Application of Model Project Based Learning on Integrated Science in Water Pollution

NASA Astrophysics Data System (ADS)

Yamin, Y.; Permanasari, A.; Redjeki, S.; Sopandi, W.

2017-09-01

The function of this research was to analyze the influence model Project Based Learning (PjBl) on integrated science about the concept mastery for junior high school students. Method used for this research constitutes the quasi of experiment method. Population and sample for this research are the students junior high school in Bandung as many as two classes to be experiment and control class. The instrument that used for this research is the test concept mastery, assessment questionnaire of product and the questionnaire responses of the student about learning integrated science. Based on the result of this research get some data that with accomplishment the model of PjBl. Learning authority of integrated science can increase the concept mastery for junior high school students. The highest increase in the theme of pollution water is in the concept of mixtures and the separation method. The students give a positive response in learning of integrated science for the theme of pollution of the water used model PjBL with questionnaire of the opinion aspect in amount of 83.5%, the anxiety of the students in amount of 95.5%, the profit learning model of PjBL in amount of 96.25% and profit learning of integrated science in amount of 95.75%.

Facilitating students' application of the integral and the area under the curve concepts in physics problems

NASA Astrophysics Data System (ADS)

Nguyen, Dong-Hai

This research project investigates the difficulties students encounter when solving physics problems involving the integral and the area under the curve concepts and the strategies to facilitate students learning to solve those types of problems. The research contexts of this project are calculus-based physics courses covering mechanics and electromagnetism. In phase I of the project, individual teaching/learning interviews were conducted with 20 students in mechanics and 15 students from the same cohort in electromagnetism. The students were asked to solve problems on several topics of mechanics and electromagnetism. These problems involved calculating physical quantities (e.g. velocity, acceleration, work, electric field, electric resistance, electric current) by integrating or finding the area under the curve of functions of related quantities (e.g. position, velocity, force, charge density, resistivity, current density). Verbal hints were provided when students made an error or were unable to proceed. A total number of 140 one-hour interviews were conducted in this phase, which provided insights into students' difficulties when solving the problems involving the integral and the area under the curve concepts and the hints to help students overcome those difficulties. In phase II of the project, tutorials were created to facilitate students' learning to solve physics problems involving the integral and the area under the curve concepts. Each tutorial consisted of a set of exercises and a protocol that incorporated the helpful hints to target the difficulties that students expressed in phase I of the project. Focus group learning interviews were conducted to test the effectiveness of the tutorials in comparison with standard learning materials (i.e. textbook problems and solutions). Overall results indicated that students learning with our tutorials outperformed students learning with standard materials in applying the integral and the area under the curve concepts to physics problems. The results of this project provide broader and deeper insights into students' problem solving with the integral and the area under the curve concepts and suggest strategies to facilitate students' learning to apply these concepts to physics problems. This study also has significant implications for further research, curriculum development and instruction.

A Practice-Based Approach to Student Reflection in the Workplace during a Work-Integrated Learning Placement

ERIC Educational Resources Information Center

Sykes, Christopher; Dean, Bonnie Amelia

2013-01-01

In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on…

Integration of problem-based learning and innovative technology into a self-care course.

PubMed

McFalls, Marsha

2013-08-12

To assess the integration of problem-based learning and technology into a self-care course. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Students' scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Integrating problem-based learning and technology into a self-care course enabled students to become active learners.

What Challenges and Benefits Can Non-Formal Law and Language Integrated Learning Bring to University Students?

ERIC Educational Resources Information Center

Atabekova, Atabekova; Gorbatenko, Rimma; Belousov, Aleksandr; Grebnev, Ruslan; Sheremetieva, Olga

2016-01-01

The paper explores the ways in which non-formal content and language integrated learning within university studies can affect students' academic progress. The research has included theoretical and empirical studies. The article focuses on the observation of students' learning process, draws attention to challenges and benefits students experienced…

Unconscious learning processes: mental integration of verbal and pictorial instructional materials.

