using the results of research on teaching and learning to provide a rigorous, relevant and engaging, standard based science experience. More than ten years of combined planning, development, implementation and assessment of this college science course sequence for nonmajors/future teachers has provided significant insights and success in achieving our goal. This paper describes the history and iterative nature of our ongoing improvements, changes in faculty instructional practice, strategies used to overcome student resistance, significant student learning outcomes, support structures for faculty, and the essential and informative role of assessment in improving the outcomes. Our experience with diverse institutions, students and faculty provides the basis for the lessons we have learned and should be of help to others involved in advancing science education.

The Transgender Women of Color Initiative: Implementing and Evaluating Innovative Interventions to Enhance Engagement and Retention in HIV Care.

PubMed

Rebchook, Gregory; Keatley, JoAnne; Contreras, Robert; Perloff, Judy; Molano, Luis Freddy; Reback, Cathy J; Ducheny, Kelly; Nemoto, Tooru; Lin, Royce; Birnbaum, Jeffrey; Woods, Tiffany; Xavier, Jessica

2017-02-01

To improve health outcomes among transgender women of color living with HIV, the Health Resources and Services Administration's Special Programs of National Significance program funded the Enhancing Engagement and Retention in Quality HIV Care for Transgender Women of Color Initiative in 2012. Nine demonstration projects in four US urban areas implemented innovative, theory-based interventions specifically targeting transgender women of color in their jurisdictions. An evaluation and technical assistance center was funded to evaluate the outcomes of the access to care interventions, and these findings will yield best practices and lessons learned to improve the care and treatment of transgender women of color living with HIV infection.

Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

PubMed Central

Tsaushu, Masha; Tal, Tali; Sagy, Ornit; Kali, Yael; Gepstein, Shimon; Zilberstein, Dan

2012-01-01

This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students’ outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from “knowledge transmitters” to “role model scientists.” PMID:23222836

Peer learning and support of technology in an undergraduate biology course to enhance deep learning.

PubMed

Tsaushu, Masha; Tal, Tali; Sagy, Ornit; Kali, Yael; Gepstein, Shimon; Zilberstein, Dan

2012-01-01

This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students' outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from "knowledge transmitters" to "role model scientists."

The clinical learning environment in nursing education: a concept analysis.

PubMed

Flott, Elizabeth A; Linden, Lois

2016-03-01

The aim of this study was to report an analysis of the clinical learning environment concept. Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice. The clinical learning environment was investigated using Walker and Avant's concept analysis method. A literature search was conducted using WorldCat, MEDLINE and CINAHL databases using the keywords clinical learning environment, clinical environment and clinical education. Articles reviewed were written in English and published in peer-reviewed journals between 1995-2014. All data were analysed for recurring themes and terms to determine possible antecedents, attributes and consequences of this concept. The clinical learning environment contains four attribute characteristics affecting student learning experiences. These include: (1) the physical space; (2) psychosocial and interaction factors; (3) the organizational culture and (4) teaching and learning components. These attributes often determine achievement of learning outcomes and student self-confidence. With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role. © 2015 John Wiley & Sons Ltd.

The informational role of knowledge of results in motor learning.

PubMed

Blackwell, J R; Newell, K M

1996-07-01

An experiment is reported that was set-up to examine the informational role of knowledge of results (KR) in the learning of a single-limb movement timing task. A group with KR practiced 200 trials a day for 5 days prior to receiving a sixth day of practice without KR. The performance of this group was contrasted to another group that practiced 200 trials without KR for one day. Traditional movement error and time series analyses revealed that KR serves to calibrate the movement outcome to the task demands and modulate the performance outcome relation between trials. The degree of systematic trial-to-trial modulation was strongly dependent upon the degree of error exhibited on any given trial, and was enhanced under no-KR conditions. Information in KR has both immediate and persistent influences on learning and performance that are dependent upon the task constraints and the skill level of the performer.

Improvement of learning domains of nursing students with the use of authentic assessment pedagogy in clinical practice.

PubMed

Chong, Edmund Jun Meng; Lim, Jessica Shih Wei; Liu, Yuchan; Lau, Yvonne Yen Lin; Wu, Vivien Xi

2016-09-01

With evolving healthcare demands, nursing educators need to constantly review their teaching methodologies in order to enhance learners' knowledge and competency of skills in the clinical settings. Learning is an active process in which meaning is accomplished on the basis of experience and that authentic assessment pedagogy will enable nursing students to play an active part in their learning. The study was conducted with an aim to examine nursing students' learning domains through the introduction of the authentic assessment pedagogy during their clinical practice. A quasi-experimental study (n = 54) was conducted over a period of 10 weeks at a local tertiary hospital. The experimental group was exposed to the authentic assessment pedagogy and were taught to use the assessment rubrics as an instrument to help enhance their learning. Students were assessed and scored according to the assessment rubrics, which were categorized into four domains; cognitive, psychomotor, affective and critical thinking abilities. The findings indicated that an overall score for the four domains between the experimental and control groups were significant, with p value of <0.05. Critical thinking scores were indicative of consistent improvement within the experimental group. The findings confirmed that learning outcomes of the nursing students were enhanced through the early introduction of the authentic assessment pedagogy in the clinical setting. Copyright © 2016 Elsevier Ltd. All rights reserved.

Enhancing Learning Outcomes through Evaluation of Serious Gaming: A Mixed Methods Study

ERIC Educational Resources Information Center

Douglas, Kerrie Anna

2012-01-01

This study compared the change in counseling student's self-efficacy and skill related to suicide assessment and intervention through the use of a novel intervention-oriented evaluation method, evaluation focused discussion groups, in an experimental embedded mixed methods design. An innovation counselor pedagogical tool, Suicide Risk Assessment…

Collaborative Business Planning in Initial Vocational Education and Training

ERIC Educational Resources Information Center

Laine, Kati; Hämäläinen, Raija

2015-01-01

There is a growing demand to enhance entrepreneurship. This study aims at producing knowledge that can assist teachers in designing and supporting collaborative learning of entrepreneurship in vocational education. A qualitative case study approach was adopted. The outcome of this study provides a better understanding of the factors that hinder…

Enhancing School Leadership through an International Study Visit

ERIC Educational Resources Information Center

Cramp, Andy

2016-01-01

This article explores the outcomes of a school leadership study visit to India. The research critiques the competency-based frameworks common in English leadership development programmes, and argues instead for an approach that challenges assumptions in a fresh context for learning and considers leadership as a process of humanisation. Using…

Promoting the Role of Occupational Therapy in School-Based Collaboration: Outcome Project

ERIC Educational Resources Information Center

Christner, Andrea

2015-01-01

This evidence-based project provided a professional development opportunity for educators to enhance the awareness of school-based occupational therapy and promote a collaborative approach when supporting student participation in daily learning tasks. Through asynchronous web-based delivery, participants viewed five narrated PowerPoint…

Entrepreneurship Education at School in Europe: National Strategies, Curricula and Learning Outcomes

ERIC Educational Resources Information Center

Bourgeois, Ania

2011-01-01

The European Commission has long supported and helped further the cause of entrepreneurship education. Within the education and training agenda, the strategic framework for European cooperation, Education and Training 2020 has, as its fourth long-term strategic objective, to enhance creativity and innovation, including entrepreneurship, at all…

Learning to Earn? The Role of Performance Grades in Higher Education

ERIC Educational Resources Information Center

Lynch, Raymond; Hennessy, Jennifer

2017-01-01

Through the reinforcement of shared assessment biographies, the provision of performance grades has been socially constructed as an operating imperative within the assessment practices of universities. The drive towards enhanced accountability through the production of quantifiable outcomes has also played a naturalising role in this practice. In…

Leadership Practices for Student Engagement in Challenging Conditions

ERIC Educational Resources Information Center

Trowler, Vicki

2013-01-01

Student Engagement is the investment of time, effort and other relevant resources by both students and their institutions intended to optimise the student experience and enhance the learning outcomes and development of students, and the performance and reputation of the institution. As such, it has affective, behavioural and cognitive dimensions,…

Reflections on Clinical Learning in Novice Speech-Language Therapy Students

ERIC Educational Resources Information Center

Hill, Anne E.; Davidson, Bronwyn J.; Theodoros, Deborah G.

2012-01-01

Background: Reflective practice is reported to enhance clinical reasoning and therefore to maximize client outcomes. The inclusion of targeted reflective practice in academic programmes in speech-language therapy has not been consistent, although providing opportunities for speech-language therapy students to reflect during their clinical practice…

Effectively Using Discussion Boards to Engage Students in Introductory Leadership Courses

ERIC Educational Resources Information Center

Smith, Deborah N.

2015-01-01

This article discusses the use of online asynchronous discussion boards as a valuable tool for connecting students to leadership concepts, theories, and models in introductory leadership survey courses. Recommendations are given for designing effective discussion boards that engage students and enhance their learning. Student outcomes include…

Using Technology to Enhance an Automotive Program

ERIC Educational Resources Information Center

Ashton, Denis

2009-01-01

Denis Ashton uses technology in his automotive technology program at East Valley Institute of Technology (EVIT) to positively impact student outcomes. Ashton, the department chair for the automotive programs at EVIT, in Mesa, Arizona, says that using an interactive PowerPoint curriculum makes learning fun for students and provides immediate…

Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom

ERIC Educational Resources Information Center

Hulleman, Chris S.; Kosovich, Jeff J.; Barron, Kenneth E.; Daniel, David B.

2017-01-01

We replicated and extended prior research investigating a theoretically guided intervention based on expectancy-value theory designed to enhance student learning outcomes (e.g., Hulleman & Harackiewicz, 2009). First, we replicated prior work by demonstrating that the utility value intervention, which manipulated whether students made…

All the World's a Stage: Transforming Entrepreneurship Education through Design Thinking

ERIC Educational Resources Information Center

Huq, Afreen; Gilbert, David

2017-01-01

Purpose: The purpose of this paper is to present an alternate approach to entrepreneurship pedagogy development through an iterative journey of co-ownership between students, industry partners and academic course teams to enhance student satisfaction and learning outcomes. Design/methodology/approach: Utilising design thinking, the pedagogy…

Gender Difference in Schooling and Its Challenges to Teacher Education in China.

ERIC Educational Resources Information Center

Qiang, Haiyan

2000-01-01

Discusses gender differences in academic achievement and cognitive development in China, noting gender differences in school treatment that have negative effects on girls' learning and achievement. The paper reviews Chinese educational processes and outcomes and summarizes various efforts designed to enhance gender equity in education, noting…

Beyond the Printed Page: Physiology Education without a Textbook?

ERIC Educational Resources Information Center

Stavrianeas, Stasinos; Stewart, Mark; Harmer, Peter

2008-01-01

Pedagogical innovations, ideas, and outcomes designed to enhance student learning in physiology courses are encouraged by our professional organizations and are actively discussed at conferences and in "Advances in Physiological Education." Here, we report our experiment with freely available internet-based material as a substitute for the…

Facilitating Change through Integrated Strategic Planning

ERIC Educational Resources Information Center

Freeman, Jerrid P.; Wilmes, David M.

2009-01-01

Planners strive to develop the best programs and strategies to enhance student learning and advance their institutional mission while meeting their desired outcomes. This work, while rewarding, can be time intensive and demanding and developing new initiatives is not without risks. Some common reasons these efforts fail include: lack of buy-in…

Learning on the Job: Teacher Evaluation Can Foster Real Growth

ERIC Educational Resources Information Center

Ritter, Gary W.; Barnett, Joshua H.

2016-01-01

Since 2010, there has been much policy activity on teacher evaluation. Many education policy makers have embraced the idea that improved teacher evaluation can cultivate genuine improvements in the teaching force and improved student outcomes. Can genuine evaluation actually enhance the effectiveness of those evaluated? Using structured interviews…

Problem-based learning: an approach to enhancing learning and understanding of optics for first-year students

NASA Astrophysics Data System (ADS)

Bowe, Brian W.; Daly, Siobhan; Flynn, Cathal; Howard, Robert

2003-03-01

In this paper a model for the implementation of a problem-based learning (PBL) course for a typical year physics one programme is described. Reference is made to how PBL has been implemented in relation to geometrical and physical optics. PBL derives from the theory that learning is an active process in which the learner constructs new knowledge on the basis of current knowledge, unlike traditional teaching practices in higher education, where the emphasis is on the transmission of factual knowledge. The course consists of a set of optics related real life problems that are carefully constructed to meet specified learning outcomes. The students, working in groups, encounter these problem-solving situations and are facilitated to produce a solution. The PBL course promotes student engagement in order to achieve higher levels of cognitive learning. Evaluation of the course indicates that the students adopt a deep learning approach and that they attain a thorough understanding of the subject instead of the superficial understanding associated with surface learning. The methodology also helps students to develop metacognitive skills. Another outcome of this teaching methodology is the development of key skills such as the ability to work in a group and to communicate, and present, information effectively.

Validation of the Clinical Learning Environment Inventory.

PubMed

Chan, Dominic S

2003-08-01

One hundred eight preregistration nursing students took part in this survey study, which assessed their perceptions of the clinical learning environment. Statistical data based on the sample confirmed the reliability and validity of the Clinical Learning Environment Inventory (CLEI), which was developed using the concept of classroom learning environment studies. The study also found that there were significant differences between students' actual and preferred perceptions of the clinical learning environments. In terms of the CLEI scales, students preferred a more positive and favorable clinical environment than they perceived as being actually present. The achievement of certain outcomes of clinical field placements might be enhanced by attempting to change the actual clinical environment in ways that make it more congruent with that preferred by the students.

Developing cultural competence and social responsibility in preclinical dental students.

PubMed

Rubin, Richard W

2004-04-01

Dental student development of cultural competence and social responsibility is recognized by educators as an important element in the overall shaping of minds and attitudes of modem dental practitioners. Yet training modalities to achieve these competencies are not clearly defined, and outcome measurements are elusive. This article shows an effective method to meet these desired outcomes. Sixty-one freshmen (class of 2005) participated in forty hours of nondental community service, and reflective journals were completed by the end of second year. Competency outcomes were measured by selecting key words and phrases found in the individual journals. Key phrases were related to compassion, righteousness, propriety, and wisdom. Also, phrases had to be accompanied by written indications of direct program causation. The combination of active-learning (based upon service learning models) in public health settings outside of the dental realm, accompanied by reflective journaling, enhanced cultural understanding and community spirit in the majority of students.

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

NASA Astrophysics Data System (ADS)

Frechette, M. Casey

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

Utilizing formative evaluation to enhance the understanding of chemistry and the methods and procedures of science

NASA Astrophysics Data System (ADS)

Pizzini, Edward L.; Treagust, David F.; Cody, John

The purpose of this study was to determine whether or not formative evaluation could facilitate goal attainment in a biochemistry course and produce desired learning outcomes consistently by altering course materials and/or instruction. Formative evaluation procedures included the administration of the Inorganic-Organic-Biological Chemistry Test Form 1974 and the Methods and Procedures of Science test to course participants over three consecutive years. A one group pretest-post-test design was used. The statistical analysis involved the use of the Wilcoxon matched-pairs signed-ranks test. The study involved 64 participants. The findings indicate that the use of formative evaluation can be effective in producing desired learning outcomes to facilitate goal attainment.

Proceedings for the Annual Symposium and Exhibition on Situational Awareness in the Tactical Air Environment, (2nd), Held at Patuxent River, Maryland, on 3-4 June 1997

DTIC Science & Technology

1997-06-01

made based on a learning mechanism. Traditional statistical regression and neural network approaches offer some utility, but suffer from practical...Columbus, OH. Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill- based , and affective theories of learning outcomes to new...and Feature Effects 151 Enhanced Spatial State Feedback for Night Vision Goggle Displays 159 Statistical Network Applications of Decision Aiding for

Hemispheric Asymmetries in Striatal Reward Responses Relate to Approach-Avoidance Learning and Encoding of Positive-Negative Prediction Errors in Dopaminergic Midbrain Regions.

