Use of mobile learning technology among final year medical students in Kenya.

PubMed

Masika, Moses Muia; Omondi, Gregory Barnabas; Natembeya, Dennis Simiyu; Mugane, Ephraim Mwatha; Bosire, Kefa Ogonyo; Kibwage, Isaac Ongubo

2015-01-01

Mobile phone penetration has increased exponentially over the last decade as has its application in nearly all spheres of life including health and medical education. This study aimed at assessing the use of mobile learning technology and its challenges among final year undergraduate students in the College of Health sciences, University of Nairobi. This was a cross-sectional descriptive study conducted among final year undergraduate students at the University of Nairobi, College of Health Sciences. Self-administered, anonymous questionnaires were issued to all final year students in their lecture rooms after obtaining informed consent. Data on demographics, mobile device ownership and mobile learning technology use and its challenges was collected. Data entry and analysis was done using SPSS(®). Chi-square and t-test were used for bivariate analysis. We had 292 respondents; 62% were medical students, 16% were nursing students, 13% were pharmacy students and 9% were dental surgery students. The majority were female (59%) and the average age was 24 years. Eighty eight percent (88%) of the respondents owned a smart device and nearly all of them used it for learning. 64% of the respondents used medical mobile applications. The main challenges were lack of a smart device, lack of technical know-how in accessing or using apps, sub-optimal internet access, cost of acquiring apps and limited device memory. Mobile learning is increasingly popular among medical students and should be leveraged in promoting access and quality of medical education.

Learning Styles, Learning Abilities and Learning Problems in College: An Exploration of Learning Disabilities in College Students. Final Report.

ERIC Educational Resources Information Center

Goldberg, Renee L.; Zern, David S.

The study examined differences between 57 learning disabled (LD) and 24 non-LD college students on measures of psychoeducational assessment. In addition, differences between LD students with good and poor academic performance were studied, and coping strategies were identified for both sub-groups. A variety of standardized tests were administered…

The transition from medical student to doctor: perceptions of final year students and preregistration house officers related to expected learning outcomes.

PubMed

Lempp, H; Seabrook, M; Cochrane, M; Rees, J

2005-03-01

In this prospective qualitative study over 12 months, we evaluated the educational and clinical effectiveness of a new final year undergraduate programme in a London medical school (Guy's, King's and St Thomas'). A stratified sample of 17/360 final year students were interviewed four times, and the content was assessed against 32 amalgamated learning outcomes identified in 1997 in The New Doctor. At the beginning of the preregistration year, eight of the learning outcomes were already met, 10 partly, eight remained to be attained and for six, insufficient evidence existed. Preregistration house officers who have been through the final year student house officer programme expressed competence in many of the outcomes of the General Medical Council's New Doctor. The study identified areas such as prescribing where further developments are needed and will help in planning the new foundation programme.

The e-Learning Tool Voxopop and Its Benefits on Oral Skills: Activities for Final Year Students of German

ERIC Educational Resources Information Center

Stollhans, Sascha

2015-01-01

This case study demonstrates how Voxopop, a voice based e-learning tool, can be used to practise oal skills in the target language by presenting activities which have been developed for students of German at the University of Nottingham. The focus lies on an ongoing innovative project designed to improve final year students' oral skills by having…

Learning from clinical placement experience: Analysing nursing students' final reflections in a digital storytelling activity.

PubMed

Paliadelis, Penny; Wood, Pamela

2016-09-01

This paper reports on the learning potential of a reflective activity undertaken by final year nursing students, in which they were asked to recount two meaningful events that occurred during their clinical placements over the duration of their 3-year nursing degree program and reflect on how these events contributed to their learning to become beginning level Registered Nurses (RNs). This descriptive qualitative study gathered narratives from 92 students as individual postings in an online forum created within the University's learning management system. An analysis of the students' reflections are the focus of this paper particularly in relation to the value of reflecting on the identified events. Four themes emerged that clearly highlight the way in which these students interpreted and learned from both positive and negative clinical experiences, their strong desire to fit into their new role and their ability to re-imagine how they might respond to clinical events when they become Registered Nurses. The findings of this study may contribute to developing nursing curricula that better prepares final year students for the realities of practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

Intercalated degrees, learning styles, and career preferences: prospective longitudinal study of UK medical students

PubMed Central

McManus, I C; Richards, P; Winder, B C

1999-01-01

Objectives To assess the effects of taking an intercalated degree (BSc) on the study habits and learning styles of medical students and on their interest in a career in medical research. Design Longitudinal questionnaire study of medical students at application to medical school and in their final year. Setting All UK medical schools. Participants 6901 medical school applicants for admission in 1991 were studied in the autumn of 1990. 3333 entered medical school in 1991 or 1992, and 2695 who were due to qualify in 1996 or 1997 were studied 3 months before the end of their clinical course. Response rates were 92% for applicants and 56% for final year students. Main outcome measures Study habits (surface, deep, and strategic learning style) and interest in different medical careers, including medical research. Identical questions were used at time of application and in final year. Results Students who had taken an intercalated degree had higher deep and strategic learning scores than at application to medical school. Those with highest degree classes had higher strategic and deep learning scores and lower surface learning scores. Students taking intercalated degrees showed greater interest in careers in medical research and laboratory medicine and less interest in general practice than their peers. The effects of the course on interest in medical research and learning styles were independent. The effect of the intercalated degree was greatest in schools where relatively few students took intercalated degrees. Conclusions Intercalated degrees result in a greater interest in research careers and higher deep and strategic learning scores. However, the effects are much reduced in schools where most students intercalate a degree. Introduction of intercalated degrees for all medical students without sufficient resources may not therefore achieve its expected effects. Key messagesAlthough intercalated degrees are well established, little is known about their effect on medical studentsIn this longitudinal study final year students who had taken intercalated degree were more interested in medical research, and had higher deep and strategic learning style scores than other studentsThe effects of the intercalated degree were dose dependent, being greatest in those gaining a first class degreeThe effects of the intercalated degree were greatest in medical schools where a relatively small proportion of medical students took the degree.Differences between medical schools are most easily explained by resource dilution PMID:10463892

Evaluating #VetFinals: Can Twitter help students prepare for final examinations?

PubMed

Kinnison, Tierney; Whiting, Martin; Magnier, Kirsty; Mossop, Liz

2017-04-01

Twitter is increasingly used in education. In this article, Twitter was evaluated for its potential to aid veterinary students in their preparation for final examinations. "#VetFinals" revision sessions were facilitated by experts on a variety of topics. The initiative was evaluated through consideration of potential participants, session content and student experiences. In analysis of nine sessions, 52 students participated from eight veterinary schools. During a session, the facilitator tweeted 66 times on average, primarily asking a general question. Students on average tweeted 84 times, mostly in response to facilitators. They also asked novel questions and responded to fellow students. Focus groups and interviews with 11 students suggested that: sessions are useful for preparation/self-testing to succeed in exams; the facilitator and session style impact on learning; the sessions feel like personalized learning; there are elements of safety and exposure leading to some fear of tweeting; peer-learning promotes competition; a community of learners was formed; Twitter has become a part of normal professional life. Whilst not all students will take part in this type of social media use, many found it beneficial. The importance of the facilitator suggests the need for faculty development.

Important learning factors in high- and low-achieving students in undergraduate biomechanics.

PubMed

Hsieh, ChengTu; Knudson, Duane

2017-07-21

The purpose of the present study was to document crucial factors associated with students' learning of biomechanical concepts, particularly between high- and-low achieving students. Students (N = 113) from three introductory biomechanics classes at two public universities volunteered for the study. Two measures of students' learning were obtained, final course grade and improvement on the Biomechanics Concept Inventory version 3 administered before and after the course. Participants also completed a 15-item questionnaire documenting student learning characteristics, effort, and confidence. Partial correlations controlling for all other variables in the study, confirmed previous studies that students' grade point average (p < 0.01), interest in biomechanics, (p < 0.05), and physics credits passed (p < 0.05) are factors uniquely associated with learning biomechanics concepts. Students' confidence when encountering difficult biomechanics concepts was also significantly (p < 0.05) associated with final grade. There were significant differences between top 15% and bottom 15% achievers on these variables (p < 0.05), as well as on readings completed, work to pay for college per week, and learning epistemology. Consequently, instructors should consider strategies to promote students' interest in biomechanics and confidence in solving relevant professional problems in order to improve learning for both low- and high-ability students.

Relationships among Sense of Classroom Community, Perceived Cognitive Learning and Satisfaction of Students at an E-Learning Course

ERIC Educational Resources Information Center

Baturay, M. H.

2011-01-01

This study aims to determine whether there is a relationship between students' sense of community, perceived cognitive learning, and satisfaction in an e-learning course. Additionally, the relationship of these variables with Internet self-efficacy and final examination scores is investigated. The participants were 88 students enrolled in…

Evaluating a College Leadership Course: What Do Students Learn in a Leadership Course with a Service-Learning Component and How Deeply Do They Learn It?

ERIC Educational Resources Information Center

Sessa, Valerie I.; Matos, Cristina; Hopkins, Courtney A.

2009-01-01

The purpose of this study was to evaluate final projects in a freshman leadership course (combining grounding in leadership theories with a service-learning component) to determine what students learned about leadership, themselves as developing leaders, and leading in the civic community, and how deeply they learned these concepts. Students found…

Chem-2-Chem: A One-to-One Supportive Learning Environment for Chemistry

NASA Astrophysics Data System (ADS)

Báez-Galib, Rosita; Colón-Cruz, Héctor; Resto, Wilfredo; Rubin, Michael R.

2005-12-01

The Chem-2-Chem (C2C) tutoring mentoring program was developed at the University of Puerto Rico at Cayey, an undergraduate institution serving Hispanic students, to increase student retention and help students achieve successful general chemistry course outcomes. This program provides a supportive learning environment designed to address students' academic and emotional needs in a holistic way. Advanced chemistry students offered peer-led, personalized, and individualized learning experiences through tutoring and mentoring to approximately 21% of students enrolled in the general chemistry course. Final grades from official class lists of all general chemistry course sections were analyzed using Student's t -test, paired t -test, and χ 2 analysis. Results during the seven semesters studied show an increase of 29% in successful course outcomes defined as final letter grades of A, B, and C obtained by Chem-2-Chem participants. For each final grade, highly statistically significant differences between participants and nonparticipants were detected. There were also statistically significant differences between successful course outcomes obtained by participants and nonparticipants for each of the semesters studied. This research supports recent trends in chemical education to provide a social context for learning experiences. This peer-led learning strategy can serve as an effective model to achieve excellence in science courses at a wide range of educational institutions.

Student Participation and Grade Performance in an Undergraduate Online Learning Environment

ERIC Educational Resources Information Center

V. KunhiMohamed, Balkeese Binti

2012-01-01

This study explored learning and teaching of online classes. Examining the relationship between undergraduate students' participation and their final grades in five selected courses in an online learning environment and exploring differences between the demographics characteristics of age, race, and gender to students' participation (total number…

Cueing Metacognition to Improve Researching and Essay Writing in a Final Year High School Biology Class

NASA Astrophysics Data System (ADS)

Conner, L. N.

2007-03-01

This paper reports on degrees of awareness and use of specific metacognitive strategies by 16 students in a final-year high school biology class in New Zealand. The aims of the intervention were to broaden students' thinking about bioethical issues associated with cancer and to enhance students' use of metacognition. Cues and prompts were used in this unit of work to help students use metacognitive strategies since students did not generally use metacognitive strategies spontaneously. Scaffolding was mediated through the teacher modelling, questioning, cueing or prompting students to evaluate their learning. The research reported here illustrates how teachers can cue students to be more self-directed in their learning. Three case studies illustrate how learning strategies were used differentially. Most students were aware of strategies that could help them to learn more effectively. It was found that those students who were not only aware of but also used strategies to plan, monitor and evaluate their work, produced essays of higher quality.

Special Education Integration-Unification Initiative for Students with Specific Learning Disabilities: An Investigation of Program Status and Impact. Final Report: Project R117E10145, August 15, 1991-August 14, 1992.

ERIC Educational Resources Information Center

Houck, Cherry Kendrick

This final report focused on research questions associated with reducing the segregation of students with learning disabilities (LD) in Virginia. A survey of special education supervisors, general education supervisors, building principals, general elementary and secondary education teachers, LD teachers, students with LD, and parents was…

An Investigation of the Compensatory Effectiveness of Assistive Technology on Postsecondary Students with Learning Disabilities. Final Report.

ERIC Educational Resources Information Center

Murphy, Harry; Higgins, Eleanor

This final report describes the activities and accomplishments of a 3-year study on the compensatory effectiveness of three assistive technologies, optical character recognition, speech synthesis, and speech recognition, on postsecondary students (N=140) with learning disabilities. These technologies were investigated relative to: (1) immediate…

CBSS Outreach Project: Computer-Based Study Strategies for Students with Learning Disabilities. Final Report.

ERIC Educational Resources Information Center

Anderson-Inman, Lynne; Ditson, Mary

This final report describes activities and accomplishments of the four-year Computer-Based Study Strategies (CBSS) Outreach Project at the University of Oregon. This project disseminated information about using computer-based study strategies as an intervention for students with learning disabilities and provided teachers in participating outreach…

Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum

PubMed Central

Milic, Natasa M.; Trajkovic, Goran Z.; Bukumiric, Zoran M.; Cirkovic, Andja; Nikolic, Ivan M.; Milin, Jelena S.; Milic, Nikola V.; Savic, Marko D.; Corac, Aleksandar M.; Marinkovic, Jelena M.; Stanisavljevic, Dejana M.

2016-01-01

Background Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face) learning to further assess the potential value of web-based learning in medical statistics. Methods This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545) the final exam of the obligatory introductory statistics course during 2013–14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course. Results Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001) and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023) with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA) was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (p<0.001). Conclusion This study provides empirical evidence to support educator decisions to implement different learning environments for teaching medical statistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient alternative to traditional classroom training in medical statistics. PMID:26859832

Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum.

PubMed

Milic, Natasa M; Trajkovic, Goran Z; Bukumiric, Zoran M; Cirkovic, Andja; Nikolic, Ivan M; Milin, Jelena S; Milic, Nikola V; Savic, Marko D; Corac, Aleksandar M; Marinkovic, Jelena M; Stanisavljevic, Dejana M

2016-01-01

Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face) learning to further assess the potential value of web-based learning in medical statistics. This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545) the final exam of the obligatory introductory statistics course during 2013-14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course. Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001) and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023) with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA) was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (p<0.001). This study provides empirical evidence to support educator decisions to implement different learning environments for teaching medical statistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient alternative to traditional classroom training in medical statistics.

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

NASA Astrophysics Data System (ADS)

Thambyah, Ashvin

2011-03-01

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

Enhanced teaching and student learning through a simulator-based course in chemical unit operations design

NASA Astrophysics Data System (ADS)

Ghasem, Nayef

2016-07-01

This paper illustrates a teaching technique used in computer applications in chemical engineering employed for designing various unit operation processes, where the students learn about unit operations by designing them. The aim of the course is not to teach design, but rather to teach the fundamentals and the function of unit operation processes through simulators. A case study presenting the teaching method was evaluated using student surveys and faculty assessments, which were designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively demonstrate that this method is an extremely efficient way of teaching a simulator-based course. In addition to that, this teaching method can easily be generalised and used in other courses. A student's final mark is determined by a combination of in-class assessments conducted based on cooperative and peer learning, progress tests and a final exam. Results revealed that peer learning can improve the overall quality of student learning and enhance student understanding.

The Influence of Cognitive Learning Style and Learning Independence on the Students' Learning Outcomes

ERIC Educational Resources Information Center

Prayekti

2018-01-01

Students of Open University are strongly required to be able to study independently. They rely heavily on the cognitive learning styles that they have in attempt to get maximum scores in every final exam. The participants of this research were students in the Physics Education program taking Thermodynamic subject course. The research analysis…

Integration of Traditional and E-Learning Methods to Improve Learning Outcomes for Dental Students in Histopathology.

PubMed

Ariana, Armin; Amin, Moein; Pakneshan, Sahar; Dolan-Evans, Elliot; Lam, Alfred K

2016-09-01

Dental students require a basic ability to explain and apply general principles of pathology to systemic, dental, and oral pathology. Although there have been recent advances in electronic and online resources, the academic effectiveness of using self-directed e-learning tools in pathology courses for dental students is unclear. The aim of this study was to determine if blended learning combining e-learning with traditional learning methods of lectures and tutorials would improve students' scores and satisfaction over those who experienced traditional learning alone. Two consecutive cohorts of Bachelor of Dentistry and Oral Health students taking the general pathology course at Griffith University in Australia were compared. The control cohort experienced traditional methods only, while members of the study cohort were also offered self-directed learning materials including online resources and online microscopy classes. Final assessments for the course were used to compare the differences in effectiveness of the intervention, and students' satisfaction with the teaching format was evaluated using questionnaires. On the final course assessments, students in the study cohort had significantly higher scores than students in the control cohort (p<0.01). Analysis of questionnaire results showed improved student satisfaction with the course in the study cohort. These findings suggest that the use of e-learning tools such as virtual microscopy and interactive online resources for delivering pathology instruction can be an effective supplement for developing dental students' competence, confidence, and satisfaction.

Student use and pedagogical impact of a mobile learning application.

PubMed

Teri, Saskia; Acai, Anita; Griffith, Douglas; Mahmoud, Qusay; Ma, David W L; Newton, Genevieve

2014-01-01

Mobile learning (m-learning) is a relevant innovation in teaching and learning in higher education. A mobile app called NutriBiochem was developed for use in biochemistry and nutrition education for students in a second year Biochemistry and Metabolism course. NutriBiochem was accessed through smartphones, tablets, or computers. Students were surveyed upon completion of the final exam (n = 88). Survey questions assessed frequency of use, motivations for use, and perceptions of app usefulness. The pedagogical impact of NutriBiochem was evaluated by measuring the relationship between frequency of use and final course grade. Just over half of the students used the app, and ∼80% of users accessed the app moderately or infrequently. Smartphones were the most common device and the preferred device on which to access the app. There were no statistical differences in mean final grade between users and nonusers. Students with higher comfort levels with technology accessed the app more broadly than those with lower level of comfort with technology. Over 75% of students agreed that NutriBiochem was a useful learning tool, but fewer (∼45%) felt it helped them perform better in the course. The findings of this study are important, as they suggest that NutriBiochem is an effective study tool for students who are comfortable with technology, and access it regularly. Overall, the use of mobile applications in science education has been shown to be: 1) effective in enhancing students' learning experience; 2) relevant and important as an emergent method of learning given modern pressures facing higher education; and, 3) met with positive student attitudes and perceptions in terms of adopting and using such technology for educational purposes. © 2013 by The International Union of Biochemistry and Molecular Biology.

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…

New-to-College "Academic Transformation" Distance Learning: A Paradox

ERIC Educational Resources Information Center

Goomas, David T.; Clayton, Alexis

2013-01-01

At an urban Dallas community college, first-time-in-college (FTIC) distance learning students enrolled in a three-credit academic transformation class were compared with FTIC students enrolled in the same course in on-campus classes. The distance-learning students were more at risk as measured by final semester grades and retention compared to…

Language of Evaluation: How PLA Evaluators Write about Student Learning

ERIC Educational Resources Information Center

Travers, Nan L.; Smith, Bernard; Ellis, Leslie; Brady, Tom; Feldman, Liza; Hakim, Kameyla; Onta, Bhuwan; Panayotou, Maria; Seamans, Laurie; Treadwell, Amanda

2011-01-01

Very few studies (e.g., Arnold, 1998; Joosten-ten Brinke, et al., 2009) have examined the ways in which evaluators assess students' prior learning. This investigation explored the ways that evaluators described students' prior learning in final assessment reports at a single, multiple-location institution. Results found four themes; audience,…

Project-Based Learning Involving Sensory Panelists Improves Student Learning Outcomes

ERIC Educational Resources Information Center

Lee, Yee Ming

2015-01-01

Project-based, collaborative learning is an effective teaching method when compared to traditional cognitive learning. The purpose of this study was to assess student learning after the completion of a final meal project that involved a group of sensory panelists. A paper survey was conducted among 73 senior nutrition and dietetics students…

Using Inquiry Effectively.

ERIC Educational Resources Information Center

Bibens, Robert F.

1980-01-01

The inquiry approach to learning is based on three phases. The exploratory phase encourages students to investigate a particular topic; the invention phase asks students to consider what they have learned; the final phase assists students in discovering the inadequacies of their inventions. (JN)

Standing on the Precipice: Evaluating Final-Year Physiotherapy Students' Perspectives of Their Curriculum as Preparation for Primary Health Care Practice

PubMed Central

O'Donoghue, Grainne; Doody, Catherine; O'Neill, Geraldine; Barrett, Terry; Cusack, Tara

2016-01-01

Purpose: To explore final-year physiotherapy students' perceptions of primary health care practice to determine (1) aspects of their curriculum that support their learning, (2) deficiencies in their curriculum, and (3) areas that they believe should be changed to adequately equip them to make the transition from student to primary health care professional. Methods: Framework analysis methodology was used to analyze group opinion obtained using structured group feedback sessions. Sixty-eight final-year physiotherapy students from the four higher education institutions in Ireland participated. Results: The students identified several key areas that (1) supported their learning (exposure to evidence-based practice, opportunities to practise with problem-based learning, and interdisciplinary learning experiences); (2) were deficient (primary health care placements, additional active learning sessions, and further education and practice opportunities for communication and health promotion), and (3) required change (practice placements in primary health care, better curriculum organization to accommodate primary health care throughout the programme with the suggestion of a specific primary health care module). Conclusion: This study provides important insights into physiotherapy students' perceptions of primary health care. It also provides important indicators of the curriculum changes needed to increase graduates' confidence in their ability to take up employment in primary health care. PMID:27909366

Development of Science Simulations for Mildly Mentally Retarded or Learning Disabled Students. Final Report.

ERIC Educational Resources Information Center

Macro Systems, Inc., Silver Spring, MD.

This final report describes the development of eight computer based science simulations designed for use with middle school mainstreamed students having learning disabilities or mild mental retardation. The total program includes software, a teacher's manual, 3 videos, and a set of 30 activity worksheets. Special features of the software for…

Building confidence for work as house officers: student experience in the final year of a new problem-based curriculum.

PubMed

Whitehouse, Carl R; O'Neill, Paul; Dornan, Tim

2002-08-01

Newly qualified doctors require an appropriate level of confidence for their new roles. Development of this confidence was a key objective in the final year of a new integrated course with an emphasis on student self-direction. There are 5 placements in the final year course. Students use a Learning Planner to help them choose suitable placements and objectives to serve their learning needs. Educational supervision focuses on helping students determine their objectives and assessing them against these. Course evaluation was by means of a questionnaire during final assessments. Cohorts of 310 and 316 students in successive years completed the evaluation. The interrelationship between variables was explored using logistic regression. 220/310 students in the 2000 cohort and 214/316 in the 2001 cohort agreed they felt confident with their prospective role as a pre-registration house officer (PRHO). Confidence was significantly associated with confidence in their clinical skills, belief in their ability to cope with uncertainty and feeling able to work as a team member. The experience of the 2 hospital placements and (in 2000 only) the elective was associated with increased confidence. In all placements helpful educational supervision and the achievement of the self-directed learning plan was associated with increased confidence as a potential doctor. Students perceive a relationship between learning experiences in the final year of a self-directed course and development of confidence for their future role. Whilst further elucidation of the nature of this relationship is required, this provides encouragement to curriculum planners to promote self-direction.

Collaborative Testing in Practical Laboratories: An Effective Teaching-Learning Method in Histology.

PubMed

Guo, Yuping; Li, Enzhong

2016-01-01

This article presents an experimental teaching and learning program used in histology with first-year students in the second term in the Faculty of Biology at Huanghuai University, China. Eighty-six students were divided randomly into two groups (n=43 per group). Tests were conducted at the end of each practical laboratory (10 laboratories in total) in which collaborative testing was used in the experimental group and traditional testing in the control group. To assess achievement, a final examination in histology was carried out at the end of the course. To determine students' attitude to the teaching styles, a questionnaire survey was conducted at the end of the term. Results showed that students preferred the collaborative testing format. In the experimental group, students' scores were significantly higher than those of students in the control group in final examinations. These findings indicate that collaborative testing enhances student learning and understanding of the material taught, and suggest that collaborative testing is an effective teaching-learning method in histology.

Introduction of vertical integration and case-based learning in anatomy for undergraduate physical therapy and occupational therapy students.

PubMed

Parmar, Suresh K; Rathinam, Bertha A D

2011-01-01

The purpose of the present pilot study was to evaluate the benefits of innovative teaching methodologies introduced to final year occupational and physical therapy students in Christian Medical College in India. Students' satisfactions along the long-term retention of knowledge and clinical application of the respiratory anatomy have been assessed. The final year undergraduate physical therapy and occupational therapy students had respiratory anatomy teaching over two sessions. The teaching involved case-based learning and integrated anatomy lectures (vertical integration) with the Anatomy department. Pretest and immediate and follow-up post-tests were conducted to assess the effectiveness of the innovative methods. A feedback questionnaire was marked to grade case-based learning. The method of integrated and case-based teaching was appreciated and found to be useful in imparting knowledge to the students. Students retained the gained knowledge adequately and the same was inferred by statistically significant improvement in both post-test scores. Vertical integration of anatomy in the final year reinforces their existing knowledge of anatomy. Case-based learning may facilitate the development of effective and clinically sound therapists. Copyright © 2011 American Association of Anatomists.

Literacies in the Humanities: The Student Voice

ERIC Educational Resources Information Center

McNaught, Carmel; Ng, Sarah S. W.; Chow, Helen

2012-01-01

Humanities includes a diverse range of disciplines in which little literature has explored in any depth the desired learning outcomes. This study was designed to articulate and illustrate learning outcomes in the humanities from students' voices and work. Undergraduate students in their final year, postgraduate students and recent alumni from the…

Interpretive versus didactic learning approach towards oral biology: a student's perspective.

PubMed

Farooq, Imran

2014-10-01

This study analyzed the preference of dental students for oral biology questions that require either an interpretive or a descriptive approach to answer and to compare the preferences with their final examination result retrospectively. A questionnaire requiring student academic number and containing two questions (one asked with an interpretive approach/the other asked with a descriptive approach) from random topics of oral biology course was distributed among students who have already appeared in the final examination. Majority of the students who had achieved good grades (A+, A, B+, B) preferred interpretive questions whereas majority of the students with average grades (C+, C, D+, D) selected descriptive questions. Common reason for picking interpretive question was that it enhances critical thinking. The descriptive questions were argued to provide students with a chance to explain more. Hence, students should be encouraged to learn interpretively to promote enquiry based learning (EBL) and critical thinking.

Empirical evidence of the effectiveness of concept mapping as a learning intervention for nuclear medicine technology students in a distance learning radiation protection and biology course.

PubMed

Passmore, Gregory G; Owen, Mary Anne; Prabakaran, Krishnan

2011-12-01

Metacognitive learning strategies are based on instructional learning theory, which promotes deep, meaningful learning. Educators in a baccalaureate-level nuclear medicine technology program demonstrated that students enrolled in an online, distance learning section of an introductory radiation protection and radiobiology course performed better when traditional instruction was supplemented with nontraditional metacognitive learning strategies. The metacognitive learning strategy that was used is best known as concept mapping. The concept map, in addition to the standard homework problem assignment and opportunity for question-answer sessions, became the template for misconception identification and remediation interactions between the instructor and the student. The control group relied on traditional homework problems and question-answer sessions alone. Because students in both the "treatment" groups (i.e., students who used concept mapping) and the control group were distance learning students, all personal communications were conducted via e-mail or telephone. The final examination of the course was used to facilitate a quantitative comparison of the performance of students who used concept mapping and the performance of students who did not use concept mapping. The results demonstrated a significantly higher median final examination score for the concept mapping group than for the non-concept mapping group (z = -2.0381, P = 0.0415), with an appropriately large effect size (2.65). Concept mapping is a cognitive learning intervention that effectively enables meaningful learning and is suitable for use in the independent learner-oriented distance learning environments used by some nuclear medicine technology programs.

A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda

ERIC Educational Resources Information Center

Hayati, Noor

2015-01-01

This research aimed to investigate; students' English academic achievement, beliefs about English language learning, English language learning strategies, and the relationship of them. Descriptive and correlational design, quantitative methods were applied in this research. The students' final English scores of the first year, BALLI, and SILL were…

Impediments to Research among Students of Institutions of Higher Learning in Southern Nigeria

ERIC Educational Resources Information Center

Asiyai, Romina Ifeoma

2014-01-01

This study examined impediments to research among students of institutions of higher learning in Nigeria. The study was guided by one research question and three hypotheses. Data were collected from 600 final year students randomly selected from institutions of higher learning in Nigeria. Data were analyzed using descriptive statistics of mean to…

Self-Efficacy, Task Complexity and Task Performance: Exploring Interactions in Two Versions of Vocabulary Learning Tasks

ERIC Educational Resources Information Center

Wu, Xiaoli; Lowyck, Joost; Sercu, Lies; Elen, Jan

2012-01-01

The present study aimed for better understanding of the interactions between task complexity and students' self-efficacy beliefs and students' use of learning strategies, and finally their interacting effects on task performance. This investigation was carried out in the context of Chinese students learning English as a foreign language in a…

Effects of Cooperative Learning on Students at An Giang University in Vietnam

ERIC Educational Resources Information Center

Tran, Van Dat; Lewis, Ramon

2012-01-01

This study investigates the effects of jigsaw cooperative learning on the achievement and knowledge retention of 80 final-year Vietnamese mathematics students, as well as reporting their attitudes toward this form of learning. These tertiary students were divided into two matched groups of 40 to be taught by the same lecturer. In the experimental…

A Visualization System for Predicting Learning Activities Using State Transition Graphs

ERIC Educational Resources Information Center

Okubo, Fumiya; Shimada, Atsushi; Taniguchi, Yuta

2017-01-01

In this paper, we present a system for visualizing learning logs of a course in progress together with predictions of learning activities of the following week and the final grades of students by state transition graphs. Data are collected from 236 students attending the course in progress and from 209 students attending the past course for…

Structuring Assignments to Improve Understanding and Presentation Skills: Experiential Learning in the Capstone Strategic Management Team Presentation

ERIC Educational Resources Information Center

Helms, Marilyn M.; Whitesell, Melissa

2017-01-01

In the strategic management course, students select, analyze, and present viable future alternatives based on information provided in cases or computer simulations. Rather than understanding the entire process, the student's focus is on the final presentation. Chickering's (1977) research on active learning suggests students learn more effectively…

A Very Different Non-Stressful Comprehensive Final Exam that Achieve Our Goals for Student Evaluation and Learning

NASA Astrophysics Data System (ADS)

Bhavsar, Suketu

2015-08-01

I will introduce the radical concept of a final exam where the questions are given beforehand, a method I first encountered as a graduate student at Princeton University from an outstanding and well known astrophysicist and exceptional teacher, Lyman Spitzer.Every Instructor aspires for students to master all the material covered. A comprehensive final can assess the breadth and depth of their learning. Students are required to review early material in light of later topics, create connections and integrate understanding, thus retaining knowledge for the long term. Comprehensive finals can therefore be a significant basis for student learning and evaluation, but are especially daunting for non-STEM majors in required GE synthesis STEM classes. The exam format proposed here calmed student fears and encouraged thorough review.Ten days before the exam students received 20-30 challenging, well-crafted, numbered questions that interconnected and spanned the entire range of topics. The key is crafting questions that lead to deeply understanding the subject matter and mastering skills to solve problems. At the final, each student was required to pick a number out of a hat and answer that numbered question in a 5-minute presentation. They also had to critically comment on 10 other presentations of their peers. They are graded equally on both.The exam sets up definite goals for a student. Equally important, it enhances collaborative learning and peer mentoring. The conceptual questions and problems that students are required to answer can be studied together in study groups. The final presentation is theirs and they are not only encouraged but required to be constructively critical of their peer presentations.I will provide examples of some of the conceptual and problem solving questions I used. These were crafted to interconnect and span the entire range of topics. This method requires students to be prepared for all of the multitude of crafted question encouraging interaction and communication while studying. Knowing the questions beforehand provides a guide to their studying as well as allays their fears about what could be asked. The students also receive guidance to what constitutes a good answer, namely accuracy, thoroughness and the quality of the presentation.

Social networking as a learning tool: nursing students' perception of efficacy.

PubMed

Tower, Marion; Latimer, Sharon; Hewitt, Jayne

2014-06-01

The pedagogical use of social networking technology in education is of growing interest to academics as a potential teaching and learning tool. However, the educational use of social networking sites such as Facebook is still under explored. Nursing students often perceive bioscience subjects as difficult and lack self-efficacy in their ability to be successful. In this case, as the final assessment for a bioscience related subject approached, students became increasingly anxious about their ability to perform in the assessment item. To better support students, a Facebook group was formed. The aim of the study was to examine students' perceptions of the efficacy of using Facebook as a tool to support study. A convenience sample of BN students (n=533 across 3 campuses), enrolled in the subject Medications and Safe Administration, were invited to join. 373 BN students joined the group (70% of the student cohort). A solution-focussed orientation underpinned the management of the group. A descriptive, online survey was administered following release of students' results for the final assessment item to assess students' perceptions of how effective the group had been in helping them learn. The survey contained both quantitative and qualitative questions. Responses were received from 89 students (24%). Survey data were analysed descriptively and qualitative data were analysed thematically by the academic team. Students perceived the group to be an innovative method of study support that guided learning by enhancing self-efficacy in their learning. Students also described how it was useful in promoting peer learning and engaging with academics. Social media platforms such as Facebook have the potential to enhance students' self-efficacy in learning and can support students to develop their learning to a deeper level. Copyright © 2013 Elsevier Ltd. All rights reserved.

Harmony in Career Learning and Scholastic System (Project HI-CLASS). Final Evaluation Report 1992-93. OREA Report.

ERIC Educational Resources Information Center

Duque, Diana L.

Harmony in Career Learning and Scholastic System (Project HI-CLASS) was a Transitional Bilingual Education Title VII-funded program in its fifth and final year in 1992-93. The project offered instructional and support services to 641 students of limited English proficiency (LEP) at three sites, all of which had many immigrant students, in…

E-Portfolios Rescue Biology Students from a Poorer Final Exam Result: Promoting Student Metacognition

ERIC Educational Resources Information Center

Haave, Neil

2016-01-01

E-portfolios have the potential to transform students' learning experiences. They promote reflection on the significance of what and how students have learned. Such reflective practices enhance students' ability to articulate their knowledge and skills to their peers, teachers, and future employers. In addition, e-portfolios can help assess the…

The effects of supplemental online learning aids on student performance and student engagement in Medical Microbiology

NASA Astrophysics Data System (ADS)

Murray, Kimberly

The purpose of this study was to determine the effects of online learning aids on student performance and engagement. The thirty-five participants of the current study were students enrolled in two sections of a junior level Medical Microbiology laboratory. The experimental section was required to spend ten minutes each week on an online learning aid. The online program, StudyMate(TM), was used to present text and images in the form of flash cards, multiple choice questions, matching, and crossword puzzles. Both groups completed the Index of Learning Style survey, an initial engagement survey at the start of the course, and a final engagement survey at the end of the course. Statistical analysis showed no significant differences between the groups at the start of the course or after the course was completed for learning style, science grade point average, overall grade point average, initial engagement or final engagement. A moderate correlation was found between microbiology course and laboratory grades and a reflective learning style.

Student nurses' experiences of using a learning contract as a method of assessment.

PubMed

Bailey, Maria E; Tuohy, Dympna

2009-10-01

The purpose of this study was to describe final year undergraduate nurses' experiences of assessment through the use of a learning contract. Using a qualitative descriptive design, data was collected from a purposive sample of final (fourth) year undergraduate student nurses. Two approaches were taken for data collection, anonymous evaluative questionnaires and interviews. The study was approved by the local university research and ethics committee. Data was thematically analysed. This article presents and discusses the findings from the interviews. Findings suggest that students' approach to the assessment strategy influenced engagement with the learning contract. Three themes were identified: skills, perceptions, and actions. Within these themes three types of learner were identified: happy, pragmatic and fearful. Factors found to influence successful completion of the learning contract were: support, relevant skills, prior experiential learning and required theoretical knowledge. Recommendations include the need for educators to consider module assessments that recognise the learning needs and preferences of the student within a supportive environment.

Nursing students' perceptions of using the Clinical Education Assessment tool AssCE and their overall perceptions of the clinical learning environment - A cross-sectional correlational study.

PubMed

Engström, Maria; Löfmark, Anna; Vae, Karen Johanne Ugland; Mårtensson, Gunilla

2017-04-01

Clinical education is a vital part of nursing students' learning; the importance of assessment tools and feedback in stimulating student learning has been stressed, but this needs to be studied in more detail. To examine relationships between nursing students' perceptions of using an Assessment tool in Clinical Education (AssCE) during their mid-course discussion and final assessment, the content discussed during these meetings between the student, preceptor and nurse teacher and the students' overall perception of the clinical learning environment. A cross-sectional, correlational design was used. A convenience sample of 110 nursing students from one Norwegian university college with two campuses. Data were collected with self-developed questionnaires and analysed using logistic regression with SPSS and the PROCESS macro for mediation analysis. There was a positive relationship between nursing students' perceptions of using the assessment tool AssCE and their overall perception of the clinical learning environment. This relationship was, in turn, mediated by the content discussed during the formative mid-course discussion and summative final assessment. Our conclusion is that the assessment tool AssCE supported students' clinical learning and that this relationship, in turn, was mediated by the degree to which the conversation during the assessment meeting focused on the student's knowledge, skills and professional judgement. Copyright © 2017 Elsevier Ltd. All rights reserved.

Influences of Learning Environment Characteristics on Student Learning During Authentic Science Inquiry in an Introductory Physical Geology Course

NASA Astrophysics Data System (ADS)

Miller, H. R.; Sell, K. S.; Herbert, B. E.

2004-12-01

Shifts in learning goals in introductory earth science courses to greater emphasis on critical thinking and the nature of science has led to the adoption of new pedagogical techniques, including inquiry-based learning (IBL). IBL is thought to support understanding of the nature of science and foster development of scientific reasoning and critical thinking skills by modeling authentic science inquiry. Implementation of new pedagogical techniques do not occur without influence, instruction and learning occurs in a complex learning environment, referring to the social, physical, mental, and pedagogical contexts. This study characterized the impact of an IBL module verses a traditionally structured laboratory exercise in an introductory physical geology class at Texas A&M University. Student activities in this study included manipulation of large-scale data sets, use of multiple representations, and exposure to ill-constrained problems common to the Texas Gulf Coast system. Formative assessment data collected included an initial survey of self efficacy, student demographics, content knowledge and a pre-mental model expression. Summative data collected included a post-test, post-mental model expression, final laboratory report, and a post-survey on student attitudes toward the module. Mental model expressions and final reports were scored according to a validated rubric instrument (Cronbrach alpha: 0.84-0.98). Nine lab sections were randomized into experimental and control groups. Experimental groups were taught using IBL pedagogical techniques, while the control groups were taught using traditional laboratory "workbook" techniques. Preliminary assessment based on rubric scores for pre-tests using Student's t-test (N ˜ 140) indicated that the experimental and control groups were not significantly different (ρ > 0.05), therefore, the learning environment likely impacted student's ability to succeed. A non-supportive learning environment, including student attitudes, teaching assistant attitudes, the lack of scaffolded learning, limited pedagogical content knowledge, and departmental oversight, which were all encountered during this study, can have an affect on the students' attitudes and achievements during the course. Data collected showed an overall improvement in content knowledge (38% increase); while performance effort clearly declined as seen through post-mental model expressions (a decline in performance by 24.8%) and percentage of assignments turned in (39% of all students turned in the required final report). A non-supportive learning environment was also seen through student comments on the final survey, "I think that all the TA's and the professor have forgotten that we are an intro class". A non-supportive environment clearly does not encourage critical thinking and completion of work. This pilot study showed that the complex learning environment can play a significant role in student learning. It also illustrates the need for future studies in IBL with supportive learning environments in order for students to achieve academic excellence and develop scientific reasoning and critical thinking skills.

Managing Learning Disabled Students' Academic Frustration through Self-Control.

ERIC Educational Resources Information Center

Ammer, Jerome J.

1982-01-01

Teachers can help learning and behavior disordered students in middle and secondary grades develop self control through a strategy in which students are taught to stop, look, listen, and think before carrying out a task. The final step is to reinforce themselves. (CL)

Students' Cognitive Processes While Learning from Teaching. Final Report (Volume One).

ERIC Educational Resources Information Center

Winne, Philip H.; Marx, Ronald W.

Research is reported on the cognitive mediational paradigm which postulates that teachers influence students' learning by causing them to think and behave in particular ways during teaching. Four studies are reported. The first describes five teachers and their students and explores, in classroom lessons, the cognitive processes students used in…

Critical Reading: A Guide for Faculty and Students in Economics and History. Final Report, Second Year.

ERIC Educational Resources Information Center

Bean, Thomas W.

The first year of California State University's program to improve university students' critical reading of introductory texts had two objectives: to develop professors' available repertoire of strategies for guiding students' independent learning from texts and to develop students' facility in learning from texts with adjunct guide materials…

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students.

PubMed

Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

2016-01-01

Most service-learning studies in higher education focused on its effects on students' development. The dynamic processes and mechanisms of students' development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students' engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed.

The impact of instituting Process-Oriented Guided-Inquiry Learning (POGIL) in a fundamental nursing course.

PubMed

Roller, Maureen C; Zori, Susan

2017-03-01

POGIL, using small groups of students, who assume the roles of leader, manager, recorder, and reflector to complete problem based activities in science courses, has demonstrated significant improvement in students' grades and course satisfaction in science courses and a nursing Fundamentals course. Using POGIL with nursing students in fundamentals nursing courses could help to improve final grades and course satisfaction while promoting active learning, critical thinking, and teamwork. To examine differences in final course grades, Assessment Technologies Institute, LLC (ATi) scores and course satisfaction in 2 groups of fundamentals nursing students where one group experienced Process Oriented Guided Inquiry Learning (POGIL) as a teaching strategy and one group did not. Satisfaction with performing in the varied roles used during POGIL was also examined. This quantitative descriptive study used a comparative design, with one group of students who experienced POGIL while analyzing case scenarios in class and a control group who did not experience POGIL. A t-test was used to compare final grades, ATi scores, and satisfaction survey results. A mid-size, private university in the northeastern United States was the setting. A convenience sample of pre-licensure baccalaureate nursing students taking Fundamental in Nursing Courses during the junior semester. The experimental group (N=63) had higher final course grades (p=0.046), better understanding of the course material (p=0.005), and greater satisfaction with grades (p=0.008) than the control group (N=75). The results of this study revealed that Fundamental nursing students who experienced POGIL had significantly higher final grades and course satisfaction compared with students who did not experience POGIL. The active learning and teamwork experienced during POGIL, may be beneficial to students as they transition to practicing nurses. Additional research using POGIL with a variety of nursing courses could be beneficial in educating undergraduate nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.

Classroom Assessment for Student Learning: Impact on Elementary School Mathematics in the Central Region. Final Report. NCEE 2011-4005

ERIC Educational Resources Information Center

Randel, Bruce; Beesley, Andrea D.; Apthorp, Helen; Clark, Tedra F.; Wang, Xin; Cicchinelli, Louis F.; Williams, Jean M.

2011-01-01

This study was conducted by the Central Region Educational Laboratory (REL Central) administered by Mid-continent Research for Education and Learning to provide educators and policymakers with rigorous evidence about the potential of Classroom Assessment for Student Learning (CASL) to improve student achievement. CASL is a widely used professional…

Assessing the Effectiveness of Case-Based Collaborative Learning via Randomized Controlled Trial.

PubMed

Krupat, Edward; Richards, Jeremy B; Sullivan, Amy M; Fleenor, Thomas J; Schwartzstein, Richard M

2016-05-01

Case-based collaborative learning (CBCL) is a novel small-group approach that borrows from team-based learning principles and incorporates elements of problem-based learning (PBL) and case-based learning. CBCL includes a preclass readiness assurance process and case-based in-class activities in which students respond to focused, open-ended questions individually, discuss their answers in groups of 4, and then reach consensus in larger groups of 16. This study introduces CBCL and assesses its effectiveness in one course at Harvard Medical School. In a 2013 randomized controlled trial, 64 medical and dental student volunteers were assigned randomly to one of four 8-person PBL tutorial groups (control; n = 32) or one of two 16-person CBCL tutorial groups (experimental condition; n = 32) as part of a required first-year physiology course. Outcomes for the PBL and CBCL groups were compared using final exam scores, student responses to a postcourse survey, and behavioral coding of portions of video-recorded class sessions. Overall, the course final exam scores for CBCL and PBL students were not significantly different. However, CBCL students whose mean exam performance in prior courses was below the participant median scored significantly higher than their PBL counterparts on the physiology course final exam. The most common adjectives students used to describe CBCL were "engaging," "fun," and "thought-provoking." Coding of observed behaviors indicated that individual affect was significantly higher in the CBCL groups than in the PBL groups. CBCL is a viable, engaging, active learning method. It may particularly benefit students with lower academic performance.

Implementing Cooperative Learning with Secondary School Students

ERIC Educational Resources Information Center

Wee, Sheila E.; Jacobs, George M.

2006-01-01

In this chapter, I describe my use of cooperative learning in the mid-1990s when I was teaching English to students in their final year at a secondary school in Singapore. I will first discuss how I came to learn about cooperative learning. Then, I will illustrate how I set up the classroom for cooperative learning and how I used it in the…

Using a Web-based simulation as a problem-based learning experience: perceived and actual performance of undergraduate public health students.

PubMed

Spinello, Elio F; Fischbach, Ronald

2008-01-01

This study investigated the use of a Web-based community health simulation as a problem-based learning (PBL) experience for undergraduate students majoring in public health. The study sought to determine whether students who participated in the online simulation achieved differences in academic and attitudinal outcomes compared with students who participated in a traditional PBL exercise. Using a nonexperimental comparative design, 21 undergraduate students enrolled in a health-behavior course were each randomly assigned to one of four workgroups. Each workgroup was randomly assigned the semester-long simulation project or the traditional PBL exercise. Survey instruments were used to measure students' attitudes toward the course, their perceptions of the learning community, and perceptions of their own cognitive learning. Content analysis of final essay exams and group reports was used to identify differences in academic outcomes and students' level of conceptual understanding of health-behavior theory. Findings indicated that students participating in the simulation produced higher mean final exam scores compared with students participating in the traditional PBL (p=0.03). Students in the simulation group also outperformed students in the traditional group with respect to their understanding of health-behavior theory (p=0.04). Students in the simulation group, however, rated their own level of cognitive learning lower than did students in the traditional group (p=0.03). By bridging time and distance constraints of the traditional classroom setting, an online simulation may be an effective PBL approach for public health students. Recommendations include further research using a larger sample to explore students' perceptions of learning when participating in simulated real-world activities. Additional research focusing on possible differences between actual and perceived learning relative to PBL methods and student workgroup dynamics is also recommended.

Motivational component profiles in university students learning histology: a comparative study between genders and different health science curricula.

PubMed

Campos-Sánchez, Antonio; López-Núñez, Juan Antonio; Carriel, Víctor; Martín-Piedra, Miguel-Ángel; Sola, Tomás; Alaminos, Miguel

2014-03-10

The students' motivation to learn basic sciences in health science curricula is poorly understood. The purpose of this study was to investigate the influence of different components of motivation (intrinsic motivation, self-determination, self-efficacy and extrinsic -career and grade- motivation) on learning human histology in health science curricula and their relationship with the final performance of the students in histology. Glynn Science Motivation Questionnaire II was used to compare students' motivation components to learn histology in 367 first-year male and female undergraduate students enrolled in medical, dentistry and pharmacy degree programs. For intrinsic motivation, career motivation and self-efficacy, the highest values corresponded to medical students, whereas dentistry students showed the highest values for self-determination and grade motivation. Genders differences were found for career motivation in medicine, self-efficacy in dentistry, and intrinsic motivation, self-determination and grade motivation in pharmacy. Career motivation and self-efficacy components correlated with final performance in histology of the students corresponding to the three curricula. Our results show that the overall motivational profile for learning histology differs among medical, dentistry and pharmacy students. This finding is potentially useful to foster their learning process, because if they are metacognitively aware of their motivation they will be better equipped to self-regulate their science-learning behavior in histology. This information could be useful for instructors and education policy makers to enhance curricula not only on the cognitive component of learning but also to integrate students' levels and types of motivation into the processes of planning, delivery and evaluation of medical education.

Illustrating performance indicators and course characteristics to support students' self-regulated learning in CS1

NASA Astrophysics Data System (ADS)

Ott, Claudia; Robins, Anthony; Haden, Patricia; Shephard, Kerry

2015-04-01

In higher education, quality feedback for students is regarded as one of the main contributors to improve student learning. Feedback to support students' development into self-regulated learners, who set their own goals, self-monitor their actual performance according to these goals, and adjust learning strategies if necessary, is seen as an important aspect of contemporary feedback practice. However, only those students who are aware of the course demands and the impact of certain study behaviors on their final achievement are in a position to self-regulate their learning on an informed basis. Learning analytics is an emerging field primarily concerned with using predictive models to inform educational instructors or learners about projected study outcomes. In a scoping study, over 200 students of an introductory programming course (CS1) were supplied with information revealing performance indicators for different stages on the course and projecting final performance for various achievement levels. The study was set out to explore the impact of this type of feedback in the confined context of a CS1 course as well as to learn about students' attitudes toward diagnostic course data in general. The results from the study suggest that students valued the information, but, despite high engagement with the information, students' study behavior and learning outcome remained rather unaffected for the aspects investigated. Given these multi-layered results, we suggest further exploration on the provision of feedback based on diagnostic course data - a vital step toward more transparency for students to foster their active role in the learning process.

Vocational Curriculum Modification. Teaching Technical Language to Learning Handicapped Students. Project HIRE: A Curriculum Management System for Instructing the Handicapped. Final Report, Volume 1.

ERIC Educational Resources Information Center

Gardner, David C.; And Others

Volume 1 of the final report on Project HIRE reports the design, development, field-testing, and refining of self-instructional packages to teach entry level technical vocabulary to learning handicapped students mainstreamed in vocational programs. Volume 2, a management handbook, reports the methods and findings concerning development of…

Programs for Children with Specific Learning Disabilities. P.L. 91-230, Title VI-G Formal Final Evaluation. (Statistical Analysis of Data).

ERIC Educational Resources Information Center

Murphy, Philip J.

The paper reports the final evaluation of a program for approximately 143 learning disabled (LD) students (grades 6-to-12) from six school districts. A number of test instruments were used to evaluate student progress during the program, including the Wide Range Achievement Test (WRAT), the Durrell Analysis of Reading Difficulty, and the…

Short- and Long-Term Effects of Cumulative Finals on Student Learning

ERIC Educational Resources Information Center

Khanna, Maya M.; Brack, Amy S. Badura; Finken, Laura L.

2013-01-01

In two experiments, we examined the benefits of cumulative and noncumulative finals on students' short- and long-term course material retention. In Experiment 1, we examined results from course content exams administered immediately after course finals. Course sections including cumulative finals had higher content exam scores than sections…

A Latent Profile Analysis of University Students' Self-Regulated Learning Strategies

ERIC Educational Resources Information Center

Ning, Hoi Kwan; Downing, Kevin

2015-01-01

Based on self-reported cognitive, metacognitive, and behavioural strategy measures obtained from 828 final-year students from a university in Hong Kong, latent profile analysis (LPA) identified four distinct types of students with differential self-regulated learning strategy orientations: "competent self-regulated learners",…

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.

Participating in a community of practice as a prerequisite for becoming a nurse - Trajectories as final year nursing students.

