Blending Student Technology Experiences in Formal and Informal Learning

ERIC Educational Resources Information Center

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

2013-01-01

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

Undergraduate Student Self-Efficacy and Perceptions of Virtual World Learning Experience

ERIC Educational Resources Information Center

Stanton, Lorraine May

2017-01-01

Virtual worlds are innovative teaching and learning methods that can provide immersive and engaging learning experiences (Lu, 2010). Though they have potential benefits, students sometimes experience a steep learning curve and discomfort with the technology (Warburton, 2009). This study explored how students in two American Studies classes using…

Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis.

PubMed

Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

2015-01-01

This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale "quality of teaching" directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students' peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students' examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. The results of this study will have important implications for designing blended learning courses in medical schools.

Back to the future with hands-on science: students' perceptions of learning anatomy and physiology.

PubMed

Johnston, Amy Nicole Burne; McAllister, Margaret

2008-09-01

This article examines student perceptions of learning related to anatomy and physiology in a bachelor of nursing program. One strategy to teach the sciences is simulated learning, a technology that offers exciting potential. Virtual environments for laboratory learning may offer numerous benefits: teachers can convey information to a larger group of students, reducing the need for small laboratory classes; less equipment is required, thus containing ongoing costs; and students can learn in their own time and place. However, simulated learning may also diminish access to the teacher-student relationship and the opportunity for guided practice and guided linking of theory with practice. Without this hands-on experience, there is a risk that students will not engage as effectively, and thus conceptual learning and the development of critical thinking skills are diminished. However, student perceptions of these learning experiences are largely unknown. Thus, this study examined students' perceptions of anatomy and physiology laboratory experiences and the importance they placed on hands-on experience in laboratory settings.

Middle school students' learning of mechanics concepts through engagement in different sequences of physical and virtual experiments

NASA Astrophysics Data System (ADS)

Sullivan, Sarah; Gnesdilow, Dana; Puntambekar, Sadhana; Kim, Jee-Seon

2017-08-01

Physical and virtual experimentation are thought to have different affordances for supporting students' learning. Research investigating the use of physical and virtual experiments to support students' learning has identified a variety of, sometimes conflicting, outcomes. Unanswered questions remain about how physical and virtual experiments may impact students' learning and for which contexts and content areas they may be most effective. Using a quasi-experimental design, we examined eighth grade students' (N = 100) learning of physics concepts related to pulleys depending on the sequence of physical and virtual labs they engaged in. Five classes of students were assigned to either the: physical first condition (PF) (n = 55), where students performed a physical pulley experiment and then performed the same experiment virtually, or virtual first condition (VF) (n = 45), with the opposite sequence. Repeated measures ANOVA's were conducted to examine how physical and virtual labs impacted students' learning of specific physics concepts. While we did not find clear-cut support that one sequence was better, we did find evidence that participating in virtual experiments may be more beneficial for learning certain physics concepts, such as work and mechanical advantage. Our findings support the idea that if time or physical materials are limited, using virtual experiments may help students understand work and mechanical advantage.

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.

A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education

NASA Astrophysics Data System (ADS)

Spelt, Elisabeth Jacoba Hendrika; Luning, Pieternelleke Arianne; van Boekel, Martinus A. J. S.; Mulder, Martin

2017-11-01

Preparing science and engineering students to work in interdisciplinary teams necessitates research on teaching and learning of interdisciplinary thinking. A multidimensional approach was taken to examine student interdisciplinary learning in a master course on food quality management. The collected 615 student experiences were analysed for the cognitive, emotional, and social learning dimensions using the learning theory of Illeris. Of these 615 experiences, the analysis showed that students reported 214, 194, and 207 times on, respectively, the emotional, the cognitive, and the social dimension. Per learning dimension, key learning experiences featuring interdisciplinary learning were identified such as 'frustrations in selecting and matching disciplinary knowledge to complex problems' (emotional), 'understanding how to apply theoretical models or concepts to real-world situations' (cognitive), and 'socially engaging with peers to recognise similarities in perceptions and experiences' (social). Furthermore, the results showed that students appreciated the cognitive dimension relatively more than the emotional and social dimensions.

Comparison of student's learning achievement through realistic mathematics education (RME) approach and problem solving approach on grade VII

NASA Astrophysics Data System (ADS)

Ilyas, Muhammad; Salwah

2017-02-01

The type of this research was experiment. The purpose of this study was to determine the difference and the quality of student's learning achievement between students who obtained learning through Realistic Mathematics Education (RME) approach and students who obtained learning through problem solving approach. This study was a quasi-experimental research with non-equivalent experiment group design. The population of this study was all students of grade VII in one of junior high school in Palopo, in the second semester of academic year 2015/2016. Two classes were selected purposively as sample of research that was: year VII-5 as many as 28 students were selected as experiment group I and VII-6 as many as 23 students were selected as experiment group II. Treatment that used in the experiment group I was learning by RME Approach, whereas in the experiment group II by problem solving approach. Technique of data collection in this study gave pretest and posttest to students. The analysis used in this research was an analysis of descriptive statistics and analysis of inferential statistics using t-test. Based on the analysis of descriptive statistics, it can be concluded that the average score of students' mathematics learning after taught using problem solving approach was similar to the average results of students' mathematics learning after taught using realistic mathematics education (RME) approach, which are both at the high category. In addition, It can also be concluded that; (1) there was no difference in the results of students' mathematics learning taught using realistic mathematics education (RME) approach and students who taught using problem solving approach, (2) quality of learning achievement of students who received RME approach and problem solving approach learning was same, which was at the high category.

Structured learning and self-reflection: strategies to decrease anxiety in the psychiatric mental health clinical nursing experience.

PubMed

Ganzer, Christine Anne; Zauderer, Cheryl

2013-01-01

The purpose of this qualitative study was to test a teaching-learning strategy to help nursing students decrease stress and anxiety that may be brought about by the psychiatric mental health clinical experience. Undergraduate nursing students are known to experience affective stress prior to their first psychiatric mental health clinical practicum. A stressful learning environment can affect the success of the student's clinical performance. Thirty nursing students participated in this study. A structured preclinical workshop combined with self-reflection provided insight into students' perceptions of the psychiatric mental health clinical experience. Overall, students reported that participating in the teaching-learning strategy and self-reflection helped mitigate Combining structured learning with self-reflection is a useful tool for helping nursing students increase self-awareness and ease anxiety that may interfere with learning.

Student midwives and paramedic students' experiences of shared learning in pre-hospital childbirth.

PubMed

Feltham, Christina; Foster, Julie; Davidson, Tom; Ralph, Stewart

2016-06-01

To explore the experiences of midwifery and paramedic students undertaking interprofessional learning. A one day interprofessional learning workshop incorporating peer assisted learning for undergraduate pre-registration midwifery and paramedic students was developed based on collaborative practice theory and simulation based learning. Twenty-five student midwives and thirty-one paramedic students participated in one of two identical workshops conducted over separate days. Videoed focus group sessions were held following the workshop sessions in order to obtain qualitative data around student experience. Qualitative data analysis software (ATLAS.ti) was used to collate the transcriptions from the focus group sessions and the video recordings were scrutinised. Thematic analysis was adopted. Four main themes were identified around the understanding of each other's roles and responsibilities, the value of interprofessional learning, organisation and future learning. Students appeared to benefit from a variety of learning opportunities including interprofessional learning and peer assisted learning through the adoption of both formal and informal teaching methods, including simulation based learning. A positive regard for each other's profession including professional practice, professional governing bodies, professional codes and scope of practice was apparent. Students expressed a desire to undertake similar workshops with other professional students. Interprofessional learning workshops were found to be a positive experience for the students involved. Consideration needs to be given to developing interprofessional learning with other student groups aligned with midwifery at appropriate times in relation to stage of education. Copyright © 2016 Elsevier Ltd. All rights reserved.

Online Graduate Students' Perceptions of Best Learning Experiences

ERIC Educational Resources Information Center

Holzweiss, Peggy C.; Joyner, Sheila A.; Fuller, Matthew B.; Henderson, Susan; Young, Robert

2014-01-01

The purpose of this study is to examine the perceptions of online master's students regarding their best learning experiences. The authors surveyed 86 graduate students concerning what helped them learn in the online environment. Results indicate that although graduate students learned using the same technological tools as undergraduates, they…

Active Learning Promoting Student Teachers' Professional Competences in Finland and Turkey

ERIC Educational Resources Information Center

Niemi, Hannele; Nevgi, Anne; Aksit, Fisun

2016-01-01

This study investigates student teachers' active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods' impact student teachers' professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they…

Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom.

PubMed

Green, Rebecca D; Schlairet, Maura C

2017-02-01

Nurse educators rely on the tenets of educational theory and evidence-based education to promote the most effective curriculum and facilitate the best outcomes. The flipped classroom model, in which students assume personal responsibility for knowledge acquisition in a highly engaging and interactive environment, supports self-directed learning and the unique needs of clinical education. To understand how students perceived their experiences in the flipped classroom and how students' learning dispositions were affected by the flipped classroom experience. A phenomenological approach was used to gain deeper understanding about students' perspectives, perceptions and subjective experiences of the flipped classroom model. The focus of the study was on characteristics of student learning. Fourteen Bachelors of Science of Nursing (BSN) students at a regional university in the southeastern United States. Using data transcribed from face-to-face, semi-structured interviews, experiential themes were extracted from the qualitative data (student-reported experiences, attributes, thoughts, values, and beliefs regarding teaching and learning in the context of their experience of the flipped classroom) using Graneheim's and Lundman's (2004) guidelines; and were coded and analyzed within theoretical categories based on pedagogical, andragogical or heutagogical learning dispositions. Experiential themes that emerged from students' descriptions of their experiences in the flipped classroom included discernment, challenge, relevance, responsibility, and expertise. The flipped classroom model offers promising possibilities for facilitating students' movement from learning that is characteristic of pedagogy and andragogy toward heutagogical learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

The connection between students' out-of-school experiences and science learning

NASA Astrophysics Data System (ADS)

Tran, Natalie A.

This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers have limited information about students' out-of-school experiences thus rarely integrate these experiences into their instructional practices. Fourth, the lack of learning objectives for activities structured in out-of-school settings coupled with the limited opportunities to integrate students' out of school experiences into classroom instructions are factors that may prevent students from making further connection of science learning across contexts.

Case-Based Web Learning Versus Face-to-Face Learning: A Mixed-Method Study on University Nursing Students.

PubMed

Chan, Aileen Wai-Kiu; Chair, Sek-Ying; Sit, Janet Wing-Hung; Wong, Eliza Mi-Ling; Lee, Diana Tze-Fun; Fung, Olivia Wai-Man

2016-03-01

Case-based learning (CBL) is an effective educational method for improving the learning and clinical reasoning skills of students. Advances in e-learning technology have supported the development of the Web-based CBL approach to teaching as an alternative or supplement to the traditional classroom approach. This study aims to examine the CBL experience of Hong Kong students using both traditional classroom and Web-based approaches in undergraduate nursing education. This experience is examined in terms of the perceived self-learning ability, clinical reasoning ability, and satisfaction in learning of these students. A mixture of quantitative and qualitative approaches was adopted. All Year-3 undergraduate nursing students were recruited. CBL was conducted using the traditional classroom approach in Semester 1, and the Web-based approach was conducted in Semester 2. Student evaluations were collected at the end of each semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at the end of Semester 2. One hundred twenty-two students returned their questionnaires. No difference between the face-to-face and Web-based approaches was found in terms of self-learning ability (p = .947), clinical reasoning ability (p = .721), and satisfaction (p = .083). Focus group interview findings complemented survey findings and revealed five themes that reflected the CBL learning experience of Hong Kong students. These themes were (a) the structure of CBL, (b) the learning environment of Web-based CBL, (c) critical thinking and problem solving, (d) cultural influence on CBL learning experience, and (e) student-centered and teacher-centered learning. The Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences.

New Postgraduate Student Experience and Engagement in Human Communication Studies

ERIC Educational Resources Information Center

Steele, Godfrey A.

2015-01-01

New postgraduate students' feedback on their learning offers insights into engagement. Student feedback to students and teachers can contribute to teacher feedback to students. When this happens, students can feel engaged or connected to their learning experiences. Adopting a more inclusive notion of feedback on learning, this paper explores the…

A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

PubMed Central

Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

2017-01-01

National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other’s experiences in active learning. PMID:28232588

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…

Undergraduate nursing students' experience related to their clinical learning environment and factors affecting to their clinical learning process.

PubMed

Arkan, Burcu; Ordin, Yaprak; Yılmaz, Dilek

2018-03-01

Clinical education is an essential part of nursing education. The purpose of this study was to explore nurse students' experiences related to cinical learning environments, factors effecting to clinical learning process. Descriptive qualitative design was used in this study, and data were collected from 2nd class nursing student (n = 14). The study took the form of in-depth interviews between August-October 2015. The qualitative interviews were analyzed by using simple content analysis. Data were analyzed manually. Experiences nurse students are described five themes. The themes of the study are (1) effecting persons to clinical learning, (2) educational atmosphere, (3) students' personal charactering, (4) the impact of education in school, and (5) students' perceptions related to clinical learning. Participants stated that they experienced many difficulties during clinical learning process. All students importantly stated that nurse teacher is very effecting to clinical learning. This study contributes to the literature by providing data on beginner nursing student' experiences about clinical learning process. The data of this present study show to Turkish nursing student is affecting mostly from persons in clinical learning. The data of this present study will guide nurse teacher when they plan to interventions to be performed to support student during clinical learning process. Copyright © 2017 Elsevier Ltd. All rights reserved.

Selection as a learning experience: an exploratory study

PubMed Central

de Visser, Marieke; Laan, Roland F; Engbers, Rik; Cohen-Schotanus, Janke; Fluit, Cornelia

2018-01-01

Introduction Research on selection for medical school does not explore selection as a learning experience, despite growing attention for the learning effects of assessment in general. Insight in the learning effects allows us to take advantage of selection as an inclusive part of medical students’ learning process to become competent professionals. The aims of this study at Radboud University Medical Center, the Netherlands, were 1) to determine whether students have learning experiences in the selection process, and, if so, what experiences; and 2) to understand what students need in order to utilize the learning effects of the selection process at the start of the formal curriculum. Materials and methods We used focus groups to interview 30 students admitted in 2016 about their learning experiences in the selection process. Thematic analysis was used to explore the outcomes of the interviews and to define relevant themes. Results In the selection process, students learned about the curriculum, themselves, their relation to others, and the profession they had been selected to enter, although this was not explicitly perceived as learning. Students needed a connection between selection and the curriculum as well as feedback to be able to really use their learning experiences for their further development. Discussion Medical school selection qualifies as a learning experience, and students as well as medical schools can take advantage of this. We recommend a careful design of the selection procedure, integrating relevant selection learning experiences into the formal curriculum, providing feedback and explicitly approaching the selection and the formal curriculum as interconnected contributors to students’ development. PMID:29785147

The Impact of Preceptor and Student Learning Styles on Experiential Performance Measures

PubMed Central

Cox, Craig D.; Seifert, Charles F.

2012-01-01

Objectives. To identify preceptors’ and students’ learning styles to determine how these impact students’ performance on pharmacy practice experience assessments. Methods. Students and preceptors were asked to complete a validated Pharmacist’s Inventory of Learning Styles (PILS) questionnaire to identify dominant and secondary learning styles. The significance of “matched” and “unmatched” learning styles between students and preceptors was evaluated based on performance on both subjective and objective practice experience assessments. Results. Sixty-one percent of 67 preceptors and 57% of 72 students who participated reported “assimilator” as their dominant learning style. No differences were found between student and preceptor performance on evaluations, regardless of learning style match. Conclusion. Determination of learning styles may encourage preceptors to use teaching methods to challenge students during pharmacy practice experiences; however, this does not appear to impact student or preceptor performance. PMID:23049100

Online or not? A comparison of students' experiences of an online and an on-campus class.

PubMed

Mgutshini, Tennyson

2013-03-18

Educational discourse has long portrayed online, or e-based, learning and all non-campus-based learning options as second best to traditional face-to-face options. Critically much of the research and debate in this area of study has focused on evidence relating to student performance, attrition and retention with little consideration of the total learning experience, which values both the traditional learning outcome measures side-by-side with student-centered factors, such as students' satisfaction with their learning experience. The objective of this study was to present a synchronous head-to-head comparison between online and campus-based students' experiences of an undergraduate course. This paper reports on a qualitative comparative cross-sectional study, which used multiple data collection approaches to assess student learning and student satisfaction of 61 students who completed a semester of an undergraduate course. Of the 61 students, 34 were enrolled purely as online students, whilst the remaining 27 students studied the same material entirely through the traditional face-to-face medium. Methods included a standardised student satisfaction survey and an 'achievement of learning outcomes' measurement tool. Students on the online cohort performed better in areas where 'self-direction' in learning was indicated, for example self-directed problem-based tasks within the course. Online students gave less positive self-assessments of their perceived content mastery than their campus-based counterparts, despite performing just as well in both summative and formative assignments. A multi-factorial comparison shows online students to have comparable educational success and that, in terms of student satisfaction, online learners reported more satisfaction with their learning experience than their campus-based counterparts.

Development pathways in learning to be a physiotherapist.

PubMed

Lindquist, Ingrid; Engardt, Margareta; Garnham, Liz; Poland, Fiona; Richardson, Barbara

2006-09-01

Few studies have examined the experiences of students' professional socialization in physiotherapy. This international longitudinal study aimed to study experiences of situated learning and change in a student cohort during a physiotherapy education programme. A phenomenographic design with semi-structured interviews was carried out with a cohort of physiotherapy students from two sites, strategically selected for variation in gender, age, educational background, work experience and academic level. Interviews were carried out after each of the first five semesters in the programme by a team of researchers. Seventy-six interviews explored students' learning experiences. Analysis identified the variation in experiences seen as important to becoming a physiotherapist. Distinct perceptions of professional growth and progression are identified in four pathways of development: 'Reflecting on Practice'; 'Communicating with Others'; 'Performing Skills'; and 'Searching Evidence'. These pathways demonstrate qualitative differences in the focus of learning experiences and preferred learning context, and include learning in a context which supports reflection, learning as agreed by others in a context with patients and other professionals, learning physiotherapy skills in a practice context and learning formal knowledge in a context where theory can be linked with practice. In a cohort of students professional growth can be seen in a variety of development pathways. Each shows progress of professional growth in the 'what' as changes in experiences and the 'how' as ways of learning from them. In addition, the pattern of pathways in a cohort may change from one semester to another suggesting individuals may adopt different learning pathways throughout their education. Teaching staff are challenged to consider how they recognize a variation in development pathways in their student cohorts and how they purposefully ensure experiences to guide students through different learning pathways in socialization to become a physiotherapist.

Contextual Teaching and Learning Approach of Mathematics in Primary Schools

NASA Astrophysics Data System (ADS)

Selvianiresa, D.; Prabawanto, S.

2017-09-01

The Contextual Teaching and Learning (CTL) approach is an approach involving active students in the learning process to discover the concepts learned through to knowledge and experience of the students. Similar to Piaget’s opinion that learning gives students an actives trying to do new things by relating their experiences and building their own minds. When students to connecting mathematics with real life, then students can looking between a conceptual to be learned with a concept that has been studied. So that, students can developing of mathematical connection ability. This research is quasi experiment with a primary school in the city of Kuningan. The result showed that CTL learning can be successful, when learning used a collaborative interaction with students, a high level of activity in the lesson, a connection to real-world contexts, and an integration of science content with other content and skill areas. Therefore, CTL learning can be applied by techer to mathematics learning in primary schools.

Students' Perceptions and Experiences of Mobile Learning

ERIC Educational Resources Information Center

Kim, Daesang; Rueckert, Daniel; Kim, Dong-Joong; Seo, Daeryong

2013-01-01

This study focused on how students perceive the use of mobile devices to create a personalized learning experience outside the classroom. Fifty-three students in three graduate TESOL classes participated in this study. All participants completed five class projects designed to help them explore mobile learning experiences with their own mobile…

Research Participation versus Classroom Lecture: A Comparison of Student Learning

ERIC Educational Resources Information Center

Elliott, Lisa Jo; Rice, Stephen; Trafimow, David; Madson, Laura; Hipshur, Malisa F.

2010-01-01

Previous literature has focused on students' perceptions of participation in experiments, but has not measured the effect of participation on learning. In Study 1, students rated their perceptions of learning about psychology; they compared the classroom experience to experiment participation, reading about psychology, or summarizing a journal…

Learning through Experience: The Transition from Doctoral Student to Social Work Educator

ERIC Educational Resources Information Center

Oktay, Julianne S.; Jacobson, Jodi M.; Fisher, Elizabeth

2013-01-01

The researchers conducted an exploratory study using grounded theory qualitative research methods to examine experiences of social work doctoral students as they learned to teach ("N"?=?14). A core category, "learning through experience," representing a basic social process, was identified. The doctoral students experienced…

Emotional learning of undergraduate medical students in an early nursing attachment in a hospital or nursing home.

PubMed

Helmich, Esther; Bolhuis, Sanneke; Prins, Judith; Laan, Roland; Koopmans, Raymond

2011-01-01

Entering medicine for the first time is highly impressive for students, but we know little about the actual emotional learning processes taking place. We aimed to get more insight into expectations, experiences and emotions of students during their first clinical experiences in a hospital compared to a nursing home. We carried out a qualitative and a quantitative survey by administering questionnaires about expectations, impressive experiences and learning activities within two cohorts of first-year medical students before and after a 4-week nursing attachment. Despite different expectations, students reported similar experiences and learning activities for the nursing home and the hospital. Most impressive events were related to patient care, being a trainee, or professional identities being challenged. Students in nursing homes most often referred to their own relationships with patients. Students expressed different emotions, and frequently experienced positive and negative emotions at the same time. Rewarding experiences (not only difficult or stressful events) do matter for medical professional development. Students need to learn how to deal with and feel strengthened by the emotions evoked during clinical experiences, which should be supported by educators. The nursing home and the hospital seem to be equally suited as learning environments.

Blogs as a Representation of Student Experiences in a Service Learning Course

ERIC Educational Resources Information Center

Gerstenblatt, Paula

2014-01-01

Research on service learning has demonstrated positive outcomes in several areas of student learning; however, there is a scarcity of research examining the lived experiences of students. This study consisted of seventeen students from two cohorts enrolled in a service learning class working in a rural town. The current study suggests the…

Teachers' Evaluation of Student-Centered Learning Environments

ERIC Educational Resources Information Center

Cubukcu, Zuhal

2012-01-01

Problem Statement: The student-centered teaching is the arrangement of the teaching experience focusing on the students' responsibilities and activities in the learning process which takes into consideration the students' interests, demands and needs. According to this approach, while teaching experiences are planned, different learning strategies…

Students' perceptions of effective learning experiences in dental school: a qualitative study using a critical incident technique.

PubMed

Victoroff, Kristin Zakariasen; Hogan, Sarah

2006-02-01

Students' views of their educational experience can be an important source of information for curriculum assessment. Although quantitative methods, particularly surveys, are frequently used to gather such data, fewer studies have employed qualitative methods to examine students' dental education experiences. The purpose of this study is to explore characteristics of effective learning experiences in dental school using a qualitative method. All third-year (seventy) and fourth-year (seventy) dental students enrolled in one midwestern dental school were invited to participate. Fifty-three dental students (thirty-five male and eighteen female; thirty-two third-year and twenty-one fourth-year) were interviewed using a critical incident interview technique. Each student was asked to describe a specific, particularly effective learning incident that he or she had experienced in dental school and a specific, particularly ineffective learning incident, for comparison. Each interview was audiotaped. Students were assured that only the interviewer and one additional researcher would have access to the tapes. Data analysis resulted in identification of key themes in the data describing characteristics of effective learning experiences. The following characteristics of effective learning experiences were identified: 1) instructor characteristics (personal qualities, "checking-in" with students, and an interactive style); 2) characteristics of the learning process (focus on the "big picture," modeling and demonstrations, opportunities to apply new knowledge, high-quality feedback, focus, specificity and relevance, and peer interactions); and 3) learning environment (culture of the learning environment, technology). Common themes emerged across a wide variety of learning incidents. Although additional research is needed, the characteristics of effective learning experiences identified in this study may have implications for individual course design and for the dental school curriculum as a whole.

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

ERIC Educational Resources Information Center

Sayer, Ryan; Maries, Alexandru; Singh, Chandralekha

2017-01-01

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

Student/Worker/Carer: The Intersecting Priorities of Arts Students

ERIC Educational Resources Information Center

Maher, JaneMaree; Mitchell, Jennifer; Brown, Kate

2009-01-01

This article reports on a focus group study of student experience and learning in a large humanities and social science faculty in Australia. The study explored student study/work/life issues, and student learning experiences. The article reports specifically on a discussion about combining meaningful learning in university classrooms with other…

Training future health providers to care for the underserved: a pilot interprofessional experience.

PubMed

Hasnain, Memoona; Koronkowski, Michael J; Kondratowicz, Diane M; Goliak, Kristen L

2012-01-01

Interprofessional teamwork is essential for effective delivery of health care to all patients, particularly the vulnerable and underserved. This brief communication describes a pilot interprofessional learning experience designed to introduce medicine and pharmacy students to critical health issues affecting at-risk, vulnerable patients and helping students learn the value of functioning effectively in interprofessional teams. With reflective practice as an overarching principle, readings, writing assignments, a community-based immersion experience, discussion seminars, and presentations were organized to cultivate students' insights into key issues impacting the health and well-being of vulnerable patients. A written program evaluation form was used to gather students' feedback about this learning experience. Participating students evaluated this learning experience positively. Both quantitative and qualitative input indicated the usefulness of this learning experience in stimulating learners' thinking and helping them learn to work collaboratively with peers from another discipline to understand and address health issues for at-risk, vulnerable patients within their community. This pilot educational activity helped medicine and pharmacy students learn the value of functioning effectively in interprofessional teams. Given the importance of interprofessional teamwork and the increasing need to respond to the health needs of underserved populations, integrating interprofessional learning experiences in health professions training is highly relevant, feasible, and critically needed.

The Socio-Cultural and Learning Experiences of Music Students in a British University

ERIC Educational Resources Information Center

Dibben, Nicola

2006-01-01

Research into student experience in Higher Education has largely focused on students' role as learners. However, the student experience encompasses a much wider range of behaviours and beliefs than can be captured through a focus on teaching and learning alone. I report the findings of a research project which explored student experience in the…

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

PubMed

Al Qaroot, Bashar S; Sobuh, Mohammad

2016-06-01

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

Student Motivations and Perception across and within Five Forms of Experiential Learning

ERIC Educational Resources Information Center

Coker, Jeffrey Scott; Porter, Desiree Jasmine

2016-01-01

Understanding student motivations for participating in high-impact educational practices is important for improving learning experiences. This article explores student motivations across and within five forms of experiential learning at Elon University: study abroad, research, internships, service-learning, and leadership experiences. Surveys and…

Assessing student clinical learning experiences.

PubMed

Nehyba, Katrine; Miller, Susan; Connaughton, Joanne; Singer, Barbara

2017-08-01

This article describes the use of an activity worksheet and questionnaire to investigate the learning experience of students on clinical placement. The worksheet measures the amount of time students spend in different learning activities, and the questionnaire explores student satisfaction and preferred learning activities. An activity worksheet and questionnaire … investigate[d] the learning experiences of students on clinical placement METHODS: The activity worksheet and questionnaire were used in a cohort pilot study of physiotherapy students on clinical placement. The activity worksheet provides details of the amount of time students engage in a range of clinical and non-clinical tasks while on placement, such as time spent treating patients, working individually, working with their peers and engaging in reflective practice. In combination with the questionnaire results, it allows clinicians to gain an understanding of the clinical learning environment experienced by their students. The data collected using these tools provide a description of the students' activities while undertaking the clinical placement. This information may guide the refinement of the clinical experience, and offers an opportunity to individualise learning activities to match students' needs and preferences. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Learning Activities Utilized and Readiness for the Student Teaching Internship

ERIC Educational Resources Information Center

Stripling, Christopher T.; Thoron, Andrew C.; Estepp, Christopher M.

2014-01-01

Agricultural education has traditionally provided rich learning experiences for secondary school students; however, less attention has been paid to the learning experiences preservice agricultural education teachers utilize and provide secondary school students during the student teaching internship. This study sought to describe the learning…

Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses.

PubMed

Lekalakala-Mokgele, Eucebious; Caka, Ernestine M

2015-03-31

The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students' responses to learning. Equally, the environment can enhance learning if experienced positively. This study described pupil enrolled nurses' experiences of facilitative and obstructive factors in military and public health clinical learning settings. Using a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing. Data analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment. Students cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students' learning. Policies need to be developed for supporting students in the clinical learning environment.

Finance Students' Experiences of Lecture-Based Active Learning Tasks

ERIC Educational Resources Information Center

McCullough, Kerry; Munro, Nicholas

2018-01-01

Consistent with current higher education concerns with student engagement and the student experience, this study explored third-year undergraduate Finance students' experiences of lecture-based active learning tasks. Finance students from the 2012 and 2014 cohorts from a South African university were invited to complete an anonymous questionnaire…

Student Experiences of Problem-Based Learning in Pharmacy: Conceptions of Learning, Approaches to Learning and the Integration of Face-to-Face and On-Line Activities

ERIC Educational Resources Information Center

Ellis, Robert A.; Goodyear, Peter; Brillant, Martha; Prosser, Michael

2008-01-01

This study investigates fourth-year pharmacy students' experiences of problem-based learning (PBL). It adopts a phenomenographic approach to the evaluation of problem-based learning, to shed light on the ways in which different groups of students conceive of, and approach, PBL. The study focuses on the way students approach solving problem…

Nursing students' reflections on the learning experience of a unique mental health clinical placement.

PubMed

Patterson, Christopher; Moxham, Lorna; Brighton, Renee; Taylor, Ellie; Sumskis, Susan; Perlman, Dana; Heffernan, Tim; Hadfield, Louise

2016-11-01

There exists a need for innovative thinking to identify new clinical placement opportunities for nursing students. Recovery-based clinical placements for mental health nurse students remain unique and require investigation. To examine the learning experience of Bachelor of Nursing students who undertook an innovative mental health clinical placement known as Recovery Camp. This study incorporated qualitative analysis of written reflections. Using Braun and Clarke's (2006) six phases of thematic analysis the corpus of student reflections were reviewed by three members of the research team independent to each other. Four themes emerged. The theme of Pre-placement Expectations incorporates participant foci on pre-conceptions of Recovery Camp. The theme of Student Learning incorporates the ways in which participants recognised the experience of Recovery Camp influenced learning. Reflections themed under the title Placement Setting include discussion of the Recovery Camp as a clinical placement. The theme of Future Practice incorporates students' reflections on how they plan to practice as nurses as a result the learning experiences of Recovery Camp. An immersive clinical placement such as Recovery Camp can influence students' perceptions of people with mental illness, have a positive impact on student learning and influence students' decisions about future practice. The learning experience of nursing students whom attend unique, recovery-orientated clinical placements can be both positive and educative. Copyright © 2016 Elsevier Ltd. All rights reserved.

Community-based, Experiential Learning for Second Year Neuroscience Undergraduates

PubMed Central

Yu, Heather J.; Ramos-Goyette, Sharon; McCoy, John G.; Tirrell, Michael E.

2013-01-01

Service learning is becoming a keystone of the undergraduate learning experience. At Stonehill College, we implemented a service learning course, called a Learning Community, in Neuroscience. This course was created to complement the basic research available to Stonehill Neuroscience majors with experience in a more applied and “clinical” setting. The Neuroscience Learning Community is designed to promote a deep understanding of Neuroscience by combining traditional classroom instruction with clinical perspectives and real-life experiences. This Neuroscience Learning Community helps students translate abstract concepts within the context of neurodevelopment by providing students with contextual experience in a real-life, unscripted setting. The experiential learning outside of the classroom enabled students to participate in informed discussions in the classroom, especially with regard to neurodevelopmental disorders. We believe that all students taking this course gain an understanding of the importance of basic and applied Neuroscience as it relates to the individual and the community. Students also have used this concrete, learning-by-doing experience to make informed decisions about career paths and choice of major. PMID:24319392

Formal and Informal Learning and First-Year Psychology Students' Development of Scientific Thinking: A Two-Wave Panel Study.

PubMed

Soyyılmaz, Demet; Griffin, Laura M; Martín, Miguel H; Kucharský, Šimon; Peycheva, Ekaterina D; Vaupotič, Nina; Edelsbrunner, Peter A

2017-01-01

Scientific thinking is a predicate for scientific inquiry, and thus important to develop early in psychology students as potential future researchers. The present research is aimed at fathoming the contributions of formal and informal learning experiences to psychology students' development of scientific thinking during their 1st-year of study. We hypothesize that informal experiences are relevant beyond formal experiences. First-year psychology student cohorts from various European countries will be assessed at the beginning and again at the end of the second semester. Assessments of scientific thinking will include scientific reasoning skills, the understanding of basic statistics concepts, and epistemic cognition. Formal learning experiences will include engagement in academic activities which are guided by university authorities. Informal learning experiences will include non-compulsory, self-guided learning experiences. Formal and informal experiences will be assessed with a newly developed survey. As dispositional predictors, students' need for cognition and self-efficacy in psychological science will be assessed. In a structural equation model, students' learning experiences and personal dispositions will be examined as predictors of their development of scientific thinking. Commonalities and differences in predictive weights across universities will be tested. The project is aimed at contributing information for designing university environments to optimize the development of students' scientific thinking.

The Impact of a Service-Learning Experience in Mentoring At-Risk Youth

ERIC Educational Resources Information Center

Wasburn-Moses, Leah; Fry, Jay; Sanders, Kari

2014-01-01

Service-learning experiences for college students are increasing in popularity. Although youth mentoring is thought to be a significant service-learning experience for students, data in this area are lacking. This study evaluates a unique school-based service-learning mentoring experience at a midsized Midwestern university. Data were collected…

Assessing Classroom Learning: How Students Use Their Knowledge and Experience to Answer Classroom Achievement Test Questions in Science and Social Studies.

ERIC Educational Resources Information Center

Nuthall, Graham; Alton-Lee, Adrienne

1995-01-01

Observational studies of student learning from classroom experience in science and social studies in elementary and middle school classrooms were carried out with 14 students. A model is described that explains how students use multilayered episodic and semantic memory for learning experience and related knowledge to answer achievement test items.…

Professional Learning Experiences Used in Student Teaching as a Vehicle for Transformational Learning

ERIC Educational Resources Information Center

Matamala, Shana L.

2013-01-01

Purpose: The purpose of this study was to identify the extent of transformational learning for teacher candidates during student teaching. This study further examined the influence of values, beliefs, role expectations, personnel, programs, life changes, and educational experiences on transformational learning during student teaching. Methodology:…

Students' Evaluation of Their English Language Learning Experience

ERIC Educational Resources Information Center

Maizatulliza, M.; Kiely, R.

2017-01-01

In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…

Transformative Learning Experiences of International Graduate Students from Africa

ERIC Educational Resources Information Center

Kumi-Yeboah, Alex

2014-01-01

This article examines factors that influence transformative learning experiences of international graduate students from Africa. In general, 84.8% of the participants experienced transformative learning while 15.2% reported no transformative experiences. For those who experienced transformative learning, 26.1% of the transformative experiences…

Discontinuities in University Student Experiences of Learning through Discussions

ERIC Educational Resources Information Center

Ellis, Robert A.; Calvo, Rafael A.

2006-01-01

This article reports on research into the student experience of learning through discussions in a third-year undergraduate engineering subject. Information engineering students studying e-commerce were required to engage in face-to-face and online discussions as a key aspect of their learning experience. This study investigates the quality of the…

Middle School Students' Learning of Mechanics Concepts through Engagement in Different Sequences of Physical and Virtual Experiments

ERIC Educational Resources Information Center

Sullivan, Sarah; Gnesdilow, Dana; Puntambekar, Sadhana; Kim, Jee-Seon

2017-01-01

Physical and virtual experimentation are thought to have different affordances for supporting students' learning. Research investigating the use of physical and virtual experiments to support students' learning has identified a variety of, sometimes conflicting, outcomes. Unanswered questions remain about how physical and virtual experiments may…

Identifying Student Types in a Gamified Learning Experience

ERIC Educational Resources Information Center

Barata, Gabriel; Gama, Sandra; Jorge, Joaquim; Gonçalves, Daniel

2014-01-01

Gamification of education is a recent trend, and early experiments showed promising results. Students seem not only to perform better, but also to participate more and to feel more engaged with gamified learning. However, little is known regarding how different students are affected by gamification and how their learning experience may vary. In…

Learning in an Online Distance Education Course: Experiences of Three International Students

ERIC Educational Resources Information Center

Zhang, Zuochen; Kenny, Richard F.

2010-01-01

This case study explores the learning experiences of three international students who were enrolled in an online master's program offered by a large university in Canada. The aim of the study was to understand the international students' experiences with, and perspectives on, the online learning environment. Findings indicate that previous…

Stakeholder Perceptions of the Positive Benefits and Critical Challenges Involved in Student Service-Learning Experiences

ERIC Educational Resources Information Center

Hohenthal, K. Darcy

2010-01-01

The Bolman and Deal (2003) Four-Frame Model was adapted in this qualitative phenomenological research study to describe how stakeholders experience student service-learning. The study presents how students perceive the positive benefits and critical challenges encountered in their service-learning experience; how professors perceive the positive…

Experience of Teacher Education Students in Taking the Course of Adolescent Psychology

ERIC Educational Resources Information Center

Lin, Yii-nii; Chiu, Yi-hsing Claire; Lai, Pi-hui

2014-01-01

This study describes the learning and development experiences of teacher education students after taking an introductory course on adolescent psychology. The instructor adopted the developmental instruction model (DIM) (Knefelkamp, 1998) in this study and facilitated students learn through experiential learning. Fifteen students (aged between 20…

Students' Beliefs and Experiences of Interdisciplinary Learning

ERIC Educational Resources Information Center

Zhan, Ying; So, Winnie Wing Mui; Cheng, Irene Nga Yee

2017-01-01

This study explored senior secondary students' beliefs and experiences of learning an interdisciplinary curriculum, Liberal Studies, in Hong Kong. Through the analysis of focus-group interviews with 168 students, most of the students were found to enjoy or at least not resist interdisciplinary learning, and preferred to study real-world…

High School Students' Experiences of Learning through Research on the Internet

ERIC Educational Resources Information Center

Ellis, R. A.; Goodyear, P.; Bliuc, A.-M.; Ellis, M.

2011-01-01

One of the challenges that school educators face today is the need to integrate learning technologies into the learning experience in a meaningful and sustainable way. The current research focuses on how students' experience learning through new technologies in high schools across New South Wales, Australia, specifically when they learn by…

Taking an active stance: How urban elementary students connect sociocultural experiences in learning science

NASA Astrophysics Data System (ADS)

Upadhyay, Bhaskar; Maruyama, Geoffrey; Albrecht, Nancy

2017-12-01

In this interpretive case study, we draw from sociocultural theory of learning and culturally relevant pedagogy to understand how urban students from nondominant groups leverage their sociocultural experiences. These experiences allow them to gain an empowering voice in influencing science content and activities and to work towards self-determining the sciences that are personally meaningful. Furthermore, tying sociocultural experiences with science learning helps generate sociopolitical awareness among students. We collected interview and observation data in an urban elementary classroom over one academic year to understand the value of urban students' sociocultural experiences in learning science and choosing science activities.

Evaluation of the Clinical Learning Experience of Nursing Students: a Cross-Sectional Descriptive Study.

PubMed

Gurková, Elena; Žiaková, Katarína

2018-05-18

The purpose of the cross-sectional descriptive study was to explore and compare the students' experiences of the clinical environment and supervision in Slovakia. Students' clinical learning experience were measured by the valid and reliable clinical learning instrument. A higher frequency of successful supervisory experience was found in the universities which provided accredited mentor preparation programmes or courses and individualised supervisory approaches. Frequency of supervision meetings, the occupational title of a supervisor and mainly the supervision model have an association with students 'perceptions of different domains of clinical learning environment. The duration of the placement was not related to students' experience and perceptions of the learning environment. Slovak students reported higher score regarding the quality of nursing care or ward culture than in the supervisory relationships between students, clinical and school staff. Further studies in this field, extended to different Eastern European countries and clinical settings, may help us to understand factors affecting workplace training.

A Phenomenological Study of the Online Education Experiences of College Students with Learning Disabilities

ERIC Educational Resources Information Center

Murders, Michael R.

2017-01-01

The body of research concerning college students with learning disabilities is sparse relative to the percentage of college students with learning disabilities who attend college. Further, the majority of existing research fails to capture the student voice and the lived experiences of the students themselves. The purpose of this study was to…

The Relationship Between Levels of Fidelity in Simulation, Traditional Clinical Experiences and Objectives.

PubMed

Gore, Teresa

2017-06-15

The purpose of this study was to explore the relationship of baccalaureate nursing students' (BSN) perceived learning effectiveness using the Clinical Learning Environments Comparison Survey of different levels of fidelity simulation and traditional clinical experiences. A convenience sample of 103 first semester BSN enrolled in a fundamental/assessment clinical course and 155 fifth semester BSN enrolled in a leadership clinical course participated in this study. A descriptive correlational design was used for this cross-sectional study to evaluate students' perceptions after a simulation experience and the completion of the traditional clinical experiences. The subscales measured were communication, nursing leadership, and teaching-learning dyad. No statistical differences were noted based on the learning objectives. The communication subscale showed a tendency toward preference for traditional clinical experiences in meeting students perceived learning for communication. For student perceived learning effectiveness, faculty should determine the appropriate level of fidelity in simulation based on the learning objectives.

International nursing students and what impacts their clinical learning: literature review.