PubMed

Kuldas, Seffetullah; Ismail, Hairul Nizam; Hashim, Shahabuddin; Bakar, Zainudin Abu

2013-12-01

This review aims to provide an insight into human learning processes by examining the role of cognitive and emotional unconscious processing in mentally integrating visual and verbal instructional materials. Reviewed literature shows that conscious mental integration does not happen all the time, nor does it necessarily result in optimal learning. Students of all ages and levels of experience cannot always have conscious awareness, control, and the intention to learn or promptly and continually organize perceptual, cognitive, and emotional processes of learning. This review suggests considering the role of unconscious learning processes to enhance the understanding of how students form or activate mental associations between verbal and pictorial information. The understanding would assist in presenting students with spatially-integrated verbal and pictorial instructional materials as a way of facilitating mental integration and improving teaching and learning performance.

Developing 21st century skills in chemistry classrooms: Opportunities and challenges of STEAM integration

NASA Astrophysics Data System (ADS)

Hadinugrahaningsih, Tritiyatma; Rahmawati, Yuli; Ridwan, Achmad

2017-08-01

The paper portrays the first year of two-year study in integration Science, Technology, Engineering, Art, and Mathematics (STEAM) in chemistry learning. The research focused on developing 21st-century skills of chemistry students in secondary schools. The 21st-century skills as a set of abilities that students need to develop in facing the future challenge which involves learning, literacy, and life skills. The study was conducted in two secondary schools both public and private school in topics of hydrocarbon, petroleum, solubility, and acid base in year 10 and 11. The qualitative methodology was applied to explore the students' learning experiences and understanding the research context. Data was collected through observation, interview, reflective journal, and 21st-century rubric. The STEAM approach was integrated through modification of project-based learning model. The students had opportunities to develop their own projects by integrating chemistry and STEAM principles to their project. The results show that students have developed their critical and creative thinking, problem-solving skills, collaboration and argumentation skills, leadership and responsibility, information and literacy skills. The researchers faced the challenges of integrating STEAM within the chemistry curricula, empowering students, and managing the teaching and time resources. Students have started to challenge their critical and creative thinking within the existing learning environments. Integrating STEAM into chemistry learning has developed students' 21st-century skills in those three areas. Teachers also learned to develop their competencies for being facilitators and agents of change, in addition to skills development in dealing with students' differences.

The effect of conceptual metaphors through guided inquiry on student's conceptual change

NASA Astrophysics Data System (ADS)

Menia, Meli; Mudzakir, Ahmad; Rochintaniawati, Diana

2017-05-01

The purpose of this study was to identify student's conceptual change of global warming after integrated science learning based guided inquiry through conceptual metaphors. This study used a quasi-experimental with a nonequivalent control group design. The subject was students of two classes of one of MTsN Salido. Data was collected using conceptual change test (pretest and posttest), observation sheet to observe the learning processes, questionnaire sheet to identify students responses, and interview to identifyteacher'srespons of science learning with conceptual metaphors. The results showed that science learning based guided inquiry with conceptual metaphors is better than science learning without conceptual metaphors. The average of posttest experimental class was 79,40 and control class was 66,09. The student's conceptual change for two classes changed significantly byusing mann whitney U testwith P= 0,003(P less than sig. value, P< 0,05). This means that there was differenceson student's conceptual changebeetwen integrated science learning based guided inquiry with conceptual metaphors class and integrated science learning without conceptual metaphors class. The study also showed that teachers and studentsgive positive responsesto implementation of integrated science learning based guided inquiry with conceptual metaphors.

Classroom-Based Integration of Text-Messaging in Mathematics Teaching-Learning Process

ERIC Educational Resources Information Center

Aunzo, Rodulfo T., Jr.

2017-01-01

A lot of teachers are complaining that students are "texting" inside the classroom even during class hours. With this, this research study "on students' perception before the integration and the students' attitude after the integration of text messaging inside the classroom during the mathematics teaching-learning process was…

Description and student self-evaluation of a pilot integrated small group learning and simulation programme for medical students in the first clinical year.