PubMed

Thrysoe, Lars; Hounsgaard, Lise; Dohn, Nina Bonderup; Wagner, Lis

2010-11-01

Participating in a community of practice (CoP) is essential for final year nursing students. The article describes the opportunities of student nurses to participate as members of a CoP, and how these opportunities were exploited. Ten students in their final clinical practice were included. Empirical data were generated through participant observation and individual interviews, focusing on the participants' interaction with the staff and were analysed within a phenomenological-hermeneutic framework. The results showed that the students were to a greater or lesser extent participatory in the CoP, depending on what both the students and the members of the staff did to make participation possible. The conclusion is that the students' participation is strengthened by the students and nurses showing interest in getting to know each other professionally and socially and by the students having the opportunity to contribute their knowledge. There must be an awareness of the unfortunate consequence of formalisation of learning in practice which can create a distancing learning space in the informal learning landscape by drawing students out of active participation in community of practice. Depending on the extent to which these aspects are present, participation can become an essential factor in the clinical phase of nursing education. Copyright © 2010 Elsevier Ltd. All rights reserved.

Lecture recording system in anatomy: possible benefit to auditory learners.

PubMed

Bacro, Thierry R H; Gebregziabher, Mulugeta; Ariail, Jennie

2013-01-01

The literature reports that using Learning Recording Systems (LRS) is usually well received by students but that the pedagogical value of LRS in academic settings remains somewhat unclear. The primary aim of the current study is to document students' perceptions, actual pattern of usage, and impact of use of LRS on students' grade in a dental gross and neuroanatomy course. Other aims are to determine if students' learning preference correlated with final grades and to see if other factors like gender, age, overall academic score on the Dental Aptitude Test (DAT), lecture levels of difficulty, type of lecture, category of lecture, or teaching faculty could explain the impact, if any, of the use of LRS on the course final grade. No significant correlation was detected between the final grades and the variables studied except for a significant but modest correlation between final grades and the number of times the students accessed the lecture recordings (r=0.33 with P=0.01). Also, after adjusting for gender, age, learning style, and academic DAT, a significant interaction between auditory and average usage time was found for final grade (P=0.03). Students who classified themselves as auditory and who used the LRS on average for fewer than 10 minutes per access, scored an average final grade of 16.43 % higher than the nonauditory students using the LRS for the same amount of time per access. Based on these findings, implications for teaching are discussed and recommendations for use of LRS are proposed. Copyright © 2013 American Association of Anatomists.

E-learning and near-peer teaching in electrocardiogram education: a randomised trial.

PubMed

Davies, Andrew; Macleod, Rachael; Bennett-Britton, Ian; McElnay, Philip; Bakhbakhi, Danya; Sansom, Jane

2016-06-01

Near-peer teaching and electronic learning (e-learning) are two effective modern teaching styles. Near-peer sessions provide a supportive learning environment that benefits both the students and the tutor. E-learning resources are flexible and easily distributed. Careful construction and regular editing can ensure that students receive all of the essential material. The aim of this study is to compare the efficacy of e-learning and near-peer teaching during the pre-clinical medical curriculum. Thirty-nine second-year medical students were consented and randomised into two groups. Each group received teaching on electrocardiogram (ECG) interpretation from a predefined syllabus. Eighteen students completed an e-learning module and 21 students attended a near-peer tutorial. Students were asked to complete a multiple-choice exam, scored out of 50. Each student rated their confidence in ECG interpretation before and after their allocated teaching session. The near-peer group (84%) demonstrated a significantly higher performance than the e-learning group (74.5%) on the final assessment (p = 0.002). Prior to the teaching, the students' mean confidence scores were 3/10 in both the near-peer and e-learning groups (0, poor; 10, excellent). These increased to 6/10 in both cases following the teaching session. Both teaching styles were well received by students and improved their confidence in ECG interpretation. Near-peer teaching led to superior scores in our final assessment. Given the congested nature of the modern medical curriculum, direct comparison of the efficacy of these methods may aid course design. The aim of this study is to compare the efficacy of e-learning and near-peer teaching. © 2015 John Wiley & Sons Ltd.

Teaching using moodle in mathematics education

NASA Astrophysics Data System (ADS)

Handayanto, A.; Supandi, S.; Ariyanto, L.

2018-05-01

The aim of this study is to determine the effect of Learning Modeling System (LMS) Moodle in learning. The population is taken from all students of Mathematics Education, University of PGRI Semarang. The sample was randomly selected from five different course groups. The initial score is taken from the semester test, and the final score is taken through the semester test after the five groups are taught using Moodle. The results of both test results are compared to find out the increase in learning outcomes. Meanwhile, the student's attitude toward learning is taken through his mathematical disposition through questionnaire. The results show that there was a significant increase in exam results on the final exam of the semester. This result is supported by student learning interest which increases on average after using LMS Moodle taken from disposition data.

Conception of Learning and Motivation of Spanish Psychology Undergraduates in Different Academic Levels

ERIC Educational Resources Information Center

Rabanaque, Samuel; Martinez-Fernandez, J. Reinaldo

2009-01-01

Three conceptions of learning (rote, interpretative and constructive), and two aspects of motivation (level and value of motivation) were identified in 258 Spanish psychology undergraduates classified in three different academic levels (initial, intermediate and final course). Results about conceptions of learning showed final-course students are…

Process Systems Engineering Education: Learning by Research

ERIC Educational Resources Information Center

Abbas, A.; Alhammadi, H. Y.; Romagnoli, J. A.

2009-01-01

In this paper, we discuss our approach in teaching the final-year course Process Systems Engineering. Students are given ownership of the course by transferring to them the responsibility of learning. A project-based group environment stimulates learning while solving a real engineering problem. We discuss postgraduate student involvement and how…

Cooperative Learning: A Pedagogy to Improve Students' Generic Skills?

ERIC Educational Resources Information Center

Ballantine, Joan; Larres, Patricia McCourt

2007-01-01

Purpose: The objective of this study is two-fold. First, it provides guidance to educators and trainers on establishing a cooperative learning environment. Second, it examines final-year undergraduate accounting students' opinions on the effectiveness of a cooperative learning environment in delivering generic skills for their future professional…

Are students' impressions of improved learning through active learning methods reflected by improved test scores?

PubMed

Everly, Marcee C

2013-02-01

To report the transformation from lecture to more active learning methods in a maternity nursing course and to evaluate whether student perception of improved learning through active-learning methods is supported by improved test scores. The process of transforming a course into an active-learning model of teaching is described. A voluntary mid-semester survey for student acceptance of the new teaching method was conducted. Course examination results, from both a standardized exam and a cumulative final exam, among students who received lecture in the classroom and students who had active learning activities in the classroom were compared. Active learning activities were very acceptable to students. The majority of students reported learning more from having active-learning activities in the classroom rather than lecture-only and this belief was supported by improved test scores. Students who had active learning activities in the classroom scored significantly higher on a standardized assessment test than students who received lecture only. The findings support the use of student reflection to evaluate the effectiveness of active-learning methods and help validate the use of student reflection of improved learning in other research projects. Copyright © 2011 Elsevier Ltd. All rights reserved.

The supplemental instruction program: Student perceptions of the learning environment and impact on student academic achievement in college science at California State University, San Marcos

NASA Astrophysics Data System (ADS)

Hizer, Suzanne Elizabeth

Higher education in science has been criticized and calls to increase student learning and persistence to degree has been recognized as a national problem by the Department of Education, the National Science Foundation, the National Research Council, and the National Academy of Sciences. One mode of academic assistance that may directly address this issue is the implementation of Supplemental Instruction (SI) in science courses. SI is a specific model of academic assistance designed to help students in historically difficult science classes master course content, thus increasing their academic achievement and retention. This study assessed the SI program at California State University, San Marcos, in supported science courses. Specifically, academic achievement based on final course grades were compared between SI participating and nonparticipating students, multiple affective factors were measured at the beginning and end of the semester, and students' perceptions of the classroom and SI session learning environments recorded. Overall, students who attended five or more SI sessions achieved higher final course grades. Students who chose to participate in SI had higher initial levels of responsibility and anxiety. Additionally, SI participants experienced a reduction in anxiety over the semester whereas nonparticipants experienced an increase in anxiety from beginning to the end of the semester. The learning environment of SI embodies higher levels of constructivist principles of active learning such as cooperation, cohesiveness, innovation, and personalization---with one exception for the physics course, which is a based on problem-based learning. Structural equation modeling of variables indicates that high self-efficacy at the end of the semester is directly related to high final course grades; this is mediated by cohesion in the classroom and the cooperation evidenced in SI sessions. These findings are elaborated by student descriptions of what happened in SI sessions and discussed given the theoretical frameworks of Bandura's concept of self-efficacy and learning environment activities that embody constructivist principles.

An Analysis of Student Hypermedia Navigation and Learning

ERIC Educational Resources Information Center

Epp, Erik Minh

2010-01-01

As society's interactions with web technology mature from novelty to familiarity and finally into transparence for users, it becomes important to reexamine what modern students are taking from their experiences with educational technology. Students in a physical chemistry laboratory course interacted with a hypermedia learning environment as part…

Effects of Formative Feedback on Intrinsic Motivation: Examining Ethnic Differences

ERIC Educational Resources Information Center

El, Ron Pat; Tillema, Harm; van Koppen, Sabine W. M.

2012-01-01

In this study we investigate the influence of ethnic differences on student motivation when learning from formative feedback. Interpersonal teacher behavior and student motivational needs are used to explain the effects of assessment for learning on intrinsic motivation by comparing students from different ethnic backgrounds. The final study's…

Assessing Public Health Majors through the Use of e-Portfolios

ERIC Educational Resources Information Center

Crowel, Tara L.; Calamidas, Elizabeth

2016-01-01

When assessing an entire academic program, there are various possibilities; most require students to reflect holistically on knowledge learned. Final presentations, internships, theses, and dissertations all require the students to recall the entirety of their learning experience. These are more traditional ways to assess the student as well as…

The Relationship between Gender and Academic Success Online

ERIC Educational Resources Information Center

Kupczynski, Lori; Brown, Michelle; Holland, Glenda; Uriegas, Brian

2014-01-01

Distance learning may pose challenges to students in terms of satisfaction and academic success. This study examined the relationship between the final grade received in a distance learning course and the student characteristic of gender. Examined were differences in online course achievement between male and female students through the lens of…

Do Student-Centred Learning Activities Improve Learning Outcomes on a BTEC Applied Science Course in FE?

ERIC Educational Resources Information Center

Dear, Denise V.

2017-01-01

This article provides quantitative evidence on the effect on learning outcomes of contrasting teaching styles applied to a class of Level 3 final-year students on a BTEC Applied Science course within a further education college in the UK. Two topics within a unit were taught using either a student-centred or teacher-centric (instructional)…

Creating the learning situation to promote student deep learning: Data analysis and application case

NASA Astrophysics Data System (ADS)

Guo, Yuanyuan; Wu, Shaoyan

2017-05-01

How to lead students to deeper learning and cultivate engineering innovative talents need to be studied for higher engineering education. In this study, through the survey data analysis and theoretical research, we discuss the correlation of teaching methods, learning motivation, and learning methods. In this research, we find that students have different motivation orientation according to the perception of teaching methods in the process of engineering education, and this affects their choice of learning methods. As a result, creating situations is critical to lead students to deeper learning. Finally, we analyze the process of learning situational creation in the teaching process of «bidding and contract management workshops». In this creation process, teachers use the student-centered teaching to lead students to deeper study. Through the study of influence factors of deep learning process, and building the teaching situation for the purpose of promoting deep learning, this thesis provide a meaningful reference for enhancing students' learning quality, teachers' teaching quality and the quality of innovation talent.

Active-learning strategies: the use of a game to reinforce learning in nursing education. A case study.

PubMed

Boctor, Lisa

2013-03-01

The majority of nursing students are kinesthetic learners, preferring a hands-on, active approach to education. Research shows that active-learning strategies can increase student learning and satisfaction. This study looks at the use of one active-learning strategy, a Jeopardy-style game, 'Nursopardy', to reinforce Fundamentals of Nursing material, aiding in students' preparation for a standardized final exam. The game was created keeping students varied learning styles and the NCLEX blueprint in mind. The blueprint was used to create 5 categories, with 26 total questions. Student survey results, using a five-point Likert scale showed that they did find this learning method enjoyable and beneficial to learning. More research is recommended regarding learning outcomes, when using active-learning strategies, such as games. Copyright © 2012 Elsevier Ltd. All rights reserved.

Preparing Medical Students for the World: Service Learning and Global Health Justice

PubMed Central

Parsi, Kayhan; List, Justin

2008-01-01

In this article, we discuss the growth of international service learning in undergraduate medical education and tie it to a burgeoning interest among students and educators in global health justice. The process of experience, reflection, and action is the cornerstone of cultivating a sense of social justice among students. Finally, we examine both risks and benefits to international service learning for medical students. We define “service learning,” distinguish it from service and volunteerism, and offer praxis as a manifestation of professionalism. PMID:19099018

The relationship between student engagement with online content and achievement in a blended learning anatomy course.

PubMed

Green, Rodney A; Whitburn, Laura Y; Zacharias, Anita; Byrne, Graeme; Hughes, Diane L

2017-12-13

Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

VI-G, Sec. 661, P.L. 91-230. Final Performance Report.

ERIC Educational Resources Information Center

1976

Presented is the final performance report of the CSDC model which is designed to provide services for learning disabled high school students. Sections cover the following program aspects: organizational structure, inservice sessions, identification of students, materials and equipment, evaluation of student performance, evaluation of the model,…

Mathematics Learning Styles of Chinese Immigrant Students. Final Research Report.

ERIC Educational Resources Information Center

Tsang, Sau-Lim

Major revision in the U.S. mathematics curriculum since the 1960s have led to significant differences between the mathematics curriculum of the United States and those of many other countries. This study explored how eight Chinese immigrant students, with different cultural backgrounds, mathematics knowledge, and learning styles, learned in an…

The Effectiveness of Active and Traditional Teaching Techniques in the Orthopedic Assessment Laboratory

ERIC Educational Resources Information Center

Nottingham, Sara; Verscheure, Susan

2010-01-01

Active learning is a teaching methodology with a focus on student-centered learning that engages students in the educational process. This study implemented active learning techniques in an orthopedic assessment laboratory, and the effects of these teaching techniques. Mean scores from written exams, practical exams, and final course evaluations…

Evolution of E-Learning Projects: A Creative Experience?

ERIC Educational Resources Information Center

Wakeford, Carol

2011-01-01

e-Learning Projects involve the construction by final year students of e-learning resources in project work. Students are supported in a blended training course in which they acquire appropriate skills and critically review eresources of their peers This paper describes innovations in course design that have lead to the evolution of eresources…

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

NASA Astrophysics Data System (ADS)

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

2007-08-01

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

An Analysis of Online Students' Behaviors on Course Sites and the Effect on Learning Performance: A Case Study of Four LIS Online Classes

ERIC Educational Resources Information Center

Zhang, Xiangmin

2016-01-01

This research investigated the relationship between online students' behaviors in a learning management system and their learning performance, as measured by their final grades. Four online information technology classes in a major U.S. library and information science program were studied. The course sites' log data, as well as the students' final…

Helping Students to Climb the Mountain: A Study to Inform the Development of a Resource to Improve the Learning of Statistics in Psychology

ERIC Educational Resources Information Center

Davies, Emma L.; Morys-Carter, Wakefield L.; Paltoglou, Aspasia E.

2015-01-01

Students often struggle with learning about statistics, which encompass a large proportion of a psychology degree. This pilot study explored how first- and final-year students reflected on their experiences of being taught this topic, in order to identify needs that could be addressed in a project to improve their learning. First-year students…

Performance of Hispanic Educable Mentally Retarded, Learning Disabled, and Nonclassified Students on the WISC-RM, SOMPA, and S-KABC: Short-Term Study One. Final Report.

ERIC Educational Resources Information Center

Rueda, Robert; And Others

The study examined performance of limited-English proficient Hispanic students on a battery of psychometric instruments designed to appropriately assess linguistic minority students. Subjects consisted of three groups: 44 nonhandicapped, 45 learning-disabled, and 39 mildly mentally retarded elementary-level students. Instruments included the…

Effects of a blended learning approach on student outcomes in a graduate-level public health course.

PubMed

Kiviniemi, Marc T

2014-03-11

Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed. The impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, "traditional" approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated. There was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach. Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses.

Elective course in acute care using online learning and patient simulation.

PubMed

Seybert, Amy L; Kane-Gill, Sandra L

2011-04-11

To enhance students' knowledge of and critical-thinking skills in the management of acutely ill patients using online independent learning partnered with high-fidelity patient simulation sessions. Students enrolled in the Acute Care Simulation watched 10 weekly Web-based video presentations on various critical care and advanced cardiovascular pharmacotherapy topics. After completing each online module, all students participated in groups in patient-care simulation exercises in which they prepared a pharmacotherapeutic plan for the patient, recommended this plan to the patient's physician, and completed a debriefing session with the facilitator. Students completed a pretest and posttest before and after each simulation exercise, as well as midterm and final evaluations and a satisfaction survey. Pharmacy students significantly improved their scores on 9 of the 10 tests (p ≤ 0.05). Students' performance on the final evaluation improved compared with performance on the midterm evaluation. Overall, students were satisfied with the unique dual approach to learning and enjoyed the realistic patient-care environment that the simulation laboratory provided. Participation in an elective course that combined self-directed Web-based learning and hands-on patient simulation exercises increased pharmacy students' knowledge and critical-thinking skills in acute care.

Technology support in nursing education: clickers in the classroom.

PubMed

Berry, Janice

2009-01-01

Research has shown that the present generation of students has a preference for digital literacy, experiential learning, interactivity, and immediacy; therefore, greater use of technology is being brought into university courses to aid in student involvement. Student Response Systems, called clickers, were incorporated as a teaching methodology to enhance student interaction and learning in a didactic pediatric nursing course. This course was taught over Interactive Television (ITV) with students at a distant site as well as face to face, creating the challenge of whole-class engagement. Clickers were used to actively engage students at both sites simultaneously and give immediate feedback to students regarding understanding of lecture material. Clickers also allowed small-group problem solving of questions. Exam grades and level of participation in case studies were monitored and exam scores and final scores were compared to those of a previous class. Student t-tests demonstrated that one of three course exams and final course grades were significantly higher for the students who used clickers in the classroom. Satisfaction feedback also supported the use of clickers as a tool to engage students and enhance learning outcomes.

Social Media as a Learning Technology for University Students

ERIC Educational Resources Information Center

Hussain, Irshad; Cakir, Ozlem; Candeger, Ümmügülsüm

2018-01-01

This paper demonstrates the role of social media as a learning technology for university students and highlights their problems associated with its use. The population of the study consisted of Masters' and Bachelor Studies students studying in their final semesters in the departments of Social Sciences at The Islamia University of Bahawalpur,…

Hypothetical biotechnology companies: A role-playing student centered activity for undergraduate science students.

PubMed

Chuck, Jo-Anne

2011-01-01

Science students leaving undergraduate programs are entering the biotechnology industry where they are presented with issues which require integration of science content. Students find this difficult as through-out their studies, most content is limited to a single subdiscipline (e.g., biochemistry, immunology). In addition, students need knowledge of the ethical, economic, and legal frame work in which the industry operates. This article presents an approach to deliver these outcomes in a collaborative and active learning modality which promotes deep learning. In the model, groups of final year undergraduate students form hypothetical biotechnology companies and identify real issues of interest to industry, make integrative team decisions, use professional level technology, and develop appropriate communication skills. The final successful teaching paradigm was based on self reflection, observation, and student feedback to ensure appropriate attainment of content, group work skills and increased confidence in professional decision-making. It is these outcomes which will facilitate life long learning skills, a major outcome applicable for all tertiary education. Copyright © 2011 Wiley Periodicals, Inc.

Engaging students in a community of learning: Renegotiating the learning environment.

PubMed

Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

2018-03-01

Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.

Getting the most out of Student Selected Components: 12 tips for participating students.

PubMed

Riley, Simon C; Gibbs, Trevor J; Ferrell, William R; Nelson, Peter R; Smith, W Cairns S; Murphy, Michael J

2009-10-01

Student Selected Components (SSCs) are an established feature of UK undergraduate medical curricula that offer students choice. They represent a large investment in time and resources. Although programmes vary between Schools, the major learning objectives remain broadly similar. Providing students engage fully with the activity, the final learning outcomes should also be comparable. However, engaging effectively and purposefully with such programmes may not be a clear and straightforward process for students. To present the challenges and solutions to inform students how to derive the greatest benefit from the learning activities in their SSC programmes. Synthesis of the accumulated experience over more than 10 years of developing, running and evaluating SSCs by the Directors of SSCs in five Scottish Medical Schools, combined with analysis of course evaluation and student feedback. Consensus defined 12 tips aimed at improving the approach taken by students to their SSCs, and to provide a structure to maximise their final learning outcomes. SSC programmes provide diverse opportunities for students to develop and expand their learning. With increasing emphasis being placed upon student assessment to judge a wide range of professional skills and standards into foundation and specialist training, much greater importance is now being given to SSCs as an opportunity for personal, professional and academic developments. However, it is important that this is performed in a purposeful manner to maximise this opportunity. These 12 tips provide guidance to students on how they can maximise the opportunity presented to them by SSCs.

Students using visual thinking to learn science in a Web-based environment

NASA Astrophysics Data System (ADS)

Plough, Jean Margaret

United States students' science test scores are low, especially in problem solving, and traditional science instruction could be improved. Consequently, visual thinking, constructing science structures, and problem solving in a web-based environment may be valuable strategies for improving science learning. This ethnographic study examined the science learning of fifteen fourth grade students in an after school computer club involving diverse students at an inner city school. The investigation was done from the perspective of the students, and it described the processes of visual thinking, web page construction, and problem solving in a web-based environment. The study utilized informal group interviews, field notes, Visual Learning Logs, and student web pages, and incorporated a Standards-Based Rubric which evaluated students' performance on eight science and technology standards. The Visual Learning Logs were drawings done on the computer to represent science concepts related to the Food Chain. Students used the internet to search for information on a plant or animal of their choice. Next, students used this internet information, with the information from their Visual Learning Logs, to make web pages on their plant or animal. Later, students linked their web pages to form Science Structures. Finally, students linked their Science Structures with the structures of other students, and used these linked structures as models for solving problems. Further, during informal group interviews, students answered questions about visual thinking, problem solving, and science concepts. The results of this study showed clearly that (1) making visual representations helped students understand science knowledge, (2) making links between web pages helped students construct Science Knowledge Structures, and (3) students themselves said that visual thinking helped them learn science. In addition, this study found that when using Visual Learning Logs, the main overall ideas of the science concepts were usually represented accurately. Further, looking for information on the internet may cause new problems in learning. Likewise, being absent, starting late, and/or dropping out all may negatively influence students' proficiency on the standards. Finally, the way Science Structures are constructed and linked may provide insights into the way individual students think and process information.

The role of emergency medicine clerkship e-Portfolio to monitor the learning experience of students in different settings: a prospective cohort study.

PubMed

Cevik, Arif Alper; Shaban, Sami; El Zubeir, Margret; Abu-Zidan, Fikri M

2018-04-12

Although emergency departments provide acute care learning opportunities for medical students, student exposure to recommended curriculum presentations and procedures are limited. In this perspective, clinical environments providing learning opportunities for students should be monitored as part of an ongoing quality improvement process. This study aims to analyze student exposures and their involvement levels in two different hospitals (Tawam and Al Ain) so as to improve the teaching and learning activities. This is a prospective study on all 76 final year medical students' electronic logbooks (e-Portfolio) of the academic year 2016/2017. Students recorded 5087 chief complaints and 3721 procedures. The average patient and procedure exposure in a shift per student in Al Ain Hospital compared with Tawam Hospital were 7.2 vs 6.4 and 5.8 vs 4.3, respectively. The highest full involvement with presentations was seen in the pediatric unit (67.1%, P < 0.0001). Urgent care shifts demonstrated the highest area of "full involvement" with procedures for our students (73.2%, P < 0.0001). Students' highest involvement with presentations and procedures were found during the night shifts (P < 0.0001, 66.5 and 75.1%, respectively). The electronic portfolio has proven to be a very useful tool in defining the learning activities of final year medical students during their emergency medicine clerkship and in comparing activities in two different clinical settings. Data collected and analyzed using this e-Portfolio has the potential to help medical educators and curriculum designers improve emergency medicine teaching and learning activities.

Developing integrated clinical reasoning competencies in dental students using scaffolded case-based learning - empirical evidence.

PubMed

Postma, T C; White, J G

2016-08-01

This study provides empirical evidence of the development of integrated clinical reasoning in the discipline-based School of Dentistry, University of Pretoria, South Africa. Students were exposed to case-based learning in comprehensive patient care (CPC) in the preclinical year of study, scaffolded by means of the four-component instructional design model for complex learning. Progress test scores of third- to fifth-year dental students, who received case-based teaching and learning in the third year (2009-2011), were compared to the scores of preceding fourth- and fifth-year cohorts. These fourth- and fifth-year cohorts received content-based teaching concurrently with their clinical training in CPC. The progress test consisted of a complex case study and 32 MCQs on tracer conditions. Students had to gather the necessary information and had to make diagnostic and treatment-planning decisions. Preclinical students who participated in the case-based teaching and learning achieved similar scores compared to final-year students who received lecture-based teaching and learning. Final-year students who participated in the case-based learning made three more correct clinical decisions per student, compared to those who received content-based teaching. Students struggled more with treatment-planning than with diagnostic decisions. The scaffolded case-based learning appears to contribute to accurate clinical decisions when compared to lecture-based teaching. It is suggested that the development of integrated reasoning competencies starts as early as possible in a dental curriculum, perhaps even in the preclinical year of study. Treatment-planning should receive particular attention. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Comparison of the Effects of Cooperative Learning and Traditional Learning Methods on the Improvement of Drug-Dose Calculation Skills of Nursing Students Undergoing Internships

ERIC Educational Resources Information Center

Basak, Tulay; Yildiz, Dilek

2014-01-01

Objective: The aim of this study was to compare the effectiveness of cooperative learning and traditional learning methods on the development of drug-calculation skills. Design: Final-year nursing students ("n" = 85) undergoing internships during the 2010-2011 academic year at a nursing school constituted the study group of this…

Students' inductive reasoning skills and the relevance of prior knowledge: an exploratory study with a computer-based training course on the topic of acne vulgaris.

PubMed

Horn-Ritzinger, Sabine; Bernhardt, Johannes; Horn, Michael; Smolle, Josef

2011-04-01

The importance of inductive instruction in medical education is increasingly growing. Little is known about the relevance of prior knowledge regarding students' inductive reasoning abilities. The purpose is to evaluate this inductive teaching method as a means of fostering higher levels of learning and to explore how individual differences in prior knowledge (high [HPK] vs. low [LPK]) contribute to students' inductive reasoning skills. Twenty-six LPK and 18 HPK students could train twice with an interactive computer-based training object to discover the underlying concept before doing the final comprehension check. Students had a median of 76.9% of correct answers in the first, 90.9% in the second training, and answered 92% of the final assessment questions correctly. More important, 86% of all students succeeded with inductive learning, among them 83% of the HPK students and 89% of the LPK students. Prior knowledge did not predict performance on overall comprehension. This inductive instructional strategy fostered students' deep approaches to learning in a time-effective way.

Implementation of cooperative learning through collaboration with foreign lecturer to improve students' understanding and soft skills in the course of drug delivery system

NASA Astrophysics Data System (ADS)

Syukri, Yandi; Nugroho, Bambang Hernawan

2017-03-01

The course of Drug Delivery Systems is an elective that supports the development of new products in pharmaceutical industry. The existing learning process has been in the form of one-direction face-to-face lecturing. During the lecture, students find it difficult to follow or understand the materials, so they become passive. Also, class effectiveness is low because it cannot develop students' active participation during the learning process. To improve the learning outcomes and to achieve the desired competence, innovations in the learning process should be attempted. This learning model aimed to improve students' understanding of and soft skills in the course of Drug Delivery Systems through a cooperative learning method and collaboration with foreign lecturers. The order of cooperative learning included explaining the desired learning outcomes of each topic, providing reading materials for students to learn when preparing their papers, instructing students to work on group assignments and to help each other to master the lesson through question-answer sessions and discussions among group members, encouraging group presentations, and evaluating through quizzes. The foreign lecturers played a role in enriching teaching materials and providing an international class atmosphere. The students' hard skills assessed from the quiz, midterm exam, and final semester exam showed a minimum score of 70 > 80% in the quiz and final semester exam components, while the midterm exam value with a minimum of 70 > 80% was only 6%. The assessment of soft skills obtained from the students' independence in constructing knowledge to complete assignments and resolve problems indicated such outcomes as each group's better ability to access relevant journals, their active participation in group discussions, discipline to submit assignments, discipline to be punctual, and good communication skills. It can be concluded that cooperative learning method could improve the soft skills of students, and the role of foreign lecturers was successful in providing an international class atmosphere.

The Research on Informal Learning Model of College Students Based on SNS and Case Study

NASA Astrophysics Data System (ADS)

Lu, Peng; Cong, Xiao; Bi, Fangyan; Zhou, Dongdai

2017-03-01

With the rapid development of network technology, informal learning based on online become the main way for college students to learn a variety of subject knowledge. The favor to the SNS community of students and the characteristics of SNS itself provide a good opportunity for the informal learning of college students. This research first analyzes the related research of the informal learning and SNS, next, discusses the characteristics of informal learning and theoretical basis. Then, it proposed an informal learning model of college students based on SNS according to the support role of SNS to the informal learning of students. Finally, according to the theoretical model and the principles proposed in this study, using the Elgg and related tools which is the open source SNS program to achieve the informal learning community. This research is trying to overcome issues such as the lack of social realism, interactivity, resource transfer mode in the current network informal learning communities, so as to provide a new way of informal learning for college students.

Developing Instruments Concerning Scientific Epistemic Beliefs and Goal Orientations in Learning Science: A Validation Study

ERIC Educational Resources Information Center

Lin, Tzung-Jin; Tsai, Chin-Chung

2017-01-01

The purpose of this study was to develop and validate two survey instruments to evaluate high school students' scientific epistemic beliefs and goal orientations in learning science. The initial relationships between the sampled students' scientific epistemic beliefs and goal orientations in learning science were also investigated. A final valid…

The Relationship between Self-Regulated Learning Strategies and Student Academic Performance in Flipped Instructional Environments

ERIC Educational Resources Information Center

Long, Janna B.

2016-01-01

The purpose of this study was to investigate the relationship between self-regulated learning (SRL) strategies and student academic performance. Academic performance was measured by final grade (out of 100 points) in courses that were part of the study, and self-regulated learning strategies were assessed by the Motivated Strategies for Learning…

Assessment of Learning Gains Associated with Independent Exam Analysis in Introductory Biology

PubMed Central

William, Adrienne E.; Aguilar-Roca, Nancy M.; Tsai, Michelle; Wong, Matthew; Beaupré, Marin Moravec; O’Dowd, Diane K.

2011-01-01

This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (∼400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm–final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed. PMID:22135369

Assessment of learning gains associated with independent exam analysis in introductory biology.

PubMed

Williams, Adrienne E; William, Adrienne E; Aguilar-Roca, Nancy M; Tsai, Michelle; Wong, Matthew; Beaupré, Marin Moravec; O'Dowd, Diane K

2011-01-01

This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (∼400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm-final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed.

A student-centered approach for developing active learning: the construction of physical models as a teaching tool in medical physiology.

PubMed

Rezende-Filho, Flávio Moura; da Fonseca, Lucas José Sá; Nunes-Souza, Valéria; Guedes, Glaucevane da Silva; Rabelo, Luiza Antas

2014-09-15

Teaching physiology, a complex and constantly evolving subject, is not a simple task. A considerable body of knowledge about cognitive processes and teaching and learning methods has accumulated over the years, helping teachers to determine the most efficient way to teach, and highlighting student's active participation as a means to improve learning outcomes. In this context, this paper describes and qualitatively analyzes an experience of a student-centered teaching-learning methodology based on the construction of physiological-physical models, focusing on their possible application in the practice of teaching physiology. After having Physiology classes and revising the literature, students, divided in small groups, built physiological-physical models predominantly using low-cost materials, for studying different topics in Physiology. Groups were followed by monitors and guided by teachers during the whole process, finally presenting the results in a Symposium on Integrative Physiology. Along the proposed activities, students were capable of efficiently creating physiological-physical models (118 in total) highly representative of different physiological processes. The implementation of the proposal indicated that students successfully achieved active learning and meaningful learning in Physiology while addressing multiple learning styles. The proposed method has proved to be an attractive, accessible and relatively simple approach to facilitate the physiology teaching-learning process, while facing difficulties imposed by recent requirements, especially those relating to the use of experimental animals and professional training guidelines. Finally, students' active participation in the production of knowledge may result in a holistic education, and possibly, better professional practices.

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

ERIC Educational Resources Information Center

Siow, Lee-Fong

2015-01-01

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

Head Start for Learning Disabled Students. Final Report 1990-1991.

ERIC Educational Resources Information Center

Reading Area Community Coll., PA.

A project was conducted at Reading Area Community College (Pennsylvania) to develop the basic reading, writing, and mathematics skills of students with learning disabilities, to develop the self-esteem of these students, to motivate them, and to develop a model program that could be used by other adult education providers. The project featured a…

Adult Undergraduate Students: Patterns of Learning Involvement. Final Research Report.

ERIC Educational Resources Information Center

Kasworm, Carol E.; Blowers, Sally S.

A research study examined the complex roles of adult life in relation to the student role, the nature of adult undergraduate engagement in learning, and adult perceptions of involvement. Adult students were interviewed in three types of institutions: 38 at two liberal arts colleges, 29 at two community colleges, and 23 at two public universities.…

Rethinking the Use of Tests: A Meta-Analysis of Practice Testing

ERIC Educational Resources Information Center

Adesope, Olusola O.; Trevisan, Dominic A.; Sundararajan, Narayankripa

2017-01-01

The testing effect is a well-known concept referring to gains in learning and retention that can occur when students take a practice test on studied material before taking a final test on the same material. Research demonstrates that students who take practice tests often outperform students in nontesting learning conditions such as restudying,…

Blended Learning Educational Format for Third-Year Pediatrics Clinical Rotation.

PubMed

Langenau, Erik E; Lee, Robert; Fults, Marci

2017-04-01

Traditional medical education is shifting to incorporate learning technologies and online educational activities with traditional face-to-face clinical instruction to engage students, especially at remote clinical training sites. To describe and evaluate the effectiveness of the blended learning format (combining online and face-to-face instruction) for third-year osteopathic medical students during their pediatric rotation. Third-year medical students who completed the 4-week clerkship in pediatrics during the 2014-2015 academic year were divided into a standard learning group and a blended learning group with online activities (discussion boards, blogs, virtual patient encounters, narrated video presentations, and online training modules). Comprehensive Osteopathic Medical Achievement Test scores and final course grades were compared between the standard learning and blended learning groups. Students in the blended learning group completed a postsurvey regarding their experiences. Of 264 third-year students who completed the 4-week clerkship in pediatrics during the 2014-2015 academic year, 78 (29.5%) participated in the blended learning supplement with online activities. Of 53 students who completed the postsurvey in the blended learning group, 44 (83.0%) agreed or strongly agreed that "The integration of e-learning and face-to-face learning helped me learn pediatrics." Open-ended comments supported this overall satisfaction with the course format; however, 26 of 100 comments reflected a desire to increase the amount of clinical exposure and face-to-face time with patients. No statistical differences were seen between the standard learning (n=186) and blended learning (n=78) groups with regard to Comprehensive Osteopathic Medical Achievement Test scores (P=.321). Compared with the standard learning group, more students in the blended learning group received a final course grade of honors (P=.015). Results of this study support the use of blended learning in a clinical training environment. As more medical educators use blended learning, it is important to investigate the best balance between learning with technology and learning in a face-to-face setting. Online activities may enhance but should never fully replace face-to-face learning with real patients.

Learned-Helplessness Theory: Implications for Research in Learning Disabilities.

ERIC Educational Resources Information Center

Canino, Frank J.

1981-01-01

The application of learned helplessness theory to achievement is discussed within the context of implications for research in learning disabilities. Finally, the similarities between helpless children and learning disabled students in terms of problems solving and attention are discussed. (Author)

Lifelong learning strategies in nursing: A systematic review.

PubMed

Qalehsari, Mojtaba Qanbari; Khaghanizadeh, Morteza; Ebadi, Abbas

2017-10-01

Lifelong learning is an expectation in the professional performance of nurses, which is directly related to the success of students in nursing schools. In spite of the considerable attention paid to this issue, lifelong learning strategies are not fully understood. The aim of this study was to clarify lifelong learning strategies of nursing students with respect to international experience. In this systematic review, an extensive investigation was carried out using Persian and English studies in Pub Med, ProQuest, Cochrane, Ovid, Scopus, Web of Science, SID, and Iran Doc using the following keywords: lifelong learning, self-directed learning, lifelong learning model, continuing education, nursing education, and lifelong program. Finally, 22 articles published from 1994 to 2016 were selected for the final analysis. Data extracted from the selected articles was summarized and classified based on the research questions. In this study, 8 main themes, namely intellectual and practical independence, collaborative (cooperative) learning, researcher thinking, persistence in learning, need-based learning, learning management, suitable learning environment, and inclusive growth, were extracted from the article data. Having identified and clarified lifelong learning strategies in nursing, it is recommended to use the research findings in the programs and teaching systems of nursing schools. Use of strategies of lifelong learning will led to increased quality of education, development of nursing competency and finally, increased quality of patient care.

Evaluating the Effects of Flexible Learning about Aseptic Compounding on First-year Students in a Pharmacy Skills Laboratory.

PubMed

Neville, Michael W; Palmer, Russ; Elder, Deborah; Fulford, Michael; Morris, Steve; Sappington, Kellie

2015-08-25

To evaluate how flexible learning via online video review affects the ability and confidence of first-year (P1) pharmacy students to accurately compound aseptic preparations. Customary instructions and assignments for aseptic compounding were provided to students, who were given unlimited access to 5 short review videos in addition to customary instruction. Student self-confidence was assessed online, and faculty members evaluated students' aseptic technique at the conclusion of the semester. No significant difference on final assessment scores was observed between those who viewed videos and those who did not. Student self-confidence scores increased significantly from baseline, but were not significantly higher for those who viewed videos than for those who did not. First-year students performed well on final aseptic compounding assessments, and those who viewed videos had a slight advantage. Student self-confidence improved over the semester regardless of whether or not students accessed review videos.

Blended learning is an effective strategy for acquiring competence in public health biostatistics.

PubMed

Milic, Natasa; Masic, Srdjan; Bjegovic-Mikanovic, Vesna; Trajkovic, Goran; Marinkovic, Jelena; Milin-Lazovic, Jelena; Bukumiric, Zoran; Savic, Marko; Cirkovic, Andja; Gajic, Milan; Stanisavljevic, Dejana

2018-04-01

We sought to determine whether blended learning is an effective strategy for acquiring competence in public health biostatistics. The trial was conducted with 69 Masters' students of public health attending the School of Public Health at University of Belgrade. Students were exposed to the traditional and blended learning styles. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course. Curriculum development was guided by competencies as suggested by the Association of Schools of Public Health in the European Region (ASPHER). Teaching methods were compared according to the final competence score. Forty-four students were enrolled in the traditional method of education delivery, and 25 to the blended learning format. Mean exam scores for the blended learning group were higher than for the on-site group for both the final statistics score (89.65 ± 6.93 vs. 78.21 ± 13.26; p < 0.001) and knowledge test score (35.89 ± 3.66 vs. 22.56 ± 7.12; p < 0.001), with estimated large effect size (d > 0.8). A blended learning approach is an attractive and effective way of acquiring biostatistics competence for Masters of Public Health (MPH) graduate students.

Medical student use of digital learning resources.

PubMed

Scott, Karen; Morris, Anne; Marais, Ben

2018-02-01

University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance

ERIC Educational Resources Information Center

Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D.

2013-01-01

We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge,…

Towards an understanding of the attributes of simulation that enable learning in undergraduate nurse education: A grounded theory study.

PubMed

Bland, Andrew J; Tobbell, Jane

2016-09-01

Simulation has become an established feature of nurse education yet little is understood about the mechanisms that lead to learning. To explore the attributes of simulation-based education that enable student learning in undergraduate nurse education. Final year students drawn from one UK University (n=46) participated in a grounded theory study. First, nonparticipant observation and video recording of student activity was undertaken. Following initial analysis, recordings and observations were deconstructed during focus group interviews that enabled both the researcher and participants to unpack meaning. Lastly emergent findings were verified with final year students drawn from a second UK University (n=6). A staged approach to learning emerged from engagement in simulation. This began with initial hesitation as students moved through nonlinear stages to making connections and thinking like a nurse. Core findings suggest that simulation enables curiosity and intellect (main concern) through doing (core category) and interaction with others identified as social collaboration (category). This study offers a theoretical basis for understanding simulation-based education and integration of strategies that maximise the potential for learning. Additionally it offers direction for further research, particularly with regards to how the application of theory to practice is accelerated through learning by doing and working collaboratively. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Learning Preferences among Nursing Students in the King Saud University in Saudi Arabia: A Cross-Sectional Survey

PubMed Central

Almutairi, Adel F.; Alhelih, Eyad M.; Alshehry, Abdualrahman S.

2017-01-01

Objective The present study aimed to identify the most common learning preferences among the nursing students in Saudi Arabia and to investigate the associations of certain demographic variables with the learning preferences. Methods All the undergraduate nursing students in the nursing college were requested to participate in this descriptive cross-sectional study. An Arabic version of the Felder-Silverman learning style model (FSLSM) questionnaire was used to examine the learning preferences among undergraduate nursing students. Results A total of 56 (43%) completed questionnaires were included in the final analysis. Results of the present study indicate that the most common learning preferences among the nursing students were visual (67.9%), followed by active (50%) and sequential (37.5%) learning preferences. The verbal style was the least common learning preference (3.6%) among the nursing students. There was no association between gender and learning preferences (p > .05). Conclusion The present study concluded that the visual, active, and sequential styles are the commonest learning preferences among the nursing students. The nursing educators should emphasize the use of this information in their teaching methods to improve learning skills among the nursing students. PMID:28630767

Effects of a blended learning approach on student outcomes in a graduate-level public health course

PubMed Central

2014-01-01

Background Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed. Method The impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, “traditional” approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated. Results There was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach. Conclusions Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses. PMID:24612923

The ATLAS project: The effects of a constructionist digital laboratory project on undergraduate laboratory performance.

PubMed

Shoepe, Todd C; Cavedon, Dana K; Derian, Joseph M; Levy, Celine S; Morales, Amy

2015-01-01

Anatomical education is a dynamic field where developments in the implementation of constructive, situated-learning show promise in improving student achievement. The purpose of this study was to examine the effectiveness of an individualized, technology heavy project in promoting student performance in a combined anatomy and physiology laboratory course. Mixed-methods research was used to compare two cohorts of anatomy laboratories separated by the adoption of a new laboratory atlas project, which were defined as preceding (PRE) and following the adoption of the Anatomical Teaching and Learning Assessment Study (ATLAS; POST). The ATLAS project required the creation of a student-generated, photographic atlas via acquisition of specimen images taken with tablet technology and digital microscope cameras throughout the semester. Images were transferred to laptops, digitally labeled and photo edited weekly, and compiled into a digital book using Internet publishing freeware for final project submission. An analysis of covariance confirmed that student final examination scores were improved (P < 0.05) following the implementation of the laboratory atlas project (PRE, n = 75; POST, n = 90; means ± SE; 74.9 ± 0.9 versus 78.1 ± 0.8, respectively) after controlling for cumulative student grade point average. Analysis of questionnaires collected (n = 68) from the post group suggested students identified with atlas objectives, appreciated the comprehensive value in final examination preparation, and the constructionism involved, but recommended alterations in assignment logistics and the format of the final version. Constructionist, comprehensive term-projects utilizing student-preferred technologies could be used to improve performance toward student learning outcomes. © 2014 American Association of Anatomists.

Easing the transition: the final year of medical education at Maastricht University.

PubMed

van den Akker, Marjan; Dornan, Tim; Scherpbier, Albert J J A; oude Egbrink, Mirjam G A; Snoeckx, Luc H E H

2012-01-01

This manuscript describes the final year of medical education at Maastricht University as it has been operating since 2006. At the time external drivers for the development of a new structure of the final year were: the desire to prepare medical students for lifelong learning, the CanMEDs that were increasingly acknowledged to state the final attainment level of medical education and an increasing recognition of the importance of learning by participating actively and by taking more responsibility. Internal drivers were students' evaluations and our wish to improve instructional design and quality control. The main aim of this new final year is to better prepare students for the transition from the medical master programme to one of the postgraduate training programmes to become a medical specialist. The final year of the medical master programme consists of two 18-weeks participation electives, one in health care and one in research. Students have a higher level of autonomy and responsibility during this final year compared to the preceding medical clerkships to enhance the transition. Portfolios are the key element in examination of SCIP and HELP. Student evaluations of the final year show high scores on coaching and instructiveness. Despite some differences between departments overall scores are very high. Suggestions to improve include the availability of work places and time for education and coaching. Copyright © 2012. Published by Elsevier GmbH.

Tour Through the Solar System: A Hands-On Planetary Geology Course for High School Students

NASA Astrophysics Data System (ADS)

Sherman, S. B.; Gillis-Davis, J. J.

2011-09-01

We have developed a course in planetary geology for high school students, the primary goals of which are to help students learn how to learn, to reduce the fear and anxiety associated with learning science and math, and to encourage an interest in science, technology, engineering, and mathematics (STEM) fields. Our emphasis in this course is on active learning in a learner-centered environment. All students scored significantly higher on the post-knowledge survey compared with the pre-knowledge survey, and there is a good correlation between the post-knowledge survey and the final exam. Student evaluations showed an increased interest in STEM fields as a result of this course.

Peer Lecturing as Project-Based Learning: Blending Socio-Affective Influences with Self-Regulated Learning

ERIC Educational Resources Information Center

Seroussi, Dominique-Esther; Sharon, Rakefet

2017-01-01

As a contribution to the efforts to understand the influence of peer presence on self-regulated learning, this paper studies students' reaction to a project-based activity, the final product of which was a scientific communication to peers. In this activity, "peer lecturing," the students formulate a question on a topic linked to the…

Field Testing Competency-Based Vocational Education Student Learning Guides Developed at Ridge Vocational-Technical Center. From August 1, 1981 to June 30, 1982. Final Report.

ERIC Educational Resources Information Center

Andreyka, Robert E.

This project's main objective was to field test competency-based vocational education (CBVE) student learning guides developed during 1979-1981 at Ridge Vocational-Technical Center (RVTC) (Florida). The learning guides were for six programs: clerical occupations, cosmetology, heavy duty truck/bus mechanics, industrial electricity, masonry, and…

Physical Development and Health, Grades 3, 6, 8, 10, 12. State Goals for Learning and Sample Learning Objectives.

ERIC Educational Resources Information Center

Illinois State Board of Education, Springfield.

This document sets forth the state goals for learning in the area of physical development and health for elementary and secondary students in Illinois. The final objective of this schooling is to provide students with the knowledge and attitudes to achieve healthful living throughout their lives and to acquire physical fitness, coordination, and…

Creating Online Content with Real World Application by Designing and Implementing Online Practicums for Virtual and Physical Environments

ERIC Educational Resources Information Center

Barrett, Bob

2012-01-01

Universities need to assess student learning in order to determine if they are reaching the needs of the students, linking learning to course objectives, and determining if their courses have academic rigor. While many courses focus on the immediate course learning objectives, the use of final program projects and program assessments are becoming…

Millennial Students' Preferred Methods for Learning Concepts in Psychiatric Nursing.

PubMed

Garwood, Janet K

2015-09-01

The current longitudinal, descriptive, and correlational study explored which traditional teaching strategies can engage Millennial students and adequately prepare them for the ultimate test of nursing competence: the National Council Licensure Examination. The study comprised a convenience sample of 40 baccalaureate nursing students enrolled in a psychiatric nursing course. The students were exposed to a variety of traditional (e.g., PowerPoint(®)-guided lectures) and nontraditional (e.g., concept maps, group activities) teaching and learning strategies, and rated their effectiveness. The students' scores on the final examination demonstrated that student learning outcomes met or exceeded national benchmarks. Copyright 2015, SLACK Incorporated.

Learning Disabilities. Final Report.

ERIC Educational Resources Information Center

Delaware State Dept. of Education, Dover.

This report responds to Delaware state legislation requiring the development of proposed revised regulations for the classification of students as learning disabled (LD). The report first describes the current system, noting that in 1997 15 percent of the student population were served under the Individuals with Disabilities Education Act and over…

Curriculum Considerations for Enhancing Baccalaureate Learning for International Students.

ERIC Educational Resources Information Center

Pardue, Karen T.; Haas, Barbara

2003-01-01

A nursing education program for Israeli students included a final semester in the United States. Program adjustments were made to address English-language fluency, cultural orientation to collectivism, support services for academic writing, and other issues related to the specific learning needs of this population. (SK)

Longitudinal evaluation of a pilot e-portfolio-based supervision programme for final year medical students: views of students, supervisors and new graduates.

PubMed

Vance, Gillian H S; Burford, Bryan; Shapiro, Ethan; Price, Richard

2017-08-22

Little is known about how best to implement portfolio-based learning in medical school. We evaluated the introduction of a formative e-portfolio-based supervision pilot for final year medical students by seeking views of students, supervisors and graduates on use and educational effects. Students and supervisors were surveyed by questionnaire, with free text comments invited. Interviews were held with new graduates in their first Foundation Programme placement. Most students used the e-portfolio (54%) and met with their supervisor (62%) 'once or twice' only. Students had more negative views: 22% agreed that the pilot was beneficial, while most supervisors thought that e-portfolio (72%) and supervision (86%) were a 'good idea'. More students reported supervision meetings benefited learning (49%) and professional development (55%) than the e-portfolio did (16%; 28%). Only 47% of students felt 'prepared' for future educational processes, though graduates noted benefits for navigating and understanding e-portfolio building and supervision. Factors limiting engagement reflected 'burden', while supervision meetings and early experience of postgraduate processes offered educational value. Final year students have negative attitudes to a formative e-portfolio, though benefits for easing the educational transition are recognised by graduates. Measures to minimize time, repetition and redundancy of processes may encourage use. Engagement is influenced by the supervisor relationship and educational value may be best achieved by supporting supervisors to develop strategies to facilitate, and motivate self-directed learning processes in undergraduates.

Using Real-Worldness and Cultural Difference to Enhance Student Learning in a Foundation Phase Life Skills Module

ERIC Educational Resources Information Center

Koen, Mariette; Ebrahim, Hasina Banu

2013-01-01

Our aim was to explore how real-world experience, inclusive of engagement with cultural differences, influences the quality of students' learning in a Life Skills module in pre-service Foundation Phase teacher education. The study was conducted with 147 students in their final year of the Bachelor of Education (Foundation Phase specialisation), at…

Effects and Implications of Mini-Lectures on Learning in First-Semester General Chemistry

ERIC Educational Resources Information Center

Toto, Joe; Booth, Kathy

2008-01-01

This study describes the efficacy of a novel tool, mini-lecture movies, in teaching Web based general chemistry. The analysis shows a marked improvement in student learning, as evidenced by a corresponding increase in homework and final exam scores. Students with access to mini-lecture movies scored 11.2% (p = 0.016) higher than students who did…

Impact Assessment of a Department-Wide Science Education Initiative Using Students' Perceptions of Teaching and Learning Experiences

ERIC Educational Resources Information Center

Jones, Francis

2017-01-01

Evaluating major post-secondary education improvement projects involves multiple perspectives, including students' perceptions of their experiences. In the final year of a seven-year department-wide science education initiative, we asked students in 48 courses to rate the extent to which each of 39 teaching or learning strategies helped them learn…

Assessment of a novel group-centered testing schema in an upper-level undergraduate molecular biotechnology course.