PubMed

Edgecombe, Kay; Jennings, Michele; Bowden, Margaret

2013-02-01

This paper reviews the sparse literature about international nursing students' clinical learning experiences, and also draws on the literature about international higher education students' learning experiences across disciplines as well as nursing students' experiences when undertaking international clinical placements. The paper aims to identify factors that may impact international nursing students' clinical learning with a view to initiating further research into these students' attributes and how to work with these to enhance the students' clinical learning. Issues commonly cited as affecting international students are socialisation, communication, culture, relationships, and unmet expectations and aspirations. International student attributes tend to be included by implication rather than as part of the literature's focus. The review concludes that recognition and valuing of international nursing students' attributes in academic and clinical contexts are needed to facilitate effective strategies to support their clinical practice in new environments. Copyright © 2012. Published by Elsevier Ltd.

Experience of cooperative learning in engineering

NASA Astrophysics Data System (ADS)

Maceiras, Rocio; Cancela, Angeles; Urréjola, Santiago; Sánchez, Angel

2011-03-01

The objective of this work is to share the authors' experience towards a different mode of teaching/learning method. Cooperative learning (Jigsaw) was employed on the University of Vigo's fourth-year engineering students. The results of the experience show that cooperative learning is quite a viable alternative to the classical way of lecturing at the university when the number of students is not too high. The authors' observation indicates that students did not show a lot of interest towards the new learning style but their resistance changed once they began the activity. The Jigsaw method has proved to be a useful tool for improving the learning process so that students have the opportunity to participate actively in the learning activities.

The experiences of supporting learning in pairs of nursing students in clinical practice.

PubMed

Holst, Hanna; Ozolins, Lise-Lotte; Brunt, David; Hörberg, Ulrica

2017-09-01

The purpose of this study is to describe how supervisors experience supporting nursing students' learning in pairs on a Developing and Learning Care Unit in Sweden. The present study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on phenomenology. A total of 25 lifeworld interviews were conducted with supervisors who had supervised pairs of students. The findings reveal how supervisors support students' learning in pairs through a reflective approach creating learning space in the encounter with patients, students and supervisors. Supervisors experience a movement that resembles balancing between providing support in learning together and individual learning. The findings also highlight the challenge in supporting both the pairs of students and being present in the reality of caring. In conclusion, the learning space has the potential of creating a relative level of independency in the interaction between pairs of students and their supervisor when the supervisor strives towards a reflective approach. Copyright © 2017 Elsevier Ltd. All rights reserved.

Clinical learning experiences of nursing students using an innovative clinical partnership model: A non-randomized controlled trial.

PubMed

Chan, Aileen W K; Tang, Fiona W K; Choi, Kai Chow; Liu, Ting; Taylor-Piliae, Ruth E

2018-06-05

Clinical practicum is a major learning component for pre-registration nursing students. Various clinical practicum models have been used to facilitate students' clinical learning experiences, employing both university-based and hospital-based clinical teachers. Considering the strengths and limitations of these clinical practicum models, along with nursing workforce shortages, we developed and tested an innovative clinical partnership model (CPM) in Hong Kong. To evaluate an innovative CPM among nursing students actual and preferred clinical learning environment, compared with a conventional facilitation model (CFM). A non-randomized controlled trial examining students' clinical experiences, comparing the CPM (supervised by hospital clinical teacher) with the CFM (supervised by university clinical teacher). One university in Hong Kong. Pre-registration nursing students (N = 331), including bachelor of nursing (n = 246 year three-BN) and masters-entry nursing (n = 85 year one-MNSP). Students were assigned to either the CPM (n = 48 BN plus n = 85 MNSP students) or the CFM (n = 198 BN students) for their clinical practice experiences in an acute medical-surgical ward. Clinical teachers supervised between 6 and 8 students at a time, during these clinical practicums (duration = 4-6 weeks). At the end of the clinical practicum, students were invited to complete the Clinical Learning Environment Inventory (CLEI). Analysis of covariance was used to compare groups; adjusted for age, gender and prior work experience. A total of 259 students (mean age = 22 years, 76% female, 81% prior work experience) completed the CLEI (78% response rate). Students had higher scores on preferred versus actual experiences, in all domains of the CLEI. CPM student experiences indicated a higher preferred task orientation (p = 0.004), while CFM student experiences indicated a higher actual (p < 0.001) and preferred individualization (p = 0.005). No significant differences were noted in the other domains. The CPM draws on the strengths of existing clinical learning models and provides complementary methods to facilitate clinical learning for pre-registration nursing students. Additional studies examining this CPM with longer duration of clinical practicum are recommended. Copyright © 2018 Elsevier Ltd. All rights reserved.

Changing students' perceptions of the homeless: A community service learning experience.

PubMed

Gardner, Janet; Emory, Jan

2018-03-01

The homeless are an underserved, local vulnerable population that can benefit from a service learning clinical practicum experience for baccalaureate prepared nursing students. Negative attitudes and disrespect among healthcare workers has been identified by the homeless as a barrier to healthcare. A service learning experience with a vulnerable population has been shown to change nursing students' attitudes and beliefs. A large university in a southern city partnered with a community based organization that provided services to the homeless to educate senior nursing students in a service learning experience. The goal of this project was to examine attitudes and perceptions of nursing students toward the homeless population before and after participation in a service learning clinical practicum experience. This case study utilized a pre and post experience questionnaire to collect qualitative data for the purposes of the project. The findings revealed students demonstrated a decrease in fear, an increase in empathy, and a deeper understanding of the advocacy role of nurses for people experiencing homelessness. Nurse educators are challenged to engage students with vulnerable populations to change the attitudes and perceptions for improvement in the overall health of communities served worldwide. Partnerships and service learning experiences can benefit all. Copyright © 2018 Elsevier Ltd. All rights reserved.

Improving Learning Analytics--Combining Observational and Self-Report Data on Student Learning

ERIC Educational Resources Information Center

Ellis, Robert A.; Han, Feifei; Pardo, Abelardo

2017-01-01

The field of education technology is embracing a use of learning analytics to improve student experiences of learning. Along with exponential growth in this area is an increasing concern of the interpretability of the analytics from the student experience and what they can tell us about learning. This study offers a way to address some of the…

Students' Experiences of Clinic-Based Learning during a Final Year Veterinary Internship Programme

ERIC Educational Resources Information Center

Matthew, Susan M.; Taylor, Rosanne M.; Ellis, Robert A.

2010-01-01

This study investigated veterinary students' experiences of clinic-based learning (CBL) during a comprehensive final year internship programme. Open-ended surveys (n = 93) were used to gather qualitative data about students' conceptions of what is learned during CBL and their approaches to learning in clinics. Phenomenography was used for detailed…

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.…

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

ERIC Educational Resources Information Center

Cheng, Meng-Tzu; Annetta, Len

2012-01-01

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

Road to Success: Service Learning Enhances Tech Ed Experience

ERIC Educational Resources Information Center

Howell, Robert T.

2008-01-01

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

The Future of Personalized Learning for Students with Disabilities

ERIC Educational Resources Information Center

Worthen, Maria

2016-01-01

Personalized learning models can give each student differentiated learning experiences based on their needs, interests, and strengths, including students with disabilities. Personalized learning can pinpoint specific gaps in student learning, identify where a student is on his or her learning pathway, and provide the appropriate interventions to…

Reflective Processes: A Qualitative Study Exploring Early Learning Student Teacher Mentoring Experiences in Student Teaching Practicums

ERIC Educational Resources Information Center

Barnes, Michelle M.

2013-01-01

This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…

Random Access: The Latino Student Experience with Prior Learning Assessment

ERIC Educational Resources Information Center

Klein-Collins, Rebecca; Olson, Richard

2014-01-01

Many Latinos come to higher education as adults. One degree completion strategy that is particularly suited to adult students in higher education is prior learning assessment (PLA). PLA provides opportunities to evaluate a student's learning from work or life experience for the purpose of awarding college credit. For students whose…

"I Have No English Friends": Some Observations on the Practice of Action Learning with International Business Students

ERIC Educational Resources Information Center

Brook, Cheryl; Milner, Christopher

2014-01-01

This account reports on some experiences of facilitating action learning with international business students. Interest in international student learning and the international student experience is significant and increasing with a considerable range of literature on the subject. Some of this literature is concerned with the perceived…

When the learning environment is suboptimal: exploring medical students' perceptions of "mistreatment".

PubMed

Gan, Runye; Snell, Linda

2014-04-01

Despite widespread implementation of policies to address mistreatment, high rates of mistreatment during clinical training are reported, prompting the question of whether "mistreatment" means more to students than delineated in official codes of conduct. Understanding "mistreatment" from students' perspective and as it relates to the learning environment is needed before effective interventions can be implemented. The authors conducted focus groups with final-year medical students at McGill University Faculty of Medicine in 2012. Participants were asked to characterize "suboptimal learning experience" and "mistreatment." Transcripts were analyzed via inductive thematic analysis. Forty-one of 174 eligible students participated in six focus groups. Students described "mistreatment" as lack of respect or attack directed toward the person, and "suboptimal learning experience" as that which compromised their learning. Differing perceptions emerged as students debated whether "mistreatment" can be applied to negative learning environments as well as isolated incidents of mistreatment even though some experiences fell outside of the "official" label as per institutional policies. Whether students perceived "mistreatment" versus a "suboptimal learning experience" in negative environments appeared to be influenced by several key factors. A concept map integrating these ideas is presented. How students perceived negative situations during training appears to be a complex process. When medical students say "mistreatment," they may be referring to a spectrum, with incident-based mistreatment on one end and learning-environment-based mistreatment on the other. Multiple factors influenced how students perceived an environment-based negative situation and may provide strategies to improving the learning environment.

Linking teaching and research in an undergraduate course and exploring student learning experiences

NASA Astrophysics Data System (ADS)

Wallin, Patric; Adawi, Tom; Gold, Julie

2017-01-01

In this case study, we first describe how teaching and research are linked in a master's course on tissue engineering. A central component of the course is an authentic research project that the students carry out in smaller groups and in collaboration with faculty. We then explore how the students experience learning in this kind of discovery-oriented environment. Data were collected through a survey, reflective writing, and interviews. Using a general inductive approach for qualitative analysis, we identified three themes related to the students' learning experiences: learning to navigate the field, learning to do real research, and learning to work with others. Overall, the students strongly valued learning in a discovery-oriented environment and three aspects of the course contributed to much of its success: taking a holistic approach to linking teaching and research, engaging students in the whole inquiry process, and situating authentic problems in an authentic physical and social context.

Selected Screen for Engaging Students in Projectile Motion

NASA Astrophysics Data System (ADS)

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

2017-09-01

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

Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis

PubMed Central

Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

2015-01-01

Purpose This study examined the relationships between the different aspects of students’ course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Methods Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Results Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale “quality of teaching” directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students’ peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students’ examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. Conclusion The results of this study will have important implications for designing blended learning courses in medical schools. PMID:25610011

Dental students' and staff perceptions of the impact of learning environment disruption on their learning and teaching experiences.

PubMed

The, A J M; Adam, L; Meldrum, A; Brunton, P

2017-10-06

This project is a qualitative investigation into student and staff experiences of the effect of a major building redevelopment on their Dental School learning and teaching environments. Currently, there is little research exploring the impact of disruptions to the learning environment on students' learning and staff teaching experiences. Data were collected in 2016 using an online survey, semi-structured interviews and focus groups with students and staff. Data were analysed using a general inductive approach. Four broad themes emerged as follows: (i) students valued having a space for personal and collaborative work within the Dental School; (ii) both staff and students positioned staff contributions to learning experiences above the role of the physical learning environment; (iii) the majority of staff and students not feel that the physical environment limited their clinical training; and (iv) staff and students were able to adapt to the impact of building redevelopment through resilience and organisation. Results of this research have informed the provision of collegial spaces at the School, both as the building redevelopment continues, and in planning for the completed building. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Experiencing authenticity - the core of student learning in clinical practice.

PubMed

Manninen, Katri

2016-10-01

Learning in clinical practice is challenging regarding organizational and pedagogical issues. Clinical education wards are one way to meet these challenges by focusing on both patient care and student learning. However, more knowledge is needed about how students' learning can be enhanced and about patients' and supervisors' roles in these settings. The aim was to explore nursing students' learning on a clinical education ward with an explicit pedagogical framework. Semi-structured interviews of students were analyzed using qualitative content analysis and an ethnographic study including observations and follow-up interviews of students, patients and supervisors was conducted. The core of student meaningful learning experiences both external and internal authenticity. Students in early stages immediately created mutual relationships, experienced both external and internal authenticity, and patients became active participants in student learning. Without a mutual relationship, patients passively let students practice on their bodies. Students nearing graduation experienced only external authenticity, creating uncertainty as a threshold for learning. Caring for patients with complex needs helped students overcome the threshold and experience internal authenticity. Supervisors' challenges were to balance patient care and student learning by working as a team. They supported students coping with the complex challenges on the ward. Students need to experience external and internal authenticity to make learning meaningful. Experiencing authenticity, involving meaning-making processes and knowledge construction, is linked to transformative learning and overcoming thresholds. Therefore, an explicit pedagogical framework, based on patient-centredness, peer learning and the supervisory team, creates the prerequisites for experiencing external and internal authenticity.

The University Experiences of Students with Learning Disabilities

ERIC Educational Resources Information Center

McGregor, Karla K.; Langenfeld, Natalie; Van Horne, Sam; Oleson, Jacob; Anson, Matthew; Jacobson, Wayne

2016-01-01

To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self-reported LD (5.96 percent) had difficulty with assignments and had more obstacles caused by nonacademic responsibilities and…

Investigating Student Perceptions of the Chemistry Laboratory and Their Approaches to Learning in the Laboratory

NASA Astrophysics Data System (ADS)

Berger, Spencer Granett

This dissertation explores student perceptions of the instructional chemistry laboratory and the approaches students take when learning in the laboratory environment. To measure student perceptions of the chemistry laboratory, a survey instrument was developed. 413 students responded to the survey during the Fall 2011 semester. Students' perception of the usefulness of the laboratory in helping them learn chemistry in high school was related to several factors regarding their experiences in high school chemistry. Students' perception of the usefulness of the laboratory in helping them learn chemistry in college was also measured. Reasons students provided for the usefulness of the laboratory were categorized. To characterize approaches to learning in the laboratory, students were interviewed midway through semester (N=18). The interviews were used to create a framework describing learning approaches that students use in the laboratory environment. Students were categorized into three levels: students who view the laboratory as a requirement, students who believe that the laboratory augments their understanding, and students who view the laboratory as an important part of science. These categories describe the types of strategies students used when conducting experiments. To further explore the relationship between students' perception of the laboratory and their approaches to learning, two case studies are described. These case studies involve interviews in the beginning and end of the semester. In the interviews, students reflect on what they have learned in the laboratory and describe their perceptions of the laboratory environment. In order to encourage students to adopt higher-level approaches to learning in the laboratory, a metacognitive intervention was created. The intervention involved supplementary questions that students would answer while completing laboratory experiments. The questions were designed to encourage students to think critically about the laboratory procedures. In order to test the effects of the intervention, an experimental group (N=87) completed these supplementary questions during two laboratory experiments while a control group (N=84) performed the same experiments without these additional questions. The effects of the intervention on laboratory exam performance were measured. Students in the experimental group had a higher average on the laboratory exam than students in the control group.

The Power of Real-World Application

ERIC Educational Resources Information Center

Stam, Brad

2011-01-01

Linked learning transforms students' high school experience by linking a college preparatory course sequence with demanding technical education, and linking real-world experiences with classroom learning to help students gain an advantage in high school, postsecondary education, and careers. With linked learning, students follow industry-themed…

A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection

ERIC Educational Resources Information Center

Mat-jizat, Jessnor Elmy; Khalid, Khalizul

2016-01-01

The aim of this study was to explore students' experience and reflection in doing a Service Learning project as part of their course work. The Service Learning project allows the students to practice their knowledge of raising capital through crowdfunding, and at the same time situates them in an environment where they could learn from the…

The Learners' Experience of Variation: Following Students' Threads of Learning Physics in Computer Simulation Sessions

ERIC Educational Resources Information Center

Ingerman, Ake; Linder, Cedric; Marshall, Delia

2009-01-01

This article attempts to describe students' process of learning physics using the notion of experiencing variation as the basic mechanism for learning, and thus explores what variation, with respect to a particular object of learning, that students experience in their process of constituting understanding. Theoretically, the analysis relies on…

Parental Role and Support for Online Learning of Students with Disabilities: A Paradigm Shift

ERIC Educational Resources Information Center

Smith, Sean J.; Burdette, Paula J.; Cheatham, Gregory A.; Harvey, Susan P.

2016-01-01

This study, conducted by researchers at the Center on Online Learning and Students With Disabilities, investigated parent perceptions and experiences regarding fully online learning for their children with disabilities. Results suggest that with the growth in K-12 fully online learning experiences, the parent (or adult member) in students'…

Content, Affective, and Behavioral Challenges to Learning: Students' Experiences Learning Statistics

ERIC Educational Resources Information Center

McGrath, April L.

2014-01-01

This study examined the experiences of and challenges faced by students when completing a statistics course. As part of the requirement for this course, students completed a learning check-in, which consisted of an individual meeting with the instructor to discuss questions and the completion of a learning reflection and study plan. Forty…

Emotionalized learning experiences: Tapping into the affective domain.

PubMed

Green, Zane Asher; Batool, Sadia

2017-06-01

The experimental study was undertaken to examine the effect of emotionalized learning experiences on the academic achievement of students at Preston University. The major objectives of the study were to identify the effect of teaching methods on students' academic achievement and to evaluate the relationship between affective learning conditions and students' academic achievement. Based on four intact semesters, the population of the study comprised 140 students from the Bachelors of Business Administration Program. The whole population was considered as the sample. The control group (28 students) was taught through the interactive lecture method, whereas, the experimental group 1 (35 students), experimental group 2 (46 students) and experimental group 3 (31 students) were taught through the activity method, reflective learning method and cooperative learning method respectively. Results indicated a significant difference between the pretest and posttest scores obtained in the achievement test as a result of the effect of teaching methods used for offering the emotionalized learning experiences. There was also a significant relationship between affective leaning conditions and students' academic achievement. Furthermore, it was found that students' academic achievement in the affective domain was highest with regard to workshops 1, 2 and 3. It was concluded that the emotionalized learning experiences offered to the students via the four teaching methods helped students in enhancing their knowledge, changing their attitudes and developing their skills with regard to living a happy, healthy and meaningful life. However, the reflective learning method proved to be the most suitable followed by the interactive lecture method, the cooperative learning method and the activity method. Copyright © 2017 Elsevier Ltd. All rights reserved.

Exploring Factors That Promote Online Learning Experiences and Academic Self-Concept of Minority High School Students

ERIC Educational Resources Information Center

Kumi-Yeboah, Alex; Dogbey, James; Yuan, Guangji

2018-01-01

The rapid growth of online education at the K-12 level in recent years presents the need to explore issues that influence the academic experiences of students choosing this method of learning. In this study, we examined factors that promote/hinder the learning experiences and academic self-concept of minority students attending an online high…

Student perceptions about learning anatomy

NASA Astrophysics Data System (ADS)

Notebaert, Andrew John

This research study was conducted to examine student perceptions about learning anatomy and to explore how these perceptions shape the learning experience. This study utilized a mixed-methods design in order to better understand how students approach learning anatomy. Two sets of data were collected at two time periods; one at the beginning and one at the end of the academic semester. Data consisted of results from a survey instrument that contained open-ended questions and a questionnaire and individual student interviews. The questionnaire scored students on a surface approach to learning (relying on rote memorization and knowing factual information) scale and a deep approach to learning (understanding concepts and deeper meaning behind the material) scale. Students were asked to volunteer from four different anatomy classes; two entry-level undergraduate courses from two different departments, an upper-level undergraduate course, and a graduate level course. Results indicate that students perceive that they will learn anatomy through memorization regardless of the level of class being taken. This is generally supported by the learning environment and thus students leave the classroom believing that anatomy is about memorizing structures and remembering anatomical terminology. When comparing this class experience to other academic classes, many students believed that anatomy was more reliant on memorization techniques for learning although many indicated that memorization is their primary learning method for most courses. Results from the questionnaire indicate that most students had decreases in both their deep approach and surface approach scores with the exception of students that had no previous anatomy experience. These students had an average increase in surface approach and so relied more on memorization and repetition for learning. The implication of these results is that the learning environment may actually amplify students' perceptions of the anatomy course at all levels and experiences of enrolled students. Instructors wanting to foster deeper approaches to learning may need to apply instructional techniques that both support deeper approaches to learning and strive to change students' perceptions away from believing that anatomy is strictly memorization and thus utilizing surface approaches to learning.

Making It Personal: The Importance of Student Experience in Creating Autonomy-Supportive Classrooms for Millennial Learners

ERIC Educational Resources Information Center

Conklin, Thomas A.

2013-01-01

This article reviews andragogy as the philosophy resident in the broad arena of experience-based learning. Beneath the umbrella of experience-based learning lie the specific classroom orientations of student-centered learning, problem-based learning, and classrooms as organizations. These orientations contribute to the creation of…

The Implementation of Service-Learning in Graduate Instructional Design Coursework

ERIC Educational Resources Information Center

Stefaniak, Jill E.

2015-01-01

This paper describes the design of service-learning experiences with a graduate-level instructional design course. Service-learning provides students with real-life experiences in a situated-learning environment. Students were tasked with working on an instructional design project in a real-world setting to gain consultative experience. This paper…

Perceived benefits of the use of learning contracts to guide clinical education in respiratory care students.

PubMed

Rye, Kathy Jones-Boggs

2008-11-01

The benefits of contract learning have been identified in the literature as increased individualization to meet the student's individual needs, promotion of learner independence, and development of lifelong learning behaviors among students. I used an "action research" approach to implement the contract-learning method into a clinical course. Clinical learning contracts were designed to provide students with the opportunity to focus on any identified areas of unsatisfactory or desired practice. The learning contract specified how the learner would acquire the knowledge and attitudes relevant to their selected learning experience. The learning contract was used as a learning tool and as evidence of the student's development in the clinical experience. Twenty-four senior respiratory therapy students in the College of Health Related Professions, University of Arkansas for Medical Sciences, prepared and used learning contracts during their Clinical Practicum IV. After they had completed the clinical practicum and received their grades, I surveyed the students about their experience with the learning-contract method. The surveys were administered anonymously. Twenty-one students (88%) returned the surveys. The respondents were overall quite optimistic regarding learning contracts. They generally agreed that they could use the learning contract with confidence and that there is an increase in student autonomy and motivation in scholarship with a learning contract. The median agree/disagree ratings on the survey ranged from 1 (strongly agree) to 2 (agree). Contract learning is favorable to students' knowledge and skill acquisition and can be incorporated into clinical education of respiratory care students.

Evidence of Learning: Applying the Collegiate Learning Assessment to Improve Teaching and Learning in the Liberal Arts College Experience

ERIC Educational Resources Information Center

Council of Independent Colleges, 2008

2008-01-01

This report highlights the experiences of the 33 members of CIC's (Council of Independent Colleges) Collegiate Learning Assessment (CLA) Consortium over the past three years as they used the CLA to measure student learning outcomes. The CLA instrument assesses how the college experience helps students develop such "higher order" cognitive skills…

(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible during PjBL Experiences

ERIC Educational Resources Information Center

Smith, Shaunna

2016-01-01

This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the…

A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others.

PubMed

Cooper, Katelyn M; Ashley, Michael; Brownell, Sara E

2017-01-01

National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other's experiences in active learning. © 2017 K. M. Cooper et al. CBE—Life Sciences Education © 2017 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).

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

PubMed

Telford, Mark; Senior, Emma

2017-06-08

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

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Who Wants to Be a Biologist? An Excellent Quiz Tool for Students

ERIC Educational Resources Information Center

Turner, Ian J.

2008-01-01

Lectures tend to be a largely passive experience with respect to student learning and it has been shown that engaging students in their own learning can increase their understanding. Quizzes have been shown to be a mechanism that improves the student learning experience, and other key factors such as a competitive environment, enjoyment, and a…

Random Access: The Latino Student Experience with Prior Learning Assessment. Executive Summary

ERIC Educational Resources Information Center

Klein-Collins, Rebecca; Olson, Richard

2014-01-01

Many Latinos come to higher education as adults. One degree completion strategy that is particularly suited to adult students in higher education is prior learning assessment (PLA). PLA provides opportunities to evaluate a student's learning from work or life experience for the purpose of awarding college credit. For students whose…

Growth as Product and as Process: Student Learning Outcomes Attained through College Experiences in China

ERIC Educational Resources Information Center

Cen, Yuhao

2012-01-01

Little empirical research has been done on student learning outcomes and college experiences in China, where the gross enrollment rate in higher education reached 26.5 percent and the undergraduate population exceeded 22 million in 2010. This study seeks to describe, explain, and interpret student learning as perceived from students in Chinese…

Learning English: Experiences and Needs of Saudi Engineering Students

ERIC Educational Resources Information Center

Unruh, Susan; Obeidat, Fayiz

2015-01-01

In this qualitative study, Saudi engineering students talk openly of their experiences learning English in the Kingdom of Saudi Arabia (KSA) and as university students in the United States (US). These students reported that they learned only the basics of vocabulary and grammar in KSA. Consequently, they came to the US with few English skills. In…

Distance Education in Dental Hygiene Bachelor of Science Degree Completion Programs: As Perceived by Students and Faculty

ERIC Educational Resources Information Center

Tsokris, Maureen

2010-01-01

This study investigated student and faculty perceptions of their experiences with online learning in dental hygiene Bachelor of Science degree completion programs on the dimensions of: quality of learning, connectedness to the learning environment, technology factors and student satisfaction. The experiences of dental hygiene students who took…

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

PubMed

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

2016-12-01

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

Students' perceptions of their learning experiences: A repeat regional survey of healthcare students.

PubMed

Hamshire, Claire; Barrett, Neil; Langan, Mark; Harris, Edwin; Wibberley, Christopher

2017-02-01

Student experience is an international concern and recent research has focused on initiatives to improve students' learning experiences and ultimately reduce attrition levels. To determine similarities and differences between students' perceptions of their learning experiences between 2011 and 2015 in relation to campus-based learning, placement-based learning and personal circumstances. A repeat online survey in 2011 and 2015; using a questionnaire developed from thematic analysis of narrative interviews with a subsample of the target population. Nine universities in the North West of England. A total of 1080 students completed the survey in 2011 and 1983 students in 2015 from a target population of all students studying on commissioned pre-registration healthcare education programmes. An online survey was made available to all undergraduate students studying on Health Education funded programmes within the region and survey respondents were invited to give demographic information and rate their agreement to statements on four-point Likert-type responses. Responses to a repeat survey of healthcare studying in the North West of England in 2015 were strikingly similar overall to those of an original 2011 survey. Although the students were positive overall about their experiences, a number were dissatisfied with some aspects of their experiences - particularly in relation to initial support on campus and whilst studying on placement. Four years on from the original survey, despite a considerable investment in improving students' experiences across the region, there appears to be little change in students' perceptions of their learning experiences CONCLUSION: In the short-term monitoring of student experience needs to be continued; and links to attrition (potential or actual) noted and acted upon. However, given that attrition from these courses has been a long-term problem and the complexity of its resolution a recurrent finding in the literature; new ways of framing and resolving the problem need to be considered. Copyright © 2016 Elsevier Ltd. All rights reserved.

Investing in organisational culture: nursing students' experience of organisational learning culture in aged care settings following a program of cultural development.

PubMed

Grealish, Laurie; Henderson, Amanda

2016-10-01

Concerns around organisational learning culture limit nursing student placements in aged care settings to first year experiences. Determine the impact of an extended staff capacity building program on students' experiences of the organisational learning culture in the aged care setting. Pre and post-test design. A convenience sample of first, second and third year Bachelor of Nursing students attending placements at three residential aged care facilities completed the Clinical Learning Organisational Culture Survey. Responses between the group that attended placement before the program (n = 17/44; RR 38%) and the group that attended following the program (n = 33/72; RR 45%) were compared. Improvements were noted in the areas of recognition, accomplishment, and influence, with decreases in dissatisfaction. Organisational investment in building staff capacity can produce a positive learning culture. The aged care sector offers a rich learning experience for students when staff capacity to support learning is developed.

Effectiveness of simulation-based learning on student nurses' self-efficacy and performance while learning fundamental nursing skills.

PubMed

Lin, Hsin-Hsin

2015-01-01

It was noted worldwide while learning fundamental skills and facing skills assessments, nursing students seemed to experience low confidence and high anxiety levels. Could simulation-based learning help to enhance students' self-efficacy and performance? Its effectiveness is mostly unidentified. This study was conducted to provide a shared experience to give nurse educators confidence and an insight into how simulation-based teaching can fit into nursing skills learning. A pilot study was completed with 50 second-year undergraduate nursing students, and the main study included 98 students where a pretest-posttest design was adopted. Data were gathered through four questionnaires and a performance assessment under scrutinized controls such as previous experiences, lecturers' teaching skills, duration of teaching, procedure of skills performance assessment and the inter-rater reliability. The results showed that simulation-based learning significantly improved students' self-efficacy regarding skills learning and the skills performance that nurse educators wish students to acquire. However, technology anxiety, examiners' critical attitudes towards students' performance and their unpredicted verbal and non-verbal expressions, have been found as possible confounding factors. The simulation-based learning proved to have a powerful positive effect on students' achievement outcomes. Nursing skills learning is one area that can benefit greatly from this kind of teaching and learning method.

Learning from WebQuests

NASA Astrophysics Data System (ADS)

Gaskill, Martonia; McNulty, Anastasia; Brooks, David W.

2006-04-01

WebQuests are activities in which students use Web resources to learn about school topics. WebQuests are advocated as constructivist activities and ones generally well regarded by students. Two experiments were conducted in school settings to compare learning using WebQuests versus conventional instruction. Students and teachers both enjoyed WebQuest instruction and spoke highly of it. In one experiment, however, conventional instruction led to significantly greater student learning. In the other, there were no significant differences in the learning outcomes between conventional versus WebQuest-based instruction.

Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning.

PubMed

Meade, Oonagh; Bowskill, Dianne; Lymn, Joanne S

2011-01-11

There is growing research on student use of podcasts in academic settings. However, there is little in-depth research focusing on student experience of podcasts, in particular in terms of barriers to, and facilitators of, podcast use and students' perceptions of the usefulness of podcasts as learning tools. This study aimed to explore the experiences of non-medical prescribing students who had access to podcasts of key pharmacology lectures as supplementary learning tools to their existing course materials. Semi-structured interviews were carried out with seven non-medical prescribing students (average age = 43 years), all of whom were nurses, who had access to seven podcasts of key pharmacology lectures. These podcasts took the form of downloadable audio lecture recordings available through the virtual learning environment WebCT. Low, medium and high users of the podcasts took part in the interviews in order to access a variety of student experiences. Interview data was analysed using thematic template analysis to identify key themes surrounding student experience of podcast availability, particularly in relation to barriers to and facilitators of podcast use, and students' experiences of podcasts as a learning tool. Students used podcasts for a variety of reasons such as revisiting lectures, preparing for exams, to clarify or revise specific topics and, to a lesser extent, to catch up on a missed lecture. Barriers to podcast use centred mainly around technological issues. Lack of experience of the technology required to access podcasts proved a barrier for some students. A lack of access to suitable technology was also a reported barrier. Family assistance and I.T. assistance from the university helped facilitate students' use of the podcasts. Students found that using podcasts allowed them to have greater control over their learning and to gauge their learning needs, as well as helping them build their understanding of a complex topic. Students used podcasts for a variety of reasons. Barriers to podcasts use were generally related to technological issues. Students often found that once assistance had been gained regarding these technological issues, they accessed the podcasts more easily. Students felt that access to podcasts added value to their learning materials by allowing them to better manage their learning and build their understanding. Podcasts represent a valuable additional learning tool for this specific group of older students.

Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning

PubMed Central

2011-01-01

Background There is growing research on student use of podcasts in academic settings. However, there is little in-depth research focusing on student experience of podcasts, in particular in terms of barriers to, and facilitators of, podcast use and students' perceptions of the usefulness of podcasts as learning tools. This study aimed to explore the experiences of non-medical prescribing students who had access to podcasts of key pharmacology lectures as supplementary learning tools to their existing course materials. Methods Semi-structured interviews were carried out with seven non-medical prescribing students (average age = 43 years), all of whom were nurses, who had access to seven podcasts of key pharmacology lectures. These podcasts took the form of downloadable audio lecture recordings available through the virtual learning environment WebCT. Low, medium and high users of the podcasts took part in the interviews in order to access a variety of student experiences. Interview data was analysed using thematic template analysis to identify key themes surrounding student experience of podcast availability, particularly in relation to barriers to and facilitators of podcast use, and students' experiences of podcasts as a learning tool. Results Students used podcasts for a variety of reasons such as revisiting lectures, preparing for exams, to clarify or revise specific topics and, to a lesser extent, to catch up on a missed lecture. Barriers to podcast use centred mainly around technological issues. Lack of experience of the technology required to access podcasts proved a barrier for some students. A lack of access to suitable technology was also a reported barrier. Family assistance and I.T. assistance from the university helped facilitate students' use of the podcasts. Students found that using podcasts allowed them to have greater control over their learning and to gauge their learning needs, as well as helping them build their understanding of a complex topic. Conclusions Students used podcasts for a variety of reasons. Barriers to podcasts use were generally related to technological issues. Students often found that once assistance had been gained regarding these technological issues, they accessed the podcasts more easily. Students felt that access to podcasts added value to their learning materials by allowing them to better manage their learning and build their understanding. Podcasts represent a valuable additional learning tool for this specific group of older students. PMID:21223547

Natuculture Systems: Addressing Students' STEM and Agriculture Knowledge

NASA Astrophysics Data System (ADS)

Joyce, Alexander Augusto

The purpose of this study was to assess the inclusion of a Natuculture systems learning experience into selected high school STEM courses to determine high school students' interests in majoring in STEM and for pursuing careers in agricultural sciences. Natuculture is defined as "any human-made system that mimics nature in human-disturbed landscapes". The research occurred at an urban area high school located in the Piedmont region of North Carolina. Fifty-three students in grades 9-12 participated during an academic semester learning experience which included planting, maintenance, & harvesting for an oasissofa. Data was collected using a questionnaire and reflective journals to gather students' attitudes towards agriculture and science and knowledge towards agriculture. Results showed that while the experiences did not improve students' interest in pursuing careers in agricultural sciences, overall, they did increase their knowledge of concepts related to agriculture. It was concluded that students benefit from experiential learning experiences. Based on the study, it is recommended that future research follow up with students to learn of their educational and career choices in agriculture and future learning experiences include curricula that integrates agricultural topics with STEM courses.

Evoked prior learning experience and approach to learning as predictors of academic achievement.

PubMed

Trigwell, Keith; Ashwin, Paul; Millan, Elena S

2013-09-01

In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these research results. To investigate how students' evoked prior experience, perceptions of their learning environment, and their approaches to learning collectively contribute to academic achievement. This is the first study to investigate motivation and self-efficacy in the same educational context as conceptions of learning, approaches to learning and perceptions of the learning environment. Undergraduate students (773) from the full range of disciplines were part of a group of over 2,300 students who volunteered to complete a survey of their learning experience. On completing their degrees 6 and 18 months later, their academic achievement was matched with their learning experience survey data. A 77-item questionnaire was used to gather students' self-report of their evoked prior experience (self-efficacy, learning motivation, and conceptions of learning), perceptions of learning context (teaching quality and appropriate workload), and approaches to learning (deep and surface). Academic achievement was measured using the English honours degree classification system. Analyses were conducted using correlational and multi-variable (structural equation modelling) methods. The results from the correlation methods confirmed those found in numerous earlier studies. The results from the multi-variable analyses indicated that surface approach to learning was the strongest predictor of academic achievement, with self-efficacy and motivation also found to be directly related. In contrast to the correlation results, a deep approach to learning was not related to academic achievement, and teaching quality and conceptions of learning were only indirectly related to achievement. Research aimed at understanding how students experience their learning environment and how that experience relates to the quality of their learning needs to be conducted using a wider range of variables and more sophisticated analytical methods. In this study of one context, some of the relations found in earlier bivariate studies, and on which learning intervention strategies have been built, are not confirmed when more holistic teaching-learning contexts are analysed using multi-variable methods. © 2012 The British Psychological Society.

Learning through Discussions

ERIC Educational Resources Information Center

Ellis, Robert A.; Calvo, Rafael; Levy, David; Tan, Kelvin

2004-01-01

Students studying a third-year e-commerce subject experienced face-to-face and online discussions as an important part of their learning experience. The quality of the students' experiences of learning through those discussions is investigated in this study. This study uses qualitative approaches to investigate the variation in the students'…

Photovoice as an Evaluation Tool for Student Learning on a Field Trip

ERIC Educational Resources Information Center

Behrendt, Marc; Machtmes, Krisanna

2016-01-01

Background: Photovoice is one method that enables an educator to view an experience from a student's perspective. This study examined how teachers might use photovoice during an informal learning experience to understand the students' experiences and experiential gain. Design and methods: Participants in this study consisted of six students, three…

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…

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.

Student Reflections on an LIS Internship from a Service Learning Perspective Supporting Multiple Learning Theories

ERIC Educational Resources Information Center

Cooper, Linda Z.

2013-01-01

This paper presents a case study that examines an internship as service learning and participating students' perceptions of their learning in two learning environments. The internship experience in this situation is first examined to ascertain that it qualifies as service learning. At the conclusion of this service learning internship experience,…

Reflective Observation in the Clinical Education Setting: A Way to Promote Learning

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Bowman, Thomas G.; Benes, Sarah S.

2015-01-01

Context: Clinical experiences help athletic training students gain real-time learning experiences by engaging in patient care. Observational learning has been identified as important to athletic training student development, yet little is known about its effectiveness. Objective: To explore the athletic training students' perspectives on their…

Long-Term Memory for Knowledge Learned in School.

ERIC Educational Resources Information Center

Semb, George B.; And Others

1993-01-01

Three experiments (initial total sample of 190 college students) examined students' long-term retention of knowledge learned in college courses. Results of all experiments suggest that students remember a great deal of what they learn up to 11 months later and that tutoring has positive effects on recall by tutors. (SLD)

Mining Social Media Data for Understanding Students' Learning Experiences

ERIC Educational Resources Information Center

Chen, Xin; Vorvoreanu, Mihaela; Madhavan, Krishna

2014-01-01

Students' informal conversations on social media (e.g., Twitter, Facebook) shed light into their educational experiences--opinions, feelings, and concerns about the learning process. Data from such uninstrumented environments can provide valuable knowledge to inform student learning. Analyzing such data, however, can be challenging. The complexity…

Bilateral Benefits: Student Experiences of Work-Based Learning during Work Placement

ERIC Educational Resources Information Center

O'Donovan, Dermot

2018-01-01

This article explores the varied learning experiences among third-year students undertaking a structured work placement module in the furniture and wood manufacturing industries. Using situated learning theory, the article considers the outcomes of in-depth interviews with 10 students and offers an insight into the multifaceted interactions…

Distance Learning Students' Evaluation of E-Learning System in University of Tabuk, Saudi Arabia

ERIC Educational Resources Information Center

Al-Juda, Mefleh Qublan B.

2017-01-01

This study evaluates the experiences and perceptions of students regarding e-learning systems and their preparedness for e-learning. It also investigates the overall perceptions of students regarding e-learning and the factors influencing students' attitudes towards e-learning. The study uses convenience sampling in which students of the Education…

Higher Learning: Developing Students' Powers of Learning in Higher Education

ERIC Educational Resources Information Center

Bourner, Tom

2009-01-01

This article is about student learning, specifically the problem of what a university can do to develop its students' powers of learning. The broad approach is to discover what we can learn from the university's long experience with developing students' critical faculties and then apply the lessons to developing students' powers of learning. The…

Testing Two Path Models to Explore Relationships between Students' Experiences of the Teaching-Learning Environment, Approaches to Learning and Academic Achievement

ERIC Educational Resources Information Center

Karagiannopoulou, Evangelia; Milienos, Fotios S.

2015-01-01

The study explores the relationships between students' experiences of the teaching-learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The "Approaches and Study Skills Inventory for Students"…

International-Domestic Student Differences in Learning: Use of Classroom Response Systems in China versus in Canada

ERIC Educational Resources Information Center

Fan, Hong; Power, Jeffrey W.; Song, Xiaofei

2017-01-01

This study compares the impact of audience response systems (clickers) on the learning experience and classroom behavior of Chinese and Canadian students. Based on differences in student learning styles, which are rooted in the differences in national cultures, we predict that clicker technology will result in a more positive learning experience,…

How Student Teachers Describe the Online Collaborative Learning Experience and Evaluate Its Contribution to Their Learning and Their Future Work as Teachers

ERIC Educational Resources Information Center

Margaliot, Adva; Gorev, Dvora; Vaisman, Tami

2018-01-01

This study examined student teachers' attitudes toward online collaborative learning (OCL) as related to their satisfaction, learning experience, contribution to personal knowledge, and future teaching. One hundred and four students participated in a program that retrains university graduates to become K-12 teachers. The study combines both…

Learning-to-Learn and Learning-to-Teach: The Impact of Disciplinary Subject Study on Student-Teachers' Professional Identity

ERIC Educational Resources Information Center

Rogers, Graham

2011-01-01

A coherent view of student-teachers' preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university-based teacher-education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student-teacher experience is still a relatively limited one. This paper…

Learning effects of thematic peer-review: a qualitative analysis of reflective journals on spiritual care.