PubMed

Aberg, Kristoffer Carl; Doell, Kimberly C; Schwartz, Sophie

2015-10-28

Some individuals are better at learning about rewarding situations, whereas others are inclined to avoid punishments (i.e., enhanced approach or avoidance learning, respectively). In reinforcement learning, action values are increased when outcomes are better than predicted (positive prediction errors [PEs]) and decreased for worse than predicted outcomes (negative PEs). Because actions with high and low values are approached and avoided, respectively, individual differences in the neural encoding of PEs may influence the balance between approach-avoidance learning. Recent correlational approaches also indicate that biases in approach-avoidance learning involve hemispheric asymmetries in dopamine function. However, the computational and neural mechanisms underpinning such learning biases remain unknown. Here we assessed hemispheric reward asymmetry in striatal activity in 34 human participants who performed a task involving rewards and punishments. We show that the relative difference in reward response between hemispheres relates to individual biases in approach-avoidance learning. Moreover, using a computational modeling approach, we demonstrate that better encoding of positive (vs negative) PEs in dopaminergic midbrain regions is associated with better approach (vs avoidance) learning, specifically in participants with larger reward responses in the left (vs right) ventral striatum. Thus, individual dispositions or traits may be determined by neural processes acting to constrain learning about specific aspects of the world. Copyright © 2015 the authors 0270-6474/15/3514491-10$15.00/0.

Supporting clinical leadership through action: The nurse consultant role.

PubMed

Rosser, Elizabeth; Grey, Rachael; Neal, Deborah; Reeve, Julie; Smith, Caroline; Valentine, Janine

2017-12-01

To evaluate the effectiveness of an action learning set to enhance clinical leadership and extend their scope and confidence more strategically. As the most senior clinical role in most healthcare systems, the consultant nurse role is a solitary one. They are required to develop personal resilience, commitment and a belief in their ability to lead, with new consultants needing a strong support network to succeed. Following a 2-year action learning set, four nurse consultants, one therapy consultant, and a university educationalist engaged in a cooperative inquiry approach using four cycles of discussion, reflection, analysis and action over an 18-month period from March 2015-July 2016, to learn how to change and enhance their working practices. Data were analysed thematically. Four themes emerged where the action learning set (i) offered structure and support, (ii) enabled a wider influence and (iii) empowered them to lead. The cooperative inquiry helped them realise how much they had gained from their collective learning and they felt empowered to lead. Their motivation to "make a difference" remains palpable. The outcomes of the cooperative inquiry included an enhanced understanding of the importance of openness and trust and a willingness to share and learn from each other in a respectful and confidential environment with a receptiveness to change. Self-leadership has clearly been accepted and embraced, and their collaboration has improved communication across the organisation, enhanced their strategic leadership capability and given confidence to disseminate externally. The action learning set offered structure to support these clinical leaders to keep them focused across the breadth of their role. Additionally, peer review with external facilitation has enabled these clinical leaders to gain a wider influence and empowered them to lead. © 2017 John Wiley & Sons Ltd.

Optimal teaching strategy in periodic impulsive knowledge dissemination system.

PubMed

Liu, Dan-Qing; Wu, Zhen-Qiang; Wang, Yu-Xin; Guo, Qiang; Liu, Jian-Guo

2017-01-01

Accurately describing the knowledge dissemination process is significant to enhance the performance of personalized education. In this study, considering the effect of periodic teaching activities on the learning process, we propose a periodic impulsive knowledge dissemination system to regenerate the knowledge dissemination process. Meanwhile, we put forward learning effectiveness which is an outcome of a trade-off between the benefits and costs raised by knowledge dissemination as objective function. Further, we investigate the optimal teaching strategy which can maximize learning effectiveness, to obtain the optimal effect of knowledge dissemination affected by the teaching activities. We solve this dynamic optimization problem by optimal control theory and get the optimization system. At last we numerically solve this system in several practical examples to make the conclusions intuitive and specific. The optimal teaching strategy proposed in this paper can be applied widely in the optimization problem of personal education and beneficial for enhancing the effect of knowledge dissemination.

Optimal teaching strategy in periodic impulsive knowledge dissemination system

PubMed Central

Liu, Dan-Qing; Wu, Zhen-Qiang; Wang, Yu-Xin; Guo, Qiang

2017-01-01

Accurately describing the knowledge dissemination process is significant to enhance the performance of personalized education. In this study, considering the effect of periodic teaching activities on the learning process, we propose a periodic impulsive knowledge dissemination system to regenerate the knowledge dissemination process. Meanwhile, we put forward learning effectiveness which is an outcome of a trade-off between the benefits and costs raised by knowledge dissemination as objective function. Further, we investigate the optimal teaching strategy which can maximize learning effectiveness, to obtain the optimal effect of knowledge dissemination affected by the teaching activities. We solve this dynamic optimization problem by optimal control theory and get the optimization system. At last we numerically solve this system in several practical examples to make the conclusions intuitive and specific. The optimal teaching strategy proposed in this paper can be applied widely in the optimization problem of personal education and beneficial for enhancing the effect of knowledge dissemination. PMID:28665961

Enhancing motivation with the "virtual" supervisory role: a randomized trial.

PubMed

Wingo, Majken T; Thomas, Kris G; Thompson, Warren G; Cook, David A

2015-04-14

We aimed to explore the influence of a motivationally-enhanced instructional design on motivation to learn and knowledge, hypothesizing that outcomes would be higher for the enhanced instructional format. Medicine residents completed four online learning modules on primary care topics. Using a crossover design, learners were randomized to receive two standard and two motivationally-enhanced learning modules. Both formats had self-assessment questions, but the enhanced format questions were framed to place learners in a supervisory/teaching role. Learners received a baseline motivation questionnaire, a short motivation survey before and after each module, and a knowledge posttest. One hundred twenty seven residents were randomized. 123 residents (97%) completed at least one knowledge posttest and 119 (94%) completed all four posttests. Across all modules, a one-point increase in the pretest short motivation survey was associated with a 2.1-point increase in posttest knowledge. The change in motivation was significantly higher for the motivationally enhanced format (standard mean change -0.01, enhanced mean change +0.09, difference = 0.10, CI 0.001 to 0.19; p = 0.048). Mean posttest knowledge score was similar (standard mean 72.8, enhanced mean 73.0, difference = 0.2, CI -1.9 to 2.1; p = 0.90). The motivationally enhanced instructional format improved motivation more than the standard format, but impact on knowledge scores was small and not statistically significant. Learners with higher pre-intervention motivation scored better on post-intervention knowledge tests, suggesting that motivation may prove a viable target for future instructional enhancements.

Use of photography to support the learning process of science teachers of ninth through twelfth grades in the schools of Kuwait

NASA Astrophysics Data System (ADS)

Alenizi, Abdulaziz

The purpose of the study was to investigate the relevance of teachers in Kuwait when utilizing photographic aids in the classroom. Specifically, this study assessed learning outcomes of teachers amongst high school students in schools at Kuwait. The learning outcomes were then compared with teachers who are barred from using photographic aids. The research utilized a descriptive quantitative research design. The number of participants was limited to an acceptable number in the range of 250--300. Data were collected through a questionnaire and analyses were conducted using various types of statistical designs for interpretation, specifically Spearman correlation analysis. The study revealed that visual media such as images and photographs made it easy for the students to understand the concepts of science subjects, specifically biology, physics, and chemistry. Visual media should be included in the curriculum to enhance the comprehension level of students. The government of Kuwaiti, therefore, should to encourage the use of visual aids in schools to enhance learning. The research did not indicate a capacity of skills students and teachers can employ effectively when using visual aids. There also remains a gap between possessing the skills and applying them in the school. Benefits associated with visuals aids in teaching are evident in the study. With the adoption of audio-visual methods of learning, students are presented with opportunities to develop their own ideas and opinions, thus boosting their own interpersonal skills while at the same time questioning the authenticity and relevance of the concepts at hand. The major merit of audio-visual platforms in classroom learning is they cause students to break complex science concepts into finer components that can be easily understood.

Project-based learning with international collaboration for training biomedical engineers.

PubMed

Krishnan, Shankar

2011-01-01

Training biomedical engineers while effectively keeping up with the fast paced scientific breakthroughs and the growth in technical innovations poses arduous challenges for educators. Traditional pedagogical methods are employed for coping with the increasing demands in biomedical engineering (BME) training and continuous improvements have been attempted with some success. Project-based learning (PBL) is an academic effort that challenges students by making them carry out interdisciplinary projects aimed at accomplishing a wide range of student learning outcomes. PBL has been shown to be effective in the medical field and has been adopted by other fields including engineering. The impact of globalization in healthcare appears to be steadily increasing which necessitates the inclusion of awareness of relevant international activities in the curriculum. Numerous difficulties are encountered when the formation of a collaborative team is tried, and additional difficulties occur as the collaboration team is extended to international partners. Understanding and agreement of responsibilities becomes somewhat complex and hence the collaborative project has to be planned and executed with clear understanding by all partners and participants. A model for training BME students by adopting PBL with international collaboration is proposed. The results of previous BME project work with international collaboration fit partially into the model. There were many logistic issues and constraints; however, the collaborative projects themselves greatly enhanced the student learning outcomes. This PBL type of learning experience tends to promote long term retention of multidisciplinary material and foster high-order cognitive activities such as analysis, synthesis and evaluation. In addition to introducing the students to experiences encountered in the real-life workforce, the proposed approach enhances developing professional contracts and global networking. In conclusion, despite initial challenges, adopting project-based learning with international collaboration has strong potentials to be valuable in the training of biomedical engineering students.

An evaluation framework for participatory modelling

NASA Astrophysics Data System (ADS)

Krueger, T.; Inman, A.; Chilvers, J.

2012-04-01

Strong arguments for participatory modelling in hydrology can be made on substantive, instrumental and normative grounds. These arguments have led to increasingly diverse groups of stakeholders (here anyone affecting or affected by an issue) getting involved in hydrological research and the management of water resources. In fact, participation has become a requirement of many research grants, programs, plans and policies. However, evidence of beneficial outcomes of participation as suggested by the arguments is difficult to generate and therefore rare. This is because outcomes are diverse, distributed, often tacit, and take time to emerge. In this paper we develop an evaluation framework for participatory modelling focussed on learning outcomes. Learning encompasses many of the potential benefits of participation, such as better models through diversity of knowledge and scrutiny, stakeholder empowerment, greater trust in models and ownership of subsequent decisions, individual moral development, reflexivity, relationships, social capital, institutional change, resilience and sustainability. Based on the theories of experiential, transformative and social learning, complemented by practitioner experience our framework examines if, when and how learning has occurred. Special emphasis is placed on the role of models as learning catalysts. We map the distribution of learning between stakeholders, scientists (as a subgroup of stakeholders) and models. And we analyse what type of learning has occurred: instrumental learning (broadly cognitive enhancement) and/or communicative learning (change in interpreting meanings, intentions and values associated with actions and activities; group dynamics). We demonstrate how our framework can be translated into a questionnaire-based survey conducted with stakeholders and scientists at key stages of the participatory process, and show preliminary insights from applying the framework within a rural pollution management situation in the UK.

Improving Work Outcome in Supported Employment for Serious Mental Illness: Results From 2 Independent Studies of Errorless Learning.

PubMed

Kern, Robert S; Zarate, Roberto; Glynn, Shirley M; Turner, Luana R; Smith, Kellie M; Mitchell, Sharon S; Sugar, Catherine A; Bell, Morris D; Liberman, Robert P; Kopelowicz, Alex; Green, Michael F

2018-01-13

Heterogeneity in work outcomes is common among individuals with serious mental illness (SMI). In 2 studies, we sought to examine the efficacy of adding errorless learning, a behavioral training intervention, to evidence-based supported employment to improve SMI work outcomes. Work behavior problems were targeted for intervention. We also explored associations between early work behavior and job tenure. For both studies (VA: n = 71; community mental health center: n = 91), randomization occurred at the time of job obtainment with participants randomized (1:1) to either errorless learning plus ongoing supported employment or ongoing supported employment alone and then followed for 12 months. Dependent variables included job tenure, work behavior, and hours worked and wages earned per week. For the primary intent-to-treat analyses, data were combined across studies. Findings revealed that participants in the errorless learning plus supported employment group stayed on their jobs significantly longer than those in the supported employment alone group (32.8 vs 25.6 wk). In addition, differential treatment effects favoring errorless learning were found on targeted work behavior problems (50.5% vs 27.4% improvement from baseline to follow-up assessment). There were no other differential treatment effects. For the prediction analyses involving work behavior, social skills explained an additional 18.3% of the variance in job tenure beyond levels of cognition, symptom severity, and past work history. These data support errorless learning as an adjunctive intervention to enhance supported employment outcomes and implicate the relevance of workplace social difficulties as a key impediment to prolonged job tenure. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center 2017.

Development of a short-form Learning Organization Survey: the LOS-27.

PubMed

Singer, Sara J; Moore, Scott C; Meterko, Mark; Williams, Sandra

2012-08-01

Despite urgent need for innovation, adaptation, and change in health care, few tools enable researchers or practitioners to assess the extent to which health care facilities perform as learning organizations or the effects of initiatives that require learning. This study's objective was to develop and test a short-form Learning Organization Survey to fill this gap. The authors applied exploratory factor analysis and confirmatory factor analysis to data from Veterans Health Administration personnel to derive a short-form survey and then conducted further confirmatory factor analysis and factor invariance testing on additional Veterans Health Administration data to evaluate the short form. Results suggest that a 27-item, 7-factor survey (2 environmental factors, 1 on leadership, and 4 on concrete learning processes and practices) reliably measures key features of organizational learning, allowing researchers to evaluate theoretical propositions about organizational learning, its antecedents, and outcomes and enabling managers to assess and enhance organizations' learning capabilities and performance.

Enhancing mathematics teachers' quality through Lesson Study.

PubMed

Lomibao, Laila S

2016-01-01

The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher's quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers' professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers' quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers' quality level in terms of SEARS-MT dimensions. A mixed method of quantitative-qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers' quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher.

A randomized-control trial for the teachers' diploma programme on psychosocial care, support and protection in Zambian government primary schools.

PubMed

Kaljee, Linda; Zhang, Liying; Langhaug, Lisa; Munjile, Kelvin; Tembo, Stephen; Menon, Anitha; Stanton, Bonita; Li, Xiaoming; Malungo, Jacob

2017-04-01

Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers' Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was implemented in 2013-2014. Both teachers (n=325) and students (n=1378) were assessed at baseline and 15-months post-intervention from randomly assigned primary schools in Lusaka and Eastern Provinces, Zambia. Multilevel linear mixed models (MLM) indicate positive significant changes for intervention teachers on outcomes related to self-care, teaching resources, safety, social support, and gender equity. Positive outcomes for intervention students related to future orientation, respect, support, safety, sexual abuse, and bullying. Outcomes support the hypothesis that teachers and students benefit from a program designed to enhance teachers' psychosocial skills and knowledge.

Student perceptions towards interprofessional education: Findings from a longitudinal study based in a Middle Eastern university.

PubMed

Zeeni, Nadine; Zeenny, Rony; Hasbini-Danawi, Tala; Asmar, Nadia; Bassil, Maya; Nasser, Soumana; Milane, Aline; Farra, Anna; Habre, Maha; Khazen, Georges; Hoffart, Nancy

2016-01-01

The Lebanese American University Interprofessional Education (LAU IPE) Steps Framework consists of a five-step workshop-based series that is offered throughout the curriculum of health and social care students at an American university in Lebanon. The aim of the present study was to report students' perceptions of their readiness for interprofessional learning before and after completing the IPE steps, their evaluations of interprofessional learning outcomes, as well as their satisfaction with the learning experience as a whole. A longitudinal survey design was used: questionnaires were completed by students before IPE exposure and after each step. The results showed that before IPE exposure, students' perceptions of their readiness for interprofessional learning were generally favourable, with differences across genders (stronger professional identity in females compared to males) and across professions (higher teamwork and collaboration in pharmacy and nutrition students compared to other professions and lower patient centredness in nursing students compared to others). After participation in the IPE steps, students showed enhanced readiness for interprofessional learning and differences between genders and professions decreased. Participants were satisfied with the learning experience and assessment scores showed that all IPE learning outcomes were met. The LAU IPE Steps Framework may be of value to other interprofessional education course developers.

Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

PubMed Central

Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

2016-01-01

Objectives The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. Methods A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Results Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome.  Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. Conclusions By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize ‘student passivity’ as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes. PMID:26897012

The potential of technology for enhancing individual placement and support supported employment.