PubMed

Srougi, Melissa C; Miller, Heather B; Witherow, D Scott; Carson, Susan

2013-01-01

Providing students with assignments that focus on critical thinking is an important part of their scientific and intellectual development. However, as class sizes increase, so does the grading burden, prohibiting many faculty from incorporating critical thinking assignments in the classroom. In an effort to continue to provide our students with meaningful critical thinking exercises, we implemented a novel group-centered, problem-based testing scheme. We wanted to assess how performing critical thinking problem sets as group work compares to performing the sets as individual work, in terms of student attitudes and learning outcomes. During two semesters of our recombinant DNA course, students had the same lecture material and similar assessments. In the Fall semester, student learning was assessed by two collaborative take-home exams, followed immediately by individual, closed-book in-class exams on the same content, as well as a final cumulative exam. Student teams on the take-home exams were instructor-assigned, and each team turned in one collaborative exam. In the Spring semester, the control group of students were required to turn in their own individual take-home exams, followed by the in-class exams and final cumulative exam. For the majority of students, learning outcomes were met, regardless of whether they worked in teams. In addition, collaborative learning was favorably received by students and grading was reduced for instructors. These data suggest that group-centered, problem-based learning is a useful model for achievement of student learning outcomes in courses where it would be infeasible to provide feedback on individual critical thinking assignments due to grading volume. Copyright © 2013 Wiley Periodicals, Inc.

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students

PubMed Central

Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

2016-01-01

Most service-learning studies in higher education focused on its effects on students’ development. The dynamic processes and mechanisms of students’ development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students’ engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed. PMID:27445919

On the Wall: Art Students Learn to Paint a Mural

ERIC Educational Resources Information Center

Wasley, Paula

2008-01-01

In this article, the author describes the Mississippi University for Women's studio art course that teaches students the ins and outs of mural making from inception and design to application of the final glaze. While students in other courses may spend the semester working toward a final exam or paper, this four-and-a-half-week summer course…

Motivational component profiles in university students learning histology: a comparative study between genders and different health science curricula

PubMed Central

2014-01-01

Background The students’ motivation to learn basic sciences in health science curricula is poorly understood. The purpose of this study was to investigate the influence of different components of motivation (intrinsic motivation, self-determination, self-efficacy and extrinsic -career and grade- motivation) on learning human histology in health science curricula and their relationship with the final performance of the students in histology. Methods Glynn Science Motivation Questionnaire II was used to compare students’ motivation components to learn histology in 367 first-year male and female undergraduate students enrolled in medical, dentistry and pharmacy degree programs. Results For intrinsic motivation, career motivation and self-efficacy, the highest values corresponded to medical students, whereas dentistry students showed the highest values for self-determination and grade motivation. Genders differences were found for career motivation in medicine, self-efficacy in dentistry, and intrinsic motivation, self-determination and grade motivation in pharmacy. Career motivation and self-efficacy components correlated with final performance in histology of the students corresponding to the three curricula. Conclusions Our results show that the overall motivational profile for learning histology differs among medical, dentistry and pharmacy students. This finding is potentially useful to foster their learning process, because if they are metacognitively aware of their motivation they will be better equipped to self-regulate their science-learning behavior in histology. This information could be useful for instructors and education policy makers to enhance curricula not only on the cognitive component of learning but also to integrate students’ levels and types of motivation into the processes of planning, delivery and evaluation of medical education. PMID:24612878

Factors Influencing Primary Students' Learning Achievement in Bangladesh

ERIC Educational Resources Information Center

Nath, Samir Ranjan

2012-01-01

Using "Education Watch" database of 2008, this article explores the factors associated with learning achievement of primary school students in Bangladesh. The sample consists of 7,093 fifth graders (final year of compulsory primary education) from 440 primary schools. Based on nationally adopted competencies for primary education, a…

Characteristics of Successful Learning Center Students.

ERIC Educational Resources Information Center

Lange, Joseph E.; Fundis, Ronald J.

A study was conducted at Jefferson College, Hillsboro Campus, in Missouri, to determine the relationship between the characteristics of successful Learning Center students and their questionnaire responses on an entry survey and their final course grades. Jefferson College is a two-year, open admissions community college, and the college's…

A Student's Perspective: The Green Team's Project

ERIC Educational Resources Information Center

Pratt, Kyle

2011-01-01

In Mr. Wood's technology class, students learned about many aspects of engineering, including design of a product, teamwork, testing hypotheses, and testing the final product. In this article, the author describes how his class, particularly his team, applied everything they learned about the process to their kayak design challenge using the IDEAL…

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.

[The supervisor has a crucial role in the medical student's degree projects. Experiences from seven semesters at Karolinska Institutet].

PubMed

Möller, Riitta; Shoshan, Maria; Ponzer, Sari

2015-01-13

In Sweden degree projects have a central role in evaluation of higher education, wherefore significant resources are spent on developing students' research competence. The undergraduate medical program at Karolinska Institutet introduced its degree project course in 2010. This paper gives an overview of the course and summarizes experiences from the first seven terms. In order to finalize their projects within one term, most students need substantial support. A highly structured course and frequent progress monitoring are advantageous. Other crucial factors are the quality of the supervision and students' verbal skills as well as support in scientific writing. In addition, increased awareness of the learning outcomes already at the beginning of the course may help students to achieve the expected results. Finally, students need to recognize their own responsibility for learning. 

Using student motivation to design groups in a non-majors biology course for team-based collaborative learning: Impacts on knowledge, views, attitudes, and perceptions

NASA Astrophysics Data System (ADS)

Walters, Kristi L.

The importance of student motivation and its connection to other learning variables (i.e., attitudes, knowledge, persistence, attendance) is well established. Collaborative work at the undergraduate level has been recognized as a valuable tool in large courses. However, motivation and collaborative group work have rarely been combined. This project utilized student motivation to learn biology to place non-major biology undergraduates in collaborative learning groups at East Carolina University, a mid-sized southeastern American university, to determine the effects of this construct on student learning. A pre-test measuring motivation to learn biology, attitudes toward biology, perceptions of biology and biologists, views of science, and content knowledge was administered. A similar post-test followed as part of the final exam. Two sections of the same introductory biology course (n = 312) were used and students were divided into homogeneous and heterogeneous groups (based on their motivation score). The heterogeneous groups (n = 32) consisted of a mixture of different motivation levels, while the homogeneous groups (n = 32) were organized into teams with similar motivation scores using tiers of high-, middle-, and low-level participants. Data analysis determined mixed perceptions of biology and biologists. These include the perceptions biology was less intriguing, less relevant, less practical, less ethical, and less understandable. Biologists were perceived as being neat and slightly intelligent, but not very altruistic, humane, ethical, logical, honest, or moral. Content knowledge scores more than doubled from pre- to post-test. Half of the items measuring views of science were not statistically significantly different from pre- to post-test. Many of the factors for attitudes toward biology became more agreeable from pre- to post-test. Correlations between motivation scores, participation levels, attendance rates, and final course grades were examined at both the individual and group level. Motivation had low correlations with the other variables. Changes in group membership (i.e., attrition) were evaluated at the group level and showed the highest rates with the heterogeneous groups and the lowest with the homogeneous middle groups. Group gender ratios were examined, but showed no correlation with final course grade. Linear regression was utilized to identify any variables that might be useful in predicting the final course grade of each student. Only participation, attendance, and final exam grade were predictive, but as they were components of the final course grade, they were not useful for the model. Differences between the groups were also examined to determine if the group type was predictive of final course grade, but no significant difference was found. Results of the study are discussed in the context of the literature on student motivation to learn science. Implications of the study are discussed through the lens of the Millennial generation's perspectives on teaching and learning. Millennials often consider an education to be a commodity and may expect results with less effort. Millennials may be expressing a pseudo-intrinsic motivation in order to impress peers and instructors, while they may actually be more extrinsically motivated to succeed

Web-based Homework and Quiz Systems

NASA Astrophysics Data System (ADS)

Pritchard, David

2005-05-01

Mastering Physics is a Socratic tutor designed to help students learn introductory physics. The tutor poses problems and then comments specifically on about 1/2 of all wrong answers, even though most responses demanded are analytic expressions. Students can request hints (some of which are sub-problems), and work through the list of hint titles at random. In a typical problem there are 10 round trip interactions between tutor and student, raising the percentage of students who get the answer from ˜60% on the first try to over 90% after tutoring. This is Mastery Learning where student time and effort are increased to achieve learning rather than the grade decreased to indicate that the learning is incomplete. Mastering Physics is also a homework administration system that aids the instructor in preparing an assignment by indicating (in the problem library) the difficulty and duration of each problem and of the overall assignment. At MIT doing Mastering Physics has been shown to correlate much better than written homework or going to recitation with scoring better on the final exam in May than that student did on the final in December (which is why the student was repeating the course in the spring). At Arizona State, Mastering Physics increased the class' normalized gain on the Force Concept Inventory from 21% to 40% the year it was introduced.

Collaborative testing as a learning strategy in nursing education.

PubMed

Sandahl, Sheryl S

2010-01-01

A primary goal of nursing education is to prepare nurses to work collaboratively as members of interprofessional health care teams on behalf of patients. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision making, and group processing skills. This study incorporated a quasi-experimental design with a comparison group to examine the effect of collaborative testing as a learning strategy on student learning and retention of course content as well as group process skills and student perceptions of their learning and anxiety. The setting was a baccalaureate nursing program; the sample consisted of two groups of senior students enrolled in Medical-Surgical Nursing II. Student learning, as measured by unit examination scores, was greater for students taking examinations collaboratively compared to individually. Retention of course content, as measured by final examination scores, was not greater for students taking examinations collaboratively compared to individually. Student perceptions were overwhelmingly positive, with students reporting increased learning as a result of the collaborative testing experiences. Despite the lack of data to support increased retention, collaborative testing may be a learning strategy worth implementing in nursing education. Students reported more positive interactions and collaboration with their peers, skills required by the professional nurse.

Improving basic surgical skills for final year medical students: the value of a rural weekend.

PubMed

House, A K; House, J

2000-05-01

Hospitals employing medical graduates often express concern at the inexperience of new interns in basic surgical skills. In self assessment questionnaires, our senior medical students reported little clinical procedural experience. A practical skills workshop was staged in order to set learning goals for the final study year. This gave the students an opportunity to learn, revise and practice basic surgical techniques. The Bruce Rock rural community sponsored a surgical camp at the beginning of the academic year. Ninety-five (80%) of the class registered at the workshop, which rotated them through teaching modules, with private study opportunities and the capacity to cater for varied skill levels. Eight teaching stations with multiple access points were provided, and ten mock trauma scenarios were staged to augment the learning process. The teaching weekend was rated by students on an evaluative entrance and exit questionnaire. Sixty-five (73%) students returned questionnaires. They recorded significant improvement (P < 0.05) in their ability to handle the teaching stations. All students had inserted intravenous lines in practice prior to the camp, so the rating change in intravenous line insertion ability was not statistically significant. The weekend retreat offers students a chance to focus on surgical skills, free from the pressures of a clinical setting or the classroom. The emphasis was on the value of practice and primary skills learning. Students endorsed the camp as relevant, practical and an enjoyable learning experience for basic surgical skills.

Team-Based Learning in a Community Health Nursing Course: Improving Academic Outcomes.

PubMed

Miles, Jane M; Larson, Kim L; Swanson, Melvin

2017-07-01

Population health concepts, such as upstream thinking, present challenging ideas to undergraduate nursing students grounded in an acute care orientation. The purpose of this study was to describe how team-based learning (TBL) influenced academic outcomes in a community health nursing course. A descriptive correlational design examined the relationship among student scores on individual readiness assurance tests (iRATs), team readiness assurance tests (tRATs), and the final examination. The sample included 221 nursing students who had completed the course. A large positive correlation was found between iRAT and final examination scores. For all students, the mean tRAT score was higher than the mean iRAT score. A moderate positive correlation existed between tRAT and final examination scores. The study contributes to understanding the effects of TBL pedagogy on student academic outcomes in nursing education. TBL is a valuable teaching method in a course requiring the application of challenging concepts. [J Nurs Educ. 2017;56(7):425-429.]. Copyright 2017, SLACK Incorporated.

Learning Environment, Preparedness and Satisfaction in Osteopathy in Europe: The PreSS Study.

PubMed

Luciani, Emanuele; van Dun, Patrick L S; Esteves, Jorge Eduardo; Lunghi, Christian; Petracca, Marco; Papa, Liria; Merdy, Olivier; Jäkel, Anne; Cerritelli, Francesco

2015-01-01

1) to assess the preparedness to practice and satisfaction in learning environment amongst new graduates from European osteopathic institutions; 2) to compare the results of preparedness to practice and satisfaction in learning environment between and within countries where osteopathy is regulated and where regulation is still to be achieved; 3) to identify possible correlations between learning environment and preparedness to practice. Osteopathic education providers of full-time education located in Europe were enrolled, and their final year students were contacted to complete a survey. Measures used were: Dundee Ready Educational Environment Measure (DREEM), the Association of American Medical Colleges (AAMC) and a demographic questionnaire. Scores were compared across institutions using one-way ANOVA and generalised linear model. Nine European osteopathic education institutions participated in the study (4 located in Italy, 2 in the UK, 1 in France, 1 in Belgium and 1 in the Netherlands) and 243 (77%) of their final-year students completed the survey. The DREEM total score mean was 121.4 (SEM: 1.66) whilst the AAMC was 17.58 (SEM:0.35). A generalised linear model found a significant association between not-regulated countries and total score as well as subscales DREEM scores (p<0.001). Learning environment and preparedness to practice were significantly positively correlated (r=0.76; p<0.01). A perceived higher level of preparedness and satisfaction was found amongst students from osteopathic institutions located in countries without regulation compared to those located in countries where osteopathy is regulated; however, all institutions obtained a 'more positive than negative' result. Moreover, in general, cohorts with fewer than 20 students scored significantly higher compared to larger student cohorts. Finally, an overall positive correlation between students' preparedness and satisfaction were found across all institutions recruited.

Investigation on the learning interest of senior undergraduate students in optoelectronics specialty

NASA Astrophysics Data System (ADS)

Wu, Shenjiang; Wang, Na; Li, Dangjuan; Liu, Chanlao

2017-08-01

With the increasing number of the graduate students, many of them have some troubles in job finding. This situation make a huge pressure on the senior students and loss them the interesting in study. This work investigate the reasons by questionnaire survey, panel discussion, interview, etc. to achieve the factors influence their learning interesting. The main reason of students do not have the motivation on study is that they do not understand the development and competition of photoelectric specialty, lack of innovation and entrepreneurship training, hysteresis of the learning knowledge and practical application. Finally, the paper gives some suggestions through teaching reform on how to improve students' learning enthusiasm. This work will contribute to the teaching and training of senior undergraduate students of optoelectronics specialty.

Research and Teaching: Does the Classroom Matter? How the Physical Space Affects Learning in Introductory Undergraduate Science Courses

ERIC Educational Resources Information Center

Young, Kaisa E.; Young, Chadwick H.; Beyer, Adam

2017-01-01

We compare student learning and perception data from astronomy, physics, and geology courses taught in a traditional classroom with individual desks to the same classes taught in a large auditorium. In a large student sample (1,593 students), there is no clear difference between rooms in measures of failure rates or average final grades. However,…

Lifelong learning strategies in nursing: A systematic review

PubMed Central

Qalehsari, Mojtaba Qanbari; Khaghanizadeh, Morteza; Ebadi, Abbas

2017-01-01

Background Lifelong learning is an expectation in the professional performance of nurses, which is directly related to the success of students in nursing schools. In spite of the considerable attention paid to this issue, lifelong learning strategies are not fully understood. Objective The aim of this study was to clarify lifelong learning strategies of nursing students with respect to international experience. Methods In this systematic review, an extensive investigation was carried out using Persian and English studies in Pub Med, ProQuest, Cochrane, Ovid, Scopus, Web of Science, SID, and Iran Doc using the following keywords: lifelong learning, self-directed learning, lifelong learning model, continuing education, nursing education, and lifelong program. Finally, 22 articles published from 1994 to 2016 were selected for the final analysis. Data extracted from the selected articles was summarized and classified based on the research questions. Results In this study, 8 main themes, namely intellectual and practical independence, collaborative (cooperative) learning, researcher thinking, persistence in learning, need-based learning, learning management, suitable learning environment, and inclusive growth, were extracted from the article data. Conclusion Having identified and clarified lifelong learning strategies in nursing, it is recommended to use the research findings in the programs and teaching systems of nursing schools. Use of strategies of lifelong learning will led to increased quality of education, development of nursing competency and finally, increased quality of patient care. PMID:29238496

Teaching Students How to Study: A Workshop on Information Processing and Self-Testing Helps Students Learn

PubMed Central

Stanger-Hall, Kathrin F.; Shockley, Floyd W.; Wilson, Rachel E.

2011-01-01

We implemented a “how to study” workshop for small groups of students (6–12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas: information processing and self-testing. During the workshop, students worked individually or in groups and received immediate feedback on their progress. Here, we describe two individual workshop exercises, report their immediate results, describe students’ reactions (based on the workshop instructors’ experience and student feedback), and report student performance on workshop-related questions on the final exam. Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups. This was the case for both lower- and higher-order thinking questions. Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes. This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this “how to study” workshop as a study support for introductory biology (and other science) students. PMID:21633067

The flipped exam: creating an environment in which students discover for themselves the concepts and principles we want them to learn.

PubMed

Lujan, Heidi L; DiCarlo, Stephen E

2014-12-01

Students are naturally curious and inquisitive with powerful intrinsic motives to probe, learn, and understand their world. Accordingly, class activities must capitalize on this inherently energetic and curious nature so that learning becomes a lifelong activity where students take initiative for learning, are skilled in learning, and want to learn new things. This report describes a student-centered class activity, the "flipped exam," designed to achieve this goal. The flipped exam was a collaborative, group effort, and learning was interactive. It included a significant proportion (∼30-35%) of material not covered in class. This required students to actively search for content and context, dynamically making connections between what they knew and what they learned, grappling with complexity, uncertainty, and ambiguity, and finally discovering answers to important questions. Accordingly, the need or desire to know was the catalyst for meaningful learning. Student assessment was determined by behavioral noncognitive parameters that were based on the observation of the student and the student's work as well as cognitive parameters (i.e., the student's score on the examination). It is our view that the flipped exam provided a student-centered activity in which students discovered, because of the need to know and opportunities for discussion, the important concepts and principles we wanted them to learn. Copyright © 2014 The American Physiological Society.

How learning analytics can early predict under-achieving students in a blended medical education course.

PubMed

Saqr, Mohammed; Fors, Uno; Tedre, Matti

2017-07-01

Learning analytics (LA) is an emerging discipline that aims at analyzing students' online data in order to improve the learning process and optimize learning environments. It has yet un-explored potential in the field of medical education, which can be particularly helpful in the early prediction and identification of under-achieving students. The aim of this study was to identify quantitative markers collected from students' online activities that may correlate with students' final performance and to investigate the possibility of predicting the potential risk of a student failing or dropping out of a course. This study included 133 students enrolled in a blended medical course where they were free to use the learning management system at their will. We extracted their online activity data using database queries and Moodle plugins. Data included logins, views, forums, time, formative assessment, and communications at different points of time. Five engagement indicators were also calculated which would reflect self-regulation and engagement. Students who scored below 5% over the passing mark were considered to be potentially at risk of under-achieving. At the end of the course, we were able to predict the final grade with 63.5% accuracy, and identify 53.9% of at-risk students. Using a binary logistic model improved prediction to 80.8%. Using data recorded until the mid-course, prediction accuracy was 42.3%. The most important predictors were factors reflecting engagement of the students and the consistency of using the online resources. The analysis of students' online activities in a blended medical education course by means of LA techniques can help early predict underachieving students, and can be used as an early warning sign for timely intervention.

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.

Teaching Quality and Learning Creativity in Technical and Vocational Schools

NASA Astrophysics Data System (ADS)

Kembuan, D. R. E.; Rompas, P. T. D.; Mintjelungan, M.; Pantondate, T.; Kilis, B. M. H.

2018-02-01

The purpose of this study is to obtain information about the teacher quality of teaching and learning creativity with the outcomes of student learning in a vocational high school in Indonesia. This research is a survey research. The sample used in this research is 50 teachers, selected by simple random sampling. Data were analyzed by using correlation analysis. The findings of this study are as follows: (1) There is a significant and positive correlation between teacher quality of teaching with the outcomes of student learning at the vocational high school; (2) There is a significant and positive correlation between learning creativity with the outcomes of student learning at the vocational high school, and (3) there is a significant and positive correlation between the teacher quality of teaching and learning creativity with the outcomes of student learning at the school. That is, if the use of appropriate the teacher quality of teaching and learning creativity, then the outcomes of student learning at the school. Finally it can be concluded that to improve the outcomes of student learning, it has to be followed by an improvement of teacher quality of teaching and learning creativity.

An interactive, web-based tool for learning anatomic landmarks.

PubMed

Hallgren, Richard C; Parkhurst, Perrin E; Monson, Carol L; Crewe, Nancy M

2002-03-01

To evaluate the effectiveness of a Web-based interactive teaching tool that uses self-assessment exercises with real-time feedback to aid students' learning in a gross anatomy class. A total of 107 of 124 first-year medical students at one school were enrolled in the study. Students were divided into three groups: Group 1 (n = 63) received introductory material and activated their Web-based accounts; Group 2 (n = 44) received introductory material but did not activate their Web-based accounts; and Group 3 (n = 17) were not enrolled in the study and received no introductory material. Students in Group 1 had access to a graphic showing the locations of anatomic landmarks, a drill exercise, and a self-evaluation exercise. Students' ability to identify the anatomic landmarks on a 30-question midterm and a 30-question final exam were compared among the groups. The mean scores of students in Group 1 (midterm = 28.5, final = 28.1) were significantly higher than were the mean scores of students in Group 2 (midterm = 26.8, p <.001; final = 26.9, p <.017) and Group 3 (midterm = 24.8, p <.001; final = 26.4, p <.007). The Web-based tool was effective in improving students' scores on anatomic landmark exams. Future studies will determine whether the tool aids students in identifying structures located in three-dimensional space within regions such as the cranium and the abdominal cavity.

Peer-led team learning in an online course on controversial medication issues and the US healthcare system.

PubMed

Pittenger, Amy L; LimBybliw, Amy L

2013-09-12

To implement peer-led team learning in an online course on controversial issues surrounding medications and the US healthcare system. The course was delivered completely online using a learning management system. Students participated in weekly small-group discussions in online forums, completed 3 reflective writing assignments, and collaborated on a peer-reviewed grant proposal project. In a post-course survey, students reported that the course was challenging but meaningful. Final projects and peer-reviewed assignments demonstrated that primary learning goals for the course were achieved and students were empowered to engage in the healthcare debate. A peer-led team-learning is an effective strategy for an online course offered to a wide variety of student learners. By shifting some of the learning and grading responsibility to students, the instructor workload for the course was rendered more manageable.

Exploring students' perceptions on the use of significant event analysis, as part of a portfolio assessment process in general practice, as a tool for learning how to use reflection in learning

PubMed Central

Grant, Andrew J; Vermunt, Jan D; Kinnersley, Paul; Houston, Helen

2007-01-01

Background Portfolio learning enables students to collect evidence of their learning. Component tasks making up a portfolio can be devised that relate directly to intended learning outcomes. Reflective tasks can stimulate students to recognise their own learning needs. Assessment of portfolios using a rating scale relating to intended learning outcomes offers high content validity. This study evaluated a reflective portfolio used during a final-year attachment in general practice (family medicine). Students were asked to evaluate the portfolio (which used significant event analysis as a basis for reflection) as a learning tool. The validity and reliability of the portfolio as an assessment tool were also measured. Methods 81 final-year medical students completed reflective significant event analyses as part of a portfolio created during a three-week attachment (clerkship) in general practice (family medicine). As well as two reflective significant event analyses each portfolio contained an audit and a health needs assessment. Portfolios were marked three times; by the student's GP teacher, the course organiser and by another teacher in the university department of general practice. Inter-rater reliability between pairs of markers was calculated. A questionnaire enabled the students' experience of portfolio learning to be determined. Results Benefits to learning from reflective learning were limited. Students said that they thought more about the patients they wrote up in significant event analyses but information as to the nature and effect of this was not forthcoming. Moderate inter-rater reliability (Spearman's Rho .65) was found between pairs of departmental raters dealing with larger numbers (20 – 60) of portfolios. Inter-rater reliability of marking involving GP tutors who only marked 1 – 3 portfolios was very low. Students rated highly their mentoring relationship with their GP teacher but found the portfolio tasks time-consuming. Conclusion The inter-rater reliability observed in this study should be viewed alongside the high validity afforded by the authenticity of the learning tasks (compared with a sample of a student's learning taken by an exam question). Validity is enhanced by the rating scale which directly connects the grade given with intended learning outcomes. The moderate inter-rater reliability may be increased if a portfolio is completed over a longer period of time and contains more component pieces of work. The questionnaire used in this study only accessed limited information about the effect of reflection on students' learning. Qualitative methods of evaluation would determine the students experience in greater depth. It would be useful to evaluate the effects of reflective learning after students have had more time to get used to this unfamiliar method of learning and to overcome any problems in understanding the task. PMID:17397544

Exploring students' perceptions on the use of significant event analysis, as part of a portfolio assessment process in general practice, as a tool for learning how to use reflection in learning.

PubMed

Grant, Andrew J; Vermunt, Jan D; Kinnersley, Paul; Houston, Helen

2007-03-30

Portfolio learning enables students to collect evidence of their learning. Component tasks making up a portfolio can be devised that relate directly to intended learning outcomes. Reflective tasks can stimulate students to recognise their own learning needs. Assessment of portfolios using a rating scale relating to intended learning outcomes offers high content validity. This study evaluated a reflective portfolio used during a final-year attachment in general practice (family medicine). Students were asked to evaluate the portfolio (which used significant event analysis as a basis for reflection) as a learning tool. The validity and reliability of the portfolio as an assessment tool were also measured. 81 final-year medical students completed reflective significant event analyses as part of a portfolio created during a three-week attachment (clerkship) in general practice (family medicine). As well as two reflective significant event analyses each portfolio contained an audit and a health needs assessment. Portfolios were marked three times; by the student's GP teacher, the course organiser and by another teacher in the university department of general practice. Inter-rater reliability between pairs of markers was calculated. A questionnaire enabled the students' experience of portfolio learning to be determined. Benefits to learning from reflective learning were limited. Students said that they thought more about the patients they wrote up in significant event analyses but information as to the nature and effect of this was not forthcoming. Moderate inter-rater reliability (Spearman's Rho .65) was found between pairs of departmental raters dealing with larger numbers (20-60) of portfolios. Inter-rater reliability of marking involving GP tutors who only marked 1-3 portfolios was very low. Students rated highly their mentoring relationship with their GP teacher but found the portfolio tasks time-consuming. The inter-rater reliability observed in this study should be viewed alongside the high validity afforded by the authenticity of the learning tasks (compared with a sample of a student's learning taken by an exam question). Validity is enhanced by the rating scale which directly connects the grade given with intended learning outcomes. The moderate inter-rater reliability may be increased if a portfolio is completed over a longer period of time and contains more component pieces of work. The questionnaire used in this study only accessed limited information about the effect of reflection on students' learning. Qualitative methods of evaluation would determine the students experience in greater depth. It would be useful to evaluate the effects of reflective learning after students have had more time to get used to this unfamiliar method of learning and to overcome any problems in understanding the task.

A “Hybrid” Bacteriology Course: The Professor’s Design and Expectations; The Students’ Performance and Assessment

PubMed Central

KRAWIEC, STEVEN; SALTER, DIANE; KAY, EDWIN J.

2005-01-01

A basic bacteriology course was offered in two successive academic years, first in a conventional format and subsequently as a “hybrid” course. The latter combined (i) online presentation of content, (ii) an emphasis on online resources, (iii) thrice-weekly, face-to-face conversations to advance understanding, and (iv) frequent student postings on an electronic discussion board. We compared the two courses through statistical analysis of student performances on the final examinations and the course overall and student assessment of teaching. The data indicated that there was no statistical difference in performance on the final examinations or the course overall. Responses on an instrument of evaluation revealed that students less strongly affirmed the following measures in the hybrid course: (i) The amount of work was appropriate for the credit received, (ii) Interactions between students and instructor were positive, (iii) I learned a great deal in this course, and (iv) I would recommend this course to other students. We recommend clear direction about active learning tasks and relevant feedback to enhance learning in a hybrid course. PMID:23653558

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

Student Mental Models of the Greenhouse Effect: Retention Months After Interventions

NASA Astrophysics Data System (ADS)

Harris, S. E.; Gold, A. U.

2013-12-01

Individual understanding of climate science, and the greenhouse effect in particular, is one factor important for societal decision-making. Ideally, learning opportunities about the greenhouse effect will not only move people toward expert-like ideas but will also have long-lasting effects for those individuals. We assessed university students' mental models of the greenhouse effect before and after specific learning experiences, on a final exam, then again a few months later. Our aim was to measure retention after students had not necessarily been thinking about, nor studying, the greenhouse effect recently. How sticky were the ideas learned? 164 students in an introductory science course participated in a sequence of two learning activities and assessments regarding the greenhouse effect. The first lesson involved the full class, then, for the second lesson, half the students completed a simulation-based activity and the other half completed a data-driven activity. We assessed student thinking through concept sketches, multiple choice and short answer questions. All students generated concept sketches four times, and completed a set of multiple choice (MCQs) and short answer questions twice. Later, 3-4 months after the course ended, 27 students ('retention students') completed an additional concept sketch and answered the questions again, as a retention assessment. These 27 students were nearly evenly split between the two contrasting second lessons in the sequence and included both high and low-achieving students. We then compared student sketches and scores to 'expert' answers. The general pattern over time showed a significant increase in student scores from before the lesson sequence to after, both on concept sketches and MCQs, then an additional increase in concept sketch score on the final exam (MCQs were not asked on the final exam). The scores for the retention students were not significantly different from the full class. Within the retention group, there was also no difference in scores based on which contrasting lesson a student did. Students in both of the contrasting lessons scored significantly higher on the retention test than on the initial pre-test. Their concept sketch scores on the retention test were slightly lower than their scores on the final exam (not significantly), but matched their post-lesson-sequence scores. Their MCQ scores were slightly higher on the retention test than on the post-lesson-sequence test (also not significantly). These results imply that students both learned and retained new ideas about the greenhouse effect for at least a few months after the end of the course and did not regress to their pre-lesson ideas. Further analysis should show which particular aspects of student mental models changed over the full temporal sequence.

Active Engagement with Assessment and Feedback Can Improve Group-Work Outcomes and Boost Student Confidence

ERIC Educational Resources Information Center

Scott, G. W.

2017-01-01

This study involves evaluation of a novel iterative group-based learning task developed to enable students to actively engage with assessment and feedback in order to improve the quality of their written work. The students were all in the final semester of their final year of study and enrolled on either BSc Zoology or BSc Marine and Freshwater…

Student performance and attitudes in a collaborative and flipped linear algebra course

NASA Astrophysics Data System (ADS)

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

2016-07-01

Flipped learning is gaining traction in K-12 for enhancing students' problem-solving skills at an early age; however, there is relatively little large-scale research showing its effectiveness in promoting better learning outcomes in higher education, especially in mathematics classes. In this study, we examined the data compiled from both quantitative and qualitative measures such as item scores on a common final and attitude survey results between a flipped and a traditional Introductory Linear Algebra class taught by two individual instructors at a state university in California in Fall 2013. Students in the flipped class were asked to watch short video lectures made by the instructor and complete a short online quiz prior to each class attendance. The class time was completely devoted to problem solving in group settings where students were prompted to communicate their reasoning with proper mathematical terms and structured sentences verbally and in writing. Examination of the quality and depth of student responses from the common final exam showed that students in the flipped class produced more comprehensive and well-explained responses to the questions that required reasoning, creating examples, and more complex use of mathematical objects. Furthermore, students in the flipped class performed superiorly in the overall comprehension of the content with a 21% increase in the median final exam score. Overall, students felt more confident about their ability to learn mathematics independently, showed better retention of materials over time, and enjoyed the flipped experience.

The Implementation of E-learning System at UIN Sumatera Utara in Response to Technology Challenge in Education

NASA Astrophysics Data System (ADS)

Sayekti, Retno

2018-03-01

The objective of this study is to find out student patterns and perceptions of using a MOODLE-based e-learning system that was first used in 2014. The methodology involved was a survey to 165 respondents comprising of several classes of various subjects. This study investigates the intensity of student’s use of e-learning; time choice; justification of time choice; span of time in using e-learning; choice of access place; medium or devices used to access e-learning; and activities conducted in e-learning. In terms of students’ perspectives, the author tried to find out students thought and feeling in using e-learning. Finally, the finding suggests that students tend to use various devices to access e-learning in any place that provide speed internet access. This study also revealed that most of students feel that the learning process becomes more effective and efficient by using e-learning compared to the traditional learning system in class.

Title III: Curricular Development for Secondary Learning Disabilities. Final Report.

ERIC Educational Resources Information Center

Goodman, Libby

Presented is the final report of a 2-year project to develop an examplary model classroom program and curriculum for the secondary learning disabled student. Section I consists of completed forms entitled Project Completion Report, Termination Report, and Equipment Inventory. Outlined in Section II is information on the following project…

Temperature, Pulse, and Respiration. Instructor's Packet. Learning Activity Package.

ERIC Educational Resources Information Center

Runge, Lillian

This instructor's packet accompanies the learning activity package (LAP) on temperature, pulse, and respiration. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, an additional resources list, and student completion cards to…

Quantitative Skills as a Graduate Learning Outcome: Exploring Students' Evaluative Expertise

ERIC Educational Resources Information Center

Matthews, Kelly E.; Adams, Peter; Goos, Merrilyn

2017-01-01

In the biosciences, quantitative skills are an essential graduate learning outcome. Efforts to evidence student attainment at the whole of degree programme level are rare and making sense of such data is complex. We draw on assessment theories from Sadler (evaluative expertise) and Boud (sustainable assessment) to interpret final-year bioscience…

Implementation Study of Smaller Learning Communities. Final Report

ERIC Educational Resources Information Center

Bernstein, Lawrence; Millsap, Mary Ann; Schimmenti, Jennifer; Page, Lindsay

2008-01-01

The Smaller Learning Communities (SLC) program was established in response to growing national concerns about students too often lost and alienated in large, impersonal high schools, as well as concerns about school safety and low levels of achievement and graduation for many students. Authorized under the "Elementary and Secondary Education Act,"…

Learning in the Laboratory: How Group Assignments Affect Motivation and Performance

ERIC Educational Resources Information Center

Belanger, John R.

2016-01-01

Team projects can optimize educational resources in a laboratory, but also create the potential for social loafing. Allowing students to choose their own groups could increase their motivation to learn and improve academic performance. To test this hypothesis, final grades and feedback from students were compared for the same course in two…

Constructing a Social Justice Tour: Pedagogy, Race, and Student Learning through Geography

ERIC Educational Resources Information Center

Barnd, Natchee

2016-01-01

This article describes a high-impact learning project that combines geography, history, and ethnic studies. It describes the construction of the course, student outcomes, and the final and publicly presented collaborative project: the Social Justice Tour of Corvallis. Based on work in a small largely white town, this project presents a…

Portfolio Assessment of an Undergraduate Group Project

ERIC Educational Resources Information Center

Kuisma, Raija

2007-01-01

Students in the Physiotherapy Programme carried out a group project in their final year of studies. The objectives of the project were that the students learn and appreciate the process and activities involved in research, acquire deeper understanding of a topic in their professional interest, learn to work as a team, manage their own time,…

Development and preliminary testing of a self-rating instrument to measure self-directed learning ability of nursing students.

PubMed

Cheng, Su-Fen; Kuo, Chien-Lin; Lin, Kuan-Chia; Lee-Hsieh, Jane

2010-09-01

With the growing trend of preparing students for lifelong learning, the theory of self-directed learning (SDL) has been increasingly applied in the context of higher education. In order to foster lifelong learning, abilities among nursing students, faculties need to have an appropriate instrument to measure the SDL abilities of nursing students. The objectives of this study were to develop an instrument to measure the SDL abilities of nursing students and to test the validity and reliability of this instrument. This study was conducted in 4 phases. In Phase 1, based on a review of the literature, the researchers developed an instrument to measure SDL. In Phase 2, two rounds of the Delphi study were conducted, to determine the content validity of the instrument. In Phase 3, a convenience sample of 1072 nursing students from two representative schools across three different types of nursing programs were recruited to test the construct validity of the Self-Directed Learning Instrument (SDLI). Finally, in Phase 4, the internal consistency and reliability of the instrument were tested. The resulting SDLI consists of 20 items across the following four domains: learning motivation, planning and implementing, self-monitoring, and interpersonal, communication. The final model in confirmatory factor analysis revealed that this 20-item SDLI indicated a good fit of the model. The value of Cronbach's alpha for the total scale was .916 and for the four domains were .801, .861, .785, and .765, respectively. The SDLI is a valid and reliable instrument for identifying student SDL abilities. It is available to students in nursing and similar medical programs to evaluate their own SDL. This scale may also enable nursing faculty to assess students' SDL status, design better lesson plans and curricula, and, implement appropriate teaching strategies for nursing students in order to foster the growth of lifelong learning abilities. Copyright (c) 2010 Elsevier Ltd. All rights reserved.

Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study.

PubMed

Back, David A; Haberstroh, Nicole; Antolic, Andrea; Sostmann, Kai; Schmidmaier, Gerhard; Hoff, Eike

2014-01-27

While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students' satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment. The project NESTOR (network for students in traumatology and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups. Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p < 0.001). NESTOR users scored higher than non-users in the post-tests, while the OSCE revealed no differences between the groups. This pilot study showed a positive effect of the blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills.

Quantitative Aspects about the Interactions of Professors in the Learning Management System during a Final Undergraduate Project Distance Discipline

ERIC Educational Resources Information Center

Cechinel, Cristian

2014-01-01

This work presents a quantitative study of the use of a Learning Management System (LMS) by the professors of a distance learning course, focused on the guidance given for the students' Final Undergraduate Project. Data taken from the logs of 34 professors in two distinct virtual rooms were collected. After pre-processing the data, a series of…

Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course.

PubMed

Cavanagh, Andrew J; Chen, Xinnian; Bathgate, Meghan; Frederick, Jennifer; Hanauer, David I; Graham, Mark J

2018-01-01

There is growing consensus regarding the effectiveness of active-learning pedagogies in college science courses. Less is known about ways that student-level factors contribute to positive outcomes in these contexts. The present study examines students' ( N = 245) trust in the instructor-defined as perceptions of their instructor's understanding, acceptance, and care-and students' attitudes toward learning within an anatomy and physiology course featuring active learning. Analyses indicate that student trust of instructor and students' views of their own intelligence are both associated with student commitment to, and engagement in, active learning. Student-reported trust of the instructor corresponded to final grade, while students' views of their own intelligence did not. In an active-learning context in which students are more fully engaged in the learning process, student trust of the instructor was an important contributor to desired student outcomes. © 2018 A. J. Cavanagh et al. CBE—Life Sciences Education © 2018 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).

Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom

PubMed Central

McLaughlin, Jacqueline E.; Griffin, LaToya M.; Esserman, Denise A.; Davidson, Christopher A.; Glatt, Dylan M.; Roth, Mary T.; Gharkholonarehe, Nastaran

2013-01-01

Objective. To determine whether “flipping” a traditional basic pharmaceutics course delivered synchronously to 2 satellite campuses would improve student academic performance, engagement, and perception. Design. In 2012, the basic pharmaceutics course was flipped and delivered to 22 satellite students on 2 different campuses. Twenty-five condensed, recorded course lectures were placed on the course Web site for students to watch prior to class. Scheduled class periods were dedicated to participating in active-learning exercises. Students also completed 2 course projects, 3 midterm examinations, 8 graded quizzes, and a cumulative and comprehensive final examination. Assessment. Results of a survey administered at the beginning and end of the flipped course in 2012 revealed an increase in students’ support for learning content prior to class and using class time for more applied learning (p=0.01) and in the belief that learning key foundational content prior to coming to class greatly enhanced in-class learning (p=0.001). Significantly more students preferred the flipped classroom format after completing the course (89.5%) than before completing the course (34.6%). Course evaluation responses and final examination performance did not differ significantly for 2011 when the course was taught using a traditional format and the 2012 flipped-course format. Qualitative findings suggested that the flipped classroom promoted student empowerment, development, and engagement. Conclusion. The flipped pharmacy classroom can enhance the quality of satellite students’ experiences in a basic pharmaceutics course through thoughtful course design, enriched dialogue, and promotion of learner autonomy. PMID:24249858

Easing student transition to graduate nurse: a SIMulated Professional Learning Environment (SIMPLE) for final year student nurses.

PubMed

Liaw, Sok Ying; Koh, Yiwen; Dawood, Rabiah; Kowitlawakul, Yanika; Zhou, Wentao; Lau, Siew Tiang

2014-03-01

Preparing nursing students for making the transition to graduate nurse is crucial for entry into practice. Final year student nurses at the National University of Singapore (NUS) are required to undergo a consolidated clinical practice to prepare them for their transition to graduate nurse. To describe the development, implementation and evaluation of a simulation program known as SIMulated Professional Learning Environment (SIMPLE) in preparing the final year student nurses for their clinical practicum in transition to graduate nurse practice. A set of simulation features and best practices were used as conceptual framework to develop and implement the simulation program. 94 final year student nurses participated in the 15-hour SIMPLE program that incorporated multiple simulation scenarios based on actual ward clinical practices. Pre and post-tests were conducted to assess the students' preparedness for their clinical practice in transition to graduate nurse practice. The students also completed a satisfaction questionnaire and open questions to evaluate their simulation experiences. The student nurses demonstrated a significant improvement (t=12.06, p<0.01) on post-test score (mean=117.21, SD=15.17) from pre-test score (mean=97.86, SD=15.08) for their perceived preparedness towards their clinical practicum in transition to graduate nurse practice. They were highly satisfied with their simulation learning. Themes emerged from the comments on the most valuable aspects of the SIMPLE program and ways to improve the program. The study provided evidences on the effectiveness of the SIMPLE program in enhancing the students' preparedness for their transition to graduate nurse practice. A key success of the SIMPLE program was the used of simulation strategy and the involvement of practicing nurses that closely linked the students with the realities of current nursing practice to prepare them for the role of staff nurses. Copyright © 2013 Elsevier Ltd. All rights reserved.

Do collaborative practical tests encourage student-centered active learning of gross anatomy?

PubMed

Green, Rodney A; Cates, Tanya; White, Lloyd; Farchione, Davide

2016-05-06

Benefits of collaborative testing have been identified in many disciplines. This study sought to determine whether collaborative practical tests encouraged active learning of anatomy. A gross anatomy course included a collaborative component in four practical tests. Two hundred and seven students initially completed the test as individuals and then worked as a team to complete the same test again immediately afterwards. The relationship between mean individual, team, and difference (between team and individual) test scores to overall performance on the final examination (representing overall learning in the course) was examined using regression analysis. The overall mark in the course increased by 9% with a decreased failure rate. There was a strong relationship between individual score and final examination mark (P < 0.001) but no relationship for team score (P = 0.095). A longitudinal analysis showed that the test difference scores increased after Test 1 which may be indicative of social loafing and this was confirmed by a significant negative relationship between difference score on Test 4 (indicating a weaker student) and final examination mark (P < 0.001). It appeared that for this cohort, there was little peer-to-peer learning occurring during the collaborative testing and that weaker students gained the benefit from team marks without significant active learning taking place. This negative outcome may be due to insufficient encouragement of the active learning strategies that were expected to occur during the collaborative testing process. An improved understanding of the efficacy of collaborative assessment could be achieved through the inclusion of questionnaire based data to allow a better interpretation of learning outcomes. Anat Sci Educ 9: 231-237. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

Comparison of patient simulation methods used in a physical assessment course.

PubMed

Grice, Gloria R; Wenger, Philip; Brooks, Natalie; Berry, Tricia M

2013-05-13

To determine whether there is a difference in student pharmacists' learning or satisfaction when standardized patients or manikins are used to teach physical assessment. Third-year student pharmacists were randomized to learn physical assessment (cardiac and pulmonary examinations) using either a standardized patient or a manikin. Performance scores on the final examination and satisfaction with the learning method were compared between groups. Eighty and 74 student pharmacists completed the cardiac and pulmonary examinations, respectively. There was no difference in performance scores between student pharmacists who were trained using manikins vs standardized patients (93.8% vs. 93.5%, p=0.81). Student pharmacists who were trained using manikins indicated that they would have probably learned to perform cardiac and pulmonary examinations better had they been taught using standardized patients (p<0.001) and that they were less satisfied with their method of learning (p=0.04). Training using standardized patients and manikins are equally effective methods of learning physical assessment, but student pharmacists preferred using standardized patients.

Is the learn unit a fundamental measure of pedagogy?

PubMed Central

Greer, R. Douglas; McDonough, Sally Hogin

1999-01-01

We propose a measure of teaching, the learn unit, that explicitly describes the interaction between teachers and their students. The theoretical, educational research, and applied behavior analysis literatures all converge on the learn unit as a fundamental measure of teaching. The theoretical literature proposes the construct of the interlocking operant and embraces verbal behavior, social interaction, and translations of psychological constructs into complex theoretical respondent-operant interactions and behavior-behavior relations. Research findings in education and applied behavior analysis on engaged academic time, opportunity to respond, active student responding, teacher-student responding, student-teacher responding, tutor-tutee responding, tutee-tutor responding, and verbal episodes between individuals all support a measure of interlocking responses. More recently, research analyzing the components of both the students' and teachers' behavior suggests that the learn unit is the strongest predictor of effective teaching. Finally, we propose applications of the learn unit to other issues in pedagogy not yet researched and the relation of learn units to the verbal behavior of students. PMID:22478317

Implementation of ICARE learning model using visualization animation on biotechnology course

NASA Astrophysics Data System (ADS)

Hidayat, Habibi

2017-12-01

ICARE is a learning model that directly ensure the students to actively participate in the learning process using animation media visualization. ICARE have five key elements of learning experience from children and adult that is introduction, connection, application, reflection and extension. The use of Icare system to ensure that participants have opportunity to apply what have been they learned. So that, the message delivered by lecture to students can be understood and recorded by students in a long time. Learning model that was deemed capable of improving learning outcomes and interest to learn in following learning process Biotechnology with applying the ICARE learning model using visualization animation. This learning model have been giving motivation to participate in the learning process and learning outcomes obtained becomes more increased than before. From the results of student learning in subjects Biotechnology by applying the ICARE learning model using Visualization Animation can improving study results of student from the average value of middle test amounted to 70.98 with the percentage of 75% increased value of final test to be 71.57 with the percentage of 68.63%. The interest to learn from students more increasing visits of student activities at each cycle, namely the first cycle obtained average value by 33.5 with enough category. The second cycle is obtained an average value of 36.5 to good category and third cycle the average value of 36.5 with a student activity to good category.

A Compulsory Bioethics Module for a Large Final Year Undergraduate Class

ERIC Educational Resources Information Center

Pearce, Roger S.

2009-01-01

The article describes a compulsory bioethics module delivered to [approximately] 120 biology students in their final year. The main intended learning outcome is that students should be able to analyse and reason about bioethical issues. Interactive lectures explain and illustrate bioethics. Underlying principles and example issues are used to…

A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction.

PubMed

Jafari, Zahra

2014-01-01

Team-based learning (TBL) is a structured type of cooperative learning that has growing application in medical education. This study compares levels of student learning and teaching satisfaction for a neurology course between conventional lecture and team-based learning. The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Significant difference was found between lecture-based and team-based learning in final scores (p<0.001). Content validity index of the scale of student satisfaction was 94%, and external and internal consistencies of the scale were 0.954 and 0.921 orderly (p<0.001). The degree of satisfaction from TBL compared to the lecture method was 81.3%. RESULTS revealed more success and student satisfaction from team-based learning compared to conventional lectures in teaching neurology to undergraduate students. It seems that application of new teaching methods such as team-based learning could be effectively introduced to improve levels of education and student learning.

A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction

PubMed Central

Jafari, Zahra

2014-01-01

Background: Team-based learning (TBL) is a structured type of cooperative learning that has growing application in medical education. This study compares levels of student learning and teaching satisfaction for a neurology course between conventional lecture and team-based learning. Methods: The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Results: Significant difference was found between lecture-based and team-based learning in final scores (p<0.001). Content validity index of the scale of student satisfaction was 94%, and external and internal consistencies of the scale were 0.954 and 0.921 orderly (p<0.001). The degree of satisfaction from TBL compared to the lecture method was 81.3%. Conclusion: Results revealed more success and student satisfaction from team-based learning compared to conventional lectures in teaching neurology to undergraduate students. It seems that application of new teaching methods such as team-based learning could be effectively introduced to improve levels of education and student learning PMID:25250250

Effects of Academic Service Learning in Drug Misuse and Addiction on Students’ Learning Preferences and Attitudes Toward Harm Reduction

PubMed Central

Kabli, Noufissa; Liu, Ben; Seifert, Tricia

2013-01-01

Objective. To examine academic service-learning pedagogy on student learning and perceptions of drug misuse and addiction. Design. Third- and fourth-year pharmacology students were exposed to an academic service-learning pedagogy that integrated a community service experience with lectures, in-class discussions and debates, group projects, a final paper, and an examination. Reflective writing assignments throughout the course required students to assimilate and apply what they had learned in the classroom to what they learned in their community placement. Assessment. Changes in students’ responses on pre- and post-course survey instruments reflected shifts toward higher-order thinking. Also, subjective student-learning modalities shifted toward learning by writing. Students’ perspectives and attitudes allowed improved context of issues associated with drug misuse and harm reduction models. Conclusion. Academic service-learning pedagogy contributes to developing adaptable, well-rounded, engaged learners who become more compassionate and pragmatic in addressing scientific and social questions relating to drug addiction. PMID:23610481

From access to success in science: An academic-student affairs intervention for undergraduate freshmen biology students

NASA Astrophysics Data System (ADS)

Aldridge, Jacqueline Nouvelle

The first year experience is known to present an array of challenges for traditional college students. In particular, freshmen who major in a STEM discipline have their own unique set of challenges when they transition from high school science and math to college science and math; especially chemistry. As a result, students may encounter negative experiences which lower academic and social confidence. This project was designed as a pilot study intervention for a small group of freshmen biology students who were considered academically at-risk due their math SAT scores. The study occurred during the fall semester involving an enhanced active learning component based on the Peer-led Team Learning (PLTL) general chemistry supplemental pedagogy model, and a biology-focused First Year Experience (FYE). PLTL workshops took place in freshmen residence halls, creating a live-n-learn community environment. Mid-term and final chemistry grades and final math grades were collected to measure academic progress. Self-reporting surveys and journals were used to encourage participants to reconstruct their experiences and perceptions of the study. Descriptive analysis was performed to measure statistical significance between midterm and final grade performance, and a general inductive qualitative method was used to determine academic and social confidence as well as experiences and perceptions of the project. Findings of this project revealed a statistically significant improvement between chemistry midterm and final grades of the sample participants. Although academic confidence did not increase, results reveal that social confidence progressed as the majority of students developed a value for studying in groups.

[Systemic learning planification for medical students during oncology clinical rotation].

PubMed

Gonçalves, Anthony; Viens, Patrice; Gilabert, Marine; Turrini, Olivier; Lambaudie, Eric; Prebet, Thomas; Farnault, Bertrand; Eisinger, François; Gorincour, Guillaume; Bertucci, François

2011-12-01

The expected increase in cancer incidence emphasizes the need for specific training in this area, including either family physician or specialized oncologists. In France, the fourth to sixth years of medical teaching include both theoretical classes at the university and daily actual practice at the hospital. Thus, clinical rotations are thought to play a major role in the training of medical students and also largely participate to the choice of the student of his/her final specialty. Pedagogic quality of these rotations is dependent on multiple parameters, including a rigorous planification of the expected learning. Here, we reported a systemic planification of learning activities for medical students during an oncology rotation at the Paoli-Calmettes Institute in Marseille, France, a regional comprehensive cancer center. This planification includes an evaluation of learning requirements, definition of learning objectives, selection of learning methods and choice of methods of assessment of the students' achievement of these objectives as well as the learning activity itself.

Identification of Teaching Behaviors Which Predict Success for Mainstreamed Students.