PubMed

Levinson, Michele; Kelly, Diane; Zahariou, Krisoula; Johnson, Matthew; Jackman, Christine; Mackenzie, Sara

2017-02-01

Contemporary education for medical students should be student-centred, integrated and contextualised. Small group learning promotes clinical reasoning and skills for lifelong learning. Simulation can provide experiential learning in a safe and controlled environment. We developed a weekly integrated problem-based learning and simulation programme (IPS) over two semesters in the first clinical year to augment clinical placement experience and contextualise theory into work-relevant practice. To evaluate the new programme at Kirkpatrick level 1. An anonymous survey of participating students. The programme was well liked. Students found the programme relevant and that they had a better understanding of patient safety and the assessment of the deteriorating patient. They felt it contributed to integration of theory and practice, clinical reasoning and the acquisition of non-technical skills, particularly affective and communication elements. This IPS programme in the first clinical year can deliver a student-centred curriculum to complement clinical placement that delivers the important requirements of contemporary medical student education. © 2016 Royal Australasian College of Physicians.

The fundamentals of integrating service in a post-licensure RN to BSN program.

PubMed

Washington-Brown, Linda; Ritchie, Arlene

2014-01-01

Integrating service in a post-licensure registered nurse to bachelor of science in nursing (RN to BSN) program provides licensed registered nurse (RN) students the opportunity to learn, develop, and experience different cultures while serving the community and populations in need (McKinnon & Fitzpatrick, 2012). Service to the community, integrated with academic learning can be applied in a wide variety of settings, including schools, universities, and community faith-based organizations. Academic service-learning (ASL) can involve a group of students, a classroom, or an entire school. In the RN to BSN program, the authors use a student-directed service learning approach that integrates service-learning throughout the curriculum. RN students are introduced to service-learning at program orientation prior to the start of classes and receive reinforcement and active engagement throughout the curriculum. The students and volunteer agencies receive and give benefits from the services provided and the life lessons gained through mentorship, education, and hands-on experiences.

Integrated learning through student goal development.

PubMed

Price, Deborah; Tschannen, Dana; Caylor, Shandra

2013-09-01

New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.

Improving Student Teachers' Perceptions on Technology Integration Using a Blended Learning Programme

ERIC Educational Resources Information Center

Edannur, Sreekala; Marie, S. Maria Josephine Arokia

2017-01-01

This study examined student teachers' perceptions about Technology Integration (Blended Learning in this study) before and after their exposure to a Blended Learning Experimental Programme designed for the study for eight weeks. EDMODO (an open access Learning Management System) was used as the teaching learning platform for the implementation of…

Study the Effectiveness of Technology-Enhanced Interactive Teaching Environment on Student Learning of Junior High School Biology

ERIC Educational Resources Information Center

Yang, Kai-Ti; Wang, Tzu-Hua; Chiu, Mei-Hung

2015-01-01

This research investigates the effectiveness of integrating Interactive Whiteboard (IWB) into the junior high school biology teaching. This research adopts a quasi-experimental design and divides the participating students into the conventional ICT-integrated learning environment and IWB-integrated learning environment. Before teaching, students…

Characterizing Middle Grade Students' Integrated Alternative Science Knowledge about the Effects of Climate Change

ERIC Educational Resources Information Center

Fick, Sarah J.; Songer, Nancy Butler

2017-01-01

Recent reforms emphasize a shift in how students should learn and demonstrate knowledge of science. These reforms call for students to learn content knowledge using science and engineering practices, creating integrated science knowledge. While there is existing literature about the development of integrated science knowledge assessments, few…

Developing Students' Capacity for Learning and Thinking through Integrated Curriculum and Team Learning Experiences.

ERIC Educational Resources Information Center

Jutras, Phillip F.

Regis College (Massachusetts) has expanded student learning skills through through changes in the management program toward increasing integration of management and liberal arts disciplines and increased opportunities for cooperative and experiential learning. The program stresses making conceptual connections and part/whole relations in…

Integrative Learning: Making Liberal Education Purposeful, Personal, and Practical

ERIC Educational Resources Information Center

Ferren, Ann S.; Anderson, Chad B.