PubMed

Lord, Sarah E; McGurk, Susan R; Nicholson, Joanne; Carpenter-Song, Elizabeth A; Tauscher, Justin S; Becker, Deborah R; Swanson, Sarah J; Drake, Robert E; Bond, Gary R

2014-06-01

The potential of technology to enhance delivery and outcomes of Individual Placement and Support (IPS) supported employment. IPS supported employment has demonstrated robust success for improving rates of competitive employment among individuals with psychiatric disabilities. Still, a majority of those with serious mental illnesses are not employed (Bond, Drake, & Becker, 2012). The need to promote awareness of IPS and expand services is urgent. In this study, we describe ways that technologies may enhance delivery of IPS supported employment across the care continuum and stakeholder groups. Directions for research are highlighted. published literature, clinical observations, IPS learning collaborative. Technology has the potential to enhance direct service as well as workflow in the IPS supported employment process, which may lead to improved fidelity and client outcomes. Mobile and cloud technologies open opportunities for collaboration, self-directed care, and ongoing support to help clients obtain and maintain meaningful employment. Research is needed to evaluate efficacy of technology-based approaches for promoting client employment outcomes, to identify provider and organization barriers to using technology for IPS delivery, and to determine effective strategies for implementing technology with IPS in different settings and with diverse client audiences.

The Potential of Technology for Enhancing Individual Placement and Support Supported Employment

PubMed Central

Lord, Sarah E.; McGurk, Susan R.; Nicholson, Joanne; Carpenter-Song, Elizabeth A.; Tauscher, Justin S.; Becker, Deborah R.; Swanson, Sarah J.; Drake, Robert E.; Bond, Gary R.

2015-01-01

Topic The potential of technology to enhance delivery and outcomes of Individual Placement and Support (IPS) supported employment. Purpose IPS supported employment has demonstrated robust success for improving rates of competitive employment among individuals with psychiatric disabilities. Still, a majority of those with serious mental illnesses are not employed (Bond, Drake, & Becker, 2012). The need to promote awareness of IPS and expand services is urgent. In this study, we describe ways that technologies may enhance delivery of IPS supported employment across the care continuum and stakeholder groups. Directions for research are highlighted. Sources Used published literature, clinical observations, IPS learning collaborative. Conclusions and Implications for Practice Technology has the potential to enhance direct service as well as workflow in the IPS supported employment process, which may lead to improved fidelity and client outcomes. Mobile and cloud technologies open opportunities for collaboration, self-directed care, and ongoing support to help clients obtain and maintain meaningful employment. Research is needed to evaluate efficacy of technology-based approaches for promoting client employment outcomes, to identify provider and organization barriers to using technology for IPS delivery, and to determine effective strategies for implementing technology with IPS in different settings and with diverse client audiences. PMID:24912058

Integration of Innovative Technologies for Enhancing Students' Motivation for Science Learning and Career

ERIC Educational Resources Information Center

Xie, Yichun; Reider, David

2014-01-01

This paper analyzes the outcomes of an innovative technology experience for students and teachers (ITEST) project, Mayor's Youth Technology Corps (MYTCs) in Detroit, MI, which was funded by the NSF ITEST program. The MYTC project offered an integration of two technologies, geographic information system (GIS) and information assurance (IA), to…

Uncertainty Analysis for Peer Assessment: Oral Presentation Skills for Final Year Project

ERIC Educational Resources Information Center

Kim, Ho Sung

2014-01-01

Peer assessment plays an important role in engineering education for an active involvement in the assessment process, developing autonomy, enhancing reflection, and understanding of how to achieve the learning outcomes. Peer assessment uncertainty for oral presentation skills as part of the FYP assessment is studied. Validity and reliability for…

Preliminary Findings from RULER Approach in Spanish Teachers' Emotional Intelligence and Work Engagement

ERIC Educational Resources Information Center

Castillo-Gualda, Ruth; García, Valme; Pena, Mario; Galán, Arturo; Brackett, Marc A.

2017-01-01

Introduction: The goal of this study was to assess the effectiveness of a socio-emotional learning program, RULER, on enhancing both the emotional intelligence and work-related outcomes in Spanish teachers. Measures included: Ability emotional intelligence, assessed by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and work-related…

Creating a Healthy School Community? Consider Critical Elements of Educational Change

ERIC Educational Resources Information Center

Gleddie, Douglas L.; Robinson, Daniel B.

2017-01-01

In recent years, the concept of creating and sustaining healthy school communities (HSC) has increased in popularity and acceptance as a way to link health and education outcomes within school communities across the globe. With the dual goal of enhancing student learning and facilitating action for health through education, schools with…

The Challenge of Audience Reception: A Developmental Model for Educational Game Engagement

ERIC Educational Resources Information Center

Sherry, John L.

2013-01-01

According to educational gaming advocates, the engaging nature of games encourages sustained game play and enhanced attention to learning outcomes among players. Because children's and adolescents' play time varies by game genre, engagement with a game likely reflects the match between the genre and the player's preferences and needs. Youth learn…

Fostering Faculty Leadership in the Institutional Assessment Process.

ERIC Educational Resources Information Center

La Potin, Armand S.; Haessig, Carolyn J.

1999-01-01

Applies John P. Kotter's eight-stage process as a model to demonstrate how faculty leadership can evolve in an institutional-assessment process that promotes change in campus tradition. Supports the idea that because faculty are responsible for student learning, the process of involving them as leaders will enhance the quality of the outcomes.…

Understanding Parental Engagement in Early Learning Opportunities for Families in Rural Communities

ERIC Educational Resources Information Center

Cummings, Katrina P.; Hardin, Belinda J.; Meadan, Hedda

2017-01-01

Understanding the contexts in which young children develop is essential for promoting positive outcomes. In this study, the researchers used focus groups to investigate the perspectives of 14 parents across rural North Carolina concerning ecocultural features that enhanced or prevented sustained engagement with their infants and toddlers with…

Tapping into the Resources on Our Doorstep

ERIC Educational Resources Information Center

Shaikh, Maha

2014-01-01

With the introduction of the new science curriculum in September 2014 in England, there is an even greater need to teach science that is real and relevant to the children. Bringing in support from external sources can give children hands-on science experiences with meaningful outcomes that will improve and enhance their learning. A wide-reaching…

Investigating the Role of Student Motivation in Computer Science Education through One-on-One Tutoring

ERIC Educational Resources Information Center

Boyer, Kristy Elizabeth; Phillips, Robert; Wallis, Michael D.; Vouk, Mladen A.; Lester, James C.

2009-01-01

The majority of computer science education research to date has focused on purely cognitive student outcomes. Understanding the "motivational" states experienced by students may enhance our understanding of the computer science learning process, and may reveal important instructional interventions that could benefit student engagement and…

Exploring the Classroom Practice of Productive Pedagogies of the Malaysian Secondary School Geography Teacher

ERIC Educational Resources Information Center

Ahmad@Shaari, Mohammad Zohir; Jamil, Hazri; Razak, Nordin Abd

2012-01-01

The productive pedagogies as a framework to enhance teaching and learning outcomes were developed by Lingard et al. (2001) consisted of four main dimensions--intellectual quality, connectedness, supportive classroom environment, and working with and valuing differences. This study is to investigate the productive pedagogical practices among…

What Works in Gifted Education-Documenting the Model-Based Curriculum for Gifted Students

ERIC Educational Resources Information Center

Oh, Sarah; Hailey, Emily; Azano, Amy; Callahan, Carolyn; Moon, Tonya

2012-01-01

The heart of effective programming for gifted services lies in the development of curricula that will challenge and enhance learning outcomes for gifted students. Educators have voiced concerns about the lack of differentiated curricula and instruction in gifted classrooms and the paucity of empirical evidence to support their effectiveness for…

Using Technology Pedagogical Content Knowledge Development to Enhance Learning Outcomes

ERIC Educational Resources Information Center

Agyei, Douglas D.; Keengwe, Jared

2014-01-01

This paper describes an intervention in which pre-service teachers developed their TPACK through multiple data sources. Teachers' self-reports of their TPACK knowledge were triangulated with performance-based assessment of their instructional practices and artifacts to give a better understanding and nature of pre-service teachers' TPACK…

Male Students Give Voice to Supportive Campus Environments: A Qualitative Case Study of Undergraduate STEM Majors

ERIC Educational Resources Information Center

Amon, Julie L.

2010-01-01

Research supports the importance of student engagement in enhancing student learning, success, and various desirable educational outcomes. In the last decade, the National Survey of Student Engagement (NSSE) has been the primary instrument through which student engagement has been explored. "Supportive Campus Environment", one of the…

What K-12 Leaders Can Learn from Accreditation

ERIC Educational Resources Information Center

Stader, David L.; Munoz, Ava J.; Rowett, Charles

2009-01-01

Community college Quality Enhancement Plans (QEPs) typically focus on improving student outcomes. QEPs are in many ways analogous to the campus improvement plans (CIPs) that have become standard practice for virtually all K-12 schools. K-12 campus and district leaders often seek school improvement ideas from other K-12 districts. However, much can…

Beyond "Writing to Learn": Factors Influencing Students' Writing Outcomes

ERIC Educational Resources Information Center

Jani, Jayshree S.; Mellinger, Marcela Sarmiento

2015-01-01

Social work educators concur that writing and critical thinking are basic components of effective practice, yet students are often deficient in these skills. Although there is agreement among educators about the need to enhance students' writing skills, there is little understanding of the nature of students' problems--a necessary step…

Enhancing Self-Motivation in Learning Programming Using Game-Based Simulation and Metrics

ERIC Educational Resources Information Center

Jiau, H. C.; Chen, J. C.; Ssu, Kuo-Feng

2009-01-01

Game-based assignments typically form an integral component of computer programming courses. The effectiveness of the assignments in motivating students to carry out repetitive programming tasks is somewhat limited since their outcomes are invariably limited to a simple win or loss scenario. Accordingly, this paper develops a simulation…

Definitions and Approaches to Measuring Reading Proficiency. CEELO FastFact

ERIC Educational Resources Information Center

Connors-Tadros, Lori

2014-01-01

A state contacted the Center on Enhancing Early Learning Outcomes (CEELO) for guidance in developing a definition of "reading proficiency" and what it means to "read on grade level by third grade." The state also requested information on how national sources or states define and measure proficiency. The state was particularly…

Excellence beyond Athletics: Best Practices for Enhancing Black Male Student Athletes' Educational Experiences and Outcomes

ERIC Educational Resources Information Center

Cooper, Joseph N.

2016-01-01

Postsecondary institutions in the United States, including member institutions of the National Collegiate Athletic Association (NCAA), are charged with the responsibility of cultivating positive learning environments where all students have an opportunity to excel regardless of their demographic backgrounds (e.g., race, socioeconomic status,…

Students' and Teachers' Perceptions of Using Video Games to Enhance Science Instruction

ERIC Educational Resources Information Center

Marino, Matthew T.; Israel, Maya; Beecher, Constance C.; Basham, James D.

2013-01-01

Science education video game research points toward promising, but inconclusive results in both student learning outcomes and attitudes. However, student-level variables other than gender have been largely absent from this research. This study examined how students' reading ability level and disability status are related to their video…

Using Teacher Questions to Enhance EFL Students' Critical Thinking Ability

ERIC Educational Resources Information Center

Feng, Zhiwen

2013-01-01

In this era of information and economic globalization, developing critical thinking skills in college students has been set as a primary goal and learning outcome in higher education. Teaching critical thinking, however, is a great challenge to most EFL teachers. This article, therefore, attempts to examine the nature and teachability of critical…

Challenge in Enhancing the Teaching and Learning of Variable Measurements in Quantitative Research

ERIC Educational Resources Information Center

Kee, Chang Peng; Osman, Kamisah; Ahmad, Fauziah

2013-01-01

Statistical analysis is one component that cannot be avoided in a quantitative research. Initial observations noted that students in higher education institution faced difficulty analysing quantitative data which were attributed to the confusions of various variable measurements. This paper aims to compare the outcomes of two approaches applied in…

Directing General Education Outcomes. New Directions for Community Colleges, Number 81.

ERIC Educational Resources Information Center

Raisman, Neal A., Ed.

1993-01-01

The articles in this collection recommend ways of bringing greater direction and focus to community college general education and thereby enhancing the fulfillment of collegiate missions and augmenting student learning. The sourcebook contains: (1) "Toward a Second Wave of Reform," by Jerry G. Gaff, which reviews the general education reforms of…

Teachers' Perceptions on the Use of ICT in a CAL Environment to Enhance the Conception of Science Concepts

ERIC Educational Resources Information Center

George, Frikkie; Ogunniyi, M.

2016-01-01

Instructional methodologies increasingly require teachers' efficacy and implementation of computer-assisted learning (CAL) practices in general and particularly in the science classroom. The South African National Education Department's e-Education[1] policy also encourages the use of computers and computer software in implementing outcome-based…

Today's Learner, Preferences in Teaching Techniques

ERIC Educational Resources Information Center

Agnello, Vincent; Pikas, Bohdan; Agnello, Audrey J.; Pikas, Anastasia

2011-01-01

The computer age is here. Students are tuned in to the latest digital devices and methods available today. Most students are exposed to short messages with video enhancements. This gives rise to a student who gets frustrated and bored with the standard lecture technique of years past. To achieve a greater effectiveness and learning outcome in…

Education Abroad and the Making of Global Citizens: Assessing Learning Outcomes of Course-Embedded, Faculty-Led International Programming

ERIC Educational Resources Information Center

Ogden, Anthony C.

2010-01-01

This study builds on education abroad, global citizenship and academic development literatures by assessing the extent to which embedding brief international travel experiences into residentially-taught courses enhances academic development and promotes global citizenship. Such faculty-led, education abroad programs are referred to as…

Phenomenography: Implications for Expanding the Educational Action Research Lens

ERIC Educational Resources Information Center

Beaulieu, Rodney

2017-01-01

Action research is a growing tradition for improving teachers' practice and students' learning outcomes, and it draws from a variety of methods for collecting and analysing data. In this article, phenomenography is proposed as an innovative approach for enhancing action research. With an emphasis on mapping variations on students' experience,…

Engaging Communities: Encouraging Faculty to Teach in an Interdisciplinary Community Engagement Core Curriculum with an Emphasis on Writing Instruction

ERIC Educational Resources Information Center

Persichetti, Amy Lee

2011-01-01

Over the past several decades, interdisciplinary programming, community engagement courses, and Writing Across the Curriculum initiatives have proliferated as colleges and universities seek to enhance student learning outcomes, prepare students for a global economy, and seek creative solutions to emergent social and scientific problems…

Enhancing and Adapting Treatment Foster Care: Lessons Learned in Trying to Change Practice.

PubMed

Murray, Maureen M; Southerland, Dannia; Farmer, Elizabeth M; Ballentine, Kess

2010-01-01

Evidence-based practices to improve outcomes for children with severe behavioral and emotional problems have received a great deal of attention in children's mental health. Therapeutic Foster Care (TFC), a residential intervention for youth with emotional or behavioral problems, is one of the few community-based programs that is considered to be evidence-based. However, as for most treatment approaches, the vast majority of existing programs do not deliver the evidence-based version. In an attempt to fill this gap and improve practice across a wide range of TFC agencies, we developed an enhanced model of TFC based on input from both practice and research. It includes elements associated with improved outcomes for youth in "usual care" TFC agencies as well as key elements from Chamberlain's evidence-based model. The current manuscript describes this "hybrid" intervention - Together Facing the Challenge - and discusses key issues in implementation. We describe the sample and settings, highlight key implementation strategies, and provide "lessons learned" to help guide others who may wish to change practice in existing agencies.

A study of network education application on nursing staff continuing education effectiveness and staff's satisfaction.

PubMed

Lin, Juin-Shu; Yen-Chi, Liao; Lee, Ting-Ting

2006-01-01

The rapid development of computer technology pushes Internet's popularity and makes daily services more timely and convenient. Meanwhile, it also becomes a trend for nursing practice to implement network education model to break the distance barriers and for nurses to obtain more knowledge. The purpose of this study was to investigate the relationship of nursing staff's information competency, satisfaction and outcomes of network education. After completing 4 weeks of network education, a total of 218 nurses answered the on-line questionnaires. The results revealed that nurses who joined the computer training course for less than 3 hours per week, without networking connection devices and with college degree, had the lower nursing informatics competency; while nurses who were older, at N4 position, with on-line course experience and participated for more than 4 hours each week, had higher nursing informatics competency. Those who participated in the network education course less than 4 hours per week were less satisfied. There were significant differences between nursing positions before and after having the network education. Nurses who had higher nursing information competency also had higher satisfaction toward the network education. Network education not only enhances learners' computer competency but also improves their learning satisfaction. By promoting the network education and improving nurses' hardware/software skills and knowledge, nurses can use networks to access learning resources. Healthcare institutions should also enhance computer infrastructure, and to establish the standards for certificate courses to increase the learning motivation and learning outcome.

Systematic review of acute physically active learning and classroom movement breaks on children's physical activity, cognition, academic performance and classroom behaviour: understanding critical design features.