ERIC Educational Resources Information Center

Larrivee, Barbara; Algina, James

The final phase of a study investigating effective teaching behaviors for mainstreamed students involved 118 elementary teachers. Teachers provided information on mainstreamed students and a sample of students was randomly selected to represent classification categories (learning disabilities, behavior disorders, speech impairments, and hearing…

Evaluating the Effects of Flexible Learning about Aseptic Compounding on First-year Students in a Pharmacy Skills Laboratory

PubMed Central

Palmer, Russ; Elder, Deborah; Fulford, Michael; Morris, Steve; Sappington, Kellie

2015-01-01

Objective. To evaluate how flexible learning via online video review affects the ability and confidence of first-year (P1) pharmacy students to accurately compound aseptic preparations. Design. Customary instructions and assignments for aseptic compounding were provided to students, who were given unlimited access to 5 short review videos in addition to customary instruction. Student self-confidence was assessed online, and faculty members evaluated students’ aseptic technique at the conclusion of the semester. Assessment. No significant difference on final assessment scores was observed between those who viewed videos and those who did not. Student self-confidence scores increased significantly from baseline, but were not significantly higher for those who viewed videos than for those who did not. Conclusion. First-year students performed well on final aseptic compounding assessments, and those who viewed videos had a slight advantage. Student self-confidence improved over the semester regardless of whether or not students accessed review videos. PMID:26430278

Student outcomes associated with use of asynchronous online discussion forums in gross anatomy teaching.

PubMed

Green, Rodney A; Hughes, Diane L

2013-01-01

Asynchronous online discussion forums are increasingly common in blended learning environments but the relationship to student learning outcomes has not been reported for anatomy teaching. Forums were monitored in two multicampus anatomy courses; an introductory first year course and a second year physiotherapy-specific course. The forums are structured with a separate site for each course module and moderated weekly by staff. Students are encouraged to post to new threads (initial post) and answer queries in threads started by others (reply post). Analysis of forums was conducted separately for each course and included overall activity (posts and views) for a full semester and a detailed analysis for one week in the middle of semester. Students were classified as zero, moderate, or high contributors to the forums based on the number of posts. Final mark for the course was related to level of forum contribution using nonparametric tests. Forum threads were characterized as task-focused, administrative, or other. A higher proportion of second year (36%) than first-year (17%) students posted on the forums and the postings were more likely to be task-focused and student initiated. Second-year students that posted frequently to the forum gained a higher final mark for the course than those that did not post or only posted a moderate number of times (P < 0.01). This relationship was not evident for first-year students who had a much higher proportion of administrative threads. Forums in anatomy courses can be powerful learning tools encouraging deeper learning and improved learning outcomes. Copyright © 2012 American Association of Anatomists.

Macbeth in the resource room: students with learning disabilities study Shakespeare.

PubMed

Thorson, S

1995-11-01

A teacher describes a secondary English unit on Shakespeare implemented in a manner designed to take advantage of the learning differences of resource room students. After developing and investigating questions relating to Macbeth, students then read and enjoyed the drama. As a result of acquiring an understanding of Shakespeare exceeding that of students in general classes, self-esteem and academic motivation increased. Finally, connections to practice and behavioral, constructivist, feminist, and critical theories are discussed. Appendices describe specific schedules and routines.

The development and evaluation of the use of a virtual learning environment (Blackboard 5) to support the learning of pre-qualifying nursing students undertaking a human anatomy and physiology module.

PubMed

Green, Sue M; Weaver, Mike; Voegeli, David; Fitzsimmons, Debs; Knowles, Jess; Harrison, Maureen; Shephard, Kerry

2006-07-01

Students commence nurse education with varying levels of understanding of human anatomy and physiology due to a wide range of previous exposure to the topic. All students, however, are required to attain a broad knowledge of this topic prior to qualification. This paper describes the use of a Virtual Learning Environment (VLE), Blackboard 5, and the associated development of appropriate resources aimed at supporting nursing students undertaking a human anatomy and physiology module at Higher Education Level 1. The VLE was used as part of a blended learning approach. The results suggested that the majority of students utilised the VLE throughout the academic year. Opportunities for independent and self-directed learning were available in that students chose when and where to learn. Students generally commented favourably on ease of use and type of resources available. Frequency of use of the VLE, however, did not correlate strongly with the final examination mark achieved. Overall the VLE and the associated available resources appeared useful in supporting student learning and has been adopted for use in subsequent years.

Novice medical students: individual patterns in the use of learning strategies and how they change during the first academic year.

PubMed

Fabry, Götz; Giesler, Marianne

2012-01-01

Adequate use of different learning strategies is one of the most important prerequisites of academic success. The actual use of learning strategies is the result of an interaction between individual and situational variables. Against this background we conducted a longitudinal study with first year medical students to investigate whether individuals show different patterns in their use of learning strategies and whether these patterns change during the first academic year. Medical students (N=175, 58% female) were surveyed three times in their first academic year regarding their use of learning strategies. A hierarchical cluster analysis (Ward) was conducted in order to identify groups of students with different patterns of learning strategies. We identified four different patterns in approaches to learning among novice medical students ("easy-going", "flexible", "problematic" and "hardworking" learners). Compared to their peers, the problematic learners had the worst final school grades. In addition changes in the use of learning strategies were identified, most of them occurred during the first term. Students start their academic studies with different patterns of learning strategies; the characteristics of these patterns change during the first academic year. Further research is necessary to better understand how individual and situational variables determine students' learning.

Student perceptions of independent versus facilitated small group learning approaches to compressed medical anatomy education.

PubMed

Whelan, Alexander; Leddy, John J; Mindra, Sean; Matthew Hughes, J D; El-Bialy, Safaa; Ramnanan, Christopher J

2016-01-01

The purpose of this study was to compare student perceptions regarding two, small group learning approaches to compressed (46.5 prosection-based laboratory hours), integrated anatomy education at the University of Ottawa medical program. In the facilitated active learning (FAL) approach, tutors engage students and are expected to enable and balance both active learning and progression through laboratory objectives. In contrast, the emphasized independent learning (EIL) approach stresses elements from the "flipped classroom" educational model: prelaboratory preparation, independent laboratory learning, and limited tutor involvement. Quantitative (Likert-style questions) and qualitative data (independent thematic analysis of open-ended commentary) from a survey of students who had completed the preclerkship curriculum identified strengths from the EIL (promoting student collaboration and communication) and FAL (successful progression through objectives) approaches. However, EIL led to student frustration related to a lack of direction and impaired completion of objectives, whereas active learning opportunities in FAL were highly variable and dependent on tutor teaching style. A "hidden curriculum" was also identified, where students (particularly EIL and clerkship students) commonly compared their compressed anatomy education or their anatomy learning environment with other approaches. Finally, while both groups highly regarded the efficiency of prosection-based learning and expressed value for cadaveric-based learning, student commentary noted that the lack of grade value dedicated to anatomy assessment limited student accountability. This study revealed critical insights into small group learning in compressed anatomy education, including the need to balance student active learning opportunities with appropriate direction and feedback (including assessment). © 2015 American Association of Anatomists.

Students' Use of Evaluative Constructivism: Comparative Degrees of Intentional Learning

ERIC Educational Resources Information Center

Conner, Lindsey Norma

2014-01-01

"Evaluative constructivism" is used to describe how students derived learning intentions and made choices about what they would do during a unit of work in a final-year high school biology class, as they conducted an inquiry into the social and ethical issues associated with cancer. The context of the study, theoretical background and…

Learning English through Automotive Electronics (Project LETAE), Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.

Learning Through Automotive Electronics (Project LETAE) was a federally funded program serving 77 limited-English-proficient (LEP) students and 5 English-proficient students in an automotive computer electronics course in 1992-93, its third year of operation. The program provided instruction in English-as-a-Second-Language (ESL), native language…

A Marketing and Distributive Education Curriculum Development Plan with Student Learning Objectives. Final Report.

ERIC Educational Resources Information Center

Wilson, Blaine R.

This project was conducted to design marketing and distributive education (MDE) student learning objectives and an MDE curriculum development plan. The objectives of this project were met through the following procedures: (1) basic MDE task research was identified; (2) a task force of two MDE teacher coordinators and the project director grouped…

A Case Study: Problem-Based Learning for Civil Engineering Students in Transportation Courses

ERIC Educational Resources Information Center

Ahern, A. A.

2010-01-01

This paper describes two case studies where problem-based learning (PBL) has been introduced to undergraduate civil engineering students in University College Dublin. PBL has recently been put in place in the penultimate and final year transport engineering classes in the civil engineering degree in University College Dublin. In this case study,…

Exploring Students' Perceptions about English Learning in a Public University

ERIC Educational Resources Information Center

Jiménez, Patricia Kim

2018-01-01

This manuscript reports the final findings of an exploratory, descriptive case study that aimed at exploring the perceptions of a group of English as a foreign language students in a public university regarding their English learning and the commitment level through the process. A questionnaire, a survey, and the teacher's diary were the…

Online Problem-Based Learning in Postgraduate Medical Education--Content Analysis of Reflection Comments

ERIC Educational Resources Information Center

Gonzalez, Maria L.; Salmoni, Alan J.

2008-01-01

We developed the Med-e-Conference, an online tool to teach clinical skills to medical students, which integrated problem-based learning with collaborative group tasks. The final task asked students to consider what they had done (reflection). These comments were analysed using content analysis, and 10 themes were elicited. The number of agreements…

Conceptual Tutoring Software for Promoting Deep Learning: A Case Study

ERIC Educational Resources Information Center

Stott, Angela; Hattingh, Annemarie

2015-01-01

The paper presents a case study of the use of conceptual tutoring software to promote deep learning of the scientific concept of density among 50 final year pre-service student teachers in a natural sciences course in a South African university. Individually-paced electronic tutoring is potentially an effective way of meeting the students' varied…

Using Remote Access to Scientific Instrumentation to Create Authentic Learning Activities in Pharmaceutical Analysis

PubMed Central

Albon, Simon P.; Cancilla, Devon A.; Hubball, Harry

2006-01-01

Objectives To pilot test and evaluate a gas chromatography-mass spectrometry (GCMS) case study as a teaching and learning tool. Design A case study incorporating remote access to a GCMS instrument through the Integrated Laboratory Network (ILN) at Western Washington University was developed and implemented. Student surveys, faculty interviews, and examination score data were used to evaluate learning. Assessment While the case study did not impact final examination scores, approximately 70% of students and all faculty members felt the ILN-supported case study improved student learning about GCMS. Faculty members felt the “live” instrument access facilitated more authentic teaching. Students and faculty members felt the ILN should continue to be developed as a teaching tool. Conclusion Remote access to scientific instrumentation can be used to modify case studies to enhance student learning and teaching practice in pharmaceutical analysis. PMID:17149450

State of laboratory manual instruction in California community college introductory (non-majors) biology laboratory instruction

NASA Astrophysics Data System (ADS)

Priest, Michelle

College students must complete a life science course prior to graduation for a bachelor's degree. Generally, the course has lecture and laboratory components. It is in the laboratory where there are exceptional opportunities for exploration, challenge and application of the material learned. Optimally, this would utilize the best of inquiry based approaches. Most community colleges are using a home-grown or self written laboratory manual for the direction of work in the laboratory period. Little was known about the motivation, development and adaptation of use. It was also not known about the future of the laboratory manuals in light of the recent learning reform in California Community Colleges, Student Learning Outcomes. Extensive interviews were conducted with laboratory manual authors to determine the motivation, process of development, who was involved and learning framework used in the creation of the manuals. It was further asked of manual authors their ideas about the future of the manual, the development of staff and faculty and finally, the role Student Learning Outcomes would play in the manual. Science faculty currently teaching the non-majors biology laboratories for at least two semesters were surveyed on-line about actual practice of the manual, assessment, manual flexibility, faculty training and incorporation of Student Learning Outcomes. Finally, an evaluation of the laboratory manual was done using an established Laboratory Task Analysis Instrument. Laboratory manuals were evaluated on a variety of categories to determine the level of inquiry instruction done by students in the laboratory section. The results were that the development of homegrown laboratory manuals was done by community colleges in the Los Angeles and Orange Counties in an effort to minimize the cost of the manual to the students, to utilize all the exercises in a particular lab and to effectively utilize the materials already owned by the department. Further, schools wanted to utilize the current faculty research expertise and knowledge. Unfortunately, laboratory manual authors had no real learning framework in the development of the manual. Based on the LAI, most manuals focused on the lowest levels of inquiry based instruction. Most manuals focused exercises on cell and molecular topics. The manuals had little student exploration, creation or design in the laboratory exercise and no option for repeating the exercise. There was a clear desire of faculty and authors to improve the laboratory experience and manual. Authors and faculty wished to include more inquiry and utilize the best of Student Learning Outcome (SLO) methodologies. Authors and the laboratory manuals have a major disconnect in that authors have clear desires inquiry based learning for the manual but do not effectively implement the inquiry based learning for various reasons. The manuals themselves, laboratory manuals themselves are not robust inquiry based learning models to maximize student learning. Authors and faculty are disconnected in that authors know what they want their manuals to do...but do not effectively communicate that to faculty. Finally, schools are in a "wait and see" approach as to when to integrate the latest learning theory mandated by the Chancellors Office -- Student Learning Outcomes.

Learning Environment, Preparedness and Satisfaction in Osteopathy in Europe: The PreSS Study

PubMed Central

Luciani, Emanuele; van Dun, Patrick L. S.; Esteves, Jorge Eduardo; Lunghi, Christian; Petracca, Marco; Papa, Liria; Merdy, Olivier; Jäkel, Anne; Cerritelli, Francesco

2015-01-01

Objective 1) to assess the preparedness to practice and satisfaction in learning environment amongst new graduates from European osteopathic institutions; 2) to compare the results of preparedness to practice and satisfaction in learning environment between and within countries where osteopathy is regulated and where regulation is still to be achieved; 3) to identify possible correlations between learning environment and preparedness to practice. Method Osteopathic education providers of full-time education located in Europe were enrolled, and their final year students were contacted to complete a survey. Measures used were: Dundee Ready Educational Environment Measure (DREEM), the Association of American Medical Colleges (AAMC) and a demographic questionnaire. Scores were compared across institutions using one-way ANOVA and generalised linear model. Results Nine European osteopathic education institutions participated in the study (4 located in Italy, 2 in the UK, 1 in France, 1 in Belgium and 1 in the Netherlands) and 243 (77%) of their final-year students completed the survey. The DREEM total score mean was 121.4 (SEM: 1.66) whilst the AAMC was 17.58 (SEM:0.35). A generalised linear model found a significant association between not-regulated countries and total score as well as subscales DREEM scores (p<0.001). Learning environment and preparedness to practice were significantly positively correlated (r=0.76; p<0.01). Discussion A perceived higher level of preparedness and satisfaction was found amongst students from osteopathic institutions located in countries without regulation compared to those located in countries where osteopathy is regulated; however, all institutions obtained a ‘more positive than negative’ result. Moreover, in general, cohorts with fewer than 20 students scored significantly higher compared to larger student cohorts. Finally, an overall positive correlation between students’ preparedness and satisfaction were found across all institutions recruited. PMID:26103514

Teaching and Learning Conditions Are Critical to the Success of Students and the Retention of Teachers. Final Report on the 2006 Teaching and Learning Conditions Survey to the Clark County School District and Clark County Education Association

ERIC Educational Resources Information Center

Hirsch, Eric; Emerick, Scott

2006-01-01

Emerging research from across the nation demonstrates that school working conditions--time, teacher empowerment, school leadership, professional development, and facilities and resources--are critical to increasing student achievement and retaining teachers. The existing national data regarding working conditions impact on student achievement and…

Nursing students learning the pharmacology of diabetes mellitus with complexity-based computerized models: A quasi-experimental study.

PubMed

Dubovi, Ilana; Dagan, Efrat; Sader Mazbar, Ola; Nassar, Laila; Levy, Sharona T

2018-02-01

Pharmacology is a crucial component of medications administration in nursing, yet nursing students generally find it difficult and self-rate their pharmacology skills as low. To evaluate nursing students learning pharmacology with the Pharmacology Inter-Leaved Learning-Cells environment, a novel approach to modeling biochemical interactions using a multiscale, computer-based model with a complexity perspective based on a small set of entities and simple rules. This environment represents molecules, organelles and cells to enhance the understanding of cellular processes, and combines these cells at a higher scale to obtain whole-body interactions. Sophomore nursing students who learned the pharmacology of diabetes mellitus with the Pharmacology Inter-Leaved Learning-Cells environment (experimental group; n=94) or via a lecture-based curriculum (comparison group; n=54). A quasi-experimental pre- and post-test design was conducted. The Pharmacology-Diabetes-Mellitus questionnaire and the course's final exam were used to evaluate students' knowledge of the pharmacology of diabetes mellitus. Conceptual learning was significantly higher for the experimental than for the comparison group for the course final exam scores (unpaired t=-3.8, p<0.001) and for the Pharmacology-Diabetes-Mellitus questionnaire (U=942, p<0.001). The largest effect size for the Pharmacology-Diabetes-Mellitus questionnaire was for the medication action subscale. Analysis of complex-systems component reasoning revealed a significant difference for micro-macro transitions between the levels (F(1, 82)=6.9, p<0.05). Learning with complexity-based computerized models is highly effective and enhances the understanding of moving between micro and macro levels of the biochemical phenomena, this is then related to better understanding of medication actions. Moreover, the Pharmacology Inter-Leaved Learning-Cells approach provides a more general reasoning scheme for biochemical processes, which enhances pharmacology learning beyond the specific topic learned. The present study implies that deeper understanding of pharmacology will support nursing students' clinical decisions and empower their proficiency in medications administration. Copyright © 2017 Elsevier Ltd. All rights reserved.

Student effort expectations and their learning in first-year introductory physics: A case study in Thailand

NASA Astrophysics Data System (ADS)

Wutchana, U.; Emarat, N.

2011-06-01

The Maryland Physics Expectations (MPEX) survey was designed to probe students’ expectations about their understanding of the process of learning physics and the structure of physics knowledge—cognitive expectations. This survey was administered to first-year university students in Thailand in the first semester of an introductory calculus-based physics course during academic years 2007 and 2008, to assess their expectations at the beginning of the course. The precourse MPEX results were compared and correlated with two separate measures of student learning: (1) individual students’ normalized gains from pre and post Force and Motion Conceptual Evaluation (FMCE) results, which measure students’ conceptual understanding, and (2) student’s scores on the final exam, which measure their more general problem-solving ability. The results showed a significant positive correlation between their overall MPEX score and five of the six MPEX cluster scores, with their normalized learning gains on the FMCE for both academic years. The results also showed significant positive correlations between student MPEX scores and their final exam scores for the overall MPEX score and all MPEX cluster scores except for the effort cluster. We interviewed two groups of five students each, one group with small favorable scores on the precourse MPEX effort cluster and one with high favorable scores on the precourse MPEX effort cluster, to see how the students’ learning efforts compared with their MPEX results. We concluded from the interviews that what the students think or expect about the MPEX effort involved in learning physics does not match what they actually do.

Learning-oriented assessment increases performance and written skills in a second year metabolic biochemistry course.

PubMed

Vanderlelie, Jessica J; Alexander, Heather G

2016-07-08

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on student performance, failure rates and overall engagement in the course. Significant improvements in final grades (p < 0.0001) and written performance (p < 0.0001) in the final examination were noted that coincided with increased lecture attendance and overall engagement in the course. This study reinforces the importance of an integrated approach to assessment that includes well developed formative tasks and a continuous summative assessment strategy. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):412-420, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

Traditional lecture versus jigsaw learning method for teaching Medication Therapy Management (MTM) core elements.

PubMed

Wilson, Jennifer A; Pegram, Angela H; Battise, Dawn M; Robinson, April M

2017-11-01

To determine if traditional didactic lecture or the jigsaw learning method is more effective to teach the medication therapy management (MTM) core elements in a first year pharmacy course. Traditional didactic lecture and a pre-class reading assignment were used in the fall semester cohort, and the jigsaw method was used in the spring semester cohort. Jigsaw is a cooperative learning strategy requiring students to assume responsibility for learning, and subsequently teaching peers. The students were responsible for reading specific sections of the pre-class reading, and then teaching other students in small groups about their specific reading assignments. To assess potential differences, identical pre- and post-tests were administered before and after the MTM section. Additionally, grade performance on an in-class project and final exam questions were compared, and students were surveyed on perceptions of teaching method used. A total of 45 and 43 students completed both the pre- and post-test in the fall and spring (96% and 93% response rate), respectively. Improvement in post-test scores favored the traditional method (p = 0.001). No statistical differences were noted between groups with grade performance on the in-class project and final exam questions. However, students favored the jigsaw method over traditional lecture and perceived improvements in problem solving skills, listening/communication skills and encouragement of cooperative learning (p = 0.018, 0.025 and 0.031). Although students favored the jigsaw learning method, traditional didactic lecture was more effective for the pre- and post-knowledge test performance. This may indicate that traditional didactic lecture is more effective for more foundational content. Copyright © 2017 Elsevier Inc. All rights reserved.

Achieving meaningful mathematics literacy for students with learning disabilities. Cognition and Technology Group at Vanderbilt.

PubMed

Goldman, S R; Hasselbring, T S

1997-01-01

In this article we consider issues relevant to the future of mathematics instruction and achievement for students with learning disabilities. The starting point for envisioning the future is the changing standards for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learning theories to constructivist and social constructivist theories (see Rivera, this series) provides an opportunity to develop and implement a hybrid model of mathematics instruction. The hybrid model we propose embeds, or situates, important skill learning in meaningful contexts. We discuss some examples of instructional approaches to complex mathematical problem solving that make use of meaningful contexts. Evaluation data on these approaches have yielded positive and encouraging results for students with learning disabilities as well as general education students. Finally, we discuss various ways in which technology is important for realizing hybrid instructional models in mathematics.

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.

Evaluating distance learning in health informatics education.

PubMed

Russell, Barbara L; Barefield, Amanda C; Turnbull, Diane; Leibach, Elizabeth; Pretlow, Lester

2008-04-24

The purpose of this study was to compare academic performance between distance-learning and on-campus health informatics students. A quantitative causal-comparative research design was utilized, and academic performance was measured by final GPA scores and Registered Health Information Administrator certification exam scores. Differences in previous academic performance between the two groups were also determined by comparing overall admission GPA and math/science admission GPA. The researchers found no difference in academic performance between the two groups when final GPA scores and total certification scores were compared. However, there were statistically significant differences between the two groups in 4 of the 17 sub-domains of the certification examination, with the on-campus students scoring slightly higher than the distance students. Correlation studies were also performed, and the researchers found significant correlations between overall admission GPA, math/science admission GPA, final GPA, and certification scores.

Development and Evaluation of vetPAL, a Student-Led, Peer-Assisted Learning Program.

PubMed

Bates, Lucy S W; Warman, Sheena; Pither, Zoe; Baillie, Sarah

Based on an idea from a final-year student, Bristol Veterinary School introduced vetPAL, a student-led, peer-assisted learning program. The program involved fifth-year (final-year) students acting as tutors and leading sessions for fourth-year students (tutees) in clinical skills and revision (review) topics. The initiative aimed to supplement student learning while also providing tutors with opportunities to further develop a range of skills. All tutors received training and the program was evaluated using questionnaires collected from tutees and tutors after each session. Tutees' self-rated confidence increased significantly in clinical skills and for revision topics. Advantages of being taught by students rather than staff included the informal atmosphere, the tutees' willingness to ask questions, and the relatability of the tutors. The small group size and the style of learning in the revision sessions (i.e., group work, discussions, and interactivity) were additional positive aspects identified by both tutees and tutors. Benefits for tutors included developing their communication and teaching skills. The training sessions were considered key in helping tutors feel prepared to lead sessions, although the most difficult aspects were the lack of teaching experience and time management. Following the successful pilot of vetPAL, plans are in place to make the program permanent and sustainable, while incorporating necessary changes based on the evaluation and the student leader's experiences running the program. A vetPAL handbook has been created to facilitate organization of the program for future years.

The Student Internationals. An Analysis of International and Regional Student Organizations. Final Report.

ERIC Educational Resources Information Center

Altbach, Philip G.

The work is a report of a historical study of several international student organizations in their political and educational contexts to learn whether they, in fact, constitute a real student movement on a world scale. After tracing the growth of such organizations as the International Union of Students and the International Student Conference and…

Evaluation of students' perception of their learning environment and approaches to learning

NASA Astrophysics Data System (ADS)

Valyrakis, Manousos; Cheng, Ming

2015-04-01

This work presents the results of two case studies designed to assess the various approaches undergraduate and postgraduate students undertake for their education. The first study describes the results and evaluation of an undergraduate course in Water Engineering which aims to develop the fundamental background knowledge of students on introductory practical applications relevant to the practice of water and hydraulic engineering. The study assesses the effectiveness of the course design and learning environment from the perception of students using a questionnaire addressing several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning, and methods of communication and assessment. The second study investigates the effectiveness of supervisory arrangements based on the perceptions of engineering undergraduate and postgraduate students. Effective supervision requires leadership skills that are not taught in the University, yet there is rarely a chance to get feedback, evaluate this process and reflect. Even though the results are very encouraging there are significant lessons to learn in improving ones practice and develop an effective learning environment to student support and guidance. The findings from these studies suggest that students with high level of intrinsic motivation are deep learners and are also top performers in a student-centered learning environment. A supportive teaching environment with a plethora of resources and feedback made available over different platforms that address students need for direct communication and feedback has the potential to improve student satisfaction and their learning experience. Finally, incorporating a multitude of assessment methods is also important in promoting deep learning. These results have deep implications about student learning and can be used to further improve course design and delivery in the future.

An Evaluation of a Counseling-Community Learning Approach to Foreign Language Teaching or Counseling-Learning Theory Applied to Foreign Language Learning. Final Report.

ERIC Educational Resources Information Center

Gallagher, Rosina Mena

This study evaluates the counseling-learning approach to foreign language instruction as compared with traditional methods in terms of language achievement and change in personal orientation and in attitude toward learning. Twelve students volunteered to learn Spanish or German under simultaneous exposure to both languages using the…

Tractor Mechanic Check Sheets for Modules.

ERIC Educational Resources Information Center

Clemson Univ., SC. Vocational Education Media Center.

Forms for student self-checks and the instructor's final checklist (student evaluation) are provided for use with thirty-three learning modules on maintaining and servicing fuel and electrical systems in tractor mechanics. The student self-check asks the students questions about their understanding of the modules' content. The instructor's…

Motivating Students to Do Homework

ERIC Educational Resources Information Center

Kontur, Frederick J.; Terry, Nathan B.

2014-01-01

How do you motivate students to do their homework? Some instructors make students' homework scores a significant percentage of the final course grade. In that case, how much course credit is required? Some instructors do not grade homework at all, instead relying on students' intrinsic motivation to learn the course material. Will this actually…

Problems and Methods of Teaching and Assessment of Students on Day Release in Higher Education.

ERIC Educational Resources Information Center

Trotman-Dickenson, Danusia

1980-01-01

Part-time students' characteristics and teaching and testing preferences were correlated with performance on a standardized economics exam. Learning modules are described. Methods of pinpointing student weaknesses and predicting students' final results are discussed as they relate to other subjects. (MSE)

An exploratory analysis of personality, attitudes, and study skills on the learning curve within a team-based learning environment.

PubMed

Persky, Adam M; Henry, Teague; Campbell, Ashley

2015-03-25

To examine factors that determine the interindividual variability of learning within a team-based learning environment. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students' Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course.

Effects of tutor-related behaviours on the process of problem-based learning.

PubMed

Chng, Esther; Yew, Elaine H J; Schmidt, Henk G

2011-10-01

Tutors in a Problem-Based Learning (PBL) curriculum are thought to play active roles in guiding students to develop frameworks for use in the construction of knowledge. This implies that both subject-matter expertise and the ability of tutors to facilitate the learning process must be important in helping students learn. This study examines the behavioural effects of tutors in terms of subject-matter expertise, social congruence and cognitive congruence on students' learning process and on their final achievement. The extent of students' learning at each PBL phase was estimated by tracking the number of relevant concepts recalled at the end of each learning phase, while student achievement was based on students' ability to describe and elaborate upon the relationship between relevant concepts learned. By using Analysis of Covariance, social congruence of the tutor was found to have a significant influence on learning in each PBL phase while all of the tutor-related behaviours had a significant impact on student achievement. The results suggest that the ability of tutors to communicate informally with students and hence create a less threatening learning environment that promotes a free flow exchange of ideas, has a greater impact on learning at each of the PBL phases as compared to tutors' subject-matter expertise and their ability to explain concepts in a way that is easily understood by students. The data presented indicates that these tutor-related behaviours are determinants of learning in a PBL curriculum, with social congruence having a greater influence on learning in the different PBL phases.

"An adjective is a word hanging down from a noun": learning to write and students with learning disabilities.

PubMed

Harris, Karen R; Graham, Steve

2013-04-01

By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with learning disabilities (LD) have even greater problems with writing than their normally achieving peers and frequently demonstrate a deteriorating attitude toward writing after the primary grades. In this article, we focus on composing and the writing process, and examine the knowledge base about writing development and instruction among students with LD. We address what research tells us about skilled writers and the development of writing knowledge, strategies, skill, and the will to write, and how this relates to students with LD. Next, we summarize what has been learned from research on writing development, effective instruction, and the writing abilities of students with LD in terms of effective instruction for these students. Finally, we indicate critical areas for future research.

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology

PubMed Central

Connell, Georgianne L.; Donovan, Deborah A.; Chambers, Timothy G.

2016-01-01

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section. PMID:26865643

Supporting traditional PBL with online discussion forums: a study from Qassim Medical School.

PubMed

Alamro, Ahmad S; Schofield, Susie

2012-01-01

The Qassim Medical School first year curriculum includes a 5-week problem-based learning (PBL) block. Student evaluation has highlighted inadequate feedback and lack of student-student and student-tutor interactions. An online intervention may alleviate this. For each problem, a discussion forum (DF) was created with 14 threads (one for each group) in virtual PBL rooms. Students' and tutors' perceived satisfaction of the intervention was evaluated and types of posts were classified. By the end of the block, all academic staff involved and 123 students (95%) had participated in the DFs. There were around 2800 posts and 28,500 views. All 14 tutors and 102 (78%) students completed the online questionnaire. Of the students, 66 (76%) male and 36 (92%) female students responded. Overall, both students and tutors perceived the intervention positively. Posts included: reforming and finalizing learning objectives, posting the concept map constructed in the face-to-face session and questioning, encouraging and motivating each other. In addition, posts included tutors' feedback and redirection. Blending e-learning with conventional PBL may help overcome student-perceived shortcomings of conventional PBL and improve the learning experience, making learning more interactive and interesting.

Undergraduate psychiatry students' attitudes towards teaching methods at an Irish university.

PubMed

Jabbar, F; Casey, P; Kelly, B D

2016-11-01

At University College Dublin, teaching in psychiatry includes clinical electives, lectures, small-group and problem-based teaching, consistent with international trends. To determine final-year psychiatry students' attitudes towards teaching methods. We distributed questionnaires to all final-year medical students in two classes (2008 and 2009), after final psychiatry examination (before results) and all of them participated (n = 111). Students' interest in psychiatry as a career increased during psychiatry teaching. Students rated objective structured clinical examination (OSCE) as the most useful element of teaching and examination. The most common learning style was "reflector"; the least common was "pragmatist". Two thirds believed teaching could be improved (increased patient contact) and 89 % reported that experience of psychiatry changed attitudes towards mental illness (increased understanding). Students' preference for OSCEs may reflect the closeness of OSCE as a form of learning to OSCE as a form of assessment: OSCEs both focus on specific clinical skills and help prepare for examinations. Future research could usefully examine the extent to which these findings are university-specific or instructor-dependent. Information on the consistency of various teaching, examination and modularisation methods would also be useful.

The Impact of the Pre-Instructional Cognitive Profile on Learning Gain and Final Exam of Physics Courses: A Case Study

ERIC Educational Resources Information Center

Capizzo, Maria Concetta; Nuzzo, Silvana; Zarcone, Michelangelo

2006-01-01

The case study described in this paper investigates the relationship among some pre-instructional knowledge, the learning gain and the final physics performance of computing engineering students in the introductory physics course. The results of the entrance engineering test (EET) have been used as a measurement of reading comprehension, logic and…

Comparison of Final Grades between a Traditional Classroom and Learning Community Classroom at Northeast Wisconsin Technical College.

ERIC Educational Resources Information Center

Van Beek, Dianne

This study examines courses in the marketing program at Northeast Wisconsin Technical College to compare the academic performance of students in traditional and learning community classroom settings. Two sections of students, a traditional 17-week course and a block scheduled 5-week course, served as the sample in the study. The block scheduling…

Enhancement of Learning through an Integrated Teaching Environment (Project ELITE) Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OER Report.

ERIC Educational Resources Information Center

Ventouratos, Despina

Enhancement of Learning through an Integrated Teaching Environment (Project ELITE), a federally-funded bilingual education program, served 233 students of limited English proficiency in two high schools in Queens (New York) in its second year of operation. Participating students received instruction in English as a Second Language (ESL),…

Investigation of a Study Technique To Increase Learning Disabled Students' Reading Comprehension of Expository Text. Final Report.

ERIC Educational Resources Information Center

McCormick, Sandra; Cooper, John O.

The study reported in this paper investigated the effects of a frequently recommended study technique on the comprehension of expository text by high-school students having learning disabilities. The instructional procedure studied was "Survey, Question, Read, Recite, Review" (SQ3R). Six experiments were conducted over a 3-year period,…

Acquisition of Learning by Facilitating Academics (Project ALFA). Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Bruno, Paula

This report assesses the Acquisition of Learning by Facilitating Academics (Project ALFA), which is designed to assist the academic progress of Haitian students at Lafayette High School in Brooklyn, New York. Project ALFA served a total of 62 students of limited English proficiency who had attended an English-speaking school system for less than 5…

Using an improved virtual learning environment for engineering students

NASA Astrophysics Data System (ADS)

Lourdes Martínez Cartas, Ma

2012-06-01

In recent years, e-learning has been used in a chemical engineering subject in the final course of a mining engineering degree, a subject concerned with fuel technology. The low results obtained by students in this subject have led the teacher to search for new strategies to increase grades. Such strategies have consisted of incorporating into the existing virtual environment a dynamics of work with conceptual maps and a consideration of the different learning styles in the classroom. In an attempt to adapt teaching to the individual methods of learning for each student, various activities aimed at strengthening different learning styles have been proposed and concept maps have been used to create meaningful learning experiences. In addition, different modalities of assessment have been proposed, which can be selected by each student according to his or her particular method of learning to avoid penalising one style preference in contrast to another. This combination of e-learning, use of concept maps and catering for different learning styles has involved the implementation of the improved virtual learning environment. This has led to an increase in participation in the subject and has improved student assessment results.

Self-reported patient safety competence among Canadian medical students and postgraduate trainees: a cross-sectional survey.

PubMed

Doyle, Patricia; VanDenKerkhof, Elizabeth G; Edge, Dana S; Ginsburg, Liane; Goldstein, David H

2015-02-01

Quality and patient safety (PS) are critical components of medical education. This study reports on the self-reported PS competence of medical students and postgraduate trainees. The Health Professional Education in Patient Safety Survey was administered to medical students and postgraduate trainees in January 2012. PS dimension scores were compared across learning settings (classroom and clinical) and year in programme. Sixty-three percent (255/406) of medical students and 32% (141/436) of postgraduate trainees responded. In general, both groups were most confident in their learning of clinical safety skills (eg, hand hygiene) and least confident in learning about sociocultural aspects of safety (eg, understanding human factors). Medical students' confidence in most aspects of safety improved with years of training. For some of the more intangible dimensions (teamwork and culture), medical students in their final year had lower scores than students in earlier years. Thirty-eight percent of medical students felt they could approach someone engaging in unsafe practice, and the majority of medical students (85%) and postgraduate trainees (78%) agreed it was difficult to question authority. Our results suggest the need to improve the overall content, structure and integration of PS concepts in both classroom and clinical learning environments. Decreased confidence in sociocultural aspects of PS among medical students in the final year of training may indicate that culture in clinical settings negatively affects students' perceived PS competence. Alternatively, as medical students spend more time in the clinical setting, they may develop a clearer sense of what they do not know. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

From Autonomous to Peer E-Learning: How the FReE Team Turned ePortfolio Into a Social Network Between First and Final-Year Modern Languages Students

ERIC Educational Resources Information Center

Penet, Jean-Christophe

2015-01-01

In this case study, I will show how I redesigned the curriculum of a post-A Level French module in order to improve students' career awareness and their soft--interpersonal and transferable--skills through autonomous e-learning. In the first phase of the project (2012/13), students were encouraged to start thinking in French about their career…

Novice medical students: Individual patterns in the use of learning strategies and how they change during the first academic year

PubMed Central

Fabry, Götz; Giesler, Marianne

2012-01-01

Background: Adequate use of different learning strategies is one of the most important prerequisites of academic success. The actual use of learning strategies is the result of an interaction between individual and situational variables. Against this background we conducted a longitudinal study with first year medical students to investigate whether individuals show different patterns in their use of learning strategies and whether these patterns change during the first academic year. Methods: Medical students (N=175, 58% female) were surveyed three times in their first academic year regarding their use of learning strategies. A hierarchical cluster analysis (Ward) was conducted in order to identify groups of students with different patterns of learning strategies. Results: We identified four different patterns in approaches to learning among novice medical students (“easy-going”, “flexible”, “problematic” and “hardworking” learners). Compared to their peers, the problematic learners had the worst final school grades. In addition changes in the use of learning strategies were identified, most of them occurred during the first term. Conclusion: Students start their academic studies with different patterns of learning strategies; the characteristics of these patterns change during the first academic year. Further research is necessary to better understand how individual and situational variables determine students’ learning. PMID:22916082

Facilitating the learning process: a pilot study of collaborative testing vs individualistic testing in the chiropractic college setting.

PubMed

Meseke, Jamie K; Nafziger, Rita; Meseke, Christopher A

2008-05-01

This pilot study examines the effect collaborative testing has on achievement of students taking a basic science course at a chiropractic college. The grades of 2 cohorts of students taking a basic science course were compared: the control group from the first academic term (n = 73) and the experimental group from the second academic term (n = 41). The control cohort completed weekly quizzes as individuals. The experimental cohort completed the weekly quizzes in small collaborative groups. All unit examinations and the final examination were taken by both cohorts individually. Grades for each cohort were derived from 6 weekly unit quizzes, 3 unit examinations, and a comprehensive final examination. Overall, the experimental group differed from the control group (Wilks' Lambda = 0.318; F(10,103) = 22.052; and P < .001). All quiz scores were significantly higher for the experimental group as compared with the control group. In addition, overall point totals and final course grades also differed significantly. No significant differences, however, were observed in either the first 2 unit examination scores or the final examination scores. These results confirm previous reports that student performance is enhanced by collaborative learning. Collaborative testing provided students with the opportunity to discuss their reasoning and receive immediate feedback from other group members regarding their rationale, which potentially enhanced understanding of course material. Students were encouraged to become more active in the course as group discussions emerged from individual perspectives. The collaborative learning process may enhance critical thinking abilities, which are vital for future chiropractic practitioners.

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

NASA Astrophysics Data System (ADS)

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

2017-04-01

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

Final-year veterinary students' perceptions of their communication competencies and a communication skills training program delivered in a primary care setting and based on Kolb's Experiential Learning Theory.

PubMed

Meehan, Michael P; Menniti, Marie F

2014-01-01

Veterinary graduates require effective communication skills training to successfully transition from university into practice. Although the literature has supported the need for veterinary student communication skills training programs, there is minimal research using learning theory to design programs and explore students' perceptions of such programs. This study investigated veterinary students' perceptions of (1) their communication skills and (2) the usefulness of a communication skills training program designed with Kolb's Experiential Learning Theory (ELT) as a framework and implemented in a primary care setting. Twenty-nine final-year veterinary students from the Ontario Veterinary College attended a 3-week communication skills training rotation. Pre- and post-training surveys explored their communication objectives, confidence in their communication skills, and the usefulness of specific communication training strategies. The results indicated that both before and after training, students were most confident in building rapport, displaying empathy, recognizing how bonded a client is with his or her pet, and listening. They were least confident in managing clients who were angry or not happy with the charges and who monopolized the appointment. Emotionally laden topics, such as breaking bad news and managing euthanasia discussions, were also identified as challenging and in need of improvement. Interactive small-group discussions and review of video-recorded authentic client appointments were most valuable for their learning and informed students' self-awareness of their non-verbal communication. These findings support the use of Kolb's ELT as a theoretical framework and of video review and reflection to guide veterinary students' learning of communication skills in a primary care setting.

Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study

PubMed Central

2014-01-01

Background While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students’ satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment. Methods The project NESTOR (network for students in traumatology and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups. Results Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p < 0.001). NESTOR users scored higher than non-users in the post-tests, while the OSCE revealed no differences between the groups. Conclusions This pilot study showed a positive effect of the blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills. PMID:24690365

Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures

PubMed Central

Rock, Adam J.; Coventry, William L.; Morgan, Methuen I.; Loi, Natasha M.

2016-01-01

Generally, academic psychologists are mindful of the fact that, for many students, the study of research methods and statistics is anxiety provoking (Gal et al., 1997). Given the ubiquitous and distributed nature of eLearning systems (Nof et al., 2015), teachers of research methods and statistics need to cultivate an understanding of how to effectively use eLearning tools to inspire psychology students to learn. Consequently, the aim of the present paper is to discuss critically how using eLearning systems might engage psychology students in research methods and statistics. First, we critically appraise definitions of eLearning. Second, we examine numerous important pedagogical principles associated with effectively teaching research methods and statistics using eLearning systems. Subsequently, we provide practical examples of our own eLearning-based class activities designed to engage psychology students to learn statistical concepts such as Factor Analysis and Discriminant Function Analysis. Finally, we discuss general trends in eLearning and possible futures that are pertinent to teachers of research methods and statistics in psychology. PMID:27014147

Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures.

PubMed

Rock, Adam J; Coventry, William L; Morgan, Methuen I; Loi, Natasha M

2016-01-01

Generally, academic psychologists are mindful of the fact that, for many students, the study of research methods and statistics is anxiety provoking (Gal et al., 1997). Given the ubiquitous and distributed nature of eLearning systems (Nof et al., 2015), teachers of research methods and statistics need to cultivate an understanding of how to effectively use eLearning tools to inspire psychology students to learn. Consequently, the aim of the present paper is to discuss critically how using eLearning systems might engage psychology students in research methods and statistics. First, we critically appraise definitions of eLearning. Second, we examine numerous important pedagogical principles associated with effectively teaching research methods and statistics using eLearning systems. Subsequently, we provide practical examples of our own eLearning-based class activities designed to engage psychology students to learn statistical concepts such as Factor Analysis and Discriminant Function Analysis. Finally, we discuss general trends in eLearning and possible futures that are pertinent to teachers of research methods and statistics in psychology.

Measuring student learning using initial and final concept test in an STEM course

NASA Astrophysics Data System (ADS)

Kaw, Autar; Yalcin, Ali

2012-06-01

Effective assessment is a cornerstone in measuring student learning in higher education. For a course in Numerical Methods, a concept test was used as an assessment tool to measure student learning and its improvement during the course. The concept test comprised 16 multiple choice questions and was given in the beginning and end of the class for three semesters. Hake's gain index, a measure of learning gains from pre- to post-tests, of 0.36 to 0.41 were recorded. The validity and reliability of the concept test was checked via standard measures such as Cronbach's alpha, content and criterion-related validity, item characteristic curves and difficulty and discrimination indices. The performance of various subgroups such as pre-requisite grades, transfer students, gender and age were also studied.

Final Technical Report: Hydrogen Energy in Engineering Education (H2E3)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lehman, Peter A.; Cashman, Eileen; Lipman, Timothy

2011-09-15

Schatz Energy Research Center's Hydrogen Energy in Engineering Education curriculum development project delivered hydrogen energy and fuel cell learning experiences to over 1,000 undergraduate engineering students at five California universities, provided follow-on internships for students at a fuel cell company; and developed commercializable hydrogen teaching tools including a fuel cell test station and a fuel cell/electrolyzer experiment kit. Monitoring and evaluation tracked student learning and faculty and student opinions of the curriculum, showing that use of the curriculum did advance student comprehension of hydrogen fundamentals. The project web site (hydrogencurriculum.org) provides more information.

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.

Exploring Cramming: Student Behaviors, Beliefs, and Learning Retention in the Principles of Marketing Course

ERIC Educational Resources Information Center

McIntyre, Shelby H.; Munson, J. Michael

2008-01-01

Cramming for finals is common on college campuses, and many students seem to cram for their final in the Principles of Marketing course. This article addresses the question of defining and measuring a "cramming study strategy." Scales are developed to assess (a) cramming for courses in general and (b) cramming specifically in the Principles of…

How Do They Research? An Ethnographic Study of Final Year Undergraduate Research Behavior in an Irish University

ERIC Educational Resources Information Center

Dunne, Siobhán

2016-01-01

The objectives of this study were to identify how, when, and where students research; the impact of learning environments on research productivity, and to recommend improved supports to facilitate research. An ethnographic approach that entailed following five students in the final six weeks of their program enabled deep level analysis. The study…

Picassoesque Portraits.

ERIC Educational Resources Information Center

Basso, Robert

1998-01-01

Presents a lesson plan that enabled students to create their own portraits in the style of Pablo Picasso; students utilized their initial collages/drawings, enlarging them with an overhead projector, to paint their final products using oil pastels. Indicates the students also learned about the different "periods" of Picasso's artistic…

Learning autonomy in writing class: Implementation of project-based learning in english for spesific purposes

NASA Astrophysics Data System (ADS)

Ayu Sukerti, G. N.; Yuliantini, Ny

2018-01-01

This research was aimed to analyze students’ attitude on learning autonomy through the implementation of project-based learning (PBL). Writing has been considered one of the most difficult competencies to master as it incorporates several integrated language skills. Thus, teaching writing in English for Specific Class posts a huge challenge as students often feel discouraged by the complex series of processes involved in producing a well-structured piece of writing. This research implemented PBL as the learning model to boost students’ learning outcomes and construct self-directed learning. Participants were 25 second semester students enrolled in a three-year undergraduate program in Informatics Management. The implementation of PBL in writing class contributed real advantages since it allowed students to collaboratively arrange outline in order to produce individual drafts and final essays. The study revealed that students were able to be involved in a more deep and autonomous learning as they helped each other during group discussion. The students autonomously engaged in the completion of the project in a more positive attitude. They also acquired more knowledge in the aspect of grammar and learned how to use language in proper context based on the feedbacks they got during revising their writing.

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure.

PubMed

Fernandez-Rio, Javier; Cecchini, Jose A; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12-17 years old ( M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ -means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students' academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students' participation and achievements, and they are key elements to prevent school failure.

Problem-based learning versus a traditional educational methodology: a comparison of preclinical and clinical periodontics performance.

PubMed

Rich, Sandra K; Keim, Robert G; Shuler, Charles F

2005-06-01

To evaluate efficacy of a problem-based learning (PBL) pedagogy in preclinical and clinical teaching, test scores of 234 undergraduate dental students from the conventionally taught classes of 2003 and 2004 were compared with scores of 274 dental students from the PBL classes of 2005 and 2006. Although the groups' means were close together, t-test analysis of scores revealed that PBL students performed significantly better than traditional (TRAD) students on midterm (p=.0001) and final (p=.015) examinations taken on student partner/mock patients. ANOVA comparing the classes with each other showed significant differences for the midterm and final, but not for the clinical examination. Further multiple comparison tests (Tukey HSD) for the midterm and final revealed that differences specifically reflected superior performance of PBL classes against one of the TRAD classes (2004). There was no difference in performance between PBL (n=134) and TRAD (n=233) students on examinations taken with actual clinical patients who were undergoing nonsurgical periodontal treatment. Over a two-year period, PBL students rated their program instructors at a mean of 4.41 on a Likert-type scale of 1 (not helpful) to 5 (outstanding). The program provides a PBL model for teaching preclinical and clinical skills supported by a four-year evaluation of manual skills outcomes.

A Study of the School to Work Transition for Learning Disabled Students and the Learning Disabled Adult in Society in the Netherlands and Denmark. Final Report, April 14, 1984 to May 26, 1984.

ERIC Educational Resources Information Center

Gerber, Paul Jay

The report summarizes findings of 6 weeks spent in the Netherlands and Denmark to study services provided to learning disabled (LD) young adults and adults. The school to work transition for LD students is examined along with the LD adult in society, and comparisons are made between Dutch and Danish approaches. The Dutch system, highly structured…

Computers in medical education 1: evaluation of a problem-orientated learning package.

PubMed

Devitt, P; Palmer, E

1998-04-01

A computer-based learning package has been developed, aimed at expanding students' knowledge base, as well as improving data-handling abilities and clinical problem-solving skills. The program was evaluated by monitoring its use by students, canvassing users' opinions and measuring its effectiveness as a learning tool compared to tutorials on the same material. Evaluation was undertaken using three methods: initially, by a questionnaire on computers as a learning tool and the applicability of the content: second, through monitoring by the computer of student use, decisions and performance; finally, through pre- and post-test assessment of fifth-year students who either used a computer package or attended a tutorial on equivalent material. Most students provided positive comments on the learning material and expressed a willingness to see computer-aided learning (CAL) introduced into the curriculum. Over a 3-month period, 26 modules in the program were used on 1246 occasions. Objective measurement showed a significant gain in knowledge, data handling and problem-solving skills. Computer-aided learning is a valuable learning resource that deserves better attention in medical education. When used appropriately, the computer can be an effective learning resource, not only for the delivery of knowledge. but also to help students develop their problem-solving skills.

Helping Students Improve Citation Performance

ERIC Educational Resources Information Center

Nienhaus, Brian

2004-01-01

During the author's final year in graduate school, he began teaching business communication. Without much forethought, he asked students to write a report with a sources requirement. When students turned their reports in, he learned that they were worlds apart on the practice of citing such sources. As a student in a rarefied academic environment,…

Superficial and deep learning approaches among medical students in an interdisciplinary integrated curriculum.

PubMed

Mirghani, Hisham M; Ezimokhai, Mutairu; Shaban, Sami; van Berkel, Henk J M

2014-01-01

Students' learning approaches have a significant impact on the success of the educational experience, and a mismatch between instructional methods and the learning approach is very likely to create an obstacle to learning. Educational institutes' understanding of students' learning approaches allows those institutes to introduce changes in their curriculum content, instructional format, and assessment methods that will allow students to adopt deep learning techniques and critical thinking. The objective of this study was to determine and compare learning approaches among medical students following an interdisciplinary integrated curriculum. This was a cross-sectional study in which an electronic questionnaire using the Biggs two-factor Study Process Questionnaire (SPQ) with 20 questions was administered. Of a total of 402 students at the medical school, 214 (53.2%) completed the questionnaire. There was a significant difference in the mean score of superficial approach, motive and strategy between students in the six medical school years. However, no significant difference was observed in the mean score of deep approach, motive and strategy. The mean score for years 1 and 2 showed a significantly higher surface approach, surface motive and surface strategy when compared with students in years 4-6 in medical school. The superficial approach to learning was mostly preferred among first and second year medical students, and the least preferred among students in the final clinical years. These results may be useful in creating future teaching, learning and assessment strategies aiming to enhance a deep learning approach among medical students. Future studies are needed to investigate the reason for the preferred superficial approach among medical students in their early years of study.

Designing, delivering and evaluating a distance learning nursing course responsive to students needs.

PubMed

Sowan, Azizeh K; Jenkins, Louise S

2013-06-01

The majority of available studies in distance learning in nursing and health lack the sufficient details of course design and delivery processes which greatly affect the learning outcomes. Also, little is available about the fairness of this method of education to students with limited access to course resources. We describe the design and delivery processes and experience, in terms of satisfaction and achievement, of undergraduate nursing students in a distance course. The difference in achievement between the distance students and a comparable cohort of hybrid students is also examined. We also demonstrate the possibility of providing accessible education to students with limited technological resources. Participants included all undergraduate nursing students who were enrolled in a distance and a hybrid section of a communication skills course offered at a School of Nursing in Jordan. The distance course was created using Blackboard and Tegrity learning management systems. The design and delivery processes of the distance course incorporated three pedagogical principles that enhance: (a) course access and navigation; (b) communication and interaction; and (c) active and collaborative learning experiences. After course completion, distance students completed a 27-item satisfaction questionnaire. Achievement in the course and correlates of satisfaction were measured. The final sample included 25 students in the distance section and 35 in the hybrid section (N=60). The mean score of overall satisfaction in the distance section was 4.14 (0.32) out of a 5-point scale, indicating a high satisfaction. Results revealed significant associations between total satisfaction score and achievement in the distance course, grade expected in the course, and frequency of accessing the course materials (p<.05). All distance students, including students with limited technological resources available at home, managed to successfully complete the course. Major concerns reported by distance students were related to lack of time management skills and negative attitudes toward group assignments. The mean final course grade of the distance section (80±8.2) was significantly higher than the hybrid section (72.2±9.5), (t=3.5, p<.05). The use of effective instructional strategies resulted in delivering successful distance learning, even for students with limited resources. Institutions have to make strategic decisions on how to optimize the use of technology to fit their individualized learning environments. Instructors need to become familiar with the characteristics of students cohort served by the course and design the course accordingly. In addition, students should be guided on how to manage their time in distance learning environments and work effectively in group assignments. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

[Self-directed learning in nursing students with different background factors].