PubMed

van Leeuwen, René; Tiesinga, Lucas J; Jochemsen, Henk; Post, Doeke

2009-05-01

This study describes the learning effects of thematic peer-review discussion groups (Hendriksen, 2000. Begeleid intervisie model, Collegiale advisering en probleemoplossing, Nelissen, Baarn.) on developing nursing students' competence in providing spiritual care. It also discusses the factors that might influence the learning process. The method of peer-review is a form of reflective learning based on the theory of experiential learning (Kolb, 1984. Experiential learning, Experience as the source of learning development. Englewoods Cliffs, New Jersey, Prentice Hill). It was part of an educational programme on spiritual care in nursing for third-year undergraduate nursing students from two nursing schools in the Netherlands. Reflective journals (n=203) kept by students throughout the peer-review process were analysed qualitatively The analysis shows that students reflect on spirituality in the context of personal experiences in nursing practice. In addition, they discuss the nursing process and organizational aspects of spiritual care. The results show that the first two phases in the experiential learning cycle appear prominently; these are 'inclusion of actual experience' and 'reflecting on this experience'. The phases of 'abstraction of experience' and 'experimenting with new behaviour' are less evident. We will discuss possible explanations for these findings according to factors related to education, the students and the tutors and make recommendations for follow-up research.

Medical students' experiences learning intimate physical examination skills: a qualitative study.

PubMed

Dabson, Andra M; Magin, Parker J; Heading, Gaynor; Pond, Dimity

2014-02-28

Intimate physical examination skills are essential skills for any medical graduate to have mastered to an appropriate level for the safety of his or her future patients. Medical schools are entrusted with the complex task of teaching and assessing these skills for their students. The objectives of this study were to explore a range of medical students' experiences of learning intimate physical examination skills and to explore their perceptions of factors which impede or promote the learning of these skills. Individual semi-structured interviews (N = 16) were conducted with medical students in years two to five from the University of Newcastle, as part of a larger research project investigating how medical students develop their attitudes to gender and health. This was a self-selected sample of the entire cohort who were all invited to participate. A thematic analysis of the transcribed data was performed. Students reported differing levels of discomfort with their learning experiences in the area of intimate physical examination and differing beliefs about the helpfulness of these experiences. The factors associated with levels of discomfort and the helpfulness of the experience for learning were: satisfaction with teaching techniques, dealing with an uncomfortable situation and perceived individual characteristics in both the patients and the students. The examination causing the greatest reported discomfort was the female pelvic examination by male students. Student discomfort with the experience of learning intimate physical examination skills may be common and has ongoing repercussions for students and patients. Recommendations are made of ways to modify teaching technique to more closely match students' perceived needs.

The learning environment in the obstetrics and gynecology clerkship: an exploratory study of students' perceptions before and after the clerkship.

PubMed

Baecher-Lind, Laura E; Chang, Katherine; Blanco, Maria A

2015-01-01

For reasons that remain not entirely clear, Obstetrics and Gynecology (Ob/Gyn) clerkships often exhibit comparatively higher rates of medical student mistreatment. To explore perceptions of our local learning environment, focus groups were held with students yet to start (pre-students) and students having completed (post-students) their Ob/Gyn clerkship. Topics of discussion included learning expectations and experiences, perceptions of mistreatment, and suggestions for improving the learning environment and student treatment. Using a naturalistic approach, we conducted a conventional content analysis to identify emergent themes. Nine pre-students and nine post-students participated. While pre-students anticipated being actively engaged, they also expected - based on peer accounts - to be subject to an unwelcoming learning environment on the Ob/Gyn clerkship, despite working hard to become team members. Due to patient advocacy and protection concerns, post-students reported low levels of student involvement and, subsequently, an overall passive learning experience. Students from both groups offered valuable suggestions for improving the learning environment and student treatment. The sensitive nature of Ob/Gyn clinical encounters may lead to overprotective behaviors that contribute to students feeling mistreated and excluded from patient care and team membership. Students' experiences during Ob/Gyn clerkships could be improved by better balancing patient advocacy and student involvement. Practical implications to address these issues are offered.

Students' experiences of learning manual clinical skills through simulation.

PubMed

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

2013-03-01

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

Mobile Assisted Language Learning Experiences

ERIC Educational Resources Information Center

Kim, Daesang; Ruecker, Daniel; Kim, Dong-Joong

2017-01-01

The purpose of this study was to investigate the benefits of learning with mobile technology for TESOL students and to explore their perceptions of learning with this type of technology. The study provided valuable insights on how students perceive and adapt to learning with mobile technology for effective learning experiences for both students…

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

ERIC Educational Resources Information Center

Zucchero, Renee A.

2011-01-01

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

Virtual parameter-estimation experiments in Bioprocess-Engineering education.

PubMed

Sessink, Olivier D T; Beeftink, Hendrik H; Hartog, Rob J M; Tramper, Johannes

2006-05-01

Cell growth kinetics and reactor concepts constitute essential knowledge for Bioprocess-Engineering students. Traditional learning of these concepts is supported by lectures, tutorials, and practicals: ICT offers opportunities for improvement. A virtual-experiment environment was developed that supports both model-related and experimenting-related learning objectives. Students have to design experiments to estimate model parameters: they choose initial conditions and 'measure' output variables. The results contain experimental error, which is an important constraint for experimental design. Students learn from these results and use the new knowledge to re-design their experiment. Within a couple of hours, students design and run many experiments that would take weeks in reality. Usage was evaluated in two courses with questionnaires and in the final exam. The faculties involved in the two courses are convinced that the experiment environment supports essential learning objectives well.

Enhancing E-Learning through Teacher Support: Two Experiences

ERIC Educational Resources Information Center

Gaudioso, E.; Hernandez-del-Olmo, F.; Montero, M.

2009-01-01

Teachers in e-learning play a crucial role as facilitators of the students' learning experiences. To this end, a teacher needs to monitor, understand and evaluate the activity of the students in the course. What is more, e-learning can be enhanced if tools for supporting teachers in this task are provided. In this paper, two experiences are…

Grounded Learning Experience: Helping Students Learn Physics through Visuo-Haptic Priming and Instruction

ERIC Educational Resources Information Center

Huang, Shih-Chieh Douglas

2013-01-01

In this dissertation, I investigate the effects of a grounded learning experience on college students' mental models of physics systems. The grounded learning experience consisted of a priming stage and an instruction stage, and within each stage, one of two different types of visuo-haptic representation was applied: visuo-gestural simulation…

That "Aha" Experience: Meta-Cognition and Student Understanding of Learning and Knowledge.

ERIC Educational Resources Information Center

Garii, Barbara

Little research has assessed the role of student-initiated metacognition in the learning of mathematics. In this study, secondary school students (junior high school and high school) were asked to consider their own thinking in terms of how they learn and when they know that they know (the "aha" experience). Students were able to define and…

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

ERIC Educational Resources Information Center

Riepe, Veronica A.

2011-01-01

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

Digital Technologies for Promoting "Student Voice" and Co-Creating Learning Experience in an Academic Course

ERIC Educational Resources Information Center

Blau, Ina; Shamir-Inbal, Tamar

2018-01-01

"Student voice" (SV) refers to listening to and valuing students' views regarding their learning experiences, as well as treating them as equal partners in the evaluation process. This is expected, in turn, to empower students to take a more active role in shaping their learning. This study explores the role played by digital…

A focus group study of chiropractic students following international service learning experiences

PubMed Central

Boysen, James C.; Salsbury, Stacie A.; Derby, Dustin; Lawrence, Dana J.

2016-01-01

Objective: One objective of chiropractic education is to cultivate clinical confidence in novice practitioners. The purpose of this qualitative study was to describe how participation in a short-term international service learning experience changed perceptions of clinical confidence in senior chiropractic students. Methods: Seventeen senior chiropractic students participated in 4 moderated focus group sessions within 4 months after a clinical educational opportunity held in international settings. Participants answered standard questions on how this educational experience may have changed their clinical confidence. Two investigators performed qualitative thematic analysis of the verbatim transcripts to identify core concepts and supporting themes. Results: The core concept was transformation from an unsure student to a confident doctor. The service learning experience allowed students to deliver chiropractic treatment to patients in a real-world setting, engage in frequent repetitions of technical skills, perform clinical decision-making and care coordination, and communicate with patients and other health professionals. Students described increased clinical confidence in 9 competency areas organized within 3 domains: (1) chiropractic competencies including observation, palpation, and manipulation; (2) clinical competencies including problem solving, clinic flow, and decision-making; and (3) communication competencies, including patient communication, interprofessional communication, and doctor–patient relationship. Students recommended that future service learning programs include debriefing sessions similar to the experience offered by these focus groups to enhance student learning. Conclusion: Senior chiropractic students who participated in an international service learning program gained confidence and valuable practical experience in integrating their chiropractic, clinical, and communication skills for their future practices. PMID:27258817

An investigation into sonography student experiences of simulation teaching and learning in the acquisition of clinical skills

PubMed Central

2014-01-01

Technological developments are impacting on many aspects of life, including education. One particular area of technology where there is growing interest within higher education institutions (HEIs) offering healthcare training is the use of simulators. The literature shows diverging views on the role of simulated learning in healthcare and further evaluation is needed to explore the quality of learning opportunities that are offered, and their effectiveness in the preparation of students for clinical practice. A qualitative study was undertaken, using interviews to explore the experiences of a group of sonography students after interacting with an ultrasound simulator. Simulation was positively evaluated by students in this study. The findings confirm that simulated learning enables students to be interactive learners rather than being passive recipients of knowledge. Simulated learning provides learning opportunities in a risk free environment, which reduces stress for the student and potential harm to patients. Confidence levels were increased, thereby improving future clinical scanning experiences for both the student and their patients. Suggestions were made for the more effective integration of simulated learning into the curriculum. Continued research into simulation, teaching and learning practices needs to occur if we are to ensure maximum advantage of the simulation experience. PMID:27433215

Service-learning in nursing education: its impact on leadership and social justice.

PubMed

Groh, Carla J; Stallwood, Lynda G; Daniels, John J

2011-01-01

Although studies suggest that service-learning is positive for students, findings reported are primarily qualitative. A convenience sample of 306 senior-level nursing students completed the Service-Learning Self-Evaluation Tool (SLSET) pre- and post-service-learning experience over a six-year span. The constructs measured were leadership skills and social justice. Paired t-tests were calculated. Statistically significant differences were noted between pre- and post-service-learning experience, with students rating themselves higher on leadership and social justice items after the experience. Cronbach's alpha for leadership and social justice were greater than 0.80. Service-learning as an educational methodology that combines community service with academic learning objectives is a viable strategy for facilitating leadership skills and increased awareness of social justice issues in nursing students.

Measuring meaningful learning in the undergraduate chemistry laboratory

NASA Astrophysics Data System (ADS)

Galloway, Kelli R.

The undergraduate chemistry laboratory has been an essential component in chemistry education for over a century. The literature includes reports on investigations of singular aspects laboratory learning and attempts to measure the efficacy of reformed laboratory curriculum as well as faculty goals for laboratory learning which found common goals among instructors for students to learn laboratory skills, techniques, experimental design, and to develop critical thinking skills. These findings are important for improving teaching and learning in the undergraduate chemistry laboratory, but research is needed to connect the faculty goals to student perceptions. This study was designed to explore students' ideas about learning in the undergraduate chemistry laboratory. Novak's Theory of Meaningful Learning was used as a guide for the data collection and analysis choices for this research. Novak's theory states that in order for meaningful learning to occur the cognitive, affective, and psychomotor domains must be integrated. The psychomotor domain is inherent in the chemistry laboratory, but the extent to which the cognitive and affective domains are integrated is unknown. For meaningful learning to occur in the laboratory, students must actively integrate both the cognitive domain and the affective domains into the "doing" of their laboratory work. The Meaningful Learning in the Laboratory Instrument (MLLI) was designed to measure students' cognitive and affective expectations and experiences within the context of conducting experiments in the undergraduate chemistry laboratory. Evidence for the validity and reliability of the data generated by the MLLI were collected from multiple quantitative studies: a one semester study at one university, a one semester study at 15 colleges and universities across the United States, and a longitudinal study where the MLLI was administered 6 times during two years of general and organic chemistry laboratory courses. Results from these studies revealed students' narrow cognitive expectations for learning that go largely unmet by their experiences and diverse affective expectations and experiences. Concurrently, a qualitative study was carried out to describe and characterize students' cognitive and affective experiences in the undergraduate chemistry laboratory. Students were video recorded while performing one of their regular laboratory experiments and then interviewed about their experiences. The students' descriptions of their learning experiences were characterized by their overreliance on following the experimental procedure correctly rather than developing process-oriented problem solving skills. Future research could use the MLLI to intentionally compare different types of laboratory curricula or environments.

Extending the Pedagogy of Mobility

ERIC Educational Resources Information Center

Hedberg, John G.

2014-01-01

Direct student experience of the real organism, object, place or environment is recognised by teachers as having powerful potential for high-quality learning. Mobile technologies offer a way for students to capture their authentic learning experiences, but rendering this rich experience into explicit and highly situated learning contexts for…

Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course

PubMed Central

Shernof, David J.; Ruzek, Erik A.; Sannella, Alexander J.; Schorr, Roberta Y.; Sanchez-Wall, Lina; Bressler, Denise M.

2017-01-01

The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students (N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a significant effect on perceived learning and course grades. A significant indirect relationship of seating and active learning strategies on learning and course grade as mediated by student engagement was found. Support for the general aspect of student classroom experience was interpreted with flow theory and suggested the need for additional research. Findings also suggested that active learning strategies are associated with positive learning outcomes even in educational environments where possibilities for action are relatively constrained. PMID:28663733

Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course.

PubMed

Shernof, David J; Ruzek, Erik A; Sannella, Alexander J; Schorr, Roberta Y; Sanchez-Wall, Lina; Bressler, Denise M

2017-01-01

The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students ( N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a significant effect on perceived learning and course grades. A significant indirect relationship of seating and active learning strategies on learning and course grade as mediated by student engagement was found. Support for the general aspect of student classroom experience was interpreted with flow theory and suggested the need for additional research. Findings also suggested that active learning strategies are associated with positive learning outcomes even in educational environments where possibilities for action are relatively constrained.

Undergraduate engineering students' experiences of interdisciplinary learning: a phenomenographic perspective

NASA Astrophysics Data System (ADS)

Hsu, Ming-Chien

Engineers are expected to work with people with different disciplinary knowledge to solve real-world problems that are inherently complex, which is one of the reasons that interdisciplinary learning has become a common pedagogical practice in engineering education. However, empirical evidence on the impact of interdisciplinary learning on undergraduates is lacking. Regardless of the differences in the scope of methods used to assess interdisciplinary learning, frameworks of interdisciplinary learning are imperative for developing attainable outcomes as well as interpreting assessment data. Existing models of interdisciplinary learning have been either conceptual or based on research faculty members' experiences rather than empirical data. The study addressed the gap by exploring the different ways that undergraduate engineering students experience interdisciplinary learning. A phenomenographic methodological framework was used to guide the design, data collection, and data analysis of the study. Twenty-two undergraduate engineering students with various interdisciplinary learning experiences were interviewed using semi-structured protocols. They concretely described their experiences and reflected meaning associated with those experiences. Analysis of the data revealed eight qualitatively different ways that students experience interdisciplinary learning, which include: interdisciplinary learning as (A) no awareness of differences, (B) control and assertion, (C) coping with differences, (D) navigating creative differences, (E) learning from differences, (F) bridging differences, (G) expanding intellectual boundaries, and (H) commitment to holistic perspectives. Categories D through H represent a hierarchical structure of increasingly comprehensive way of experiencing interdisciplinary learning. Further analysis uncovered two themes that varied throughout the categories: (i) engagement with differences and (ii) purpose and integration. Students whose experiences lie outside of the hierarchical structure need to engage difference in a positive manner and also have a purpose in engaging differences in order to experience interdisciplinary learning in a more comprehensive way. The results offer insights into the design of curriculum and classroom interdisciplinary experiences in engineering education.

Nursing and healthcare students' experiences and use of e-learning in higher education.

PubMed

Moule, Pam; Ward, Rod; Lockyer, Lesley

2010-12-01

This paper presents research on nursing and healthcare students' experiences and use of e-learning. The inception of e-learning in higher education is supported by a policy background and technological developments, yet little is known of student experience and use in the United Kingdom. Conducted in 2007 and 2008, this study employed a mixed methods approach. An initial quantitative questionnaire was completed by 25 Higher Education Institutions and nine case study sites were visited. In the sites 41 students took part in focus groups and 35 staff were interviewed. Twenty-four Higher Education Institutions used a virtual learning environment and all respondents used e-learning to enable access to course materials and web-based learning resources. Three main themes were identified from student interviews, 'Pedagogic use'; 'Factors inhibiting use' and 'Facilitating factors to engagement'. Student's main engagement with e-learning was at an instructivist level and as a support to existing face-to-face modes of delivery. Student use of Web 2.0 was limited, although a number were using social software at home. Limited computer access, computing skills, technical issues and poor peer commitment affected use. Motivation and relevance to the course and practice, in addition to an appreciation of the potential for student-centred and flexible learning, facilitated use. There is scope to broaden the use of e-learning that would engage students in the social construction of knowledge. In addition, experiences of e-learning use could be improved if factors adversely affecting engagement were addressed. © 2010 The Authors. Journal of Advanced Nursing © 2010 Blackwell Publishing Ltd.

Maybe What They Say Is What They Experience: Taking Students' Words Seriously

ERIC Educational Resources Information Center

Zink, Robyn

2005-01-01

Students are said to learn from experience in outdoor education, yet what they say they learn is not always taken seriously. Foucault's work is used in this article to examine two "flippant" comments made by students. Starting with these comments leads to an analysis of how experiences, students and meaning making processes in outdoor…

DPT Student Perceptions of the Physical Therapist Assistant's Role: Effect of Collaborative Case-Based Learning Compared to Traditional Content Delivery and Clinical Experience.

PubMed

Colgrove, Yvonne M; VanHoose, Lisa D

2017-01-01

Doctor of physical therapy (DPT) student learning about role delineation of physical therapist assistants (PTAs) is essential to ethical and legal practice. Survey assessment of three DPT student cohorts compared collaborative interprofessional case-based learning with PTA students to traditional curriculum delivery strategies. Control cohorts were assessed one time. The intervention group was assessed pre-intervention, immediately post-intervention, and after completing a full-time clinical experience. The case-based learning covered 46% of survey content, allowing for the assessment of content-specific material and potential learning through collaboration. Following the educational intervention, the intervention group improved significantly in areas inside and outside the case-based study content, outscoring both control groups on 25-34% of the survey items. Following the clinical experience, the intervention group declined answer accuracy for patient evaluation and treatment implementation, suggesting unlearning. Improvement in the administrative section was observed after the clinical experience. Perceptions of the tasks within the PTA role were diminished while tasks outside the scope of practice appeared clarified following the clinical experience. While case-based collaborative intraprofessional learning proves effective in student learning about the PTA role, changes following the clinical experience raise questions about the influence of the clinical environment on learning and the practical application of recently learned knowledge.

Connecting intentional learning and cardiac specialty practice: The experiences of bachelor of science in nursing students.

PubMed

Rush, Kathy L; Wilson, Ryan; Costigan, Jeannine; Bannerman, Maggie; Donnelly, Sarah

2016-09-01

Internationally pre-registration education programs have ranged from entirely specialist to entirely generalist with varying degrees of specialty preparation in between. Students in generalist programs with specialty practice options may benefit from novel pedagogical approaches, such as intentional learning, to ease the transition from generalist to specialist practice. The purpose of this qualitative descriptive study was to understand undergraduate students' experiences of intentional learning in a 4-week consolidated cardiac specialty practicum. Eight students (7 females, 1 male) participated in a combination of weekly Blackboard discussions and an end-of-practicum focus group and completed a competency self-rating. Students had marred expectations about the integration of intentional learning in their specialty practice experience. They reflected advantages and disadvantages of both intentional and total patient care learning models but worked with their instructor to find the right balance that maximized learning. Students identified features that maximized intentional learning including open-ended questions, using learning versus workspaces, receiving feedback, and integrating peer interaction. Despite advancing their confidence and competence in specialty practice students remained anxious about their ability to assume the role of the graduate nurse in a years' time. Preparing a generalist nurse for the workforce needs to be balanced with meeting students' needs and increasing professional demands for specialty experiences in undergraduate nurse education programs. Copyright © 2016 Elsevier Ltd. All rights reserved.

Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method

NASA Astrophysics Data System (ADS)

Yuk Chan, Cecilia Ka

2012-08-01

Experiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge and skills. This paper documented the students' learning process from their project goals, pre-trip preparations, work progress, obstacles encountered to the final results and reflections. Using the data gathered from a focus group interview approach, the four components of Kolb's learning cycle, the concrete experience, reflection observation, abstract conceptualisation and active experimentation, have been shown to transform and internalise student's learning experience, achieving a variety of learning outcomes. The author will also explore how this community service type of experiential learning in the engineering discipline allowed students to experience deep learning and develop their graduate attributes.

Learning partnership--the experience of peer tutoring among nursing students: a qualitative study.

PubMed

Loke, Alice J T Yuen; Chow, Filomena L W

2007-02-01

Peer tutoring involves students helping each other to learn. It places teaching and learning commitments and responsibilities on students. Considerable evidence supports the positive effects of peer tutoring, including cognitive gains, improved communication, self-confidence, and social support among students. Peer tutors are also said to better understand the learning problems of fellow peer learners than teachers do. This study intended to facilitate the development of 'cooperative learning' among nursing students through a peer-tutoring scheme. Undergraduate nursing students were invited to join a peer-tutoring scheme. Fourteen students studying year 3 were recruited to serve as peer tutors and 16 students from year 2 of the same program participated as tutees. Peer tutors attended a training workshop and received a guideline for peer-tutoring activities. They were to provide a total of '10 weekly tutoring sessions throughout the semester on a one-to-one basis for their tutees. Focus groups and individual interviews were conducted in the middle and at the end of the semester to evaluate the students' experiences in the tutoring process. Content analysis of the interview scripts identified that students had both positive and negative experiences from the peer tutoring, but that positive experiences predominated. Positive aspects included enhancement of learning skills/intellectual gains and personal growth. Negative experiences stemmed mainly from frustrations in dealing with mismatched learning styles between tutors and tutees, and the required time commitment. Both tutors and tutees benefited to some extent from this peer-tutoring process. Further studies in an education program for students in all years should be implemented to examine peer-tutoring effects. Implementation of peer tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes.

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.

Scrum-Based Learning Environment: Fostering Self-Regulated Learning

ERIC Educational Resources Information Center

Linden, Tanya

2018-01-01

Academics teaching software development courses are experimenting with teaching methods aiming to improve students' learning experience and learning outcomes. Since Agile software development is gaining popularity in industry due to positive effects on managing projects, academics implement similar Agile approaches in student-centered learning…

International academic service learning: lessons learned from students' travel experiences of diverse cultural and health care practices in morocco.

PubMed

Kaddoura, Mahmoud; Puri, Aditi; Dominick, Christine A

2014-01-01

Academic service learning (ASL) is an active teaching-learning approach to engage students in meaningful hands-on activities to serve community-based needs. Nine health professions students from a private college and a private university in the northeastern United States volunteered to participate in an ASL trip to Morocco. The participants were interviewed to reflect on their experiences. This article discusses the lessons learned from students' ASL experiences regarding integrating ASL into educational programs. The authors recommend a paradigm shift in nursing and dental hygiene curricula to appreciate diversity and promote cultural competency, multidisciplinary teamwork, and ethics-based education. Copyright 2014, SLACK Incorporated.

Benefits of Sign Language Interpreting and Text Alternatives for Deaf Students' Classroom Learning

ERIC Educational Resources Information Center

Marschark, Marc; Leigh, Greg; Sapere, Patricia; Burnham, Denis; Convertino, Carol; Stinson, Michael; Knoors, Harry; Vervloed, Mathijs P. J.; Noble, William

2006-01-01

Four experiments examined the utility of real-time text in supporting deaf students' learning from lectures in postsecondary (Experiments 1 and 2) and secondary classrooms (Experiments 3 and 4). Experiment 1 compared the effects on learning of sign language interpreting, real-time text (C-Print), and both. Real-time text alone led to significantly…

Measuring students' self-regulated learning in professional education: bridging the gap between event and aptitude measurements.

PubMed

Endedijk, Maaike D; Brekelmans, Mieke; Sleegers, Peter; Vermunt, Jan D

Self-regulated learning has benefits for students' academic performance in school, but also for expertise development during their professional career. This study examined the validity of an instrument to measure student teachers' regulation of their learning to teach across multiple and different kinds of learning events in the context of a postgraduate professional teacher education programme. Based on an analysis of the literature, we developed a log with structured questions that could be used as a multiple-event instrument to determine the quality of student teachers' regulation of learning by combining data from multiple learning experiences. The findings showed that this structured version of the instrument measured student teachers' regulation of their learning in a valid and reliable way. Furthermore, with the aid of the Structured Learning Report individual differences in student teachers' regulation of learning could be discerned. Together the findings indicate that a multiple-event instrument can be used to measure regulation of learning in multiple contexts for various learning experiences at the same time, without the necessity of relying on students' ability to rate themselves across all these different experiences. In this way, this instrument can make an important contribution to bridging the gap between two dominant approaches to measure SRL, the traditional aptitude and event measurement approach.

Challenging clinical learning environments: experiences of undergraduate nursing students.

PubMed

O'Mara, Linda; McDonald, Jane; Gillespie, Mary; Brown, Helen; Miles, Lynn

2014-03-01

Clinical learning is an essential component of becoming a nurse. However at times, students report experiencing challenging clinical learning environments (CCLE), raising questions regarding the nature of a challenging clinical learning environment, its impact on students' learning and how students might respond within a CCLE. Using an Interpretive Descriptive study design, researchers held focus groups with 54 students from two Canadian sites, who self-identified as having experienced a CCLE. Students defined a CCLE as affected by relationships in the clinical area and by the context of their learning experiences. CCLE decreased students' learning opportunities and impacted on them as persons. As students determined which relationships were challenging, they tapped other resources and they used strategies to rebuilt, reframe, redirect and/or retreat relative to the specific challenge. Relationships also acted as buffers to unsupportive practice cultures. Implications for practice and research are addressed. Copyright © 2013 Elsevier Ltd. All rights reserved.

A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

ERIC Educational Resources Information Center

Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

2017-01-01

National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly…

The Fear Factor: How It Affects Students Learning to Program in a Tertiary Environment

ERIC Educational Resources Information Center

Rogerson, Christine; Scott, Elsje

2010-01-01

This paper examines how students' experiences of learning to program are affected by feelings of fear, using a phenomenological approach to elicit rich descriptions of personal experiences from the narratives of final year undergraduate students. In the course of reviewing current work concerning learning or teaching programming, certain focal…

Students' Understanding of Analogy after a Core (Chemical Observations, Representations, Experimentation) Learning Cycle, General Chemistry Experiment

ERIC Educational Resources Information Center

Avargil, Shirly; Bruce, Mitchell R. M.; Amar, Franc¸ois G.; Bruce, Alice E.

2015-01-01

Students' understanding about analogy was investigated after a CORE learning cycle general chemistry experiment. CORE (Chemical Observations, Representations, Experimentation) is a new three-phase learning cycle that involves (phase 1) guiding students through chemical observations while they consider a series of open-ended questions, (phase 2)…

Learning Practice-Based Research Methods: Capturing the Experiences of MSW Students

ERIC Educational Resources Information Center

Natland, Sidsel; Weissinger, Erika; Graaf, Genevieve; Carnochan, Sarah

2016-01-01

The literature on teaching research methods to social work students identifies many challenges, such as dealing with the tensions related to producing research relevant to practice, access to data to teach practice-based research, and limited student interest in learning research methods. This is an exploratory study of the learning experiences of…

Students' Experiences and Engagement with SMS for Learning in Higher Education

ERIC Educational Resources Information Center

Brett, Paul

2011-01-01

This article presents an evaluation of students' experiences and engagement with Short Message Service (SMS) (text) messages. SMS was used to support learning through engaging students in formative assessment objective questions with feedback, as well as SMS-based collaborative learning tasks. The rationale was derived from a perceived benefit of…

A Field-Based Learning Experience for Introductory Level GIS Students

ERIC Educational Resources Information Center

Carlson, Tom

2007-01-01

This article describes a pedagogic foundation for introducing a field-based geographic information systems (GIS) experience to the GIS curriculum at the university level and uses a dual evaluation methodology to monitor student learning and satisfaction. Students learned the basics of field-based global position systems (GPS) and GIS data…

Factors Promoting Vocational Students' Learning at Work: Study on Student Experiences

ERIC Educational Resources Information Center

Virtanen, Anne; Tynjälä, Päivi; Eteläpelto, Anneli

2014-01-01

In order to promote effective pedagogical practices for students' work-based learning, we need to understand better how students' learning at work can be supported. This paper examines the factors explaining students' workplace learning (WPL) outcomes, addressing three aspects: (1) student-related individual factors, (2) social and…

[Facing, accepting, growing and expecting: the practical experience of nursing students during their first clinical practice].

PubMed

Sun, Jia-Jing; Sun, Hui-Lin

2011-04-01

Clinical practice experiences, while important, can be highly stressful for nursing students and have a deep effect on their subsequent professional development. This study explored nursing student experiences during their first clinical practice. The study used exploratory and descriptive research methodologies, and researchers selected a phenomenological approach to analysis. Nine nursing students described experiences centered on their first clinical practices using daily dairies and assignments. Transcripts were analyzed using interpretative phenomenological analysis. Four major themes emerged from the data, including: (1) Joining an exciting and intimidating journey in which participants anticipated a precious learning opportunity while fearing failure; (2) Identifying professional role models in which participants learned about nursing content from nursing staff and through step by step instruction from teachers; (3) Growing into caring relationships in which participants increasingly realized the importance of communication, gave empathy and caring to patients, and discovered that patients are the best teachers; and (4) Insight into self-professional capacity and the expectation of their future learning in which participants learned from actual experience, evaluated self-performance and encouraged themselves. Such facilitated self-improvement and instilled the learning necessary to advance to the next stage. Nursing student clinical practice experiences may be used to both advance academic studies and enhance understanding of student feelings, difficulties and experiences. Such can assist nursing students to gain greater positive experiences in their profession.

Learning Bridge: Curricular Integration of Didactic and Experiential Education

PubMed Central

Arendt, Cassandra S.; Cawley, Pauline; Buhler, Amber V.; Elbarbry, Fawzy; Roberts, Sigrid C.

2010-01-01

Objectives To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills. Design The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses. Assessment Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts. Conclusion The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors. PMID:20498741

Learning Oceanography from a Computer Simulation Compared with Direct Experience at Sea

ERIC Educational Resources Information Center

Winn, William; Stahr, Frederick; Sarason, Christian; Fruland, Ruth; Oppenheimer, Peter; Lee, Yen-Ling

2006-01-01

Considerable research has compared how students learn science from computer simulations with how they learn from "traditional" classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two…

Experience of nursing students with standardized patients in simulation-based learning: Q-methodology study.

PubMed

Ha, Eun-Ho

2018-04-23

Standardized patients (SPs) boost self-confidence, improve problem solving, enhance critical thinking, and advance clinical judgment of nursing students. The aim of this study was to examine nursing students' experience with SPs in simulation-based learning. Q-methodology was used. Department of nursing in Seoul, South Korea. Fourth-year undergraduate nursing students (n = 47). A total of 47 fourth-year undergraduate nursing students ranked 42 Q statements about experiences with SPs into a normal distribution grid. The following three viewpoints were obtained: 1) SPs are helpful for patient care (patient-centered view), 2) SPs roles are important for nursing student learning (SPs roles-centered view), and 3) SPs can promote competency of nursing students (student-centered view). These results indicate that SPs may improve nursing students' confidence and nursing competency. Professors should reflect these three viewpoints in simulation-based learning to effectively engage SPs. Copyright © 2018 Elsevier Ltd. All rights reserved.

Occupational therapy students in the process of interprofessional collaborative learning: a grounded theory study.

PubMed

Howell, Dana

2009-01-01

The purpose of this grounded theory study was to generate a theory of the interprofessional collaborative learning process of occupational therapy (OT) students who were engaged in a collaborative learning experience with students from other allied health disciplines. Data consisted of semi-structured interviews with nine OT students from four different interprofessional collaborative learning experiences at three universities. The emergent theory explained OT students' need to build a culture of mutual respect among disciplines in order to facilitate interprofessional collaborative learning. Occupational therapy students went through a progression of learned skills that included learning how to represent the profession of OT, hold their weight within a team situation, solve problems collaboratively, work as a team, and ultimately, to work in an actual team in practice. This learning process occurred simultaneously as students also learned course content. The students had to contend with barriers and facilitators that influenced their participation and the success of their collaboration. Understanding the interprofessional learning process of OT students will help allied health faculty to design more effective, inclusive interprofessional courses.

Lessening Sensitivity: Student Experiences of Teaching and Learning Sensitive Issues

ERIC Educational Resources Information Center

Lowe, Pam

2015-01-01

Despite growing interest in learning and teaching as emotional activities, there is still very little research on experiences of sensitive issues. Using qualitative data from students from a range of social science disciplines, this study investigates student's experiences. The paper highlights how, although they found it difficult and distressing…

Teaching as Improvisational Experience: Student Music Teachers' Reflections on Learning during an Intercultural Project

ERIC Educational Resources Information Center

Westerlund, Heidi; Partti, Heidi; Karlsen, Sidsel

2015-01-01

This qualitative instrumental case study explores Finnish student music teachers' experiences of teaching and learning as participants in an intercultural project in Cambodia. The Multicultural Music University project aimed at increasing master's level music education students' intercultural competencies by providing experiences of teaching and…

Differentiating the Sources of Taiwanese High School Students' Multidimensional Science Learning Self-Efficacy: An Examination of Gender Differences

NASA Astrophysics Data System (ADS)

Lin, Tzung-Jin; Tsai, Chin-Chung

2017-04-01

The main purpose of this study was to investigate Taiwanese high school students' multi-dimensional self-efficacy and its sources in the domain of science. Two instruments, Sources of Science Learning Self-Efficacy (SSLSE) and Science Learning Self-Efficacy (SLSE), were used. By means of correlation and regression analyses, the relationships between students' science learning self-efficacy and the sources of their science learning self-efficacy were examined. The findings revealed that the four sources of the students' self-efficacy were found to play significant roles in their science learning self-efficacy. By and large, Mastery Experience and Vicarious Experience were found to be the two salient influencing sources. Several gender differences were also revealed. For example, the female students regarded Social Persuasion as the most influential source in the "Science Communication" dimension, while the male students considered Vicarious Experience as the main efficacy source. Physiological and Affective States, in particular, was a crucial antecedent of the female students' various SLSE dimensions, including "Conceptual Understanding," "Higher-Order Cognitive Skills," and "Science Communication." In addition, the variations between male and female students' responses to both instruments were also unraveled. The results suggest that, first, the male students perceived themselves as having more mastery experience, vicarious experience and social persuasion than their female counterparts. Meanwhile, the female students experienced more negative emotional arousal than the male students. Additionally, the male students were more self-efficacious than the females in the five SLSE dimensions of "Conceptual Understanding," "Higher-Order Cognitive Skills," "Practical Work," "Everyday Application," and "Science Communication."

Differentiating the Sources of Taiwanese High School Students' Multidimensional Science Learning Self-Efficacy: An Examination of Gender Differences

NASA Astrophysics Data System (ADS)

Lin, Tzung-Jin; Tsai, Chin-Chung

2018-06-01

The main purpose of this study was to investigate Taiwanese high school students' multi-dimensional self-efficacy and its sources in the domain of science. Two instruments, Sources of Science Learning Self-Efficacy (SSLSE) and Science Learning Self-Efficacy (SLSE), were used. By means of correlation and regression analyses, the relationships between students' science learning self-efficacy and the sources of their science learning self-efficacy were examined. The findings revealed that the four sources of the students' self-efficacy were found to play significant roles in their science learning self-efficacy. By and large, Mastery Experience and Vicarious Experience were found to be the two salient influencing sources. Several gender differences were also revealed. For example, the female students regarded Social Persuasion as the most influential source in the "Science Communication" dimension, while the male students considered Vicarious Experience as the main efficacy source. Physiological and Affective States, in particular, was a crucial antecedent of the female students' various SLSE dimensions, including "Conceptual Understanding," "Higher-Order Cognitive Skills," and "Science Communication." In addition, the variations between male and female students' responses to both instruments were also unraveled. The results suggest that, first, the male students perceived themselves as having more mastery experience, vicarious experience and social persuasion than their female counterparts. Meanwhile, the female students experienced more negative emotional arousal than the male students. Additionally, the male students were more self-efficacious than the females in the five SLSE dimensions of "Conceptual Understanding," "Higher-Order Cognitive Skills," "Practical Work," "Everyday Application," and "Science Communication."

The patient as experience broker in clinical learning.

PubMed

Stockhausen, Lynette J

2009-05-01

A review of the literature reveals deficit information on patient's involvement in student's learning. The study presented in this paper investigates how the educationally unprepared patient engages with students and experienced clinicians to become involved in learning and teaching encounters. As a qualitative study 14 adult patients were interviewed to determine how they perceived experienced clinicians and students engage in learning and teaching moments and how the patient contributes to students learning to care. Revealed is a new and exciting dimension in learning and teaching in the clinical environment. Patients as experience brokers are positioned in a unique learning triad as they mediate and observe teaching and learning to care between students and experienced clinicians whilst also becoming participants in teaching to care. Further investigation is warranted to determine the multi-dimensional aspects of patients' involvement in student learning in various clinical environments. Future studies have the potential to represent a new educational perspective (andragogy).

"Applying anatomy to something I care about": Authentic inquiry learning and student experiences of an inquiry project.

PubMed

Anstey, Lauren M

2017-11-01

Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry-based approach to learning human gross anatomy. Utilizing a case-study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group-based investigation. Results were further considered in context of theoretical frameworks of inquiry-based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538-548. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Systems-Oriented Workplace Learning Experiences for Early Learners: Three Models.

PubMed

O'Brien, Bridget C; Bachhuber, Melissa R; Teherani, Arianne; Iker, Theresa M; Batt, Joanne; O'Sullivan, Patricia S

2017-05-01

Early workplace learning experiences may be effective for learning systems-based practice. This study explores systems-oriented workplace learning experiences (SOWLEs) for early learners to suggest a framework for their development. The authors used a two-phase qualitative case study design. In Phase 1 (spring 2014), they prepared case write-ups based on transcribed interviews from 10 SOWLE leaders at the authors' institution and, through comparative analysis of cases, identified three SOWLE models. In Phase 2 (summer 2014), studying seven 8-week SOWLE pilots, the authors used interview and observational data collected from the seven participating medical students, two pharmacy students, and site leaders to construct case write-ups of each pilot and to verify and elaborate the models. In Model 1, students performed specific patient care activities that addressed a system gap. Some site leaders helped students connect the activities to larger systems problems and potential improvements. In Model 2, students participated in predetermined systems improvement (SI) projects, gaining experience in the improvement process. Site leaders had experience in SI and often had significant roles in the projects. In Model 3, students worked with key stakeholders to develop a project and conduct a small test of change. They experienced most elements of an improvement cycle. Site leaders often had experience with SI and knew how to guide and support students' learning. Each model could offer systems-oriented learning opportunities provided that key elements are in place including site leaders facile in SI concepts and able to guide students in SOWLE activities.

Organisational culture and learning: a case study.

PubMed

Bell, Elaine

2013-11-01

To explore the impact organisational cultures have on the learning experience of student nurses and identify the influencing factors. A case study approach was used. The single case being a Defence School of Health Care Studies (DSHCS) and the multiple units of analysis: student nurses, the lecturers and Student Standing Orders. An in depth three dimensional picture was achieved using multiple data collection methods: interview, survey, observation and document analysis. The findings suggest that the DSHCS is perceived to be a sub-culture within a dominant civilian learning culture. Generally, the students and staff believed that the DSHCS is an excellent learning environment and that the defence students overall are high achievers. The common themes that appeared from the data were image, ethos, environment, discipline, support, welfare and a civilian versus military way of thinking. The learning experience of defence student nurses is very positive and enhanced by the positive learning culture of the civilian Higher Educational Institution. The factors influencing a positive learning experience that can be impacted by the overarching culture are discipline, image, ethos of adult learning, support and welfare. Copyright © 2013 Elsevier Ltd. All rights reserved.

Essential Conditions for Technology-Supported, Student-Centered Learning: An Analysis of Student Experiences with Math Out Loud Using the ISTE Standards for Students

ERIC Educational Resources Information Center

Dondlinger, Mary Jo; McLeod, Julie; Vasinda, Sheri

2016-01-01

This article explores links between student experiences with technology-rich mathematics instruction and the ISTE Standards for Students. Research methods applied constructivist grounded theory to analyze data from student interviews against the ISTE Standards for Students to identify which elements of the design of this learning environment…

Ninth Graders' Learning Interests, Life Experiences and Attitudes Towards Science & Technology

NASA Astrophysics Data System (ADS)

Chang, Shu-Nu; Yeung, Yau-Yuen; Cheng, May Hung

2009-10-01

Students' learning interests and attitudes toward science have both been studied for decades. However, the connection between them with students' life experiences about science and technology has not been addressed much. The purpose of this study is to investigate students' learning interests and life experiences about science and technology, and also their attitudes toward technology. A total of 942 urban ninth graders in Taiwan were invited to participate in this study. A Likert scale questionnaire, which was developed from an international project, ROSE, was adapted to collect students' ideas. The results indicated that boys showed higher learning interests in sustainability issues and scientific topics than girls. However, girls recalled more life experiences about science and technology in life than boys. The data also presented high values of Pearson correlation about learning interests and life experiences related to science and technology, and in the perspective on attitudes towards technology. Ways to promote girls' learning interests about science and technology and the implications of teaching and research are discussed as well.