2016-01-01

This chapter explores three key features of integrative learning practice that play a vital role in fostering student success: guidance and support through critical transitions; entire development of the student; and engagement in project-based learning that connects learning to complex, real-world problems, and opportunities that can have…

Students perception on the usage of PowerPoint in learning calculus

NASA Astrophysics Data System (ADS)

Othman, Zarith Sofiah; Tarmuji, Nor Habibah; Hilmi, Zulkifli Ab Ghani

2017-04-01

Mathematics is a core subject in most of the science and technology courses and in some social sciences programs. However, the low achievement of students in the subject especially in topics such as Differentiation and Integration is always an issue. Many factors contribute to the low performance such as motivation, environment, method of learning, academic background and others. The purpose of this paper is to determine the perception of learning mathematics using PowerPoint on Integration concepts at the undergraduate level with respect to mathematics anxiety, learning enjoyment, mobility and learning satisfaction. The main content of the PowerPoint presentation focused on the integration method with historical elements as an added value. The study was conducted on 48 students randomly selected from students in computer and applied sciences program as experimental group. Questionnaires were distributed to students to explore their learning experiences. Another 51 students who were taught using the traditional chalkboard method were used as the control group. Both groups were given a test on Integration. The statistical methods used were descriptive statistics and independent sample t-test between the experimental and the control group. The finding showed that most students perceived positively to the PowerPoint presentations with respect to mobility and learning satisfaction. The experimental group performed better than the control group.

The Effect of Computer-Assisted Learning Integrated with Metacognitive Prompts on Students' Affective Skills

ERIC Educational Resources Information Center

Tatar, Nilgün; Akpinar, Ercan; Feyzioglu, Eylem Yildiz

2013-01-01

The purpose of this study is to investigate the effect of computer-assisted learning integrated with metacognitive prompts on elementary students' affective skills on the subject of electricity. The researchers developed educational software to enable students to easily and comprehensively learn the concepts in the subject of electricity. A…

The Role of Work-Integrated Learning in Student Preferences of Instructional Methods in an Accounting Curriculum

ERIC Educational Resources Information Center

Abeysekera, Indra

2015-01-01

The role of work-integrated learning in student preferences of instructional methods is largely unexplored across the accounting curriculum. This study conducted six experiments to explore student preferences of instructional methods for learning, in six courses of the accounting curriculum that differed in algorithmic rigor, in the context of a…

Integrative and Deep Learning through a Learning Community: A Process View of Self

ERIC Educational Resources Information Center

Mahoney, Sandra; Schamber, Jon

2011-01-01

This study investigated deep learning produced in a community of general education courses. Student speeches on liberal education were analyzed for discovering a grounded theory of ideas about self. The study found that learning communities cultivate deep, integrative learning that makes the value of a liberal education relevant to students.…

Academic Workload Implications of Assessing Student Learning in Work-Integrated Learning

ERIC Educational Resources Information Center

Bilgin, Ayse A.; Rowe, Anna D.; Clark, Lindie

2017-01-01

Assessment of student learning is a crucial part of quality work—integrated learning (WIL), yet presents some significant challenges for WIL practitioners. Assessment of WIL differs to assessment in classroom based courses because of the complexities of assessing the more holistic nature of learning in WIL, as well as (in many cases)…

[Learning during the early clinical years takes more than good study habits: Perceptions of students and teachers].

PubMed

Zúñiga, Denisse; Leiva, Isabel; Calderón, Maribel; Tomicic, Alemka; Padilla, Oslando; Riquelme, Arnoldo; Bitran, Marcela

2015-11-01

Teaching methods of the undergraduate medical curriculum change considerably from the first years to clinical training. Clinical learning occurs in complex and varied scenarios while caring for patients. Students have to adapt their learning approaches and strategies to be able to integrate theory and clinical practice and become experiential learners. To identify the strategies used by medical students to learn during the initial clinical years, as reported by students themselves and by their clinical tutors. We performed eight focus group discussions with 54 students enrolled in years three to six and we interviewed eight clinical tutors. Both focus group discussions and interviews were audio recorded, transcribed and analyzed according to Grounded Theory. Four main themes were identified in the discourse of both students and tutors: Strategies oriented to theoretical learning, strategies oriented to experiential learning, strategies for integrating theory and practice and strategies oriented to evaluation. The mentioning of individual differences was present across the reports of both students and tutors. Students use a rich variety of strategies to face the challenges of clinical learning. Both students and tutors recognize that the learning approaches and strategies vary according the nature of the task and individual differences. The responses of students bring particular knowledge of the approaches used for the theoretical and practical integration and delve into the social dimension of learning.