PubMed

Kao, Yu-Hsiu; Yu, Chu-Wei; Kuo, Shu-Yi; Kuang, I-Hsiu

2013-08-01

Fostering self-directed learning skills in nursing students may provide a foundation for improving the specialty knowledge of these nurses. This study examines the current status of nursing student self-directed learning behavior and explores how different background factors impact self-directed learning. This research design used a cross-sectional survey and convenience sampling. A total of 550 questionnaires were distributed to participants in enrolled in nursing programs at a 2-year nursing program at an institute of technology in northern Taiwan and a 4-year nursing program at an institute of technology in southern Taiwan. A convenience sampling was used to collect data, with 537 valid questionnaires used in data analysis. Results indicated that the self-directed learning and self-management of nursing students between 20-21 years old was significantly higher than those of students between 18-19 years old. Self-directed learning, desire of learning and self-control in 2-year nursing students were significantly higher than in 4-year and extension education department nursing student participants. Two-year nursing students had the highest self-management scores, followed by extension education department participants and 4-year nursing students. Finally, participants who associated highly with the nursing profession earned the highest self-directed total score, followed by those participants who associated generally and those who associated mildly. The results recommend that teachers at nursing institutes help students develop self-directed learning. Results also recommend teachers increase their students' association with the nursing specialty through understanding the impact of different background factors on self-directed learning.

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.

Promoting active learning using audience response system in large bioscience classes.

PubMed

Efstathiou, Nikolaos; Bailey, Cara

2012-01-01

This paper considers the challenges of bioscience teaching and learning in pre-registration nurse education. Effective learning requires active student participation which is problematic when teaching large groups of students. New technologies, such as the audience response system (ARS), have been introduced to increase student participation and support them in the understanding of complex bioscience concepts. Within one university department, an evaluation was undertaken to identify the perceptions of pre-registration nurse students on the use of ARS in the teaching and learning of bioscience. Our findings concur with others that ARS increases student participation and aids in identifying misconceptions and in correcting them. Students found ARS very useful and wanted ARS to be used in additional modules too. Although ARS did not seem to motivate students to study adequately before attending the relevant sessions, it increased discussion among students and awareness of their level of knowledge compared to their peers. Further research is required to identify the effectiveness of ARS in the teaching and learning of bioscience and its impact on the performance of the students in their final assessments. Copyright © 2011 Elsevier Ltd. All rights reserved.

Peer Learning in a MATLAB Programming Course

NASA Astrophysics Data System (ADS)

Reckinger, Shanon

2016-11-01

Three forms of research-based peer learning were implemented in the design of a MATLAB programming course for mechanical engineering undergraduate students. First, a peer learning program was initiated. These undergraduate peer learning leaders played two roles in the course, (I) they were in the classroom helping students' with their work, and, (II) they led optional two hour helps sessions outside of the class time. The second form of peer learning was implemented through the inclusion of a peer discussion period following in class clicker quizzes. The third form of peer learning had the students creating video project assignments and posting them on YouTube to explain course topics to their peers. Several other more informal techniques were used to encourage peer learning. Student feedback in the form of both instructor-designed survey responses and formal course evaluations (quantitative and narrative) will be presented. Finally, effectiveness will be measured by formal assessment, direct and indirect to these peer learning methods. This will include both academic data/grades and pre/post test scores. Overall, the course design and its inclusion of these peer learning techniques demonstrate effectiveness.

Learning cell biology as a team: a project-based approach to upper-division cell biology.

PubMed

Wright, Robin; Boggs, James

2002-01-01

To help students develop successful strategies for learning how to learn and communicate complex information in cell biology, we developed a quarter-long cell biology class based on team projects. Each team researches a particular human disease and presents information about the cellular structure or process affected by the disease, the cellular and molecular biology of the disease, and recent research focused on understanding the cellular mechanisms of the disease process. To support effective teamwork and to help students develop collaboration skills useful for their future careers, we provide training in working in small groups. A final poster presentation, held in a public forum, summarizes what students have learned throughout the quarter. Although student satisfaction with the course is similar to that of standard lecture-based classes, a project-based class offers unique benefits to both the student and the instructor.

The Educational Climate Inventory: Measuring Students' Perceptions of the Preclerkship and Clerkship Settings.

PubMed

Krupat, Edward; Borges, Nicole J; Brower, Richard D; Haidet, Paul M; Schroth, W Scott; Fleenor, Thomas J; Uijtdehaage, Sebastian

2017-12-01

To develop an instrument to assess educational climate, a critical aspect of the medical school learning environment that previous tools have not explored in depth. Fifty items were written, capturing aspects of Dweck's performance-learning distinction, to distinguish students' perceptions of the educational climate as learning/mastery oriented (where the goal is growth and development) versus performance oriented (where the goal is appearance of competence). These items were included in a 2014 survey of first-, second-, and third-year students at six diverse medical schools. Students rated their preclerkship or clerkship experiences and provided demographic and other data. The final Educational Climate Inventory (ECI) was determined via exploratory and confirmatory factor analysis. Relationships between scale scores and other variables were calculated. Responses were received from 1,441/2,590 students (56%). The 20-item ECI resulted, with three factors: centrality of learning and mutual respect; competitiveness and stress; and passive learning and memorization. Clerkship students' ratings of their learning climate were more performance oriented than preclerkship students' ratings (P < .001). Among preclerkship students, ECI scores were more performance oriented in schools with grading versus pass-fail systems (P < .04). Students who viewed their climate as more performance oriented were less satisfied with their medical school (P < .001) and choice of medicine as a career (P < .001). The ECI allows educators to assess students' perceptions of the learning climate. It has potential as an evaluation instrument to determine the efficacy of attempts to move health professions education toward learning and mastery.

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).

An Investigation of the Teacher Competencies Needed to Utilize Diagnostic Test Data in Prescribing Occupational Learning Experiences in Teaching EMRS. Final Report. Part II. Appendices.

ERIC Educational Resources Information Center

Nelson, Orville; And Others

These appendixes are to the final report of an action research Project conducted to determine the teacher competencies needed in order to develop valid and effective occupational learning experiences for educable mentally retarded (EMR) students based on available diagnostic test data and information. Included are (1) participant vitas and…

Cognitive Academic Learning Approaches Through E.S.L. Content Areas with Career Exploration Strategies (Project CALA), 1989-90. OREA Final Evaluation Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.

Cognitive Learning Approaches Through E.S.L. Content Areas with Career Exploration Strategies (Project CALA) served 200 students in its second year of funding. The project offered students of limited English proficiency opportunities to develop cultural and cognitive skills necessary for success in school and work through two major components:…

Critical Thinking as a Dimension of Constructivist Learning: Some of the Characteristics of Students of Lower Secondary Education in Croatia

ERIC Educational Resources Information Center

Topolovcan, Tomislav; Matijevic, Milan

2017-01-01

The aim of this study was to examine the characteristics of the frequency of constructivist learning and its dimensions, including critical thinking, the differences in them with regard to certain demographic characteristics, and correlations with the frequency of use of certain new media in teaching students in the final grade of lower secondary…

Comparison of Effectiveness of Collaborative Learning Methods and Traditional Methods in Physics Classes at Northern Maine Technical College.

ERIC Educational Resources Information Center

Overlock, Terrence H., Sr.

To determine the effect of collaborative learning methods on the success rate of physics students at Northern Maine Technical College (NMTC), a study was undertaken to compare the mean final exam scores of a students in a physics course taught by traditional lecture/lab methods to those in a group taught by collaborative techniques. The…

Learning with Pictures, Signs and Symbols (A Language Arts and Consumer Mathematics Curriculum for the 0-4 Level ABE Student). Final Report.

ERIC Educational Resources Information Center

Robinson, Nancy; Selkirk, Betty

The ARIN Adult Learning Center in Indiana, Pennsylvania conducted a project to develop language arts and consumer mathematics curriculums for O-4 level adult basic education (ABE) students. Using the five knowledge areas of the adult performance levels as established by the University of Texas, (consumer economics, health, occupational knowledge,…

Peer Learning in Instrumental Practicing

PubMed Central

Nielsen, Siw G.; Johansen, Guro G.; Jørgensen, Harald

2018-01-01

In higher music education (HME), the notion of “private teaching, private learning” has a long tradition, where the learning part rests on the student's individual practicing between instrumental lessons. However, recent research suggests that collaborative learning among peers is beneficial in several aspects, such as sense of belonging, motivation and self-efficacy. This is consistent with the concept of vicarious learning. In this study, we conducted a survey among bachelor music students in church music, performance or music education programs enrolled in a music academy (N = 96), where parts of the questionnaire addressed peer learning and peer's influence on the students's instrumental practicing, and the degree of satisfaction with their practicing. These issues were seen in relation to gender, musical genre and study program. Overall, the students reported engaging in peer learning related to their instrumental practicing, to various degrees. This involved discussing practicing matters with peers, and practicing together with peers. However, student's reports of their views on peer learning, show that they perceive it more beneficial than the amount of time reported doing it would indicate. No significant gender differences were found, but students within improvised music/jazz engaged the most in peer learning, and church music students the least. Neither the degree of engaging in peer learning nor reported influence from peers correlated significantly with the degree of satisfaction. We discuss whether a general dissatisfaction is caused by being in a competitive learning environment combined with a privatized culture for learning. Finally, we suggest that collaborative forums for instrumental practicing within HME institutions can function as constructive and supportive arenas to enhance students learning and inner motivation. PMID:29599738

Teaching EBP Using Game-Based Learning: Improving the Student Experience.

PubMed

Davidson, Sandra J; Candy, Laurie

2016-08-01

Evidence-based practice (EBP) is considered a key entry to practice competency for nurses. However, many baccalaureate nursing programs continue to teach "traditional" nursing research courses that fail to address many of the critical knowledge, skills, and attitudes that foster EBP. Traditional classroom teaching strategies do little to promote the development of competencies critical for engaging in EBP in clinical contexts. The purpose of this work was to develop, implement, and evaluate an innovative teaching strategy aimed at improving student learning, engagement and satisfaction in an online EBP course. The goals of this paper are to: (1) describe the process of course development, (2) describe the innovative teaching strategy, and (3) discuss the outcomes of the pilot course offered using game-based learning. A midterm course-specific survey and standard institutional end of course evaluations were used to evaluate student satisfaction. Game platform analytics and thematic analysis of narrative comments in the midterm and end of course surveys were used to evaluate students' level of engagement. Student learning was evaluated using the end of course letter grade. Students indicated a high satisfaction with the course. Student engagement was also maintained throughout the course. The majority of students (87%, 26/30) continued to complete learning quests in the game after achieving the minimum amount of points to earn an A. Seven students completed every learning quest available in the game platform. Of the 30 students enrolled in the course, 17 students earned a final course grade of A+ and 13 earned an A. Provide students with timely, individualized feedback to enable mastery learning. Create student choice and customization of learning. Integrate the use of badges (game mechanics) to increase engagement and motivation. Level learning activities to build on each other and create flow. © 2016 Sigma Theta Tau International.

Using cooperative learning for a drug information assignment.

PubMed

Earl, Grace L

2009-11-12

To implement a cooperative learning activity to engage students in analyzing tertiary drug information resources in a literature evaluation course. The class was divided into 4 sections to form expert groups and each group researched a different set of references using the jigsaw technique. Each member of each expert group was reassigned to a jigsaw group so that each new group was composed of 4 students from 4 different expert groups. The jigsaw groups met to discuss search strategies and rate the usefulness of the references. In addition to group-based learning, teaching methods included students' writing an independent research paper to enhance their abilities to search and analyze drug information resources. The assignment and final course grades improved after implementation of the activity. Students agreed that class discussions were a useful learning experience and 75% (77/102) said they would use the drug information references for other courses. The jigsaw technique was successful in engaging students in cooperative learning to improve critical thinking skills regarding drug information.

University of Malaya dental students' attitudes towards communication skills learning: implications for dental education.

PubMed

Nor, Nor Azlida M; Yusof, Zamros Y M; Shahidan, Mohd Noor F M

2011-12-01

The Ministry of Higher Education in Malaysia has called for the implementation of a soft skills module in all public universities in Malaysia. In response to this and as part of curriculum development efforts for a new integrated program for 2011, a study was undertaken to improve the University of Malaya (UM) Faculty of Dentistry's communication skills course. One of the study objectives was to investigate dental students' attitudes towards communication skills learning and the association between their attitudes and demographic and education-related characteristics. A cross-sectional survey--using a self-administered twenty-four-item adapted Communication Skills Attitude Scale (CSAS) that contained both positive (PAS) and negative (NAS) attitude subscales--was carried out targeting all final-year dental students at the UM and the Universiti Kebangsaan Malaysia (UKM). A total of 148 students completed the survey, yielding a response rate of 88.1 percent. Overall, UKM students had significantly more positive attitudes towards communication skills learning (PAS score: mean=48.69, SD=4.48, p<0.001) than UM students (mean=46.03, SD=4.22). There was no statistically significant difference in negative attitudes between the two groups. UKM students with more positive attitudes tended to be female (p<0.05). UM students with more negative attitudes perceived themselves as poor communicators (p<0.05), and UKM students with more negative attitudes tended to have poor English proficiency (p<0.05). This study found that both UM and UKM final-year dental students have positive and negative attitudes towards learning communication skills. These attitudes were significantly associated with certain background and education-related attributes. Outcomes of this study served as a valuable guide in strengthening the communication skills course for the UM's new, integrated dental curriculum.

Disaster management curricula: strategy to create doctors with disaster resilience in Aceh, Indonesia

NASA Astrophysics Data System (ADS)

Wahyuniati, N.; Maulana, R.; Ichsan, I.

2017-02-01

Faculty of Medicine of Syiah Kuala University has one special block called Disaster Management block (the last block on the curricula) on Competency-Based Curriculum of Medical Sciences with the Problem-Based Learning method. This block has four credits, allocated seven weeks learning period including one week for evaluation. The placement of disaster management block in the 7th semester (last semester) aims to allow students to implement more easily the complete basic and clinical medical knowledge and then have it integrated with the management capabilities during adisaster. This article evaluates two components: 1) Disaster management module, by comparing the content of modules used in three different academic years, the academic year 2013/2014, 2014/2015 and 2015/2016, 2) The final grade, by comparing the final grade of disaster management block in 4 years (comparing students class of 2008, 2009, 2010 and 2011). The results revealed that on every academic year there were additions and strengthening of the material to ensure that students achieve a complete learning experience, and there was a slight increase in student’s grades where the number of students who receive grades A has increased while the number of students who receive grades E decreased.

Teaching Cell Biology to Dental Students with a Project-Based Learning Approach.

PubMed

Costa-Silva, Daniela; Côrtes, Juliana A; Bachinski, Rober F; Spiegel, Carolina N; Alves, Gutemberg G

2018-03-01

Although the discipline of cell biology (CB) is part of the curricula of predoctoral dental schools, students often fail to recognize its practical relevance. The aim of this study was to assess the effectiveness of a practical-theoretical project-based course in closing the gaps among CB, scientific research, and dentistry for dental students. A project-based learning course was developed with nine sequential lessons to evaluate 108 undergraduate dental students enrolled in CB classes of a Brazilian school of dentistry during 2013-16. To highlight the relevance of in vitro studies in the preclinical evaluation of dental materials at the cellular level, the students were challenged to complete the process of drafting a protocol and performing a cytocompatibility assay for a bone substitute used in dentistry. Class activities included small group discussions, scientific database search and article presentations, protocol development, lab experimentation, and writing of a final scientific report. A control group of 31 students attended only one laboratory class on the same theme, and the final reports were compared between the two groups. The results showed that the project-based learning students had superior outcomes in acknowledging the relevance of in vitro methods during biocompatibility testing. Moreover, they produced scientifically sound reports with more content on methodological issues, the relationship with dentistry, and the scientific literature than the control group (p<0.05). The project-based learning students also recognized a higher relevance of scientific research and CB to dental practice. These results suggest that a project-based approach can help contextualize scientific research in dental curricula.

Why Veterinary Medical Educators Should Embrace Cumulative Final Exams.

PubMed

Royal, Kenneth D

The topic of cumulative final examinations often elicits polarizing opinions from veterinary medical educators. While some faculty prefer cumulative finals, there are many who perceive these types of examinations as problematic. Specifically, faculty often cite cumulative examinations are more likely to cause students' greater stress, which may in turn result in negative student evaluations of teaching. Cumulative finals also restrict the number of items one may present to students on most recent material. While these cited disadvantages may have some merit, the advantages of cumulative examinations far exceed the disadvantages. The purpose of this article is to discuss the advantages of cumulative examinations with respect to learning evidence, grade/score validity, fairness issues, and implications for academic policy.

The dynamics of student learning within a high school virtual reality design class

NASA Astrophysics Data System (ADS)

Morales, Teresa M.

This mixed method study investigated knowledge and skill development of high school students in a project-based VR design class, in which 3-D projects were developed within a student-centered, student-directed environment. This investigation focused on student content learning, and problem solving. Additionally the social dynamics of the class and the role of peer mentoring were examined to determine how these factors influenced student behavior and learning. Finally, parent and teachers perceptions of the influence of the class were examined. The participants included freshmen through senior students, parents, teachers and the high school principal. Student interviews and classroom observations were used to collect data from students, while teachers and parents completed surveys. The results of this study suggested that this application of virtual reality (VR) learning environment promoted the development of; meaningful cognitive experiences, creativity, leadership, global socialization, problem solving and a deeper understanding of academic content. Further theoretical implications for 3-D virtual reality technology are exceedingly promising, and warrant additional research and development as an instructional tool for practical use.

Academic performance in a pharmacotherapeutics course sequence taught synchronously on two campuses using distance education technology.

PubMed

Steinberg, Michael; Morin, Anna K

2011-10-10

To compare the academic performance of campus-based students in a pharmacotherapeutics course with that of students at a distant campus taught via synchronous teleconferencing. Examination scores and final course grades for campus-based and distant students completing the case-based pharmacotherapeutics course sequence over a 5-year period were collected and analyzed. The mean examination scores and final course grades were not significantly different between students on the 2 campuses. The use of synchronous distance education technology to teach students does not affect students' academic performance when used in an active-learning, case-based pharmacotherapeutics course.

Pretest online discussion groups to augment teaching and learning.

PubMed

Kuhn, Jonathan; Hasbargen, Barbara; Miziniak, Halina

2010-01-01

Tests and final examination scores of three semesters of control students in a nursing foundation course were compared with tests and final examination scores of three semesters of participating students. Participating students were offered access to an asynchronous pretest online discussion activity with a faculty e-moderator. While the simplified Bloom's revised taxonomy assisted in creating appropriate preparatory test and final examination questions for pretest online discussion, Salmon's five-stage online method provided direction to the e-moderator on how to encourage students to achieve Bloom's higher-order thinking skills during the pretest online discussions. Statistical analysis showed the pretest online discussion activity had a generally positive impact on tests and final examination scores, when controlling for a number of possible confounding variables, including instructor, cumulative grade point average, age, and credit hours.

Qualitative Assessment of Learning Strategies among Medical Students Using Focus Group Discussions and In-depth Interviews.

PubMed

Joshi, Anuradha Sujai; Ganjiwale, Jaishree Deepak; Varma, Jagdish; Singh, Praveen; Modi, Jyoti Nath; Singh, Tejinder

2017-12-01

Globally, students with top academic performance and high intellectual capacity usually opt to study medicine. However, once students get enrolled, their academic performance varies widely. Such variations appear to be determined by various factors, one of them being types of learning strategies adopted by students. The learning strategies utilized by the students with better academic performance are likely to be more effective learning strategies. The objective is to identify effective learning strategies used by medical students. This study was carried out among the MBBS students of Final Professional Part I. Students were categorized into three groups namely: high, average, and low rankers based on overall academic performance in second Professional University examination. First, a questionnaire consisting of closed- and open-ended questions was administered to students, to find their learning strategies. Subsequently, focus group discussion and in-depth interviews were conducted for high- and low-rankers. Discussions were audio-recorded, transcribed, and analyzed. Key statements were highlighted, collated, and categorized into general themes and sub-themes. Evident themes which emerged as effective strategies were hard work in the form of regularity of studies, meticulous preparation of notes, constructive use of time, utilization of e-learning, learning styles and deep learning approach and regular ward visits. Intrinsic motivation, family support, balancing physical activities and studies, guidance by seniors, teachers, dealing with nonacademic issues such as language barriers and stress were also identified as important strategies. Disseminating effective learning strategies in a systematic manner may be helpful to students in achieving better academic outcomes. Furthermore, educationists need to modulate their teaching strategies based on students' feedback.

Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

NASA Astrophysics Data System (ADS)

Nasution, M. L.; Yerizon, Y.; Gusmiyanti, R.

2018-04-01

One of the purpose mathematic learning is to develop problem solving abilities. Problem solving is obtained through experience in questioning non-routine. Improving students’ mathematical problem-solving abilities required an appropriate strategy in learning activities one of them is models problem based learning (PBL). Thus, the purpose of this research is to determine whether the problem solving abilities of mathematical students’ who learn to use PBL better than on the ability of students’ mathematical problem solving by applying conventional learning. This research included quasi experiment with static group design and population is students class XI MIA SMAN 1 Lubuk Alung. Class experiment in the class XI MIA 5 and class control in the class XI MIA 6. The instrument of final test students’ mathematical problem solving used essay form. The result of data final test in analyzed with t-test. The result is students’ mathematical problem solving abilities with PBL better then on the ability of students’ mathematical problem solving by applying conventional learning. It’s seen from the high percentage achieved by the group of students who learn to use PBL for each indicator of students’ mathematical problem solving.

[Teaching Bioethics to Students of Medicine with Problem-Based Learning (PBL)].

PubMed

Bosch-Barrera, Joaquim; Briceño García, Hugo C; Capella, Dolors; De Castro Vila, Carmen; Farrés, Ramón; Quintanas, Anna; Ramis, Josep; Roca, Rosa; Brunet, Joan

2015-01-01

We present the experience of the introduction of the subject of bioethics in a medical school in order to give to the 73 students of 5th degree skills to handle ethical conflicts in their practice. The main teaching method used was problem-based learning (PBL). Skills objectives are described. The course was structured with a theoretical seminar (2 hours of duration), a workshop (2 hours of duration), 4 cases of PBL (24 hours of duration in total) and a role playing workshop (2 hours of duration). The seminar was aimed at the acquisition of theoretical knowledge. The PBL cases provided critical appraisal, obtaining knowledge, and application. The Role Playing set out for the practical demonstration of skills acquired in a simulated environment. A continuous assessment of students was performed throughout their practice on the PBL cases (40% of the final score) and also a final evaluation of the course was carried out via exam (60% of the final score). Students completed a course and faculty evaluation anonymously, which came out with positive results (median score of 8.5/10).

An Elective Course on Antimicrobial Stewardship.

PubMed

Gauthier, Timothy P; Sherman, Elizabeth M; Unger, Nathan R

2015-12-25

To implement an antimicrobial stewardship (AS) elective course for second-year and third-year pharmacy students and to assess its impact on students' perceptions regarding the application of AS principles. A 2-credit elective course focusing on principles of AS incorporated prelecture didactic recordings with primary literature and guideline-based reading assignments, in-class active-learning group work and student-led presentations, and student-generated examination items. Perceptions were assessed by precourse and postcourse survey items. Graded course assessments included completion of preclass assignments (readings, prerecorded lecture and writing assessment items), in-class active participation and group presentations, a midpoint examination, and a final examination. An AS-themed elective course in a doctor of pharmacy curriculum incorporating preclass, self-directed learning and in-class group-based active-learning strategies positively impacted students' perceived understanding of AS strategies.

Teaching undergraduate students in rural general practice: an evaluation of a new rural campus in England.

PubMed

Bartlett, Maggie; Pritchard, Katie; Lewis, Leo; Hays, Richard B; Mckinley, Robert K

2016-01-01

One approach to facilitating student interactions with patient pathways at Keele University School of Medicine, England, is the placement of medical students for 25% of their clinical placement time in general practices. The largest component is a 15-week 'student attachment' in primary care during the final year, which required the development of a new network of teaching practices in a rural district of England about 90 km (60 mi) from the main campus in North Staffordshire. The new accommodation and education hub was established in 2011-2012 to enable students to become immersed in those communities and learn about medical practice within a rural and remote context. Objectives were to evaluate the rural teaching from the perspectives of four groups: patients, general practice tutors, community hospital staff and students. Learning outcomes (as measured by objective structured clinical examinations) of students learning in rural practices in the final year were compared with those in other practices. Data were gathered from a variety of sources. Students' scores in cohort-wide clinical assessment were compared with those in other locations. Semi-structured interviews were conducted with general practice tutors and community hospital staff. Serial focus groups explored the perceptions of the students, and questionnaires were used to gather the views of patients. Patients reported positive experiences of students in their consultations, with 97% expressing willingness to see students. The majority of patients considered that teaching in general practice was a good thing. They also expressed altruistic ideas about facilitating learning. The tutors were enthusiastic and perceived that teaching had positive impacts on their practices despite negative effects on their workload. The community hospital staff welcomed students and expressed altruistic ideas about helping them learn. There was no significant difference between the rurally placed students' objective structured clinical examination performance and that of their peers in other locations. Some students had difficulty with the isolation from peers and academic activities, and travel was a problem despite their accommodation close to the practices. Students valued the learning opportunities offered by the rural practice placements. The general practice tutors, patients and community hospital staff found teaching to be a positive experience overall and perceived a value to the health system and broader community in students learning locally for substantial periods of time. The evaluation has identified some student concerns about transport times and costs, social isolation, and access to resources and administrative tasks, and these are being addressed.

How does feedback in mini-CEX affect students' learning response?

PubMed

Sudarso, Sulistiawati; Rahayu, Gandes Retno; Suhoyo, Yoyo

2016-12-19

This study was aimed to explore students' learning response toward feedback during mini-CEX encounter. This study used a phenomenological approach to identify the students' experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). Feedback content and the way of providing feedback on mini-CEX stimulated students' internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students' reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students' increased self-efficacy, attitude, knowledge and clinical skill. Feedback content and the way of providing feedback on mini-CEX stimulates the students' internal processes to do a follow-up on feedback. However, another external factor also affects the students' decision on the follow-up actions. The follow-ups result in various learning effects on the students. Feedback given along with summative assessment enhances learning effects on students, as well. It is suggested that supervisors of clinical education are prepared to comprehend every factor influencing feedback on mini CEX to improve the students' learning response.

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

Comparison of student learning in the out-patient clinic and ward round.

PubMed

Davis, M H; Dent, J A

1994-05-01

In undergraduate medical education there is a trend away from ward-based teaching towards out-patient and community-based teaching. To study the potential effects of this altered emphasis on student learning, a pilot group of final-year medical students at the University of Dundee was asked to keep individual structured log-books. These contained details of patients seen during their 3-week orthopaedic attachment in both a ward and out-patient setting. A comparison of perceived learning in the two settings showed that students learned more from attending an out-patient clinic than a ward round, but did not make full use of the learning potential of either. The setting did not particularly influence the balance of learning as categorized here but only the ward round supplied experience of surgical complications. The amount of learning taking place in an out-patient clinic was influenced by student ability, measured by examination performance, but not by clinic work-load. The implications of increased use of out-patient clinics and the advantages and disadvantages of the approach employed are discussed. It is concluded that in the situation studied student learning in the outpatient setting is as good as or superior to the ward setting but should not totally replace it.

Enhancing undergraduate students' chemistry understanding through project-based learning in an IT environment

NASA Astrophysics Data System (ADS)

Barak, Miri; Dori, Yehudit Judy

2005-01-01

Project-based learning (PBL), which is increasingly supported by information technologies (IT), contributes to fostering student-directed scientific inquiry of problems in a real-world setting. This study investigated the integration of PBL in an IT environment into three undergraduate chemistry courses, each including both experimental and control students. Students in the experimental group volunteered to carry out an individual IT-based project, whereas the control students solved only traditional problems. The project included constructing computerized molecular models, seeking information on scientific phenomena, and inquiring about chemistry theories. The effect of the PBL was examined both quantitatively and qualitatively. The quantitative analysis was based on a pretest, a posttest, and a final examination, which served for comparing the learning gains of the two research groups. For the qualitative analysis, we looked into the experimental students' performance, as reflected by the projects they had submitted. In addition, think alou interviews and observations helped us gain insight into the students' conceptual understanding of molecular structures. Students who participated in the IT-enhanced PBL performed significantly better than their control classmates not only on their posttest but also on their course final examination. Analyzing the qualitative findings, we concluded that the construction of computerized models and Web-based inquiry activities helped promote students' ability of mentally traversing the four levels of chemistry understanding: symbolic, macroscopic, microscopic, and process. More generally, our results indicated that incorporating IT-rich PBL into freshmen courses can enhance students' understanding of chemical concepts, theories, and molecular structures.

Expanding nursing education through e-learning: A case study in Malaysia.

PubMed

Syed-Mohamad, Sharifah-Mastura; Pardi, Kasmah-Wati; Zainal, Nor-Azmi; Ismail, Zalina

2006-01-01

The School of Health Sciences, Universiti Sains Malaysia (SHS) is planning to expand its contribution to produce more graduate nurses by offering a nursing degree through e-learning. After three years of using e-learning by four lecturers in seven nursing courses, we conducted a study to get the lecturers feedback and to compare the students' preference and their actual experiences in e-learning. Lecturers' feedback were collected based on six open-ended questions. Feedback from all the 36 final year nursing students were collected using Constructivist On-line Learning Environment Survey (COLLES)--the Student Experience/Preferred Form. Results show that lecturers and students have positive perception on e-learning. They perceive e-learning as a powerful and effective tool for expanding nursing education to meet the demand for a labour force that is knowledgeable, highly skilled and equipped with positive values. We believe blended learning is the most suitable approach to implement e-learning and social constructivism theory provides the dynamic view of learning. To increase success in e-learning implementation for the nursing programme, lecturers should be educated regarding proper instructional design so that their content delivery blends well with the technology and pedagogy.

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.

Influence of Discussion Rating in Cooperative Learning Type Numbered Head Together on Learning Results Students VII MTSN Model Padang

NASA Astrophysics Data System (ADS)

Sasmita, E.; Edriati, S.; Yunita, A.

2018-04-01

Related to the math score of the first semester in class at seventh grade of MTSN Model Padang which much the score that low (less than KKM). It because of the students who feel less involved in learning process because the teacher don't do assessment the discussions. The solution of the problem is discussion assessment in Cooperative Learning Model type Numbered Head Together. This study aims to determine whether the discussion assessment in NHT effect on student learning outcomes of class VII MTsN Model Padang. The instrument used in this study is discussion assessment and final tests. The data analysis technique used is the simple linear regression analysis. Hypothesis test results Fcount greater than the value of Ftable then the hypothesis in this study received. So it concluded that the assessment of the discussion in NHT effect on student learning outcomes of class VII MTsN Model Padang.

The Use of a Knowledge Survey as an Indicator of Student Learning in an Introductory Biology Course

PubMed Central

2005-01-01

A knowledge survey (KS) is a series of content-based questions sequenced in order of presentation during a course. Students do not answer the questions; rather, they rank their confidence in their ability to answer each question. A 304-question KS was designed and implemented for a multisection, multi-instructor introductory biology course to determine whether this tool could be used to assess student learning. The KS was administered during the first 2 wk and the last 2 wk of the semester online via WebCT. Results were scored using one point for each “not confident” response (level 1), two points for each “possibly confident” response (level 2), and three points for each “confident” response (level 3). We found that scores increased significantly between the pre- and post-KS, indicating that student confidence in their knowledge of the course material increased over the semester. However, the correlation between student confidence and final grades was negligible or low, and chi-square tests show that KS scores and matched exam questions were not significantly related. We conclude that under the conditions implemented in our study, the KS does not reliably measure student learning as measured by final grades or exam questions. PMID:16341258

The Single Needle Lockstitch Machine. [Setting Zippers.] Module 8.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This module on setting zippers, one in a series on the single needle lockstitch sewing machine for student self-study, contains five sections. Each section includes the following parts: an introduction, directions, an objective, learning activities, student information, student self-check, check-out activities, and an instructor's final checklist.…

Enhancing Student Learning: RN CAT Advisement Program.

ERIC Educational Resources Information Center

Donaldson, Susan K.

This document describes a community college advisement program that was implemented to improve the student pass rate for the national nursing licensure examination. The nursing faculty at Manatee Community College (Florida) recently instituted an advisement system during the final semester of the two-year nursing program. First, students were…

Hands-on Simulation versus Traditional Video-learning in Teaching Microsurgery Technique

PubMed Central

SAKAMOTO, Yusuke; OKAMOTO, Sho; SHIMIZU, Kenzo; ARAKI, Yoshio; HIRAKAWA, Akihiro; WAKABAYASHI, Toshihiko

2017-01-01

Bench model hands-on learning may be more effective than traditional didactic practice in some surgical fields. However, this has not been reported for microsurgery. Our study objective was to demonstrate the efficacy of bench model hands-on learning in acquiring microsuturing skills. The secondary objective was to evaluate the aptitude for microsurgery based on personality assessment. Eighty-six medical students comprising 62 men and 24 women were randomly assigned to either 20 min of hands-on learning with a bench model simulator or 20 min of video-learning using an instructional video. They then practiced microsuturing for 40 min. Each student then made three knots, and the time to complete the task was recorded. The final products were scored by two independent graders in a blind fashion. All participants then took a personality test, and their microsuture test scores and the time to complete the task were compared. The time to complete the task was significantly shorter in the simulator group than in the video-learning group. The final product scores tended to be higher with simulator-learning than with video-learning, but the difference was not significant. Students with high “extraversion” scores on the personality inventory took a shorter time to complete the suturing test. Simulator-learning was more effective for microsurgery training than video instruction, especially in understanding the procedure. There was a weak association between personality traits and microsurgery skill. PMID:28381653

Benefits from retrieval practice are greater for students with lower working memory capacity.

PubMed

Agarwal, Pooja K; Finley, Jason R; Rose, Nathan S; Roediger, Henry L

2017-07-01

We examined the effects of retrieval practice for students who varied in working memory capacity as a function of the lag between study of material and its initial test, whether or not feedback was given after the test, and the retention interval of the final test. We sought to determine whether a blend of these conditions exists that maximises benefits from retrieval practice for lower and higher working memory capacity students. College students learned general knowledge facts and then restudied the facts or were tested on them (with or without feedback) at lags of 0-9 intervening items. Final cued recall performance was better for tested items than for restudied items after both 10 minutes and 2 days, particularly for longer study-test lags. Furthermore, on the 2-day delayed test the benefits from retrieval practice with feedback were significantly greater for students with lower working memory capacity than for students with higher working memory capacity (r = -.42). Retrieval practice may be an especially effective learning strategy for lower ability students.

Becoming a professional: What is the influence of registered nurses on nursing students' learning in the clinical environment?

PubMed

Ó Lúanaigh, Padraig

2015-11-01

This research was undertaken to understand the influence of registered nurses on nursing students' learning in the clinical environment to inform strategies to enable registered nurses to provide effective support to learners while also assisting nursing students to adopt approaches to maximise their learning in the clinical environment. A case study approach was applied in this research to explore descriptions of clinical experience of five final year nursing students. The student participants identified the importance of the clinical environment to their learning and wanted to and had actively managed their learning in the clinical environment. The students did not passively acquire knowledge or simply replicate what they observed from others. There was evidence that the students had strong and established perceptions of what constituted 'good' nursing and described an ability to discriminate between differing levels of nursing practice. Nursing knowledge was gained from respected registered nurses who were best able to describe and demonstrate the 'tricks of the trade' and 'little things that matter' when providing 'good' nursing. The outcomes from this research indicate an important role for registered nurses in both shaping nursing students' professional nursing identity and access to clinical learning. Copyright © 2015 Elsevier Ltd. All rights reserved.

Undergraduate nursing students' perspectives on clinical assessment at transition to practice.

PubMed

Wu, Xi Vivien; Wang, Wenru; Pua, Lay Hoon; Heng, Doreen Gek Noi; Enskär, Karin

2015-01-01

Assessment of clinical competence requires explicitly defined standards meeting the national standards of the nursing profession. This is a complex process because of the diverse nature of nursing practice. To explore the perceptions of final-year undergraduate nursing students regarding clinical assessment at transition to practice. An exploratory qualitative approach was adopted. Twenty-four students participated in three focus group discussions. Thematic analysis was conducted. Five themes emerged: the need for a valid and reliable clinical assessment tool, the need for a flexible style of reflection and specific feedback, the dynamic clinical learning environment, students' efforts in learning and assessment, and the unclear support system for preceptors. Workload, time, resource availability, adequate preparation of preceptors, and the provision of valid and reliable clinical assessment tools were deemed to influence the quality of students' clinical learning and assessment. Nursing leadership in hospitals and educational institutions has a joint responsibility in shaping the clinical learning environment and providing clinical assessments for the students.

Effects of Didactic Instruction and Test-Enhanced Learning in a Nursing Review Course.

PubMed

Tu, Yu-Ching; Lin, Yi-Jung; Lee, Jonathan W; Fan, Lir-Wan

2017-11-01

Determining the most effective approach for students' successful academic performance and achievement on the national licensure examination for RNs is important to nursing education and practice. A quasi-experimental design was used to compare didactic instruction and test-enhanced learning among nursing students divided into two fundamental nursing review courses in their final semester. Students in each course were subdivided into low-, intermediate-, and high-score groups based on their first examination scores. Mixed model of repeated measure and two-way analysis of variance were applied to evaluate students' academic results and both teaching approaches. Intermediate-scoring students' performances improved more through didactic instruction, whereas low-scoring students' performances improved more through test-enhanced learning. Each method had differing effects on individual subgroups within the different performance level groups of their classes, which points to the importance of considering both the didactic and test-enhanced learning approaches. [J Nurs Educ. 2017;56(11):683-687.]. Copyright 2017, SLACK Incorporated.

Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology

PubMed Central

Patel, Maya; Johnson, Erika; Weiss, Martha

2009-01-01

We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years—1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change. PMID:19723815

Impact of an iDevice application on student learning in an occupational therapy kinesiology course.

PubMed

Hughes, Jason K; Kearney, Pamalyn

2017-01-01

As technology continues to evolve, and information is increasingly accessed through smartphones and tablets, it is essential for university faculty to reassess teaching methodologies. This study explored how use of an iDevice application (app) by participants enrolled in an entry-level occupational therapy kinesiology course affected student learning in the course. This iDevice app was developed through a collaboration between the lead author and the Department of Technology Enhanced Learning and Innovation at Augusta University. The iDevice app was released to the public via the Apple ® App Store at the midpoint of the kinesiology course. All students were invited to use the app. Focus groups were conducted with 19 students recruited from the first year cohort of occupational therapy graduate students. These focus groups were conducted at the end of the semester once grades had been submitted. Thematic analysis of focus group transcripts revealed three themes reflecting how participants perceived app use impacting their learning. Participants report the app facilitated learning through provision of visual content, serving as a reliable source of information, and generally supporting the learning process. The Kinesiology Pro Consult App provided on demand learning, allowing students to be more autonomous with their learning and take advantage of opportunities to learn anywhere and anytime. Finally, participants reported the app allowed them to be more efficient in their learning, possibly allowing more time for other courses. Mobile device apps that support student learning in specific content areas may provide positive benefits to student learning both in the specific course related to the app but also in other courses as a result of increased efficiency in learning.

Impact of an iDevice application on student learning in an occupational therapy kinesiology course

PubMed Central

Kearney, Pamalyn

2017-01-01

Background As technology continues to evolve, and information is increasingly accessed through smartphones and tablets, it is essential for university faculty to reassess teaching methodologies. This study explored how use of an iDevice application (app) by participants enrolled in an entry-level occupational therapy kinesiology course affected student learning in the course. This iDevice app was developed through a collaboration between the lead author and the Department of Technology Enhanced Learning and Innovation at Augusta University. Methods The iDevice app was released to the public via the Apple® App Store at the midpoint of the kinesiology course. All students were invited to use the app. Focus groups were conducted with 19 students recruited from the first year cohort of occupational therapy graduate students. These focus groups were conducted at the end of the semester once grades had been submitted. Results Thematic analysis of focus group transcripts revealed three themes reflecting how participants perceived app use impacting their learning. Participants report the app facilitated learning through provision of visual content, serving as a reliable source of information, and generally supporting the learning process. The Kinesiology Pro Consult App provided on demand learning, allowing students to be more autonomous with their learning and take advantage of opportunities to learn anywhere and anytime. Finally, participants reported the app allowed them to be more efficient in their learning, possibly allowing more time for other courses. Conclusions Mobile device apps that support student learning in specific content areas may provide positive benefits to student learning both in the specific course related to the app but also in other courses as a result of increased efficiency in learning. PMID:29184895

An approach to developing independent learning and non-technical skills amongst final year mining engineering students

NASA Astrophysics Data System (ADS)

Knobbs, C. G.; Grayson, D. J.

2012-06-01

There is mounting evidence to show that engineers need more than technical skills to succeed in industry. This paper describes a curriculum innovation in which so-called 'soft' skills, specifically inter-personal and intra-personal skills, were integrated into a final year mining engineering course. The instructional approach was designed to promote independent learning and to develop non-technical skills, essential for students on the threshold of becoming practising engineers. Three psychometric tests were administered at the beginning of the course to make students aware of their own and their classmates' characteristics. Substantial prescribed reading assignments preceded weekly group discussions. Several projects during the course required team work skills and application of content knowledge to real-world contexts. Results obtained from students' reflection papers, assignments related to 'soft' skills and end of course evaluations suggest that students' appreciation of the need for these skills, as well as their own perceived competence, increased during the course. Their ability to function as independent learners also increased.

Preparing nursing students to be competent for future professional practice: applying the team-based learning-teaching strategy.

PubMed

Cheng, Ching-Yu; Liou, Shwu-Ru; Hsu, Tsui-Hua; Pan, Mei-Yu; Liu, Hsiu-Chen; Chang, Chia-Hao

2014-01-01

Team-based learning (TBL) has been used for many years in business and science, but little research has focused on its application in nursing education. This quasi-experimental study was to apply the TBL in four nursing courses at a university in Taiwan and to evaluate its effect on students' learning outcomes and behaviors. Adult health nursing, maternal-child nursing, community health nursing, and medical-surgical nursing were the 4 designated courses for this study. Three hundred ninety-nine students in 2-year registered nurse-bachelor of science in nursing, and regular 4-year nursing programs enrolled in the designated courses were contacted. Three hundred eighty-seven students agreed to participate in the data collection. Results showed that the TBL significantly improved the learning behaviors of students in both programs, including class engagement (p < .001) and self-directed learning (p < .001). The group readiness assurance test score was significantly higher than the mean individual readiness assurance test (IRAT) score. The final examination score was significantly higher than the IRAT score, which means that TBL is effective in improving students' academic performance. The study revealed that TBL generally improves students' learning behaviors and academic performance. These learning behaviors are important and beneficial for the students' future professional development. The TBL method can be considered for broader application in nursing education. Copyright © 2014 Elsevier Inc. All rights reserved.

A Research Project to Determine the Student Acceptability and Learning Effectiveness of Microform Collections in Community Junior Colleges: Phase II. Final Report.

ERIC Educational Resources Information Center

Gaddy, Dale

Five pilot studies were conducted at four two-year colleges in the Washington, D.C. area during the 1970-71 academic year to identify relevant variables for subsequent in-depth examination in this USOE-funded research project which is designed to determine student acceptance and learning effectiveness of microform. Known as Phase II, the year's…

Nursing students at a university - a study about learning style preferences.

PubMed

Hallin, Karin

2014-12-01

In most adult education, teachers use methods that assume all students learn in the same way. But knowledge of students' learning style preferences highlights the importance of adequate teaching and learning adaptation. The aim of the study was to describe and compare final year nursing students' learning style preferences in two campuses during three semesters. A further aim was to identify differences between learning style preferences and personal characteristics. A descriptive cross-sectional study using the Productivity Environmental Preference Survey (PEPS) questionnaire was conducted at a Swedish rural university. Three semester groups with 263 nursing students participated in 2012-2013. The majority of the students were 'flexible' in their learning style preferences and had none or few strong preferences. Students with strong preferences preferred high structure (75%) and an authority figure present (40%). About a third were highly auditory, tactile and/or kinesthetic while 8% were highly visual. Few significant differences were revealed between the groups of campuses and the groups of semesters or between learning style preferences and upper secondary school and care experience. There were no significant differences between learning style preferences and age and assistant nurse graduation. More women than men were highly motivated, auditory, tactile and kinesthetic and preferred structure and mobility. The PEPS questionnaire provides nursing students with self-awareness regarding their strengths and shortcomings in learning and teachers with a valuable and practical basis for their selection of adapted individual and group teaching methods. The findings suggest the need for wide variation and interactive teaching approaches, conscious didactic actions between cooperating teachers and conscious learning strategies for nursing students. Copyright © 2014 Elsevier Ltd. All rights reserved.

A Learner-Centered Spiral Knowledge Approach to Teaching Isotope Geology

NASA Astrophysics Data System (ADS)

Reid, M. R.

2006-12-01

Aided by the insights I gained by participation in the Arizona Board of Regents Tri-University Collaboration on Learner-Centered Practice, I made major changes to a graduate course in isotope geology (GLG617), including: 1) implementation of a spiral knowledge approach (e.g., Bruner, 1990; Dyar et al., 2004); 2) incorporation of more learner-centered in-class activities; and 3) more explicit emphasis on skills that I regarded as important for success in geochemistry. In the geosciences, the field of isotope geology is now an essential area of inquiry with implications for geologic timescales, climate information, tracing geochemical processes, and biological evolution, to name a few. The traditional approach to teaching isotope geology suffers from the fact that learning tends to be compartmentalized by technique/approach and one subfield (e.g., stable or radiogenic isotopes) is usually favored by appearing earlier in semester. To make learning more integrated, I employed a simplified spiral learning approach so that common principles could be revisited several times over the course of the semester and, in so doing, students' grasp of the fundamental principles could be scaffolded into greater understanding. Other learner-centered changes to the course included more explicit emphasis on helping students become comfortable with interpreting data displayed graphically and explicit emphasis on helping students give and evaluate oral presentations that rely on isotope data. I also developed a detailed grading rubric for the final paper and allowed students to have a draft of their final papers evaluated and graded (guided by Huba and Freed, 2000) A number of cooperative learning activities developed specifically for this course (19 in all) enabled me to gain a better appreciation for students' learning. Activities included pair share, round-robin, small group explorations of techniques and case studies (sometimes as introduction to, sometimes as review of material), and Jeopardy-style review sessions. Student learning was also encouraged by brief take-home assignments (graded for "participation") and announced and unannounced quizzes on reading and lecture material. On assessment questionnaires completed after three major milestones in the course (the mid-term exam, the first oral presentation, and the final paper), students ranked the in-class cooperative learning activities as on par with lectures and homework exercises in facilitating their learning. Students recorded improvements in perceived comfort levels with the three major goals identified for the course as the semester progressed even though they were not explicitly reminded of these goals at the time of assessment. Exam performance was better than average and student evaluations indicated greater instructor satisfaction. I enjoyed teaching the class as much as any I have ever taught. References cited: Bruner, J., 1990. Acts of Meaning. Harvard University Press.; Dyar, M.D., Gunter, M.E., Davis, J.C., and Odell, M.R., 2004. Integration of new methods into teaching mineralogy; Huba, M.E. and Freed, J.E., 2000. Learner-centered Assessment on College Campus: Shifting the Focus from Teaching to Learning. Allyn and Bacon.

Let's Face(book) It: Analyzing Interactions in Social Network Groups for Chemistry Learning

ERIC Educational Resources Information Center

Rap, Shelley; Blonder, Ron

2016-01-01

We examined how social network (SN) groups contribute to the learning of chemistry. The main goal was to determine whether chemistry learning could occur in the group discourse. The emphasis was on groups of students in the 11th and 12th grades who learn chemistry in preparation for their final external examination. A total of 1118 discourse…

Designing for Diverse Learning: Case Study of Place-Based Learning in Design and Technologies Pre-Service Teacher Education

ERIC Educational Resources Information Center

Best, Marnie; MacGregor, Denise; Price, Deborah

2017-01-01

Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with…

Application of pedagogy reflective in statistical methods course and practicum statistical methods

NASA Astrophysics Data System (ADS)

Julie, Hongki

2017-08-01

Subject Elementary Statistics, Statistical Methods and Statistical Methods Practicum aimed to equip students of Mathematics Education about descriptive statistics and inferential statistics. The students' understanding about descriptive and inferential statistics were important for students on Mathematics Education Department, especially for those who took the final task associated with quantitative research. In quantitative research, students were required to be able to present and describe the quantitative data in an appropriate manner, to make conclusions from their quantitative data, and to create relationships between independent and dependent variables were defined in their research. In fact, when students made their final project associated with quantitative research, it was not been rare still met the students making mistakes in the steps of making conclusions and error in choosing the hypothetical testing process. As a result, they got incorrect conclusions. This is a very fatal mistake for those who did the quantitative research. There were some things gained from the implementation of reflective pedagogy on teaching learning process in Statistical Methods and Statistical Methods Practicum courses, namely: 1. Twenty two students passed in this course and and one student did not pass in this course. 2. The value of the most accomplished student was A that was achieved by 18 students. 3. According all students, their critical stance could be developed by them, and they could build a caring for each other through a learning process in this course. 4. All students agreed that through a learning process that they undergo in the course, they can build a caring for each other.

‘He's going to be a doctor in August’: a narrative interview study of medical students' and their educators' experiences of aligned and misaligned assistantships

PubMed Central

Jones, Owen Meurig; Okeke, Chiemeka; Bullock, Alison; Wells, Stephanie E; Monrouxe, Lynn V

2016-01-01

Objective To explore final-year students’ and clinical supervisors’ experiences of alignment and misalignment with future Foundation Year 1 (F1) posts in an assistantship programme in the UK. Setting Assistantships are clinical placements in which students assist junior doctors by undertaking similar duties under supervision. Models of assistantship programmes vary across curricula. Some actively seek to align with students’ initial postgraduate F1 post. To date, no research has examined the implications of this association for teaching and learning. Qualitative individual and group narrative interviews were conducted with students and supervisors of 2 Welsh medical schools to address: RQ1: How do students and supervisors understand the purpose of the longitudinal assistantship? RQ2: Does alignment/misalignment of the assistantship with students’ initial F1 post influence students’ and supervisors’ teaching and learning experiences? Audio-recordings of interviews were transcribed, participants anonymised and framework analysis was used. Participants A convenience sample of 4 participant groups comprised (1) final-year medical students whose assistantship and F1 post were aligned (n=27), (2) final-year medical students whose assistantship and F1 post were misaligned (n=18) and (3) supervisors (n=10, junior doctors; n=11, consultants). Results All participant groups highlighted increased student confidence in undertaking the duties of an F1 doctor arising from their assistantship period. Learning transferable skills was also highlighted. Many students considered themselves to be team members, ‘learning the trade’ as they shadowed their F1. Opportunities for caring for acutely unwell patients were scarce. The evidence shows enhanced engagement for students aligned to their first F1 post with greater opportunities for workplace acclimatisation. Those who were misaligned were perceived as being disadvantaged. Conclusions Our findings suggest that alignment with students’ first F1 post enhances the assistantship experience. Further longitudinal assessment is required to examine whether and how this translates into improvements in functioning and reductions in stress and anxiety during this transitional period. PMID:27288387

The New Gold Rush: Establishing Effective Online Learning Policies

ERIC Educational Resources Information Center

Serim, Ferdi

2007-01-01

Online learning is the fastest growing segment of educational technology, for both the best and worst of reasons. The promise of delivering student-centered education, anytime, anywhere, at any pace provides the best reason. Online learning certainly has the potential to finally deliver on these promises. The temptation to replace highly skilled…

Managing Courses Defining Learning: What Faculty, Students, and Administrators Want

ERIC Educational Resources Information Center

Jafari, Ali; McGee, Patricia; Carmean, Colleen

2006-01-01

The use of Learning/Course Management Systems (L/CMSs) has exploded in higher education. Recently, these authors served as editors for a book, "Course Management Systems for Learning," which explored current L/CMS design and usage by documenting best practices, research, standards, and implementations. Although the final section of the book…

Motivation, Confidence, and Control; Unraveling Active Learning for Nutrition and Food Undergraduates

ERIC Educational Resources Information Center

Paxman, Jenny R.; Nield, Kevin; Hall, Anna C.