The good field trip: How elementary students from diverse socio-economic backgrounds learn science, art, and technology at a museum

NASA Astrophysics Data System (ADS)

Martell, Sandra Toro

The Good Field Trip is a study that uses an ethnographic approach to answer the question of what learning looks like during a field trip to a museum. The study uses the Contextual Model of Learning (Falk & Dierking, 2000) to investigate elementary students' personal, physical, and sociocultural contexts of learning as well as how time affects students' thoughts and feelings about the experience. The author accompanied a group of eight students on a three and a half day camp-like experience to a museum that promotes environmental stewardship and the integration of art, science, and technology use and learning. The author videotaped the students' conversations and experiences and interviewed students before, during, and after the trip. Analyses of the videotapes were supplemented with student documents, including comic books, journal notes, and reflective essays about the trip. Findings include that not all experiences are marked as science, art, and technology; technology use does not occur; art is presented in a more formalized manner than science, which is composed of observation and the acquisition of knowledge about plants and animals; and conversations and activities resemble traditional modes of learning in school settings.

A mixed methods evaluation of team-based learning for applied pathophysiology in undergraduate nursing education.

PubMed

Branney, Jonathan; Priego-Hernández, Jacqueline

2018-02-01

It is important for nurses to have a thorough understanding of the biosciences such as pathophysiology that underpin nursing care. These courses include content that can be difficult to learn. Team-based learning is emerging as a strategy for enhancing learning in nurse education due to the promotion of individual learning as well as learning in teams. In this study we sought to evaluate the use of team-based learning in the teaching of applied pathophysiology to undergraduate student nurses. A mixed methods observational study. In a year two, undergraduate nursing applied pathophysiology module circulatory shock was taught using Team-based Learning while all remaining topics were taught using traditional lectures. After the Team-based Learning intervention the students were invited to complete the Team-based Learning Student Assessment Instrument, which measures accountability, preference and satisfaction with Team-based Learning. Students were also invited to focus group discussions to gain a more thorough understanding of their experience with Team-based Learning. Exam scores for answers to questions based on Team-based Learning-taught material were compared with those from lecture-taught material. Of the 197 students enrolled on the module, 167 (85% response rate) returned the instrument, the results from which indicated a favourable experience with Team-based Learning. Most students reported higher accountability (93%) and satisfaction (92%) with Team-based Learning. Lectures that promoted active learning were viewed as an important feature of the university experience which may explain the 76% exhibiting a preference for Team-based Learning. Most students wanted to make a meaningful contribution so as not to let down their team and they saw a clear relevance between the Team-based Learning activities and their own experiences of teamwork in clinical practice. Exam scores on the question related to Team-based Learning-taught material were comparable to those related to lecture-taught material. Most students had a preference for, and reported higher accountability and satisfaction with Team-based Learning. Through contextualisation and teamwork, Team-based Learning appears to be a strategy that confers strong pedagogical benefits for teaching applied pathophysiology (bioscience) to student nurses. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

What nursing students reveal about and learn from mentors when using stories of clinical practice.

PubMed

Edwards, Sharon

2017-02-27

Aim This article considers findings from a narrative research analysis that illustrate what nursing students can reveal about being mentored through their stories of clinical practice experience. The aim is to advocate the use of stories as tools to assist mentors in their roles, and to express to them students' concerns, sensitivities and priorities about clinical placement experiences. The findings are extracted from the author's unpublished doctoral thesis Learning from Practice: The Value of Story in Nurse Education ( Edwards 2013 ). Method The data are drawn from nursing students' stories about clinical practice experiences when engaged in the care of patients, and their perceived learning from them. Results Findings suggest stories can help develop understanding of nursing students' concerns, sensitivities and priorities, and can support mentors' important roles in students' learning. Conclusion The article illustrates the value of stories as learning tools in the workplace and, by looking at nursing students' stories about clinical practice, shows that paying attention to their concerns, sensitivities and priorities can improve the already significant role played by mentors in student learning.

First-Year Student Experiences in Community Colleges: Crossing Borders, Making Connections and Developing Perceptions about Learning.

ERIC Educational Resources Information Center

Jalomo, Romero, Jr.

A study was undertaken to examine the influence of in- and out-of-class experiences on the learning and retention of diverse first-year community college students, examining three critical dynamics of the first-year college experience: the transition to college, student involvement and connections on campus, and the view students form of…

Between Anecdote and Science: Using E-Mail To Learn about Student Experiences. AIR 1997 Annual Forum Paper.

ERIC Educational Resources Information Center

Furlong, Deborah K.

Institutional research has long relied on surveys to learn about student experiences. This study describes and evaluates two methods of using electronic mail to gather information from students about their experiences. Data were based on two case studies conducted during spring 1996 and fall 1997 at a 5,000-student state university. The report…

Accommodating student learning styles and preferences in an online occupational therapy course.

PubMed

Doyle, Nancy Wolcott; Jacobs, Karen

2013-01-01

Occupational therapy's online education must be research-based and inclusive. One way to provide a more inclusive online learning experience is to attend to individual learning styles and preferences. This study uses the best available evidence on learning styles and online education to develop, implement, and study occupational therapy students' experiences with an online learning module and related assignment. Eight students consented to take an online survey after completing a learning module and related assignment in an online post-professional graduate course in occupational therapy. The survey explored their learning experience and its applicability to clinical work. Data gathered from multiple-choice, Likert-scale, and open-ended questions were descriptively analyzed. Results from this study suggest that students find the study of learning styles and preferences enjoyable and applicable to their clinical work, but are often motivated by factors such as time and technology when selecting the format of a course assignment.

The Effect of Autogenic Training on Self-Efficacy, Anxiety, and Performance on Nursing Student Simulation.

PubMed

Holland, Brian; Gosselin, Kevin; Mulcahy, Angela

The increased anxiety experienced by nursing students during simulations can serve as a significant barrier to learning. The use of anxiety-reducing techniques such as autogenic training (AT) can mitigate the negative effects of anxiety and improve the overall learning experience. The investigators in this study sought to understand the effect of AT on student performance and self-efficacy during simulation experiences. The use of AT was an effective technique to decrease anxiety and increase performance among nursing students during nursing simulations. Reducing anxiety during simulations can improve the student learning experience.

Evaluation of a blended learning model in geriatric medicine: a successful learning experience for medical students.

PubMed

Duque, Gustavo; Demontiero, Oddom; Whereat, Sarah; Gunawardene, Piumali; Leung, Oliver; Webster, Peter; Sardinha, Luis; Boersma, Derek; Sharma, Anita

2013-06-01

Despite the increasingly ageing population, teaching geriatric medicine at medical schools is a challenge due to the particularities of this subspecialty and the lack of student interest in this subject. We assessed a blended system that combines e-learning and person-to-person interaction. Our program offered the students a hands-on learning experience based on self-reflection, access to technology, interactive learning, frequent interaction with the multidisciplinary team, more exposure to patients, and regular feedback. Our results indicate that the students appreciate this system as a rich and effective learning experience demonstrated by their positive feedback and by their significant improvement in knowledge assessed at the end of their rotation. Implementing an interactive blended system is a beneficial approach to teaching geriatric medicine in medical schools and to motivating medical students' interest in this important medical subspecialty. © 2012 The Authors. Australasian Journal on Ageing © 2012 ACOTA.

Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

NASA Astrophysics Data System (ADS)

Villarreal-Stewart, Irene

The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications: Interactivity, a design element, requires scaffolding and nurturing in implementation. The variable and changing context of implementation suggests the requirement for its consideration in design work. The study suggests that during implementation the integrity of design as a whole and flexibility within the design are important continuing considerations. Recommendations. (1) implementation supervision by the school district, (2) use of a language and activity-based theory of learning and teaching and (3) dialogic inquiry (Wells, 1999) to continue learning about interactivity.

Using the Social Web to Supplement Classical Learning

NASA Astrophysics Data System (ADS)

Trausan-Matu, Stefan; Posea, Vlad; Rebedea, Traian; Chiru, Costin

The paper describes a complex e-learning experiment that has involved over 700 students that attended the Human-Computer Interaction course at the “Politehnica” University of Bucharest during the last 4 years. The experiment consisted in using social web technologies like blogs and chat conferences to engage students in collaborative learning. The paper presents the learning scenario, the problems encountered and the tools developed for solving these problems and assisting tutors in evaluating the activity of the students. The results of the experiment and of using the blog and chat analysis tools are also covered. Moreover, we show the benefits of using such a scenario for the learning community formed by the students that attended this course in order to supplement the classical teaching and learning paradigm.

How we launched a developmental student-as-teacher (SAT) program for all medical students.

PubMed

Blanco, Maria A; Maderer, Ann; Oriel, Amanda; Epstein, Scott K

2014-05-01

Teaching is a necessary skill for medical trainees and physicians. We designed and launched a developmental Student-as-Teacher program for all students, beginning with the class of 2016. A task force of faculty and students designed the program. The goal is to enable all students to acquire basic principles of teaching and learning at different stages in their four-year medical school career. Upon completion, students will achieve twenty-eight learning objectives grouped within four competency domains: (1) Adult and Practice-Based Learning; (2) Learning Environment; (3) Instructional Design and Performance; and, (4) Learner's Assessment and Evaluation. The program combines online learning modules and a field teaching experience. The entire class of 2016 (N = 200) completed the first online module. Students found the module effective, and 70% reported an increase in their level of knowledge. Although most students are expected to complete their field teaching experience in fourth year, twelve students completed their field experience in first year. Reported strengths of these experiences include reinforcement of their medical knowledge and improvement of their adult teaching skills. The program was successfully launched, and students are already experiencing the benefits of training in basic teaching skills in the first year of the program.

Service-Learning in Communities of Elders (SLICE): Development and Evaluation of an Introductory Geriatrics Course for Medical Students.

PubMed

Laks, Jordana; Wilson, Lindsay A; Khandelwal, Christine; Footman, Eleni; Jamison, Margaret; Roberts, Ellen

2016-01-01

Medical students have limited exposure to Geriatrics in their traditional training. Service-learning offers students the opportunity to engage with older adult communities and become more comfortable interacting with this population. A preclinical elective course was developed to expand medical students' experiences in Geriatrics through service-learning. In this course, students conducted needs assessments in diverse older adult communities, created health education projects to address community-identified needs, and reflected on their experiences through written assignments and presentations. The course instructor presented lectures on special topics in Geriatrics, including ageism and health literacy. The curriculum aimed to familiarize students with older adults' needs in a variety of settings. Over 3 years, 74 students participated in the service-learning course. Students were assigned to older adult community sites, where they conducted needs assessments and designed and implemented original educational projects targeting community concerns. Program evaluation methods included a validated survey assessing students' attitudes toward older adults, course evaluations, review of student assignments and projects, and feedback from older adult participants and site coordinators. Students gained hands-on experience working with older adults and designing appropriate health education projects. Analysis of attitude surveys demonstrated students' increased interest in Geriatrics as a career. Both students and older adult participants described enjoyable, valuable experiences gained from service-learning activities. Students appreciated the combination of community and classroom learning about Geriatrics. Service-learning was most constructive at sites with responsive coordinators, engaged older adults, and a need for health education resources. The course challenged students to assess health needs in communities that included cognitively impaired elders and to design educational projects tailored to older adults.

Nursing students evaluation of problem based learning and the impact of culture on the learning process and outcomes: a pilot project.

PubMed

Al-Kloub, Manal Ibrahim; Salameh, Taghreed Nayel; Froelicher, Erika Sivarajan

2014-03-01

This study evaluates students' learning experiences in a clinical pediatric nursing course adopting Problem Based Learning (PBL) and investigates how students' cultural background impacts on self directed learning. A mixed-methods approach combining quantitative and qualitative methods was utilized to answer the research objectives. An observational technique for the PBL teaching sessions was employed; and 226 third-year students were asked to complete PBL evaluation questionnaire. Fifty seven percent (n = 130) responses to the questionnaire were analyzed. Overall, students considered PBL to be moderately effective in their learning experience, with a mean of 3.64 (S.D = 1.18). Students qualitative responses fell within four thematic categories including: developing cognitive abilities, independent learning, motivation to learn, and group learning. Difficulties encountered by students were: it is time-consuming, it has unclear objectives, it is a stressful process, and it results in an increased workload. A small number of students indicated that PBL tutorials were boring and complained about lack of contribution from instructors and limited recourses. Learning is intertwined with culture; students' previous educational experiences, uncertainty, English language proficiency, computer resources, gender, and achievement were identified as the most important cultural issues that impact the learning process and outcomes. Successful implementation of PBL does not come easily; teachers should be alert to the issues of culture in designing curriculum. Copyright © 2013 Elsevier Ltd. All rights reserved.

Group work: Facilitating the learning of international and domestic undergraduate nursing students.

PubMed

Shaw, Julie; Mitchell, Creina; Del Fabbro, Letitia

2015-01-01

Devising innovative strategies to address internationalization is a contemporary challenge for universities. A Participatory Action Research (PAR) project was undertaken to identify issues for international nursing students and their teachers. The findings identified group work as a teaching strategy potentially useful to facilitate international student learning. The educational intervention of structured group work was planned and implemented in one subject of a Nursing degree. Groups of four to five students were formed with one or two international students per group. Structural support was provided by the teacher until the student was learning independently, the traditional view of scaffolding. The group work also encouraged students to learn from one another, a contemporary understanding of scaffolding. Evaluation of the group work teaching strategy occurred via anonymous, self-completed student surveys. The student experience data were analysed using descriptive statistical techniques, and free text comments were analysed using content analysis. Over 85% of respondents positively rated the group work experience. Overwhelmingly, students reported that class discussions and sharing nursing experiences positively influenced their learning and facilitated exchange of knowledge about nursing issues from an international perspective. This evaluation of a structured group work process supports the use of group work in engaging students in learning, adding to our understanding of purposeful scaffolding as a pathway to enhance learning for both international and domestic students. By explicitly using group work within the curriculum, educators can promote student learning, a scholarly approach to teaching and internationalization of the curriculum.

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

ERIC Educational Resources Information Center

Katz, Jennifer; DuBois, Melinda; Wigderson, Sara

2014-01-01

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

Students' Experiences of Learning Manual Clinical Skills through Simulation

ERIC Educational Resources Information Center

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

2013-01-01

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

Nursing students' perceptions of effective problem-based learning tutors.

PubMed

Matthew-Maich, Nancy; Martin, Lynn; Hammond, Cynthia; Palma, Amy; Pavkovic, Maria; Sheremet, Darlene; Roche, Carmen

2016-11-16

Aim To explore baccalaureate nursing students' perceptions of what makes an effective tutor in problem-based learning courses, and the influence of effective teaching on students' learning and experience. Method Students enrolled in all four years of a baccalaureate nursing programme completed online surveys (n=511) and participated in focus groups (n=19). Data were analysed and combined using content analysis. Findings The data were summarised using five themes, the '5 Ps' of effective teaching in problem-based learning. Nursing students perceived effective problem-based learning tutors to be prepared with knowledge and facilitation skills, person-centred, passionate, professional and able to prepare students for success in the nursing programme. Effective tutors adjusted their approaches to students throughout the four years of the nursing programme. Conclusion Effective teaching in problem-based learning is essential and has significant effects on nursing students' learning, motivation and experience. Important attributes, skills and strategies of effective problem-based learning tutors were identified and may be used to enhance teaching and plan professional development initiatives.

Physical experience enhances science learning.

PubMed

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

2015-06-01

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

Students' perceptions of a blended learning experience in dental education.

PubMed

Varthis, S; Anderson, O R

2018-02-01

"Flipped" instructional sequencing is a new instructional method where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking during the in-person class session; a novel approach studied in this research. The purpose of this study was to document dental students' perceptions of flipped-based blended learning and to apply a new method of displaying their perceptions based on Likert-scale data analysis using a network diagramming method known as an item correlation network diagram (ICND). In addition, this article aimed to encourage institutions or course directors to consider self-regulated learning and social constructivism as a theoretical framework when blended learning is incorporated in dental curricula. Twenty (second year) dental students at a Northeastern Regional Dental School in the United States participated in this study. A Likert scale was administered before and after the learning experience to obtain evidence of their perceptions of its quality and educational merits. Item correlation network diagrams, based on the intercorrelations amongst the responses to the Likert-scale items, were constructed to display students' changes in perceptions before and after the learning experience. Students reported positive perceptions of the blended learning, and the ICND analysis of their responses before and after the learning experience provided insights into their social (group-based) cognition about the learning experience. The ICNDs are considered evidence of social or group-based cognition, because they are constructed from evidence obtained using intercorrelations of the total group responses to the Likert-scale items. The students positively received blended learning in dental education, and the ICND analyses demonstrated marked changes in their social cognition of the learning experience based on the pre- and post-Likert survey data. Self-regulated learning and social constructivism are encouraged as useful theoretical frameworks for a blended learning approach. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Learning in the real place: medical students' learning and socialization in clerkships at one medical school.

PubMed

Han, Heeyoung; Roberts, Nicole K; Korte, Russell

2015-02-01

To understand medical students' learning experiences in clerkships: learning expectations (what they expect to learn), learning process (how they learn), and learning outcomes (what they learn). Using a longitudinal qualitative research design, the authors followed the experiences of 12 participants across their clerkship year (2011-2012) at the Southern Illinois University School of Medicine. Interview data from each participant were collected at three points (preclerkship, midclerkship, and postclerkship) and analyzed using a grounded theory approach. Additionally, the authors observed participants through a full clerkship day to augment the interviews. Before clerkships, students expected to have more hands-on experiences and become more knowledgeable by translating textbook knowledge to real patients and practicing diagnostic thinking. During clerkships, students experienced ambiguity and subjectivity of attending physicians' expectations and evaluation criteria. They perceived that impression management was important to ensure that they received learning opportunities and good evaluations. After clerkships, students perceived that their confidence increased in navigating the health care environments and interacting with patients, attendings, and residents. However, they felt that there were limited opportunities to practice diagnostic thinking. Students could not clearly discern the decision-making processes used by attending physicians. Although they saw many patients, they perceived that their learning was at the surface level. Students' experiential learning in clerkships occurred through impression management as a function of dynamic social and reciprocal relationships between students and attendings or residents. Students reported that they did not learn comprehensive clinical reasoning skills to the degree they expected in clerkships.

High School Physical Education Students and Experiential Learning in the Community: A Classroom Assignment

ERIC Educational Resources Information Center

Tapps, Tyler; Passmore, Tim; Lindenmeier, Donna; Kensinger, Weston

2014-01-01

The experiential learning model for students working with community groups was developed for specific experiential learning experiences involving 40 hours of actual experience for high school physical education students working with groups in the community. This article discusses the development and specific segments of the model, as well as how…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

The Experiences of Students with Learning Disabilities in a Higher Education Virtual Campus

ERIC Educational Resources Information Center

Hollins, Nancy; Foley, Alan R.

2013-01-01

Institutions of higher education are increasingly asking students to use the online environment, or virtual campus, when carrying out business related to college life. In this paper, we report findings from a study conducted to learn more about the experiences of college students with learning disabilities as they interacted with this virtual…

Students' Reactions to Undergraduate Science. Higher Education Learning Project (h.e.l.p.) - Physics.

ERIC Educational Resources Information Center

Ogborn, Jon, Ed.; And Others

The transcripts of interviews with 115 physics students from ten different British universities are analyzed. Each student was encouraged to tell about one good learning experience and one bad learning experience. The characteristics of the good and bad stories are discussed and some general comments are made. The interview model explained in this…

Adult Graduate Student Voices: Good and Bad Learning Experiences

ERIC Educational Resources Information Center

Reiff, Marianne; Ballin, Amy

2016-01-01

During their master's degree work, cohorts of adult graduate students participated in a common learning task in which they listed their factors of good and bad learning experiences. The lead author collected these factors from students over the course of 3 years. The purpose of our inquiry was to examine and document what adult graduate students…

Teaching with Concrete and Abstract Visual Representations: Effects on Students' Problem Solving, Problem Representations, and Learning Perceptions

ERIC Educational Resources Information Center

Moreno, Roxana; Ozogul, Gamze; Reisslein, Martin

2011-01-01

In 3 experiments, we examined the effects of using concrete and/or abstract visual problem representations during instruction on students' problem-solving practice, near transfer, problem representations, and learning perceptions. In Experiments 1 and 2, novice students learned about electrical circuit analysis with an instructional program that…

Uncertainty Management and Sensemaking as Precursors to Transformative Learning in an International Immersion Service-Learning Experience

ERIC Educational Resources Information Center

Larson, Jan M.; Fay, Martha

2016-01-01

This study is based on an international immersion service-learning/research experience in a remote village in Moldova that provided faculty and students an opportunity to teach journalism and help local students and community representatives create their own online news outlet. Students' existing conceptions were challenged, they experienced…

Developing Social Capital: The Effect of an Academic Service-Learning Component on the Civic Attitudes of College Students

ERIC Educational Resources Information Center

Duplantis, Joshua Paul

2013-01-01

Service-learning courses are credit-bearing educational experiences that deepen course content, meet identified community needs and use reflection to help students connect their service with the learning. These experiences give students an increased level of civic attitude and increased networks, which increases social and human capital. Research…

Measuring Choice to Participate in Optional Science Learning Experiences during Early Adolescence

ERIC Educational Resources Information Center

Sha, Li; Schunn, Christian; Bathgate, Meghan

2015-01-01

Cumulatively, participation in optional science learning experiences in school, after school, at home, and in the community may have a large impact on student interest in and knowledge of science. Therefore, interventions can have large long-term effects if they change student choice preferences for such optional science learning experiences. To…

Examining Students' Proportional Reasoning Strategy Levels as Evidence of the Impact of an Integrated LEGO Robotics and Mathematics Learning Experience

ERIC Educational Resources Information Center

Martínez Ortiz, Araceli

2015-01-01

The presented study used a problem-solving experience in engineering design with LEGO robotics materials as the real-world mathematics-learning context. The goals of the study were (a) to determine if a short but intensive extracurricular learning experience would lead to significant student learning of a particular academic topic and (b) to…

Exploring nursing students’ experience of peer learning in clinical practice

PubMed Central

Ravanipour, Maryam; Bahreini, Masoud; Ravanipour, Masoumeh

2015-01-01

Background: Peer learning is an educational process wherein someone of the same age or level of experience level interacts with other students interested in the same topic. There is limited evidence specifically focusing on the practical use of peer learning in Iran. The aim of this study was to explore nursing students’ experiences of peer learning in clinical practice. Materials and Methods: A qualitative content analysis was conducted. Focus groups were used to find the students’ experiences about peerlearning. Twenty-eight baccalaureate nursing students at Bushehr University of Medical Sciences were selected purposively, and were arranged in four groups of seven students each. The focus group interviews were conducted using a semi-structured interview schedule. All interviews were tape-recorded, transcribed verbatim, and analyzed using conventional content analysis method. Results: The analysis identified four themes: Paradoxical dualism, peer exploitation, first learning efficacy, and socialization practice. Gained advantages and perceived disadvantages created paradoxical dualism, and peer exploitation resulted from peer selection and peer training. Conclusion: Nursing students reported general satisfaction concerning peer learning due to much more in-depth learning with little stress than conventional learning methods. Peer learning is a useful method for nursing students for practicing educational leadership and learning the clinical skills before they get a job. PMID:26097860

Interprofessional education and collaboration: A simulation-based learning experience focused on common and complementary skills in an acute care environment.

PubMed

Cunningham, S; Foote, L; Sowder, M; Cunningham, C

2018-05-01

The purpose of this mixed-methods study was to explore from the participant's perspective the influence of an interprofessional simulation-based learning experience on understanding the roles and responsibilities of healthcare professionals in the acute care setting, interprofessional collaboration, and communication. Participating students from two professional programs completed the Readiness for Interprofessional Learning Scale (RIPLS) prior to and following the simulation experience to explore the influence of the simulation experience on students' perceptions of readiness to learn together. A Wilcoxon signed rank analysis was performed for each of the four subscales of the RIPLS: shared learning (<.001), teamwork and collaboration (<.001), professional identity (.042), and roles and responsibilities (.001). In addition, participating students were invited to participate in focus group interviews to discuss the effectiveness of the simulation experience. Three key themes were discovered: interprofessional teamwork, discovering roles and responsibilities, and increased confidence in treatment skills. The integration of interprofessional education through a simulation-based learning experience within the nursing and physical therapy professional programs provided a positive experience for the students. Simulation-based learning experiences may provide an opportunity for institutions to collaborate and provide additional engagement with healthcare professions that may not be represented within a single institution.

Getting Students to Learn about Information Systems Project Management: An Experiment in Student-centred Learning.

ERIC Educational Resources Information Center

Allan, George

1999-01-01

A student-centered learning model for a course on information systems project management consisted of individual study and group discussion with facilitator guidance. Data from session records, repertory grids, and a learning network diagram showed that interactive learning was more effective and students took responsibility, although some…

Pygmalion in Media-Based Learning: Effects of Quality Expectancies on Learning Outcomes

ERIC Educational Resources Information Center

Fries, Stefan; Horz, Holger; Haimerl, Charlotte

2006-01-01

Two studies investigated how quality expectations affect students' outcomes of media-based learning. Experiment 1 (N=62) demonstrated that students expecting a high-end computer-based training programme learned most, whereas students expecting a programme of ambiguous quality learned least and students having no expectations performed in between.…

Nursing Student Perceptions Regarding Simulation Experience Sequencing.

PubMed

Woda, Aimee A; Gruenke, Theresa; Alt-Gehrman, Penny; Hansen, Jamie

2016-09-01

The use of simulated learning experiences (SLEs) have increased within nursing curricula with positive learning outcomes for nursing students. The purpose of this study is to explore nursing students' perceptions of their clinical decision making (CDM) related to the block sequencing of different patient care experiences, SLEs versus hospital-based learning experiences (HLEs). A qualitative descriptive design used open-ended survey questions to generate information about the block sequencing of SLEs and its impact on nursing students' perceived CDM. Three themes emerged from the data: Preexperience Anxiety, Real-Time Decision Making, and Increased Patient Care Experiences. Nursing students identified that having SLEs prior to HLEs provided several benefits. Even when students preferred SLEs prior to HLEs, the sequence did not impact their CDM. This suggests that alternating block sequencing can be used without impacting the students' perceptions of their ability to make decisions. [J Nurs Educ. 2016;55(9):528-532.]. Copyright 2016, SLACK Incorporated.

Peer learning in the UNSW Medicine program.

PubMed

Scicluna, Helen A; O'Sullivan, Anthony J; Boyle, Patrick; Jones, Philip D; McNeil, H Patrick

2015-10-02

The UNSW Australia Medicine program explicitly structures peer learning in program wide mixing of students where students from two adjoining cohorts complete the same course together, including all learning activities and assessment. The purpose of this evaluation is to explore the student experience of peer learning and determine benefits and concerns for junior and senior students. All medical students at UNSW Australia in 2012 (n = 1608) were invited to complete the Peer Learning Questionnaire consisting of 26 fixed-response items and 2 open-ended items exploring vertical integration and near-peer teaching. Assessment data from vertically integrated and non-vertically integrated courses were compared for the period 2011-2013. We received valid responses from 20 % of medical students (n = 328). Eighty percent of respondents were positive about their experience of vertical integration. Year 1 students reported that second year students provided guidance and reassurance (87.8 %), whilst year 2 students reported that the senior role helped them to improve their own understanding, communication and confidence (84 %). Vertical integration had little effect on examination performance and failure rates. This evaluation demonstrates that vertical integration of students who are one year apart and completing the same course leads to positive outcomes for the student experience of learning. Students benefit through deeper learning and the development of leadership qualities within teams. These results are relevant not only for medical education, but also for other professional higher education programs.

An Analysis of the Relationship between the Learning Process and Learning Motivation Profiles of Japanese Pharmacy Students Using Structural Equation Modeling.

PubMed

Yamamura, Shigeo; Takehira, Rieko

2018-04-23

Pharmacy students in Japan have to maintain strong motivation to learn for six years during their education. The authors explored the students’ learning structure. All pharmacy students in their 4th through to 6th year at Josai International University participated in the survey. The revised two factor study process questionnaire and science motivation questionnaire II were used to assess their learning process and learning motivation profiles, respectively. Structural equation modeling (SEM) was used to examine a causal relationship between the latent variables in the learning process and those in the learning motivation profile. The learning structure was modeled on the idea that the learning process affects the learning motivation profile of respondents. In the multi-group SEM, the estimated mean of the deep learning to learning motivation profile increased just after their clinical clerkship for 6th year students. This indicated that the clinical experience benefited students’ deep learning, which is probably because the experience of meeting with real patients encourages meaningful learning in pharmacy studies.

Experimenting with wires, batteries, bulbs and the induction coil: Narratives of teaching and learning physics in the electrical investigations of Laura, David, Jamie, myself and the nineteenth century experimenters. Our developments and instruments

NASA Astrophysics Data System (ADS)

Cavicchi, Elizabeth Mary

Physics is conventionally taught as a fixed curriculum which students must master. This thesis changes that: curriculum emerges from what learners try and question in experiments they invent. The thesis narrates: three adult students exploring wires, batteries and bulbs with me as teacher; nineteenth century investigations of electromagnetism; my laboratory work replicating historic instruments. In each case, learning arose through activity with materials. Evidences of this are analyzed within narratives and reflections. I used teaching-research, a method developed by Duckworth from Piaget's clinical interviewing, to research and simultaneously extend students' evolving understandings. What I learned through questioning students informed my next interactions; what they learned extended their experimenting. Similarly, I researched historical accounts interactively: improvising experiments to develop my understandings. Studying my own learning deepened my interpretations of students' learning. My students Laura, David and Jamie experimented by: soldering bulbs to wires, making series and parallel circuits, inserting resistive wire that dimmed bulbs, conducting electricity through salt water They noticed bulb brightness and battery heat, compared electricity's paths, questioned how voltage and current relate. They inferred electricity's effects manifest magnitudes of material properties. They found their experiences while learning were inseparable from what they learned. I researched investigations connected with Cavendish's leather fish, Galvani's frogs, Schweigger's wire spiraled around a compass needle, Henry's electromagnets, Faraday's induction ring, induction devices of Page, Callan, Hearder. Experimentally, I made galvanometers, electromagnets, induction rings, induction coil. I observed effects of electromagnetism, internal resistance, induced sparking. Across these investigations, learning developed with instrumental innovations; confusions were productive for further explorations. This thesis has implications for profoundly changing physics instruction. Physics education research seeks to supplant students' 'misconceptions' with correct explanations; by contrast, this thesis shows that students' original thinking provides their beginnings for moving to new understandings. Students and historic experimenters form and reform new, tentative understandings through many engagements with phenomena. As learners' questioning deepens in detail, its inclusiveness broadens. Evolving understandings are unique and consistent with nature. Wonder empowers continued learning. This thesis is a resource to inspire teachers in exploring the many possibilities within their learning, their students' learning, and physical phenomena.

Enhancing the Student Learning Experience: The Perspective of Academic Staff

ERIC Educational Resources Information Center

Cahill, Jo; Turner, Jan; Barefoot, Helen

2010-01-01

Background: Quality enhancement in higher education is essentially a planned process of change that leads to continuous improvement in the effectiveness of the learning experience of students and the students' experience of higher education. Published literature that explores the concept in the reality of practice is sparse. Purpose: The overall…

Integration of Work Experience and Learning for International Students: From Harmony to Inequality

ERIC Educational Resources Information Center

Tran, Ly Thi; Soejatminah, Sri

2017-01-01

The integration of work experience and learning in tertiary education is a complex issue for different stakeholders, including students, institutions, and employers. The provision of course-related work experience for international students is far more challenging as it involves issues of visa status, different cultural expectations,…

Assessment and Classification of Service Learning: A Case Study of CS/EE Students

PubMed Central

Wang, Yu-Tseng; Lai, Pao-Lien; Chen, Jen-Yeu

2014-01-01

This study investigates the undergraduate students in computer science/electric engineering (CS/EE) in Taiwan to measure their perceived benefits from the experiences in service learning coursework. In addition, the confidence of their professional disciplines and its correlation with service learning experiences are examined. The results show that students take positive attitudes toward service learning and their perceived benefits from service learning are correlated with their confidence in professional disciplines. Furthermore, this study designs the knowledge model by Bayesian network (BN) classifiers and term frequency-inverse document frequency (TFIDF) for counseling students on the optimal choice of service learning. PMID:25295294

EpiAssist: Service-learning in public health education.

PubMed

Horney, Jennifer A; Bamrara, Sanjana; Macik, Maria Lazo; Shehane, Melissa

2016-01-01

Although public health degree programs typically require practica and other field experiences, service-learning courses, with a focus on civic engagement and the application of classroom learning in real world settings, can go beyond these requirements and provide benefits to students and community-based practice partners. The goal of this paper is to assess potential benefits of service-learning programs for both graduate-level public health students and state and local public health agency partners. EpiAssist is a new service-learning program developed at the School of Public Health of the Texas A and M University Health Science Center, USA, in January 2015. EpiAssist was integrated into a new course, Methods in Field Epidemiology. The integration of service-learning was guided by a partnership with the Texas A and M Center for Teaching Excellence. State, regional, and local public health partners requested EpiAssist via email or telephone. A listserv was used to recruit student volunteers to meet requests. 54 of 86 registered EpiAssist students (63%) participated in at least one of ten service-learning and three training activities between January and June, 2015. Service-learning activities included questionnaire development, in-person and telephone data collection, and data analysis. Training topics for students included the Epi Info™ software, community assessment and communicable disease reporting. Students and partner organizations provided generally positive assessments of this service learning program through an online evaluation. Service-learning provides students with enhanced classroom learning through applied public health experience in state, regional and local health departments. These experiences provide both needed surge capacity to public health departments and valuable hands-on field experience to students.

Barriers to Practical Learning in the Field: A Qualitative Study of Iranian Nursing Students' Experiences.

PubMed

Jahanpour, Faezeh; Azodi, Parviz; Azodi, Farzan; Khansir, Ali Akbar

2016-06-01

Clinical training is an integral part of nursing education; however, some studies have shown that it is not always efficient. This study aimed to find out the factors that can impede nursing students' clinical learning. In this qualitative study, data were collected via reflective journal writing. Purposeful sampling was used, and 12 senior nursing students were recruited to the study. The data were analyzed using a content analysis method. Three main categories were derived, including inappropriate communication, ineffective role models, and theory-practice gaps. Students perceived that inappropriate communication between instructors, staff members, and students had the greatest impact on student learning. The competence of clinical instructors and staff is an important factor affecting students' training. The clinical learning environment does not always integrate theory and practice together. Nursing students did not experience effective clinical learning. Having expert instructors and supportive communication are important factors in creating a clinical learning environment.

Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory.

PubMed

Garratt-Reed, David; Roberts, Lynne D; Heritage, Brody

2016-01-01

There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the 'traditional' unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we recommend that future research investigate means of successfully facilitating collaborative group-work assessment, and to explore contributing factors to actual student retention in online units beyond that of non-equivalent learning experiences.

Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory

PubMed Central

Garratt-Reed, David; Roberts, Lynne D.; Heritage, Brody

2016-01-01

There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we recommend that future research investigate means of successfully facilitating collaborative group-work assessment, and to explore contributing factors to actual student retention in online units beyond that of non-equivalent learning experiences. PMID:27242587

Evaluation of students' experience with Problem-based Learning (PBL) applied at the College of Medicine, Al-Jouf University, Saudi Arabia.

PubMed

Alduraywish, Abdulrahman Abdulwahab; Mohager, Mazin Omer; Alenezi, Mohammed Jayed; Nail, Abdelsalam Mohammed; Aljafari, Alfatih Saifudinn

2017-12-01

To evaluate the students' experience with problem-based learning. This cross-sectional, qualitative study was conducted at the College of Medicine, Al Jouf University, Sakakah, Saudi Arabia, in October 2015, and comprised medical students of the 1st to 5th levels. Interviews were conducted using Students' Course Experience Questionnaire. The questionnaire contained 37 questions covering six evaluative categories: appropriate assessment, appropriate workload, clear goals and standards, generic skills, good teaching, and overall satisfaction. The questionnaire follows the Likert's scale model. Mean values were interpreted as: >2.5= at least disagree, 2.5->3= neither/nor (uncertain), and 3 or more= at least agree. Of the 170 respondents, 72(42.7%) agreed that there was an appropriate assessment accompanied with the problem-based learning. Also, 107(63.13%) students agreed that there was a heavy workload on them. The goal and standards of the course were clear for 71(42.35%) students, 104(61.3%) agreed that problem-based learning improved their generic skills, 65(38.07%) agreed the teaching was good and 82(48.08%) students showed overall satisfaction. The students were satisfied with their experience with the problem-based learning.

Interprofessional clinical education for occupational therapy and psychology students: a social skills training program for children with autism spectrum disorders.

PubMed

Howell, Dana M; Wittman, Peggy; Bundy, Myra Beth

2012-01-01

An interprofessional clinical learning experience was developed for pre-licensure occupational therapy (OT) and psychology graduate students. Students worked in interprofessional teams to plan and implement a social skills training program for children with autism spectrum disorders (ASD). The objectives were to provide a hands-on, student-led clinical experience; facilitate interprofessional collaborative learning through leadership partnerships and teach children with ASD to engage in appropriate social skill behaviors. Concurrently, faculty performed qualitative research to explore how the students worked together to provide intervention to the children. Data were collected via interview, direct observation of student planning sessions and student interprofessional interactions, and collection of posts from an online social network site used for session planning. There were six student participants and two faculty participants. Four themes emerged: learning who I am as a professional, learning to appreciate our professional differences, learning to communicate with each other and figuring it out, for the benefit of the kids. This interprofessional clinical learning experience and research helps ensure that students are adequately prepared to represent their profession as part of a diverse interprofessional health care team.

Brazilian and Nigerian International Students' Conceptions of Learning in Higher Education

ERIC Educational Resources Information Center

Ashong, Carol; Commander, Nannette

2017-01-01

The growth of international students compels examination of introspective aspects of learning experiences such as conceptions of learning. Additionally, learning conceptions profoundly impact learning outcomes (Tsai, 2009). To address the lack of research on learning conceptions of students from Africa and South America, this study examines…

Improving Students' Science Text Comprehension through Metacognitive Self-Regulation When Applying Learning Strategies

ERIC Educational Resources Information Center

Leopold, Claudia; Leutner, Detlev

2015-01-01

In three experiments, students were trained to use strategies for learning from scientific texts: text highlighting (Experiment 1), knowledge mapping (Experiment 2), and visualizing (Experiment 3). Each experiment compared a control condition, cognitive strategy training, and a combined cognitive strategy plus metacognitive self-regulation…

Exploring medical student learning in the large group teaching environment: examining current practice to inform curricular development.

PubMed

Luscombe, Ciara; Montgomery, Julia

2016-07-19

Lectures continue to be an efficient and standardised way to deliver information to large groups of students. It has been well documented that students prefer interactive lectures, based on active learning principles, to didactic teaching in the large group setting. Despite this, it is often the case than many students do not engage with active learning tasks and attempts at interaction. By exploring student experiences, expectations and how they use lectures in their learning we will provide recommendations for faculty to support student learning both in the lecture theatre and during personal study time. This research employed a hermeneutic phenomenological approach. Three focus groups, consisting of 19 students in total, were used to explore the experiences of second year medical students in large group teaching sessions. Using generic thematic data analysis, these accounts have been developed into a meaningful account of experience. This study found there to be a well-established learning culture amongst students and with it, expectations as to the format of teaching sessions. Furthermore, there were set perceptions about the student role within the learning environment which had many implications, including the way that innovative teaching methods were received. Student learning was perceived to take place outside the lecture theatre, with a large emphasis placed on creating resources that can be taken away to use in personal study time. Presented here is a constructive review of reasons for student participation, interaction and engagement in large group teaching sessions. Based on this are recommendations constructed with the view to aid educators in engaging students within this setting. Short term, educators can implement strategies that monopolise on the established learning culture of students to encourage engagement with active learning strategies. Long term, it would be beneficial for educators to consider ways to shift the current student learning culture to one that embraces an active learning curriculum.

Creating stories for learning about the neonatal care experience through the eyes of student nurses: An interpretive, narrative study.

PubMed

Petty, Julia

2017-01-01

Storytelling is an increasingly well recognised and valued platform to learn about the human experience within healthcare. Little is known however about how stories can enhance understanding in neonatal care, a specialised field offering rich opportunities for learning. This study focuses on the creation of stories based on the experiences of student nurses to inform teaching and learning strategies in the neonatal field. The study aimed to create stories from the narratives of student nurses working within the neonatal field and identify what key themes for learning emerged in order to develop a storytelling resource to share experiences with their peers. An interpretive, constructivist approach was used to collect, analyse and create stories from student nurse's experiences, in line with narrative inquiry. Six pre-registration children's nursing students were selected by purposive sampling. Interviews were undertaken within six weeks following placement completion in an agreed location. Narratives were obtained by semi-structured interviews. Narrative analysis and core story creation was undertaken to construct stories and key learning themes emerged which provided the pedagogical basis for subsequent digital resource development. Key themes emerged relating to the insight and observances of student nurses and the neonatal journey they had experienced, including the nature of neonatal care, experiences of the neonate and parents, the environment and their own learning transition. Preliminary peer evaluation of the storytelling resource revealed storytelling as an interesting and novel approach to teaching & learning, learning from ones' peers, preparation for practice and a valuable insight into a new specialist area. The study has value to teaching and learning by enabling an appreciation of how narrative can be used to portray the experiences of learners. Findings also support an approach to analysing narrative to create stories for learning and inform subsequent digital resource development. Copyright © 2016 Elsevier Ltd. All rights reserved.

Teachers' experiences of teaching in a blended learning environment.

PubMed

Jokinen, Pirkko; Mikkonen, Irma

2013-11-01

This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

When practice precedes theory - A mixed methods evaluation of students' learning experiences in an undergraduate study program in nursing.