PubMed

Daly-Smith, Andy J; Zwolinsky, Stephen; McKenna, Jim; Tomporowski, Phillip D; Defeyter, Margaret Anne; Manley, Andrew

2018-01-01

To examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour. Systematic review. PubMed, EBSCO, Academic Search Complete, Education Resources Information Center, PsycINFO, SPORTDiscus, SCOPUS and Web of Science. Studies investigating school-based acute bouts of CMB or PAL on (PA), cognition, academic performance and classroom behaviour. The Downs and Black checklist assessed risk of bias. Ten PAL and eight CMB studies were identified from 2929 potentially relevant articles. Risk of bias scores ranged from 33% to 64.3%. Variation in study designs drove specific, but differing, outcomes. Three studies assessed PA using objective measures. Interventions replaced sedentary time with either light PA or moderate-to-vigorous PA dependent on design characteristics (mode, duration and intensity). Only one study factored individual PA outcomes into analyses. Classroom behaviour improved after longer moderate-to-vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11 interventions). There was no support for enhanced cognition or academic performance due to limited repeated studies. Low-to-medium quality designs predominate in investigations of the acute impacts of CMB and PAL on PA, cognition, academic performance and classroom behaviour. Variable quality in experimental designs, outcome measures and intervention characteristics impact outcomes making conclusions problematic. CMB and PAL increased PA and enhanced time on task. To improve confidence in study outcomes, future investigations should combine examples of good practice observed in current studies. CRD42017070981.

Professional development for teaching in higher education

NASA Astrophysics Data System (ADS)

Wood, Leigh N.; Vu, Tori; Bower, Matt; Brown, Natalie; Skalicky, Jane; Donovan, Diane; Loch, Birgit; Joshi, Nalini; Bloom, Walter

2011-10-01

Due to the changing nature of learning and teaching in universities, there is a growing need for professional development for lecturers and tutors teaching in disciplines in the mathematical sciences. Mathematics teaching staff receive some training in learning and teaching but many of the courses running at university level are not tailored to the mathematical sciences. This article reports on a collaborative research project aimed at investigating the type of professional development that Australian tertiary mathematics teachers need and their preference for delivery modes. Effective teaching promotes effective learning in our students and discipline-specific professional development will enhance outcomes for teachers, students, and mathematics.

Technology-enhanced simulation in emergency medicine: a systematic review and meta-analysis.

PubMed

Ilgen, Jonathan S; Sherbino, Jonathan; Cook, David A

2013-02-01

Technology-enhanced simulation is used frequently in emergency medicine (EM) training programs. Evidence for its effectiveness, however, remains unclear. The objective of this study was to evaluate the effectiveness of technology-enhanced simulation for training in EM and identify instructional design features associated with improved outcomes by conducting a systematic review. The authors systematically searched MEDLINE, EMBASE, CINAHL, ERIC, PsychINFO, Scopus, key journals, and previous review bibliographies through May 2011. Original research articles in any language were selected if they compared simulation to no intervention or another educational activity for the purposes of training EM health professionals (including student and practicing physicians, midlevel providers, nurses, and prehospital providers). Reviewers evaluated study quality and abstracted information on learners, instructional design (curricular integration, feedback, repetitive practice, mastery learning), and outcomes. From a collection of 10,903 articles, 85 eligible studies enrolling 6,099 EM learners were identified. Of these, 56 studies compared simulation to no intervention, 12 compared simulation with another form of instruction, and 19 compared two forms of simulation. Effect sizes were pooled using a random-effects model. Heterogeneity among these studies was large (I(2) ≥ 50%). Among studies comparing simulation to no intervention, pooled effect sizes were large (range = 1.13 to 1.48) for knowledge, time, and skills and small to moderate for behaviors with patients (0.62) and patient effects (0.43; all p < 0.02 except patient effects p = 0.12). Among comparisons between simulation and other forms of instruction, the pooled effect sizes were small (≤ 0.33) for knowledge, time, and process skills (all p > 0.1). Qualitative comparisons of different simulation curricula are limited, although feedback, mastery learning, and higher fidelity were associated with improved learning outcomes. Technology-enhanced simulation for EM learners is associated with moderate or large favorable effects in comparison with no intervention and generally small and nonsignificant benefits in comparison with other instruction. Future research should investigate the features that lead to effective simulation-based instructional design. © 2013 by the Society for Academic Emergency Medicine.

Developing support for remote nursing education through workplace culture that values learning.

PubMed

Gibb, Heather; Anderson, Judith; Forsyth, Katreena

2004-10-01

The present study presents the cultural challenges of introducing workplace learning associated with a nursing educational pathway into small rural hospitals. Focus groups were conducted before and after an action research intervention to determine whether changes in understanding and values on learning had occurred. Eight multipurpose services or small rural hospitals across rural New South Wales were involved in the intervention. Nursing staff from eight rural health facilities participated voluntarily in the present study. Two outcomes were achieved: The development of mentoring, locally tailored to the needs and expectations of nursing participants; Values and understanding of learning were enhanced, with advanced levels of learning being identified and demonstrated by staff in the practice setting. Small rural hospitals can provide opportunities for advanced clinical learning. Forms of major mentoring are, however, critical to this process.

The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

NASA Astrophysics Data System (ADS)

Rothman, Alan H.

This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking-inquiry skills. These conclusions support the value of a non-traditional, computer-based approach to instruction, such as exemplified by The Voyage of the Mimi curriculum, and a recommendation for reform in science teaching that has recommended the use of computer technology to enhance learning outcomes from science instruction to assist in reversing the trend toward what has been perceived to be relatively poor science performance by American students, as documented by the 1996 Third International Mathematics and Science Study (TIMSS).

A 'learning-by-doing' treatment planning tutorial for medical physicists.

PubMed

Meyer, J; Hartmann, B; Kalet, I

2009-06-01

A framework for a tutorial for treatment planning in radiation oncology physics was developed, based on the University of Washington treatment planning system Prism. The tutorial is aimed at students in Medical Physics to accompany the lectures on treatment planning to enhance their theoretical knowledge. A web-based layout was chosen to allow independent work of the students. The tutorial guides the students through three different learning modules, designed mainly to enhance their understanding of the processes involved in treatment planning but also to learn the specific features of a modern treatment planning system. Each of the modules contains four units, with the aim to introduce the relevant Prism features, practice skills in different tasks and finally check the learning outcomes with a challenge and a self-scoring quiz. A survey for students' feedback completes the tutorial. Various tools and learning methods help to create an interactive, appealing learning environment, in which the emphasis is shifted from teacher-centred to student-centred learning paradigms. In summary, Prism lends itself well for educational purposes. The tutorial covers all main aspects of treatment planning. In its current form the tutorial is self-contained but still adjustable and expandable. The tutorial can be made available upon request to the authors.

Implementing digital technology to enhance student learning of pathology.

PubMed

Farah, C S; Maybury, T

2009-08-01

The introduction of digital technologies into the dental curriculum is an ongoing feature of broader changes going on in tertiary education. This report examines the introduction of digital virtual microscopy technology into the curriculum of the School of Dentistry at the University of Queensland (UQ) in Brisbane, Australia. Sixty students studying a course in pathology in 2005 were introduced to virtual microscopy technology alongside the more traditional light microscope and then asked to evaluate their own learning outcomes from this technology via a structured 5-point LIKART survey. A wide variety of questions dealing the pedagogic implications of the introduction of virtual microscopy into pathology were asked of students with the overall result being that it positively enhanced their learning of pathology via digital microscopic means. The success of virtual microscopy in dentistry at UQ is then discussed in the larger context of changes going on in tertiary education. In particular, the change from the print-literate tradition to the electronic one, that is from 'literacy to electracy'. Virtual microscopy is designated as a component of this transformation to electracy. Whilst traditional microscopic skills may still be valued in dental curricula, the move to virtual microscopy and computer-assisted, student-centred learning of pathology appears to enhance the learning experience in relation to its effectiveness in helping students engage and interact with the course material.

Enhancing Education Activities for Health Care Trainees and Professionals Using Audience Response Systems: A Systematic Review.

PubMed

Grzeskowiak, Luke E; Thomas, Alicia E; To, Josephine; Phillips, Adam J; Reeve, Emily

2015-01-01

This review examines the effect of incorporating clickers within practice-based education sessions on educational outcomes of health care trainees and professionals. A systematic literature review was conducted on primary research studies published up until August 2014. Studies were identified by database searching (Ovid MEDLINE, EMBASE, CINAHL, Scopus, Web of Science, and PsychInfo), citation searching, and reference list checking. Studies were restricted to those evaluating the use of clickers as part of the provision of postgraduate education or continuing education programs and were evaluated according to Kirkpatrick's four levels of training evaluation (reaction, learning, behavior, and results). Seventeen studies met the eligibility criteria. Twelve studies assessed learner and/or speaker reactions, with feedback overwhelmingly positive in all studies. Reported learner benefits included increased attentiveness, engagement, and enjoyment of presentations. Speakers reported that using clickers engaged the audience and assisted in assessing audience comprehension. Eight studies assessed learning outcomes. Higher level evidence obtained from four randomized studies demonstrated significant improvements in knowledge with the use of clickers compared with traditional didactic presentations, but no differences when clickers were compared with an interactive lecture with integrated questions. No studies adequately assessed higher level educational outcomes (behavior and results). Although the use of clickers improves learning environment and learner satisfaction, the limited high-quality data for improvements in learning and behavior outcomes make it uncertain whether the acceptance and implementation of clickers within routine practice-based education programs are warranted at this stage.

An Upside to Reward Sensitivity: The Hippocampus Supports Enhanced Reinforcement Learning in Adolescence.

PubMed

Davidow, Juliet Y; Foerde, Karin; Galván, Adriana; Shohamy, Daphna

2016-10-05

Adolescents are notorious for engaging in reward-seeking behaviors, a tendency attributed to heightened activity in the brain's reward systems during adolescence. It has been suggested that reward sensitivity in adolescence might be adaptive, but evidence of an adaptive role has been scarce. Using a probabilistic reinforcement learning task combined with reinforcement learning models and fMRI, we found that adolescents showed better reinforcement learning and a stronger link between reinforcement learning and episodic memory for rewarding outcomes. This behavioral benefit was related to heightened prediction error-related BOLD activity in the hippocampus and to stronger functional connectivity between the hippocampus and the striatum at the time of reinforcement. These findings reveal an important role for the hippocampus in reinforcement learning in adolescence and suggest that reward sensitivity in adolescence is related to adaptive differences in how adolescents learn from experience. Copyright © 2016 Elsevier Inc. All rights reserved.

Adaptive reliance on the most stable sensory predictions enhances perceptual feature extraction of moving stimuli.

PubMed

Kumar, Neeraj; Mutha, Pratik K

2016-03-01

The prediction of the sensory outcomes of action is thought to be useful for distinguishing self- vs. externally generated sensations, correcting movements when sensory feedback is delayed, and learning predictive models for motor behavior. Here, we show that aspects of another fundamental function-perception-are enhanced when they entail the contribution of predicted sensory outcomes and that this enhancement relies on the adaptive use of the most stable predictions available. We combined a motor-learning paradigm that imposes new sensory predictions with a dynamic visual search task to first show that perceptual feature extraction of a moving stimulus is poorer when it is based on sensory feedback that is misaligned with those predictions. This was possible because our novel experimental design allowed us to override the "natural" sensory predictions present when any action is performed and separately examine the influence of these two sources on perceptual feature extraction. We then show that if the new predictions induced via motor learning are unreliable, rather than just relying on sensory information for perceptual judgments, as is conventionally thought, then subjects adaptively transition to using other stable sensory predictions to maintain greater accuracy in their perceptual judgments. Finally, we show that when sensory predictions are not modified at all, these judgments are sharper when subjects combine their natural predictions with sensory feedback. Collectively, our results highlight the crucial contribution of sensory predictions to perception and also suggest that the brain intelligently integrates the most stable predictions available with sensory information to maintain high fidelity in perceptual decisions. Copyright © 2016 the American Physiological Society.

The Current Use of Social Media in Undergraduate Nursing Education: A Review of the Literature.

PubMed

Ross, Jennifer Gunberg; Myers, Shannon Marie

2017-07-01

Social media, including blogs, Twitter, wikis, Facebook, YouTube, and Ning, provides an opportunity for nurse educators to engage undergraduate nursing students who are members of the millennial generation in active learning while enhancing knowledge and fostering communication. Despite the rise of social media usage in undergraduate nursing education, there is a significant deficiency of empirical evidence supporting the efficacy and outcomes of these teaching strategies. This article provides an overview of social media use in undergraduate nursing education and a review of the existing research related to social media use in prelicensure nursing education. Overall, undergraduate nursing students respond positively to social media use in nursing education; however, no outcome measures are available to determine the effect of these teaching strategies on student learning.

Utilization of virtual learning environments in the allied health professions.

PubMed

Butina, Michelle; Brooks, Donna; Dominguez, Paul J; Mahon, Gwendolyn M

2013-01-01

Multiple technology based tools have been used to enhance skill development in allied health education, which now includes virtual learning environments. The purpose of this study was to explore whether, and how, this latest instructional technology is being adapted in allied health education. An online survey was circulated to all Association of Schools of Allied Health Professions (ASAHP) member institutions and focused on three broad areas of virtual learning environments: the uses of, the perceived pros and cons of, and the outcomes of utilizing them. Results show 40% (17 of 42) of the respondent use some form of the technology. The use of virtual learning technology in other healthcare professions (e.g., medicine) demonstrates the potential benefits to allied health education.

An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

NASA Astrophysics Data System (ADS)

Balasubramanian, R.

2007-12-01

Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

How comprehensive are research studies investigating the efficacy of technology-enhanced learning resources in anatomy education? A systematic review.

PubMed

Clunie, Lauren; Morris, Neil P; Joynes, Viktoria C T; Pickering, James D

2018-05-06

Anatomy education is at the forefront of integrating innovative technologies into its curricula. However, despite this rise in technology numerous authors have commented on the shortfall in efficacy studies to assess the impact such technology-enhanced learning (TEL) resources have on learning. To assess the range of evaluation approaches to TEL across anatomy education, a systematic review was conducted using MEDLINE, the Educational Resources Information Centre (ERIC), Scopus, and Google Scholar, with a total of 3,345 articles retrieved. Following the PRISMA method for reporting items, 153 articles were identified and reviewed against a published framework-the technology-enhanced learning evaluation model (TELEM). The model allowed published reports to be categorized according to evaluations at the level of (1) learner satisfaction, (2) learning gain, (3) learner impact, and (4) institutional impact. The results of this systematic review reveal that most evaluation studies into TEL within anatomy curricula were based on learner satisfaction, followed by module or course learning outcomes. Randomized controlled studies assessing learning gain with a specific TEL resource were in a minority, with no studies reporting a comprehensive assessment on the overall impact of introducing a specific TEL resource (e.g., return on investment). This systematic review has provided clear evidence that anatomy education is engaged in evaluating the impact of TEL resources on student education, although it remains at a level that fails to provide comprehensive causative evidence. Anat Sci Educ 11: 303-319. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Cooperative Learning Groups and the Evolution of Human Adaptability : (Another Reason) Why Hermits Are Rare in Tonga and Elsewhere.

PubMed

Bell, Adrian Viliami; Hernandez, Daniel

2017-03-01

Understanding the prevalence of adaptive culture in part requires understanding the dynamics of learning. Here we explore the adaptive value of social learning in groups and how formal social groups function as effective mediums of information exchange. We discuss the education literature on Cooperative Learning Groups (CLGs), which outlines the potential of group learning for enhancing learning outcomes. Four qualities appear essential for CLGs to enhance learning: (1) extended conversations, (2) regular interactions, (3) gathering of experts, and (4) incentives for sharing knowledge. We analyze these four qualities within the context of a small-scale agricultural society using data we collected in 2010 and 2012. Through an analysis of surveys, interviews, and observations in the Tongan islands, we describe the role CLGs likely plays in facilitating individuals' learning of adaptive information. Our analysis of group affiliation, membership, and topics of conversation suggest that the first three CLG qualities reflect conditions for adaptive learning in groups. We utilize ethnographic anecdotes to suggest the fourth quality is also conducive to adaptive group learning. Using an evolutionary model, we further explore the scope for CLGs outside the Tongan socioecological context. Model analysis shows that environmental volatility and migration rates among human groups mediate the scope for CLGs. We call for wider attention to how group structure facilitates learning in informal settings, which may be key to assessing the contribution of groups to the evolution of complex, adaptive culture.

Improving introspection to inform free will regarding the choice by healthy individuals to use or not use cognitive enhancing drugs.