The observation of biology implemented by integrated religion values in integrated Islamic school (Decriptive Study in X Integrated Senior Hight School Tasikmalaya)

NASA Astrophysics Data System (ADS)

Nurjanah, E.; Adisendjaja, Y. H.; Kusumastuti, M. N.

2018-05-01

The learning Integrated Religious value is one of the efforts to increase the motivation of learning and building the student character. This study aims to describe the application of Biology learning integrated religion values in Integrated Islamic School. Research methods used in this research is descriptive. Participants in this study involved the headmaster, headmaster of curriculum, biology teachers, boarding school teachers, the lead of boarding schools, and students. The instruments used are interview, observation and the student questionnaire about learning biology. The results showed that learning in X school consists of two curriculums, there was the curriculum of national education and curriculum of boarding school. The curriculum of national education referred to 2013 curriculum and boarding school curriculum referred to the curriculum of Salafi boarding school (Kitab Kuning). However, in its learning process not delivered integrated. The main obstacle to implementing the learning integrated religious values are 1) the background of general teacher education did not know of any connection between biology subject and subject that are studied in boarding school; 2) schools did not form the teaching team; 3) unavailability of materials integrated religious values.

Indicators of undergraduate nursing students' satisfaction with their learning journey: An integrative review.

PubMed

Walker, Sandra; Rossi, Dolene; Anastasi, Jennifer; Gray-Ganter, Gillian; Tennent, Rebeka

2016-08-01

In Australia Bachelor of Nursing programmes are delivered via both internal and distance modes yet there is little knowledge of the indicators of undergraduate nursing students' satisfaction with the learning journey. This integrative review was undertaken to uncover the indicators of undergraduate nursing students' satisfaction with their learning journey. Integrative review. A review of key papers was undertaken. Only peer-reviewed papers published in scholarly journals from 2008 onwards were included in this integrative review. Pubmed, CINAHL, Google Scholar, Cochrane, Wiley Online and ProQuest Central databases were searched for relevant papers. 49 papers were appraised, by a minimum of two team members. CASP tools were used when evaluating qualitative research, systematic and integrated reviews while survey research was evaluated using a tool specifically developed for this purpose by the research team. All tools used to assess the quality of the research studies contained comprehensive checklists and questions relevant for the particular type of study. Data related to these checklists was extracted and the research team appraised the quality of each article based on its relevance to the topic, internal and external validity, appropriateness of data analysis technique(s), and whether ethical considerations were addressed. Seventeen papers were included in the final analysis. Data analysis involved a systematic approach using content analysis techniques. This integrative review sought to identify indicators of nursing students' satisfaction with their learning journey. Authentic learning, motivation, resilience, support, and collaborative learning were identified by this integrative review as being key to nursing students' satisfaction with their learning journey. Sub themes were identified within each of these themes that assist in explaining nursing students' views of their learning journey. The findings showed that higher satisfaction levels are attained when nursing students feel included and supported during their learning journey. Copyright © 2016 Elsevier Ltd. All rights reserved.

"It's All Connected!" Nursing Students' Experiences of a New Form of Case Seminar Integrating Medical and Nursing Science

ERIC Educational Resources Information Center

Turunen Olsson, Pernilla; Weurlander, Maria; Mattiasson, Anne-Cathrine; Wärn Hede, Gunnel; Panagiotidis, Georgios; Broberger, Eva; Hult, Håkan; Wernerson, Annika

2016-01-01

Traditionally, nursing students learn medical subjects and nursing separately, which makes it difficult to develop an integrated understanding. This study aimed to explore nursing students' experiences of participating in a case seminar integrating medical and nursing sciences and if, and how, it contributed to their learning. A case seminar…

A Study on Information Technology Integrated Guided Iscovery Instruction towards Students' Learning Achievement and Learning Retention

ERIC Educational Resources Information Center

Shieh, Chich-Jen; Yu, Lean

2016-01-01

In the information explosion era with constant changes of information, educators have promoted various effective learning strategies for students adapting to the complex modern society. The impact and influence of traditional teaching method have information technology integrated modern instruction and science concept learning play an important…

Boxes with Fires: Wisely Integrating Learning Technologies into the Art Classroom

ERIC Educational Resources Information Center

Gregory, Diane C.