PubMed

Falk, Kristin; Falk, Hanna; Jakobsson Ung, Eva

2016-01-01

A key area for consideration is determining how optimal conditions for learning can be created. Higher education in nursing aims to prepare students to develop their capabilities to become independent professionals. The aim of this study was to evaluate the effects of sequencing clinical practice prior to theoretical studies on student's experiences of self-directed learning readiness and students' approach to learning in the second year of a three-year undergraduate study program in nursing. 123 nursing students was included in the study and divided in two groups. In group A (n = 60) clinical practice preceded theoretical studies. In group (n = 63) theoretical studies preceded clinical practice. Learning readiness was measured using the Directed Learning Readiness Scale for Nursing Education (SDLRSNE), and learning process was measured using the revised two-factor version of the Study Process Questionnaire (R-SPQ-2F). Students were also asked to write down their personal reflections throughout the course. By using a mixed method design, the qualitative component focused on the students' personal experiences in relation to the sequencing of theoretical studies and clinical practice. The quantitative component provided information about learning readiness before and after the intervention. Our findings confirm that students are sensitive and adaptable to their learning contexts, and that the sequencing of courses is subordinate to a pedagogical style enhancing students' deep learning approaches, which needs to be incorporated in the development of undergraduate nursing programs. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Role of Homework in Student Learning Outcomes: Evidence from a Field Experiment

ERIC Educational Resources Information Center

Grodner, Andrew; Rupp, Nicholas G.

2013-01-01

In this article, the authors describe a field experiment in the classroom where principles of micro-economics students are randomly assigned into homework-required and not-required groups. The authors find that homework plays an important role in student learning, especially so for students who initially perform poorly in the course. Students in…

Preservice Student Teacher Professional Noticing through Analysis of Their Students' Work

ERIC Educational Resources Information Center

Dick, Lara Kristen

2013-01-01

Research on preservice teacher learning has often focused on coursework and course related field experiences, and not as much on the learning that takes place during student teaching field experiences. Since preservice student teachers are engaged with children on a daily basis, attention to their own students' thinking should be viewed as a means…

The Effectiveness of Geography Student Worksheet to Develop Learning Experiences for High School Students

ERIC Educational Resources Information Center

Utami, Wiwik Sri; Sumarmi; Ruja, I. Nyoman; Utaya, Sugeng

2016-01-01

The purpose of this study is to examine the effectiveness of geography student worksheet in developing high school students' learning experiences. The student worksheet was planned to gain opportunity to develop creative and geography skills. The effectiveness is assessed from the contribution of the worksheets in improving the skills of…

Transition to blended learning: experiences from the first year of our blended learning Bachelor of Nursing Studies programme.

PubMed

Sweeney, Mary-Rose; Kirwan, Anne; Kelly, Mary; Corbally, Melissa; O Neill, Sandra; Kirwan, Mary; Hourican, Susan; Matthews, Anne; Hussey, Pamela

2016-10-01

The School of Nursing at Dublin City University offered a new blended learning Bachelor of Nursing Studies programme in the academic year 2011. To document the experiences of the academic team making the transition from a face-to-face classroom-delivered programme to the new blended learning format. Academics who delivered the programme were asked to describe their experiences of developing the new programme via two focus groups. Five dominant themes were identified: Staff Readiness; Student Readiness; Programme Delivery and Student Engagement; Assessment of Module Learning Outcomes and Feedback; and Reflecting on the First Year and Thinking of the Future. Face-to-face tutorials were identified as very important to both academics and students. Reservations about whether migrating the programme to an online format encouraged students to engage in additional practices of plagiarism were expressed by some. Student ability/readiness to engage with technology-enhanced learning was an important determinant of their own success academically. In the field of nursing blended learning is a relatively new and emerging field which will require huge cultural shifts for staff and students alike.

Exploring Nursing Students' Experiences of Learning Using Phenomenography: A Literature Review.

PubMed

Barry, Sinead; Ward, Louise; Walter, Ruby

2017-10-01

The purpose of this extensive international and national literature review was to explore how phenomenography identifies nursing students' experiences of learning within preregistration (or prelicensure) nursing education. Data were collected utilizing a comprehensive search of electronic databases. Full text, peer-reviewed, and scholarly articles published in English using the search terms phenomengraph*, nurs*, student, education, and learning were reviewed. Two discreet themes emerged exploring students' experiences of learning within preregistration nursing education: (a) Phenomenography was a beneficial method to expose variation in students' understandings of a challenging concept or topic and (b) phenomenography was beneficial to evaluate teaching methods in attempt to improve student learning of challenging and complex concepts. On the basis of these findings, future research utilizing phenomenography within nursing education has potential to uncover variation in students' understandings of mental health, with future consideration of implications to nursing curriculum design and development. [J Nurs Educ. 2017;56(10):591-598.]. Copyright 2017, SLACK Incorporated.

Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum.

PubMed

Leatemia, Lukas D; Susilo, Astrid P; van Berkel, Henk

2016-12-03

To identify the student's readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. The quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students' life styles, students' perceptions of the topics, and mood, were factors influencing their self-directed learning. A hybrid problem based curriculum may not fully affect the students' self-directed learning. The curriculum system, teacher's experiences, student's background and cultural factors might contribute to the difficulties for the student's in conducting self-directed learning.

Book club elective to facilitate student learning of the patient experience with chronic disease.

PubMed

Plake, Kimberly S

2010-04-12

To evaluate the impact of a book club experience on pharmacy students' learning about chronic illness. Students read autobiographies/biographies regarding the patient experience of chronic illness. Similar to a traditional book club, small group discussions were held based on questions submitted by students. Other activities included written reflections, a final paper, and an oral presentation. A retrospective pretest and posttest were administered at the end of the course. Students indicated improvement in the key aspects of the course with significant differences (p < 0.01) between retrospective pretest and posttest scores for all course objectives assessed. Students also indicated that the course contributed to their development as pharmacists, motivated them to learn about new topics, and helped them reconsider their attitudes. A book club elective course was successful in helping students understand the patient experience.

Characteristics of Workplace Learning among Finnish Vocational Students

ERIC Educational Resources Information Center

Virtanen, Anne; Tynjälä, Päivi; Collin, Kaija

2009-01-01

In Finnish VET, students' work experience is explicitly defined as workplace learning, instead of the practice of already learnt skills. Therefore, vocational students' learning periods in the workplace are goal-oriented, guided and assessed. This paper examines the characteristics of students' workplace learning and compares them with the…

Modified UTAUT2 Model for M-Learning among Students in India

ERIC Educational Resources Information Center

Bharati, V. Jayendra; Srikanth, R.

2018-01-01

Ubiquitous technologies have a great potential to enrich students' academic experience. Students are more interested in using interactive learning techniques apart from the traditional learning techniques. Several research studies for m-learning has been done in the USA, UK concentrating on students undergoing a graduation degree, especially…

Latina Student Perceptions of Learning Communities

ERIC Educational Resources Information Center

Yaqub, Samia

2010-01-01

The purpose of this study is to examine the learning that occurs in Latina students who enroll in learning communities designed for underprepared community college students. The research question guiding this study is: What are the experiences of Latina students enrolled in developmental learning community courses which have the greatest impact on…

Adapting a Framework for Assessing Students' Approaches to Modeling

ERIC Educational Resources Information Center

Bennett, Steven Carl

2017-01-01

We used an "approach to learning" theoretical framework to explicate the ways students engage in scientific modeling. Approach to learning theory suggests that when students approach learning deeply, they link science concepts with prior knowledge and experiences. Conversely, when students engage in a surface approach to learning, they…

An international, multidisciplinary, service-learning program: an option in the dental school curriculum.

PubMed

Martinez-Mier, Esperanza A; Soto-Rojas, Armando E; Stelzner, Sarah M; Lorant, Diane E; Riner, Mary E; Yoder, Karen M

2011-04-01

Many health professions students who treat Spanish-speaking patients in the United States have little concept of their culture and health related traditions. The lack of understanding of these concepts may constitute major barriers to healthcare for these patients. International service-learning experiences allow students to work directly in communities from which patients immigrate and, as a result, students gain a better understanding of these barriers. This article describes the implementation of an international, multidisciplinary, service-learning program in a dental school in the United States. The Indiana University International Service-Learning program in Hidalgo, Mexico began in 1999 as an alternative spring break travel and clinical experience for medical students, focusing on the treatment of acute health problems. Travel-related preparatory sessions were offered, and no learning or service objectives had been developed. The program has evolved to include a multidisciplinary team of dental, medical, nursing, public health and social work students and faculty. The experience is now integrated into a curriculum based on the service-learning model that allows students to use their clinical skills in real-life situations and provides structured time for reflection. The program aims to enhance teaching and foster civic responsibility in explicit partnership with the community. Preparatory sessions have evolved into a multidisciplinary graduate level course with defined learning and service objectives. PROGRAM EVALUATION METHODS: In order to assess the program's operation as perceived by students and faculty and to evaluate student's perceptions of learning outcomes, evaluation tools were developed. These tools included student and faculty evaluation questionnaires, experiential learning journals, and a strengths, weaknesses, opportunities and threats analysis. Evaluation data show that after program participation, students perceived an increase in their cultural awareness, cross-cultural communication skills and understanding of barriers and disparities faced by Latinos in the United States. Faculty evaluations offer insights into the lessons learned through the implementation process. The development of a service-learning based curriculum has posed challenges but has enriched international service experiences.

Clinical Environment as a Learning Environment: Student Nurses' Perceptions Concerning Clinical Learning Experiences.

ERIC Educational Resources Information Center

Papp, Inkeri; Markkanen, Marjatta; von Bonsdorff, Mikaela

2003-01-01

Finnish student nurses (n=16) described their clinical learning experiences. Several themes were identified: feeling appreciated and supported, the quality of mentoring and patient care, and self-directedness. School and clinical staff cooperation helped create a good learning environment in which theory and practice complemented each other.…

Undergraduate Political Communication in Action: Volunteer Experiences in a Situated Learning Course

ERIC Educational Resources Information Center

Brubaker, Jennifer

2011-01-01

In many college classes, students spend their time learning about the theories from the linear logic of a textbook. However, true learning occurs when these theories are integrated with hands-on authentic experiences. Situated learning courses are designed to bridge the gap between the theoretical and the authentic. Students apply classroom…

Investigating Affective Experiences in the Undergraduate Chemistry Laboratory: Students' Perceptions of Control and Responsibility

ERIC Educational Resources Information Center

Galloway, Kelli R.; Malakpa, Zoebedeh; Bretz, Stacey Lowery

2016-01-01

Meaningful learning requires the integration of cognitive and affective learning with the psychomotor, i.e., hands-on learning. The undergraduate chemistry laboratory is an ideal place for meaningful learning to occur. However, accurately characterizing students' affective experiences in the chemistry laboratory can be a very difficult task. While…

The interprofessional learning experience: Findings from a qualitative study based in an outpatient setting.

PubMed

Jakobsen, Flemming; Mørcke, Anne Mette; Hansen, Torben Bæk

2017-09-01

Clinical interprofessional education has traditionally taken place in hospital wards, but much diagnosis and treatment have shifted to the outpatient setting. The logical consequence is to shift more students' clinical placements from the "bedside" to outpatient settings. However, it is unclear how we ensure that this shift maximises learning. The purpose of this article is to understand the authentic learning experience in an interprofessional outpatient clinic setting. We performed an exploratory case study with interviews of four nursing students, 13 medical students, and six staff members who worked in an interprofessional outpatient orthopaedic clinic from March 2015 to January 2016. The interviews were transcribed and analysed using systematic text condensation. The students' self-reported learning experience in this outpatient clinic was characterised by direct patient contact and by authentic, interprofessional, task-based learning, and a preference for indirect supervision when conducting uncomplicated patient consultations. The supervisors intended to create this interprofessional outpatient clinic experience by having a clear teaching approach based on adult learning principles in a safe and challenging learning environment. The shift to the outpatient setting was strongly and practically supported by the management. This study indicates that student learning can be shifted to the outpatient clinic setting if there is supportive management and dedicated supervisors who establish a challenging yet safe interprofessional learning environment.

What students are saying about science: Student perspectives of meaningful, effective and ineffective learning experiences in science class

NASA Astrophysics Data System (ADS)

Brown, Thomas John

Statement of the problem. Research studies have rarely incorporated the subjective experience of students as they are engaged in learning. When the students' position is viewed at all in a research study, it is usually viewed from the perspective of the adult educators' interests and ways of seeing. As a result, the most conspicuously absent feature from the research literature is the first person voice of the student. In regards to science education specifically, few studies have focused on the students' perspective of their experience in science. Therefore, the purpose of this study was to describe and understand student perspectives of meaningful, effective, and ineffective learning experiences in science class. The following served as guiding questions: (1) What do students describe as meaningful and effective learning experiences in science class? (2) What do students describe as obstacles to their effective learning in science class? Methods. An interpretive research methodology was chosen for this study. The nine participants that took part in the study were grouped as self-directed, teacher-guided, and teacher-dependent learners. A variety of data gathering techniques were used including field notes, participant observations, interviews and focus groups. Throughout the study, inductive analysis was employed as a process for making sense out of the data. More specifically, the constant comparative method was used to categorize the data and facilitate the search for meaningful patterns. The analysis included a thick description of the students' experience of science in the first person voice of the student. The results of this study indicate that teachers play the fundamental role in the establishment of an effective learning environment and that students' consider their improved understanding to be a key to their meaningful learning. In addition, the students' improved understanding requires that teachers are actively involved in their progress and are willing to explain concepts on an ongoing basis. The study concludes by asserting that effective teachers must accommodate the needs of both self-directed and instructor-centered learners. Finally, it is argued that student feedback can be used to improve classroom effectiveness.

Exploring the learning experiences of nursing students with dyslexia.

PubMed

Child, J; Langford, E

To examine the learning experiences of nursing students with dyslexia during clinical placements to establish ways of improving support in practice, A phenomenological lifeworld approach was adopted using semi-structured interviews. Students reflected on their experiences during clinical placements, allowing the researcher to gain an in-depth knowledge of the students' lived experience of dyslexia. Twelve student nurses, six with dyslexia and six without, were interviewed using a standard set of questions, and the data were collated and analysed. Using a comparison group of students without dyslexia was felt to be important to contextualise and compare the students' experiences. Three main themes emerged: the value of work-based learning days, the importance of the clinical placement mentor role and the need for advocacy. Both groups of nursing students contributed to recommendations relating to support in practice and those with dyslexia also shared their individual coping strategies, Nursing students with dyslexia may benefit from sharing placement experiences with colleagues outside the clinical environment. They may also benefit from receiving support from their placement mentor and a representative from the university who knows about dyslexia.

Medical students’ experiences learning intimate physical examination skills: a qualitative study

PubMed Central

2014-01-01

Background Intimate physical examination skills are essential skills for any medical graduate to have mastered to an appropriate level for the safety of his or her future patients. Medical schools are entrusted with the complex task of teaching and assessing these skills for their students. The objectives of this study were to explore a range of medical students’ experiences of learning intimate physical examination skills and to explore their perceptions of factors which impede or promote the learning of these skills. Methods Individual semi-structured interviews (N = 16) were conducted with medical students in years two to five from the University of Newcastle, as part of a larger research project investigating how medical students develop their attitudes to gender and health. This was a self-selected sample of the entire cohort who were all invited to participate. A thematic analysis of the transcribed data was performed. Results Students reported differing levels of discomfort with their learning experiences in the area of intimate physical examination and differing beliefs about the helpfulness of these experiences. The factors associated with levels of discomfort and the helpfulness of the experience for learning were: satisfaction with teaching techniques, dealing with an uncomfortable situation and perceived individual characteristics in both the patients and the students. The examination causing the greatest reported discomfort was the female pelvic examination by male students. Conclusions Student discomfort with the experience of learning intimate physical examination skills may be common and has ongoing repercussions for students and patients. Recommendations are made of ways to modify teaching technique to more closely match students’ perceived needs. PMID:24575827

Gaining a "Sense of Place": Students' Affective Experiences of Place Leading to Transformative Learning on International Fieldwork

ERIC Educational Resources Information Center

Simm, David; Marvell, Alan

2015-01-01

This paper reveals the extent to which undergraduate students demonstrate transformative learning whilst on international fieldwork in Barcelona, Spain. Groups of students create a series of discrete active learning situations that allow them and their peers to engage more fully with their locale and in turn experience a deeper understanding of…

Students' Learning Experiences When Using a Dynamic Geometry Software Tool in a Geometry Lesson at Secondary School in Ethiopia

ERIC Educational Resources Information Center

Denbel, Dejene Girma

2015-01-01

Students learning experiences were investigated in geometry lesson when using Dynamic Geometry Software (DGS) tool in geometry learning in 25 Ethiopian secondary students. The research data were drawn from the used worksheets, classroom observations, results of pre- and post-test, a questionnaire and interview responses. I used GeoGebra as a DGS…

Influence of Student Learning Experience on Academic Performance: The Mediator and Moderator Effects of Self-Regulation and Motivation

ERIC Educational Resources Information Center

Ning, Hoi Kwan; Downing, Kevin

2012-01-01

This study examined the mediator and moderator roles of self-regulation and motivation constructs in the relationship between learning experience and academic success. Self-reported measures of learning experience, self-regulation and motivation were obtained from 384 undergraduate students from a university in Hong Kong. Structural equation…

The Impact of School Design and Arrangement on Learning Experiences: A Case Study of an Architecturally Significant Elementary School

ERIC Educational Resources Information Center

Churchill, Deirdre Lyne

2014-01-01

This qualitative study examined the impact of architectural design and arrangement on the learning experiences of students. Specifically, it examined how school design and arrangement foster interactions and relationships among students and adults relevant to integral learning experiences. This case study was limited to the breadth of knowledge…

Evaluating the use of simulation with beginning nursing students.

PubMed

Alfes, Celeste M

2011-02-01

The purpose of this quasi-experimental study was to evaluate and compare the effectiveness of simulation versus a traditional skills laboratory method in promoting self-confidence and satisfaction with learning among beginning nursing students. A single convenience sample of 63 first-semester baccalaureate nursing students learning effective comfort care measures were recruited to compare the two teaching methods. Students participating in the simulation experience were statistically more confident than students participating in the traditional group. There was a slight, nonsignificant difference in satisfaction with learning between the two groups. Bivariate analysis revealed a significant positive relationship between self-confidence and satisfaction. Students in both groups reported higher levels of self-confidence following the learning experiences. Findings may influence the development of simulation experiences for beginning nursing students and encourage the implementation of simulation as a strand from beginning to end in nursing curricula. Copyright 2011, SLACK Incorporated.

Learning from the Past as We Aim for the Future through Identifying Students' Learning Styles To Improve Teaching/Learning Experiences in College Students.

ERIC Educational Resources Information Center

Price, Elsa C.

Community college students arrive with a diversity of learning styles, study skills, and test anxiety levels. The study described here was conducted to determine whether activity grouping of students according to learning style (incorporating at least two different styles in each group) contributes to improved student performance. In the spring of…

Using ICT at an Open Distance Learning (ODL) Institution in South Africa: The Learning Experiences of Students with Visual Impairments

ERIC Educational Resources Information Center

Mokiwa, S. A.; Phasha, T. N.

2012-01-01

For students with visual impairments, Information and Communication Technology (ICT) has become an important means through which they can learn and access learning materials at various levels of education. However, their learning experiences in using such form of technologies have been rarely documented, thus suggests society's lack of…

Evaluation of undergraduate clinical learning experiences in the subject of pediatric dentistry using critical incident technique.

PubMed

Vyawahare, S; Banda, N R; Choubey, S; Parvekar, P; Barodiya, A; Dutta, S

2013-01-01

In pediatric dentistry, the experiences of dental students may help dental educators better prepare graduates to treat the children. Research suggests that student's perceptions should be considered in any discussion of their education, but there has been no systematic examination of India's undergraduate dental students learning experiences. This qualitative investigation aimed to gather and analyze information about experiences in pediatric dentistry from the students' viewpoint using critical incident technique (CIT). The sample group for this investigation came from all 240 3rd and 4th year dental students from all the four dental colleges in Indore. Using CIT, participants were asked to describe at least one positive and one negative experience in detail. They described 308 positive and 359 negative experiences related to the pediatric dentistry clinic. Analysis of the data resulted in the identification of four key factors related to their experiences: 1) The instructor; 2) the patient; 3) the learning process; and 4) the learning environment. The CIT is a useful data collection and analysis technique that provides rich, useful data and has many potential uses in dental education.

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

PubMed

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

2006-01-01

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

The Effects of Computer-Mediated Communication Anxiety on Student Perceptions of Instructor Behaviors, Perceived Learning, and Quiz Performance

ERIC Educational Resources Information Center

Wombacher, Kevin A.; Harris, Christina J.; Buckner, Marjorie M.; Frisby, Brandi; Limperos, Anthony M.

2017-01-01

Online environments increasingly serve as contexts for learning. Hence, it is important to understand how student characteristics, such as student computer-mediated communication anxiety (CMCA) affects learning outcomes in mediated classrooms. To better understand how student CMCA may influence student online learning experiences, we tested a…

Storytelling as a teaching-learning tool with RN students.

PubMed

Branch, M; Anderson, M

1999-01-01

The Registered Nurse student returning to school brings both a knowledge base and experiences that lend themselves to enriching the learning environment. These experiences have helped to develop the practical knowledge and expertise that is evident in their practice. When these experiences are shared in the form of stories, they provide a mechanism for transformation within the learner. This study focused on the use of storytelling in teaching and empowering RN students to become involved in their own learning and fostering critical reflection. The RN students in this study represented a diverse ethnic/racial group. As a result, students were challenged to understand and manage cultural diversity and value cultural differences. The use of storytelling engaged students in reflective thinking, writing, and learning activities that identified assumptions, alternative ways of thinking, teaching, and practicing nursing.

Investigating the Impacts of Previous and Current Learning Experiences on Student Teachers' Teaching Experiences

ERIC Educational Resources Information Center

Ögeyik, Muhlise Cosgun

2016-01-01

This study investigated the impacts of the previous and current learning experiences of the student teachers on their microteaching practices. The study pursued threefold research goals: to diagnose the microteaching stance, to treat it, and to explore and evaluate the progress. The participants were 24 undergraduate third year student teachers…

Athletic Training Students' and Preceptors' Perceptions of Active Learning Time and Bug-in-Ear Technology during Clinical Education Experiences

ERIC Educational Resources Information Center

Nottingham, Sara L.; Kasamatsu, Tricia M.; Montgomery, Melissa M.

2017-01-01

Context: Engaging clinical experiences that allow extensive active learning and patient care interactions are important for the professional development of athletic training students. Understanding students' use of clinical time is important when attempting to improve these experiences. Objective: To gain participants' perspectives on active…

A Case Study of Understanding the Influence of Cultural Patterns on International Students' Perception and Experience with Online Learning

ERIC Educational Resources Information Center

Paralejas, Cynthia G.

2013-01-01

This dissertation aimed to understand the influence of cultural patterns on international students' perception and experience with online learning. This case study utilized Hofstede's cultural dimension model as an interpretative framework to understand what are the international students' perceptions and experiences with online courses. Two…

Learning Experiences for Mentally Handicapped Students in a School Store.

ERIC Educational Resources Information Center

David, Carol

A supermarket chain supplies a small grocery store in an elementary school in Jefferson County, Kentucky. The store program seeks to provide learning experiences for students, as they make selections, spend their earnings, and save for later purchases. Students with multiple handicaps and students with severe/profound handicaps shop in the store…

Working and Providing Care: Increasing Student Engagement for Part-Time Community College Students

ERIC Educational Resources Information Center

Leingang, Daniel James

2017-01-01

The purpose of this study was to examine the relationship among external time obligations of work and care giving by part-time students, their participation within structured group learning experiences, and student engagement. The Structured Group Learning Experiences (SGLEs) explored within this study include community college programming…

Life Satisfaction and Perceived Meaningfulness of Learning Experience among First-Year Traditional Graduate Social Work Students

ERIC Educational Resources Information Center

Fakunmoju, Sunday; Donahue, Gilpatrick R.; McCoy, Shandria; Mengel, Alison S.

2016-01-01

Knowledge about life satisfaction and learning experience among first-year graduate students is sparse, despite its relevance to instructional decisions, academic support, and success of students. Adequate knowledge is crucial, as it may help graduate students manage personal and professional life changes associated with graduate education. Using…

Authenticity in Learning--Nursing Students' Experiences at a Clinical Education Ward

ERIC Educational Resources Information Center

Manninen, Katri; Henriksson, Elisabet Welin; Scheja, Max; Silen, Charlotte

2013-01-01

Purpose: This study aims to explore and understand first year nursing students' experiences of learning at a clinical education ward. Design/methodology/approach: The setting is a clinical education ward for nursing students at a department of infectious diseases. A qualitative study was carried out exploring students' encounters with patients,…

Swedish students' and preceptors' perceptions of what students learn in a six-month advanced pharmacy practice experience.

PubMed

Wallman, Andy; Sporrong, Sofia Kälvemark; Gustavsson, Maria; Lindblad, Asa Kettis; Johansson, Markus; Ring, Lena

2011-12-15

To identify what pharmacy students learn during the 6-month advanced pharmacy practice experience (APPE) in Sweden. Semi-structured interviews were conducted with 18 pharmacy APPE students and 17 pharmacist preceptors and analyzed in a qualitative directed content analysis using a defined workplace learning typology for categories. The Swedish APPE provides students with task performance skills for work at pharmacies and social and professional knowledge, such as teamwork, how to learn while in a work setting, self-evaluation, understanding of the pharmacist role, and decision making and problem solving skills. Many of these skills and knowledge are not accounted for in the curricula in Sweden. Using a workplace learning typology to identify learning outcomes, as in this study, could be useful for curricula development. Exploring the learning that takes place during the APPE in a pharmacy revealed a broad range of skills and knowledge that students acquire.

Teaching undergraduate mathematics in interactive groups: how does it fit with students' learning?

NASA Astrophysics Data System (ADS)

Sheryn, Louise; Ell, Fiona

2014-08-01

Debates about how undergraduate mathematics should be taught are informed by different views of what it is to learn and to do mathematics. In this qualitative study 10 students enrolled in an advanced undergraduate course in mathematics shared their views about how they best learn mathematics. After participating in a semester-long course in combinatorics, taught using a non-traditional, formal group work approach, the 10 students shared their views about how such an approach fitted in with their experience of learning mathematics. A descriptive thematic analysis of the students' responses revealed that despite being very comfortable with the traditional approach to learning new mathematics, most students were open to a formal group work approach and could see benefits from it after their participation. The students' prior conceptions of the goal of undergraduate mathematics learning and their view of themselves as 'mathematicians' framed their experience of learning mathematics in a non-traditional class.

Elements of Scenario-Based Learning on Suicidal Patient Care Using Real-Time Video.

PubMed

Lu, Chuehfen; Lee, Hueying; Hsu, Shuhui; Shu, Inmei

2016-01-01

This study aims understanding of students' learning experiences when receiving scenario-based learning combined with real-time video. Videos that recorded student nurses intervention with a suicidal standardized patient (SP) were replayed immediately as teaching materials. Videos clips and field notes from ten classes were analysed. Investigators and method triangulation were used to boost the robustness of the study. Three key elements, emotional involvement, concretizing of the teaching material and substitute learning were identified. Emotions were evoked among the SP, the student performer and the students who were observing, thus facilitating a learning effect. Concretizing of the teaching material refers to students were able to focus on the discussions using visual and verbal information. Substitute learning occurred when the students watching the videos, both the strengths and weaknesses represented were similar to those that would be likely to occur. These key elements explicate their learning experience and suggested a strategic teaching method.

Nursing students' perceptions of their clinical learning environment in placements outside traditional hospital settings.

PubMed

Bjørk, Ida T; Berntsen, Karin; Brynildsen, Grethe; Hestetun, Margrete

2014-10-01

To explore students' opinions of the learning environment during clinical placement in settings outside traditional hospital settings. Clinical placement experiences may influence positively on nursing students attitudes towards the clinical setting in question. Most studies exploring the quality of clinical placements have targeted students' experience in hospital settings. The number of studies exploring students' experiences of the learning environment in healthcare settings outside of the hospital venue does not match the growing importance of such settings in the delivery of health care, nor the growing number of nurses needed in these venues. A survey design was used. The Clinical Learning Environment Inventory was administered to two cohorts of undergraduate nursing students (n = 184) after clinical placement in mental health care, home care and nursing home care. Nursing students' overall contentment with the learning environment was quite similar across all three placement areas. Students in mental health care had significantly higher scores on the subscale individualisation, and older students had significantly higher scores on the total scale. Compared with other studies where the Clinical Learning Environment Inventory has been used, the students' total scores in this study are similar or higher than scores in studies including students from hospital settings. Results from this study negate the negative views on clinical placements outside the hospital setting, especially those related to placements in nursing homes and mental healthcare settings. Students' experience of the learning environment during placements in mental health care, home care and nursing homes indicates the relevance of clinical education in settings outside the hospital setting. © 2014 The Authors. Journal of Clinical Nursing published by John Wiley & Sons Ltd.

Nursing students' perceptions of their clinical learning environment in placements outside traditional hospital settings

PubMed Central

Bjørk, Ida T; Berntsen, Karin; Brynildsen, Grethe; Hestetun, Margrete

2014-01-01

Aims and objectives To explore students' opinions of the learning environment during clinical placement in settings outside traditional hospital settings. Background Clinical placement experiences may influence positively on nursing students attitudes towards the clinical setting in question. Most studies exploring the quality of clinical placements have targeted students' experience in hospital settings. The number of studies exploring students' experiences of the learning environment in healthcare settings outside of the hospital venue does not match the growing importance of such settings in the delivery of health care, nor the growing number of nurses needed in these venues. Design A survey design was used. Method The Clinical Learning Environment Inventory was administered to two cohorts of undergraduate nursing students (n = 184) after clinical placement in mental health care, home care and nursing home care. Results Nursing students' overall contentment with the learning environment was quite similar across all three placement areas. Students in mental health care had significantly higher scores on the subscale individualisation, and older students had significantly higher scores on the total scale. Compared with other studies where the Clinical Learning Environment Inventory has been used, the students' total scores in this study are similar or higher than scores in studies including students from hospital settings. Conclusion Results from this study negate the negative views on clinical placements outside the hospital setting, especially those related to placements in nursing homes and mental healthcare settings. Relevance to clinical practice Students' experience of the learning environment during placements in mental health care, home care and nursing homes indicates the relevance of clinical education in settings outside the hospital setting. PMID:24460862

Medical Student Perspectives of Active Learning: A Focus Group Study.

PubMed

Walling, Anne; Istas, Kathryn; Bonaminio, Giulia A; Paolo, Anthony M; Fontes, Joseph D; Davis, Nancy; Berardo, Benito A

2017-01-01

Phenomenon: Medical student perspectives were sought about active learning, including concerns, challenges, perceived advantages and disadvantages, and appropriate role in the educational process. Focus groups were conducted with students from all years and campuses of a large U.S. state medical school. Students had considerable experience with active learning prior to medical school and conveyed accurate understanding of the concept and its major strategies. They appreciated the potential of active learning to deepen and broaden learning and its value for long-term professional development but had significant concerns about the efficiency of the process, the clarity of expectations provided, and the importance of receiving preparatory materials. Most significantly, active learning experiences were perceived as disconnected from grading and even as impeding preparation for school and national examinations. Insights: Medical students understand the concepts of active learning and have considerable experience in several formats prior to medical school. They are generally supportive of active learning concepts but frustrated by perceived inefficiencies and lack of contribution to the urgencies of achieving optimal grades and passing United States Medical Licensing Examinations, especially Step 1.

Assessing learning styles of Saudi dental students using Kolb's Learning Style Inventory.

PubMed

ALQahtani, Dalal A; Al-Gahtani, Sara M

2014-06-01

Experiential learning theory (ELT), a theory developed by David Kolb that considers experience to be very important for learning, classifies learners into four categories: Divergers, Assimilators, Convergers, and Accommodators. Kolb used his Learning Style Inventory (LSI) to validate ELT. Knowing the learning styles of students facilitates their understanding of themselves and thereby increases teaching efficiency. Few studies have been conducted that investigate learning preferences of students in the field of dentistry. This study was designed to distinguish learning styles among Saudi dental students and interns utilizing Kolb's LSI. The survey had a response rate of 62 percent (424 of 685 dental students), but surveys with incomplete answers or errors were excluded, resulting in 291 usable surveys (42 percent of the student population). The independent variables of this study were gender, clinical experience level, academic achievement as measured by grade point average (GPA), and specialty interest. The Diverging learning style was the dominant style among those in the sample. While the students preferred the Assimilating style during their early preclinical years, they preferred the Diverging style during their later clinical years. No associations were found between students' learning style and their gender, GPA, or specialty interest. Further research is needed to support these findings and demonstrate the impact of learning styles on dental students' learning.

Evaluating the learning experience of non medical prescribing students with their designated medical practitioners in their period of learning in practice: results of a survey.

PubMed

Ahuja, Jaya

2009-11-01

To evaluate the learning experience of non medical prescribing (NMP) students during their period of learning in practice and to explore strategies for improvement. A self-administered questionnaire was used to collect data from two consecutive NMP student cohorts. Of 57 NMP students, the majority (64.9%) worked in primary care setting. In contrast to those from primary care setting, the students working in secondary/tertiary care setting had significantly greater chance of knowing their designated medical practitioner (DMP) prior to starting their course (p=0.044). However, this did not influence whether the student did a learning agreement and time schedule agreement with the DMP at the beginning of practice setting. A learning agreement and time schedule was done by 91.2% and 57.9% students, respectively, at beginning of the course. Prior time schedule agreement was a significant determinant in determining the number of hours that student spent subsequently under direct supervision of DMP: 75.8% of those who did a prior time schedule spent >30% of practice hours under the direct supervision of DMP as compared to only 50% of those who did not. Spending >30% of the practice hours under direct supervision of the DMP was significantly associated with student satisfaction (p=0.025). There was greater likelihood of a student being assessed formatively if a prior learning agreement had been done (p=0.035) resulting in increased student satisfaction. Time and workload constraints, organisational issues and peer support emerged as barriers to student learning. Students commented on difficulties in getting doctors as a DMP; and therefore suggested that learning experience can be enhanced if a qualified practicing Non Medical Prescriber could act as a "co-mentor". There were also suggestions of providing incentives to doctors and giving them more information about the role of NMP to encourage more doctors to act as DMP. Learning agreement and a time schedule with DMP at the beginning of the supervised period in practice significantly improved the students' learning experience, and was a major determinant of subsequent student satisfaction. Those who spent at least 30% of practice development time under direct supervision of their DMP were likely to be more satisfied with the learning process.

Learning and Development.

ERIC Educational Resources Information Center

Woodard, Dudley B., Jr.; Love, Patrick; Komives, Susan R

2000-01-01

An emphasis on learning and development is a student-centered focus. It is essential for student affairs professionals to keep the resources of the institution focused on the student experience. Student affairs personnel need to map the learning and developmental agenda for students and identify the educational strategies needed to help learners…

Analyzing Service-Learning Reflections through Fink's Taxonomy

ERIC Educational Resources Information Center

Barnes, Meghan E.; Caprino, Kathryn

2016-01-01

Reflection is an increasingly essential component of experience-based learning in higher education to encourage students to draw connections between theoretical and practical knowledge and experiences. This qualitative study examines the reflections of undergraduate students in a service-learning course for secondary English teacher candidates.…

Student Perceptions and Attitudes about Community Service-Learning in the Teacher Training Curriculum

ERIC Educational Resources Information Center

Bender, Gerda; Jordaan, Rene

2007-01-01

Much of the international research on Community Service-Learning has investigated the benefits, outcomes, and learning experiences of students already engaged in service-learning projects and programmes. As there is scant research on students' attitudes to and perceptions of Service-Learning, before this learning became integrated into an academic…

Teaching Clinical Ophthalmology: Medical Student Feedback on Team Case-Based Versus Lecture Format.

PubMed

Horne, Anupama; Rosdahl, Jullia

Team-based learning with case presentations in small groups in the medical school education setting allows students to be actively engaged and interactive with their peers to work through real-world clinical scenarios. Our objective is to assess the effects of this curriculum on the medical student experience. This study was designed to gather feedback from medical students on an ophthalmology elective regarding their experience with our newly developed team-based learning curriculum. Feedback evaluations were completed by medical students at the end of their elective and consisted of both a Likert scare rating and a free-response section. A total of 30 medical students. Students rated the case-based sessions significantly better than traditional lecture format with respect to the overall learning experience (p = 0.004), enjoyment of learning (p < 0.001), and increasing retention and ability to apply knowledge (p < 0.001). There is a strong preference by medical students for team-based learning within clinical ophthalmology. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Using e-learning to support clinical skills acquisition: exploring the experiences and perceptions of graduate first-year pre-registration nursing students - a mixed method study.

PubMed

Bloomfield, Jacqueline G; Jones, Anne

2013-12-01

Clinical skills education must accommodate the different needs of nursing students, particularly in view of increasing numbers of graduate entrants. E-learning has been promoted for its ability to engage learners and customise the learning process and evidence supports its use for clinical skill acquisition. However, graduate nursing students have unique needs, and their perceptions and experiences of e-learning require exploration. The aim of the study was to explore graduate first year nursing students' perceptions and experiences of e-learning when used to supplement traditional methods to learn clinical skills. Mixed methods, employing qualitative and quantitative approaches, were used. Eighty-three (46%) participants were recruited from a cohort of graduate students (n=180) enrolled in an accelerated pre-registration nursing programme. Participants completed e-learning educational materials prior to attendance at clinical skills sessions. Focus groups (n=2) explored participants' (n=15) experiences and perceptions of e-learning and identified common issues. Discussions were transcribed verbatim and analysed using a thematic approach. Findings informed the development of a questionnaire which sought to confirm perceptions of e-learning and the perceived value for clinical skills acquisition in the larger student group. Data from questionnaires (n=83) were analysed using descriptive statistics. Students found e-learning valuable for developing clinical skills and, although they viewed it positively, they did not want to relinquish conventional teaching methods, preferring both in combination. Video clips were perceived as the most useful feature while online readings were viewed as the least useful. An underestimate of time requirements, navigational issues and technical difficulties were reported frustrations. Although limited by potential volunteer bias, findings contribute to the ongoing discourse on how e-learning can support clinical skills education and provides insights from the perspective of graduate nursing students. E-learning does not suit the needs of all learners. This must be recognised to enhance the learning experience. Crown Copyright © 2013. Published by Elsevier Ltd. All rights reserved.

The Effect of STEM Learning through the Project of Designing Boat Model toward Student STEM Literacy

NASA Astrophysics Data System (ADS)

Tati, T.; Firman, H.; Riandi, R.

2017-09-01

STEM Learning focusses on development of STEM-literate society, the research about implementation of STEM learning to develope students’ STEM literacy is still limited. This study is aimed to examine the effect of implementation STEM learning through the project of designing boat model on students STEM literacy in energy topic. The method of this study was a quasi-experiment with non-randomized pretest-posttest control group design. There were two classes involved, the experiment class used Project Based Learning with STEM approach and control class used Project-Based Learning without STEM approach. A STEM Literacy test instrument was developed to measure students STEM literacy which consists of science literacy, mathematics literacy, and technology-engineering literacy. The analysis showed that there were significant differences on improvement science literacy, mathematics technology-engineering between experiment class and control class with effect size more than 0.8 (large effect). The difference of improvement of STEM literacy between experiment class and control class is caused by the existence of design engineering activity which required students to apply the knowledge from every field of STEM. The challenge that was faced in STEM learning through design engineering activity was how to give the students practice to integrate STEM field in solving the problems. In additional, most of the students gave positive response toward implementation of STEM learning through design boat model project.

The impact of problem-based learning on students' perceptions of preparedness for advanced pharmacy practice experiences.

PubMed

Hogan, Shirley; Lundquist, Lisa M

2006-08-15

To evaluate graduating pharmacy students' perceptions of their preparedness for advanced pharmacy practice experiences and the effectiveness of problem-based learning in their preparation. A survey instrument was administered anonymously in May 2004 and May 2005 to graduating pharmacy students of the University of Mississippi School of Pharmacy. Students reported that the areas in which problem-based learning prepared them most effectively for advanced pharmacy practice experiences were retrieval of medical information (80%), discussion of disease states and drug therapies at the basic science level (56%), and evaluation of the appropriateness of a medication regimen based on patient specific information (50%). Areas in which students reported being inadequately prepared included identifying and utilizing drug assistance programs (42%) and processing prescriptions/hospital orders (40%). Data from 2 consecutive graduating classes supports that problem-based learning is an effective format for preparing pharmacy students for advanced pharmacy practice experiences in a variety of areas.

From anxiety to enthusiasm: facilitating graduate nursing students' knowledge development in science and theory.

PubMed

McMillan, Diana E; Bell, Sandy; Benson, Ember E; Mandzuk, Lynda L; Matias, Debra M; McIvor, Marilyn J; Robertson, Judy E; Wilkins, Krista L

2007-02-01

Knowledge development of theory can be challenging for graduate nursing students when they experience deficits related to theoretical foundations, evaluation, or application. This article recounts the experiences of the students and course facilitator with a graduate-level nursing science and theory course, which required critical analysis of a concept, theory critique, and poster presentation. The idea for this article was generated when the students realized the profound importance of nursing theories and their applicability to practice and research. Students' anxiety gave way to enthusiasm with the implementation of teaching and learning strategies based on adult learning theory. Knowles' four characteristics of adult learners are discussed in relation to the experiences of the students and course facilitator. These characteristics include learners' wish to be self-directed, need to bring life experiences to their learning, recognition of their social and occupational role competencies, and need to take a more immediate, problem-solving approach to their learning.

Exploring the influence of feedback given by people with lived experience of mental distress on learning for pre-registration mental health students.