PubMed

Thaler, David S

2009-06-16

A commentary in Nature entitled "Towards responsible use of cognitive-enhancing drugs by the healthy" (Greely et al 2008 Nature 456: 702-705) offers an opportunity to move toward a humane societal appreciation of mind-altering drugs. Using cognitive enhancing drugs as an exemplar, this article presents a series of hypotheses concerning how an individual might learn optimal use. The essence of the proposal is that individuals can cultivate sensitivity to the effects of ever-smaller amounts of psychoactive drugs thereby making harm less likely and benign effects more probable. Four interrelated hypotheses are presented and briefly discussed. 1. Humans can learn to discriminate ever-smaller doses of at least some mind-altering drugs; a learning program can be designed or discovered that will have this outcome. 2. The skill to discriminate drugs and dose can be generalized, i.e. if learned with one drug a second one is easier and so on. 3. Cultivating this skill/knack would be beneficial in leading to choices informed by a more accurate sense of mind-body interactions. 4. From a philosophical point of view learning the effects of ever-smaller doses of psychoactive agents offers a novel path into and to transcend the objective/subjective barrier and the mind/body problem.Whatever the fate of these specific hypotheses, discussion of cognitive enhancing drugs for healthy individuals has the potential to inspire innovative educational and public policy initiatives toward all types of mind-altering drugs and the people who use them.

Managing environmental knowledge through learning processes in Spanish hospitality companies.

PubMed

Cegarra-Navarro, Juan Gabriel; Martinez Martinez, Aurora

2010-11-01

The major focus of this research is to investigate whether environmental knowledge has any impact on organizational outcomes through an empirical investigation of 127 Spanish hospitality companies, using structural equation models. Our results show that environmental knowledge is an important determiner for developing organizational outcomes. However, this relationship is completed with just two related constructs: Firstly, the company's acquisition process plays a key role in managing the tension between the knowledge necessary to develop the appropriated environmental initiatives and current knowledge. Secondly, the company's distribution process also sheds light on tangible means for managers to enhance their company's outcomes through environmental knowledge.

Systematic review of effectiveness of situated e-learning on medical and nursing education.

PubMed

Feng, Jui-Ying; Chang, Yi-Ting; Chang, Hsin-Yi; Erdley, William Scott; Lin, Chyi-Her; Chang, Ying-Ju

2013-08-01

Because of the complexity of clinical situations, traditional didactic education is limited in providing opportunity for student-patient interaction. Situated e-learning can enhance learners' knowledge and associated abilities through a variety of activities. Healthcare providers who interact with virtual patients in designed situations may avoid unnecessary risks and encounters with real patients. However, the effectiveness of situated e-learning is inconsistent. The purpose of this study is to determine the effectiveness of situated e-learning in prelicensure and postlicensure medical and nursing education. Literature databases of PubMed, Medline, CINAHL, ERIC, and Cochrane Library were searched. The study eligibility criteria included articles published in English, which examined the effectiveness of situated e-learning on the outcomes of knowledge and performance for clinicians or students in medicine and nursing. Effect sizes were calculated with 95% confidence intervals. Fourteen articles were included for meta-analysis. Situated e-learning could effectively enhance learners' knowledge and performance when the control group received no training. Compared to traditional learning, the effectiveness of situated e-learning on performance diminished but still remained significant whereas the effect become insignificant on knowledge. The subgroup analyses indicate the situated e-learning program significantly improved students' clinical performance but not for clinicians. Situated e-learning is an effective method to improve novice learners' performance. The effect of situated e-learning on the improvement of cognitive ability is limited when compared to traditional learning. Situated e-learning is a useful adjunct to traditional learning for medical and nursing students. © 2013 Sigma Theta Tau International.

[Nursing students' satisfaction and perception of their first clinical placement: observational study].

PubMed

Comparcini, Dania; Simonetti, Valentina; Tomietto, Marco; Galli, Francesco; Fiorani, Catia; Di Labio, Luisa; Cicolini, Giancarlo

2014-01-01

Clinical learning environments are defined as an interactive network of forces within the clinical context that influence students' learning outcomes. Nursing students' satisfaction could be strictly related to their learning outcomes. Aim. To analyze the first year nursing students' clinical learning experience and to identify the main determinants of students' satisfaction. The observational study was carried out in five Italian nursing degree courses. 420 students filled out the validated Italian version of the "Clinical Learning Environment and Supervision plus Nurse Teacher (CLES+T) scale" after the conclusion of their first clinical placement. The mean values of the main sub-dimensions of CLES+T varied from 4.02 (pedagogical atmosphere) to 3.30 (supervisory relationship). Students were mainly satisfied with their clinical placement, however the findings showed statistical significantly differences among the five nursing courses. The main determinants of the overall students' satisfaction are the nurse manager's leadership style and the integration between theoretical knowledge and everyday practice of nursing through the relationship among students, clinical tutors and nurse teacher. Our results may contribute to better understand nursing students' perception of their first clinical placement. However, further research are needed to evaluate which organizational factors and clinical training models may enhance the clinical learning experience.

Undergraduate nursing students' perceptions of service-learning through a school-based community project.

PubMed

Bassi, Sherry

2011-01-01

Service-learning (SL) is an experiential teaching method that combines instruction with community service, with the aim of enriching students' academic learning, interpersonal skills and sense of responsibility while making meaningful contributions to the community. However, measuring outcomes of service-learning projects is difficult. This article reports on the perceptions of 18 third-year undergraduate nursing students who took part in a pilot service-learning project targeting tobacco use in a local elementary school. Faculty members evaluated the program's outcomes by engaging students in structured reflection on the program about its relevance to their future careers as practicing professionals, especially in community-based settings. The students' perceptions were elicited through three sets of reflective assignments following the project. Findings from the reflective assignments suggest that the pilot program was successful in enhancing the students' academic, social, and personal development while building a partnership between the school of nursing and key players in the community, including school-based nurses, teachers, administrators, families, and community leaders. The author suggests that service-learning projects can help nursing students accomplish key developmental tasks of the college years (such as building their competence, autonomy, and integrity), while helping impart the skills and values they will need as they graduate and seek professional nursing roles.

Student perceptions and learning outcomes of computer-assisted versus traditional instruction in physiology.

PubMed

Richardson, D

1997-12-01

This study compared student perceptions and learning outcomes of computer-assisted instruction against those of traditional didactic lectures. Components of Quantitative Circulatory Physiology (Biological Simulators) and Mechanical Properties of Active Muscle (Trinity Software) were used to teach regulation of tissue blood flow and muscle mechanics, respectively, in the course Medical Physiology. These topics were each taught, in part, by 1) standard didactic lectures, 2) computer-assisted lectures, and 3) computer laboratory assignment. Subjective evaluation was derived from a questionnaire assessing student opinions of the effectiveness of each method. Objective evaluation consisted of comparing scores on examination questions generated from each method. On a 1-10 scale, effectiveness ratings were higher (P < 0.0001) for the didactic lectures (7.7) compared with either computer-assisted lecture (3.8) or computer laboratory (4.2) methods. A follow-up discussion with representatives from the class indicated that students did not perceive computer instruction as being time effective. However, examination scores from computer laboratory questions (94.3%) were significantly higher compared with ones from either computer-assisted (89.9%; P < 0.025) or didactic (86.6%; P < 0.001) lectures. Thus computer laboratory instruction enhanced learning outcomes in medical physiology despite student perceptions to the contrary.

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.

Human θ burst stimulation enhances subsequent motor learning and increases performance variability.

PubMed

Teo, James T H; Swayne, Orlando B C; Cheeran, Binith; Greenwood, Richard J; Rothwell, John C

2011-07-01

Intermittent theta burst stimulation (iTBS) transiently increases motor cortex excitability in healthy humans by a process thought to involve synaptic long-term potentiation (LTP), and this is enhanced by nicotine. Acquisition of a ballistic motor task is likewise accompanied by increased excitability and presumed intracortical LTP. Here, we test how iTBS and nicotine influences subsequent motor learning. Ten healthy subjects participated in a double-blinded placebo-controlled trial testing the effects of iTBS and nicotine. iTBS alone increased the rate of learning but this increase was blocked by nicotine. We then investigated factors other than synaptic strengthening that may play a role. Behavioral analysis and modeling suggested that iTBS increased performance variability, which correlated with learning outcome. A control experiment confirmed the increase in motor output variability by showing that iTBS increased the dispersion of involuntary transcranial magnetic stimulation-evoked thumb movements. We suggest that in addition to the effect on synaptic plasticity, iTBS may have facilitated performance by increasing motor output variability; nicotine negated this effect on variability perhaps via increasing the signal-to-noise ratio in cerebral cortex.

Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment

NASA Astrophysics Data System (ADS)

Barak, Miri; Dori, Yehudit Judy

2009-10-01

Testing students on higher order thinking skills may reinforce these skills among them. To research this assertion, we developed a graduate course for inservice science teachers in a framework of a “Journal Club”—a hybrid course which combines face-to-face classroom discussions with online activities, interrelating teaching, learning, and assessment. The course involves graduate students in critical evaluation of science education articles and cognitive debates, and tests them on these skills. Our study examined the learning processes and outcomes of 51 graduate students, from three consecutive semesters. Findings indicated that the students’ higher order thinking skills were enhanced in terms of their ability to (a) pose complex questions, (b) present solid opinions, (c) introduce consistent arguments, and (d) demonstrate critical thinking.

Using a Systematic Approach and Theoretical Framework to Design a Curriculum for the Shaping Healthy Choices Program.

PubMed

Linnell, Jessica D; Zidenberg-Cherr, Sheri; Briggs, Marilyn; Scherr, Rachel E; Brian, Kelley M; Hillhouse, Carol; Smith, Martin H

2016-01-01

To examine the use of a systematic approach and theoretical framework to develop an inquiry-based, garden-enhanced nutrition curriculum for the Shaping Healthy Choices Program. Curriculum development occurred in 3 steps: identification of learning objectives, determination of evidence of learning, and activity development. Curriculum activities were further refined through pilot-testing, which was conducted in 2 phases. Formative data collected during pilot-testing resulted in improvements to activities. Using a systematic, iterative process resulted in a curriculum called Discovering Healthy Choices, which has a strong foundation in Social Cognitive Theory and constructivist learning theory. Furthermore, the Backward Design method provided the design team with a systematic approach to ensure activities addressed targeted learning objectives and overall Shaping Healthy Choices Program goals. The process by which a nutrition curriculum is developed may have a direct effect on student outcomes. Processes by which nutrition curricula are designed and learning objectives are selected, and how theory and pedagogy are applied should be further investigated so that effective approaches to developing garden-enhanced nutrition interventions can be determined and replicated. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

It's not about you: a simple proposition for improving biology education.

PubMed

Wright, Robin

2014-10-01

THE Genetics Society of America's Elizabeth W. Jones Award for Excellence in Education recognizes significant and sustained impact on genetics education. Consistent with her philosophy of linking research and education, the 2014 Awardee Robin Wright includes undergraduate students in all of her research. She seeks to teach how to think like and to actually be a biologist, working in teams and looking at real-world problems. She emphasizes a learner-centered model of classroom work that promotes and enhances lifelong skills, and has transformed biology education at the University of Minnesota through several efforts including developing the interactive, stimulating Foundations of Biology course sequence, encouraging active learning and open-ended research; supporting the construction of Active Learning Classrooms; and establishing Student Learning Outcomes, standards that measure biology education. She serves as founding editor-in-chief of CourseSource, focusing national effort to collect learner-centered, outcomes-based teaching resources in undergraduate biology. Copyright © 2014 by the Genetics Society of America.

Engaging the University in Building Communities of Practice for Aging in Place

ERIC Educational Resources Information Center

McDonald, Jessyna M.

2011-01-01

Based upon the principles of the Engaged University (Kellogg Commission 2001), The Institute of Gerontology (IOG) at the University of the District of Columbia developed a model for the scholarship of engagement by building communities of practice within the aging network which may support and enhance student learning outcomes and experiences. The…

Think Pair Share: A Teaching Learning Strategy to Enhance Students' Critical Thinking

ERIC Educational Resources Information Center

Kaddoura, Mahmoud

2013-01-01

This study investigated the change in critical thinking (CT) skills of baccalaureate nursing students who were educated using a Think-Pair-Share (TPS) or an equivalent Non-Think-Pair-Share (Non-TPS) teaching method. Critical thinking has been an essential outcome of nursing students to prepare them to provide effective and safe quality care for…

Enhancing Learning Using 3D Printing: An Alternative to Traditional Student Project Methods

ERIC Educational Resources Information Center

McGahern, Patricia; Bosch, Frances; Poli, DorothyBelle

2015-01-01

Student engagement during the development of a three-dimensional visual aid or teaching model can vary for a number of reasons. Some students report that they are not "creative" or "good at art," often as an excuse to justify less professional outcomes. Student engagement can be low when using traditional methods to produce a…

Technology Strategies to Address Grade-Level Outcomes: National Standards 1 and 2

ERIC Educational Resources Information Center

Baert, Helena

2015-01-01

The need to prepare students to thrive in the digital world and the benefit of using instructional technology have both been widely recognized in education. As new technology becomes available, its use by both students and teachers must be carefully evaluated. Technology can help enhance learning and facilitate the teaching process, if and when it…

A Comparison of Two Sight Word Interventions: Traditional Drill and Wordsheets

ERIC Educational Resources Information Center

Mule, Christina Marie

2013-01-01

Traditional drill and practice (TDP) is a sight word intervention that is well supported in the literature as being both effective and efficient. However, with growing demands in school systems, there is increased pressure to employ interventions that enhance learning outcomes with less instructional time. WordSheets (WS) was created as a method…

Learning Together with Parents of Children with Disabilities: Bringing Parent-Professional Partnership Education to a New Level

ERIC Educational Resources Information Center

Murray, Mary M.; Curran, Erin M.

2008-01-01

Parent/professional partnerships have been credited with improving outcomes for children and enhancing satisfaction for both parents and professionals. Family involvement in preservice programs is minimal and often limited to parent panels or parent involvement in a class activity such as an interview. Preservice students who have had multiple…

Debating the Issues: A Tool for Augmenting Critical Thinking Skills of Marketing Students

ERIC Educational Resources Information Center

Roy, Abhijit; Macchiette, Bart

2005-01-01

The case for enhancing critical thinking as an integral part of the marketing curriculum through the debate process is presented. Linkages between critical thinking, debate, and the marketing curricula are examined in the context of desired student outcomes and learning skills. The role of the professor in planning and facilitating the debate is…

Translation of a Dementia Caregiver Intervention for Delivery in Homecare as a Reimbursable Medicare Service: Outcomes and Lessons Learned

ERIC Educational Resources Information Center

Gitlin, Laura N.; Jacobs, Mimi; Earland, Tracey Vause

2010-01-01

Purpose: Families of dementia patients receiving skilled homecare do not receive supportive services. We evaluated whether a proven intervention, Environmental Skill-building Program (ESP), which reduces caregiver burden and enhances skills managing patient functioning, can be integrated into homecare practices of occupational therapists (OTs) and…

School-Based Teacher Collaboration in Sweden and Greece: Formal Cooperation, Deprivatized Practices and Personalized Interaction in Primary and Lower Secondary Schools

ERIC Educational Resources Information Center

Kougioumtzis, Konstantin; Patriksson, Goran

2009-01-01

During recent years, educational restructuring efforts have commonly regarded schools as both learning communities and sites for teachers' professional development. A plethora of attributes influence prerequisites as well as outcomes of the efforts, while teachers' local cultures constitute a cornerstone. More specifically, enhanced school-based…

Yes, You Can!: A Critical Questions Approach for Developing and Incorporating Intercultural Sensitivity Efforts into ANY Classroom

ERIC Educational Resources Information Center

Osborne, Randall

2016-01-01

The educational literature has blossomed with information on becoming interculturally sensitive (e.g., Bennett, 2004, 2009), discussions on theory and practice for education aimed at enhancing intercultural sensitivity in students (e.g., Bleszynska, 2008), or how to identify and assess intercultural sensitivity as a learning outcome (e.g.,…

Transformation of Online Teaching Practices Utilizing Appreciative Inquiry to Enhance the Process of Learning

ERIC Educational Resources Information Center

Johnson, Bruce A.

2010-01-01

The purpose of this case study was to explore the application and outcome of appreciative andragogy as an online instructional strategy for the development of adult learner motivation, engagement, and performance. Appreciative andragogy was an original phrase developed for this study and is an adaptation of appreciative inquiry. The concept of…

Is "Safety" Dangerous? A Critical Examination of the Classroom as Safe Space

ERIC Educational Resources Information Center

Barrett, Betty J.