2009-01-01

By integrating and infusing computer learning technologies wisely into student-centered or social constructivist art learning environments, art educators can improve student learning and at the same time provide a creative, substantive model for how schools can and should be reformed. By doing this, art educators have an opportunity to demonstrate…

Interdependence and Integration Learning in Student Project Teams: Do Team Project Assignments Achieve What We Want Them to?

ERIC Educational Resources Information Center

Skilton, Paul F.; Forsyth, David; White, Otis J.

2008-01-01

Building from research on learning in workplace project teams, the authors work forward from the idea that the principal condition enabling integration learning in student team projects is project complexity. Recognizing the challenges of developing and running complex student projects, the authors extend theory to propose that the experience of…

An Academic Integrity Approach to Learning and Assessment Design

ERIC Educational Resources Information Center

Hamilton, Margaret; Richardson, Joan

2007-01-01

In this paper, we discuss the role of the educator in terms of designing a learning environment for the student which encourages the student to develop their own academic integrity. In such an environment, there is no need for the student to resort to plagiarism, as the learning and assessment tasks are not conducive to cheating, being unique and…

Integrated, Project-Based Learning and Knowledge Retention: A Mixed Methods Study Comparing High School Students in Two Geometry Courses

ERIC Educational Resources Information Center

Canuteson, Ashley Dyanne

2017-01-01

The developing synergy of legislation and research throughout recent history points to the current momentum behind college and career readiness for every student. Researchers have found that embedding academic content into career education improves student learning. Integrated learning can vary in approach and style and can be adjusted to fit into…

VET Students' Integration of Knowledge Engaged with in School-Based and Workplace-Based Learning Environments in the Netherlands

ERIC Educational Resources Information Center

Baartman, L. K. J.; Kilbrink, N.; de Bruijn, E.

2018-01-01

In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on…

Integrated learning in dentistry: baseline data and first evaluation at the Dental School of Basel.

PubMed

Neuhaus, K W; Schegg, R; Krastl, G; Amato, M; Weiger, R; Walter, C

2008-08-01

Integrated learning modules were introduced and baseline information was collected, in order to identify the expectations regarding e-learning. Furthermore, first formative evaluation of fourth-year dental students was conducted and the experience gained with summative online assessment was reported. Questionnaires designed by Infratest dimap (Berlin, Germany) were distributed to undergraduate students (n = 72) of the School of Dentistry. The fourth-year dental students went through a preliminary evaluation process. An online test was evaluated and compared with a traditional examination. Sixty-three questionnaires were returned. Sixty-five per cent of the students were already familiar with e-learning. All but one student owned at least one personal computer or laptop. Ninety-one per cent of the students expected positive effects from the integration of online modules. Enhanced flexibility regarding time and location as well as comfortable access to learning materials were mentioned most frequently. Ninety per cent of the students expected to achieve better results by finding it easier to understand learning materials produced with multimedia tools. Sixty per cent of the students feared technical complications when using an online platform. The online test was successfully performed. A formative evaluation process demonstrated agreement between expectations and first experiences with e-learning. Most students expect the quality of their studies to improve by implementation of e-learning. Students appreciating regularly updated learning materials particularly emphasise the importance of its visualisation. Online tests might be an option for student's self-performance rating.

How Much L1 Is Too Much? Teachers' Language Use in Response to Students' Abilities and Classroom Interaction in Content and Language Integrated Learning

ERIC Educational Resources Information Center

Lo, Yuen Yi

2015-01-01

In Content and Language Integrated Learning (CLIL) classrooms where students' L2 proficiency has not reached the threshold level, teachers have been observed to use L1 to assist students in grasping specific technical terms and abstract concepts. It is argued to be a 'realistic' approach to the learning problems caused by students' limited L2…

An e-learning course in medical immunology: does it improve learning outcome?