PubMed

Stacey, Gemma; Pearson, Mark

2018-05-10

Despite a positive and established perception of people with lived experience of mental distress contributing to the assessment of healthcare professionals, the consequence and implications for learning are predominantly unexplored. To gain a greater understanding of the influence of feedback given by people with lived experience, in the role of formative assessor, on student learning. Qualitative analysis, underpinned by the theory threshold concepts, was conducted on the written reflective assessments, submitted by students, following engaging in an assessment with a lived experience assessor. Student learning was influenced positively by the involvement of lived experience assessors in relation to person centred care. However, students reported the experience to be anxiety provoking due to the desire to seek external approval and conceal personal challenges. The results indicate that the feedback from those with lived experience promotes greater self-awareness and empathy amongst students. The perceived expectation to present a competent and professional performance acts as a barrier to authentic person centred practice. It is questionable if learning which is potentially troublesome, should act as a form of academic assessment which is exposed to the external judgement of another and awarded a credit bearing grade. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Exploring English Language Learners (ELL) experiences with scientific language and inquiry within a real life context

NASA Astrophysics Data System (ADS)

Algee, Lisa M.

English Language Learners (ELL) are often at a distinct disadvantage from receiving authentic science learning opportunites. This study explored English Language Learners (ELL) learning experiences with scientific language and inquiry within a real life context. This research was theoretically informed by sociocultural theory and literature on student learning and science teaching for ELL. A qualitative, case study was used to explore students' learning experiences. Data from multiple sources was collected: student interviews, science letters, an assessment in another context, field-notes, student presentations, inquiry assessment, instructional group conversations, parent interviews, parent letters, parent homework, teacher-researcher evaluation, teacher-researcher reflective journal, and student ratings of learning activities. These data sources informed the following research questions: (1) Does participation in an out-of-school contextualized inquiry science project increase ELL use of scientific language? (2) Does participation in an out-of-school contextualized inquiry science project increase ELL understanding of scientific inquiry and their motivation to learn? (3) What are parents' funds of knowledge about the local ecology and does this inform students' experiences in the science project? All data sources concerning students were analyzed for similar patterns and trends and triangulation was sought through the use of these data sources. The remaining data sources concerning the teacher-researcher were used to inform and assess whether the pedagogical and research practices were in alignment with the proposed theoretical framework. Data sources concerning parental participation accessed funds of knowledge, which informed the curriculum in order to create continuity and connections between home and school. To ensure accuracy in the researchers' interpretations of student and parent responses during interviews, member checking was employed. The findings suggest that participation in an out-of-school contextualized inquiry science project increased ELL use of scientific language and understanding of scientific inquiry and motivation to learn. In addition, parent' funds of knowledge informed students' experiences in the science project. These findings suggest that the learning and teaching practices and the real life experiential learning contexts served as an effective means for increasing students' understandings and motivation to learn.

Characteristics of Exemplary Science, Technology, Engineering, and Math (STEM)-Related Experiential Learning Opportunities

NASA Astrophysics Data System (ADS)

Simmons, Jamie Munn

Experiential opportunities at the secondary level give students the "intimate and necessary relation between the processes of actual experience and education" (Dewey, 1938, p. 19- 20). Career and Technical Education classes (CTE) and co-curricular experiences, one type of experiential learning, underpin and cultivate student curiosity and often channel interests into STEM-related post-secondary disciplines and career choices. There is little existent research on the characteristics of exemplary experiential learning opportunities and the impact on stakeholders. This study is intended to identify the qualities and characteristics of an exemplary secondary experience through the lived experiences of the stakeholders; students, STEM-related teachers, and CTE/STEM Administrators. A qualitative research design was used to examine characteristics and implications for students of four STEM-related programs throughout Virginia. Conclusions from the study include fundamental principles for providing exemplary experiential STEM-related learning opportunities. These principles include: providing hands-on, real world learning opportunities for students, providing learning opportunities that will enhance student ownership in their learning, providing unique and comprehensive career exploration opportunities for students, providing a schedule for teachers that will give them time to plan, deliver, and manage exemplary experiential learning opportunities, providing continual teacher and administrator in-service training relative to planning and implementing exemplary experiential learning opportunities, investing appropriate funds for providing exemplary experiential learning opportunities. Establishing and maintaining active partnerships with business/industry and colleges/universities, and maintaining active advisory communities, providing appropriate staff to support the provision of exemplary experiential learning opportunities is needed. The need for adequate funding, improving perception of CTE and STEM programs, and small class sizes was also recommended.

Enhancing Student Experiential Learning with Structured Interviews

ERIC Educational Resources Information Center

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

2013-01-01

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

Online Collaborative Learning in a Project-Based Learning Environment in Taiwan: A Case Study on Undergraduate Students' Perspectives

ERIC Educational Resources Information Center

Zhang, Ke; Peng, Shiang Wuu; Hung, Jui-long

2009-01-01

This case study investigated undergraduate students' first experience in online collaborative learning in a project-based learning (PBL) environment in Taiwan. Data were collected through interviews of 48 students, instructor's field notes, researchers' online observations, students' online discourse, and group artifacts. The findings revealed…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Dental hygiene student experiences in external placements in Australia.

PubMed

Taylor, Jane A; Hayes, Melanie J; Wallace, Linda

2012-05-01

While placements in external locations are being increasingly used in dental education globally, few studies have explored the student learning experience at such placements. The purpose of this study was to investigate student experiences while on external placement in a baccalaureate dental hygiene program. A self-reporting questionnaire was distributed to final-year dental hygiene students (n=77) at the University of Newcastle, Australia, in 2010. The questionnaire included questions regarding the type of placement, experiences offered, supervision, resources available, and lasting impressions. Responding students were generally positive about their external placement experience and indicated that the majority of facilities provided them with the opportunity to provide direct patient care and perform clinical tasks typical of a practicing hygienist. However, there was a statistically significant difference in their opinions about discipline-focused and community placements. Students indicated that their external placement experience provided opportunities to learn more about time and patient management, including hands-on experience with specific clinical tasks. Ongoing evaluations are necessary to ensure that external placements meet both student needs and intended learning outcomes within dental hygiene programs.

A delivery mode study: The effect of self-paced video learning on first-year college students' achievement in calculus

NASA Astrophysics Data System (ADS)

Oktaviyanthi, Rina; Herman, Tatang

2016-10-01

In this paper, the effect of two different modes of deliver are proposed. The use of self-paced video learning and conventional learning methods in mathematics are compared. The research design classified as a quasi-experiment. The participants were 80 students in the first-year college and divided into two groups. One group as an experiment class received self-paced video learning method and the other group as a control group taught by conventional learning method. Pre and posttest were employed to measure the students' achievement, while questionnaire and interviews were applied to support the pre and posttest data. Statistical analysis included the independent samples t-test showed differences (p < 0.05) in posttest between the experimental and control groups, it means that the use of self-paced video contributed on students' achievement and students' attitudes. In addition, related to corresponding to the students' answer, there are five positive gains in using self-paced video in learning Calculus, such as appropriate learning for both audio and visual of students' characteristics, useful to learn Calculus, assisting students to be more engaging and paying attention in learning, helping students in making the concepts of Calculus are visible, interesting media and motivating students to learn independently.

Nursing Students' Qualitative Experiences in the Medical-Surgical Clinical Learning Environment: A Cross-Cultural Integrative Review.

PubMed

Hooven, Katie

2015-08-01

The nature of the clinical learning environment has a huge impact on student learning. For instance, research has supported the idea that a positive learning environment increases student learning. Therefore, the ability to gain information from the student perspective about the learning environment is essential to nursing education. This article reviews qualitative research on nursing students' experiences of the clinical learning environment. The significance of the issue, the purpose of the integrative review, the methods used in the literature search, and the results of the review are presented. Seventeen studies from 12 countries are identified for review, and six common themes are discussed. An exhaustive literature review revealed that among the 17 articles evaluated, six themes were common. The findings indicate the need to continue quality improvement to advance clinical education. Copyright 2015, SLACK Incorporated.

Learning Active Citizenship: Conflicts between Students' Conceptualisations of Citizenship and Classroom Learning Experiences in Lebanon

ERIC Educational Resources Information Center

Akar, Bassel

2016-01-01

Education for active citizenship continues to be a critical response for social cohesion and reconstruction in conflict-affected areas. Oftentimes, approaches to learning and teaching in such contexts can do as much harm as good. This study qualitatively examines 435 students' reflections of their civics classroom learning experiences and their…

Exploring the Role of the Learning Strategist at a Canadian College and University: The Tale of Two Professionals

ERIC Educational Resources Information Center

Woloshyn, Vera E.; Munn, Caitlin

2014-01-01

In this article, we synthesize literature related to the experiences of students with learning disabilities in postsecondary settings, including support service initiatives. We also synthesize the role of the learning strategists in context of working with these students. We then explore the daily experiences of two senior learning strategists…

eWorkbooks for Mathematics: Mapping the Independent Learning Experiences of Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Kaczorowski, Tara; Raimondi, Sharon

2014-01-01

In this paper, we describe a small case study exploring how four elementary students with mathematics learning disabilities utilized mobile technology (the eWorkbook) during core math instruction in a general education setting. The lead author designed the eWorkbook intervention to provide a flexible learning experience optimized for diverse…

Motivational Classroom Climate for Learning Mathematics: A Reversal Theory Perspective

ERIC Educational Resources Information Center

Lewis, Gareth

2015-01-01

In this article, a case is made that affect is central in determining students' experience of learning or not learning mathematics. I show how reversal theory (Apter, 2001), and particularly its taxonomy of motivations and emotions, provides a basis for a thick description of students' experiences of learning in a mathematics classroom. Using data…

Provide for Student Safety. Second Edition. Module E-5 of Category E--Instructional Management. Professional Teacher Education Module Series

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

One in a series of 127 performance-based teacher education learning packages focusing on specific professional competencies of vocational teachers, this learning module deals with providing for student safety. It consists of four learning experiences. Covered in the individual learning experiences are the following topics: providing for student…

Using Social Networks to Enhance Teaching and Learning Experiences in Higher Learning Institutions

ERIC Educational Resources Information Center

Balakrishnan, Vimala

2014-01-01

The paper first explores the factors that affect the use of social networks to enhance teaching and learning experiences among students and lecturers, using structured questionnaires prepared based on the Push-Pull-Mooring framework. A total of 455 students and lecturers from higher learning institutions in Malaysia participated in this study.…

Student Vocational Teachers: The Significance of Individual Positions in Workplace Learning

ERIC Educational Resources Information Center

Goh, Adeline Yuen Sze; Zukas, Miriam

2016-01-01

In most initial teacher preparation (ITP) programmes, learning in teaching placements is considered to be an important component for providing workplace learning experiences to develop the skills of being a teacher. This paper is based on a bigger qualitative study which explored the learning experiences of a group of in-service student vocational…

The Student Experience of a Collaborative E-Learning University Module

ERIC Educational Resources Information Center

Biasutti, Michele

2011-01-01

The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that…

Impact of audio-visual storytelling in simulation learning experiences of undergraduate nursing students.

PubMed

Johnston, Sandra; Parker, Christina N; Fox, Amanda

2017-09-01

Use of high fidelity simulation has become increasingly popular in nursing education to the extent that it is now an integral component of most nursing programs. Anecdotal evidence suggests that students have difficulty engaging with simulation manikins due to their unrealistic appearance. Introduction of the manikin as a 'real patient' with the use of an audio-visual narrative may engage students in the simulated learning experience and impact on their learning. A paucity of literature currently exists on the use of audio-visual narratives to enhance simulated learning experiences. This study aimed to determine if viewing an audio-visual narrative during a simulation pre-brief altered undergraduate nursing student perceptions of the learning experience. A quasi-experimental post-test design was utilised. A convenience sample of final year baccalaureate nursing students at a large metropolitan university. Participants completed a modified version of the Student Satisfaction with Simulation Experiences survey. This 12-item questionnaire contained questions relating to the ability to transfer skills learned in simulation to the real clinical world, the realism of the simulation and the overall value of the learning experience. Descriptive statistics were used to summarise demographic information. Two tailed, independent group t-tests were used to determine statistical differences within the categories. Findings indicated that students reported high levels of value, realism and transferability in relation to the viewing of an audio-visual narrative. Statistically significant results (t=2.38, p<0.02) were evident in the subscale of transferability of learning from simulation to clinical practice. The subgroups of age and gender although not significant indicated some interesting results. High satisfaction with simulation was indicated by all students in relation to value and realism. There was a significant finding in relation to transferability on knowledge and this is vital to quality educational outcomes. Copyright © 2017. Published by Elsevier Ltd.

A case study of urban student and teacher experiences surrounding an outdoor environmental science field trip

NASA Astrophysics Data System (ADS)

Preusch, Peggy L.

2009-12-01

Field trips provide opportunities for students to experience many different contexts beyond the classroom, and are a popular choice of K-12 teachers in the US. Recent interest in learning that occurs at informal science education centers such as museums, zoos and aquariums has stimulated studies of the relationship between learning in and outside of schools. Although many studies focus on the teachers, the contexts, and/or the students during the field trip, only a few look at the entire process of learning by including the classroom setting before and after the field trip. This study was designed to develop understandings of the student process of learning during and surrounding an environmental science field trip to an outdoor setting. John Dewey's extensive writings on the relationship between experience and learning informed the analysis, creating a focus on active and passive elements of the experience, continuity within and across contexts, the interactive nature of the experience and the importance of subject matter. An exploration of environmental education (EE), environmental science (ES), and nature study as content revealed the complexities of the subject matter of the field trip that make its presentation problematic. An urban school was chosen to contribute to the research literature about urban student learning in outdoor environments. During the field trip, the students' active engagement with each other and the environment supported meaningful remembrances of the field trip experiences during interviews after the field trip. The students accurately described plants and animals they had observed in different habitats during the field trip. They also made connections with their home life and prior experiences in the outdoors as they discussed the field trip and drew pictures that represented their experiences. One student integrated his outdoor experience with a language arts assignment as he reflected deeply on the field trip. One implication of this study is that educational experiences in outdoor natural environments are complex in ways that contribute to lack of continuity between science lessons in an elementary classroom and environmental science field trip. Long term relationships between schools and informal settings that recognize the strengths of both contexts in terms of student learning processes surrounding field trip experiences are needed to strengthen the educative process for field trip participants.

Gaming across Cultures: Experimenting with Alternate Pedagogies

ERIC Educational Resources Information Center

Pillay, Soma; James, Reynold

2013-01-01

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

Flipping and Still Learning: Experiences of a Flipped Classroom Approach for a Third-Year Undergraduate Human Geography Course

ERIC Educational Resources Information Center

Graham, Marnie; McLean, Jessica; Read, Alexander; Suchet-Pearson, Sandie; Viner, Venessa

2017-01-01

The flipped classroom approach, a form of blended learning, is currently popular in education praxis. Initial reports on the flipped classroom include that it offers opportunities to increase student engagement and build meaningful learning and teaching experiences. In this article, we analyse teacher and student experiences of a trial flipped…

Inquiry style interactive virtual experiments: a case on circular motion

NASA Astrophysics Data System (ADS)

Zhou, Shaona; Han, Jing; Pelz, Nathaniel; Wang, Xiaojun; Peng, Liangyu; Xiao, Hua; Bao, Lei

2011-11-01

Interest in computer-based learning, especially in the use of virtual reality simulations is increasing rapidly. While there are good reasons to believe that technologies have the potential to improve teaching and learning, how to utilize the technology effectively in teaching specific content difficulties is challenging. To help students develop robust understandings of correct physics concepts, we have developed interactive virtual experiment simulations that have the unique feature of enabling students to experience force and motion via an analogue joystick, allowing them to feel the applied force and simultaneously see its effects. The simulations provide students learning experiences that integrate both scientific representations and low-level sensory cues such as haptic cues under a single setting. In this paper, we introduce a virtual experiment module on circular motion. A controlled study has been conducted to evaluate the impact of using this virtual experiment on students' learning of force and motion in the context of circular motion. The results show that the interactive virtual experiment method is preferred by students and is more effective in helping students grasp the physics concepts than the traditional education method such as problem-solving practices. Our research suggests that well-developed interactive virtual experiments can be useful tools in teaching difficult concepts in science.

Peer learning partnerships: exploring the experience of pre-registration nursing students.

PubMed

Christiansen, Angela; Bell, Amelia

2010-03-01

This paper explores the impact of a peer learning initiative developed to facilitate, purposefully, mutually supportive learning relationships between student nurses in the practice setting. Finding effective strategies to support learning in the practice setting has been the focus of professional concern for a considerable time. In the UK clinical mentorship is seen as pivotal to ensuring fitness to practice; however, recent debate on the nature of learning has revealed the clinical workplace as a rich learning environment where learning occurs not only through hierarchical relationships, but also from a network of peer relationships. Formalising peer relationships through peer assisted learning is increasingly suggested as a strategy to support workplace learning and support novice students' transition to the clinical setting. Despite the developing literature in this field there is limited understanding about how students experience facilitated peer relationships. An interpretive qualitative design. Focus group interviews were used to collect interactive and situated discourse from nursing students who had recently participated in peer learning partnerships (n = 54). Narrative data were analysed thematically. Findings suggest that active support from a fellow student reduced the feelings of social isolation experienced by novice students in initial clinical placements, helping them to deal more effectively with the challenges faced and reducing the factors that have an impact on attrition. In addition, the reciprocity of the peer learning partnerships facilitated understanding of mentorship and created a heightened sense of readiness for registration and professional practice. Peer learning partnerships facilitated by mentors in clinical practice can support the transition to nursing for first year students and can help more experienced students gain a confidence and a heightened readiness for mentorship and registered practice. Facilitated peer learning partnerships can enhance the student experience in the practice setting and can help maximise opportunities for learning and support. This suggests that peer assisted learning is a legitimate area for innovation and further research.

Book Club Elective to Facilitate Student Learning of the Patient Experience With Chronic Disease

PubMed Central

2010-01-01

Objectives To evaluate the impact of a book club experience on pharmacy students' learning about chronic illness. Design Students read autobiographies/biographies regarding the patient experience of chronic illness. Similar to a traditional book club, small group discussions were held based on questions submitted by students. Other activities included written reflections, a final paper, and an oral presentation. Assessment A retrospective pretest and posttest were administered at the end of the course. Students indicated improvement in the key aspects of the course with significant differences (p < 0.01) between retrospective pretest and posttest scores for all course objectives assessed. Students also indicated that the course contributed to their development as pharmacists, motivated them to learn about new topics, and helped them reconsider their attitudes. Conclusion A book club elective course was successful in helping students understand the patient experience. PMID:20498730

[Application of portfolio in teaching dermatology clinic: an experience in teaching of medicine].

PubMed

de Cabalier, M E; Chalub, D M

2009-01-01

We present a learning experience conducted in the Chair of Dermatology Clinic of the Faculty of Medical Sciences, National University of Cordoba in the context of curriculum change. For comprehension,present a theoretical framework and practical from the conceptualization of the "portfolio" teaching and its role teaching and learning paradigms sustained constructivist medical education. The portfolio Teach-ing is not a collection of papers, but a coherent set of experiences led thoughtful learning between teachers and students. This resource allows to account for the "qualitative achievements" of students from their work produced, sorted and evaluated in a carefully planned sequence of experiences and case Dermatology Clinic. To introduce the teaching portfolio, the planned new student grouping shapes and a sequence of learning experiences for the construction of this resource, namely: "The development of theoretical material iconographic resources and working guidelines for students. "The clinical reasoning on a case or laboratory experience-Clinical case Discussion and bibliography. -The development of records to from observation of patients. "The study of clinical cases: diagnosis and evolution of clinical cases. Interconsultations-Registration and referrals. "The magazine room and sharing experiences. In each of these, production, tutorial feedback Team teaching and assessment tasks allowed assessment approach to learning and improving he achievements of the students to the approval of the subject.

Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

PubMed

Sajid, Muhammad R; Laheji, Abrar F; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

2016-09-04

To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.

Active-learning laboratory session to teach the four M's of diabetes care.

PubMed

Darbishire, Patricia L; Plake, Kimberly S; Nash, Christiane L; Shepler, Brian M

2009-04-07

To implement an active-learning methodology for teaching diabetes care to pharmacy students and evaluate its effectiveness. Laboratory instruction was divided into 4 primary areas of diabetes care, referred to by the mnemonic, the 4 M's: meal planning, motion, medication, and monitoring. Students participated in skill-based learning laboratory stations and in simulated patient experiences. A pretest, retrospective pretest, and posttest were administered to measure improvements in students' knowledge about diabetes and confidence in providing care to diabetes patients. Students knowledge of and confidence in each area assessed improved. Students enjoyed the laboratory session and felt it contributed to their learning. An active-learning approach to teaching diabetes care allowed students to experience aspects of the disease from the patient's perspective. This approach will be incorporated in other content areas.

Transformative Learning Experiences of International Graduate Students from Asian Countries

ERIC Educational Resources Information Center

Kumi-Yeboah, Alex; James, Waynne

2014-01-01

This article investigates the transformative learning experiences of international graduate students from Asian countries. Data collection consisted of quantitative and qualitative methods. Participants included international graduate students from Asia, in the Colleges of Arts and Sciences and Engineering. Overall, 82.3% of the participants…

Role Models and Teachers: medical students perception of teaching-learning methods in clinical settings, a qualitative study from Sri Lanka.

PubMed

Jayasuriya-Illesinghe, Vathsala; Nazeer, Ishra; Athauda, Lathika; Perera, Jennifer

2016-02-09

Medical education research in general, and those focusing on clinical settings in particular, have been a low priority in South Asia. This explorative study from 3 medical schools in Sri Lanka, a South Asian country, describes undergraduate medical students' experiences during their final year clinical training with the aim of understanding the teaching-learning experiences. Using qualitative methods we conducted an exploratory study. Twenty eight graduates from 3 medical schools participated in individual interviews. Interview recordings were transcribed verbatim and analyzed using qualitative content analysis method. Emergent themes reveled 2 types of teaching-learning experiences, role modeling, and purposive teaching. In role modelling, students were expected to observe teachers while they conduct their clinical work, however, this method failed to create positive learning experiences. The clinical teachers who predominantly used this method appeared to be 'figurative' role models and were not perceived as modelling professional behaviors. In contrast, purposeful teaching allowed dedicated time for teacher-student interactions and teachers who created these learning experiences were more likely to be seen as 'true' role models. Students' responses and reciprocations to these interactions were influenced by their perception of teachers' behaviors, attitudes, and the type of teaching-learning situations created for them. Making a distinction between role modeling and purposeful teaching is important for students in clinical training settings. Clinical teachers' awareness of their own manifest professional characterizes, attitudes, and behaviors, could help create better teaching-learning experiences. Moreover, broader systemic reforms are needed to address the prevailing culture of teaching by humiliation and subordination.

Developing an online chemistry laboratory for non-chemistry majors

NASA Astrophysics Data System (ADS)

Poole, Jacqueline H.

Distance education, also known as online learning, is student-centered/self-directed educational opportunities. This style of learning is expanding in scope and is increasingly being accepted throughout the academic curriculum as a result of its flexibility for the student as well as the cost-effectiveness for the institution. Nevertheless, the introduction of online science courses including chemistry and physics have lagged behind due to the challenge of re-creation of the hands-on laboratory learning experience. This dissertation looks at the effectiveness of the design of a series of chemistry laboratory experiments for possible online delivery that provide students with simulated hands-on experiences. One class of college Chemistry 101 students conducted chemistry experiments inside and outside of the physical laboratory using instructions on Blackboard and Late Nite Labs(TM). Learning outcomes measured by (a) pretests, (b) written laboratory reports, (c) posttest assessments, (d) student reactions as determined by a questionnaire, and (e) a focus group interview were utilized to compare both types of laboratory experiences. The research findings indicated learning outcomes achieved by students outside of the traditional physical laboratory were statistically greater than the equivalent face-to-face instruction in the traditional laboratory. Evidence from student reactions comparing both types of laboratory formats (online and traditional face-to-face) indicated student preference for the online laboratory format. The results are an initial contribution to the design of a complete sequence of experiments that can be performed independently by online students outside of the traditional face-to-face laboratory that will satisfy the laboratory requirement for the two-semester college Chemistry 101 laboratory course.

Solving Real World Problems with Alternate Reality Gaming: Student Experiences in the Global Village Playground Capstone Course Design

ERIC Educational Resources Information Center

Dondlinger, Mary Jo; McLeod, Julie K.

2015-01-01

The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering complex problem solving, as well as critical and creative thinking. In the GVP, students work on simulated and real-world problems…

The Impact of Performance Skills on Students' Attitudes towards the Learning Experience in Higher Education

ERIC Educational Resources Information Center

Hains-Wesson, Rachael

2011-01-01

One way to assist in transforming a lecture experience into an occasion that can attract and engage students is via the use of performance techniques. Investigating the impact of certain types of performance skills on students' attitudes towards the learning experience can help better understand the relevance of such techniques in face to face and…

The Impact of Internet Experience and Attitude on Student Preference for Blended Learning

ERIC Educational Resources Information Center

Alzahrani, Majed Gharmallah; O'Toole, John Mitchell

2017-01-01

The purpose of this study is to investigate student experience with the Internet, and their attitudes towards using it, in an attempt to determine the impact of these experiences and attitudes on their view of the implementation of blended learning. Data from 142 Saudi students at a leading university in Saudi Arabia were collected via an online…

Survivors of a Silent Epidemic: The Learning Experience of College Students with a History of Traumatic Brain Injury

ERIC Educational Resources Information Center

Schlessman, Heather A.

2010-01-01

A significant proportion of young adults experience a traumatic brain injury (TBI) every year, and students with this history are becoming a growing presence on college campuses. A review of the literature revealed very little research exploring the learning experiences of college students with a history of traumatic brain injury. The purpose of…

Voices of students in competition: Health Science First Year at the University of Otago, Dunedin.

PubMed

Jameson, Madgerie; Smith, Jeffrey

2011-07-08

The experiences and adjustments of students enrolled in Health Science First Year (HSFY) at the University of Otago (Dunedin, New Zealand) were explored to understand students' response to competition. The paper highlights the expressions of past and present HSFY students' impressions of the programme, their experiences, coping strategies and the lessons they learned from the programme. Qualitative data were collected from past (n=15) and present (n=20) HSFY students who wanted to pursue medicine. Eight semi-structured interview questions were used to answer four research questions that aimed to answer the following: students' impressions of HSFY, students' experiences of HSFY; students' adjustments to HSFY, and lessons learned from HSFY. The interviews were analysed using narrative analysis to gain a greater understanding of their experiences and adjustment. The results indicate students perceive the programme as demanding and stressful. The highly competitive nature of the programme inhibited their engagement and involvement in other aspects of university life. Students identified their experiences as successes and challenges. In terms of adjustment, students used cognitive restructuring, self regulation and social support. Students learned that they need to balance academic and social life because spending too much time almost exclusively on academics didn't enrich their first year at university. The nature of the learning environment impacts on students' holistic development. The competitive nature of the programme elicited undue stress on students. However, they had to employ strategies to help minimise the impact of stress on their functioning.

Learning Approaches and Lecture Attendance of Medical Students

ERIC Educational Resources Information Center

Bates, Madeleine; Curtis, Sally; Dismore, Harriet

2018-01-01

There are arguably many factors that affect the way a student learns. A recent report by the Higher Education Policy Institute (HEPI) and the Higher Education Academy (HEA) on student academic experience in the UK states that class size is an important factor in the quality of the student experience and that smaller class sizes provide greater…

Contract Learning: A Leadership Experience for the RN Student in a BSN Program.

ERIC Educational Resources Information Center

Brown, Sylvia T.; Martin, Charlotte M.

An alternate learning experience for senior, baccalaureate-level nursing students enrolled in the Practicum in Nursing Leadership at East Carolina University School of Nursing is described. The major objective of this course is to help students develop leadership skills. During the first half of the semester the students, who are registered…

Developing an Embedded Peer Tutor Program in Design Studio to Support First Year Design Students

ERIC Educational Resources Information Center

Zamberlan, Lisa; Wilson, Stephanie

2015-01-01

An improved first year student experience is a strategic focus for higher education in an increasingly competitive marketplace. A successful peer tutoring program creates a visible community of practice, supports the student learning experience, elevates senior students as ambassadors of the program, and reinforces an emphasis on learning through…

Attitudes and Perceptions of Students in a Systems Engineering E-Learnig Course

ERIC Educational Resources Information Center

de Vega, Carolina Armijo; McAnally-Salas, Lewis; Lavigne, Gilles

2009-01-01

In this paper is reported the attitudes and perception of students in a systems Engineering e-learning course and a teacher with more than six years of experience teaching online courses. The paper reports the teacher and students' perceptions about the e-learning courses experience. Personalized interviews with some of the students were carried…

How Would They Choose? Online Student Preferences for Advance Course Information

ERIC Educational Resources Information Center

Marshall, James; Greenberg, Heather; Machun, Patricia A.

2012-01-01

Nearly 30% of higher education students now take at least one online course in which the instructor and students are physically separated and electronic means are used to facilitate the learning experience. "Anytime, anywhere" is a powerful draw that prompts students to seek online learning experiences. Yet with an attrition rate between 10 and…

Writing to Learn in Science: Effects on Grade 4 Students' Understanding of Balance

ERIC Educational Resources Information Center

Gillespie Rouse, Amy; Graham, Steve; Compton, Donald

2017-01-01

In this study, we randomly assigned 69 Grade 4 students to a writing-to-learn treatment (n = 23), comparison (n = 23), or no-treatment control (n = 23). Treatment and comparison students completed a science experiment involving balance. During the experiment, treatment students wrote four short responses and an extended response to document their…

Students' Experiences with and Preferences for Using Information Technology in Music Learning in Shanghai's Secondary Schools

ERIC Educational Resources Information Center

Ho, Wai-Chung

2007-01-01

This study explores the centrality of information technology (IT) to Chinese students' experiences in music lessons. Students involved in this qualitative and quantitative study described the possibilities of using technology when learning music. From among the students of 15 Shanghai secondary schools, 1741 responded to a written questionnaire…

Lived Experiences of Secondary Instrumental Music Teachers Who Teach Students with Learning Disabilities

ERIC Educational Resources Information Center

Vinciguerra, Salvatore

2016-01-01

Very little research is published on teaching music to students with learning disabilities. Nevertheless, federal law mandates that instruction of such students take place in all public schools. The purpose of this study was to investigate the lived experiences of four secondary instrumental music teachers who teach five students with learning…

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

ERIC Educational Resources Information Center

Nel, Liezel

2017-01-01

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

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

PubMed

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

2016-09-01

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

"My math and me": Nursing students' previous experiences in learning mathematics.

PubMed

Røykenes, Kari

2016-01-01

In this paper, 11 narratives about former experiences in learning of mathematics written by nursing students are thematically analyzed. Most students had a positive relationship with the subject in primary school, when they found mathematics fun and were able to master the subject. For some, a change occurred in the transition to lower secondary school. The reasons for this change was found in the subject (increased difficulty), the teachers (movement of teachers, numerous substitute teachers), the class environment and size (many pupils, noise), and the student him- or herself (silent and anonymous pupil). This change was also found in the transition from lower to higher secondary school. By contrast, some students had experienced changes that were positive, and their mathematics teacher was a significant factor in this positive change. The paper emphasizes the importance of previous experiences in learning mathematics to nursing students when learning about drug calculation. Copyright © 2015. Published by Elsevier Ltd.

Student Perceptions of Small-Group Learning

ERIC Educational Resources Information Center

Florez, Ida Rose; McCaslin, Mary

2008-01-01

Background/Context: Elementary school teachers regularly arrange students in small groups for learning activities. A rich literature discusses various types of small-group learning formats and how those formats affect achievement. Few studies, however, have examined students' perceptions of small-group learning experiences. Our work extends the…

The Experimental Research on E-Learning Instructional Design Model Based on Cognitive Flexibility Theory

NASA Astrophysics Data System (ADS)

Cao, Xianzhong; Wang, Feng; Zheng, Zhongmei

The paper reports an educational experiment on the e-Learning instructional design model based on Cognitive Flexibility Theory, the experiment were made to explore the feasibility and effectiveness of the model in promoting the learning quality in ill-structured domain. The study performed the experiment on two groups of students: one group learned through the system designed by the model and the other learned by the traditional method. The results of the experiment indicate that the e-Learning designed through the model is helpful to promote the intrinsic motivation, learning quality in ill-structured domains, ability to resolve ill-structured problem and creative thinking ability of the students.

Learning by playing: A cross-sectional descriptive study of nursing students' experiences of learning clinical reasoning.

PubMed

Koivisto, Jaana-Maija; Multisilta, Jari; Niemi, Hannele; Katajisto, Jouko; Eriksson, Elina

2016-10-01

Clinical reasoning is viewed as a problem-solving activity; in games, players solve problems. To provide excellent patient care, nursing students must gain competence in clinical reasoning. Utilising gaming elements and virtual simulations may enhance learning of clinical reasoning. To investigate nursing students' experiences of learning clinical reasoning process by playing a 3D simulation game. Cross-sectional descriptive study. Thirteen gaming sessions at two universities of applied sciences in Finland. The prototype of the simulation game used in this study was single-player in format. The game mechanics were built around the clinical reasoning process. Nursing students from the surgical nursing course of autumn 2014 (N=166). Data were collected by means of an online questionnaire. In terms of the clinical reasoning process, students learned how to take action and collect information but were less successful in learning to establish goals for patient care or to evaluate the effectiveness of interventions. Learning of the different phases of clinical reasoning process was strongly positively correlated. The students described that they learned mainly to apply theoretical knowledge while playing. The results show that those who played digital games daily or occasionally felt that they learned clinical reasoning by playing the game more than those who did not play at all. Nursing students' experiences of learning the clinical reasoning process by playing a 3D simulation game showed that such games can be used successfully for learning. To ensure that students follow a systematic approach, the game mechanics need to be built around the clinical reasoning process. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Shaping a valued learning journey: Student satisfaction with learning in undergraduate nursing programs, a grounded theory study.

PubMed

Smith, Morgan R; Grealish, Laurie; Henderson, Saras

2018-05-01

Student satisfaction is a quality measure of increasing importance in undergraduate programs, including nursing programs. To date theories of student satisfaction have focused primarily on students' perceptions of the educational environment rather than their perceptions of learning. Understanding how students determine satisfaction with learning is necessary to facilitate student learning across a range of educational contexts and meet the expectations of diverse stakeholders. To understand undergraduate nursing students' satisfaction with learning. Constructivist grounded theory methodology was used to identify how nursing students determined satisfaction with learning. Two large, multi-campus, nursing schools in Australia. Seventeen demographically diverse undergraduate nursing students studying different stages of a three year program participated in the study. Twenty nine semi-structured interviews were conducted. Students were invited to describe situations where they had been satisfied or dissatisfied with their learning. A constructivist grounded theory approach was used to analyse the data. Students are satisfied with learning when they shape a valued learning journey that accommodates social contexts of self, university and nursing workplace. The theory has three phases. Phase 1 - orienting self to valued learning in the pedagogical landscape; phase 2 - engaging with valued learning experiences across diverse pedagogical terrain; and phase 3 - recognising valued achievement along the way. When students experience a valued learning journey they are satisfied with their learning. Student satisfaction with learning is unique to the individual, changes over time and maybe transient or sustained, mild or intense. Finding from the research indicate areas where nurse academics may facilitate satisfaction with learning in undergraduate nursing programs while mindful of the expectations of other stakeholders such as the university, nurse registering authorities, employers and the receivers of nursing care. Copyright © 2018 Elsevier Ltd. All rights reserved.

STEM as "Minority": A Phenomenological Case Study of How Students of Color Perceive Their Experience in a STEM Living-Learning Program

ERIC Educational Resources Information Center

Sriram, Rishi; Diaz, Crystal

2016-01-01

The future of the U.S. scientific workforce depends on graduating college students in science, technology, engineering, and math (STEM) fields. The completion rate of STEM students is a national concern, especially among students of color. This qualitative study examines the experiences of students of color in a living-learning program for STEM…

Learning by Teaching: Implementation of a Multimedia Project in Astro 101

NASA Astrophysics Data System (ADS)

Perrodin, D.; Lommen, A.

2011-09-01

Astro 101 students have deep-seated pre-conceptions regarding such topics as the cause of moon phases or the seasons. Beyond exploring the topics in a learner-centered fashion, the "learning by teaching" philosophy enables students to truly master concepts. In order to make students teach the cause of moon phases, we created a multimedia project where groups of students taught other students and filmed the session. They were to produce a 10-minute final movie highlighting their teaching techniques and showing students in the process of learning the concepts. This "experiment" turned out to be a great success for a few reasons. First, students gained experience explaining conceptually-challenging topics, making them learn the material better. Additionally, they learned to apply learner-centered techniques, most likely learning to teach for the first time. Finally, this project provided the students a connection between the classroom and the rest of the college, making them responsible for applying and sharing their knowledge with their peers.

Enhancing Pharmacy Student Learning and Perceptions of Medical Apps.

PubMed

Rodis, Jennifer; Aungst, Timothy Dy; Brown, Nicole V; Cui, Yan; Tam, Leonard

2016-05-12

The use of mobile apps in health care is growing. Current and future practitioners must be equipped with the skills to navigate and utilize apps in patient care, yet few strategies exist for training health care professional students on the usage of apps. To characterize first-year pharmacy student use of medical apps, evaluate first-year pharmacy student's perception of skills in finding, evaluating, and using medical apps before and after a focused learning experience, and assess student satisfaction and areas for improvement regarding the learning experience. Students listened to a recorded, Web-based lecture on finding, evaluating, and using mobile apps in patient care. A 2-hour, interactive workshop was conducted during which students were led by an instructor through a discussion on strategies for finding and using apps in health care. The students practiced evaluating 6 different health care-related apps. Surveys were conducted before and after the focused learning experience to assess students' perceptions of medical apps and current use and perspectives on satisfaction with the learning experience and role of technology in health care. This educational intervention is the first described formal, interactive method to educate student pharmacists on medical apps. With a 99% response rate, surveys conducted before and after the learning experience displayed perceived improvement in student skills related to finding (52/119, 44% before vs 114/120, 95% after), evaluating (18/119, 15% before vs 112/120, 93% after), and using medical apps in patient care (31/119, 26% before vs 108/120, 90% after) and the health sciences classroom (38/119, 32% before vs 104/120, 87% after). Students described satisfaction with the educational experience and agreed that it should be repeated in subsequent years (89/120, 74% agreed or strongly agreed). Most students surveyed possessed portable electronic devices (107/119, 90% mobile phone) and agreed with the concept of medical apps being an important part of the health care profession in the future (112/119, 94% before and 115/120, 96% after). Student pharmacists recognize the key role technology plays in the future of health care. A medical apps workshop was successful in improving student pharmacists' perceptions of ability to find, evaluate, and use medical apps.

The Complex Experience of Learning to Do Research

ERIC Educational Resources Information Center

Emo, Kenneth; Emo, Wendy; Kimn, Jung-Han; Gent, Stephen

2015-01-01

This article examines how student learning is a product of the experiential interaction between person and environment. We draw from the theoretical perspective of complexity to shed light on the emergent, adaptive, and unpredictable nature of students' learning experiences. To understand the relationship between the environment and the student…

A Path to the Future: Creating Accountability for Personalized Learning

ERIC Educational Resources Information Center

Hyslop, Anne; Mead, Sara

2015-01-01

A small but growing number of schools and districts across the country are experimenting with personalized learning, an innovation that customizes students' experiences to their individual needs and strengths. Through new kinds of environments, technologies, and ways to demonstrate their knowledge, personalized learning aims to meet students where…

University Student and Lecturer Perceptions of Positive Emotions in Learning

ERIC Educational Resources Information Center

Rowe, Anna Dluzewska; Fitness, Julie; Wood, Leigh Norma

2015-01-01

This paper presents results of an investigation exploring the experience and functionality of positive feelings and emotions in learning and teaching. The role of emotions in learning is receiving increasing attention; however, few studies have researched how university students and academics experience and perceive positive emotions. A prototype…

Understanding Students' Experiences of Well-Being in Learning Environments

ERIC Educational Resources Information Center

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

2016-01-01

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

Using a Class Blog for Student Experiential Learning Reflection in Business Courses

ERIC Educational Resources Information Center

Ferguson, Jodie L.; Makarem, Suzanne C.; Jones, Rebecca E.

2016-01-01

Reflective observation is an important component of experiential learning that allows students to draw meaning from their experiences and incorporate that meaning into new learning conceptualizations. However, the present study indicates that business educators rarely incorporate reflection after concrete experiences into curricula. This research…

Service Learning: Opportunities for Legal Studies in Business

ERIC Educational Resources Information Center

Burke, Debra D.

2007-01-01

Service learning is a form of experiential learning designed to engage students, faculty, and community partners in a mutually beneficial experience. Specifically, it "is a credit-bearing, educational experience in which students participate in an organized service activity that meets identified community needs and reflects on the service activity…

Learned Helplessness in High School Students Following Experience of Noncontingent Rewards.

ERIC Educational Resources Information Center

Buys, Nicholas J.; Winefield, Anthony H.

1982-01-01

Compared high-school students differing in achievement motivation in a learned helplessness experiment. A strong helplessness effect was observed in both high- and low-achievement motivation groups. Results show a strong learned helplessness effect unrelated to individual differences in achievement motivation and refute claims that helplessness…

International service learning and interprofessional education in Ecuador: Findings from a phenomenology study with students from four professions.

PubMed

Johnson, Audrey M; Howell, Dana M

2017-03-01

Combined international service learning (ISL) and interprofessional education (IPE) experiences can move health professional student learning beyond the traditional confines of the classroom and outside uniprofessional ethos. The purpose of this transcendental phenomenological study was to describe the shared experience of health professional students participating in an ISL trip to a small community in Ecuador. The study focused on the learning and collaboration that occurred among students from multiple health professions during the trip and the cross-cultural exchange between the students and the patients in Ecuador. Participants included 15 students from 4 health professional programmes (pharmacy, medicine, physical therapy, and nursing). Data included interviews, focus groups, observation, and written documents. The essential meaning that emerged from this study was that the ISL/IPE learning opportunity created a practical opportunity for demystifying other healthcare professions in the context of a resource-limited international patient care setting, while supporting students' personal and professional development. Four structural themes emerged to describe the student experiences. Students had to negotiate the language barrier, limited resources, and unexpected diagnoses, while simultaneously learning about the roles and scope of other professions on the team and how to communicate effectively. Student's perseverance when facing the challenges resulted in their personal growth. The interprofessional component strengthened the students' knowledge of interprofessional collaboration and communication through real-world application.