2010-01-01

The notion that the classroom can, indeed must, be a safe space to promote student engagement and enhance academic outcomes is pervasive in the teaching and learning literature. Despite the prevalence of this claim, there is a dearth of empirical evidence documenting the effectiveness of safe space classrooms in achieving these goals. The purpose…

Using Instant Feedback System and Micro Exams to Enhance Active Learning

ERIC Educational Resources Information Center

Sabag, N.; Kosolapov, S.

2012-01-01

This paper presents the outcomes of the preliminary survey in which the method of IFS was used to integrate motivating questions into the lecture presentations in order to increase the students' involvement. Instant Feedback System (IFS) enables the educators to improve their own teaching by getting instant and real-time feedback about how clear…

Keeping Students "on Their Toes and on Their Game": Serendipitous Findings in Students' Assessments and Reactions

ERIC Educational Resources Information Center

Pelletier, Kathie L.

2017-01-01

This study extends the empirical findings of the use of continuous, lecture-embedded assessments to increase engagement and enhance learning. Outcome data (exam performance and attendance rates) from college students in three upper-division business course sections who took quizzes and wrote two-minute papers (test group) were compared to outcome…

A Systematic Literature Review of Empirical Evidence on Computer Games and Serious Games

ERIC Educational Resources Information Center

Connolly, Thomas M.; Boyle, Elizabeth A.; MacArthur, Ewan; Hainey, Thomas; Boyle, James M.

2012-01-01

This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and…

Implementing and Assessing the Effects of Theatre Infused Reading Instruction in Sixth, Seventh, and Eighth Grade Middle School English Classrooms

ERIC Educational Resources Information Center

Eyerly, William J., Jr.

2017-01-01

Theatre instructional techniques, including reader's theatre and process drama teaching strategies, have been employed as instructional strategies in classrooms to enhance reading comprehension and vocabulary learning in students. In this era of increasing accountability for educational outcomes, quantifying what, if any, impact such instructional…

An Empirical Look at Business Students' Attitudes towards Laptop Computers in the Classroom

ERIC Educational Resources Information Center

Dykstra, DeVee E.; Tracy, Daniel L.; Wergin, Rand

2013-01-01

Mobile computing technology has proliferated across university campuses with the goals of enhancing student learning outcomes and making courses more accessible. An increasing amount of research has been conducted about mobile computing's benefits in classroom settings. Yet, the research is still in its infancy. The purpose of this paper is to add…

Biotechnologies as a Context for Enhancing Junior High-School Students' Ability to Ask Meaningful Questions about Abstract Biological Processes.

ERIC Educational Resources Information Center

Olsher, G.; Dreyfus, A.

1999-01-01

Suggests a new approach to teaching about biochemical cellular processes by stimulating student interest in those biochemical processes that allowed for the outcomes of modern biotechnologies. Discusses the development of students' ability to ask meaningful questions about intra-cellular processes, and the resulting meaningful learning of relevant…

The Link between Higher Order Thinking Skills, Representation and Concepts in Enhancing TIMSS Tasks

ERIC Educational Resources Information Center

Tajudin, Nor'ain Mohd.; Chinnappan, Mohan

2016-01-01

Students' performances in TIMSS have featured strongly in recent discussions and debates about the quality of mathematical learning outcomes both from teachers and policy makers. Findings of TIMSS trends showed that most high school students in Malaysia continue to perform at less than satisfactory levels, particularly, in tasks that are…

Impact of a personal learning plan supported by an induction meeting on academic performance in undergraduate Obstetrics and Gynaecology: a cluster randomised controlled trial.

PubMed

Deane, Richard P; Murphy, Deirdre J

2015-03-11

A personal learning plan (PLP) is an approach to assist medical students maximise their learning experience within clinical rotations. The aim of this study was to investigate whether medical students who created a PLP supported by an induction meeting had an improved academic performance within an undergraduate clinical rotation. A cluster randomised controlled study was conducted over a full academic year (2012/13). The intervention was the creation of a PLP by medical students supported by an individual 'one-to-one' induction meeting between each student and a faculty member. Randomisation was by unit of rotation in which students completed the program. There were 2 clusters in the intervention group (n = 71 students) and 2 clusters in the control group (n = 72 students). Primary outcome was the overall examination score. Secondary outcomes were student attendance and student evaluation. There was no difference in overall examination score between the intervention group and control group (mean score 56.3 ± 4.8% versus 56.7 ± 5.6%, p = 0.64). The majority of students in the intervention group (n = 51/71, 85%) reported that the PLP and induction meeting enhanced their learning experience. Attendance at the induction meeting was identified as a key element. The creation of a PLP supported by an induction meeting was rated highly by students as an approach to enhance their learning experience but did not result in an improved academic performance. Further research is required to establish the role of an interim or exit meeting.

Your teaching strategy matters: how engagement impacts application in health information literacy instruction.

PubMed

Johnson, Heather A; Barrett, Laura

2017-01-01

The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups' learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). We found that the active learning group scored more favorably in four assessment categories. Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method.

Interprofessional learning, impression management, and spontaneity in the acute healthcare setting.

PubMed

Bell, Elaine; McAllister, Sue; Ward, Paul R; Russell, Alison

2016-09-01

Spontaneous learning is integral to definitions of interprofessional learning (IPL) because it has been suggested that spontaneous learning can be deeply connected with the work that people do in collaboration with colleagues via their professional networks. However, its nature and the processes involved are not well understood. Goffman's theory of impression management offers a useful theoretical framework to consider the way in which interaction in the workplace connects to spontaneous learning. This article explores the current literature to investigate the usefulness of this framework to better understand and identify spontaneous learning in the workplace. Aspects such as the connections between spontaneous learning occurring in formal and informal work activities, the spaces in which it occurs, and the influence of professional networking are considered. It is proposed that research directed to developing a better understanding of the nature of spontaneous learning in IPL will assist in connecting this learning to formal IPL curricula, enhancing IPL and patient outcomes.

Your teaching strategy matters: how engagement impacts application in health information literacy instruction *

PubMed Central

Johnson, Heather A.; Barrett, Laura

2017-01-01

Objective The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Methods Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups’ learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). Results We found that the active learning group scored more favorably in four assessment categories. Conclusions Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method. PMID:28096745

Digital interactive learning of oral radiographic anatomy.

PubMed

Vuchkova, J; Maybury, T; Farah, C S

2012-02-01

Studies reporting high number of diagnostic errors made from radiographs suggest the need to improve the learning of radiographic interpretation in the dental curriculum. Given studies that show student preference for computer-assisted or digital technologies, the purpose of this study was to develop an interactive digital tool and to determine whether it was more successful than a conventional radiology textbook in assisting dental students with the learning of radiographic anatomy. Eighty-eight dental students underwent a learning phase of radiographic anatomy using an interactive digital tool alongside a conventional radiology textbook. The success of the digital tool, when compared to the textbook, was assessed by quantitative means using a radiographic interpretation test and by qualitative means using a structured Likert scale survey, asking students to evaluate their own learning outcomes from the digital tool. Student evaluations of the digital tool showed that almost all participants (95%) indicated that the tool positively enhanced their learning of radiographic anatomy and interpretation. The success of the digital tool in assisting the learning of radiographic interpretation is discussed in the broader context of learning and teaching curricula, and preference (by students) for the use of this digital form when compared to the conventional literate form of the textbook. Whilst traditional textbooks are still valued in the dental curriculum, it is evident that the preference for computer-assisted learning of oral radiographic anatomy enhances the learning experience by enabling students to interact and better engage with the course material. © 2011 John Wiley & Sons A/S.

Drawing Connections Across Conceptually Related Visual Representations in Science

NASA Astrophysics Data System (ADS)

Hansen, Janice

This dissertation explored beliefs about learning from multiple related visual representations in science, and compared beliefs to learning outcomes. Three research questions were explored: 1) What beliefs do pre-service teachers, non-educators and children have about learning from visual representations? 2) What format of presenting those representations is most effective for learning? And, 3) Can children's ability to process conceptually related science diagrams be enhanced with added support? Three groups of participants, 89 pre-service teachers, 211 adult non-educators, and 385 middle school children, were surveyed about whether they felt related visual representations presented serially or simultaneously would lead to better learning outcomes. Two experiments, one with adults and one with child participants, explored the validity of these beliefs. Pre-service teachers did not endorse either serial or simultaneous related visual representations for their own learning. They were, however, significantly more likely to indicate that children would learn better from serially presented diagrams. In direct contrast to the educators, middle school students believed they would learn better from related visual representations presented simultaneously. Experimental data indicated that the beliefs adult non-educators held about their own learning needs matched learning outcomes. These participants endorsed simultaneous presentation of related diagrams for their own learning. When comparing learning from related diagrams presented simultaneously to learning from the same diagrams presented serially indicate that those in the simultaneously condition were able to create more complex mental models. A second experiment compared children's learning from related diagrams across four randomly-assigned conditions: serial, simultaneous, simultaneous with signaling, and simultaneous with structure mapping support. Providing middle school students with simultaneous related diagrams with support for structure mapping led to a lessened reliance on surface features, and a better understanding of the science concepts presented. These findings suggest that presenting diagrams serially in an effort to reduce cognitive load may not be preferable for learning if making connections across representations, and by extension across science concepts, is desired. Instead, providing simultaneous diagrams with structure mapping support may result in greater attention to the salient relationships between related visual representations as well as between the representations and the science concepts they depict.

Teaching a Systems Approach: An Innovative Quality Improvement Project.

PubMed

Hamrin, Vanya; Vick, Rose; Brame, Cynthia; Simmons, Megan; Smith, Letizia; Vanderhoef, Dawn

2016-04-01

Nurse practitioners are required to navigate complex health care systems. Quality improvement (QI) projects provide the opportunity for nurse practitioner students to learn systems knowledge and improve health care outcomes in patient populations. A gap in the literature exists around how to systematically teach, apply, and measure QI curricular objectives at the master's level. Six faculty evaluated the QI project for the psychiatric nurse practitioner master's program by identifying the most challenging QI concepts for students to apply, revising their teaching strategies to address gaps, and retrospectively evaluating the outcomes of these curriculum changes by comparing student outcomes before and after the curricular changes. A significant difference was noted on QI project performance between students in the 2014 and 2015 graduating classes, measured by the scores earned on students' final papers (t[92] = 1.66, p = .05, d = .34, r(2) = .0289). Theoretical principles of adult and cooperative learning were used to inform curricular changes to enhance student's acquisition of QI skills. Copyright 2016, SLACK Incorporated.

Grounding theories of W(e)Learn: a framework for online interprofessional education.

PubMed

Casimiro, Lynn; MacDonald, Colla J; Thompson, Terrie Lynn; Stodel, Emma J

2009-07-01

Interprofessional care (IPC) is a prerequisite for enhanced communication between healthcare team members, improved quality of care, and better outcomes for patients. A move to an IPC model requires changing the learning experiences of healthcare providers during and after their qualification program. With the rapid growth of online and blended approaches to learning, an educational framework that explains how to construct quality learning events to provide IPC is pressing. Such a framework would offer a quality standard to help educators design, develop, deliver, and evaluate online interprofessional education (IPE) programs. IPE is an extremely delicate process due to issues related to knowledge, status, power, accountability, personality traits, and culture that surround IPC. In this paper, a review of the pertinent literature that would inform the development of such a framework is presented. The review covers IPC, IPE, learning theories, and eLearning in healthcare.

Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs

PubMed Central

Briggs, Charlotte L.; Doubleday, Alison F.

2016-01-01

Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning. PMID:29349309

Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs.

PubMed

Briggs, Charlotte L; Doubleday, Alison F

2016-01-01

Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning.

Project ECHO: A Telementoring Network Model for Continuing Professional Development.

PubMed

Arora, Sanjeev; Kalishman, Summers G; Thornton, Karla A; Komaromy, Miriam S; Katzman, Joanna G; Struminger, Bruce B; Rayburn, William F

2017-01-01

A major challenge with current systems of CME is the inability to translate the explosive growth in health care knowledge into daily practice. Project ECHO (Extension for Community Healthcare Outcomes) is a telementoring network designed for continuing professional development (CPD) and improving patient outcomes. The purpose of this article was to describe how the model has complied with recommendations from several authoritative reports about redesigning and enhancing CPD. This model links primary care clinicians through a knowledge network with an interprofessional team of specialists from an academic medical center who provide telementoring and ongoing education enabling community clinicians to treat patients with a variety of complex conditions. Knowledge and skills are shared during weekly condition-specific videoconferences. The model exemplifies learning as described in the seven levels of CPD by Moore (participation, satisfaction, learning, competence, performance, patient, and community health). The model is also aligned with recommendations from four national reports intended to redesign knowledge transfer in improving health care. Efforts in learning sessions focus on information that is relevant to practice, focus on evidence, education methodology, tailoring of recommendations to individual needs and community resources, and interprofessionalism. Project ECHO serves as a telementoring network model of CPD that aligns with current best practice recommendations for CME. This transformative initiative has the potential to serve as a leading model for larger scale CPD, nationally and globally, to enhance access to care, improve quality, and reduce cost.

Framework for e-learning assessment in dental education: a global model for the future.

PubMed

Arevalo, Carolina R; Bayne, Stephen C; Beeley, Josie A; Brayshaw, Christine J; Cox, Margaret J; Donaldson, Nora H; Elson, Bruce S; Grayden, Sharon K; Hatzipanagos, Stylianos; Johnson, Lynn A; Reynolds, Patricia A; Schönwetter, Dieter J

2013-05-01

The framework presented in this article demonstrates strategies for a global approach to e-curricula in dental education by considering a collection of outcome assessment tools. By combining the outcomes for overall assessment, a global model for a pilot project that applies e-assessment tools to virtual learning environments (VLE), including haptics, is presented. Assessment strategies from two projects, HapTEL (Haptics in Technology Enhanced Learning) and UDENTE (Universal Dental E-learning), act as case-user studies that have helped develop the proposed global framework. They incorporate additional assessment tools and include evaluations from questionnaires and stakeholders' focus groups. These measure each of the factors affecting the classical teaching/learning theory framework as defined by Entwistle in a standardized manner. A mathematical combinatorial approach is proposed to join these results together as a global assessment. With the use of haptic-based simulation learning, exercises for tooth preparation assessing enamel and dentine were compared to plastic teeth in manikins. Equivalence for student performance for haptic versus traditional preparation methods was established, thus establishing the validity of the haptic solution for performing these exercises. Further data collected from HapTEL are still being analyzed, and pilots are being conducted to validate the proposed test measures. Initial results have been encouraging, but clearly the need persists to develop additional e-assessment methods for new learning domains.

Distributed coding of actual and hypothetical outcomes in the orbital and dorsolateral prefrontal cortex

PubMed Central

Abe, Hiroshi; Lee, Daeyeol

2011-01-01

SUMMARY Knowledge about hypothetical outcomes from unchosen actions is beneficial only when such outcomes can be correctly attributed to specific actions. Here, we show that during a simulated rock-paper-scissors game, rhesus monkeys can adjust their choice behaviors according to both actual and hypothetical outcomes from their chosen and unchosen actions, respectively. In addition, neurons in both dorsolateral prefrontal cortex and orbitofrontal cortex encoded the signals related to actual and hypothetical outcomes immediately after they were revealed to the animal. Moreover, compared to the neurons in the orbitofrontal cortex, those in the dorsolateral prefrontal cortex were more likely to change their activity according to the hypothetical outcomes from specific actions. Conjunctive and parallel coding of multiple actions and their outcomes in the prefrontal cortex might enhance the efficiency of reinforcement learning and also contribute to their context-dependent memory. PMID:21609828

Problem-based learning in pre-clinical medical education: 22 years of outcome research.

PubMed

Hartling, Lisa; Spooner, Carol; Tjosvold, Lisa; Oswald, Anna

2010-01-01

To conduct a systematic review of problem-based learning (PBL) in undergraduate, pre-clinical medical education. A research librarian developed comprehensive search strategies for MEDLINE, PSYCINFO, and ERIC (1985-2007). Two reviewers independently screened search results and applied inclusion criteria. Studies were included if they had a comparison group and reported primary data for evaluative outcomes. One reviewer extracted data and a second reviewer checked data for accuracy. Two reviewers independently assessed methodological quality. Quantitative synthesis was not performed due to heterogeneity. A qualitative review with detailed evidence tables is provided. Thirty unique studies were included. Knowledge acquisition measured by exam scores was the most frequent outcome reported; 12 of 15 studies found no significant differences. Individual studies demonstrated either improved clerkship (N = 3) or residency (N = 1) performance, or benefits on some clinical competencies during internships for PBL (N = 1). Three of four studies found some benefits for PBL when evaluating diagnostic accuracy. Three studies found few differences of clinical (or practical) importance on the impact of PBL on practicing physicians. Twenty-two years of research shows that PBL does not impact knowledge acquisition; evidence for other outcomes does not provide unequivocal support for enhanced learning. Work is needed to determine the most appropriate outcome measures to capture and quantify the effects of PBL. General conclusions are limited by methodological weaknesses and heterogeneity across studies. The critical appraisal of previous studies, conducted as part of this review, provides direction for future research in this area.