2011-01-01

Abstract: Nutrition and food students at Sheffield Hallam University completed an "active learning" assessment as part of a final year module, Applied Nutrition 2. The purpose of the "active learning" assessment was to encourage and enhance learner autonomy. The assessment consisted of 5 main stages: a briefing, thought shower,…

Improving Nursing Students' Learning Outcomes in Fundamentals of Nursing Course through Combination of Traditional and e-Learning Methods.

PubMed

Sheikhaboumasoudi, Rouhollah; Bagheri, Maryam; Hosseini, Sayed Abbas; Ashouri, Elaheh; Elahi, Nasrin

2018-01-01

Fundamentals of nursing course are prerequisite to providing comprehensive nursing care. Despite development of technology on nursing education, effectiveness of using e-learning methods in fundamentals of nursing course is unclear in clinical skills laboratory for nursing students. The aim of this study was to compare the effect of blended learning (combining e-learning with traditional learning methods) with traditional learning alone on nursing students' scores. A two-group post-test experimental study was administered from February 2014 to February 2015. Two groups of nursing students who were taking the fundamentals of nursing course in Iran were compared. Sixty nursing students were selected as control group (just traditional learning methods) and experimental group (combining e-learning with traditional learning methods) for two consecutive semesters. Both groups participated in Objective Structured Clinical Examination (OSCE) and were evaluated in the same way using a prepared checklist and questionnaire of satisfaction. Statistical analysis was conducted through SPSS software version 16. Findings of this study reflected that mean of midterm (t = 2.00, p = 0.04) and final score (t = 2.50, p = 0.01) of the intervention group (combining e-learning with traditional learning methods) were significantly higher than the control group (traditional learning methods). The satisfaction of male students in intervention group was higher than in females (t = 2.60, p = 0.01). Based on the findings, this study suggests that the use of combining traditional learning methods with e-learning methods such as applying educational website and interactive online resources for fundamentals of nursing course instruction can be an effective supplement for improving nursing students' clinical skills.

Improving Nursing Students' Learning Outcomes in Fundamentals of Nursing Course through Combination of Traditional and e-Learning Methods

PubMed Central

Sheikhaboumasoudi, Rouhollah; Bagheri, Maryam; Hosseini, Sayed Abbas; Ashouri, Elaheh; Elahi, Nasrin

2018-01-01

Background: Fundamentals of nursing course are prerequisite to providing comprehensive nursing care. Despite development of technology on nursing education, effectiveness of using e-learning methods in fundamentals of nursing course is unclear in clinical skills laboratory for nursing students. The aim of this study was to compare the effect of blended learning (combining e-learning with traditional learning methods) with traditional learning alone on nursing students' scores. Materials and Methods: A two-group post-test experimental study was administered from February 2014 to February 2015. Two groups of nursing students who were taking the fundamentals of nursing course in Iran were compared. Sixty nursing students were selected as control group (just traditional learning methods) and experimental group (combining e-learning with traditional learning methods) for two consecutive semesters. Both groups participated in Objective Structured Clinical Examination (OSCE) and were evaluated in the same way using a prepared checklist and questionnaire of satisfaction. Statistical analysis was conducted through SPSS software version 16. Results: Findings of this study reflected that mean of midterm (t = 2.00, p = 0.04) and final score (t = 2.50, p = 0.01) of the intervention group (combining e-learning with traditional learning methods) were significantly higher than the control group (traditional learning methods). The satisfaction of male students in intervention group was higher than in females (t = 2.60, p = 0.01). Conclusions: Based on the findings, this study suggests that the use of combining traditional learning methods with e-learning methods such as applying educational website and interactive online resources for fundamentals of nursing course instruction can be an effective supplement for improving nursing students' clinical skills. PMID:29861761

Winning with Art

ERIC Educational Resources Information Center

Walter, Bethany

2005-01-01

Developing learning experiences around real-world scenarios engages students in hands-on, authentic learning that promotes skills such as: research methods, collaboration, workplace skills, persistence, information organization and application, and self-reflection practice. The final work, new skills, and knowledge may then be demonstrated to an…

Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing?

PubMed

Ghorbani, Naghme; Karbalay-Doust, Saied; Noorafshan, Ali

2014-02-01

Team-based learning (TBL) is used in the medical field to implement interactive learning in small groups. The learning of anatomy and its subsequent application requires the students to recall a great deal of factual content. The aims of this study were to evaluate the students' satisfaction, engagement and knowledge gain in anatomy through the medium of TBL in comparison to the traditional lecture method. This study, carried out from February to June 2012, included 30 physical therapy students of the Shiraz University of Medical Science, School of Rehabilitation Sciences. Classic TBL techniques were modified to cover lower limb anatomy topics in the first year of the physical therapy curriculum. Anatomy lectures were replaced with TBL, which required the preparation of assigned content, specific discussion topics, an individual self-assessment test (IRAT) and the analysis of discussion topics. The teams then subsequently retook the assessment test as a group (GRAT). The first eight weeks of the curriculum were taught using traditional didactic lecturing, while during the second eight weeks the modified TBL method was used. The students evaluated these sessions through a questionnaire. The impact of TBL on student engagement and educational achievement was determined using numerical data, including the IRAT, GRAT and final examination scores. Students had a higher satisfaction rate with the TBL teaching according to the Likert scale. Additionally, higher scores were obtained in the TBL-based final examination in comparison to the lecture-based midterm exam. The students' responses showed that the TBL technique could be used alone or in conjunction with traditional didactic lecturing in order to teach anatomy more effectively.

What can biochemistry students learn about protein translation? Using variation theory to explore the space of learning created by some common external representations

NASA Astrophysics Data System (ADS)

Bussey, Thomas J.

Biochemistry education relies heavily on students' ability to visualize abstract cellular and molecular processes, mechanisms, and components. As such, biochemistry educators often turn to external representations to provide tangible, working models from which students' internal representations (mental models) can be constructed, evaluated, and revised. However, prior research has shown that, while potentially beneficial, external representations can also lead to alternative student conceptions. Considering the breadth of biochemical phenomena, protein translation has been identified as an essential biochemical process and can subsequently be considered a fundamental concept for biochemistry students to learn. External representations of translation range from static diagrams to dynamic animations, from simplistic, stylized illustrations to more complex, realistic presentations. In order to explore the potential for student learning about protein translation from some common external representations of translation, I used variation theory. Variation theory offers a theoretical framework from which to explore what is intended for students to learn, what is possible for students to learn, and what students actually learn about an object of learning, e.g., protein translation. The goals of this project were threefold. First, I wanted to identify instructors' intentions for student learning about protein translation. From a phenomenographic analysis of instructor interviews, I was able to determine the critical features instructors felt their students should be learning. Second, I wanted to determine which features of protein translation were possible for students to learn from some common external representations of the process. From a variation analysis of the three representations shown to students, I was able to describe the possible combinations of features enacted by the sequential viewing of pairs of representations. Third, I wanted to identify what students actually learned about protein translation by viewing these external representations. From a phenomenographic analysis of student interviews, I was able to describe changes between students prior lived object of learning and their post lived object of learning. Based on the findings from this project, I can conclude that variation can be used to cue students to notice particular features of an external representation. Additionally, students' prior knowledge and, potentially, the intended objects of learning from previous instructors can also affect what students can learn from a representation. Finally, further study is needed to identify the extent to which mode and level of abstraction of an external representation affect student learning outcomes.

Contextual approach using VBA learning media to improve students’ mathematical displacement and disposition ability

NASA Astrophysics Data System (ADS)

Chotimah, Siti; Bernard, M.; Wulandari, S. M.

2018-01-01

The main problems of the research were the lack of reasoning ability and mathematical disposition of students to the learning of mathematics in high school students in Cimahi - West Java. The lack of mathematical reasoning ability in students was caused by the process of learning. The teachers did not train the students to do the problems of reasoning ability. The students still depended on each other. Sometimes, one of patience teacher was still guiding his students. In addition, the basic ability aspects of students also affected the ability the mathematics skill. Furthermore, the learning process with contextual approach aided by VBA Learning Media (Visual Basic Application for Excel) gave the positive influence to the students’ mathematical disposition. The students are directly involved in learning process. The population of the study was all of the high school students in Cimahi. The samples were the students of SMA Negeri 4 Cimahi class XIA and XIB. There were both of tested and non-tested instruments. The test instrument was a description test of mathematical reasoning ability. The non-test instruments were questionnaire-scale attitudes about students’ mathematical dispositions. This instrument was used to obtain data about students’ mathematical reasoning and disposition of mathematics learning with contextual approach supported by VBA (Visual Basic Application for Excel) and by conventional learning. The data processed in this study was from the post-test score. These scores appeared from both of the experimental class group and the control class group. Then, performing data was processed by using SPSS 22 and Microsoft Excel. The data was analyzed using t-test statistic. The final result of this study concluded the achievement and improvement of reasoning ability and mathematical disposition of students whose learning with contextual approach supported by learning media of VBA (Visual Basic Application for Excel) was better than students who got conventional learning.

Integrating Project-Based Service-Learning into an Advanced Environmental Chemistry Course

NASA Astrophysics Data System (ADS)

Draper, Alison J.

2004-02-01

In an advanced environmental chemistry course, the inclusion of semester-long scientific service projects successfully integrated the research process with course content. Each project involved a unique community-based environmental analysis in which students assessed an aspect of environmental health. The projects were due in small pieces at even intervals, and students worked independently or in pairs. Initially, students wrote a project proposal in which they chose and justified a project. Following a literature review of their topic, they drafted sampling and analysis plans using methods in the literature. Samples were collected and analyzed, and all students assembled scientific posters describing the results of their study. In the last week of the semester, the class traveled to a regional professional meeting to present the posters. In all, students found the experience valuable. They learned to be professional environmental chemists and learned the value of the discipline to community health. Students not only learned about their own project in depth, but they were inspired to learn textbook material, not for an exam, but because it helped them understand their own project. Finally, having a community to answer to at the end of the project motivated students to do careful work.

Educating speech-language pathologists for the 21st century: course design considerations for a distance education Master of Speech Pathology program.

PubMed

McCormack, Jane; Easton, Catherine; Morkel-Kingsbury, Lenni

2014-01-01

The landscape of tertiary education is changing. Developments in information and communications technology have created new ways of engaging with subject material and supporting students on their learning journeys. Therefore, it is timely to reconsider and re-imagine the education of speech-language pathology (SLP) students within this new learning space. In this paper, we outline the design of a new Master of Speech Pathology course being offered by distance education at Charles Sturt University (CSU) in Australia. We discuss the catalyst for the course and the commitments of the SLP team at CSU, then describe the curriculum design process, focusing on the pedagogical approach and the learning and teaching strategies utilised in the course delivery. We explain how the learning and teaching strategies have been selected to support students' online learning experience and enable greater interaction between students and the subject material, with students and subject experts, and among student groups. Finally, we highlight some of the challenges in designing and delivering a distance education SLP program and identify future directions for educating students in an online world. © 2015 S. Karger AG, Basel.

Active learning in a large-enrollment introductory biology class: Problem solving, formative feedback, and teaching as learning

NASA Astrophysics Data System (ADS)

Robison, Diane F.

The purpose of this study was to take a case study approach to exploring student learning experiences in a large enrollment introductory biology class. Traditionally such classes are taught through the lecture method with limited instructor-student interaction and minimal student-centered learning (Lewis & Woodward, 1984; Wulff, Nyqst, & Abbott, 1987). Biology 120 taught at Brigham Young University winter semester 2006 by John Bell was chosen as the case for the study due to its large enrollment (263) and its innovative pedagogy. In the classroom, students applied their learning through a variety of student-centered activities including solving problems, discussing concepts with peers, drawing diagrams, and voting. Outside of the classroom students were assigned, in addition to reading from the textbook and homework problems, to teach each week's concepts to another student. Formative feedback was emphasized in classroom activities and through a unique assessment system. Students took self-graded weekly assessments designed to provide regular and timely feedback on their performance. The only traditionally-graded assessment was the final exam. Students were expected to understand, apply, and think analytically with their knowledge and this was reflected in the assessment items. Student learning, as measured by a pretest and a posttest, increased from an average of 44% correct to 77% correct on a set of 22 items common to both tests. Responses to pre and post-surveys indicated that students increased in their orientation towards understanding as apposed to grades during the course. Qualitative data suggested that during the course many students deepened their learning approach and increased in feelings of personal control over their learning.

Action Research to Improve the Learning Space for Diagnostic Techniques.

PubMed

Ariel, Ellen; Owens, Leigh

2015-12-01

The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive operations of "knowledge" and "understanding." The new approach was to exchange part of the traditional activities with elements of interactive learning, where students had the opportunity to engage in deep learning using a variety of learning styles. The effectiveness of the new curriculum was assessed by means of on-course student assessment throughout the module, a final exam, an anonymous questionnaire on student evaluation of the different activities and a focus group of volunteers. Although the new curriculum enabled a major part of the student cohort to achieve higher pass grades (p < 0.001), it did not meet the requirements of the weaker students, and the proportion of the students failing the module remained at 34%. The action research applied here provided a number of valuable suggestions from students on how to improve future curricula from their perspective. Most importantly, an interactive online program that facilitated flexibility in the learning space for the different reagents and their interaction in diagnostic tests was proposed. The methods applied to improve and assess a curriculum refresh by involving students as partners in the process, as well as the outcomes, are discussed. Journal of Microbiology & Biology Education.

Student Perceptions of Online Homework Use for Formative Assessment of Learning in Organic Chemistry.

PubMed

Richards-Babb, Michelle; Curtis, Reagan; Georgieva, Zomitsa; Penn, John H

2015-11-10

Use of online homework as a formative assessment tool for organic chemistry coursework was examined. Student perceptions of online homework in terms of (i) its ranking relative to other course aspects, (ii) their learning of organic chemistry, and (iii) whether it improved their study habits and how students used it as a learning tool were investigated. Our students perceived the online homework as one of the more useful course aspects for learning organic chemistry content. We found a moderate and statistically significant correlation between online homework performance and final grade. Gender as a variable was ruled out since significant gender differences in overall attitude toward online homework use and course success rates were not found. Our students expressed relatively positive attitudes toward use of online homework with a majority indicating improved study habits (e.g., study in a more consistent manner). Our students used a variety of resources to remediate incorrect responses (e.g., class materials, general online materials, and help from others). However, 39% of our students admitted to guessing at times, instead of working to remediate incorrect responses. In large enrollment organic chemistry courses, online homework may act to bridge the student-instructor gap by providing students with a supportive mechanism for regulated learning of content.

Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students

PubMed Central

Cooper, Katelyn M.; Brownell, Sara E.

2016-01-01

As we transition our undergraduate biology classrooms from traditional lectures to active learning, the dynamics among students become more important. These dynamics can be influenced by student social identities. One social identity that has been unexamined in the context of undergraduate biology is the spectrum of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) identities. In this exploratory interview study, we probed the experiences and perceptions of seven students who identify as part of the LGBTQIA community. We found that students do not always experience the undergraduate biology classroom to be a welcoming or accepting place for their identities. In contrast to traditional lectures, active-learning classes increase the relevance of their LGBTQIA identities due to the increased interactions among students during group work. Finally, working with other students in active-learning classrooms can present challenges and opportunities for students considering their LGBTQIA identity. These findings indicate that these students’ LGBTQIA identities are affecting their experience in the classroom and that there may be specific instructional practices that can mitigate some of the possible obstacles. We hope that this work can stimulate discussions about how to broadly make our active-learning biology classes more inclusive of this specific population of students. PMID:27543636

Impact of Adding Internet Technology on Student Performance and Perception of Autonomy in Fundamentals of Electronics Course

NASA Astrophysics Data System (ADS)

Rosero-Zambrano, Carlos Andrés; Avila, Alba; Osorio, Luz Adriana; Aguirre, Sandra

2018-04-01

The coupling of the traditional classroom instruction and a virtual learning environment (VLE) in an engineering course is critical to stimulating the learning process and to encouraging students to develop competencies outside of the classroom. This can be achieved through planned activities and the use of information and communication technologies (ICTs), resources designed to complement students' autonomous learning needs. A quantitative analysis of students' academic performance using final course grades was performed for a fundamentals of electronics course and we examine students' perception of their autonomy using surveys. The students' progress and attitudes were monitored over four consecutive semesters. The first began with the design of the intervention and the following three consisted in the implementation. The strategy was focused on the development of course competencies through autonomous learning with ICT tools presented in the VLE. Findings indicate that the students who did the activities in the VLE showed an increase in performance scores in comparison with students who did not do them. The strategy used in this study, which enhanced perceived autonomy, was associated with a positive effect on their learning process. This research shows that a technology-enhanced course supported by ICT activities can both improve academic performance and foster autonomy in students.

Starting learning in medical practice: an evaluation of a new Introductory Clerkship.

PubMed

Jacobs, J C G; Bolhuis, S; Bulte, J A; Laan, R; Holdrinet, R S G

2005-08-01

The transition from undergraduate medical education to learning in clinical clerkships can be difficult for students. Learning in clinical practice requires awareness of learning opportunities and goals, active elaboration and reflection. Staff should provide students with guidance to learn from their experiences. A new Introductory Clerkship was designed to facilitate the start of goal-oriented, active and reflective work-based learning. This four-week clerkship is a result of the cooperation of six major specialties in the university hospital. The innovations included explicitly formulated goals, a description of the student's activities in daily practice and of the staff's role, group meetings, a logbook, a halfway formative interview and a final summative interview. The aim of this study was to investigate to what extent the innovations of the new Introductory Clerkship were implemented and how students and residents valued them. Two questionnaires were constructed: one was administered to students (n = 54) and the other to residents (n = 27). Students considered participation in daily practice very instructive, although more observations of history taking and physical examination are wanted. The interviews and group meetings promote students' learning. Use of the logbook needs improvement. Residents perceived a shortage of time and would appreciate more participation of staff members, as well as a better preparation for supervising tasks. Overall, the study demonstrates that it is possible to introduce innovations in clinical clerkships to improve the learning environment of work-based learning.

The difference in learning culture and learning performance between a traditional clinical placement, a dedicated education unit and work-based learning.

PubMed

Claeys, Maureen; Deplaecie, Monique; Vanderplancke, Tine; Delbaere, Ilse; Myny, Dries; Beeckman, Dimitri; Verhaeghe, Sofie

2015-09-01

An experiment was carried out on the bachelor's degree course in nursing with two new clinical placement concepts: workplace learning and the dedicated education centre. The aim was to establish a learning culture that creates a sufficiently high learning performance for students. The objectives of this study are threefold: (1) to look for a difference in the "learning culture" and "learning performance" in traditional clinical placement departments and the new clinical placement concepts, the "dedicated education centre" and "workplace learning"; (2) to assess factors influencing the learning culture and learning performance; and (3) to investigate whether there is a link between the learning culture and the learning performance. A non-randomised control study was carried out. The experimental group consisted of 33 final-year nursing undergraduates who were following clinical placements at dedicated education centres and 70 nursing undergraduates who undertook workplace learning. The control group consisted of 106 students who followed a traditional clinical placement. The "learning culture" outcome was measured using the Clinical Learning Environment, Supervision and Nurse Teacher scale. The "learning performance" outcome consisting of three competencies was measured using the Nursing Competence Questionnaire. The traditional clinical placement concept achieved the highest score for learning culture (p<0.001). The new concepts scored higher for learning performance of which the dedicated education centres achieved the highest scores. The 3 clinical placement concepts showed marked differences in learning performance for the "assessment" competency (p<0.05) and for the "interventions" competency (p<0.05). Traditional clinical placement, a dedicated education centre and workplace learning can be seen as complementary clinical placement concepts. The organisation of clinical placements under the dedicated education centre concept and workplace learning is recommended for final-year undergraduate nursing students. Copyright © 2015 Elsevier Ltd. All rights reserved.

General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction

NASA Astrophysics Data System (ADS)

Kersting, Magdalena; Henriksen, Ellen Karoline; Bøe, Maria Vetleseter; Angell, Carl

2018-06-01

Because of its abstract nature, Albert Einstein's theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18-19 years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students' learning from and interaction with the learning environment we analyzed focus group interviews and students' oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers.

Development of Learning Modules for Machine Shop Occupations. Final Report.

ERIC Educational Resources Information Center

Kent, Randall

This final report contains an eight-page narrative and materials/products of a program to produce (the final) sixty-eight individualized machine shop skill tasks modules (and fifty-two master audio tapes for students with serious reading disabilities). The narrative also describes the determination of the vital few skills used by machine tool…

Student assessment of the educational benefits of using a CD-ROM for instruction of basic surgical skills.

PubMed

Howe, Lisa M; Boothe, Harry W; Hartsfield, Sandee M

2005-01-01

At Texas A&M University, introductory-level surgical lecture and laboratory notes were converted to a CD-ROM format that included illustrative photographs as well as instructional videos demonstrating the basic surgical skills that all students were required to master. The CD-ROM was distributed to all students in place of traditional paper notes in the second-year surgical class in the professional veterinary curriculum. The study reported here was designed to evaluate the educational benefits of the use of the CD-ROM in place of traditional paper notes by examining the attitudes and practices of students before and after exposure to the CD-ROM format. An anonymous survey was distributed to students in the second-year introductory surgery course on the first day of class and again on the last day of class. Responses to questions were tabulated, response frequencies determined, and Chi-square analysis performed to determine differences between initial and final responses. On the final survey, 89 per cent of students responded that the instructional videos definitely helped them prepare for the laboratory, and 77 per cent responded that they were more likely to practice techniques learned from the CD-ROM videos than those learned from traditional study materials. The majority of students believed that the CD-ROM improved both the course (60 per cent) and their learning experience (62 per cent) as compared to traditional paper notes. Including instructional videos on the CD-ROM enhanced the educational experience of the students by promoting preparedness for laboratories and promoting practice of techniques learned from the videos outside of the laboratory.

Blending Individual and Group Assessment: A Model for Measuring Student Performance

ERIC Educational Resources Information Center

Reiser, Elana

2017-01-01

Two sections of a college discrete mathematics class were taught using cooperative learning techniques throughout the semester. The 33 students attending these sections were randomly assigned into groups of three. Their final examination consisted of an individual and group blended examination where students worked in their groups and discussed…

Online Module to Assure Success as Prelicensure Nursing Students Transition to Professional Practice

ERIC Educational Resources Information Center

Baptiste, Diana-Lyn; Shaefer, Sarah J. M.

2015-01-01

Prelicensure nursing students have a final capstone, practicum, or clinical course as they transition to the professional nurse role. Generally, the student role requires increased independent practice and this can be a challenge. To maximize learning in this clinical experience, an online module was designed. This article will describe course…

Information Fuels Support for School Reform

ERIC Educational Resources Information Center

Henderson, Michael B.; Howell, William G.; Peterson, Paul E.

2014-01-01

The Common Core State Standards initiative (CCSS) seeks to "provide a consistent, clear understanding of what students are expected to learn" at various grade levels. For some education observers, CCSS will finally clarify for students, parents, and educators what students need to know and be able to do if they are to be prepared for…

A Bookstore for Bailey: A Novel Approach to Teaching a Small-Business Management Course

ERIC Educational Resources Information Center

Bergquist, Timothy M.; Maggs, Anne

2011-01-01

This article presents the development of an online, student-centered, introductory small-business management course that uses an educational business novel, hypertext graphic-design features, an interactive workbook, and a student-authored final chapter. Student learning was assessed through the use of a pre- and posttest survey. Student…

Perception of Self-Efficacy, Academic Delay of Gratification, and Use of Learning Strategies among Korean College Students

ERIC Educational Resources Information Center

Bembenutty, Hefer

2004-01-01

The purpose of the present study was to examine the association between students' self-efficacy beliefs, satisfaction with their academic performance, expected grade, willingness to delay gratification, use of volitional strategies, and final course grade among Korean college students. The results support the hypothesized relationship between…

The Learning Gains and Student Perceptions of a Second Life Virtual Lab

ERIC Educational Resources Information Center

Cobb, Stephanie; Heaney, Rose; Corcoran, Olivia; Henderson-Begg, Stephanie

2009-01-01

This study examines students' reactions to the virtual biosciences laboratory developed in Second Life[R] (SL) at the University of East London. Final year undergraduates and masters students studying biotechnology took part in a trial of a virtual Polymerase Chain Reaction (PCR) experiment in Second Life and evaluated their experience by…

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

PubMed Central

Fernandez-Rio, Javier; Cecchini, Jose A.; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A.

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students’ academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students’ participation and achievements, and they are key elements to prevent school failure. PMID:28154544

Lens on Climate Change (LOCC) - Engaging Secondary Students in Climate Science through Videography

NASA Astrophysics Data System (ADS)

Gold, A. U.; Oonk, D. J.; Smith, L. K.; Sullivan, S. B.; Boykoff, M.; Osnes, B.

2014-12-01

The impact of climate change is often discussed using examples from Polar Regions such as decreasing polar bear populations but significant changes are happening to local climates around the world. Climate change is often perceived as happening elsewhere, evoking a sense that others have to take action to mitigate climate change. Learning about climate change is very tangible for students when it addresses impacts they can observe close to their home. The Lens on Climate Change (LOCC) program engaged Colorado middle and high school students in producing short videos about climate change topics in Colorado, specifically ones that are impacting students' lives and their local community. Participating schools were located in rural, suburban and urban Colorado many of which have diverse student populations and high Free and Reduced Lunch rates. Project staff recruited university graduate and undergraduate student to mentor the students in their research and video production. With the help of these mentors, ten student groups selected and researched climate topics, interviewed science experts from local research institutes and produced short videos. The program aimed at engaging students in self-motivated researching and learning about a climate topic. Furthermore, it served as a way to spark students' interest in a career in science by matching them with college students for the program duration and bringing them to the University of Colorado campus for a final screening event, for many of students their first visit to a college campus. The LOCC middle and high school student groups were in addition paired with undergraduate student groups enrolled in a college course that explores climate change through artistic compositions. The undergraduate students were tasked to develop a companion video based only on a brief prompt from the secondary students. Both student videos were screened back-to-back at a final screening. The LOCC project's goal was to connect secondary students, who would otherwise not have the opportunity, with college life and the scientific community. Our evaluation results showed that the process of video production was a powerful tool for the students to explore and learn about climate change topics. Students and teachers appreciated the unique approach to learning.

Feedback of final year ophthalmology postgraduates about their residency ophthalmology training in South India

PubMed Central

Ajay, K.; Krishnaprasad, R.

2014-01-01

Background and Aims: This study documents a survey of final-year ophthalmology postgraduate students on the subject of their residency training. A similar survey conducted 7 years ago published in IJO had concluded that the residency program was not up to expectations in many centers. Our study aimed to see if ophthalmology training and student perceptions differed since then. Materials and Methods: For our study, we added a few questions to the same questionnaire used in the article “which is the best method to learn ophthalmology? Resident doctors’ perspective of ophthalmology training” published in IJO, Vol. 56 (5). Results: Forty-nine students (62.02%) returned completed forms. Most students desired an orientation program on entering residency, and wished to undergo diagnostic training initially. Case-presentation with demonstration and Wet-lab learning were most preferred. There was a big difference between the number of surgeries students actually performed and the number they felt would have been ideal. Conclusion: On the whole, the students still felt the need for improved training across all aspects of ophthalmology. PMID:25116778

[Development and Testing of a Mastery Learning Program of Nursing Skills for Undergraduate Nursing Students].

PubMed

Park, SoMi; Hur, Hea Kung; Kim, Ki Kyong; Song, Hee Young

2017-08-01

This study was undertaken to develop and test a mastery learning program of nursing skills for undergraduate nursing students. In this methodological study, first, the preliminary draft of a mastery learning program to provide training for nursing skills was developed based on Bloom's framework for mastery learning. Second, to test the developed program, a single-blinded, nonequivalent control group nonsynchronized study was conducted on 50 senior nursing students in a University selected by convenient sampling. Thirteen students were assigned to a control group; 13, 12, and 13 of them were assigned to intravenous therapy, transfusion, and patient transfer groups, respectively. The achievement levels and performance scores of the selected nursing skills were measured before and after the completion of the program in all the groups. Lastly, the final program was confirmed based on the results of the program testing. Intravenous therapy, transfusion, and patient transfer were selected as essential nursing skills for the program based on the priorities rated by clinical instructors and staff nurses. The achievement levels of selected nursing skills were determined by Angoff scores. After participating in the program, the proportion of passers and performance scores of the nursing skills in the experimental groups were significantly higher than those in the control group. The final program was confirmed which included a diagnostic test, enrichment activities for the passers and three repetitions of corrective activities and formative assessments for non-passers. The results suggest that a mastery learning program for undergraduate students can lead to better improvement and performance of essential nursing skills. © 2017 Korean Society of Nursing Science

RealTime Physics: Active learning laboratory

NASA Astrophysics Data System (ADS)

Thornton, Ronald K.; Sokoloff, David R.

1997-03-01

Our research shows that student learning of physics concepts in introductory physics courses is enhanced by the use of special guided discovery laboratory curricula which embody the results of educational research and which are supported by the use of the Tools for Scientific Thinking microcomputer-based laboratory (MBL) tools. In this paper we first describe the general characteristics of the research-based RealTime Physics laboratory curricula developed for use in introductory physics classes in colleges, universities and high schools. We then describe RealTime Physics Mechanics in detail. Finally we examine student learning of dynamics in traditional physics courses and in courses using RealTime Physics Mechanics, primarily by the use of correlated questions on the Force and Motion Conceptual Evaluation. We present considerable evidence that students who use the new laboratory curricula demonstrate significantly improved learning and retention of dynamics concepts compared to students taught by traditional methods.

Bridging Class and Field: Field Instructors' and Liaisons' Reactions to Information about Students' Baseline Performance Derived from Simulated Interviews

ERIC Educational Resources Information Center

Bogo, Marion; Lee, Barbara; McKee, Eileen; Ramjattan, Roxanne; Baird, Stephanie L.

2017-01-01

To strengthen students' preparation for engaging in field learning, an innovation was implemented to teach and assess foundation-year students' performance prior to entering field education. An Objective Structured Clinical Examination informed the final evaluation of students' performance in two companion courses on practice theory and skills.…

Student Perceptions of the Value of Turnitin Text-Matching Software as a Learning Tool

ERIC Educational Resources Information Center

Bailey, Carol; Challen, Rachel

2015-01-01

The University of Wolverhampton has been using Turnitin as a teaching aid with groups of students since 2007, but in 2011 changed its policy to encourage student access on a formative basis across the institution. In one School, 748 students undertaking final year undergraduate projects were invited to check multiple drafts via Turnitin before the…

Comparison of the Readiness for Interprofessional Learning and the rate of contact among students from nine different healthcare courses.

PubMed

de Oliveira, Vítor Falcão; Bittencourt, Mariana Fonseca; Navarro Pinto, Ícaro França; Lucchetti, Alessandra Lamas Granero; da Silva Ezequiel, Oscarina; Lucchetti, Giancarlo

2018-04-01

Despite the growth in the interprofessional literature, there are still few studies that have evaluated the differences among courses and periods in relation to Readiness for Interprofessional Learning. Likewise, the relationship between the influences of contact among students from different professions is still controversial. To evaluate whether greater contact among students from diverse health courses could be associated with improved Readiness for Interprofessional Learning (RIPLS) at the undergraduate level and to compare the RIPLS among healthcare courses, analyzing differences among courses and periods of their academic training. Cross-sectional study. A Brazilian public university. Students enrolled in the first and final periods of nine healthcare courses. The rates of contact between students and the Readiness for Interprofessional Learning were assessed. A comparison between students from these nine healthcare courses was carried out. A total of 545 (73.45%) students answered the questionnaire. The highest RIPLS scores were from Nursing (42.39), Dentistry (41.33) and Pharmacy students (40.72) and the lowest scores were from Physical Education (38.02), Medicine (38.17) and Psychology (38.66) students. The highest rates of contact between students (RC) were from Physical Education, Nutrition and Psychology students and the lowest RC were from Pharmacy, Social service and Dentistry. There was a significant effect of "healthcare course" on RIPLS. Comparing RIPLS and RC between the first and final years we found that, considering all courses, there was an increase in the RC, whereas a decrease in RIPLS scores. No correlation was found between RIPLS and RC in general. The current study found that RIPLS scores are very different between healthcare students. Although we found a significant increase in the RC, there was a decrease in the RIPLS scores. These findings lead to a greater understanding of the difficulties facing and potential for interprofessional education. Copyright © 2018 Elsevier Ltd. All rights reserved.

A discussion group program enhances the conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course.

PubMed

Peteroy-Kelly, Marcy A

2007-01-01

It has been well-established that discussion groups enhance student learning in large lecture courses. The goal of this study was to determine the impact of a discussion group program on the development of conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course. In the discussion group, students worked on problems based on topics discussed in lecture. The program was evaluated using three assessment tools. First, student responses to pre- and posttests were analyzed. The test question asked the students to demonstrate the relationships between 10 different but related terms. Use of a concept map to link the terms indicated an advanced level of conceptual reasoning skills. There was a 13.8% increase in the use of concept maps from pre- to posttest. Second, the students took a Likert-type survey to determine the perceived impact of the program on their conceptual reasoning skills. Many of the students felt that the program helped them understand and use the main course concepts to logically solve problems. Finally, average exam grades increased as the semester progressed. The average final grade in the course was 75%. Students enrolled in the course the previous year (where the lecture component of the course did not assess or reflect student learning in the discussion group) had an average final grade of 69%. The results of this study demonstrate that the discussion group program improves the conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course.

Electrocardiogram reading: a randomized study comparing 2 e‑learning methods for medical students.

PubMed

Kopeć, Grzegorz; Waligóra, Marcin; Pacia, Michał; Chmielak, Wojciech; Stępień, Agnieszka; Janiec, Sebastian; Magoń, Wojciech; Jonas, Kamil; Podolec, Piotr

2018-02-28

INTRODUCTION    Interpretation of the electrocardiogram (ECG) is an essential skill in most medical specialties; however, the best method of teaching how to read ECGs has not been determined. OBJECTIVES    The aim of the study was to compare the effectiveness of collaborative (C‑eL) and self (S‑eL) e‑learning of ECG reading among medical students. PATIENTS AND METHODS    A total of 60 fifth‑year medical students were randomly assigned to the C‑eL and S‑eL groups. S‑eL students received 15 ECG recordings with a comprehensive description by email (one every 48 hours), while C‑eL students received the same ECG recordings without description. C‑eL students were expected to analyze each ECG together within the subgroups using an internet platform and to submit the interpretation within 48 hours. Afterwards, they received a description of each ECG. C‑eL students' activity was assessed based on the number of words written on the internet platform during discussion. A final test consisted of 10 theoretical questions and 10 ECG recordings. The final score was a sum of points obtained for the interpretation of ECG recordings. The main endpoint of the study was the number of students whose final score was 56% or higher. RESULTS    The final test was completed by 53 students (88.3%). The main endpoint was achieved in 20 C‑eL students (77%) and in 13 S‑eL students (48.1%), P = 0.03. The final score was 6.4 (interquartile range [IQR], 5.8-7.6) in the C‑eL group and 5.6 (IQR, 4.2-7.2) in the S‑eL group, P = 0.04. It correlated with the results of the theoretical test and students' activity during C‑eL (r = 0.42, P = 0.002 and r = 0.4, P = 0.04, respectively). CONCLUSIONS    C‑eL of ECG reading among fifth‑year medical students is superior to S‑eL.

Effects of e-learning, lectures, and role playing on nursing students' knowledge acquisition, retention and satisfaction.

PubMed

Pourghaznein, Tayebeh; Sabeghi, Hakimeh; Shariatinejad, Keyvan

2015-01-01

Nursing education can maintain its dynamic quality when it moves toward innovation and modern methods of teaching and learning. Therefore, teachers are required to employ up to date methods in their teaching plans. This study evaluated the effects of e-learning, lectures, and role playing on nursing students' learning, retention, and satisfaction. Sixty nursing students were selected as an experiment and control groups during two consecutive semesters. The educational content was presented as e-learning and role playing during one semester (experiment group) and as lectures in the next semester (control group). A questionnaire containing three parts was used to assess demographics, learning and satisfaction statuses. The questionnaire also included a final openended question to evaluate the students' ideas about the whole course. The mean scores of posttest were 16.13 ± 1.37 using role playing, 15.50 ± 1.44 using e-learning and 16.45 ± 1.23 using lectures. The differences between the mean scores of posttest and pretest were 12.84 ± 1.43, 12.56 ± 1.57, and 13.73 ± 1.53 in the mentioned methods, respectively. Lectures resulted in significantly better learning compared to role playing and e-learning. In contrast, retention rates were significantly lower using lectures than using role playing and e-learning. Students' satisfaction from e-learning was significantly lower than lecturing and role playing. Due to the lower rates of retention following lectures, the teachers are recommended to use student- centered approaches in their lectures. Since students' satisfaction with e-learning was lower than the other methods, further studies are suggested to explore the problems of e-learning in Iran.

Programs for Children with Specific Learning Disabilities. P.L. 91-230, Title VI-G. Final Report on Products and Results of Year's Work, July 1, 1973 to June 30, 1974. Fail Save Continuum.

ERIC Educational Resources Information Center

1974

Presented is the final report of the Learning Disability Fail-Save Continuum Project, designed to provide identification, assessment, and placement services to 378 elementary and secondary level students. Outlined in Section I are the following project components: major revisions from the original proposal (such as implementation of the itinerant…

Assessing student engagement and self-regulated learning in a medical gross anatomy course.

PubMed

Pizzimenti, Marc A; Axelson, Rick D

2015-01-01

In courses with large enrollment, faculty members sometimes struggle with an understanding of how individual students are engaging in their courses. Information about the level of student engagement that instructors would likely find most useful can be linked to: (1) the learning strategies that students are using; (2) the barriers to learning that students are encountering; and (3) whether the course materials and activities are yielding the intended learning outcomes. This study drew upon self-regulated learning theory (SRL) to specify relevant information about learning engagement, and how the measures of particular scales might prove useful for student/faculty reflection. We tested the quality of such information as collected via the Motivated Strategies for Learning Questionnaire (MSLQ). MSLQ items were administered through a web-based survey to 150 students in a first-year medical gross anatomy course. The resulting 66 responses (44% response rate) were examined for information quality (internal reliability and predictive validity) and usefulness of the results to the course instructor. Students' final grades in the course were correlated with their MSLQ scale scores to assess the predictive validity of the measures. These results were consistent with the course design and expectations, showing that greater use of learning strategies such as elaboration and critical thinking was associated with higher levels of performance in the course. Motivation subscales for learning were also correlated with the higher levels of performance in the course. The extent to which these scales capture valid and reliable information in other institutional settings and courses needs further investigation. © 2014 American Association of Anatomists.

Evidence of virtual patients as a facilitative learning tool on an anesthesia course.

PubMed

Leung, Joseph Y C; Critchley, Lester A H; Yung, Alex L K; Kumta, Shekhar M

2015-10-01

Virtual patients are computerised representations of realistic clinical cases. They were developed to teach clinical reasoning skills through delivery of multiple standardized patient cases. The anesthesia course at The Chinese University of Hong Kong developed two novel types of virtual patients, formative assessment cases studies and storyline, to teach its final year medical students on a 2 week rotational course. Acute pain management cases were used to test if these two types of virtual patient could enhance student learning. A 2 × 2 cross over study was performed in academic year 2010-2011 on 130 students divided into four groups of 32-34. Performance was evaluated by acute pain management items set within three examinations; an end of module 60-item multiple choice paper, a short answer modified essay paper and the end of year final surgery modified essay paper. The pain management case studies were found to enhanced student performance in all three examinations, whilst the storyline virtual patient had no demonstrable effect. Student-teaching evaluation questionnaires showed that the case studies were favored more than the storyline virtual patient. Login times showed that students on average logged onto the case studies for 6 h, whereas only half the students logged on and used the storyline virtual patient. Formative assessment case studies were well liked by the students and reinforced learning of clinical algorithms through repetition and feedback, whereas the educational role of the more narrative and less interactive storyline virtual patient was less clear .

The development and validation of a questionnaire to measure the clinical learning environment for undergraduate dental students (DECLEI).

PubMed

Kossioni, A E; Lyrakos, G; Ntinalexi, I; Varela, R; Economu, I

2014-05-01

The aim of this study was to develop and validate according to psychometric standards a self-administered instrument to measure the students' self-perceptions of the undergraduate clinical dental environment (DECLEI). The initial questionnaire was developed using feedback from dental students, experts' opinion and an extensive literature review. Critical incident technique (CIT) analysis was used to generate items and identify domains. Thirty clinical dental students participated in a pilot validation that generated a 67-item questionnaire. To develop a shorter and more practical version of the instrument, DECLEI-67 was distributed to 153 clinical students at the University of Athens and its English version to 51 students from various dental schools, attending the 2012 European Dental Students Association meeting. This final procedure aimed to select items, identify subscales and measure internal consistency and discriminant validity. A total of 202 students returned the questionnaires (response rate 99%). The final instrument included 24 items divided into three subscales: (i) organisation and learning opportunities, (ii) professionalism and communication and (iii) satisfaction and commitment to the dental studies. Cronbach's α for the total questionnaire was 0.89. The interscale correlations ranged from 0.39 to 0.48. The instrument identified differences related to school of origin, age and duration of clinical experience. An interpretation of the scores (range 0–100) has been proposed. The 24-item DECLEI seemed to be a practical and valid instrument to measure a dental school's undergraduate clinical learning environment.

The Effectiveness of Self-Regulated Learning Scaffolds on Academic Performance in Computer-Based Learning Environments: A Meta-Analysis

ERIC Educational Resources Information Center

Zheng, Lanqin

2016-01-01

This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2,648 students. Moderator analyses were performed using a…

Learning to listen: improving students' communication with disabled people.

PubMed

Anderson, Elizabeth Susan; Ford, Jenny; Thorpe, Lucy

2011-01-01

This report outlines the action research used to develop a workshop for interprofessional student groups to enhance listening skills. The project aimed to enable students to reflect interprofessionally on the human factors central to effective communication using the power of storytelling by disabled people and their carers. Qualitative data from students and participating service users were collected using focus groups and one-to-one interviews over three pilot cycles. The results from each pilot informed the cyclical development of the project so that each stage of data collection informed the next stage. During the pilots, 20 interviews with service users were completed and a total of 109 students participated. Transcribed data were analysed using principles from grounded theory. Quantitative scored questions on students' learning were analysed using statistical package for the social sciences. Both students (health and social care) and users benefitted from the education process which delivered highly relevant explicit learning opportunities, with analysis of how to improve communication for safe practice. Students benefitted from meaningful interactions with service users who shared their experiences and gave feedback on students' communication skills. The final workshop design resulted in a learning model which reflects the human side of healthcare delivery.

Implementation of multiple intelligences theory in the English language course syllabus at the University of Nis Medical School.

PubMed

Bakić-Mirić, Natasa

2010-01-01

Theory of multiple intelligences (MI) is considered an innovation in learning the English language because it helps students develop all eight intelligences that, on the other hand, represent ways people understand the world around them, solve problems and learn. They are: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinaesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalist. Also, by focusing on the problem-solving activities, teachers, by implementing theory of multiple intelligences, encourage students not only to build their existing language knowledge but also learn new content and skills. The objective of this study has been to determine the importance of implementation of the theory of multiple intelligences in the English language course syllabus at the University of Nis Medical School. Ways in which the theory of multiple intelligences has been implemented in the English language course syllabus particularly in one lecture for junior year students of pharmacy in the University of Nis Medical School. The English language final exam results from February 2009 when compared with the final exam results from June 2007 prior to the implementation of MI theory showed the following: out of 80 junior year students of pharmacy, 40 obtained grade 10 (outstanding), 16 obtained grade 9 (excellent), 11 obtained grade 8 (very good), 4 obtained grade 7 (good) and 9 obtained grade 6 (pass). No student failed. The implementation of the theory of multiple intelligences in the English language course syllabus at the University of Nis Medical School has had a positive impact on learning the English language and has increased students' interest in language learning. Genarally speaking, this theory offers better understanding of students' intelligence and greater appreciation of their strengths. It provides numerous opportunities for students to use and develop all eight intelligences not just the few they excel in prior to enrolling in a university or college.

Information-theoretic metric as a tool to investigate nonclassical correlations

NASA Astrophysics Data System (ADS)

Rudolph, Alexander L.; Lamine, Brahim; Joyce, Michael; Vignolles, Hélène; Consiglio, David

2014-06-01

We report on a project to introduce interactive learning strategies (ILS) to physics classes at the Université Pierre et Marie Curie, one of the leading science universities in France. In Spring 2012, instructors in two large introductory classes, first-year, second-semester mechanics, and second-year introductory electricity and magnetism, enrolling approximately 500 and 250 students, respectively, introduced ILS into some, but not all, of the sections of each class. The specific ILS utilized were think-pair-share questions and Peer Instruction in the main lecture classrooms, and University of Washington Tutorials for Introductory Physics in recitation sections. Pre- and postinstruction assessments [Force Concept Inventory (FCI) and Conceptual Survey of Electricity and Magnetism (CSEM), respectively] were given, along with a series of demographic questions. Since not all lecture or recitation sections in these classes used ILS, we were able to compare the results of the FCI and CSEM between interactive and noninteractive classes taught simultaneously with the same curriculum. We also analyzed final exam results, as well as the results of student and instructor attitude surveys between classes. In our analysis, we argue that multiple linear regression modeling is superior to other common analysis tools, including normalized gain. Our results show that ILS are effective at improving student learning by all measures used: research-validated concept inventories and final exam scores, on both conceptual and traditional problem-solving questions. Multiple linear regression analysis reveals that interactivity in the classroom is a significant predictor of student learning, showing a similar or stronger relationship with student learning than such ascribed characteristics as parents’ education, and achieved characteristics such as grade point average and hours studied per week. Analysis of student and instructor attitudes shows that both groups believe that ILS improve student learning in the physics classroom and increase student engagement and motivation. All of the instructors who used ILS in this study plan to continue their use.

Examining Middle School Science Student Self-Regulated Learning in a Hypermedia Learning Environment through Microanalysis

NASA Astrophysics Data System (ADS)

Mandell, Brian E.

The purpose of the present embedded mixed method study was to examine the self-regulatory processes used by high, average, and low achieving seventh grade students as they learned about a complex science topic from a hypermedia learning environment. Thirty participants were sampled. Participants were administered a number of measures to assess their achievement and self-efficacy. In addition, a microanalytic methodology, grounded in Zimmerman's cyclical model of self-regulated learning, was used to assess student self-regulated learning. It was hypothesized that there would be modest positive correlations between Zimmerman's three phases of self-regulated learning, that high achieving science students would deploy more self-regulatory subprocesses than average and low achieving science students, that high achieving science students would have higher self-efficacy beliefs to engage in self-regulated learning than average and low achieving science students, and that low achieving science students would over-estimate their self-efficacy for performance beliefs, average achieving science students would slightly overestimate their self-efficacy for performance beliefs, and high achieving science students would under-estimate their self-efficacy for performance beliefs. All hypotheses were supported except for the high achieving science students who under-estimated their self-efficacy for performance beliefs on the Declarative Knowledge Measure and slightly overestimated their self-efficacy for performance beliefs on the Conceptual Knowledge Measure. Finally, all measures of self-regulated learning were combined and entered into a regression formula to predict the students' scores on the two science tests, and it was revealed that the combined measure predicted 91% of the variance on the Declarative Knowledge Measure and 92% of the variance on the Conceptual Knowledge Measure. This study adds hypermedia learning environments to the contexts that the microanalytic methodology has been successfully administered. Educational implications and limitations to the study are also discussed.

The motivations and experiences of students enrolled in online science courses at the community college

NASA Astrophysics Data System (ADS)

Ghosh, Urbi

An important question in online learning involves how to effectively motivate and retain students in science online courses. There is a dearth of research and knowledge about the experiences of students enrolled in online science courses in community colleges which has impeded the proper development and implementation of online courses and retention of students in the online environment. This study sought to provide an understanding of the relationships among each of the following variables: self-efficacy, task value, negative-achievement emotions, self-regulation learning strategies (metacognition), learning strategy (elaboration), and course satisfaction to student's performance (course final grade). Bandura's social-cognitive theory was used as a framework to describe the relationships among students' motivational beliefs (perceived task value, self-efficacy, and self-regulation) and emotions (frustration and boredom) with the dependent variables (elaboration and overall course satisfaction). A mixed-method design was used with a survey instrumentation and student interviews. A variety of science online courses in biology, genetics, astronomy, nutrition, and chemistry were surveyed in two community colleges. Community colleges students (N = 107) completed a questionnaire during enrollment in a variety of online science online courses. Upon course completion, 12 respondents were randomly selected for follow-up in-depth interviews. Multiple regression results from the study indicate perceived task value and self-regulatory learning strategies (metacognition) were as important predictors for students' use of elaboration, while self-efficacy and the number of prior online courses was not significant predictors for students' elaboration when all four predictors were included. Frustration was a significant negative predictor of overall course satisfaction, and boredom unexpectedly emerged as a positive predictor when frustration was also in the model. In addition, the correlations indicated that elaboration and overall course satisfaction were not significantly related to participants' course grade (performance). Furthermore, five major themes emerged from the students' experiences: the role of personal dispositions, academic challenge, self-regulated learning, student communication, and the negative emotions that shaped student experiences. In particular, negative emotions most experienced by students were found to be anxiety, stress, frustration and confusion. In total, results from this study implicate an important role of emotions such as frustration in students' overall course satisfaction and the importance of task value. Students' career aspirations and direct use of the course content were more likely to report greater use of elaboration strategies. Finally, this research also found that students self-regulated their learning in the online environment on a variety of levels.

The development of learning material using learning goal orientation approach in digital electronics

NASA Astrophysics Data System (ADS)

Puspitaningayu, P.; Anifah, L.; Kholis, N.

2018-01-01

Mastery of digital electronics principles is essential for future engineers in the digital era. This article describes the use of simulations in an undergraduate electrical engineering course to promote the adoption of a learning-goal orientation. This study used experimental method. This was done by providing students with a simulation environment which students freely use to experiment with various circuit models. Students were then invited to reflect on how the simulation results compare with results from lab experiments. The module got 82% of positive rating from 28 students and all of them passed in the examination with 81.8 as the average score. Those majority students were motivated by the combination of two learning goals written in the module. Moreover, they also gain the ability to design more complex systems because of their combined experience. Additionally, the module also has been validated and got 83% of reliability. The final product of this research hereafter can be recommended to be used as teaching material.

New Media Learning: Student Podcasting and Blogging in an Intro to Meteorology Course

NASA Astrophysics Data System (ADS)

Small, J. D.