Comparing alternate learning pathways within a problem-based learning speech-language pathology curriculum.

PubMed

Erickson, Shane; Serry, Tanya Anne

2016-02-01

This qualitative study investigated the learning process for speech-language pathology (SLP) students engaging in a problem-based learning (PBL) curriculum and compared the perspectives of students from two pathways. Sixteen final-year SLP students participated in one of four focus groups. Half the participants entered the course directly via an undergraduate pathway and the other half entered via a graduate entry pathway. Each focus group comprised two students from each pathway. Data were generated via a semi-structured interview and analysed thematically. Regardless of participants' pathway, many similar themes about factors that influenced their expectations prior to PBL commencing as well as their actual PBL experiences were raised. Participants believed that PBL was a productive way to learn and to develop clinical competencies. Many were critical of variations in PBL facilitation styles and were sensitive to changes in facilitators. The majority of participants viewed experiential opportunities to engage in PBL prior to commencement of semester as advantageous. Combining students with different backgrounds has many advantages to the PBL learning process. Regardless of prior experiences, all students must be sufficiently prepared. Furthermore, the facilitator has a crucial role with the potential to optimise or detract from the learning experience.

Informal self-regulated learning on a surgical rotation: uncovering student experiences in context.

PubMed

Woods, Nicole N; Mylopoulos, Maria; Brydges, Ryan

2011-12-01

The ability to guide one's own learning is an essential skill for the health professional. The apprenticeship model of undergraduate education offers an opportunity to engage in self-regulated learning as students work to set goals, evaluate the available opportunities and seek out those with the greatest potential for learning. A close examination of how students navigate their clinical rotations could therefore foster greater understanding of how students learn to guide their own learning. The study presented here aimed to examine undergraduate medical students' day-to-day learning strategies in order to better understand the process of informal self-regulated learning in practice. As a secondary objective, we sought to provide a forum for students to share and critically reflect on their own self-regulated learning strategies. A series of focus groups were conducted with medical students on a surgical rotation. Participants were asked to discuss issues relating to the strategies and behaviours that they had implemented in order to maximize their educational experience. Three distinct approaches to informal self-regulated learning were identified: Participants articulated tendencies to acquiesce to a perceived lack of learning opportunities choose from available learning opportunities and create their own learning opportunities. The results are interpreted through the lens of self-regulated learning theory and implications for medical education are discussed.

Experiential Collaborative Learning and Preferential Thinking

NASA Astrophysics Data System (ADS)

Volpentesta, Antonio P.; Ammirato, Salvatore; Sofo, Francesco

The paper presents a Project-Based Learning (shortly, PBL) approach in a collaborative educational environment aimed to develop design ability and creativity of students coming from different engineering disciplines. Three collaborative learning experiences in product design were conducted in order to study their impact on preferred thinking styles of students. Using a thinking style inventory, pre- and post-survey data was collected and successively analyzed through ANOVA techniques. Statistically significant results showed students successfully developed empathy and an openness to multiple perspectives. Furthermore, data analysis confirms that the proposed collaborative learning experience positively contributes to increase awareness in students' thinking styles.

Medical students' reflective writing about a task-based learning experience on public health communication.

PubMed

Koh, Yang Huang; Wong, Mee Lian; Lee, Jeanette Jen-Mai

2014-02-01

Medical educators constantly face the challenge of preparing students for public health practice. This study aimed to analyze students' reflections to gain insight into their task-based experiences in the public health communication selective. We have also examined their self-reported learning outcomes and benefits with regard to application of public health communication. Each student wrote a semi-structured reflective journal about his or her experiences leading to the delivery of a public health talk by the group. Records from 41 students were content-analyzed for recurring themes and sub-themes. Students reported a wide range of personal and professional issues. Their writings were characterized by a deep sense of self-awareness and social relatedness such as increased self-worth, communications skills, and collaborative learning. The learning encounter challenged assumptions, and enhanced awareness of the complexity of behaviour change Students also wrote about learning being more enjoyable and how the selective had forced them to adopt a more thoughtful stance towards knowledge acquisition and assimilation. Task-based learning combined with a process for reflection holds promise as an educational strategy for teaching public health communication, and cultivating the habits of reflective practice.

Six to Ten Digits Multiplication Fun Learning Using Puppet Prototype

NASA Astrophysics Data System (ADS)

Islamiah Rosli, D.'oria; Ali, Azita; Peng, Lim Soo; Sujardi, Imam; Usodo, Budi; Adie Perdana, Fengky

2017-01-01

Logic and technical subjects require students to understand basic knowledge in mathematic. For instance, addition, minus, division and multiplication operations need to be mastered by students due to mathematic complexity as the learning mathematic grows higher. Weak foundation in mathematic also contribute to high failure rate in mathematic subjects in schools. In fact, students in primary schools are struggling to learn mathematic because they need to memorize formulas, multiplication or division operations. To date, this study will develop a puppet prototyping for learning mathematic for six to ten digits multiplication. Ten participants involved in the process of developing the prototype in this study. Students involved in the study were those from the intermediate class students whilst teachers were selected based on their vast knowledge and experiences and have more than five years of experience in teaching mathematic. Close participatory analysis will be used in the prototyping process as to fulfil the requirements of the students and teachers whom will use the puppet in learning six to ten digit multiplication in mathematic. Findings showed that, the students had a great time and fun learning experience in learning multiplication and they able to understand the concept of multiplication using puppet. Colour and materials of the puppet also help to attract student attention during learning. Additionally, students able to visualized and able to calculate accurate multiplication value and the puppet help them to recall in multiplying and adding the digits accordingly.

University Students' Emotions, Interest and Activities in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Nummenmaa, Minna; Nummenmaa, Lauri

2008-01-01

Background: Within academic settings, students experience varied emotions and interest towards learning. Although both emotions and interest can increase students' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a web-based learning environment (WBLE). Aims: This…

Engagement in Learning: A Comparison between Asian and European International University Students

ERIC Educational Resources Information Center

Sakurai, Yusuke; Parpala, Anna; Pyhältö, Kirsi; Lindblom-Ylänne, Sari

2016-01-01

Drawing on research on both engagement in learning and approaches to learning, we examine the associations between international students' approaches to learning, factors in the teaching/learning environment and self-assessed academic outcomes. A total of 307 students responded to our survey. Their experience of the purposefulness of their course…

Modifying the Learning Environment of Students To Enhance Personal Learning.

ERIC Educational Resources Information Center

Dart, Barry C.; Clarke, John A.

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

Student explanations of their science teachers' assessments, grading practices and how they learn science

NASA Astrophysics Data System (ADS)

del Carmen Gomez, María

2018-03-01

The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom

PubMed Central

Wiggins, Benjamin L.; Eddy, Sarah L.; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z.; Theobald, Elli J.; Timbrook, Jerry; Crowe, Alison J.

2017-01-01

The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today’s active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom. We have taken a mixed-methods approach to iteratively develop and validate a 16-item survey to measure multiple facets of the student experience during active-learning exercises. The instrument, which we call Assessing Student Perspective of Engagement in Class Tool (ASPECT), was administered to a large introductory biology class, and student responses were subjected to exploratory factor analysis. The 16 items loaded onto three factors that cumulatively explained 52% of the variation in student response: 1) value of activity, 2) personal effort, and 3) instructor contribution. ASPECT provides a rapid, easily administered means to measure student perception of engagement in an active-learning classroom. Gaining a better understanding of students’ level of engagement will help inform instructor best practices and provide an additional measure for comprehensively assessing the impact of different active-learning strategies. PMID:28495936

The Student Experience of Learning Using Networked Technologies: An Emergent Progression of Expanding Awareness

ERIC Educational Resources Information Center

Cutajar, Maria

2017-01-01

This article reports on phenomenographic research which explored the qualitative differences in post-secondary students' accounts of their networked learning experiences. Data was generated using semi-structured interviews with a purposive sample of participants. Phenomenographic analysis led to a configuration of variation in students' accounts…

A Qualitative Study to Improve the Student Learning Experience

ERIC Educational Resources Information Center

Jastania, Raid A.; Balata, Gehan F.; Abd El-Hady, Mohamed I. S.; Gouda, Ahmad; Abd El-Wahab, Mohamad; Mohamad, Abeer S.; Ibrahim, Nashwa M.; Beshr, Eman; Mahdi, Abeer Y.; Mousa, Rabab; Tag, Batool F.; Hisham, Hadeel; El-Sofiani, Ibtehal

2017-01-01

Purpose: For any educational institution, student satisfaction is an important goal. Thus, the purpose of the study is to use a structured improvement process, define--measure--analyse--improve--control (DMAIC) methodology, to improve students' satisfaction regarding their learning experience at the College of Pharmacy/Umm Al-Qura University.…

Students as Teachers: What Faculty Learn by Living on Campus

ERIC Educational Resources Information Center

Sriram, Rishi; Shushok, Frank, Jr.; Perkins, Jennifer; Scales, T. Laine

2011-01-01

In its recent history, American higher education has segmented the student experience, especially as research universities have grown in size and complexity. To increase the integration of undergraduate learning experiences, many efforts have combined the curricular and cocurricular worlds of students. In one practice, housing and residence life…

Using VITA Service Learning Experiences to Teach Hypothesis Testing and P-Value Analysis

ERIC Educational Resources Information Center

Drougas, Anne; Harrington, Steve

2011-01-01

This paper describes a hypothesis testing project designed to capture student interest and stimulate classroom interaction and communication. Using an online survey instrument, the authors collected student demographic information and data regarding university service learning experiences. Introductory statistics students performed a series of…

Getting Students Ready to Write: An Experiment in Online Teaching and Learning

ERIC Educational Resources Information Center

Poniatowski, Kelly

2012-01-01

A required writing mechanics course for mass communication students was moved online. A case study experiment manipulating the course design was conducted to determine effects on student engagement, learning, and satisfaction. Online designs with greater interactivity capabilities are positively associated with all three outcomes. These desirable…

In the Eye of the Beholder: Using Student Narratives to Explore Memorable Teachers

ERIC Educational Resources Information Center

Koehler, Adrie A.; Newby, Timothy J.; Besser, Erin D.

2017-01-01

Undergraduate students enrolled in an introductory educational technology course at a large US Midwestern public university completed a "greatest learning experience" narrative assignment, in which they were prompted to discuss and describe their best learning experience. In many of the narratives (n = 267), students discussed a…

Shared Responsibility and Student Learning: Ensuring a Favorable Educational Experience

ERIC Educational Resources Information Center

Sierra, Jeremy J.

2010-01-01

In academia, interdependence or shared responsibility between instructor and student is an essential part of the educational process, yet research examining its effect on student responses toward their learning experience is scant. To offer insight into this context, two studies are developed. Study 1 finds that perceptions of shared…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Computer Literacy Learning Emotions of ODL Teacher-Students

ERIC Educational Resources Information Center

Esterhuizen, Hendrik D.; Blignaut, A. Seugnet; Els, Christo J.; Ellis, Suria M.

2012-01-01

This paper addresses the affective human experiences in terms of the emotions of South African teacher-students while attaining computer competencies for teaching and learning, and for ODL. The full mixed method study investigated how computers contribute towards affective experiences of disadvantaged teacher-students. The purposive sample related…

Social competence and collaborative guided inquiry science activities: Experiences of students with learning disabilities

NASA Astrophysics Data System (ADS)

Taylor, Jennifer Anne

This thesis presents a qualitative investigation of the effects of social competence on the participation of students with learning disabilities (LD) in the science learning processes associated with collaborative, guided inquiry learning. An inclusive Grade 2 classroom provided the setting for the study. Detailed classroom observations were the primary source of data. In addition, the researcher conducted two interviews with the teacher, and collected samples of students' written work. The purpose of the research was to investigate: (a) How do teachers and peers mediate the participation of students with LD in collaborative, guided inquiry science activities, (b) What learning processes do students with LD participate in during collaborative, guided inquiry science activities, and (c) What components of social competence support and constrain the participation of students with LD during collaborative, guided inquiry science activities? The findings of the study suggest five key ideas for research and teaching in collaborative, guided inquiry science in inclusive classrooms. First, using a variety of collaborative learning formats (whole-class, small-group, and pairs) creates more opportunities for the successful participation of diverse students with LD. Second, creating an inclusive community where students feel accepted and valued may enhance the academic and social success of students with LD. Third, careful selection of partners for students with LD is important for a positive learning experience. Students with LD should be partnered with academically successful, socially competent peers; also, this study suggested that students with LD experience more success working collaboratively in pairs rather than in small groups. Fourth, a variety of strategies are needed to promote active participation and positive social interactions for students with and without LD during collaborative, guided inquiry learning. Fifth, adopting a general approach to teaching collaborative inquiry that crosses curriculum borders may enhance success of inclusive teaching practices.

Evaluation of Health Profession Student Attitudes toward an Online Nutrition Education Problem-Based Learning Module

ERIC Educational Resources Information Center

Gould, Kathleen; Sadera, William

2015-01-01

The intent of problem-based learning (PBL) is to increase student motivation to learn, to promote critical thinking and to teach students to learn with complexity. PBL encourages students to understand that there are no straightforward answers and that problem solutions depend on context. This paper discusses the experience of undergraduate health…

The Impact of Service-Learning Course Characteristics on University Students' Learning Outcomes

ERIC Educational Resources Information Center

Moely, Barbara E.; Ilustre, Vincent

2014-01-01

Undergraduate students' reports of their service-learning course experiences and their gains from participation in those courses were investigated with a sample of 250 students at Tulane University. The students completed a survey in which they rated their service-learning courses in terms of three aspects: Value of Service, Focus on Service, and…

Relationships between Students' Experiences of Learning in an Undergraduate Internship Programme and New Graduates' Experiences of Professional Practice

ERIC Educational Resources Information Center

Matthew, Susan M.; Taylor, Rosanne M.; Ellis, Robert A.

2012-01-01

Although educators believe that undergraduate internship programmes are a vital component of professional degrees, evidence of the relationship between students' experiences of learning during such programmes and the quality of new graduates' experiences of professional practice is limited. This research sought to investigate associations between…

Study Abroad: Enhanced Learning Experience in Cultural Diversity

ERIC Educational Resources Information Center

Jaoko, Japheth

2010-01-01

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

Using social media as a strategy to address 'sophomore slump' in second year nursing students: A qualitative study.

PubMed

Tower, Marion; Blacklock, Eddie; Watson, Bernadette; Heffernan, Catherine; Tronoff, Glenyss

2015-11-01

An important contributing factor to the shortfall in the nursing workforce is the high attrition rate of students from nursing programmes. Recently, researchers have begun to examine the 'sophomore slump' phenomenon, related to students' sense of low self-efficacy associated with learning in their second year of study, that may be related to attrition. Academic success is heavily influenced by self-efficacy, or a student's belief in their ability to be successful. Strategies that enhance self-efficacy include peer learning, which increases students' engagement and reinforces self-regulated learning. Social networking sites such as Facebook provide students the opportunity to take part in peer learning and may promote students' self-efficacy. The aim of the study was to develop a Facebook forum that utilised peer learning, to build self-efficacy related to learning, of students commencing into the second year of a three year nursing programme. Students commencing into year two of a Bachelor of Nursing programme were invited to join a Facebook forum to support their study. One hundred and ninety-eight students accepted the invitation. Data was collected over a twelve-week period. Text from the Facebook forum was downloaded and analysed thematically. Analysis suggests that Facebook forums may be a useful peer learning strategy to build students' self-efficacy related to study in the second year of nursing study. Students shared mastery experiences, provided modelling experiences, and used verbal persuasion to reframe problems which suggested that it helped build students' self-efficacy, and alleviated some of the physiological response associated with stress. The findings suggest that social media platforms are important tools by which students can engage in peer learning to build self-efficacy around their nursing studies. This may in part help address the 'sophomore slump' phenomenon, enhance students' learning experiences more widely, and impact on students' decisions to remain in nursing programmes. Copyright © 2015 Elsevier Ltd. All rights reserved.

An investigative, cooperative learning approach to the general microbiology laboratory.

PubMed

Seifert, Kyle; Fenster, Amy; Dilts, Judith A; Temple, Louise

2009-01-01

Investigative- and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences.

An Investigative, Cooperative Learning Approach to the General Microbiology Laboratory

PubMed Central

Seifert, Kyle; Fenster, Amy; Dilts, Judith A.

2009-01-01

Investigative- and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences. PMID:19487504

"I Did Think It Was a Bit Strange Taking Outdoor Education Online": Exploration of Initial Teacher Education Students' Online Learning Experiences in a Tertiary Outdoor Education Unit

ERIC Educational Resources Information Center

Dyment, Janet; Downing, Jillian; Hill, Allen; Smith, Heidi

2018-01-01

With a view to attracting more students and offering flexible learning opportunities, online teaching and learning is becoming increasingly wide-spread across the higher education sector. This research reports on the experiences of eight initial teacher education students who studied an outdoor education unit in the online space. Using a…

Use of English Vocabulary Learning Strategies by Thai Tertiary-Level Students in Relation to Fields of Study and Language-Learning Experiences

ERIC Educational Resources Information Center

Boonkongsaen, Nathaya; Intaraprasert, Channarong

2014-01-01

The present study was intended to examine the effects of 1) fields of study (arts, business and science-oriented); and 2) language-learning experiences (whether limited or non-limited to formal classroom instructions) on the use of VLSs among Thai tertiary-level students. The participants were 905 Thai EFL students studying in the Northeast of…

The Lived Experience of a Doctoral Student: The Process of Learning and Becoming

ERIC Educational Resources Information Center

Callary, Betina; Werthner, Penny; Trudel, Pierre

2012-01-01

The PhD experience is often a transition from student to future faculty member, which involves considerable learning and development (Glaze, 2002; Hockey, 2004). Using a lifelong learning perspective (Jarvis, 2009), the purpose of this article is to explore, through a reflective self-study, my process of learning throughout the PhD degree. In this…

Service-Learning by Doing: How a Student-Run Consulting Company Finds Relevance and Purpose in a Business Strategy Capstone Course

ERIC Educational Resources Information Center

Robinson, David F.; Sherwood, Arthur Lloyd; DePaolo, Concetta A.

2010-01-01

A challenge for undergraduate learning in strategy is that the students lack professional work experiences. Without a rich background of experience, many strategic management topics are difficult to grasp. Our solution has been to develop a strategic management capstone course that combines service-learning and problem-based learning. The…

Making mLearning Work: Utilizing Mobile Technology for Active Exploration, Collaboration, Assessment, and Reflection in Higher Education

ERIC Educational Resources Information Center

Fisher, Mercedes; Baird, Derek E.

2007-01-01

The convergence of mobile technologies into student-centered learning environments requires academic institutions to design new and more effective learning, teaching, and user experience strategies. In this article we share results from an mLearning design experiment and analysis from a student survey conducted at the National College of Ireland.…

An "Adventure" of MBA Students in Europe: How Volcanic Ash Produced an Incidental Learning Experience

ERIC Educational Resources Information Center

Vazquez, Ana Claudia Souza; Ruas, Roberto Lima; Cervo, Clarissa S.; Hutz, Claudio Simon

2013-01-01

Because the volcanic ash that affected air travel in Western Europe in 2010 was considered as one of the most meaningful learning experiences by a group of MBA students, this article aims to outline the main aspects of an incidental learning situation, rarely described on management education literature. Incidental learning is an unsystematic…

Service-Learning: Creating Opportunities to Expand Students' Worldviews

ERIC Educational Resources Information Center

Murray, Lauren I.; Plante, Jarrad D.; Cox, Thomas D.; Owens, Tom

2015-01-01

More literature is needed that focuses on the effectiveness of service learning projects in higher education, specifically how individual students are impacted. This study investigates the possible influence of an international service-learning experience on a student's worldview. The International Service-Learning Inventory was used to ask…

Prior experience of interprofessional learning enhances undergraduate nursing and healthcare students' professional identity and attitudes to teamwork.

PubMed

Hood, Kerry; Cant, Robyn; Baulch, Julie; Gilbee, Alana; Leech, Michelle; Anderson, Amanda; Davies, Kate

2014-03-01

How willing are today's medical, nursing and other healthcare students to undertake some of their studies as shared learning? There is a lack of evidence of students' views by discipline despite this being a priority task for higher education sectors. This study explored the views of nursing, midwifery, nursing-emergency health (paramedic), medical, physiotherapy and nutrition-dietetics students. Senior undergraduate students from six disciplines at one university completed the Readiness for Interprofessional Learning Scale prior to participating in interprofessional clinical learning modules. For 741 students, the highest ranked response was agreement about a need for teamwork (mean 4.42 of 5 points). Nursing students held significantly more positive attitudes towards Teamwork/Collaboration, and were more positive about Professional Identity than medical students (p < .001). Midwifery and nursing-emergency-health students rejected uncertainty about Roles/Responsibilities compared with medical students (p < .001). One-third of all students who had prior experience of interprofessional learning held more positive attitudes in each of four attitude domains (p < .05). Overall, students' attitudes towards interprofessional learning were positive and all student groups were willing to engage in learning interprofessionally. Early introduction of IPL is recommended. Further studies should explore the trajectory of students' attitudes throughout the university degree. Copyright © 2013 Elsevier Ltd. All rights reserved.

Learning on clinical placement: the experience of six Australian student nurses.

PubMed

Nolan, C A

1998-11-01

Concerns about the adequacy of clinical education in nursing courses in Australia have escalated since the transfer of pre-registration nursing education into the tertiary sector. This descriptive, interpretative study, informed by the tradition of critical social science, sought to understand the clinical learning experiences of undergraduate nursing students. At the same time, it fostered an active participation of students in their own learning. Daily post-clinical conferences with the students were taped and transcribed verbatim to provide data for the study. Additional data was collected from informal discussions and observations of the students during the placement. Analysis revealed three main categories, which reflected the students' experiences. These included: (1) I don't belong; (2) doing and practising: progress at last; and (3) transitions in thinking. Feeling part of the team was closely linked to the opportunity to learn, emphasizing the important role not only of educators but also clinicians in undergraduate learning on clinical placement. Though the findings reflect age-long problems associated with student learning in the clinical field, it serves to remind all nurses of the importance they play in the learning process. This study reflects the importance of effective communication between the health and education sectors and the need to concentrate on strategies which will strengthen this bond.

Student Support Gaps in an Open Distance Learning Context

ERIC Educational Resources Information Center

Arko-Achemfuor, Akwasi

2017-01-01

Studying through distance education can be problematic for any student, but it can be worse for rural students for diverse reasons. To ensure that students studying through the open distance learning (ODL) system have an enduring learning experience, ODL builds student support as one of its components. The University of South Africa (Unisa)…

Evaluating an undergraduate interprofessional education session for medical and pharmacy undergraduates on therapeutics and prescribing: the medical student perspective

PubMed Central

Shelvey, Bethany M; Coulman, Sion A; John, Dai N

2016-01-01

Background The current literature on undergraduate interprofessional education (IPE) for pharmacy and medical students highlights a range of positive outcomes, although to date IPE has focused predominantly on student views and experiences of IPE sessions with these opinions being sought at the end of the sessions. This study aimed to evaluate medical students’ experiences of therapeutics and prescribing IPE, with pharmacy students, 1 year following the session. Methods Following ethics committee approval, 3rd year medical students at Cardiff University were invited to participate using non-probability sampling. Topic guide development was informed by the literature and research team discussions, including a review of the materials used in the IPE session. Semi-structured one-to-one interviews explored experiences, prior to, during, and after the IPE session. Interviews were audio-recorded, transcribed verbatim, and analyzed thematically. Results Eighteen medical students were interviewed; 11 were females. Seven themes were identified, namely 1) refinement of pre-session preparation, 2) session value, 3) learning with a pharmacy student, 4) learning about a pharmacist, 5) learning from a pharmacy student, 6) importance and application of what was learnt into practice, and 7) suggestions for change. Conclusion This study provides a valuable insight into medical students’ experiences of a therapeutics and prescribing IPE session and emphasizes the value they placed on interaction with pharmacy students. Medical students were able to recall clear learning experiences from the IPE session that had taken place 12 months earlier, which itself is an indicator of the impact of the session on the students. Furthermore, they were able to describe how knowledge and skills learnt had been applied to subsequent learning activities. Those developing IPE sessions should consider the following: clarify professional roles in the session content, incorporate IPE as a series of activities, and use small groups of students to optimize student–student interaction and active learning. PMID:27980450

Enhancing an introductory Pharmacy Practice Experience at free medical clinics.

PubMed

Morello, Candis M; Singh, Renu F; Chen, Karen J; Best, Brookie M

2010-02-01

The aim of the study was to assess and improve first-year student pharmacists' satisfaction and learning experience in a Student-Run Free Medical Clinic Project (SFMCP) providing medical care to an underserved population. Two consecutive classes of first-year student pharmacists at the University of California San Diego (UCSD) Skaggs School of Pharmacy and Pharmaceutical Sciences participated in an Introductory Pharmacy Practice Experience (IPPE) at the UCSD SFMCP. This IPPE involved two inter-professional evening free clinics which provide medical care to an underserved population and opportunities for healthcare professional training and service. Year 1 students completed a self-assessment survey instrument and year 2 students completed the survey instrument plus a new competency checklist tool. Average scores from the self-assessment survey instrument were compared between years 1 and 2. Initial survey results showed that students felt the SFMCP was worthwhile; however, they did not experience enough involvement in the patient assistance programme or non-pharmacy-related clinic activities. After the competency checklist tool implementation, overall student pharmacist satisfaction of the SFMCP IPPE remained high (88%), participation in identified weak areas improved and students agreed that the tool helped focus their clinic experience. Areas of improvement were identified with the survey instrument and the competency checklist tool increased achievement of learning objectives. Overall, student pharmacists felt the SFMCP IPPE was a good learning experience. Practising pharmacists can employ these or similar tools in specific practice settings, to evaluate and help ensure that student pharmacists or interns are achieving applicable learning objectives.

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

ERIC Educational Resources Information Center

Tedam, Prospera

2014-01-01

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

Experience Is the Best Teacher...Or Is It? An Analysis of the Role of Experience in Learning To Teach.

ERIC Educational Resources Information Center

Johnston, Sue

This study was conducted to analyze the process of learning to teach from the perspective of the student teacher. Issues associated with how student teachers perceive experiences contributing to their learning process form the basis of the analysis. Data referred to come from a larger study conducted over 3 years which explored the perceptions of…

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

PubMed

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

2016-05-01

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

Undergraduate research experiences support science career decisions and active learning.

PubMed

Lopatto, David

2007-01-01

The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.

Student Engagement in the Scottish Quality Enhancement Framework

ERIC Educational Resources Information Center

Gvaramadze, Irakli

2011-01-01

The research addressed the interplay of student engagement and quality enhancement mechanisms in the Scottish higher education system. The paper demonstrates increasing focus on student learning, learning experience and high-quality learning in the current quality enhancement approaches. The student-university coproduction model is used to…

Thinking Style Diversity and Collaborative Design Learning

NASA Astrophysics Data System (ADS)

Volpentesta, Antonio P.; Ammirato, Salvatore; Sofo, Francesco

The paper explores the impact of structured learning experiences that were designed to challenge students’ ways of thinking and promote creativity. The aim was to develop the ability of students, coming from different engineering disciplines and characterized by particular thinking style profiles, to collaboratively work on a project-based learning experience in an educational environment. Three project-based learning experiences were structured using critical thinking methods to stimulate creativity. Pre and post-survey data using a specially modified thinking style inventory for 202 design students indicated a thinking style profile of preferences with a focus on exploring and questioning. Statistically significant results showed students successfully developed empathy and openness to multiple perspectives.

Student perception of travel service learning experience in Morocco.

PubMed

Puri, Aditi; Kaddoura, Mahmoud; Dominick, Christine

2013-08-01

This study explores the perceptions of health profession students participating in academic service learning in Morocco with respect to adapting health care practices to cultural diversity. Authors utilized semi-structured, open-ended interviews to explore the perceptions of health profession students. Nine dental hygiene and nursing students who traveled to Morocco to provide oral and general health services were interviewed. After interviews were recorded, they were transcribed verbatim to ascertain descriptive validity and to generate inductive and deductive codes that constitute the major themes of the data analysis. Thereafter, NVIVO 8 was used to rapidly determine the frequency of applied codes. The authors compared the codes and themes to establish interpretive validity. Codes and themes were initially determined independently by co-authors and applied to the data subsequently. The authors compared the applied codes to establish intra-rater reliability. International service learning experiences led to perceptions of growth as a health care provider among students. The application of knowledge and skills learned in academic programs and service learning settings were found to help in bridging the theory-practice gap. The specific experience enabled students to gain an understanding of diverse health care and cultural practices in Morocco. Students perceived that the experience gained in international service learning can heighten awareness of diverse cultural and health care practices to foster professional growth of health professionals.

The Effect of Concept Mapping on Student Understanding and Correlation with Student Learning Styles

NASA Astrophysics Data System (ADS)

Mosley, William G.

This study investigated the use of concept mapping as a pedagogical strategy to promote change in the learning styles of pre-nursing students. Students' individual learning styles revealed two subsets of students; those who demonstrated a learning style that favors abstract conceptualization and those who demonstrated a learning style that favors concrete experience. Students in the experimental groups performed concept mapping activities designed to facilitate an integrative understanding of interactions between various organ systems of the body while the control group received a traditional didactic instruction without performing concept mapping activities. Both qualitative and quantitative data were collected in order to measure differences in student achievement. Analysis of the quantitative data revealed no significant change in the learning styles of students in either the control or experimental groups. Learning style groups were analyzed qualitatively for recurring or emergent themes that students identified as facilitating their learning. An analysis of qualitative data revealed that most students in the pre-nursing program were able to identify concepts within the class based upon visual cues, and a majority of these students exhibited the learning style of abstract conceptualization. As the laboratory experience for the course involves an examination of the anatomical structures of the human body, a visual identification of these structures seemed to be the most logical method to measure students' ability to identify anatomical structures.

A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules.

PubMed

Prunuske, Amy J; Henn, Lisa; Brearley, Ann M; Prunuske, Jacob

Medical education increasingly involves online learning experiences to facilitate the standardization of curriculum across time and space. In class, delivering material by lecture is less effective at promoting student learning than engaging students in active learning experience and it is unclear whether this difference also exists online. We sought to evaluate medical student preferences for online lecture or online active learning formats and the impact of format on short- and long-term learning gains. Students participated online in either lecture or constructivist learning activities in a first year neurologic sciences course at a US medical school. In 2012, students selected which format to complete and in 2013, students were randomly assigned in a crossover fashion to the modules. In the first iteration, students strongly preferred the lecture modules and valued being told "what they need to know" rather than figuring it out independently. In the crossover iteration, learning gains and knowledge retention were found to be equivalent regardless of format, and students uniformly demonstrated a strong preference for the lecture format, which also on average took less time to complete. When given a choice for online modules, students prefer passive lecture rather than completing constructivist activities, and in the time-limited environment of medical school, this choice results in similar performance on multiple-choice examinations with less time invested. Instructors need to look more carefully at whether assessments and learning strategies are helping students to obtain self-directed learning skills and to consider strategies to help students learn to value active learning in an online environment.

Cross-disciplinary thermoregulation and sweat analysis laboratory experiences for undergraduate Chemistry and Exercise Science students.

PubMed

Mulligan, Gregory; Taylor, Nichole; Glen, Mary; Tomlin, Dona; Gaul, Catherine A

2011-06-01

Cross-disciplinary (CD) learning experiences benefit student understanding of concepts and curriculum by offering opportunities to explore topics from the perspectives of alternate fields of study. This report involves a qualitative evaluation of CD health sciences undergraduate laboratory experiences in which concepts and students from two distinct disciplines [chemistry (CHEM) and exercise physiology (EPHE)] combined to study exercise thermoregulation and sweat analysis. Twenty-eight senior BSc Kinesiology (EPHE) students and 42 senior BSc CHEM students participated as part of their mutually exclusive, respective courses. The effectiveness of this laboratory environment was evaluated qualitatively using written comments collected from all students as well as from formal focus groups conducted after the CD laboratory with a representative cohort from each class (n = 16 CHEM students and 9 EPHE students). An open coding strategy was used to analyze the data from written feedback and focus group transcripts. Coding topics were generated and used to develop five themes found to be consistent for both groups of students. These themes reflected the common student perceptions that the CD experience was valuable and that students enjoyed being able to apply academic concepts to practical situations as well as the opportunity to interact with students from another discipline of study. However, students also reported some challenges throughout this experience that stemmed from the combination of laboratory groups from different disciplines with limited modification to the design of the original, pre-CD, learning environments. The results indicate that this laboratory created an effective learning opportunity that fostered student interest and enthusiasm for learning. The findings also provide information that could inform subsequent design and implementation of similar CD experiences to enhance engagement of all students and improve instructor efficacy.

Students' experiences of learning in relation to didactic strategies during the first year of a nursing programme: a qualitative study.

PubMed

Westin, Lars; Sundler, Annelie J; Berglund, Mia

2015-03-17

In university undergraduate nursing programmes, didactic strategies that enable students to learn nursing skills, solve problems and develop reflective and critical thinking and practice are needed. The aim of this study was to explore how different didactic strategies support nursing students' experiences of learning during the first year of a reconstructed nursing curriculum. This study employed a qualitative approach. The data were gathered through written narratives that were analysed using qualitative content analysis. Nursing students' experiences of learning through different didactic strategies, were evident in the text. These perspectives were organised into the following themes: To focus on the patient perspective and paying more attention to others, Learning from discussions and reflections on one's own learning, Training for the professional role and becoming more courage, and Gaining insights into nursing and increasing one's self-awareness. The education increased the students' self-awareness, which helped them to pay greater attention to patients and their relative. During the learning process, the students became more courageous, reflected and discovered their shortcomings. Stated didactic strategies supported a broad base of knowledge on nursing and the professional role of nurses. Educators are challenged to strengthen meaningful learning in nursing and to facilitate the progression of nursing programmes.

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

ERIC Educational Resources Information Center

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

2010-01-01

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

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

ERIC Educational Resources Information Center

Dzurec, David J.; Dzurec, Laura Cox

2005-01-01

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

The Impact of Vocational Teachers on Student Learning in Developing Countries: Does Enterprise Experience Matter?

ERIC Educational Resources Information Center

Johnston, Jamie; Loyalka, Prashant; Chu, James; Song, Yingquan; Yi, Hongmei; Huang, Xiaoting

2016-01-01

Although a large number of students around the world attend vocational schools, there is little evidence about what factors matter for learning in these schools. Using data on approximately 1,400 vocational students in one eastern province in China, we employ a student fixed-effects model to identify whether teacher enterprise experience, direct…

Group Work and the Change of Obstacles over Time: The Influence of Learning Style and Group Composition

ERIC Educational Resources Information Center

Soetanto, Danny; MacDonald, Matthew

2017-01-01

It is through working in groups that students develop cooperative learning skills and experience. However, group work activity often leads students into a difficult experience, especially for first-year students who are not familiar with group work activities at university. This study explores obstacles faced by first-year students during their…

Asian Students' Voices: An Empirical Study of Asian Students' Learning Experiences at a New Zealand University

ERIC Educational Resources Information Center

Campbell, Jacqui; Li, Mingsheng

2008-01-01

More than 85% of the international students in New Zealand are Asian in origin. The level of satisfaction of Asian international students with their learning experiences in New Zealand has been of enormous concern for the New Zealand export education industry. The results of this current research, based on a qualitative research study conducted at…

Creativity and Conflict: How Theory and Practice Shape Student Identities in Design Education

ERIC Educational Resources Information Center

Tynan, Jane; New, Christopher

2009-01-01

By exploring the role of student identities in shaping attitudes to learning, this study asks how design students draw on experience to work across theory and practice. It explores how a specific group of design undergraduate students in a UK university perform on two distinct learning experiences on their course: work placement and dissertation.…

Preparation for workplace adversity: Student narratives as a stimulus for learning.

PubMed

Hanson, Julie; McAllister, Margaret

2017-07-01

Nursing students are not always well prepared for the kind of adverse events they may experience in the workplace and yet it seems apparent that future students could benefit from learning about such experiences so that they can be avoided, or their impact minimised. This research aimed to identify nursing students' experiences of adversity, collaborate with students to discern important lessons for future students in their experiences, and make recommendations for other educators on how to use these adversity stories as lessons. Seven Australian nursing students were interviewed using critical incident technique consisting of 7 questions. This paper focuses on the responses to the questions: "Does this story's message have a place in the curriculum?" and "How would you teach this lesson?" Data were analysed using critical discourse analysis. Four recurring discourses emerged including: power relationships are a two-way street; learn from mistakes to prevent mistakes; begin cultural consciousness-raising in first year, first semester; and become critically self-aware. Narratives derived from original stories of adversity may be a valuable source of learning about the realities of the workplace but to benefit fully, educators need to assist students to notice and analyse embedded messages. Copyright © 2017 Elsevier Ltd. All rights reserved.

Vaccination learning experiences of nursing students: a grounded theory study.

PubMed

Ildarabadi, Eshagh; Karimi Moonaghi, Hossein; Heydari, Abbas; Taghipour, Ali; Abdollahimohammad, Abdolghani

2015-01-01

This study aimed to explore the experiences of nursing students being trained to perform vaccinations. The grounded theory method was applied to gather information through semi-structured interviews. The participants included 14 undergraduate nursing students in their fifth and eighth semesters of study in a nursing school in Iran. The information was analyzed according to Strauss and Corbin's method of grounded theory. A core category of experiential learning was identified, and the following eight subcategories were extracted: students' enthusiasm, vaccination sensitivity, stress, proper educational environment, absence of prerequisites, students' responsibility for learning, providing services, and learning outcomes. The vaccination training of nursing students was found to be in an acceptable state. However, some barriers to effective learning were identified. As such, the results of this study may provide empirical support for attempts to reform vaccination education by removing these barriers.

Active-Learning Laboratory Session to Teach the Four M's of Diabetes Care

PubMed Central

Plake, Kimberly S.; Nash, Christiane L.; Shepler, Brian M.

2009-01-01

Objective To implement an active-learning methodology for teaching diabetes care to pharmacy students and evaluate its effectiveness. Design Laboratory instruction was divided into 4 primary areas of diabetes care, referred to by the mnemonic, the 4 M's: meal planning, motion, medication, and monitoring. Students participated in skill-based learning laboratory stations and in simulated patient experiences. A pretest, retrospective pretest, and posttest were administered to measure improvements in students' knowledge about diabetes and confidence in providing care to diabetes patients. Assessment Students knowledge of and confidence in each area assessed improved. Students enjoyed the laboratory session and felt it contributed to their learning. Conclusion An active-learning approach to teaching diabetes care allowed students to experience aspects of the disease from the patient's perspective. This approach will be incorporated in other content areas. PMID:19513160

Using blended learning and out-of-school visits: pedagogies for effective science teaching in the twenty-first century

NASA Astrophysics Data System (ADS)

Coll, Sandhya Devi; Coll, Richard Kevin

2018-04-01

Background: Recent research and curriculum reforms have indicated the need for diversifying teaching approaches by drawing upon student interest and engagement in ways which makes learning science meaningful. Purpose: This study examines the integration of informal/free choice learning which occurred during learning experiences outside school (LEOS) with classroom learning using digital technologies. Specifically, the digital technologies comprised a learning management system (LMS), Moodle, which fits well with students' lived experiences and their digital world. Design and Method: This study examines three out-of-school visits to Informal Science Institutes (ISI) using a digitally integrated fieldtrip inventory (DIFI) Model. Research questions were analysed using thematic approach emerging along with semi-structured interviews, before, during and after the visit, and assessing students' learning experiences. Data comprised photographs, field notes, and unobtrusive observations of the classroom, wiki postings, student work books and teacher planning diaries. Results: We argue, that pre- and post-visit planning using the DIFI Model is more likely to engage learners, and the use of a digital learning platform was even more likely to encourage collaborative learning. The conclusion can also be drawn that students' level of motivation for collaborative learning positively correlates with their improvement in academic achievement.

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

PubMed

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

2017-11-01

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

Self-Regulated Learning: The Role of Motivation, Emotion, and Use of Learning Strategies in Students' Learning Experiences in a Self-Paced Online Mathematics Course

ERIC Educational Resources Information Center

Cho, Moon-Heum; Heron, Michele L.

2015-01-01

Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students'…

Exploring the Effects of Web-Mediated Game-Based Learning and Self-Regulated Learning on Students' Learning

ERIC Educational Resources Information Center

Tsai, Chia-Wen; Hsu, Pi-Fang; Tseng, Hsueh-Ju

2013-01-01

This research focuses on exploring the effects of game-based learning (GBL) and self-regulated learning (SRL) on promoting students' learning and the interactions between teachers, students and peers. The experiment designed for this study was conducted in the course of "Media Marketing Management". The effects of GBL, SRL, and their…

The impact of international experience on student nurses' personal and professional development.

PubMed

Lee, N-J

2004-06-01

Many student nurses undertake international clinical experience during their education programmes, which raises the question 'How do these experiences impact on students nurses' personal and professional development?' A case study was conducted in one School of Nursing in the United Kingdom. Student nurses participating in a new module, International Nursing and Health Care, which included clinical experience overseas, gave qualitative accounts of their international experiences and subsequent learning. Their accounts were also compared with the perceptions and expectations of the module facilitators. While there were some similarities in student experience and facilitator expectations, there were also notable differences. The students believed that their international experiences had a deep impact on their personal development, helping them make the transition from student to qualified nurse. The case study raised further questions about the acquisition of cultural knowledge and the facilitation and provision of learning from experience.

Natural science majors and liberal education: The impact of a living-learning community

NASA Astrophysics Data System (ADS)

Hutt, Chris D.