Dopamine efflux in the nucleus accumbens during within-session extinction, outcome-dependent, and habit-based instrumental responding for food reward.

PubMed

Ahn, Soyon; Phillips, Anthony G

2007-04-01

Dopamine (DA) activity in the nucleus accumbens (NAc) is related to the general motivational effects of rewarding stimuli. Dickinson and colleagues have shown that initial acquisition of instrumental responding reflects action-outcome relationships based on instrumental incentive learning, which establishes the value of an outcome. Given that the sensitivity of responding to outcome devaluation is not affected by NAc lesions, it is unlikely that incentive learning during the action-outcome phase is mediated by DA activity in the NAc. DA efflux in the NAc after limited and extended training was compared on the assumption that comparable changes would be observed during both action-outcome- and habit-based phases of instrumental responding for food. This study also tested the hypothesis that increase in NAc DA activity is correlated with instrumental responding during extinction maintained by a conditioned stimulus paired with food. Rats were trained to lever press for food (random-interval 30 s schedule). On the 5th and 16th day of training, microdialysis samples were collected from the NAc or mediodorsal striatum (a control site for generalized activity) during instrumental responding in extinction and then for food reward, and analyzed for DA content using high performance liquid chromatography. Increase in DA efflux in the NAc accompanied responding for food pellets on both days 5 and 16, with the magnitude of increase significantly enhanced on day 16. DA efflux was also significantly elevated during responding in extinction only on day 16. These results support a role for NAc DA activity in Pavlovian, but not instrumental, incentive learning.

School Gardens Enhance Academic Performance and Dietary Outcomes in Children.

PubMed

Berezowitz, Claire K; Bontrager Yoder, Andrea B; Schoeller, Dale A

2015-08-01

Schools face increasing demands to provide education on healthy living and improve core academic performance. Although these appear to be competing concerns, they may interact beneficially. This article focuses on school garden programs and their effects on students' academic and dietary outcomes. Database searches in CABI, Web of Science, Web of Knowledge, PubMed, Education Full Text, Education Resources Information Center (ERIC), and PsychINFO were conducted through May 2013 for peer-reviewed literature related to school-day garden interventions with measures of dietary and/or academic outcomes. Among 12 identified garden studies with dietary measures, all showed increases/improvements in predictors of fruit and vegetable (FV) consumption. Seven of these also included self-reported FV intake with 5 showing an increase and 2 showing no change. Four additional interventions that included a garden component measured academic outcomes; of these, 2 showed improvements in science achievement and 1 measured and showed improvements in math scores. This small set of studies offers evidence that garden-based learning does not negatively impact academic performance or FV consumption and may favorably impact both. Additional studies with more robust experimental designs and outcome measures are necessary to understand the effects of experiential garden-based learning on children's academic and dietary outcomes. © 2015, American School Health Association.

Replication of elite music performance enhancement following alpha/theta neurofeedback and application to novice performance and improvisation with SMR benefits.

PubMed

Gruzelier, J H; Holmes, P; Hirst, L; Bulpin, K; Rahman, S; van Run, C; Leach, J

2014-01-01

Alpha/theta (A/T) and sensory-motor rhythm (SMR) neurofeedback were compared in university instrumentalists who were novice singers with regard to prepared and improvised instrumental and vocal performance in three music domains: creativity/musicality, technique and communication/presentation. Only A/T training enhanced advanced playing seen in all three domains by expert assessors and validated by correlations with learning indices, strongest with Creativity/Musicality as shown by Egner and Gruzelier (2003). Here A/T gains extended to novice performance - prepared vocal, improvised vocal and instrumental - and were recognised by a lay audience who judged the prepared folk songs. SMR learning correlated positively with Technical Competence and Communication in novice performance, in keeping with SMR neurofeedback's known impact on lower-order processes such as attention, working memory and psychomotor skills. The importance of validation through learning indices was emphasised in the interpretation of neurofeedback outcome. Copyright © 2013 Elsevier B.V. All rights reserved.

The CIRTL Network: A Professional Development Network for Future STEM Faculty

NASA Astrophysics Data System (ADS)

Herbert, B. E.

2011-12-01

The Center for the Integration of Research, Teaching, and Learning (CIRTL) is an NSF Center for Learning and Teaching in higher education using the professional development of graduate students and post-doctoral scholars as the leverage point to develop a national STEM faculty committed to implementing and advancing effective teaching practices for diverse student audiences as part of successful professional careers. The goal of CIRTL is to improve the STEM learning of all students at every college and university, and thereby to increase the diversity in STEM fields and the STEM literacy of the nation. The CIRTL network seeks to support change at a number of levels to support its goals: individual, classroom, institutional, and national. To bring about change, which is never easy, the CIRTL network has developed a conceptual model or change model that is thought to support the program objectives. Three central concepts, Teaching-as-Research, Learning Communities, and Learning-through-Diversity, underlie the design of all CIRTL activities. STEM faculty use research methods to systematically and reflectively improve learning outcomes. This work is done within a community of shared learning and discovery, and explicitly recognizes that effective teaching capitalizes on the rich array of experiences, backgrounds, and skills among the students and instructors to enhance the learning of all. This model is being refined and tested through a networked-design experiment, where the model is tested in diverse settings. Established in fall 2006, the CIRTL Network comprises the University of Colorado at Boulder (CU), Howard University, Michigan State University, Texas A&M University, Vanderbilt University, and the University of Wisconsin-Madison. The diversity of these institutions is by design: private/public; large/moderate size; majority-/minority-serving; geographic location. This talk will describe the theoretical constructs and efficacy of Teaching-as Research as a central design element of the CIRTL network model. Teaching-as-Research involves the deliberate, systematic, and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and outcomes of students. CIRTL envision three types of learning outcomes for CIRTL participants: CIRTL Fellow, CIRTL Practitioner, and CIRTL Scholar. These three, tiered learning outcomes recognize the role of the CIRTL pillars in effective teaching (Fellow), scholarly teaching that builds on the CIRTL pillars to demonstrably improve learning and make the results public (Practitioner), and finally scholarship that advances teaching and learning under peer review (Scholar). CIRTL program outcomes conceived in this way permit anyone to enter the CIRTL Network learning community from a wide variety of disciplines, needs, and past experiences, and to achieve success as an instructor in diverse contexts.

Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities

NASA Astrophysics Data System (ADS)

Mintzes, Joel J.; Marcum, Bev; Messerschmidt-Yates, Christl; Mark, Andrew

2013-11-01

Emerging from Bandura's Social Learning Theory, this study of in-service elementary school teachers examined the effects of sustained Professional Learning Communities (PLCs) on self-efficacy in science teaching. Based on mixed research methods, and a non-equivalent control group experimental design, the investigation explored changes in personal self-efficacy and outcome expectancy among teachers engaged in PLCs that featured Demonstration Laboratories, Lesson Study, and annual Summer Institutes. Significant changes favoring the experimental group were found on all quantitative measures of self-efficacy. Structured clinical interviews revealed that observed changes were largely attributable to a wide range of direct (mastery) and vicarious experiences, as well as emotional reinforcement and social persuasion.

Exploring Learning through Audience Interaction in Virtual Reality Dome Theaters

NASA Astrophysics Data System (ADS)

Apostolellis, Panagiotis; Daradoumis, Thanasis

Informal learning in public spaces like museums, science centers and planetariums is increasingly popular during the last years. Recent advancements in large-scale displays allowed contemporary technology-enhanced museums to get equipped with digital domes, some with real-time capabilities like Virtual Reality systems. By conducting extensive literature review we have come to the conclusion that little to no research has been carried out on the leaning outcomes that the combination of VR and audience interaction can provide in the immersive environments of dome theaters. Thus, we propose that audience collaboration in immersive virtual reality environments presents a promising approach to support effective learning in groups of school aged children.

Associative learning versus fear habituation as predictors of long-term extinction retention.

PubMed

Brown, Lily A; LeBeau, Richard T; Chat, Ka Yi; Craske, Michelle G

2017-06-01

Violation of unconditioned stimulus (US) expectancy during extinction training may enhance associative learning and result in improved long-term extinction retention compared to within-session habituation. This experiment examines variation in US expectancy (i.e., expectancy violation) as a predictor of long-term extinction retention. It also examines within-session habituation of fear-potentiated startle (electromyography, EMG) and fear of conditioned stimuli (CS) throughout extinction training as predictors of extinction retention. Participants (n = 63) underwent fear conditioning, extinction and retention and provided continuous ratings of US expectancy and EMG, as well as CS fear ratings before and after each phase. Variation in US expectancy throughout extinction and habituation of EMG and fear was entered into a regression as predictors of retention and reinstatement of levels of expectancy and fear. Greater variation in US expectancy throughout extinction training was significantly predictive of enhanced extinction performance measured at retention test, although not after reinstatement test. Slope of EMG and CS fear during extinction did not predict retention of extinction. Within-session habituation of EMG and self-reported fear is not sufficient for long-term retention of extinction learning, and models emphasizing expectation violation may result in enhanced outcomes.

Three visual techniques to enhance interprofessional learning.

PubMed

Parsell, G; Gibbs, T; Bligh, J

1998-07-01

Many changes in the delivery of healthcare in the UK have highlighted the need for healthcare professionals to learn to work together as teams for the benefit of patients. Whatever the profession or level, whether for postgraduate education and training, continuing professional development, or for undergraduates, learners should have an opportunity to learn about and with, other healthcare practitioners in a stimulating and exciting way. Learning to understand how people think, feel, and react, and the parts they play at work, both as professionals and individuals, can only be achieved through sensitive discussion and exchange of views. Teaching and learning methods must provide opportunities for this to happen. This paper describes three small-group teaching techniques which encourage a high level of learner collaboration and team-working. Learning content is focused on real-life health-care issues and strong visual images are used to stimulate lively discussion and debate. Each description includes the learning objectives of each exercise, basic equipment and resources, and learning outcomes.

Examination of the teaching styles of nursing professional development specialists, part I: best practices in adult learning theory, curriculum development, and knowledge transfer.

PubMed

Curran, Mary K

2014-05-01

The American Nurses Association advocates for nursing professional development (NPD) specialists to have an earned graduate degree, as well as educational and clinical expertise. However, many NPD specialists have limited exposure to adult learning theory. Limited exposure to adult learning theory may affect NPD educational practices, learning outcomes, organizational knowledge transfer, and subsequently, the professional development of the nurses they serve and quality of nursing care. An examination of current teaching practices may reveal opportunities for NPD specialists to enhance educational methods to promote learning, learning transfer, and organizational knowledge and excellence. This article, the first in a two-part series, examines best practices of adult learning theories, nursing professional development, curriculum design, and knowledge transfer. Part II details the results of a correlational study that examined the effects of four variables on the use of adult learning theory to guide curriculum development for NPD specialists in hospitals. Copyright 2014, SLACK Incorporated.

Reflections on learning and enhancing communication skills through community engagement: a student perspective.

PubMed

Hanks, S; Marples, C; Wall, E

2016-07-22

Students in Peninsula School of Dentistry (PSD), Plymouth, undertake community engagement projects during the first two years of their undergraduate curriculum. These projects involve interaction with a variety of specific community groups and the planning and delivery of an appropriate and meaningful oral health intervention. Many of the project outcomes are based on enhancing communication skills and encouraging students to transfer these into their patient treatment sessions. This report draws on the experience of students who undertook two specific projects to demonstrate how they feel this is achieved.

Enhancing Effects of NMDA-Receptor Blockade on Extinction Learning and Related Brain Activation Are Modulated by BMI

PubMed Central

Golisch, Anne; Heba, Stefanie; Glaubitz, Benjamin; Tegenthoff, Martin; Lissek, Silke

2017-01-01

A distributed network including prefrontal and hippocampal regions is involved in context-related extinction learning as well as in renewal. Renewal describes the recovery of an extinguished response if the context of extinction differs from the context of recall. Animal studies have demonstrated that prefrontal, but not hippocampal N-methyl-D-aspartate receptor (NMDAR) antagonism disrupted extinction learning and processing of task context. However, human studies of NMDAR in extinction learning are lacking, while NMDAR antagonism yielded contradictory results in other learning tasks. This fMRI study investigated the role of NMDAR for human behavioral and brain activation correlates of extinction and renewal. Healthy volunteers received a single dose of the NMDAR antagonist memantine prior to extinction of previously acquired stimulus-outcome associations presented in either identical or novel contexts. We observed better, and partly faster, extinction learning in participants receiving the NMDAR antagonist compared to placebo. However, memantine did not affect renewal. In both extinction and recall, the memantine group showed a deactivation in extinction-related brain regions, particularly in the prefrontal cortex, while hippocampal activity was increased. This higher hippocampal activation was in turn associated with the participants' body mass index (BMI) and extinction errors. Our results demonstrate potentially dose-related enhancing effects of memantine and highlight involvement of hippocampal NMDAR in context-related extinction learning. PMID:28326025

Analysing learning outcomes in an Electrical Engineering curriculum using illustrative verbs derived from Bloom's Taxonomy

NASA Astrophysics Data System (ADS)

Meda, Lawrence; Swart, Arthur James

2018-05-01

Learning outcomes are essential to any curriculum in education, where they need to be clear, observable and measurable. However, some academics structure learning outcomes in a way that does not promote student learning. The purpose of this article is to present the analyses of learning outcomes of an Electrical Engineering curriculum offered at a University of Technology in South Africa, in order to determine if academics are structuring them in a way that enables student learning. A qualitative case study is used where the learning outcomes from 33 study guides are reviewed using illustrative verbs derived from Bloom's Taxonomy. Results indicate that 9% of all the learning outcomes are unclear, 10% are unobservable and 23% are unmeasurable. A key recommendation is to provide regular workshops to assist academics in reviewing their learning outcomes using the illustrative verbs derived from Bloom's Taxonomy, thereby ensuring that their learning outcomes promote student learning.

Learning Outcomes Assessment: Extrapolating from Study Abroad to International Service-Learning

ERIC Educational Resources Information Center

Rubin, Donald L.; Matthews, Paul H.

2013-01-01

For international service-learning to thrive, it must document student learning outcomes that accrue to participants. The approaches to international service-learning assessment must be compelling to a variety of stakeholders. Recent large-scale projects in study abroad learning outcomes assessment--including the Georgia Learning Outcomes of…

Musical training during early childhood enhances the neural encoding of speech in noise

PubMed Central

Strait, Dana L.; Parbery-Clark, Alexandra; Hittner, Emily; Kraus, Nina

2012-01-01

For children, learning often occurs in the presence of background noise. As such, there is growing desire to improve a child’s access to a target signal in noise. Given adult musicians’ perceptual and neural speech-in-noise enhancements, we asked whether similar effects are present in musically-trained children. We assessed the perception and subcortical processing of speech in noise and related cognitive abilities in musician and nonmusician children that were matched for a variety of overarching factors. Outcomes reveal that musicians’ advantages for processing speech in noise are present during pivotal developmental years. Supported by correlations between auditory working memory and attention and auditory brainstem response properties, we propose that musicians’ perceptual and neural enhancements are driven in a top-down manner by strengthened cognitive abilities with training. Our results may be considered by professionals involved in the remediation of language-based learning deficits, which are often characterized by poor speech perception in noise. PMID:23102977

Using Quantitative Literacy to Enhance Critical Thinking Skills in Undergraduate Nursing Students.

PubMed

Asknes, Edna

2017-04-01

Critical thinking and quantitative literacy (QL) are similarly grounded: both focus on analyzing and evaluating evidence, identifying implications and consequences, drawing inferences, and communicating information. This teaching strategy was based on those commonalities and was designed so that undergraduate nursing students would enhance their critical thinking skills as they used their QL skills. QL skills are most effective when taught, learned, and used to solve significant, pertinent problems. Using the principles of learner-centered, team-based learning, QL was integrated into the curriculum of the Maternal-Newborn Nursing course at an urban community college with a diverse student population. Students were engaged and demonstrated enhanced and ongoing development of their critical thinking and problem-solving skills. They also reported a better understanding of data interpretation and use. The positive outcome of this project revealed further opportunities for incorporating QL into nursing curricula and highlighted the need for research on the use of QL in nursing education. [J Nurs Educ. 2017;56(4):240-242.]. Copyright 2017, SLACK Incorporated.