2013-12-01

Current weather events and climate change are hot media topics discussed on television, the internet, and through social media. In this world of 'Tweets', 'Texts' and constant multi-media bombardment it is becoming increasingly difficult to engage students in the learning process by simply standing at a podium and lecturing in a darkened classroom. Educational research has found that lectures place students in a passive role, preventing them from actively engaging in the learning process. Through the innovative use of multi-media platforms this study assesses the potential to create active learning opportunities (podcasting and blogging) that connect theoretical 'textbook' atmospheric science with the 'real world.' This work focuses on students enrolled in the Introduction to Meteorology course (MET 101) at the University of Hawaii at Manoa. This study summarizes the impact of the 'course-casting' technique which utilizes podcasts of lectures and supplemental material. Lecture Podcasts are used mainly as a revision tool for students by providing on-demand portable (MP3) course content that supports independent student learning. Students also produced their own podcasts (research projects) to share with classmates throughout the course relating atmospheric science content to personal 'real world' experiences. Along with podcasting, students blogged about designated topics related to weather and climate, making their knowledge and understanding accessible to other students in the course and the general internet community. Student surveys, journals, and final exit interviews are used to assess the impact of the blogging and podcasting exercises on the student learning experience. The number of times each lecture podcast was downloaded is recorded to determine the interest level in using audio lectures as a review tool. Student blogs and podcasts are evaluated based on science content accuracy and student survey evaluations of the learning experience.

Designing Cancer-Killing Artificial Viruses to Improve Student Understanding of Microbiology

PubMed Central

Kuniyuki, Andy; Sharp, Gwen

2011-01-01

Our objective was to assess the effectiveness of a “learning by designing” group project used in a lower-division Microbiology course. Students used knowledge gained from the course to design an artificial virus that would kill cancer cells. The assignment required groups to integrate the individual course topics into a unified, complex understanding of the field of microbiology. Throughout the course, students and the instructor collaborated in creating a rubric to evaluate the groups’ final presentations. This paper reports the results of an assessment of the project by comparing the instructor’s and the students’ scores for the presentations. Students’ and the instructor’s scores were correlated; the Pearson coefficient of 0.52 was statistically significant. The results indicate that students gained sufficient knowledge to accurately evaluate proposed designs. Additionally, the overall course grade distribution improved compared to the semester before the project was introduced. Finally, in order to engage students in thinking about their own learning process, they completed a reflection assignment that required them to discuss the changes in their understanding of microbiology over the course of the semester. Our assessment indicates that a design project can serve as an effective and useful learning technique in undergraduate Microbiology courses, though modifications are suggested. PMID:23653757

Peer Teaching Experiences of Final Year Paramedic Students: 2011-2012

ERIC Educational Resources Information Center

Williams, Brett; Fellows, Holly; Eastwood, Kathryn; Wallis, Jamie

2014-01-01

Peer assisted learning (PAL) is one method of teaching which involves peers, or people from similar social groups, in reciprocal learning where one peer educates another and in return learns through the teaching experience. There have been many reported benefits of PAL programs. PAL has a long history of use in healthcare education; however, for…

Designing Pedagogic Strategies for Dialogic Learning in Higher Education

ERIC Educational Resources Information Center

Simpson, Alyson

2016-01-01

This article focuses on the pedagogic value of dialogue to strengthen pre-service teachers' reflective practices and improve their knowledge about the power of talk for learning. Dialogic learning was introduced to a unit of study taken by a final-year cohort of students in an initial teacher education degree at an urban university in Australia.…

Explorers of the Universe: Interactive Collaborations via the Internet

NASA Astrophysics Data System (ADS)

Burks, G.

1999-05-01

This proposal details how self-directed case-based research with earth/space investigations, and instruction together with collaborative interactions with teachers, students, scientists, and university educators using metacognitive tools (e.g., concept maps, interactive vee diagrams, and thematic organizers), and innovative technology promotes meaningful learning in ways that differ from conventional and atypical educational settings. Our Explorers of the Universe Scientific/Literacy project (http://explorers.tsuniv.edu) promotes earth/space science inquires in non-conventional learning environments with middle, secondary, and postsecondary students. Outlined are programs and educational processes and outcomes that meet both local and national contexts for achieving meaningful learner-centered science and mathematics goals. All information is entered electronically by students and collected for analyses in a database at our TSU web server. Scientists and university educators review and respond to these postings of students by writing in their electronic notebooks, commenting on their concept maps and interactive vee diagrams, and guiding them to pertinent papers and journal articles. Teachers are active learners with their students. They facilitate the learning process by guiding students in their inquires, evoking discussions, and involving their students with other affiliated schools whose students may be engaged in similar research topics. Teachers manage their student electronic accounts by assigning passwords, determining the degree of portfolio sharing among students, and responding to student inquires. Students post their thoughts, progress, inquires, and data on their individualized electronic notebook. Likewise, they plan, carry out, and finalize their case-based research using electronic transmissions via e-mail and the Internet of their concept maps and interactive vee diagrams. Their peer-edited papers are posted on the WWW for others to read and react. The final process involves students developing CDs of their case research report, which serves as a longitudinal case for others to pursue.

Comparison of effects of training programs for final year nursing students in Turkey: differences in self-efficacy with regard to information literacy.

PubMed

Özbıçakçı, Şeyda; Gezer, Nurdan; Bilik, Özlem

2015-02-01

Information literate person are aware of where and how they can obtain the information they need. Little is known about student nurses information literacy skills in different education programs. To find out how final year nursing students rated their own abilities to acquire new information. This study used comparative and descriptive cross-sectional surveys. Participants were final year students in two different programs, in two different universities in Turkey. The study sample consisted of final year nursing students who received training in Classic Learning (N: 61) and Problem-Based Learning (N: 96). As an evaluation instrument for the perceptions of the students their own information literacy, a scale consisting of 28 questions with 7 Likert ratings for each was used (min: 28, max: 196). The return rates of the surveys were 96.7% in the school with classic training and 81.2% in the school with PBL. It was found that the average scores of the students were high, with a mean of 137±29 in the school where the classic training program was carried out, and 163±21 in the school where the training was PBL. A statistically significant difference was found by comparing the average scores of the two independent groups (t : -6.0; p<0.05). Students in both of the training programs rated themselves as high. However, PBL training had a stronger influence on the development of their self-perceptions regarding information literacy. We conclude that training programs should be reviewed, and new methods should be developed based on these concepts. Copyright © 2014 Elsevier Ltd. All rights reserved.

Analysis of Soft Drinks Using Nuclear Magnetic Resonance Spectroscopy: A Mentorship

NASA Astrophysics Data System (ADS)

Wilson, Arkim; Myers, Craig; Crull, George; Curtis, Michael; Pasciak Patterson, Pamela

1999-10-01

This mentorship was designed to expose a student to the laboratory routine for a chemist at Bristol Myers Squibb Company (BMS). The student visited BMS, collaborated with BMS scientists, and actually completed a project on site. He was asked to determine the identity of an unknown sample of soft drink retrieved from a fictitious crime scene using NMR spectroscopy. He designed an experiment to test the unknown sample and used samples of purified sugar, purified caffeine, purified citric acid, Coke, Diet Coke, Pepsi, Mountain Dew, Diet 7-Up, and Sam's Diet Cola as controls. The results were analyzed and presented in a final report. The student was able to determine if the unknown contained sugar, caffeine, Nutrasweet, or sodium benzoate. He learned how to compile relevant information, conduct an experiment, collect and analyze data, draw conclusions, and prepare and edit a formal report. In addition to learning the uses of NMR, he also learned some of its limitations. In the final report, he was encouraged to reflect on the difficulties a scientist might encounter when trying to identify NMR peaks without an "ingredient list" like those of the soft drink cans. The experience was rewarding for the student and all scientists involved.

Mind map learning for advanced engineering study: case study in system dynamics

NASA Astrophysics Data System (ADS)

Woradechjumroen, Denchai

2018-01-01

System Dynamics (SD) is one of the subjects that were use in learning Automatic Control Systems in dynamic and control field. Mathematical modelling and solving skills of students for engineering systems are expecting outcomes of the course which can be further used to efficiently study control systems and mechanical vibration; however, the fundamental of the SD includes strong backgrounds in Dynamics and Differential Equations, which are appropriate to the students in governmental universities that have strong skills in Mathematics and Scientifics. For private universities, students are weak in the above subjects since they obtained high vocational certificate from Technical College or Polytechnic School, which emphasize the learning contents in practice. To enhance their learning for improving their backgrounds, this paper applies mind maps based problem based learning to relate the essential relations of mathematical and physical equations. With the advantages of mind maps, each student is assigned to design individual mind maps for self-leaning development after they attend the class and learn overall picture of each chapter from the class instructor. Four problems based mind maps learning are assigned to each student. Each assignment is evaluated via mid-term and final examinations, which are issued in terms of learning concepts and applications. In the method testing, thirty students are tested and evaluated via student learning backgrounds in the past. The result shows that well-design mind maps can improve learning performance based on outcome evaluation. Especially, mind maps can reduce time-consuming and reviewing for Mathematics and Physics in SD significantly.

A three-year study of the impact of instructor attitude, enthusiasm, and teaching style on student learning in a medicinal chemistry course.

PubMed

Alsharif, Naser Z; Qi, Yongyue

2014-09-15

To determine the effect of instructor attitude, enthusiasm, and teaching style on learning for distance and campus pharmacy students. Over a 3-year period, distance and campus students enrolled in the spring semester of a medicinal chemistry course were asked to complete a survey instrument with questions related to instructor attitude, enthusiasm, and teaching style, as well as items to measure student intrinsic motivation and vitality. More positive responses were observed among distance students and older students. Gender did not impact student perspectives on 25 of the 26 survey questions. Student-related items were significantly correlated with instructor-related items. Also, student-related items and second-year cumulative grade point average were predictive of students' final course grades. Instructor enthusiasm demonstrated the highest correlation with student intrinsic motivation and vitality. While this study addresses the importance of content mastery and instructional methodologies, it focuses on issues related to instructor attitude, instructor enthusiasm, and teaching style, which all play a critical role in the learning process. Thus, instructors have a responsibility to evaluate, reevaluate, and analyze the above factors to address any related issues that impact the learning process, including their influence on professional students' intrinsic motivation and vitality, and ability to meet educational outcomes.

Mixed-method tutoring support improves learning outcomes of veterinary students in basic subjects.

PubMed

García-Iglesias, María J; Pérez-Martínez, Claudia; Gutiérrez-Martín, César B; Díez-Laiz, Raquel; Sahagún-Prieto, Ana M

2018-02-01

Tutoring is a useful tool in the university teaching-learning binomial, although its development is impaired in large classes. Recent improvements in information and communication technologies have made tutoring possible via the Internet. The aim of this study was to evaluate the efficacy of mixed-method academic tutoring in two basic subjects in Veterinary Science studies at the University of León (Spain) to optimize the usefulness of tutoring support in the college environment. This quasi-experimental study was firstly carried out as a pilot study in a small group of tutored students of "Cytology and Histology" (CH) (47/186; 25.3%) and "Veterinary Pharmacology" (VP) (33/141; 23.4%) subjects, and was implemented in a large class of CH the next academic year (150 students) while comparing the results with those obtained in a previous tutorless course (162 students). Tutored students were given access to online questionnaires with electronic feedback on each subject. In addition to traditional tutoring carried out in both tutored and tutorless students, the pilot study included three sessions of face-to-face tutoring in order to monitor the progress of students. Its efficacy was assessed by monitoring students' examination scores and attendance as well as a satisfaction survey. Although the examination attendance rate in the pilot study was not significantly different between tutored and tutorless groups in both subjects, an increase for numerical scores in tutored groups was observed, with a significant higher final score in VP (p = 0.001) and in the CH practice exams (first term, p = 0.009; final, p = 0.023). Good and merit scores were also better in tutored students with significant differences in VP (p = 0.005). Students felt comfortable with the tutoring service (100% in CH; 91.7% in VP). Implementation of this additional support in CH also resulted in a significant increase of attendance at the final exam in tutored courses (87.3% versus 77.2%; p = 0.026), scaled (p = 0.001) and numerical scores (final score, p = 0.001). Online tutoring support, together with conventional teaching methods, may be a useful method to incorporate student-centered learning in basic subjects in Veterinary Science.

Blended Learning Ecologies in the Military: Comparative Studies for CombatMedics and Their Instructors

DTIC Science & Technology

2011-10-01

submitted for publication. Blended learning ecology, combat lifesaver skills, eLearning , instructional design, program of instruction 172 bea.babbitt...making use of PRDs would improve student learning and satisfaction in CLS training. Two eLearning Modules or “eModules” were developed in this project to...Enhanced Lecture PowerPoint (Final Version) with CPS Integration [See Appendix C] • eModules [See Appendix D] Developed and published two eLearning

Introduction of e-learning in dental radiology reveals significantly improved results in final examination.

PubMed

Meckfessel, Sandra; Stühmer, Constantin; Bormann, Kai-Hendrik; Kupka, Thomas; Behrends, Marianne; Matthies, Herbert; Vaske, Bernhard; Stiesch, Meike; Gellrich, Nils-Claudius; Rücker, Martin

2011-01-01

Because a traditionally instructed dental radiology lecture course is very time-consuming and labour-intensive, online courseware, including an interactive-learning module, was implemented to support the lectures. The purpose of this study was to evaluate the perceptions of students who have worked with web-based courseware as well as the effect on their results in final examinations. Users (n(3+4)=138) had access to the e-program from any networked computer at any time. Two groups (n(3)=71, n(4)=67) had to pass a final exam after using the e-course. Results were compared with two groups (n(1)=42, n(2)=48) who had studied the same content by attending traditional lectures. In addition a survey of the students was statistically evaluated. Most of the respondents reported a positive attitude towards e-learning and would have appreciated more access to computer-assisted instruction. Two years after initiating the e-course the failure rate in the final examination dropped significantly, from 40% to less than 2%. The very positive response to the e-program and improved test scores demonstrated the effectiveness of our e-course as a learning aid. Interactive modules in step with clinical practice provided learning that is not achieved by traditional teaching methods alone. To what extent staff savings are possible is part of a further study. Copyright © 2010 European Association for Cranio-Maxillo-Facial Surgery. Published by Elsevier Ltd. All rights reserved.

Impact of individualized learning plans on United States senior medical students advanced clinical rotations.

PubMed

Guardiola, Amalia; Barratt, Michelle S; Omoruyi, Emma A

2016-01-01

The individualized learning plan (ILP) is a tool that promotes self-directed learning. The aim of this pilot study was to look at the perception of the ILPs in United States senior medical school students as a way to improve their learning experience during their advanced practice clerkship. We conducted a survey of graduating medical students that contained both quantitative and open-ended questions regarding the students' experiences with the ILP during their advanced practice clerkship from July 2014 to March 2016. We systematically identified and compiled themes among the qualitative responses. Responses from 294 out of 460 subjects were included for analysis (63.9%). Ninety students (30.6%) reported that the ILP was definitely reviewed at the midpoint and 88 (29.9%) at the final evaluation. One hundred sixty one students (54.8%) felt the ILP provided a framework for learning. One hundred sixty one students (61.6%) felt it was a useful tool in helping open a discussion between the student and faculty. The qualitative data was grouped by areas most mentioned and these areas of concern centered on lack of faculty knowledge about ILP, time to complete ILP, and uncertainty of appropriate goal setting. The majority of students perceive the ILP to be helpful. Our results suggest that active intervention is needed by dedicated and trained faculty to improve ILP utilization. It is recommended that faculty gives students examples of learning goals to create their own learning framework and encourages them to discuss and review the ILP.

Identifying strategies to assist final semester nursing students to develop numeracy skills: a mixed methods study.

PubMed

Ramjan, Lucie M; Stewart, Lyn; Salamonson, Yenna; Morris, Maureen M; Armstrong, Lyn; Sanchez, Paula; Flannery, Liz

2014-03-01

It remains a grave concern that many nursing students within tertiary institutions continue to experience difficulties with achieving medication calculation competency. In addition, universities have a moral responsibility to prepare proficient clinicians for graduate practice. This requires risk management strategies to reduce adverse medication errors post registration. To identify strategies and potential predictors that may assist nurse academics to tailor their drug calculation teaching and assessment methods. This project builds on previous experience and explores students' perceptions of newly implemented interventions designed to increase confidence and competence in medication calculation. This mixed method study surveyed students (n=405) enrolled in their final semester of study at a large, metropolitan university in Sydney, Australia. Tailored, contextualised interventions included online practice quizzes, simulated medication calculation scenarios developed for clinical practice classes, contextualised 'pen and paper' tests, visually enhanced didactic remediation and 'hands-on' contextualised workshops. Surveys were administered to students to determine their perceptions of interventions and to identify whether these interventions assisted with calculation competence. Test scores were analysed using SPSS v. 20 for correlations between students' perceptions and actual performance. Qualitative open-ended survey questions were analysed manually and thematically. The study reinforced that nursing students preferred a 'hands-on,' contextualised approach to learning that was 'authentic' and aligned with clinical practice. Our interventions assisted with supporting students' learning and improvement of calculation confidence. Qualitative data provided further insight into students' awareness of their calculation errors and preferred learning styles. Some of the strongest predictors for numeracy skill performance included (1) being an international student, (2) completion of an online practice quiz, scoring 59% or above and (3) students' self-reported confidence. A paradigm shift from traditional testing methods to the implementation of intensive, contextualised numeracy teaching and assessment within tertiary institutions will enhance learning and promote best teaching practices. Copyright © 2013 Elsevier Ltd. All rights reserved.

Teaching Research Methodology through Active Learning

ERIC Educational Resources Information Center

Lundahl, Brad W.

2008-01-01

To complement traditional learning activities in a masters-level research methodology course, social work students worked on a formal research project which involved: designing the study, constructing measures, selecting a sampling strategy, collecting data, reducing and analyzing data, and finally interpreting and communicating the results. The…

When the Learning Environment Is Suboptimal: Exploring Medical Students’ Perceptions of “Mistreatment”

PubMed Central

Snell, Linda

2014-01-01

Purpose 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. Method 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. Results 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. Conclusions 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. PMID:24556767

Assessing instructor intervention upon the perceptions, attitudes, and anxieties of community college biology students toward cooperative learning

NASA Astrophysics Data System (ADS)

Gafford, Kenneth Allen

The differences between two experimental groups using cooperative learning activities were examined during the initial eight weeks of a biology course. While both groups participated in the same cooperative learning activities, only one group received deliberate instructor interventions. These interventions were designed to help students think positively about working in cooperative learning groups while alleviating anxiety toward cooperative learning. Initially, all students were uncomfortable and reported trouble staying focused during cooperative learning. The final quantitative results indicated that the group who received the interventions had more positive perceptions toward cooperative learning but their attitudes and anxiety levels showed no significant difference from the non-intervention group; advantages occurred specifically for thinking on task, student engagement, perceptions of task importance, and best levels of challenge and skill. Intervention participants had a higher mean score on the class exam administered during the eight-week study but it was not significantly different. Qualitative data revealed that the intervention participants experienced greater overall consequence, mainly in the areas of engagement, believed skill, and self-worth. According to flow theory, when students are actively engaged, the probability of distraction by fears and unrelated ideas is reduced, for instance, how they are perceived by others. These findings corroborate constructivist theories, particularly the ones relative to students working in cooperative groups. Researchers should continue to use appropriate methods to further explore how students of various abilities and developmental levels are affected by their perceptions, attitudes, and anxieties relative to different instructional contexts. Given the highly contextual nature of students' learning and motivation, researchers need to examine a number of meaningful questions by comparing students' perceptions, attitudes, and anxieties toward cooperative learning with other methods of instruction.

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

PubMed

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

2005-03-01

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

Review of the status of learning in research on sport education: future research and practice.

PubMed

Araújo, Rui; Mesquita, Isabel; Hastie, Peter A

2014-12-01

Research concerning Sport Education's educational impact has shown unequivocal results according to students' personal and social development. Nevertheless, research is still sparse with respect to the model's impact on student learning outcomes. The goal of the present review is to therefore scrutinize what is currently known regarding students' learning during their participation in Sport Education. This research spans a variety of studies, cross various countries, school grades, the sports studied, as well as the methods applied and dimensions of student learning analyzed. While research on the impact of Sport Education on students' learning, as well as teachers' and students' perceptions about student learning has shown students' improvements during the participation in Sport Education seasons, there is still considerable variance in these results. For example, some studies report superior learning opportunities to boys and higher skill-level students while other studies have identified superior learning opportunities for girls and lower skill-level students. These inconsistent results can be explained by factors not considered in the Sport Education research, such as the effect of time on students' learning and the control of the teaching-learning process within Sport Education units. In this review directions for future research and practice are also described. Future research should define, implement, and evaluate protocols for student-coaches' preparation in order to understand the influence of this issue on students' learning as well as consider the implementation of hybrid approaches. Moreover, future studies should consider the interaction of gender and skill level and a retention test in the analysis of students' learning improvements in order to obtain a more realist and complete portrait of the impact of Sport Education. Finally, in order to reach an entirely understanding of the teaching-learning process, it is necessary to use research designs that attend to the complexity of this process. Key PointsDespite research regarding has showed students' improvements during the participation in Sport Education seasons, it remains somewhat equivocal.The studies included in this review show students' improvements on skill, knowledge and tactical development, as we as game play, during the participation in Sport Education units.Some studies report superior learning opportunities to boys and higher skill-level students while other studies exposed superior learning opportunities to girls and lower skill-level students.The effect of time on students' learning and the control of the teaching-learning process within Sport Education units can explain these equivocal results.Future research is encouraged to consider the implementation of protocols for student-coaches' preparation, hybrid models, a retention test, the interaction of gender and skill level, and use research designs that attend to the complexity of the teaching-learning process.

Clinical embryology teaching: is it relevant anymore?

PubMed

Scott, Karen M; Charles, Antony Robert; Holland, Andrew J A

2013-10-01

Embryology finds itself jostling for precious space in the crowded medical curriculum, yet remains important for helping students understand birth defects. It has been suggested that teaching embryology through clinical scenarios can increase its relevance and interest. The aim of this research was to determine the attitudes of final-year medical students to learning embryology and whether clinical scenarios aid understanding. Final-year medical students undertaking their paediatric rotation in 2009 and 2010 were invited to attend an optional lecture on clinical embryology and participate in the research. In the lecture, three clinical scenarios were presented, in which the lecturer traced the normal development of a foetus and the abnormal development that resulted in a birth defect. Outcomes were assessed quantitatively using a paper-based survey. The vast majority of students who valued embryology teaching in their medical programme thought it would assist them with clinical management, and believed learning through case scenarios helped their understanding. Students were divided in their beliefs about when embryology should be taught in the medical programme and whether it would increase their workload. Embryology teaching appears to be a valuable part of the medical curriculum. Embryology teaching was valued when taught in the clinical environment in later years of the medical programme. Students, clinicians and medical educators should be proactive in finding clinical learning opportunities for embryology teaching. © 2013 Royal Australasian College of Surgeons.

Supplemental instruction in chemistry

NASA Astrophysics Data System (ADS)

Lundeberg, Mary A.

This study was designed to measure some effects of supplemental instruction in chemistry. Supplemental instruction is a peer-led cooperative learning program that encourages students to develop conceptual understanding by articulating both understandings and misconceptions in a think-aloud fashion. Supplemental instruction was offered three hours weekly outside of class and lab time for students in four classes of General Organic and Biological Chemistry. Over a two-year period 108 students volunteered to participate in this program; 45 students did not participate. As measured by final grades in chemistry and responses to a questionnaire, supplemental instruction was effective in increasing students' achievement in chemistry. Further research is needed to determine the in-depth effects of supplemental instruction on students' learning, problem solving, and self-esteem.

Developing instruments concerning scientific epistemic beliefs and goal orientations in learning science: a validation study

NASA Astrophysics Data System (ADS)

Lin, Tzung-Jin; Tsai, Chin-Chung

2017-11-01

The purpose of this study was to develop and validate two survey instruments to evaluate high school students' scientific epistemic beliefs and goal orientations in learning science. The initial relationships between the sampled students' scientific epistemic beliefs and goal orientations in learning science were also investigated. A final valid sample of 600 volunteer Taiwanese high school students participated in this survey by responding to the Scientific Epistemic Beliefs Instrument (SEBI) and the Goal Orientations in Learning Science Instrument (GOLSI). Through both exploratory and confirmatory factor analyses, the SEBI and GOLSI were proven to be valid and reliable for assessing the participants' scientific epistemic beliefs and goal orientations in learning science. The path analysis results indicated that, by and large, the students with more sophisticated epistemic beliefs in various dimensions such as Development of Knowledge, Justification for Knowing, and Purpose of Knowing tended to adopt both Mastery-approach and Mastery-avoidance goals. Some interesting results were also found. For example, the students tended to set a learning goal to outperform others or merely demonstrate competence (Performance-approach) if they had more informed epistemic beliefs in the dimensions of Multiplicity of Knowledge, Uncertainty of Knowledge, and Purpose of Knowing.

Case-based learning in endocrine physiology: an approach toward self-directed learning and the development of soft skills in medical students.

PubMed

Gade, Shubhada; Chari, Suresh

2013-12-01

The Medical Council of India, in the recent Vision 2015 document, recommended curricular reforms for undergraduates. Case-based learning (CBL) is one method where students are motivated toward self-directed learning and to develop analytic and problem-solving skills. An overview of thyroid physiology was given in a didactic lecture. A paper-based case scenario of multinodular goiter was given to phase I Bachelor of Medicine, Bachelor of Surgery students in two sessions. An attitude survey of the students and teachers was done using a Likert scale ranging from strongly disagrees to strongly agree. A pretest and posttest were conducted. The students opined that CBL helped them to better their understanding of a particular topic, gave them better retention of knowledge, helped them to relate clinical conditions to basic sciences, improved soft skills such as communication skills and group dynamics, and promoted a better teacher-student relationship. There was significant improvement in student's performance when pre- and posttest scores were compared (P = 0.018). Furthermore, faculty members opined that CBL promoted self-study and problem-solving abilities of the students. In conclusion, CBL motivates students toward self-directed learning and to develop analytic and problem-solving skills; thus, CBL could be beneficial for students' entry into clinical departments and, finally, in managing patients.

The use of wireless laptop computers for computer-assisted learning in pharmacokinetics.

PubMed

Munar, Myrna Y; Singh, Harleen; Belle, Donna; Brackett, Carolyn C; Earle, Sandra B

2006-02-15

To implement computer-assisted learning workshops into pharmacokinetics courses in a doctor of pharmacy (PharmD) program. Workshops were designed for students to utilize computer software programs on laptop computers to build pharmacokinetic models to predict drug concentrations resulting from various dosage regimens. In addition, students were able to visualize through graphing programs how altering different parameters changed drug concentration-time curves. Surveys were conducted to measure students' attitudes toward computer technology before and after implementation. Finally, traditional examinations were used to evaluate student learning. Doctor of pharmacy students responded favorably to the use of wireless laptop computers in problem-based pharmacokinetic workshops. Eighty-eight percent (n = 61/69) and 82% (n = 55/67) of PharmD students completed surveys before and after computer implementation, respectively. Prior to implementation, 95% of students agreed that computers would enhance learning in pharmacokinetics. After implementation, 98% of students strongly agreed (p < 0.05) that computers enhanced learning. Examination results were significantly higher after computer implementation (89% with computers vs. 84% without computers; p = 0.01). Implementation of wireless laptop computers in a pharmacokinetic course enabled students to construct their own pharmacokinetic models that could respond to changing parameters. Students had greater comprehension and were better able to interpret results and provide appropriate recommendations. Computer-assisted pharmacokinetic techniques can be powerful tools when making decisions about drug therapy.

Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students' study strategies, class performance, and reported VARK learning styles.

PubMed

Husmann, Polly R; O'Loughlin, Valerie Dean

2018-03-13

The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Fleming and Mills, , Improve Acad. 11:137-155) and, if so, does this alignment correlate with their outcome in an anatomy course. Relatedly, this study examines whether students' VARK learning styles are correlated with course outcomes regardless of the students' study strategies, and whether any study strategies are correlated with course outcomes, regardless of student-specific VARK results. A total of 426 anatomy students from the 2015 and 2016 Fall semesters completed a study strategies survey and an online VARK questionnaire. Results demonstrated that most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

The development of interactive online learning tools for the study of anatomy.

PubMed

O'Byrne, Patrick J; Patry, Anne; Carnegie, Jacqueline A

2008-01-01

The study of human anatomy is a core component of health science programs. However large student enrolments and the content-packed curricula associated with these programs have made it difficult for students to have regular access to cadaver laboratories. Adobe Flash MXwas used with cadaver digital photographs and textbook-derived illustrations to develop interactive anatomy images that were made available to undergraduate health science students enrolled in first-year combined anatomy and physiology (ANP) courses at the University of Ottawa. Colour coding was used to direct student attention, facilitate name-structure association, improve visualization of structure contours, assist students in the construction of anatomical pathways, and to reinforce functional or anatomical groupings. The ability of two-dimensional media to support the visualization of three-dimensional structure was extended by developing the fade-through image (students use a sliding bar to move through tissues) as well as the rotating image in which entire organs such as the skull were photographed at eight angles of rotation. Finally, students were provided with interactive exercises that they could repeatedly try to obtain immediate feedback regarding their learning progress. Survey data revealed that the learning and self-testing tools were used widely and that students found them relevant and supportive of their self-learning. Interestingly, student summative examination outcomes did not differ between those students who had access to the online tools and a corresponding student group from the previous academic year who did not. Interactive learning tools can be tailored to meet program-specific learning objectives as a cost-effective means of facilitating the study of human anatomy. Virtual interactive anatomy exercises provide learning opportunities for students outside the lecture room that are of especial value to visual and kinesthetic learners.

Introduction of Team-Based Learning (TBL) at Kilimanjaro Christian Medical University College: Experience with the Ectoparasites Module

PubMed Central

Nyindo, Mramba; Kitau, Jovin; Lisasi, Esther; Kapanda, Gibson; Matowo, Johnston; Francis, Patrick; Bartlett, John

2014-01-01

Background Contemporary teaching in sub-Saharan African medical schools is largely through didactic and problem-based approaches. These schools face challenges from burgeoning student numbers, severe faculty shortages, faculty without instruction in teaching methods, and severe infrastructure inadequacies. Team-based learning (TBL) is a pedagogy which may be attractive because it spares faculty time. TBL was piloted in a module on ectoparasites at the Kilimanjaro Christian Medical University College (KCMU Co). Methods TBL orientation began 6 weeks before starting the module. Students were issued background readings and individual and group readiness assessment tests, followed by module application, discussion, and evaluation. At completion, student perceptions of TBL were assessed using a 5-point Likert scale evaluating 6 domains, with a score of 5 being most favorable. Strength of consensus measures (sCns) were applied. Final examination scores were compiled for 2011 (didactic) and 2012 (TBL). Results 158 students participated in the module. The mean student scores across the 6 domains ranged from 4.2–4.5, with a high degree of consensus (range 85–90%). The final examination scores improved between 2011 and 2012 Conclusions KCMU Co student perceptions of TBL were very positive, and final exam grades improved. These observations suggest future promise for TBL applications at KCMU Co and potentially other schools. PMID:24491164

Interactive E-learning module in pharmacology: a pilot project at a rural medical college in India.

PubMed

Gaikwad, Nitin; Tankhiwale, Suresh

2014-01-01

Many medical educators are experimenting with innovative ways of E-learning. E-learning provides opportunities to students for self-directed learning in addition to other advantages. In this study, we designed and evaluated an interactive E-learning module in pharmacology for effectiveness, acceptability and feasibility, with the aim of promoting active learning in this fact-filled subject. A quasi-experimental single-group pre-test/post-test study was conducted with fourth-semester students of the second professionals course (II MBBS), selected using non-probability convenience sampling method. An E-learning module in endocrine pharmacology was designed to comprise three units of interactive PowerPoint presentations. The pre-validated presentations were uploaded on the website according to a predefined schedule and the 42 registered students were encouraged to self-learning using these interactive presentations. Cognitive gain was assessed using an online pre- and post-test for each unit. Students' perceptions were recorded using an online feedback questionnaire on a 5-point Likert scale. Finally, focused group discussion was conducted to further explore students' views on E-learning activity. Significant attrition was observed during the E-learning activity. Of the 42 registered students, only 16 students completed the entire E-learning module. The summed average score of all three units (entire module) was increased significantly from 38.42 % (summed average pre-test score: 11.56/30 ± 2.90) to 66.46 % (summed average post-test score: 19.94/30 ± 6.13). The class-average normalized gain for the entire module was 0.4542 (45.42). The students accepted this E-learning activity well as they perceived it to be innovative, convenient, flexible and useful. The average rating was between 4 (agree) and 5 (strongly agree). The interactive E-learning module in pharmacology was moderately effective and well perceived by the students. The simple, cost-effective and readily available Microsoft PowerPoint tool appealed to medical educators to use this kind of simple E-learning technology blended with traditional teaching to encourage active learning among students especially in a rural setup is attractive.

Comparing the long-term retention of a physiology course for medical students with the traditional and problem-based learning.

PubMed

Pourshanazari, A A; Roohbakhsh, A; Khazaei, M; Tajadini, H

2013-03-01

The rapid improvements in medical sciences and the ever-increasing related data, however, require novel methods of instruction. One such method, which has been given less than due attention in Iran, is problem-based learning (PBL). In this study, we aimed to evaluate the impact of study skills and the PBL methods on short and long-term retention of information provided for medical students in the course of respiratory physiology and compare it with traditional learning method. In this study, 39 medical students from Medical School of Kerman University of Medical Sciences, Kerman, Iran (2006-2010) were enrolled in the study and allocated randomly in three equal groups (13 in each group). All groups underwent a pre-test to be assessed for their basic information regarding respiratory physiology. Two groups were instructed using the traditional method, and one group used PBL. Among the two groups of the traditional method, one was instructed about study skills and the other was not. Once the PBL group took the study skill workshop, they were aided by tutors for their education. In the final term test, those students who had learned study skills and were instructed with the traditional method scored higher compared to other groups (p < 0.05). However, in the 1 year (p < 0.05) and 4 year (p < 0.01) interval examinations, the PBL group achieved significantly higher scores. Despite the fact that PBL had no positive effect on the final term exam of our students, it yielded a more profound and retained understanding of the subject course. Moreover, considering the positive effect of study skills on long-term student scores, we recommend students to receive instructions regarding the appropriate study skills when initiated into universities.

Knowledge Surveys in General Chemistry: Confidence, Overconfidence, and Performance

ERIC Educational Resources Information Center

Bell, Priscilla; Volckmann, David

2011-01-01

Knowledge surveys have been used in a number of fields to assess changes in students' understanding of their own learning and to assist students in review. This study compares metacognitive confidence ratings of students faced with problems on the surveys with their actual knowledge as shown on the final exams in two courses of general chemistry…

Inquiry, Discourse and Metacognition: Promoting Students' Learning in a Bioethical Context.

ERIC Educational Resources Information Center

Conner, Lindsey N.

This research reports on interpretive and cognitive approaches that were used in a unit of work with a final year high school biology class. The aim of the intervention was to promote students' awareness and communication of the biological, social, and ethical issues associated with cancer. Students were encouraged to use an inquiry approach. They…

ExplaNet: A Collaborative Learning Tool and Hybrid Recommender System for Student-Authored Explanations

ERIC Educational Resources Information Center

Masters, Jessica; Madhyastha, Tara; Shakouri, Ali

2008-01-01

ExplaNet is a web-based, anonymous, asynchronous explanation-sharing network. Instructors post questions to the network and students submit explanatory answers. Students then view and rank the explanations submitted by their peers before optionally resubmitting a final and revised answer. Three classroom evaluations of ExplaNet showed that by…

A Tale of Two Courses: Challenging Millennials to Experience Culture through Film

ERIC Educational Resources Information Center

Kirakosian, Katie; McLaurin, Virginia; Speck, Cary

2017-01-01

In this article, we discuss how adding a final film project to a revised "Culture through Film" course led to deeper student learning and higher rates of student success, as well as increased student satisfaction. Ultimately, we urge social science educators to include experiential projects in their courses that connect to all learning…

All Rise. Welcome to Law School

ERIC Educational Resources Information Center

Mangan, Katherine

2008-01-01

This article describes how a New York institution gives its students a hands-on education in courtroom wrangling. Unlike medical students, who work in teaching hospitals and clinics as they learn, most law students don't set foot in a courtroom until their third and final year, when they have the option of participating in legal clinics. The Touro…

Lecture Attendance and Web Based Lecture Technologies: A Comparison of Student Perceptions and Usage Patterns

ERIC Educational Resources Information Center

von Konsky, Brian R.; Ivins, Jim; Gribble, Susan J.

2009-01-01

This paper investigates the impact of web based lecture recordings on learning and attendance at lectures. Student opinions regarding the perceived value of the recordings were evaluated in the context of usage patterns and final marks, and compared with attendance data and student perceptions regarding the usefulness of lectures. The availability…

Peer-Assisted Learning in Research Methods and Statistics

ERIC Educational Resources Information Center

Stone, Anna; Meade, Claire; Watling, Rosamond

2012-01-01

Feedback from students on a Level 1 Research Methods and Statistics module, studied as a core part of a BSc Psychology programme, highlighted demand for additional tutorials to help them to understand basic concepts. Students in their final year of study commonly request work experience to enhance their employability. All students on the Level 1…

Introduction of Vertical Integration and Case-Based Learning in Anatomy for Undergraduate Physical Therapy and Occupational Therapy Students

ERIC Educational Resources Information Center

Parmar, Suresh K.; Rathinam, Bertha A. D.

2011-01-01

The purpose of the present pilot study was to evaluate the benefits of innovative teaching methodologies introduced to final year occupational and physical therapy students in Christian Medical College in India. Students' satisfactions along the long-term retention of knowledge and clinical application of the respiratory anatomy have been…

Competency-Based Education: Helping All Kentucky Students Succeed. Final Report

ERIC Educational Resources Information Center

Kentucky Department of Education, 2013

2013-01-01

The Commonwealth of Kentucky is exploring competency-based education as a way to better prepare students for success in college and their careers. Some individual schools and districts are moving ahead with this innovative approach where achievement is the constant and time is the variable. Not all students learn at the same rate, or in the same…

Bridging the Distance: The Use of Blogs as Reflective Learning Tools for Placement Students

ERIC Educational Resources Information Center

Wolf, Katharina

2010-01-01

This paper reviews the effectiveness of web logs ("blogs"), or online journals, within the context of a compulsory final-year placement unit for public relations students. The key goal behind the use of Web2.0 technology was to encourage ongoing, reflective practice via an exchange between students thereby limiting feelings of isolation…

Course Pass Rates in Fall 1993. Enrollment Analysis EA94-4.

ERIC Educational Resources Information Center

Diehl, Patricia K.

Student performance in individual courses constitutes a fundamental learning outcome, as assessed by the faculty. Examination of student outcomes at the course level is especially appropriate at community colleges, since as many as half the students in credit courses have no intention of earning a degree. Fall 1993 final course grades of students…

Correlating Student Interest and High School Preparation with Learning and Performance in an Introductory University Physics Course

ERIC Educational Resources Information Center

Harlow, Jason J.?B.; Harrison, David M.; Meyertholen, Andrew

2014-01-01

We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the…

The effect of web quest and team-based learning on students' self-regulation.

PubMed

Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili; Rezaee, Rita

2016-04-01

In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students' self-direction, self-regulation, and academic achievement. This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino's self-directed learning readiness scale (SDLRS) and Buford's self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann-Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. The results of the Mann-Whitney U test showed that the participants' self- directed (self-management) and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively). Wilcoxon test revealed that self-directed learning indices (self-control and self-management) were differed between the two strategies before and after the intervention. However, the scores related to learning (students' final scores) were higher in the WebQuest approach than in team-based learning. By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.

Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory

NASA Astrophysics Data System (ADS)

Muñoz-García, Miguel A.; Moreda, Guillermo P.; Hernández-Sánchez, Natalia; Valiño, Vanesa

2013-10-01

Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In this study, the method is applied to laboratory sessions of a higher education institution course, and the students who act as teachers are referred to as "laboratory monitors." A particular way to select the monitors and its impact in the final marks is proposed. A total of 181 students participated in the experiment, experiences with laboratory monitors are discussed, and methods for motivating and training laboratory monitors and regular students are proposed. The types of laboratory sessions that can be led by classmates are discussed. This work is related to the changes in teaching methods in the Spanish higher education system, prompted by the Bologna Process for the construction of the European Higher Education Area

ICT media design for higher grade of elementary school mathematics learning using CS6 program

NASA Astrophysics Data System (ADS)

Zainil, M.; Prahmana, R. C. I.; Helsa, Y.; Hendri, S.

2017-12-01

Technological innovation contributes to the emerging of new possibilities to change the learning process. The development of technology could bring the higher quality of education through the integration of technology in the learning. The purpose of this research is to create an interactive multimedia using CS6 program for mathematics learning in higher grade of elementary school. It was a development research using ADDIE model which consists of analysis, design, and evaluation stages. It has successfully developed interactive multimedia in a form of learning CD used in the material of plane figures and solid figures. The prototype has been validated and then tested for the 4th grade of elementary schools. Two schools were involved and the students taught by utilizing the prototype, and then, in the end of learning, they are examined to determine the learning result. There were 72% of the students passed the examination as they classified at good and excellent categories. Finally, the use of CS6 program is promising to help the students learning plane and solid figure in mathematics learning.

Discussion on teaching reform of environmental planning and management

NASA Astrophysics Data System (ADS)

Zhang, Qiugen; Chen, Suhua; Xie, Yu; Wei, Li'an; Ding, Yuan

2018-05-01

The curriculum of environmental planning and management is an environmental engineering major curriculum established by the teaching steering committee of environmental science and engineering of Education Ministry, which is the core curriculum of Chinese engineering education professional certification. It plays an important role in cultivating environmental planning and environmental management ability of environmental engineering major. The selection and optimization of the course teaching content of environmental planning and management were discussed which including curriculum teaching content updating and optimizing and teaching resource system construction. The comprehensive application of teaching method was discussed which including teaching method synthesis and teaching method. The final combination of the assessment method was also discussed which including the formative assessment normal grades and the final result of the course examination. Through the curriculum comprehensive teaching reform, students' knowledge had been broadened, the subject status and autonomy of learning had been enhanced, students' learning interest had been motivated, the ability of students' finding, analyzing and solving problems had been improved. Students' innovative ability and positive spirit had been well cultivated.

Social problem-solving in Chinese baccalaureate nursing students.

PubMed

Fang, Jinbo; Luo, Ying; Li, Yanhua; Huang, Wenxia

2016-11-01

To describe social problem solving in Chinese baccalaureate nursing students. A descriptive cross-sectional study was conducted with a cluster sample of 681 Chinese baccalaureate nursing students. The Chinese version of the Social Problem-Solving scale was used. Descriptive analyses, independent t-test and one-way analysis of variance were applied to analyze the data. The final year nursing students presented the highest scores of positive social problem-solving skills. Students with experiences of self-directed and problem-based learning presented significantly higher scores in Positive Problem Orientation subscale. The group with Critical thinking training experience, however, displayed higher negative problem solving scores compared with nonexperience group. Social problem solving abilities varied based upon teaching-learning strategies. Self-directed and problem-based learning may be recommended as effective way to improve social problem-solving ability. © 2016 Chinese Cochrane Center, West China Hospital of Sichuan University and John Wiley & Sons Australia, Ltd.

Mathematics education and learning disabilities in Spain.

PubMed

Casas, Ana Miranda; Castellar, Rosa García

2004-01-01

In the first part of this article, we describe the basic objectives of the math curriculum in Spain as well as the basic contents, teacher resources, and obstacles perceived in mathematics instruction. Second, we briefly describe the concept of learning disabilities (LD) as they are currently defined in Spain. As stated in the recent educational reform, a student with LD is any student with special educational needs. The emphasis is placed on the educational resources that these students need in order to achieve the curricular objectives that correspond to their age group or grade. Third, we comment specifically on the educational services model and the evaluation and instructional procedures for students with math learning disabilities. Finally, we describe some lines of research that have appeared in the last few years in Spain that have led to the development of new evaluation and intervention procedures for students with LD in computation and problem solving.

Mandatory coursework assignments can be, and should be, eliminated!

NASA Astrophysics Data System (ADS)

Haugan, John; Lysebo, Marius; Lauvas, Per

2017-11-01

Formative assessment can serve as a catalyst for increased student effort and student learning. Yet, many engineering degree programmes are dominated by summative assessment and make limited use of formative assessment. The present case study serves as an example on how formative assessment can be used strategically to increase student effort and improve student learning. Within five courses of an engineering bachelor degree programme in Norway, the mandatory coursework assignments were removed and replaced by formative-only assessment. To facilitate the formative assessment, weekly student peer-assessment sessions were introduced. The main findings include an increase in student study hours and improved student performance on the examinations. Finally, interviews were conducted by an external consultant in an effort to identify key factors that attributed to the positive outcome.

Investigation into health science students' awareness of occupational therapy: implications for interprofessional education.

PubMed

Alotaibi, Naser; Shayea, Abdulaziz; Nadar, Mohammed; Abu Tariah, Hashem

2015-01-01

To investigate the level of awareness of the occupational therapy profession among final-year health sciences students at Kuwait University. This study utilized a survey targeting final-year students in the Health Sciences Center at Kuwait University schools of medicine, pharmacy, dentistry, and allied health sciences. The survey addressed awareness of occupational therapy, its scope of practice, work environments, and preference for learning more about the profession. Of the 244 surveys distributed, 132 were returned, for a 54% response rate. The proportion of those who knew about occupational therapy ranged from 94% (radiologic science) to a low of 17% (medicine). Most respondents learned about occupational therapy from colleagues (77.1%), rather than from their academic programs (28.1%). RESULTS indicated that about one fifth of students (21.4%) were unsure about the role of occupational therapists as members of the health care team. Preferences for learning more about the profession were consistent with interprofessional opportunities, such as observing an occupational therapy session (64.5%) and attending a workshop (63.6%) or presentation (59.8%). Although most respondents had some awareness of occupational therapy, specifics about its scope of practice and relevance to the health care team were lacking. Preferences for learning more about occupational therapy were consistent with the current trend for interprofessional education in health care. Implications for interprofessional education are presented.

Multiple Learning Strategies Project. Final Report.

ERIC Educational Resources Information Center

Danford, Jan

This project researched and defined learning profiles for educable mentally impaired, visually impaired, low-reading, and regular vocational students based on the communication skills, attitudes toward self and others, knowledge level, and the cultural and social factors for each group. Through analysis of these profiles, and a consideration of…

Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills.

PubMed

Rauschenbach, Ines; Keddis, Ramaydalis; Davis, Diane

2018-01-01

We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy.

Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills †

PubMed Central

Rauschenbach, Ines; Keddis, Ramaydalis; Davis, Diane

2018-01-01

We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy. PMID:29904518

Action Research to Improve the Learning Space for Diagnostic Techniques†

PubMed Central

Ariel, Ellen; Owens, Leigh

2015-01-01

The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive operations of “knowledge” and “understanding.” The new approach was to exchange part of the traditional activities with elements of interactive learning, where students had the opportunity to engage in deep learning using a variety of learning styles. The effectiveness of the new curriculum was assessed by means of on-course student assessment throughout the module, a final exam, an anonymous questionnaire on student evaluation of the different activities and a focus group of volunteers. Although the new curriculum enabled a major part of the student cohort to achieve higher pass grades (p < 0.001), it did not meet the requirements of the weaker students, and the proportion of the students failing the module remained at 34%. The action research applied here provided a number of valuable suggestions from students on how to improve future curricula from their perspective. Most importantly, an interactive online program that facilitated flexibility in the learning space for the different reagents and their interaction in diagnostic tests was proposed. The methods applied to improve and assess a curriculum refresh by involving students as partners in the process, as well as the outcomes, are discussed. Journal of Microbiology & Biology Education PMID:26753024

Teaching Animal Physiology: a 12-year experience transitioning from a classical to interactive approach with continual assessment and computer alternatives.

PubMed

Kaisarevic, Sonja N; Andric, Silvana A; Kostic, Tatjana S

2017-09-01

In response to the Bologna Declaration and contemporary trends in Animal Physiology education, the Animal Physiology course at the Faculty of Sciences, University of Novi Sad, Serbia, has evolved over a 12-yr period (2001-2012): from a classical two-semester course toward a one-semester course utilizing computer simulations of animal experiments, continual assessment, lectures, and an optional oral exam. This paper presents an overview of student achievement, the impact of reforms on learning outcomes, and lessons that we as educators learned during this process. The reforms had a positive impact on the percentage of students who completed the course within the same academic year. In addition, the percentage of students who completed the practical exam increased from 54% to >95% following the transition to a Bologna-based approach. However, average final grades declined from 8.0 to 6.8 over the same period. Students also appear reluctant to take the optional oral exam, and 82-91% of students were satisfied with the lower final grade obtained from only assessments and tests administered during the semester. In our endeavor to achieve learning outcomes set during the pre-Bologna period, while adopting contemporary teaching approaches, we sought to increase students' motivation to strive toward better performance, while ensuring that the increased quantity of students who complete the course is coupled with increased quality of education and a more in-depth understanding of animal physiology. Copyright © 2017 the American Physiological Society.

A 'learning-by-doing' treatment planning tutorial for medical physicists.

PubMed

Meyer, J; Hartmann, B; Kalet, I

2009-06-01

A framework for a tutorial for treatment planning in radiation oncology physics was developed, based on the University of Washington treatment planning system Prism. The tutorial is aimed at students in Medical Physics to accompany the lectures on treatment planning to enhance their theoretical knowledge. A web-based layout was chosen to allow independent work of the students. The tutorial guides the students through three different learning modules, designed mainly to enhance their understanding of the processes involved in treatment planning but also to learn the specific features of a modern treatment planning system. Each of the modules contains four units, with the aim to introduce the relevant Prism features, practice skills in different tasks and finally check the learning outcomes with a challenge and a self-scoring quiz. A survey for students' feedback completes the tutorial. Various tools and learning methods help to create an interactive, appealing learning environment, in which the emphasis is shifted from teacher-centred to student-centred learning paradigms. In summary, Prism lends itself well for educational purposes. The tutorial covers all main aspects of treatment planning. In its current form the tutorial is self-contained but still adjustable and expandable. The tutorial can be made available upon request to the authors.

Implementation of the peer-led team-learning instructional model as a stopgap measure improves student achievement for students opting out of laboratory.

PubMed

Snyder, Julia J; Carter, B Elijah; Wiles, Jason R

2015-03-02

In entry-level university courses in science, technology, engineering, and mathematics fields, students participating in associated laboratory sessions generally do better than those who have no related lab classes. This is a problem when, for various reasons, not enough lab sections can be offered for students and/or when students opt out of optional available lab courses. Faced with such a situation, this study evaluated the efficacy of the peer-led team-learning (PLTL) instructional model as a potential method for narrowing the achievement gap among undergraduate students electing not to enroll in an optional laboratory component of an introductory biology course. In peer-led workshops, small groups of students participated in solving problems and other activities that encouraged active learning. Students led by peer leaders attained significantly higher exam and final course grades in introductory biology than comparable students not participating in PLTL. Among the introductory biology students who opted not to enroll in the optional lab course, those who participated in PLTL averaged more than a letter grade higher than those who did not. This difference was statistically significant, and the PLTL workshops almost entirely closed the achievement gap in lecture exam and final grades for students who did not take the lab. © 2015 J. J. Snyder et al. CBE—Life Sciences Education © 2015 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).

Online learning in dentistry: the changes in undergraduate perceptions and attitudes over a four year period.

PubMed

Reynolds, P A; Rice, S; Uddin, M

2007-10-13

To assess the changing perceptions and attitudes of undergraduate dental students towards e-learning between 2001-2004. DESIGN, SAMPLE AND SETTING: This was a retrospective analysis of online questionnaire data, collected from four successive cohorts of final year students undertaking an online therapeutics course in a large teaching hospital. Students were required to complete a structured and open questionnaire relating to their perceived ICT skills, the course itself, and their perceptions of e-learning. Simple numeric qualitative and qualitative analyses were applied. Questionnaires were returned by 328 students (98% response rate). Students' perceptions of having advanced ICT skills increased from 5.5% to 14.5%, with home internet access rising from 62.3% to 89.1 % (2001-2004). There was an increase in: ease of access (25.3% to 47.3%), perception of time saving (17.9% to 37.4%), appreciation of combining traditional and e-learning methods (43.8% to 57.4%) and online tutor access (21.9% to 40.7%). Free comments supporting good e-learning experiences rose from 7.2% to 32.7% with poor remarks decreasing (3.1% to 1.9%). Students' perceptions of their ICT skills has increased, matched by better equipment and greater appreciation of e-learning. A shift towards preference of a blended approach of traditional and e-learning is evident.