The purpose of this study was to explore the articulated experiences of natural science majors who were participating in a liberal arts living-learning community. Using the American Association of College and University's (2002) report, Greater Expectations as an organizing framework, this study sought to determine how - if at all - students in this learning community were encountering the organizational educational principles consistent with classical and contemporary liberal education. The study was a qualitative inquiry that examined students' precollege experiences and beliefs, their current perceptions on their academic experiences, and student reflections on the meaning of these experiences. The data collected and analyzed in the completion of this study consisted of a series of 19 individual interviews with students enrolled in both a natural science major and in a living- learning community (LLC). Analysis of the interview data led the researcher to identify four themes: (a) Students attributed intellectual growth to experiences in both the major and the LLC, and that the science curriculum was in some ways separated from the liberal arts curriculum; (b) Students experienced and defined diversity in meaningful ways; (c) Physical place and social space of the LLC contributed significantly to the program; and (d) Students reflected learning experiences and outcomes consistent with both classical and contemporary liberal educational environments. Ultimately, the students in this study viewed their participation in the LLC as a meaningful supplement to the science major. Further analysis of the findings, as well as conclusions and recommendations for both policy and practice, are discussed in the final chapter of the study.

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

PubMed

McLeod, Fiona; Jamison, Caroline; Treasure, Karen

2018-05-01

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

The Case of Flow and Learning Revisited

ERIC Educational Resources Information Center

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

2018-01-01

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

Using and Assessing an Experiential Learning Project in a Retail Marketing Course

ERIC Educational Resources Information Center

Maskulka, Therese A.; Stout, David E.; Massad, Victor J.

2011-01-01

Business educators have been challenged recently to provide increased experiential learning opportunities for students. Proponents of experienced-based learning subscribe to the view that such experiences engage students actively in the learning process, and because of the linkage between practice and theory, better prepare students for the…

Community College Students' Preferences of Learning Environment in Three Modalities

ERIC Educational Resources Information Center

Agostini, Preslie

2013-01-01

This study examined student preferences of learning environment in three separate learning modalities (traditional, online, and hybrid) in an English 102 course at three community colleges in central Arizona. The basis for the study revolved around the constructivist theory, which implies that students learn from their own experiences. The…

A Systematic Review of Function-Based Interventions for Students with Learning Disabilities

ERIC Educational Resources Information Center

McKenna, John William; Flower, Andrea; Kyung Kim, Min; Ciullo, Stephen; Haring, Christa

2015-01-01

Students with learning disabilities (LD) experience pervasive academic deficits requiring extensive academic intervention; however, they may also engage in problem behaviors that adversely affect teaching and learning, thus lessening the potential impact of specialized instruction and supports. The learning deficits of students with LD are…

Approaches to Learning and Study Orchestrations in High School Students

ERIC Educational Resources Information Center

Cano, Francisco

2007-01-01

In the framework of the SAL (Students' approaches to learning) position, the learning experience (approaches to learning and study orchestrations) of 572 high school students was explored, examining its interrelationships with some personal and familial variables. Three major results emerged. First, links were found between family's intellectual…

Amplifying Student Learning through Volunteering

ERIC Educational Resources Information Center

McFadden, Amanda; Smeaton, Kathleen

2017-01-01

Student volunteer experiences are ubiquitous within higher education contexts. Despite this, there is further scope for understanding the qualitatively different ways students experience volunteering. To achieve this an explicit focus on understanding volunteer experiences from the students' perspective and the relationship these experiences have…

Support groups: an empowering, experiential strategy.

PubMed

Heinrich, K T; Robinson, C M; Scales, M E

1998-01-01

The authors describe a student-facilitated support group experience initiated at student request and designed for RN-BSN students. Students report they emerged enlightened about group theory, empowered to share their knowledge of groups, and energized to initiate groups in their work settings. If educators make the learning experience safe, practice letting go and being vigilant, and celebrate group successes, students learn how to initiate, facilitate, and terminate small groups.

Understanding students' and clinicians' experiences of informal interprofessional workplace learning: an Australian qualitative study.

PubMed

Rees, Charlotte E; Crampton, Paul; Kent, Fiona; Brown, Ted; Hood, Kerry; Leech, Michelle; Newton, Jennifer; Storr, Michael; Williams, Brett

2018-04-17

While postgraduate studies have begun to shed light on informal interprofessional workplace learning, studies with preregistration learners have typically focused on formal and structured work-based learning. The current study investigated preregistration students' informal interprofessional workplace learning by exploring students' and clinicians' experiences of interprofessional student-clinician (IPSC) interactions. A qualitative interview study using narrative techniques was conducted. Student placements across multiple clinical sites in Victoria, Australia. Through maximum variation sampling, 61 participants (38 students and 23 clinicians) were recruited from six professions (medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy). We conducted 12 group and 10 individual semistructured interviews. Themes were identified through framework analysis, and the similarities and differences in subthemes by participant group were interrogated. Six themes relating to four research questions were identified: (1) conceptualisations of IPSC interactions; (2) context for interaction experiences; (3) the nature of interaction experiences; (4) factors contributing to positive or negative interactions; (5) positive or negative consequences of interactions and (6) suggested improvements for IPSC interactions. Seven noteworthy differences in subthemes between students and clinicians and across the professions were identified. Despite the results largely supporting previous postgraduate research, the findings illustrate greater breadth and depth of understandings, experiences and suggestions for preregistration education. Educators and students are encouraged to seek opportunities for informal interprofessional learning afforded by the workplace. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

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

PubMed

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

2018-02-01

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

A Focused Ethnography of Baccalaureate Nursing Students Who Are Using Motivational Interviewing.

PubMed

Howard, Lisa M; Williams, Beverly A

2016-09-01

The purpose of this article is to describe how nursing students learned and used motivational interviewing (MI) in a community-based clinical context at a primary care vascular risk reduction clinic focused on health promotion. A focused ethnography was used to access a sample of 20 undergraduate nursing students, 16 patients, and 2 instructors. Data were generated from participant observations, field notes, student journals, and interviews (one-on-one and focus group). Central to the students' experience was their transformation because of learning and using MI. Three sub themes describe the social processes that shaped the student experience: learning a relational skill, engaging patients, and collaborating as partners. It is feasible for nursing students to learn MI and use this approach to enhance collaborative care in a primary care setting. The experience can be transformative for students. Supporting patients to adopt healthy lifestyles is a significant role for nurses in practice. The findings provide key insights and strategies for nurse educators teaching students a collaborative communication approach, such as MI, to engage patients in health behavior change. © 2016 Sigma Theta Tau International.

Experiential learning in high energy physics: a survey of students at the LHC

NASA Astrophysics Data System (ADS)

Camporesi, Tiziano; Catalano, Gelsomina; Florio, Massimo; Giffoni, Francesco

2017-03-01

More than 36 000 students and post-docs will be involved until 2025 in research at the Large Hadron Collider (LHC) mainly through international collaborations. To what extent they value the skills acquired? Do students expect that their learning experience will have an impact on their professional future? By drawing from earlier literature on experiential learning, we have designed a survey of current and former students at LHC. To quantitatively measure the students’ perceptions, we compare the salary expectations of current students with the assessment of those now employed in different jobs. Survey data are analysed by ordered logistic regression models, which allow multivariate statistical analyses with limited dependent variables. Results suggest that experiential learning at LHC positively correlates with both current and former students’ salary expectations. Those already employed clearly confirm the expectations of current students. At least two not mutually exclusive explanations underlie the results. First, the training at LHC is perceived to provide students valuable skills, which in turn affect the salary expectations; secondly, the LHC research experience per se may act as signal in the labour market. Respondents put a price tag on their learning experience, a ‘LHC salary premium’ ranging from 5% to 12% compared with what they would have expected for their career without such an experience at CERN.

Development of the Concept of Energy Conservation using Simple Experiments for Grade 10 Students

NASA Astrophysics Data System (ADS)

Rachniyom, S.; Toedtanya, K.; Wuttiprom, S.

2017-09-01

The purpose of this research was to develop students’ concept of and retention rate in relation to energy conservation. Activities included simple and easy experiments that considered energy transformation from potential to kinetic energy. The participants were 30 purposively selected grade 10 students in the second semester of the 2016 academic year. The research tools consisted of learning lesson plans and a learning achievement test. Results showed that the experiments worked well and were appropriate as learning activities. The students’ achievement scores significantly increased at the statistical level of 05, the students’ retention rates were at a high level, and learning behaviour was at a good level. These simple experiments allowed students to learn to demonstrate to their peers and encouraged them to use familiar models to explain phenomena in daily life.

The ERAU Undergraduate Meteorology Program, Students' Learning, and Measures of Success

NASA Astrophysics Data System (ADS)

Ivanova, D.

2008-12-01

The goal of this paper is to introduce the relationship, teaching techniques, research experience, and critical thinking interactions between Embry-Riddle Aeronautical University(ERAU) McNair mentors and their meteorology students to ensure the students' continued academic success and path to graduate school. The primary goal of the McNair Scholars Program is to provide experiences that prepare selected undergraduate students for doctoral study. The overriding goal of the McNair programs is to increase the number of underrepresented students who will obtain doctoral degrees and go on to teach and do research in institutions of higher learning. The underrepresented students are often those with limited resources, however encouraging critical thinking and undergraduate research experience is an effective tool for engaging them in applied meteorology. How do we help underrepresented meteorology students become aware of their strong and weak sides, help their learning, improve their learning strategies, and guide them toward a successful graduate school path? What skills are particularly important in developing a solid undergraduate expertise in meteorology? How can these skills be taught effectively? What are the obstacles the McNair scholars have to overcome? Some students are under prepared in math or have math phobias, others are learning English as they are learning the complex vocabulary of meteorology, or arrive in the classroom with communication skills that are not fully developed. We discuss our experiences as part of the ERAU McNair Scholars Program and Department of meteorology faculty body.

Swedish Students' and Preceptors' Perceptions of What Students Learn in a Six-Month Advanced Pharmacy Practice Experience

PubMed Central

Sporrong, Sofia Kälvemark; Gustavsson, Maria; Lindblad, Åsa Kettis; Johansson, Markus; Ring, Lena

2011-01-01

Objective. To identify what pharmacy students learn during the 6-month advanced pharmacy practice experience (APPE) in Sweden. Methods. Semi-structured interviews were conducted with 18 pharmacy APPE students and 17 pharmacist preceptors and analyzed in a qualitative directed content analysis using a defined workplace learning typology for categories. Results. The Swedish APPE provides students with task performance skills for work at pharmacies and social and professional knowledge, such as teamwork, how to learn while in a work setting, self-evaluation, understanding of the pharmacist role, and decision making and problem solving skills. Many of these skills and knowledge are not accounted for in the curricula in Sweden. Using a workplace learning typology to identify learning outcomes, as in this study, could be useful for curricula development. Conclusions. Exploring the learning that takes place during the APPE in a pharmacy revealed a broad range of skills and knowledge that students acquire. PMID:22345716

In Their Own Words: Student Stories of Seeking Learning Support

ERIC Educational Resources Information Center

Brown, Mark; Hughes, Helen; Keppell, Mike; Hard, Natasha; Smith, Liz

2013-01-01

Many Open and Distance Learning (ODL) providers report that their students are prone to lower rates of retention and completion than campus-based students. Against this background, there is growing interest around distance-specific learning support. The current research investigated the experiences of students during their first semester as…

The Goat Portage: Students' Stories and Learning from Canoe Trips.

ERIC Educational Resources Information Center

Horwood, Bert

This study explores how high school students learn from their experiences in an extracurricular adventure program and illustrates how students' narrative inquiries relate to experiential learning. Twelve canoe trips were studied by participant observation methods. Data were collected from recorded interviews with students and staff, field notes,…

Capstone Business Course Assessment: Exploring Student Readiness Perspectives

ERIC Educational Resources Information Center

Payne, Stephen L.; Flynn, Jan; Whitfield, J. Michael

2008-01-01

In addition to assessment of student-learning outcomes in capstone business courses, an assessment concern is student readiness for these typical capstone experiences. A review of both (a) the literature on learning retention or application and student dispositions for undertaking significant learning challenges and (b) the authors' preliminary…

Appraisal of the dental school learning environment: the students' view.

PubMed

Henzi, David; Davis, Elaine; Jasinevicius, Roma; Hendricson, William; Cintron, Laura; Isaacs, Marcia

2005-10-01

The majority of studies examining dental school curriculum have addressed organization, structure, and content issues from the perspectives of administrators, faculty, practitioners/alumni, and professional organizations. However, few studies have focused on students' opinions of dental school. The purpose of this study was to determine students' perceptions of the learning environment, intellectual climate, and teacher-student relationships in dental school. This report describes how the "dental version" of the Medical Student Learning Environment Survey (MSLES) was used to identify students' perceptions of their dental education. Freshman and junior dental students' perceptions were measured with the Dental Student Learning Environment Survey (DSLES), which evaluates learning environment, intellectual climate, and relationships among students and teachers in seven areas: flexibility, student-to-student interaction, emotional climate, supportiveness, meaningful experience, organization, and breadth of interest. The DSLES was mailed to twenty-three dental schools in North America with eighteen of the schools distributing the inventory. A total of 619 dental students responded. Results were differentiated between freshman and junior dental students. Both freshman and junior students provided the highest (most positive) ratings for the DSLES subscales of "breadth of interest" (interest in dentistry and outside interests are encouraged) and "meaningful learning experience" (significance of courses to dentistry). Freshman students provided the lowest (least positive) ratings for "emotional climate" (students' responses to the way their courses were conducted and stress levels), and junior students provided the least positive ratings for "faculty supportiveness" (extent of faculty support and encouragement provided to students). The DSLES identified students' perceptions of their educational experience and localized areas for improvement. By addressing these areas of concern, faculty can increase student satisfaction with their dental education.

Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

PubMed Central

Sajid, Muhammad R.; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

2016-01-01

Objectives To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. Methods This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. Results A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Conclusions Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.  PMID:27591930

Measuring medical students' motivation to learning anatomy by cadaveric dissection.

PubMed

Abdel Meguid, Eiman M; Khalil, Mohammed K

2017-07-01

Motivation and learning are inter-related. It is well known that motivating learners is clearly a complex endeavor, which can be influenced by the educational program and the learning environment. Limited research has been conducted to examine students' motivation as a method to assess the effectiveness of dissection in medical education. This study aimed to assess and analyze students' motivation following their dissection experience. A 29-item survey was developed based on the Attention, Relevance, Confidence, and Satisfaction model of motivation. Descriptive statistics were undertaken to describe students' motivation to the dissection experience. T-test and ANOVA were used to compare differences in motivational scores between gender and educational characteristics of students. Dissection activities appear to promote students' motivation. Gender difference was statistically significant as males were more motivated by the dissection experience than females. Comparison between students with different knowledge of anatomy was also significantly different. The study is an important step in the motivational design to improve students' motivation to learn. The outcome of this study provides guidance to the selection of specific strategies to increase motivation by generating motivational strategies/tactics to facilitate learning. Anat Sci Educ 10: 363-371. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Experiences of Chinese International Students Learning English at South African Tertiary Institutions

ERIC Educational Resources Information Center

Ayliff, D.; Wang, G.

2006-01-01

This article aims to provide insight into the experiences of Chinese international students in some South African tertiary institutions. The study investigates their successes and failures in endeavouring to learn English and the culture shock and "learning shock" they endure when registering to study in an African country with an…

How Do Virtual World Experiences Bring about Learning? A Critical Review of Theories

ERIC Educational Resources Information Center

Loke, Swee-Kin

2015-01-01

While students do learn real-world knowledge and skills in virtual worlds, educators have yet to adequately theorise how students' virtual world experiences bring about this learning. This paper critically reviewed theories currently used to underpin empirical work in virtual worlds for education. In particular, it evaluated how applicable these…

Factors Impacting Students' Online Learning Experience in a Learner-Centred Course

ERIC Educational Resources Information Center

Wu, Y.

2016-01-01

Technologies bring a new era of content presentation for online teaching and learning. With more instructors adopting new tools to design online teaching materials, students are often put into learning contexts with certain new design components. Assessing learner experience and outcome in these contexts is challenging because of the complexity…

Learning Process and Vocational Experience Attainments.

ERIC Educational Resources Information Center

Colardyn, Danielle; White, Kathleen M.

From a search of (mostly French) literature, a hypothesis was formulated that students with both academic training and work experience would solve a practical learning problem more easily than students with academic learning only. A study was conducted at the Conservatoire National des Arts et Metiers in Paris to test this hypothesis. Two groups,…

Learning Posts: A Pedagogical Experiment with Undergraduate Music Education Majors

ERIC Educational Resources Information Center

Countryman, June

2012-01-01

This article describes the effects of a year-long reflective writing assignment--weekly Learning Posts--designed for students in an undergraduate music education course. I created this assignment to cause students to regularly interrogate the teaching and learning they experience in their own daily lives. This study's research question emerged…

Within-Students Variability in Learning Experiences, and Teachers' Perceptions of Students' Task-Focus

ERIC Educational Resources Information Center

Malmberg, Lars-Erik; Lim, Wee H. T.; Tolvanen, Asko; Nurmi, Jari-Erik

2016-01-01

In order to advance our understanding of educational processes, we present a tutorial of intraindividual variability. An adaptive educational process is characterised by stable (less variability), and a maladaptive process is characterised by instable (more variability) learning experiences from one learning situation to the next. We outline step…

Dedicated education unit: student perspectives.

PubMed

Nishioka, Vicki M; Coe, Michael T; Hanita, Makoto; Moscato, Susan R

2014-01-01

The study compared students' perceptions of their clinical learning experiences in a dedicated education unit (DEU) with their experiences in traditional clinical education. Unlike traditional academic-instructor models, expert nurses in the DEU provide clinical education to students with faculty support. This repeated measures design used student surveys, supplemented by focus group data. Students were more likely to agree that their clinical learning experience was high quality and they had a consistent mentoring relationship during DEU rotations. Students also reported the quality of the unit's learning environment, the leadership style of the nurse manager, and the nursing care on the unit was more favorable in DEUs than traditional units. Consistent with their changed role in DEUs, faculty members were less active in helping students integrate theory and practice. These findings provide additional evidence of the value that the DEU model contributes to high-quality clinical education.

Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs).

ERIC Educational Resources Information Center

von der Emde, Silke; Schneider, Jeffrey; Kotter, Markus

2001-01-01

Draws on experiences from a 7-week exchange between students learning German at an American college and advanced students of English at a German university. Maps out the benefits to using a MOO (multiple user domains object-oriented) for language learning: a student-centered learning environment structured by such objectives as peer teaching,…

Motivating Students through Positive Learning Experiences: A Comparison of Three Learning Designs for Computer Programming Courses

ERIC Educational Resources Information Center

Lykke, Marianne; Coto, Mayela; Jantzen, Christian; Mora, Sonia; Vandel, Niels

2015-01-01

Based on the assumption that wellbeing, positive emotions and engagement influence motivation for learning, the aim of this paper is to provide insight into students' emotional responses to and engagement in different learning designs. By comparing students' reports on the experiential qualities of three different learning designs, their…

Exploring the Effects of Online Academic Help-Seeking and Flipped Learning on Improving Students' Learning

ERIC Educational Resources Information Center

Chyr, Wen-Li; Shen, Pei-Di; Chiang, Yi-Chun; Lin, Jau-Bi; Tsai, Chia-Wen

2017-01-01

This study explored the effects of online academic help-seeking (OAHS) and flipped learning (FL) on students' development of involvement, self-efficacy, and self-directed learning. A quasi-experiment was conducted to investigate whether students' involvement, self-efficacy, and self-directed learning increases over time with intervention by OAHS,…

Development of sensorial experiments and their implementation into undergraduate laboratories

NASA Astrophysics Data System (ADS)

Bromfield Lee, Deborah Christina

"Visualization" of chemical phenomena often has been limited in the teaching laboratories to the sense of sight. We have developed chemistry experiments that rely on senses other than eyesight to investigate chemical concepts, make quantitative determinations, and familiarize students with chemical techniques traditionally designed using only eyesight. Multi-sensory learning can benefit all students by actively engaging them in learning through stimulation or an alternative way of experiencing a concept or ideas. Perception of events or concepts usually depends on the information from the different sensory systems combined. The use of multi-sensory learning can take advantage of all the senses to reinforce learning as each sense builds toward a more complete experience of scientific data. Research has shown that multi-sensory representations of scientific phenomena is a valuable tool for enhancing understanding of chemistry as well as displacing misconceptions through experience. Multi-sensory experiences have also been shown to enrich memory performance. There are few experiments published which utilize multiple senses in the teaching laboratory. The sensorial experiments chosen were conceptually similar to experiments currently performed in undergraduate laboratories; however students collect different types of data using multi-sensory observations. The experiments themselves were developed by using chemicals that would provide different sensory changes or capitalizing on sensory observations that were typically overlooked or ignored and obtain similar and precise results as in traditional experiments. Minimizing hazards and using safe practices are especially essential in these experiments as students utilize senses traditionally not allowed to be used in the laboratories. These sensorial experiments utilize typical equipment found in the teaching laboratories as well as inexpensive chemicals in order to aid implementation. All experiments are rigorously tested for accuracy and all chemicals examined for safety prior to implementation. The pedagogical objectives were established of to provide the ability to develop and stimulate students' conceptual understanding. The educational assessments of these experiments are are fashioned using the framework chosen (Marzano and Kendall). All the experiments are designed as collaborative, inquiry-based experiments in aims of enhancing the students understanding of the subject and promote critical thinking skills. These experiments use an investigative approach rather than verification methods. Terminology and misconceptions of the experiment were evaluated to prevent misunderstanding or confusion during the experiment. Interventions to address these misconceptions and learning problems associated with the experiment were developed. We have developed the Learning Lab Report, LLR, as an alternative model for the traditional laboratory reports, with the goal of transforming the traditional reports into something more useful for both students and instructors. The educational strategies are employed to develop this format in order to promote students to think critically about the concepts and take an active involvement in learning. From the results of the LLR, all experiments were reviewed and re-written to address any learning problems. The sensorial experiments study several topics usually covered in the first 2 years of the chemistry curriculum (general and organic chemistry courses). The experiments implemented, organic qualitative analysis, esterification kinetics, Le Chatelier equilibrium, thermometric titrations and ASA kinetics, worked effectively as students were able to draw correct conclusions about the concepts from the data obtained. An olfactory titration using the smell of the rutabaga vegetable has been developed and thoroughly tested. The LLR was utilized with the equilibrium, titration and acetyl salicylic acid experiments. The details of the development, implementation of these sensorial experiments and the LLR and student results are discussed.

Librarians and occupational therapy faculty: a collaboration for teaching evidence-based practice.

PubMed

Vogel, Kimberly A

2012-01-01

Students in allied health educational programs learn evidence-based practice (EBP) skills, yet often do not consistently utilize these skills as practitioners. Barriers to implementing EBP include time pressures and lack of skill. This descriptive study explains how librarians can teach information literacy skills and strengthen knowledge of EBP in graduate occupational therapy (OT) students. The goal of the study was to evaluate students' perception of the effectiveness of learning activities about EBP, and librarians' perception of the value of teaching in an OT curriculum. Sixty-three students at the University of Texas Health Science Center at San Antonio read articles and learned didactic information from OT faculty and librarians about EBP. Students researched intervention questions and electronically sent searches to librarians for feedback. Students applied skills by researching an intervention of their choice. Evaluative data were collected from students in 2009 and 2010 and from librarians in 2009. Both groups rated the learning experiences highly. Students felt the learning experiences improved their effectiveness in carrying out EBP. Librarians valued the experience of teaching information literacy to OT students. These results support other studies showing librarians' effectiveness in developing EBP skills in students. Recommendations are given about using journal clubs and secondary literature to ensure the use of EBP at the workplace.

Music and the mind: a new interdisciplinary course on the science of musical experience.

PubMed

Prichard, J Roxanne; Cornett-Murtada, Vanessa

2011-01-01

In this paper the instructors describe a new team-taught transdisciplinary seminar, "Music and Mind: The Science of Musical Experience." The instructors, with backgrounds in music and neuroscience, valued the interdisciplinary approach as a way to capture student interest and to reflect the inherent interconnectivity of neuroscience. The course covered foundational background information about the science of hearing and musical perception and about the phenomenology of musical creation and experience. This two-credit honors course, which attracted students from eleven majors, integrated experiential learning (active listening, journaling, conducting mini-experiments) with rigorous reflection and discussion of academic research. The course culminated in student-led discussions and presentations of final projects around hot topics in the science of music, such as the 'Mozart Effect,' music and religious experience, etc. Although this course was a two-credit seminar, it could easily be expanded to a four-credit lecture or laboratory course. Student evaluations reveal that the course was successful in meeting the learning objectives, that students were intrinsically motivated to learn more about the discipline, and that the team-taught, experiential learning approach was a success.

A Small Experiment in Online Learning

ERIC Educational Resources Information Center

Ryan, P.

2008-01-01

What constitutes successful practice for supervision of postgraduate students at an Open and Distance learning institution? In this article I describe a limited experiment in on-line teaching using a group of postgraduate students at the University of South Africa (Unisa). While the experiment has obvious limitations including the short time in…

Wiki Laboratory Notebooks: Supporting Student Learning in Collaborative Inquiry-Based Laboratory Experiments

ERIC Educational Resources Information Center

Lawrie, Gwendolyn Angela; Grøndahl, Lisbeth; Boman, Simon; Andrews, Trish

2016-01-01

Recent examples of high-impact teaching practices in the undergraduate chemistry laboratory that include course-based undergraduate research experiences and inquiry-based experiments require new approaches to assessing individual student learning outcomes. Instructors require tools and strategies that can provide them with insight into individual…

Guided-Inquiry Experiments for Physical Chemistry: The POGIL-PCL Model

ERIC Educational Resources Information Center

Hunnicutt, Sally S.; Grushow, Alexander; Whitnell, Robert

2015-01-01

The POGIL-PCL project implements the principles of process-oriented, guided-inquiry learning (POGIL) in order to improve student learning in the physical chemistry laboratory (PCL) course. The inquiry-based physical chemistry experiments being developed emphasize modeling of chemical phenomena. In each experiment, students work through at least…

The acculturation, language and learning experiences of international nursing students: Implications for nursing education.

PubMed

Mitchell, Creina; Del Fabbro, Letitia; Shaw, Julie

2017-09-01

International or foreign students are those who enrol in universities outside their country of citizenship. They face many challenges acculturating to and learning in a new country and education system, particularly if they study in an additional language. This qualitative inquiry aimed to explore the learning and acculturating experiences of international nursing students to identify opportunities for teaching innovation to optimise the experiences and learning of international nursing students. Undergraduate and postgraduate international nursing students were recruited from one campus of an Australian university to take part in semi-structured interviews. A purposive and theoretically saturated sample of 17 students was obtained. Interviews were audio-recorded and field notes and interview data were thematically analysed. Expressing myself and Finding my place were the two major themes identified from the international student data. International nursing students identified that it took them longer to study in comparison with domestic students and that stress negatively influenced communication, particularly in the clinical setting. Additionally international nursing students identified the need to find supportive opportunities to speak English to develop proficiency. Clinical placement presented the opportunity to speak English and raised the risk of being identified as lacking language proficiency or being clinically unsafe. Initially, international nursing students felt isolated and it was some time before they found their feet. In this time, they experienced otherness and discrimination. International nursing students need a safe place to learn so they can adjust and thrive in the university learning community. Faculty and clinical educators must be culturally competent; they need to understand international nursing students' needs and be willing and able to advocate for and create an equitable environment that is appropriate for international nursing students' learning. Copyright © 2017. Published by Elsevier Ltd.

Effects of Experiment Learning Strategy versus Expository and Cognitive Style for Physical Learning Result for Senior High School Student at Class XI of Senior High School

ERIC Educational Resources Information Center

Prayekti

2016-01-01

The research was aimed to know Effects of Experiment Learning Strategy versus Expository and Cognitive Style for Physical Learning Result of Senior High School Student at Class XI of Senior High School. Data was collected by test and observation. It is processed by ANCOVA and different test (t-test). (1) The result showed that all learning system…

Bringing the excitement and motivation of research to students; Using inquiry and research-based learning in a year-long biochemistry laboratory : Part II-research-based laboratory-a semester-long research approach using malate dehydrogenase as a research model.

PubMed

Knutson, Kristopher; Smith, Jennifer; Nichols, Paul; Wallert, Mark A; Provost, Joseph J

2010-09-01

Research-based learning in a teaching environment is an effective way to help bring the excitement and experience of independent bench research to a large number of students. The program described here is the second of a two-semester biochemistry laboratory series. Here, students are empowered to design, execute and analyze their own experiments for the entire semester. This style of laboratory replaces a variety of shorter labs in favor of an in depth research-based learning experience. The concept is to allow students to function in independent research groups. The research projects are focused on a series of wild-type and mutant clones of malate dehydrogenase. A common research theme for the laboratory helps instructors administer the course and is key to delivering a research opportunity to a large number of students. The outcome of this research-based learning laboratory results in students who are much more confident and skilled in critical areas in biochemistry and molecular biology. Students with research experience have significantly higher confidence and motivation than those students without a previous research experience. We have also found that all students performed better in advanced courses and in the workplace. Copyright © 2010 International Union of Biochemistry and Molecular Biology, Inc.

Predict-share-observe-explain learning activity for the Torricelli's tank experiment

NASA Astrophysics Data System (ADS)

Panich, Charunya; Puttharugsa, Chokchai; Khemmani, Supitch

2018-01-01

The purpose of this research was to study the students' scientific concept and achievement on fluid mechanics before and after the predict-share-observe-explain (PSOE) learning activity for the Torricelli's tank experiment. The 24 participants, who were selected by purposive sampling, were students at grade 12 at Nannakorn School, Nan province. A one group pre-test/post-test design was employed in the study. The research instruments were 1) the lesson plans using the PSOE learning activity and 2) two-tier multiple choice question and subjective tests. The results indicated that students had better scientific concept about Torricelli's tank experiment and the post-test mean score was significantly higher than the pre-test mean score at a 0.05 level of significance. Moreover, the students had retention of knowledge after the PSOE learning activity for 4 weeks at a 0.05 level of significance. The study showed that the PSOE learning activity is suitable for developing students' scientific concept and achievement.

Development of soft scaffolding strategy to improve student’s creative thinking ability in physics

NASA Astrophysics Data System (ADS)

Nurulsari, Novinta; Abdurrahman; Suyatna, Agus

2017-11-01

Student’s creative thinking ability in physics learning can be developed through a learning experience. However, many students fail to gain a learning experience because of the lack of teacher roles in providing assistance to students when they face learning difficulties. In this study, a soft scaffolding strategy developed to improve student’s creative thinking ability in physics, especially in optical instruments. The methods used were qualitative and quantitative. The soft scaffolding strategy developed was called the 6E Soft Scaffolding Strategy where 6E stands for Explore real-life problems, Engage students with web technology, Enable experiment using analogies, Elaborate data through multiple representations, Encourage questioning, and Ensure the feedback. The strategy was applied to 60 students in secondary school through cooperative learning. As a comparison, conventional strategies were also applied to 60 students in the same school and grade. The result of the study showed that the soft scaffolding strategy was effective in improving student’s creative thinking ability.

[An experience applying the teaching strategies of cooperative learning and creative thinking in a mental-health nursing practicum for undergraduates at a technical college].

PubMed

Huang, Yu-Hsien; Lin, Mei-Feng; Ho, Hsueh-Jen; Chang, Lu-Na; Chen, Shiue

2015-04-01

Lack of knowledge and experience is prevalent in undergraduate students who are taking their clinical practicum for mental-health nursing. This issue negatively affects the learning process. This article shares an experience of implementing a practicum-teaching program. This program was developed by the authors to facilitate the cooperative learning and clinical care competence of students. A series of multidimensional teaching activities was designed by integrating the strategies of peer cooperation and creative thinking to promote group and individual learning. Results indicate that the program successfully encouraged the students to participate more actively in the learning process. Additionally, the students demonstrated increased competence in empathetic caring toward patients, stronger friendship relationships with peers, and improved self-growth. The authors hope this teaching program provides a framework to increase the benefits for students of participating in clinical practicums and provides a teaching reference for clinical instructors.

Incorporating Social Oriented Agent and Interactive Simulation in E-learning: Impact on Learning, Perceptions, Experiences to Non-Native English Students

ERIC Educational Resources Information Center

Ballera, Melvin; Elssaedi, Mosbah Mohamed

2012-01-01

There is an unrealized potential in the use of socially-oriented pedagogical agent and interactive simulation in e-learning system. In this paper, we investigate the impact of having a socially oriented tutor agent and the incorporation of interactive simulation in e-learning into student performances, perceptions and experiences for non-native…

Can Virtue Be Learned? An Exploration of Student Learning Experiences in Ethics Courses and Their Implications for Influencing Moral Character

ERIC Educational Resources Information Center

Agnew Cochran, Elizabeth; Fozard Weaver, Darlene

2017-01-01

What does it mean to teach virtue, or to learn it? We consider this question through an institutional review board (IRB) supported research study attending to student learning experiences in undergraduate ethics courses at a Catholic university with an explicit commitment to social justice. This essay draws on and interprets qualitative data…

Comparisons of Internet-Based and Face-to-Face Learning Systems Based on "Equivalency of Experiences" According to Students' Academic Achievements and Satisfactions

ERIC Educational Resources Information Center

Karatas, Sercin; Simsek, Nurettin

2009-01-01

The purpose of this study is to determine whether "equivalent learning experiences" ensure equivalency, in the Internet-based and face-to-face interaction methods on learning results and student satisfaction. In the experimental process of this study, the effect of the Internet-based and face-to-face learning on the equivalency in…

Global engineering education programs: More than just international experiences

NASA Astrophysics Data System (ADS)

McNeill, Nathan J.

Engineers in both industry and academia recognize the global nature of the profession. This has lead to calls for engineering students to develop knowledge, skills, and attitudes necessary for success within a global profession. Many institutions are developing globally oriented programs specifically for their engineering students and are eager to know if these programs are helping their students to develop attributes that meet their program objectives, accreditation requirements, and the needs and desires of prospective employers. Administrators of such programs currently lack research data to support the learning objectives they are setting for their programs. This study documented the individual experiences and learning outcomes of students involved in three global education programs for engineering students. The first program provided a portfolio of experiences including foreign language instruction, one semester of study abroad, internships in the U.S. and abroad, and a two-semester global team design project. The second program was a one semester study abroad program in China, and the third was a global service project whose purpose was to design an irrigation system for two small farms in Rwanda. The research questions guiding this study were: 1. What specific knowledge, skills, and attitudes are students gaining from participation in their respective global engineering programs? 2. What kinds of experiences are resulting in these learning outcomes? Interviews were used to elicit the experiences and learning outcomes of participants in this study. Program administrators were also interviewed for their perspectives on the experiences and learning outcomes of participants for the purpose of triangulation. The study identified more than 50 outcomes that resulted from students' experiences in these three programs. The most prevalent outcomes across all three programs included knowledge of culture, openness to new experiences and other cultures, and communication skills.

Students' Evaluations of a Business Simulation Game as a Learning Experience.

ERIC Educational Resources Information Center

Edwards, Keith J.

This report investigates student evaluations of a business simulation game as a learning experience in terms of specific claims which have been made for this kind of teaching technique. Ninety-nine junior college students in introductory business courses answered a questionnaire after playing the fame as an ongoing, semester-long activity. The…

Reflective Learning in Higher Education: A Qualitative Study on Students' Perceptions

ERIC Educational Resources Information Center

Fullana, Judit; Pallisera, Maria; Colomer, Jordi; Fernández Peña, Rosario; Pérez-Burriel, Marc

2016-01-01

This article presents the results of a study aimed at determining the perceptions of students participating in reflective learning (RL) experiences at the University of Girona (Spain), specifically regarding the benefits and challenges of this methodology. Four focus groups were organized with students who had participated in RL experiences on…

An Investigation of Graduate Students' Help-Seeking Experiences, Preferences and Attitudes in Online Learning

ERIC Educational Resources Information Center

Koc, Selma; Liu, Xiongyi

2016-01-01

This study explored graduate students' help-seeking preferences, attitudes and experiences based on the online classes they took at a Midwestern higher education institution. The findings indicated that the majority of the students used self-regulatory strategies in their help-seeking process striving for independent mastery of learning. Thematic…

Interpreting Kenyan Science Teachers' Views about the Effect of Student Learning Experiences on Their Teaching

ERIC Educational Resources Information Center

Nashon, Samson Madera

2013-01-01

Analysis of views from a select group of Kenyan science teachers regarding the effect of student learning experiences on their teaching after implementing a contextualized science unit revealed that the teachers' (a) literal interpretation and adherence to the official curriculum conflicted with the students' desires to understand scientific…

Changing Minds: The Impact of Study Abroad Components on Students' Changes in Their Religious Faith

ERIC Educational Resources Information Center

Poag, Trevor; Sperandio, Jill

2015-01-01

Universities increasingly prioritize intercultural learning experiences that prepare students to become competent professionals in an interconnected world (Egron-Polak, 2012; de Witt, 2009). Study abroad represents one such learning experience for U.S. university students. Study abroad programs, although varies in structure and curriculum, share…

Rowing Sport in Learning Fractions of the Fourth Grade Students

ERIC Educational Resources Information Center

Nasution, Marhamah Fajriyah; Putri, Ratu Ilma Indra; Zulkardi

2018-01-01

This study aimed to produce learning trajectory with rowing context that can help students understand addition and subtraction of fractions. Subject of the research were students IV MIN 2 Palembang. The method used was research design with three stages, those are preparing for the experiment, the design experiments, and the retrospective analysis.…

Experiences of Students with Specific Learning Disorder (Including ADHD) in Online College Degree Programs: A Phenomenological Study

ERIC Educational Resources Information Center

Bunch, Seleta LeAnn

2016-01-01

Enrollment in online degree programs is rapidly expanding due to the convenience and affordability offered to students and improvements in technology. The purpose of this hermeneutical phenomenological study was to understand the shared experiences of students with documented specific learning disorders (including Attention-Deficit/Hyperactivity…

University Students' Study Orientations, Learning Experiences and Study Success in Innovative Courses

ERIC Educational Resources Information Center

Honkimaki, Sanna; Tynjala, Paivi; Valkonen, Sakari

2004-01-01

The aim of this study was to find out whether university students' study orientations on four innovative courses differed from their usual orientations to their studies. Furthermore, students' study success and learning experiences were examined. The pedagogical innovations carried out on the courses included different kinds of activating…

AVID Students' Perceptions of Intelligence: A Mixed Methods Study

ERIC Educational Resources Information Center

Becker, John Darrell

2012-01-01

Students' perceptions of intelligence have been shown to have an effect on learning. Students who see intelligence as something that can be developed, those with a growth mindset, often experience academic success, while those who perceive intelligence to be a fixed entity are typically less likely to take on challenging learning experiences and…

Influencing Student Beliefs about the Role of the Civil Engineer in Society

ERIC Educational Resources Information Center

Nesbit, Susan E.; Sianchuk, Robert; Aleksejuniene, Jolanta; Kindiak, Rebecca

2012-01-01

This study suggests that community service learning experiences facilitate the reconstruction of civil engineering student beliefs about both the type of work performed by civil engineers and the broad impact of civil engineering knowledge. Further, the service learning experiences highlight for students 1) the importance of relationships between…

An International Graduate Student's ESL Learning Experience beyond the Classroom

ERIC Educational Resources Information Center

Liu, Lu

2011-01-01

International graduate students are coming in ever-growing numbers to English-speaking countries. Educators have long believed that the successful English-learning experience of these students in their home countries will naturally lead to success in their academic studies and social life abroad. However, this may be not true. Using my…

The Learning Experiences of Students with Dyslexia in a Greek Higher Education Institution

ERIC Educational Resources Information Center

Stampoltzis , Aglaia; Tsitsou, Elisavet; Plesti, Helen; Kalouri, Rani

2015-01-01

Dyslexia is the most common declared disability at universities which primarily affects reading, writing, speed of processing and organization. Many students with dyslexia have "invisible" difficulties that require different types of accommodations. The aim of this study is to give voice to the learning experiences of ten students with…

Campus-Based Student Experiences of Learning Technologies in a First-Year Science Course

ERIC Educational Resources Information Center

Ellis, Robert; Weyers, Mark; Hughes, Jane

2013-01-01

This study reports on an investigation into the campus-based experience of university students studying mammalian physiology that was significantly supported with learning technologies. The design of the course enabled the students to interrogate the key ideas that they came across in their lectures and laboratories through online activities which…

Interrogating Students' Perceptions of Their Online Learning Experiences with Brookfield's Critical Incident Questionnaire

ERIC Educational Resources Information Center

Phelan, Liam

2012-01-01

This article discusses whether the very act of accessing online students' experiences of teaching may itself foster students' sense of belonging to a learning community. The article reports and reflects on the application of Brookfield's critical incident questionnaire (CIQ) in postgraduate courses delivered online in 2008-2010 through the…

Impact of Hands-On Research Experience on Students' Learning in an Introductory Management Information System Course

ERIC Educational Resources Information Center

Wu, Yun; Sankar, Chetan S.

2013-01-01

Although students in Introductory Information Systems courses are taught new technology concepts, the complexity and constantly changing nature of these technologies makes it challenging to deliver the concepts effectively. Aiming to improve students' learning experiences, this research utilized the five phases of design science methodology to…

E-Textbooks and Students' Learning Experiences

ERIC Educational Resources Information Center

Sun, Jun; Flores, Javier; Tanguma, Jesus

2012-01-01

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

Investigating Student Choices in Performing Higher-Level Comprehension Tasks Using TED

ERIC Educational Resources Information Center

Bianchi, Francesca; Marenzi, Ivana

2016-01-01

The current paper describes a first experiment in the use of TED talks and open tagging exercises to train higher-level comprehension skills, and of automatic logging of the student's actions to investigate the student choices while performing analytical tasks. The experiment took advantage of an interactive learning platform--LearnWeb--that…