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.

The effect of interprofessional team-based learning among nursing students: A quasi-experimental study.

PubMed

Wong, Arkers Kwan Ching; Wong, Frances Kam Yuet; Chan, Lap Ki; Chan, Namkiu; Ganotice, Fraide A; Ho, Jacqueline

2017-06-01

Although interprofessional education has received attention in recent years as a means of providing opportunities for health-care professionals to learn with, from and about other disciplines and enhance the quality of patient care, evidence of its effectiveness is limited. Interprofessional team-based learning was introduced to make it possible for students in different healthcare disciplines to interact with each other, and to prepare them to function effectively within a team in their future career. To examine the effects of interprofessional team-based learning for undergraduate nursing students in terms of knowledge level, readiness for interprofessional learning, attitude towards various aspects of team learning, and perceived collective efficacy. The study employed a one-group pretest-posttest quasi-experimental design. An interprofessional education program was given to students from two universities in Hong Kong who were in different healthcare disciplines including medicine, nursing, pharmacy, biomedical science, and Chinese medicine programs. The program was based on four phases of student learning- individual readiness assessment test, ice breaking session, team readiness assessment test, and application exercise. Nursing students involved in the program were invited to complete anonymous questionnaires to evaluate their interprofessional team experience. A total of 40 nursing students (9 male, 31 female) participated in the study. A statistically significant improvement was identified in their knowledge level (p<0.001), attitude towards readiness for interprofessional learning, team learning, and perceived collective efficacy (p<0.001). This study suggests that interprofessional team-based learning can enhance cross-disciplinary learning and outcomes resulting from team efforts. Copyright © 2017 Elsevier Ltd. All rights reserved.

Student Feedback of Career Development Workshops for Program Improvement

NASA Astrophysics Data System (ADS)

LeBeau, J. E.; Pressley, S. N.

2016-12-01

A number of techniques are employed each year to evaluate the effectiveness of and to identify opportunities for improvement in the Laboratory for Atmospheric Research (LAR) REU program at Washington State University. For example, information gathered from pre-/post-surveys and pre-/post-interviews provides information regarding students' perceptions and levels of experience with the scientific process, career and academic goals, and motivation for joining the REU program. Poster session rubrics assess students' abilities to summarize their experiences in a professional setting. Alumni surveys gauge former participants' perceptions of the REU experience. One seemingly simple and highly useful, but often less documented, component of the evaluation process for program improvement is the use of workshop feedback forms. Weekly workshops are designed to provide students with enhanced knowledge and skills in the area of atmospheric chemistry as well as research design skills, academic and career guidance, and presentation skills. According to previous years' evaluation reports, workshops are largely beneficial to students for learning new skills. Yet, students suggest a number of recommendations that may benefit any REU program, such as: providing slides beforehand to provide a framework for the upcoming workshop, having instructors speak in more student-friendly language, covering higher-level topics, and including more hands-on, instructor-guided practice during the workshops. Thus, workshop feedback forms provide meaningful feedback to increase learning outcomes and enhance the REU student experience. This presentation will offer ideas gathered from over five years of workshop feedback forms that, while somewhat specific to workshops offered for the LAR REU, can offer faculty and PIs insight into the student experience, enhancing their ability to improve programming and achieve greater learning outcomes.

Enhancing the Emotional and Social Skills of the Youth to Promote their Wellbeing and Positive Development: A Systematic Review of Universal School-based Randomized Controlled Trials.

PubMed

Sancassiani, Federica; Pintus, Elisa; Holte, Arne; Paulus, Peter; Moro, Maria Francesca; Cossu, Giulia; Angermeyer, Matthias C; Carta, Mauro Giovanni; Lindert, Jutta

2015-01-01

The acquisition of social and emotional skills is associated with positive youth development, character education, healthy lifestyle behaviours, reduction in depression and anxiety, conduct disorders, violence, bullying, conflict, and anger. School-based interventions aimed to enhance these skills go beyond a problem-focused approach to embrace a more positive view of health; they could also improve the youth's wellbeing. To describe the main features and to establish the effectiveness of universal school-based RCTs for children and the youth, aimed to promote their psychosocial wellbeing, positive development, healthy lifestyle behaviours and/or academic performance by improving their emotional and social skills. Systematic review by searching for relevant papers in PubMed/Medline with the following key words: "mental health" OR "wellbeing" OR "health promotion" OR "emotional learning" OR "social learning" OR "emotional and social learning" OR "positive youth development" OR "life skills" OR "life skills training" AND "school". Interval was set from January 2000 to April 2014. 1,984 papers were identified through the search. Out of them 22 RCTs were included. While most interventions were characterized by a whole-school approach and SAFE practices, few studies only used standardized measures to assess outcomes, or had collected follow-up data after ≥ 6 months. The results of all these trials were examined and discussed. Universal school-based RCTs to enhance emotional and social skills showed controversial findings, due to some methodological issues mainly. Nevertheless they show promising outcomes that are relatively far-reaching for children and youth wellbeing and therefore are important in the real world.

Willing to Wait: Elevated Reward-Processing EEG Activity Associated with a Greater Preference for Larger-But-Delayed Rewards

PubMed Central

Pornpattananangkul, Narun; Nusslock, Robin

2016-01-01

While almost everyone discounts the value of future rewards over immediate rewards, people differ in their so-called delay-discounting. One of the several factors that may explain individual differences in delay-discounting is reward-processing. To study individual-differences in reward-processing, however, one needs to consider the heterogeneity of neural-activity at each reward-processing stage. Here using EEG, we separated reward-related neural activity into distinct reward-anticipation and reward-outcome stages using time-frequency characteristics. Thirty-seven individuals completed a behavioral delay-discounting task. Reward-processing EEG activity was assessed using a separate reward-learning task, called a reward time-estimation task. During this task, participants were instructed to estimate time duration and were provided performance feedback on a trial-by-trial basis. Participants received monetary-reward for accurate-performance on Reward trials, but not on No-Reward trials. Reward trials, relative to No-Reward trials, enhanced EEG activity during both reward-anticipation stage (including, cued-locked delta power during cue-evaluation and pre-feedback alpha suppression during feedback-anticipation) and at the reward-outcome stage (including, feedback-locked delta, theta and beta power). Moreover, all of these EEG indices correlated with behavioral performance in the time-estimation task, suggesting their essential roles in learning and adjusting performance to maximize winnings in a reward-learning situation. Importantly, enhanced EEG power during Reward trials for 1) pre-feedback alpha suppression, 2) feedback-locked theta and 3) feedback-locked beta was associated with a greater preference for larger-but-delayed rewards. Results highlight the association between a stronger preference toward larger-but-delayed rewards and enhanced reward-processing. Moreover, our reward-processing EEG indices detail the specific stages of reward-processing where these associations occur. PMID:27477630

Performance on a functional motor task is enhanced by sleep in middle-aged and older adults.

PubMed

Al-Sharman, Alham; Siengsukon, Catherine F

2014-07-01

Although sleep has been shown to enhance motor skill learning, it remains unclear whether sleep enhances learning of a functional motor task in middle-aged and older individuals. The purpose of this study was to examine whether sleep enhances motor learning of a functional motor task in middle-aged and older adults. Twenty middle-aged and 20 older individuals were randomly assigned to either the sleep condition or the no-sleep condition. Participants in the sleep condition practiced a novel walking task in the evening, and returned the following morning for retesting. Participants in the no-sleep condition practiced the walking task in the morning and returned the same day in the evening for a retest. Outcome measures included time around the walking path and spatiotemporal gait parameters. Only the middle-aged and older adults in the sleep condition demonstrated significant off-line improvement in performance, measured as a decline in time to walk around the novel path and improvement in spatiotemporal gait parameters. The middle-aged and older adults in the no-sleep condition failed to demonstrate off-line improvements in performance of this functional task. This is the first study to provide evidence that sleep facilitates learning a clinically relevant functional motor task in middle-aged and older adults. Because many neurologic conditions occur in the middle-aged and older adults and sleep issues are very prevalent in many neurologic conditions, it is imperative that physical therapists consider sleep as a factor that may impact motor learning and recovery in these individuals. (See Video, Supplemental Digital Content 1, http://links.lww.com/JNPT/A73) for more insights from the authors.

Mind map learning for advanced engineering study: case study in system dynamics

NASA Astrophysics Data System (ADS)

Woradechjumroen, Denchai

2018-01-01

System Dynamics (SD) is one of the subjects that were use in learning Automatic Control Systems in dynamic and control field. Mathematical modelling and solving skills of students for engineering systems are expecting outcomes of the course which can be further used to efficiently study control systems and mechanical vibration; however, the fundamental of the SD includes strong backgrounds in Dynamics and Differential Equations, which are appropriate to the students in governmental universities that have strong skills in Mathematics and Scientifics. For private universities, students are weak in the above subjects since they obtained high vocational certificate from Technical College or Polytechnic School, which emphasize the learning contents in practice. To enhance their learning for improving their backgrounds, this paper applies mind maps based problem based learning to relate the essential relations of mathematical and physical equations. With the advantages of mind maps, each student is assigned to design individual mind maps for self-leaning development after they attend the class and learn overall picture of each chapter from the class instructor. Four problems based mind maps learning are assigned to each student. Each assignment is evaluated via mid-term and final examinations, which are issued in terms of learning concepts and applications. In the method testing, thirty students are tested and evaluated via student learning backgrounds in the past. The result shows that well-design mind maps can improve learning performance based on outcome evaluation. Especially, mind maps can reduce time-consuming and reviewing for Mathematics and Physics in SD significantly.

Understanding Digital Learning and Its Variable Effects

NASA Astrophysics Data System (ADS)

Means, B.

2016-12-01

An increasing proportion of undergraduate courses use an online or blended learning format. This trend signals major changes in the kind of instruction students receive in their STEM courses, yet evidence about the effectiveness of these new approaches is sparse. Existing syntheses and meta-analyses summarize outcomes from experimental or quasi-experimental studies of online and blended courses and document how few studies incorporate proper controls for differences in student characteristics, instructor behaviors, and other course conditions. The evidence that is available suggests that on average blended courses are equal to or better than traditional face-to-face courses and that online courses are equivalent in terms of learning outcomes. But these averages conceal a tremendous underlying variability. Results vary markedly from course to course, even when the same technology is used in both. Some research suggests that online instruction puts lower-achieving students at a disadvantage. It is clear that introducing digital learning per se is no guarantee that student engagement and learning will be enhanced. Getting more consistently positive impacts out of learning technologies is going to require systematic characterization of the features of learning technologies and associated instructional practices as well as attention to context and student characteristics. This presentation will present a framework for characterizing essential features of digital learning resources, implementation practices, and conditions. It will also summarize the research evidence with respect to the learning impacts of specific technology features including spaced practice, immediate feedback, mastery learning based pacing, visualizations and simulations, gaming features, prompts for explanations and reflection, and tools for online collaboration.

Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students with Severe Disabilities

ERIC Educational Resources Information Center

Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie

2016-01-01

Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51…

Curriculum Integration in the Senior Secondary School: A Case Study in A National Assessment Context

ERIC Educational Resources Information Center

McPhail, Graham

2018-01-01

This paper considers curriculum integration in the secondary school context and investigates the claims made that it can enhance learning outcomes for students. I argue that curriculum integration should be utilized not as a main means of curricular delivery but as a supplementary opportunity to put disciplinary knowledge to use in certain,…

Sabbatical Leave Report: Suggested Guidelines for Selecting or Creating Programs To Enhance Thinking and Reasoning Skills.

ERIC Educational Resources Information Center

Kemler, William

When designing a program to improve the critical thinking skills of students, it is important to identify the specific learning outcomes for which to strive. In addition, the instructor must determine why students are not currently exhibiting the kind of critical thinking skills desired in order to develop the appropriate techniques and methods to…

The Relationship between Leadership Preparation and the Level of Teachers' Interest in Assuming a Principalship in Chile

ERIC Educational Resources Information Center

Galdames, Sergio; Gonzalez, Alvaro

2016-01-01

There is a vast body of knowledge supporting the critical role of principal for school improvement and improved students' learning outcomes. While, there is increasing evidence addressing the lack of interest in the principalship, training and preparation has been identified as a potential enhancer for principalship interest. The purpose of this…

Assessing the Impact of a K-12 Engagement Program on Graduate Learning Outcomes for Communicating with Diverse Audiences, Pedagogy, and Community Engagement

ERIC Educational Resources Information Center

Weeks, Faith; Harbor, Jon

2014-01-01

A large midwestern university has developed a program that places graduate students in middle school classrooms to enhance the graduate students' communication skills with diverse audiences, develop pedagogical knowledge, and provide a foundation for effective future K-12 engagement. After observing and co-teaching, participants develop and…

Think Pair Share: A Teaching Learning Strategy to Enhance Students' Critical Thinking

ERIC Educational Resources Information Center

Kaddoura, Mahmoud

2013-01-01

This study investigated the change in critical thinking (CT) skills of baccalaureate nursing students who were educated using a Think-Pair-Share (TPS) or an equivalent Non-Think-Pair-Share (Non-TPS) teaching method. Critical thinking has been an essential outcome of nursing students to prepare them to provide effective and safe quality care for…

Research and Teaching: Online Collaborative Misconception Mapping Strategy Enhanced Health Science Students' Discussion and Knowledge of Basic Statistical Concepts

ERIC Educational Resources Information Center

Sas, Magdalena; Bendixen, Lisa D.; Crippen, Kent J.; Saddler, Sterling

2017-01-01

Online discussions have become inherent components of both face-to-face and distance education college courses, yet they often fail to provide much benefit to students' learning outcomes. One reason behind this phenomenon is the lack of or inadequate scaffolding or guidance provided to students when participating on asynchronous discussion boards.…

Success Is an Open Book: Online Diagnostic Tools and Learning Outcomes in Introduction to American Government Courses

ERIC Educational Resources Information Center

Reed, Ryan; Smith, Daniel E.

2016-01-01

This project examines the utility of a particular course enhancement, Cengage's Aplia, and more generally interactive tools designed to facilitate reading in the introductory American government course. Using two control and two treatment sections of the course (one section each for two instructors) during the Fall 2013 term, we measured student…

Learning Inter-Professional Teamwork during University Studies: A Case Study of Student-Teachers' and Social Work Students' Shared Professional Experiences

ERIC Educational Resources Information Center

Lakkala, Suvi; Turunen, Tuija A.; Kangas, Hennariikka; Pulju, Marja; Kuukasjärvi, Ulla; Autti, Hanna

2017-01-01

This paper explores ways of enhancing inter-professional skills as part of professional development during university studies. From a socio-psychological viewpoint, inter-professional teamwork can be regarded as an interface between the group and individual levels, where collective commitment, efficiency, shared processes and outcomes, as well as…

The Effect of Reciprocal Peer Tutoring and Non-Reciprocal Peer Tutoring on the Performance of Students in College Physics

ERIC Educational Resources Information Center

Dioso-Henson, Luzale

2012-01-01

Formalised peer-to-peer collaboration and the use of web-enhanced materials that are consistent with course objectives, graded assessments and learning outcomes is well known in educational practice. This study compared the academic gains of college students enrolled in Physics using Reciprocal Peer Tutoring (RPT) with others using non-Reciprocal…

Extending the Technology Acceptance Model to Explore the Intention to Use Second Life for Enhancing Healthcare Education

ERIC Educational Resources Information Center

Chow, Meyrick; Herold, David Kurt; Choo, Tat-Ming; Chan, Kitty

2012-01-01

Learners need to have good reasons to engage and accept e-learning. They need to understand that unless they do, the outcomes will be less favourable. The technology acceptance model (TAM) is the most widely recognized model addressing why users accept or reject technology. This study describes the development and evaluation of a virtual…

Academic Outcomes of the Chicago School Readiness Project in First Grade: Do Children's Approaches to Learning Mediate Treatment Effects on Academic Skills?

ERIC Educational Resources Information Center

Li-Grining, Christine; Haas, Kelly

2010-01-01

The Chicago School Readiness Project (CSRP), a randomized, classroom-based mental health intervention, aimed to improve teachers' behavior management of preschoolers' dysregulated behavior. The current follow-up study examines potential impacts on academic skills of first graders by enhancing their ATL. This investigation seeks to answer three…