The Use of Wireless Laptop Computers for Computer-Assisted Learning in Pharmacokinetics

PubMed Central

Munar, Myrna Y.; Singh, Harleen; Belle, Donna; Brackett, Carolyn C.; Earle, Sandra B.

2006-01-01

Objective To implement computer-assisted learning workshops into pharmacokinetics courses in a doctor of pharmacy (PharmD) program. Design Workshops were designed for students to utilize computer software programs on laptop computers to build pharmacokinetic models to predict drug concentrations resulting from various dosage regimens. In addition, students were able to visualize through graphing programs how altering different parameters changed drug concentration-time curves. Surveys were conducted to measure students’ attitudes toward computer technology before and after implementation. Finally, traditional examinations were used to evaluate student learning. Assessment Doctor of pharmacy students responded favorably to the use of wireless laptop computers in problem-based pharmacokinetic workshops. Eighty-eight percent (n = 61/69) and 82% (n = 55/67) of PharmD students completed surveys before and after computer implementation, respectively. Prior to implementation, 95% of students agreed that computers would enhance learning in pharmacokinetics. After implementation, 98% of students strongly agreed (p < 0.05) that computers enhanced learning. Examination results were significantly higher after computer implementation (89% with computers vs. 84% without computers; p = 0.01). Conclusion Implementation of wireless laptop computers in a pharmacokinetic course enabled students to construct their own pharmacokinetic models that could respond to changing parameters. Students had greater comprehension and were better able to interpret results and provide appropriate recommendations. Computer-assisted pharmacokinetic techniques can be powerful tools when making decisions about drug therapy. PMID:17136147

Learning with On-Line and Hardcopy Tutorials. A Final Report. CDC Technical Report No. 32.

ERIC Educational Resources Information Center

Duffy, T. M.; And Others

Intended to aid in the design of computer systems that promote efficient learning and performance, this study compared the effects of using hard copy and online format tutorials on the learning activities of 48 undergraduate students in either design or engineering. The tutorials, which provided instruction on the use of the equipment and basic…

Studying Student Benefits of Assigning a Service-Learning Project Compared to a Traditional Final Project in a Business Statistics Class

ERIC Educational Resources Information Center

Phelps, Amy L.; Dostilio, Lina

2008-01-01

The present study addresses the efficacy of using service-learning methods to meet the GAISE guidelines (http://www.amstat.org/education/gaise/GAISECollege.htm) in a second business statistics course and further explores potential advantages of assigning a service-learning (SL) project as compared to the traditional statistics project assignment.…

Development and validation of the Simulation Learning Effectiveness Scale for nursing students.

PubMed

Pai, Hsiang-Chu

2016-11-01

To develop and validate the Simulation Learning Effectiveness Scale, which is based on Bandura's social cognitive theory. A simulation programme is a significant teaching strategy for nursing students. Nevertheless, there are few evidence-based instruments that validate the effectiveness of simulation learning in Taiwan. This is a quantitative descriptive design. In Study 1, a nonprobability convenience sample of 151 student nurses completed the Simulation Learning Effectiveness Scale. Exploratory factor analysis was used to examine the factor structure of the instrument. In Study 2, which involved 365 student nurses, confirmatory factor analysis and structural equation modelling were used to analyse the construct validity of the Simulation Learning Effectiveness Scale. In Study 1, exploratory factor analysis yielded three components: self-regulation, self-efficacy and self-motivation. The three factors explained 29·09, 27·74 and 19·32% of the variance, respectively. The final 12-item instrument with the three factors explained 76·15% of variance. Cronbach's alpha was 0·94. In Study 2, confirmatory factor analysis identified a second-order factor termed Simulation Learning Effectiveness Scale. Goodness-of-fit indices showed an acceptable fit overall with the full model (χ 2 /df (51) = 3·54, comparative fit index = 0·96, Tucker-Lewis index = 0·95 and standardised root-mean-square residual = 0·035). In addition, teacher's competence was found to encourage learning, and self-reflection and insight were significantly and positively associated with Simulation Learning Effectiveness Scale. Teacher's competence in encouraging learning also was significantly and positively associated with self-reflection and insight. Overall, theses variable explained 21·9% of the variance in the student's learning effectiveness. The Simulation Learning Effectiveness Scale is a reliable and valid means to assess simulation learning effectiveness for nursing students. The Simulation Learning Effectiveness Scale can be used to examine nursing students' learning effectiveness and serve as a basis to improve student's learning efficiency through simulation programmes. Future implementation research that focuses on the relationship between learning effectiveness and nursing competence in nursing students is recommended. © 2016 John Wiley & Sons Ltd.

Immediate detailed feedback to test-enhanced learning: an effective online educational tool.

PubMed

Wojcikowski, Ken; Kirk, Leslie

2013-11-01

Test-enhanced learning has gained popularity because it is an effective way to increase retention of knowledge; provided the student receives the correct answer soon after the test is taken. To determine whether detailed feedback provided to test-enhanced learning questions is an effective online educational tool for improving performance on complex biomedical information exams. A series of online multiple choice tests were developed to test knowledge of biomedical information that students were expected to know after each patient-case. Following submission of the student answers, one cohort (n = 52) received answers only while the following year, a second cohort (n = 51) received the answers with detailed feedback explaining why each answer was correct or incorrect. Students in both groups progressed through the series of online tests with little assessor intervention. Students receiving the answers along with the explanations within their feedback performed significantly better in the final biomedical information exam than those students receiving correct answers only. This pilot study found that the detailed feedback to test-enhanced learning questions is an important online learning tool. The increase in student performance in the complex biomedical information exam in this study suggests that detailed feedback should be investigated not only for increasing knowledge, but also be investigated for its effect on retention and application of knowledge.

Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students.

PubMed

Doucet, Michèle; Vrins, André; Harvey, Denis

2009-12-01

Teaching methods that provide an opportunity for individual engagement and focussed feedback are required to create an active learning environment for case-based teaching in large groups. A prospective observational controlled study was conducted to evaluate whether the use of an audience response system (ARS) would promote an active learning environment during case-based discussions in large groups, have an impact on student motivation and improve long-term retention. Group A (N = 83) participated in large group case discussions where student participation was voluntary, while for group B (N = 86) an ARS was used. Data collection methods included student and teacher surveys, student focus group interviews, independent observations and 1-year post-course testing. Results indicated that the use of an ARS provided an active learning environment during case-based discussions in large groups by favouring engagement, observation and critical reflection and by increasing student and teacher motivation. Although final exam results were significantly improved in group B, long-term retention was not significantly different between groups. It was concluded that ARS use significantly improved the learning experience associated with case-based discussions in a large group of undergraduate students.

Competence for internship: perceptions of final-year medical students.

PubMed

Draper, C E; Louw, G J

2012-07-01

A 'new', problem-based medical curriculum was introduced at the University of Cape Town (UCT) in 2002. The objective of this study was to assess the perceptions of competence for internship and the factors influencing competence of final-year medical students. Eighteen focus groups were conducted (six per year) with UCT final-year medical students in 2007 (n =27), 2008 (n =27), and 2009 (n =30). Guide questions covered student's expectations of internship, perceptions of competence, priorities regarding competence, and factors influencing competence. Participants felt generally positive about and competent to enter internship, and the transition into internship was characterized as having both personal and professional components. Participants identified interpersonal skills, theoretical grounding, and intellectual ability as strengths, and lack of basic science knowledge and certain procedural skills as weaknesses. Factors influencing competence included personal initiative, motivation, and clinical exposure. Curriculum strengths identified were teaching of interpersonal skills and development of students as lifelong learners. The main weaknesses identified were teaching and assessment of basic sciences, and problem-based learning (PBL). Overall, the participants felt generally positive about internship and the 'new' curriculum, and felt generally competent to enter internship. Their responses highlight the role of confidence in the development of competence. These findings highlight the complexities surrounding perceptions of students about competence and views about the content and methodology of the learning. Perceptions of students regarding competence are an important indicator of the attainment of intended curriculum outcomes, and provide valuable information for the improvement of curriculum.

Teaching autonomy: turning the teaching evaluation of the Applied Optics course from impart knowledge to the new intelligent thinking

NASA Astrophysics Data System (ADS)

Zhao, Huifu; Chen, Yu; Liu, Dongmei

2017-08-01

There is a saying that "The teacher, proselytizes instructs dispels doubt." Traditional teaching methods, constantly let the students learn the knowledge in order to pursue the knowledge of a solid grasp, then assess the teaching result by evaluating of the degree of knowledge and memory. This approach cannot mobilize the enthusiasm of students to learn, and hinders the development of innovative thinking of students. And this assessment results have no practical significance, decoupling from practical application. As we all know, the course of Applied Optics is based on abstract theory. If the same teaching methods using for this course by such a "duck", it is unable to mobilize students' learning initiative, and then students' study results will be affected by passive acceptance of knowledge. How to take the initiative to acquire knowledge in the class to the students, and fully mobilize the initiative of students and to explore the potential of students, finally evaluation contents more research on the practical significance? Scholars continue to innovate teaching methods, as well as teaching evaluation indicators, the best teaching effect to promote the development of students. Therefore, this paper puts forward a set of teaching evaluation model of teaching autonomy. This so-called "autonomous teaching" is that teachers put forward the request or arrange the task and students complete the learning content in the form of a group to discuss learning before the lesson, and to complete the task of the layout, then teachers accept of students' learning achievements and answer questions. Every task is designed to evaluate the effectiveness of teaching. Every lesson should be combined with the progress of science and technology frontier of Applied Optics, let students understand the relationship between research and application in the future, mobilize the students interest in learning, training ability, learn to take the initiative to explore, team cooperation ability. As well, it has practical significance to every evaluation, making the teaching to active learning in teaching, cultivating students' creative potential, deep, solid foundation for the day after learning work.

Dataset on the learning performance of ECDL digital skills of undergraduate students for comparing educational gaming, gamification and social networking.

PubMed

de-Marcos, Luis; García-López, Eva; García-Cabot, Antonio

2017-04-01

This paper reports data about the learning performance of students using four different motivational tools: an educational game, a gamified plugin, a social networking website and a gamified social networking website. It also reports a control group. The data pertain to 379 students of an undergraduate course that covers basic Information and Communication Technology (ICT) skills in Spain. Data corresponds to different learning modules of the European Computer Driving License (ECDL) initiative. The data include variables of four pre-test scores, four post-test scores and a final examination. It was gathered using a quasi-experimental research design during 2014. Data reported here refers to the research paper in (de-Marcos et al., 2016) [1].

Teaching Darwinian Evolution: Learning from Religious Education

NASA Astrophysics Data System (ADS)

Stolberg, Tonie L.

2010-06-01

This article examines what science education might be able to learn from phenomenological religious education’s attempts to teach classes where students hold a plurality of religious beliefs. Recent statements as to how best to accomplish the central pedagogical concept of ‘learning from religion’ as a vehicle for human transformation are explored, and then used to appraise the historical research into how Charles Darwin’s responses to religious ideas influenced and were influenced by his scientific work. The issues identified as crucial for science educators to be aware of when teaching students Darwinian evolution are then outlined and, finally, suggestions are made to enable individual students to examine how their personal religious beliefs might interact with their growing understanding of Darwin’s evolutionary approach.

Introducing Social Stratification and Inequality: An Active Learning Technique.

ERIC Educational Resources Information Center

McCammon, Lucy

1999-01-01

Summarizes literature on techniques for teaching social stratification. Describes the three parts of an exercise that enables students to understand economic and political inequality: students are given a family scenario, create household budgets, and finally rework the national budget with their family scenario groups. Discusses student…

The emergence of online learning in PN Education.

PubMed

Hopkins, David D

2008-01-01

For the fifth year in a row the online learning sector outpaced growth rates of the traditional classroom. Online learning continues to garner increasing levels of positive support from administrators, employers, and students who value the option of online education at increasingly greater levels. PN Education has largely remained on the sidelines of this revolution. However, with the nursing crisis growing, students, governments, and institutions demanding more access and convenience to educational options, and the emergence of the Millennial Generation making up the majority of the students, the time has come for PN programs to embrace the potential of online learning. With its diverse mix of didactic, clinical, and lab requirements, PN education is ideally suited for the newest evolution of online delivery-Blended Learning 2.0. This paper will analyze in detail the overall state of affairs of online learning, especially as it pertains to educating the next generation of practical nurses, and finally to provide an overview of the key components of a quality online program in PN Education.

Concepts first: A course with improved educational outcomes and parity for underrepresented minority groups

NASA Astrophysics Data System (ADS)

Webb, D. J.

2017-08-01

Two active learning physics courses were taught and compared. The "concepts first" course was organized to teach only concepts in the first part of the class, the ultimate goal being to increase students' problem-solving abilities much later in the class. The other course was taught in the same quarter by the same instructor using the same curricular materials, but covered material in the standard (chapter-by-chapter) order. After accounting for incoming student characteristics, students from the concepts-first course scored significantly better in two outcome measures: their grade on the final exam and the grade received in their subsequent physics course. Moreover, in the concepts-first class course, students from groups underrepresented in physics had final exam scores and class grades that were indistinguishable from other students. Finally, students who took at least one concepts-first course in introductory physics were found to have significantly higher rates of graduation with a STEM major than students from this cohort who did not.

Improving the quality of educational strategies in postgraduate dental education using student and graduate feedback: findings from a qualitative study in New Zealand.

PubMed

Subramanian, J; Anderson, V R; Morgaine, K C; Thomson, W M

2013-02-01

Research suggests that students' perceptions should be considered in any discussion of their education. However, to date, there has been no systematic examination of New Zealand postgraduate dental students' learning processes in both the research and clinical settings. This study aimed to obtain in-depth qualitative insights into student and graduate perspectives of effective and ineffective learning experiences during their postgraduate dental education. Data were collected in 2010 using semi-structured individual interviews. Participants included 2010 final-year students and 2009 graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe at least one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. Broad themes which emerged included supervisory approaches, characteristics of the learning process and characteristics of the physical learning environment. The focus of this article is to report and discuss the learning processes that participants identified as promoting and precluding effective learning experiences in the clinical and research settings. Students and graduates in the study had largely similar perspectives of learning processes likely to result in effective clinical and research learning. These included self-directed and collaborative learning; timely, constructive and detailed feedback with directions for further improvement; and discreet clinical feedback. Learning processes that precluded effective learning included unsupported and isolated learning, delayed and overly critical/destructive feedback and open criticism in the clinical context. The in-depth findings of this study contribute to the scientific literature that identifies learning process characteristics which facilitate effective learning from New Zealand postgraduate students' and graduates' perspectives. Additional cross-sectional and longitudinal studies (both qualitative and quantitative) would lead to a better understanding of what constitutes effective teaching in postgraduate dental education. © 2012 John Wiley & Sons A/S.

Correlating student interest and high school preparation with learning and performance in an introductory university physics course

NASA Astrophysics Data System (ADS)

Harlow, Jason J. B.; Harrison, David M.; Meyertholen, Andrew

2014-06-01

We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the course primarily for their own interest outperformed students who took the course primarily because it was required, both on the Force Concept Inventory and on the final examination; students who took a senior-level high school physics course outperformed students who did not, also both on the Force Concept Inventory and on the final exam. Students who took the course for their own interest and took high school physics outperformed students who took the course because it was required and did not take high school physics by a wide margin. However, the normalized gain on the Force Concept Inventory was the same within uncertainties for all groups and subgroups of students.

Motivation, Classroom Environment, and Learning in Introductory Geology: A Hierarchical Linear Model

NASA Astrophysics Data System (ADS)

Gilbert, L. A.; Hilpert, J. C.; Van Der Hoeven Kraft, K.; Budd, D.; Jones, M. H.; Matheney, R.; Mcconnell, D. A.; Perkins, D.; Stempien, J. A.; Wirth, K. R.

2013-12-01

Prior research has indicated that highly motivated students perform better and that learning increases in innovative, reformed classrooms, but untangling the student effects from the instructor effects is essential to understanding how to best support student learning. Using a hierarchical linear model, we examine these effects separately and jointly. We use data from nearly 2,000 undergraduate students surveyed by the NSF-funded GARNET (Geoscience Affective Research NETwork) project in 65 different introductory geology classes at research universities, public masters-granting universities, liberal arts colleges and community colleges across the US. Student level effects were measured as increases in expectancy and self-regulation using the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991). Instructor level effects were measured using the Reformed Teaching Observation Protocol, (RTOP; Sawada et al., 2000), with higher RTOP scores indicating a more reformed, student-centered classroom environment. Learning was measured by learning gains on a Geology Concept Inventory (GCI; Libarkin and Anderson, 2005) and normalized final course grade. The hierarchical linear model yielded significant results at several levels. At the student level, increases in expectancy and self-regulation are significantly and positively related to higher grades regardless of instructor; the higher the increase, the higher the grade. At the instructor level, RTOP scores are positively related to normalized average GCI learning gains. The higher the RTOP score, the higher the average class GCI learning gains. Across both levels, average class GCI learning gains are significantly and positively related to student grades; the higher the GCI learning gain, the higher the grade. Further, the RTOP scores are significantly and negatively related to the relationship between expectancy and course grade. The lower the RTOP score, the higher the correlation between change in expectancy and grade. As such, students with low motivation show higher grades and greater learning gains in high RTOP (student-centered) classrooms than in low RTOP ones. These results support the recommendation of student-centered practices in the classroom and consideration of student motivation in our approach to the future of geoscience education.

Oregon Pre-Engineering Learning Outcomes Study: Final Report

ERIC Educational Resources Information Center

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

2007-01-01

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

Interdependence and Management in Bilingual Classrooms. Final Report.

ERIC Educational Resources Information Center

Cohen, Elizabeth G.; Intili, Jo Ann

Using a sociological conceptualization of curriculum implementation, this study looked at the relationship between implementation and learning outcomes. The specific curriculum examined was a complex math-science curriculum for language minority students in grades 2-4. The study looked particularly at the effect on learning outcomes of allowing…

Curriculum Development--Learning Center. Final Report.

ERIC Educational Resources Information Center

Seltzer, Madeline

A project at Manor Junior College, Pennsylvania, developed further and implemented the tutoring programs in the Learning Center and integrated them with the Computer Tutorials Program. The objective was to increase retention and graduation rates and academic success of students enrolled in vocational programs. The reading, writing, and peer tutor…

Time pressure in scenario-based online construction safety quizzes and its effect on students' performance

NASA Astrophysics Data System (ADS)

Jaeger, Martin; Adair, Desmond

2017-05-01

Online quizzes have been shown to be effective learning and assessment approaches. However, if scenario-based online construction safety quizzes do not include time pressure similar to real-world situations, they reflect situations too ideally. The purpose of this paper is to compare engineering students' performance when carrying out an online construction safety quiz with time pressure versus an online construction safety quiz without time pressure. Two versions of an online construction safety quiz are developed and administered to randomly assigned engineering students based on a quasi-experimental post-test design. The findings contribute to scenario-based learning and assessment of construction safety in four ways. First, the results confirm earlier findings that 'intrinsic stress' does not seem to impair students' performance. Second, students who carry out the online construction safety quiz with time pressure are less likely to 'learn by trial and error'. Third, students exposed to time pressure appreciate that they become better prepared for real life. Finally, preparing students to work under time pressure is an important industry requirement. The results of this study should encourage engineering educators to explore and implement ways to include time pressure in scenario-based online quizzes and learning.

Podcasts as Tools in Introductory Environmental Studies

PubMed Central

Vatovec, Christine; Balser, Teri

2009-01-01

Technological tools have increasingly become a part of the college classroom, often appealing to teachers because of their potential to increase student engagement with course materials. Podcasts in particular have gained popularity as tools to better inform students by providing access to lectures outside of the classroom. In this paper, we argue that educators should expand course materials to include prepublished podcasts to engage students with both course topics and a broader skill set for evaluating readily available media. We present a pre- and postassignment survey evaluation assessing student preferences for using podcasts and the ability of a podcast assignment to support learning objectives in an introductory environmental studies course. Overall, students reported that the podcasts were useful tools for learning, easy to use, and increased their understanding of course topics. However, students also provided insightful comments on visual versus aural learning styles, leading us to recommend assigning video podcasts or providing text-based transcripts along with audio podcasts. A qualitative analysis of survey data provides evidence that the podcast assignment supported the course learning objective for students to demonstrate critical evaluation of media messages. Finally, we provide recommendations for selecting published podcasts and designing podcast assignments. PMID:23653686

Training the Next Generation: Developing Health Education Skills in Undergraduate Public Health Students at a Historically Black College and University.

PubMed

Mincey, Krista; Gross, Tyra

2017-01-01

With the looming workforce crisis, undergraduate public health students could be an important link in filling this demand. As public health continues to face challenges in the future, it is important that the future workforce is not only diverse but also trained in a manner that exposes them to real-world experiences that give them an opportunity to apply coursework to solve problems. This article outlines how a health program planning course was taught at a Historically Black College and University using assignments that promote active learning. Students were assessed on their ability to plan and implement a health activity based on a developed metric. Student and instructor reflections were collected from final assessments of the health programs by both groups. All elements of the course are discussed from course design, structure, assignments, and outcomes along with student and instructor reflections and lessons learned. Results suggest that including assignments focused on active learning are beneficial to helping students learn course material. As public health continues to change, more work needs to focus on teaching pedagogies that better prepare students to address future public health issues.

Correlation of self-assessment with attendance in an evidence-based medicine course.

PubMed

Ramirez, Beatriz U

2015-12-01

In previous studies, correlations between attendance and grades in lectures have given variable results and, when statistically significant, the correlation has been weak. In some studies, a sex effect has been reported. Lectures are a teacher-centered learning activity. Therefore, it appeared interesting to evaluate if a stronger correlation between attendance and grades would occur in a face-to-face "evidence-based medicine" course with few lectures and more time dedicated to active learning methods. Small-group work and peer learning were used to foster deep learning and to engage students in their own learning process. Most of the time, students worked in small groups solving contextualized problems and critically analyzing the quality of published medical literature. Peer learning was also developed in collaborative evaluations, and constant feedback was provided. Therefore, it was hypothesized that high attenders would develop a higher self-perception of learning and obtain higher marks than low attenders. Student self-perceptions of their capacity to apply evidence-based medicine were measured by the application of an online self-assessment survey, and objective learning was measured as the grades obtained in a final accumulative individual test. It was found that male students obtained higher grades and were more confident in their achievements than their female peers, despite male and female student attendance being similar. In addition, attendance was correlated with the perceived capacity to apply evidence-based medicine only in male students and was not correlated with academic outcome. Copyright © 2015 The American Physiological Society.

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

NASA Astrophysics Data System (ADS)

Huang, Tsu-Ting

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

Essential competencies in prescribing: A first european cross-sectional study among 895 final-year medical students.

PubMed

Brinkman, D J; Tichelaar, J; Schutte, T; Benemei, S; Böttiger, Y; Chamontin, B; Christiaens, T; Likic, R; Maˇiulaitis, R; Marandi, T; Monteiro, E C; Papaioannidou, P; Pers, Y M; Pontes, C; Raskovic, A; Regenthal, R; Sanz, E J; Tamba, B I; Wilson, K; Vries, Tp de; Richir, M C; Agtmael, Ma van

2017-02-01

European medical students should have acquired adequate prescribing competencies before graduation, but it is not known whether this is the case. In this international multicenter study, we evaluated the essential knowledge, skills, and attitudes in clinical pharmacology and therapeutics (CPT) of final-year medical students across Europe. In a cross-sectional design, 26 medical schools from 17 European countries were asked to administer a standardized assessment and questionnaire to 50 final-year students. Although there were differences between schools, our results show an overall lack of essential prescribing competencies among final-year students in Europe. Students had a poor knowledge of drug interactions and contraindications, and chose inappropriate therapies for common diseases or made prescribing errors. Our results suggest that undergraduate teaching in CPT is inadequate in many European schools, leading to incompetent prescribers and potentially unsafe patient care. A European core curriculum with clear learning outcomes and assessments should be urgently developed. © 2016 The Authors. Clinical Pharmacology & Therapeutics published by Wiley Periodicals, Inc. on behalf of The American Society for Clinical Pharmacology and Therapeutics.

"Become a Reporter", the Four Skills News Project: Applying and Practising Language Skills Using Digital Tools for Level C1/C2 Students

ERIC Educational Resources Information Center

Magedera-Hofhansl, Hanna

2016-01-01

The Four Skills News Project is an example of communicative language learning, developed for final year German students at the University of Liverpool. It focuses on how students use and practise their reading, writing, listening and speaking skills via the creative use of news reports and digital technology. Each student creates an avatar using…

Effect of computer-aided instruction versus traditional modes on student PT's learning musculoskeletal special tests

NASA Astrophysics Data System (ADS)

Ford, Gregory Scott

2007-12-01

Title. Effect of computer-aided instruction versus traditional modes on student PT's learning musculoskeletal special tests. Problem. Lack of quantitative evidence to support the use of computer-aided instruction (CAI) in PT education for both the cognitive and psychomotor domains and lack of qualitative support as to an understanding why CAI may or may not be effective. Design. 3 group single-blind pre-test, immediate post-test, final post-test repeated measures with qualitative survey for the CAI group. Methods. Subjects were randomly assigned to CAI, live demonstration or textbook learning groups. Three novel special tests were instructed. Analysis of performance on written and practical examinations was conducted across the 3 repeated measures. A qualitative survey was completed by the CAI group post intervention. Results. CAI is equally as effective as live demonstration and textbook learning of musculoskeletal special tests in the cognitive domain, however, CAI was superior to live demonstration and textbook instruction at final post-testing. Significance. The significance of this research is that a gap in the literature of PT education needs to be bridged as it pertains to the effect of CAI on learning in both the cognitive and psychomotor domains as well as attempt to understand why CAI results in certain student performance. The methods of this study allowed for a wide range of generalizability to any and all PT programs across the country.

Drafting and acting on feedback supports student learning when writing essay assignments.

PubMed

Freestone, Nicholas

2009-06-01

A diverse student population is a relatively recent feature of the higher education system in the United Kingdom. Consequently, it may be thought that more "traditional" types of assessment based around essay writing skills for science undergraduates may be of decreasing value and relevance to contemporary students. This article describes a study in which the process of feedback on, and associated redrafting of, an essay was closely supervised to improve essay writing skills and subsequent exam performance. The results of this study show that students can significantly improve their learning and academic performance, as assessed by final examination mark, by a process that more closely mimics a "real-world" situation of review and redrafting. Additionally, the data show that students benefit from feedback only when this is used appropriately by the student. The article also discusses the continuing importance and relevance of essay writing skills so that writing, and acting upon feedback to do with that writing, remains an integral part of the process of learning.

Information literacy: are final-year medical radiation science students on the pathway to success?

PubMed

Thompson, Nadine; Lewis, Sarah; Brennan, Patrick; Robinson, John

2010-01-01

It is necessary for Medical Radiation Science (MRS) students to become information literate in order to interact with and thrive in the professional health care arena. All health care professionals require information literacy (IL) skills to be independent learners and critical thinkers. To achieve this, effective search and evaluation methods must be cultivated in students. Twenty-eight final year MRS students participated in a 30-minute digitally recorded interview regarding their knowledge of information sources, where they locate information, and how they evaluate these sources. Constant comparative analysis via grounded theory was used to thematise the data. A conceptual framework was developed demonstrating the link between the key concepts of convenience, confidence and competence. The impact of the internet on the IL skills of students has been profound, due mainly to convenience. Most students had little confidence in their IL skills, however there were still some students who were confident with their skills and were competent who still preferred to access information sources that were convenient because there was nothing preventing them from doing so. By identifying problem areas, educators can redesign curricula around the strengths and weaknesses of students' IL skills, thus promoting lifelong learning and using electronic based learning to its full potential.

Emotion control in collaborative learning situations: do students regulate emotions evoked by social challenges?

PubMed

Järvenoja, Hanna; Järvelä, Sanna

2009-09-01

During recent decades, self-regulated learning (SRL) has become a major research field. SRL successfully integrates the cognitive and motivational components of learning. Self-regulation is usually seen as an individual process, with the social aspects of regulation conceptualized as one aspect of the context. However, recent research has begun to investigate whether self-regulation processes are complemented by socially shared regulation processes. The presented study investigated what kind of socio-emotional challenges students experience during collaborative learning and whether the students regulate the emotions evoked during these situations. The interplay of the emotion regulation processes between the individual and the group was also studied. The sample for this study was 63 teacher education students who studied in groups of three to five during three collaborative learning tasks. Students' interpretations of experienced social challenges and their attempts to regulate emotions evoked by these challenges were collected following each task using the Adaptive Instrument for the Regulation of Emotions. The results indicated that students experienced a variety of social challenges. Students also reported the use of shared regulation in addition to self-regulation. Finally, the results suggested that intrinsic group dynamics are derived from both individual and social elements of collaborative situations. The findings of the study support the assumption that students can regulate emotions collaboratively as well as individually. The study contributes to our understanding of the social aspects of emotional regulation in collaborative learning contexts.

Comparison of answer-until-correct and full-credit assessments in a team-based learning course.

PubMed

Farland, Michelle Z; Barlow, Patrick B; Levi Lancaster, T; Franks, Andrea S

2015-03-25

To assess the impact of awarding partial credit to team assessments on team performance and on quality of team interactions using an answer-until-correct method compared to traditional methods of grading (multiple-choice, full-credit). Subjects were students from 3 different offerings of an ambulatory care elective course, taught using team-based learning. The control group (full-credit) consisted of those enrolled in the course when traditional methods of assessment were used (2 course offerings). The intervention group consisted of those enrolled in the course when answer-until-correct method was used for team assessments (1 course offering). Study outcomes included student performance on individual and team readiness assurance tests (iRATs and tRATs), individual and team final examinations, and student assessment of quality of team interactions using the Team Performance Scale. Eighty-four students enrolled in the courses were included in the analysis (full-credit, n=54; answer-until-correct, n=30). Students who used traditional methods of assessment performed better on iRATs (full-credit mean 88.7 (5.9), answer-until-correct mean 82.8 (10.7), p<0.001). Students who used answer-until-correct method of assessment performed better on the team final examination (full-credit mean 45.8 (1.5), answer-until-correct 47.8 (1.4), p<0.001). There was no significant difference in performance on tRATs and the individual final examination. Students who used the answer-until-correct method had higher quality of team interaction ratings (full-credit 97.1 (9.1), answer-until-correct 103.0 (7.8), p=0.004). Answer-until-correct assessment method compared to traditional, full-credit methods resulted in significantly lower scores for iRATs, similar scores on tRATs and individual final examinations, improved scores on team final examinations, and improved perceptions of the quality of team interactions.

The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model.

PubMed

Rathner, Joseph A; Byrne, Graeme

2014-09-01

The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as "the human bioscience problem." In the present report, we describe the outcomes for individual success in studying first-year human physiology in a subject that emphasises team-based active learning as the major pedagogy for mastering subject learning outcomes. Structural equation modeling was used to develop a model of the impact team learning had on individual performance. Modeling was consistent with the idea that students with similar academic abilities (as determined by tertiary entrance rank) were advantaged (scored higher on individual assessment items) by working in strong teams (teams that scored higher in team-based assessments). Analysis of covariance revealed that students who studied the subject with active learning as the major mode of learning activities outperformed students who studied the subject using the traditional didactic teaching format (lectures and tutorials, P = 0.000). After adjustment for tertiary entrance rank (via analysis of covariance) on two individual tests (the final exam and a late-semester in-class test), individual student grades improved by 8% (95% confidence interval: 6-10%) and 12% (95% confidence interval: 10-14%) when students engaged in team-based active learning. These data quantitatively support the notion that weaker students working in strong teams can overcome their educational disadvantages. Copyright © 2014 The American Physiological Society.

Learning with incomplete information in the committee machine.

PubMed

Bergmann, Urs M; Kühn, Reimer; Stamatescu, Ion-Olimpiu

2009-12-01

We study the problem of learning with incomplete information in a student-teacher setup for the committee machine. The learning algorithm combines unsupervised Hebbian learning of a series of associations with a delayed reinforcement step, in which the set of previously learnt associations is partly and indiscriminately unlearnt, to an extent that depends on the success rate of the student on these previously learnt associations. The relevant learning parameter lambda represents the strength of Hebbian learning. A coarse-grained analysis of the system yields a set of differential equations for overlaps of student and teacher weight vectors, whose solutions provide a complete description of the learning behavior. It reveals complicated dynamics showing that perfect generalization can be obtained if the learning parameter exceeds a threshold lambda ( c ), and if the initial value of the overlap between student and teacher weights is non-zero. In case of convergence, the generalization error exhibits a power law decay as a function of the number of examples used in training, with an exponent that depends on the parameter lambda. An investigation of the system flow in a subspace with broken permutation symmetry between hidden units reveals a bifurcation point lambda* above which perfect generalization does not depend on initial conditions. Finally, we demonstrate that cases of a complexity mismatch between student and teacher are optimally resolved in the sense that an over-complex student can emulate a less complex teacher rule, while an under-complex student reaches a state which realizes the minimal generalization error compatible with the complexity mismatch.

The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model

PubMed Central

Byrne, Graeme

2014-01-01

The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as “the human bioscience problem.” In the present report, we describe the outcomes for individual success in studying first-year human physiology in a subject that emphasises team-based active learning as the major pedagogy for mastering subject learning outcomes. Structural equation modeling was used to develop a model of the impact team learning had on individual performance. Modeling was consistent with the idea that students with similar academic abilities (as determined by tertiary entrance rank) were advantaged (scored higher on individual assessment items) by working in strong teams (teams that scored higher in team-based assessments). Analysis of covariance revealed that students who studied the subject with active learning as the major mode of learning activities outperformed students who studied the subject using the traditional didactic teaching format (lectures and tutorials, P = 0.000). After adjustment for tertiary entrance rank (via analysis of covariance) on two individual tests (the final exam and a late-semester in-class test), individual student grades improved by 8% (95% confidence interval: 6–10%) and 12% (95% confidence interval: 10–14%) when students engaged in team-based active learning. These data quantitatively support the notion that weaker students working in strong teams can overcome their educational disadvantages. PMID:25179611

An Evaluation of an Internal Audit on Student Feedback within a British University: A Quality Enhancement Process

ERIC Educational Resources Information Center

Reid, Ken

2010-01-01

Purpose: Final year students attending British universities now complete an annual questionnaire to assess their views on their learning experiences of higher education (HE) from a variety of perspectives. They undertake this process as part of the National Student Survey (NSS). These data are then collated and an annual report with associated…

AN EXPLORATORY STUDY OF THE RELATIONSHIP BETWEEN HIGH SCHOOL BUILDING DESIGN AND STUDENT LEARNING. FINAL REPORT.

ERIC Educational Resources Information Center

MARX, BARBARA S.; MYRICK, RICHARD

AN EXPLORATORY STUDY WAS MADE OF THE INFLUENCE OF HIGH SCHOOL BUILDING DESIGN UPON THE QUALITY AND QUANTITY AT STUDENT INFORMAL INTERACTIONS, AND THE NATURE AND CONTENT OF SUCH INTERACTIONS. THREE HIGH SCHOOLS WERE STUDIED, AND QUESTIONNAIRES AND INTERVIEWS WERE USED WITH THE 1631 STUDENTS IN THE TOP TWO GRADES. CONCEPTS WHICH WERE IDENTIFIED…

Reducing cognitive load in the chemistry laboratory by using technology-driven guided inquiry experiments

NASA Astrophysics Data System (ADS)

Hubacz, Frank, Jr.

The chemistry laboratory is an integral component of the learning experience for students enrolled in college-level general chemistry courses. Science education research has shown that guided inquiry investigations provide students with an optimum learning environment within the laboratory. These investigations reflect the basic tenets of constructivism by engaging students in a learning environment that allows them to experience what they learn and to then construct, in their own minds, a meaningful understanding of the ideas and concepts investigated. However, educational research also indicates that the physical plant of the laboratory environment combined with the procedural requirements of the investigation itself often produces a great demand upon a student's working memory. This demand, which is often superfluous to the chemical concept under investigation, creates a sensory overload or extraneous cognitive load within the working memory and becomes a significant obstacle to student learning. Extraneous cognitive load inhibits necessary schema formation within the learner's working memory thereby impeding the transfer of ideas to the learner's long-term memory. Cognitive Load Theory suggests that instructional material developed to reduce extraneous cognitive load leads to an improved learning environment for the student which better allows for schema formation. This study first compared the cognitive load demand, as measured by mental effort, experienced by 33 participants enrolled in a first-year general chemistry course in which the treatment group, using technology based investigations, and the non-treatment group, using traditional labware, investigated identical chemical concepts on five different exercises. Mental effort was measured via a mental effort survey, a statistical comparison of individual survey results to a procedural step count, and an analysis of fourteen post-treatment interviews. Next, a statistical analysis of achievement was completed by comparing lab grade averages, final exam averages, and final course grade averages between the two groups. Participant mental effort survey results showed significant positive effects of technology in reducing cognitive load for two laboratory investigations. One investigation revealed a significant difference in achievement measured by lab grade average comparisons. Although results of this study are inconclusive as to the usefulness of technology-driven investigations to affect learning, recommendations for further study are discussed.

Regular Class Participation System (RCPS). A Final Report.

ERIC Educational Resources Information Center

Ferguson, Dianne L.; And Others

The Regular Class Participation System (RCPS) project attempted to develop, implement, and validate a system for placing and maintaining students with severe disabilities in general education classrooms, with a particular emphasis on achieving both social and learning outcomes for students. A teacher-based planning strategy was developed and…

Toward the Structural Transformation of Schools: Innovations in Staffing

ERIC Educational Resources Information Center

Coggshall, Jane; Lasagna, Molly; Laine, Sabrina

2009-01-01

The troubled economy is driving school organizations to become more efficient and driving the business community to demand that schools produce graduates with different sets of skills. States are finally uniting around common student learning standards as the student population grows more diverse. And the new administration is pouring an…

Strategy to Promote Active Learning of an Advanced Research Method

ERIC Educational Resources Information Center

McDermott, Hilary J.; Dovey, Terence M.

2013-01-01

Research methods courses aim to equip students with the knowledge and skills required for research yet seldom include practical aspects of assessment. This reflective practitioner report describes and evaluates an innovative approach to teaching and assessing advanced qualitative research methods to final-year psychology undergraduate students. An…

Westchester Colleges Project on Racism-Free Learning Environments.

ERIC Educational Resources Information Center

Barnes, Barbara

This final report describes activities and accomplishments of a 3-year project by the Westchester (New York) Colleges Consortium on Racial Diversity, 10 colleges with a combined student enrollment of 36,000 students, to improve the racial climate on campus through peer-facilitated diversity training for nonfaculty personnel who interact with…

Orientation/Time Management Skill Training Lesson: Development and Evaluation. Final Report.

ERIC Educational Resources Information Center

Dobrovolny, Jacqueline L.; And Others

A lesson was developed containing materials designed to assist students in their adaptation to the novelties of a computer assisted or managed instructional environment, providing students with appropriate role models for increasing acceptance of their increased responsibility for learning and introducing a progress tracking approach to assist…

A Final Report for the Evaluation of the Achieve3000 Programs

ERIC Educational Resources Information Center

Shannon, Lisa; Grant, Billie-Jo

2015-01-01

Achieve3000 publishes a number of online literacy programs that differentiate lessons and activities based on student performance. Magnolia Consulting--an independent, third party evaluation firm--assessed Achieve3000 Solutions' impact on student learning during the 2014-15 school year. The researchers used a randomized control trial, where…

Using Classroom Competitions to Prepare Students for the Competitive Business World

ERIC Educational Resources Information Center

Gibson, Fay Y.; Kincade, Doris H.; Frasier, Pamela Y.

2013-01-01

This paper describes how a university, collaborating with industry, integrated research with active learning (e.g., collaboration in teams and competitions) for fashion majors. The redesigned introductory course uses two strategies: team competitions and a genius bar to guide students, give ongoing feedback, and judge final competitions. Active…

Evaluation of Navajo Community College. Final Report -- June 1970.

ERIC Educational Resources Information Center

Pacific Training and Technical Assistance Corp., Berkeley, CA.

Assessing the first institution of higher learning on an American Indian reservation in the U.S., this evaluation departs from the orthodox in that it addresses "need" areas observed during the Navajo Community College's first 12 months of operation (organization, budget and finance, communication, students and student services,…

A Case Study of Classroom Podcast in Ohlone Community College

ERIC Educational Resources Information Center

Pham, Jim

2010-01-01

This study examined students' use of podcasting and related personal entertainment technologies for learning (the frequency of classroom podcast usage) The effectiveness of podcasting was measured by students' achievement on the course midterm and final examinations. A quasi-experimental design was used. Two intact groups (classroom instruction…

Student Assistance Program in Pennsylvania. Evaluation Final Report.

ERIC Educational Resources Information Center

Fertman, Carl I.; Schlesinger, Jo; Fichter, Cele; Tarasevich, Susan; Zhang, Xiaoyan; Wald, Holly

This report contains the second year evaluation of the Student Assistance Program (SAP) in Pennsylvania. These school-based and school-linked programs address barriers to learning for youth at risk for social and emotional problems, drug and alcohol use and abuse, and depression. Second year evaluation focused on identifying essential components…

Model Vocational Curriculum Development. Final Report.

ERIC Educational Resources Information Center

Lake Stevens School District No. 4, WA.

This guidance instrument (student four-year planning form), middle school program, and student learning objectives for all career and vocational education courses to be changed or added represent the products of a Lake Stevens School District, Washington, curriculum development project. The guidance instrument is a form to be completed by…

The Student as Teacher: Reflections on Collaborative Learning in a Senior Seminar

PubMed Central

Kurczek, Jake; Johnson, Jacob

2014-01-01

A major influence on education since the 1950’s has been Bloom’s Taxonomy, a classification of learning objectives across multiple domains meant to educate the whole student (Anderson and Krathwohl, 2001). Although it has influenced educational pedagogy in primary education, higher education remains, in antiquity, heavily lecture based; viewing the instructor as an expert who professes their vast knowledge to their students. However, when students serve as instructor, it is difficult to apply this traditional view to the college classroom. Here we discuss the development, pedagogical approach, and experience of a senior level seminar course in which the students and instructor collaboratively explored an emerging field, embodied cognition, which combines research and theory from psychology and neuroscience among other disciplines, in which neither the students nor instructor were an expert. Students provided feedback and evaluations at three time points over the course of the semester, before class started, at midterm and at the end of the semester in order to address the experience and effectiveness of a collaborative seminar experience in which the instructor assumed a role closer to an equal of the students. Student responses revealed both high levels of satisfaction and degrees of perceived learning within the course at both the midterm and final evaluation. The approach of this seminar may be beneficial when applied to other seminars or course formats as students in this course felt as though they were learning more and appreciated being a more equal partner in their own learning process. PMID:24693265

Factors affecting postgraduate dental students' performance in a biostatistics and research design course.

PubMed

El Tantawi, Maha M A

2009-05-01

Comprehension of biostatistics and principles of research design is important for literature evaluation and evidence-based practice in dentistry as well as for researchers wishing to have their publications accepted by international journals. This study investigated the contribution of several factors to postgraduate dental student performance in a biostatistics and research design course. All of the subjects in this study were dental school graduates currently enrolled in postgraduate programs leading to master's or doctoral degrees. The seven factors selected for study were 1) learning style preferences assessed by the VARK questionnaire, 2) past academic performance at the bachelor's degree level, 3) age, 4) gender, 5) current postgraduate program (master's or Ph.D.), 6) lecture attendance, and 7) performance on a quiz conducted early in the course. Response rate was 64 percent. Using bivariate analysis, a statistically significant relationship was observed between final exam score and the following factors: bachelor's degree grade; having single or multiple learning preferences; having visual, aural, read-write, or kinesthetic learning style preference; percent of lectures attended; and quiz score (P<0.0001, 0.01, 0.02, 0.006, 0.04, 0.03, 0.03, and <0.0001 respectively). In regression analysis, significant predictors of final exam score were bachelor's degree grade, having aural learning preference, and quiz score. The findings suggest that dental educators should direct their attention to students who have difficulties at the beginning of the course and should match the learning preferences of as many students as possible by presenting information in different ways rather than focusing on a single method of delivering the course.

Student Perceptions of Online Lectures and WebCT in an Introductory Drug Information Course

PubMed Central

Freeman, Maisha Kelly; Schrimsher, Robert H.; Kendrach, Michael G.

2006-01-01

Objectives To determine student perceptions regarding online lectures and quizzes during an introductory drug information course for first-year professional doctor of pharmacy students. Design Formal and online lectures, online quizzes, written semester projects, a practice-based examination, a careers in pharmacy exercise, and a final examination were used to deliver the course content and assess performance. A multiple-choice survey instrument was used to evaluate student perceptions of WebCT and online lectures. Assessment More than 47% of students reported that online lectures helped them learn the material better, 77% reported that lectures would be used to study for the final examination, and 59% reported that they would use WebCT lectures for future classes. Approximately 40% of students agreed that online lectures should be used in future courses. Conclusion Students reported that WebCT was easy to use; however, the majority of students preferred in-class lectures compared to online lectures. A positive correlation was observed for those students who performed well on the online quizzes and those who performed well on the final examination. PMID:17332852

Structured feedback on students' concept maps: the proverbial path to learning?

PubMed

Joseph, Conran; Conradsson, David; Nilsson Wikmar, Lena; Rowe, Michael

2017-05-25

Good conceptual knowledge is an essential requirement for health professions students, in that they are required to apply concepts learned in the classroom to a variety of different contexts. However, the use of traditional methods of assessment limits the educator's ability to correct students' conceptual knowledge prior to altering the educational context. Concept mapping (CM) is an educational tool for evaluating conceptual knowledge, but little is known about its use in facilitating the development of richer knowledge frameworks. In addition, structured feedback has the potential to develop good conceptual knowledge. The purpose of this study was to use Kinchin's criteria to assess the impact of structured feedback on the graphical complexity of CM's by observing the development of richer knowledge frameworks. Fifty-eight physiotherapy students created CM's targeting the integration of two knowledge domains within a case-based teaching paradigm. Each student received one round of structured feedback that addressed correction, reinforcement, forensic diagnosis, benchmarking, and longitudinal development on their CM's prior to the final submission. The concept maps were categorized according to Kinchin's criteria as either Spoke, Chain or Net representations, and then evaluated against defined traits of meaningful learning. The inter-rater reliability of categorizing CM's was good. Pre-feedback CM's were predominantly Chain structures (57%), with Net structures appearing least often. There was a significant reduction of the basic Spoke- structured CMs (P = 0.002) and a significant increase of Net-structured maps (P < 0.001) at the final evaluation (post-feedback). Changes in structural complexity of CMs appeared to be indicative of broader knowledge frameworks as assessed against the meaningful learning traits. Feedback on CM's seemed to have contributed towards improving conceptual knowledge and correcting naive conceptions of related knowledge. Educators in medical education could therefore consider using CM's to target individual student development.

Internet discussion forums as part of a student-centred teaching concept of pharmacology.

PubMed

Sucha, Michael; Engelhardt, Stefan; Sarikas, Antonio

2013-01-01

The world wide web opens up new opportunities to interconnect electronic and classroom teaching and to promote active student participation. In this project article we describe the use of internet discussion forums as part of a student-centred teaching concept of pharmacology and discuss its advantages and disadvantages based on evaluation data and current literature. Final year medical students at the Technische Universität München (Munich, Germany) with the elective pharmacology moderated an internet forum that allowed all students to discuss pharmacology-related questions. Evaluation results of forum participants and elective students demonstrated a learning benefit of internet forums in pharmacology teaching. Internet discussion forums offer an easy-to-implement and effective way to actively engage students and increase the learning benefit of electronic and classroom teaching in pharmacology.

Effects of team-based learning on perceived teamwork and academic performance in a health assessment subject.

PubMed

Park, Hyung-Ran; Kim, Chun-Ja; Park, Jee-Won; Park, Eunyoung

2015-01-01

The purpose of this study was to examine the effectiveness of team-based learning (a well-recognized learning and teaching strategy), applied in a health assessment subject, on nursing students' perceived teamwork (team-efficacy and team skills) and academic performance (individual and team readiness assurance tests, and examination scores). A prospective, one-group, pre- and post-test design enrolled a convenience sample of 74 second-year nursing students at a university in Suwon, Korea. Team-based learning was applied in a 2-credit health assessment subject over a 16-week semester. All students received written material one week before each class for readiness preparation. After administering individual- and team-readiness assurance tests consecutively, the subject instructor gave immediate feedback and delivered a mini-lecture to the students. Finally, students carried out skill based application exercises. The findings showed significant improvements in the mean scores of students' perceived teamwork after the introduction of team-based learning. In addition, team-efficacy was associated with team-adaptability skills and team-interpersonal skills. Regarding academic performance, team readiness assurance tests were significantly higher than individual readiness assurance tests over time. Individual readiness assurance tests were significantly related with examination scores, while team readiness assurance tests were correlated with team-efficacy and team-interpersonal skills. The application of team-based learning in a health assessment subject can enhance students' perceived teamwork and academic performance. This finding suggests that team-based learning may be an effective learning and teaching strategy for improving team-work of nursing students, who need to collaborate and effectively communicate with health care providers to improve patients' health.

Student learning style preferences in college-level biology courses: Implications for teaching and academic performance

NASA Astrophysics Data System (ADS)

Sitton, Jennifer Susan

Education research has focused on defining and identifying student learning style preferences and how to incorporate this knowledge into teaching practices that are effective in engaging student interest and transmitting information. One objective was determining the learning style preferences of undergraduate students in Biology courses at New Mexico State University by using the online VARK Questionnaire and an investigator developed survey (Self Assessed Learning Style Survey, LSS). Categories include visual, aural, read-write, kinesthetic, and multimodal. The courses differed in VARK single modal learning preferences (p = 0.035) but not in the proportions of the number of modes students preferred (p = 0.18). As elsewhere, the majority of students were multimodal. There were similarities and differences between LSS and VARK results and between students planning on attending medical school and those not. Preferences and modalities tended not to match as expected for ratings of helpfulness of images and text. To detect relationships between VARK preferred learning style and academic performance, ANOVAs were performed using modality preferences and normalized learning gains from pre and post tests over material taught in the different modalities, as well as on end of semester laboratory and lecture grades. Overall, preference did not affect the performance for a given modality based activity, quiz, or final lecture or laboratory grades (p > 0.05). This suggests that a student's preference does not predict an improved performance when supplied with material in that modality. It is recommended that methods be developed to aid learning in a variety of modalities, rather than catering to individual learning styles. Another topic that is heavily debated in the field of education is the use of simulations or videos to replace or supplement dissections. These activities were compared using normalized learning gains from pre and post tests, as well as attitude surveys. Results indicate no differences in average student learning gain based on the activity types tested, although students do rate dissections higher in terms of interest and enthusiasm. Dissections also offer a different type of learning. Therefore, it is suggested that simulations and videos be used as supplements for dissections and not as replacements.

Lincoln Public Schools Part D Career Education Program: Opening Door to Awareness, 1973-74. Final Evaluation Report.

ERIC Educational Resources Information Center

Ashmore, William H.

The report describes an elementary grade level career awareness program which was organized around four open-spaced non-graded learning centers: a kindergarten and three other learning centers in which students stayed for two-year periods to explore the 15 career clusters identified by the U.S. Office of Education. Each learning center used a…

Gearsketch: An Adaptive Drawing-Based Learning Environment for the Gears Domain

ERIC Educational Resources Information Center

Leenaars, Frank A.; Joolingen, Wouter R.; Gijlers, Hannie; Bollen, Lars

2014-01-01

GearSketch is a learning environment for the gears domain, aimed at students in the final years of primary school. It is designed for use with a touchscreen device and is based on ideas from drawing-based learning and research on cognitive tutors. At the heart of GearSketch is a domain model that is used to transform learners' strokes into…

Leaping the College-Ready Gap: What Can Be Learned from Schools That Focus on Deeper Learning

ERIC Educational Resources Information Center

Martinez, Monica; McGrath, Dennis

2015-01-01

Learners of all types can see achievement gains when schools remake themselves as centers of deeper learning. This article highlights eight schools that may be pointing the way to how the nation can finally close the gaps for Latino and black students in beginning and finishing college degrees: (1) King Middle School (Portland, Maine); (2)…