PubMed

Boye, Sondre; Moen, Torolf; Vik, Torstein

2012-01-01

E-learning is used by most medical students almost daily and several studies have shown e-learning to improve learning outcome in small-scale interventions. However, few studies have explored the effects of e-learning in immunology. To study the effect of an e-learning package in immunology on learning outcomes in a written integrated examination and to examine student satisfaction with the e-learning package. All second-year students at a Norwegian medical school were offered an animated e-learning package in basic immunology as a supplement to the regular teaching. Each student's log-on-time was recorded and linked with the student's score on multiple choice questions included in an integrated end-of-the-year written examination. Student satisfaction was assessed through a questionnaire. The intermediate-range students (interquartile range) on average scored 3.6% better on the immunology part of the examination per hour they had used the e-learning package (p = 0.0046) and log-on-time explained 17% of the variance in immunology score. The best and the less skilled students' examination outcomes were not affected by the e-learning. The e-learning was well appreciated among the students. Use of an e-learning package in immunology in addition to regular teaching improved learning outcomes for intermediate-range students.

Students' Role Confusion when Working with Older Adults: The Voices of Foundation Students

ERIC Educational Resources Information Center

Smith, Judith R.

2013-01-01

A qualitative research project was carried out to investigate how first-year graduate students integrated their field work learning with their classroom leaning ("N"?=?17). The study reveals the students' difficulty in integrating their practical learning with theoretical classroom knowledge. Using grounded theory analysis, two…

Integrating Adaptive Games in Student-Centered Virtual Learning Environments

ERIC Educational Resources Information Center

del Blanco, Angel; Torrente, Javier; Moreno-Ger, Pablo; Fernandez-Manjon, Baltasar

2010-01-01

The increasing adoption of e-Learning technology is facing new challenges, such as how to produce student-centered systems that can be adapted to each student's needs. In this context, educational video games are proposed as an ideal medium to facilitate adaptation and tracking of students' performance for assessment purposes, but integrating the…

Content and Language Integrated Learning and the Inclusion of Immigrant Minority Language Students: A Research Review

ERIC Educational Resources Information Center

Somers, Thomas

2017-01-01

This article addresses the inclusion of immigrant minority language students in Content and Language Integrated Learning (CLIL) bilingual education programmes. It reviews results of research on (1) the reasons, beliefs and attitudes underlying immigrant minority language parents' and students' choice for CLIL programmes; (2) these students'…

Exploring the Challenges Experienced by International Students during Work-Integrated Learning in Australia

ERIC Educational Resources Information Center

Jackson, Denise

2017-01-01

This study explores the challenges experienced by international students during Work Integrated Learning (WIL) in Australia. Student participation in WIL not only enhances individual student employability but also the attractiveness of Australia as a study destination. WIL, in particular work placements, is in high demand by international students…

Integrating the Regulation of Affect, Behavior, and Cognition into Self-Regulated Learning Paradigms among Secondary and Post-Secondary Students

ERIC Educational Resources Information Center

Ben-Eliyahu, Adar; Linnenbrink-Garcia, Lisa

2015-01-01

An integrative framework for investigating self-regulated learning situated in students' favorite and least favorite courses was empirically tested in a sample of 178 high school and 280 college students. Building on cognitive, clinical, social, and educational conceptions of self-regulation, the current paper integrated affective (e.g.,…

An integrated course in pain management and palliative care bridging the basic sciences and pharmacy practice.

PubMed

Kullgren, Justin; Radhakrishnan, Rajan; Unni, Elizabeth; Hanson, Eric

2013-08-12

To describe the development of an integrated pain and palliative care course and to investigate the long-term effectiveness of the course during doctor of pharmacy (PharmD) students' advanced pharmacy practice experiences (APPEs) and in their practice after graduation. Roseman University College of Pharmacy faculty developed a 3-week elective course in pain and palliative care by integrating relevant clinical and pharmaceutical sciences. Instructional strategies included lectures, team and individual activities, case studies, and student presentations. Students who participated in the course in 2010 and 2011 were surveyed anonymously to gain their perception about the class as well as the utility of the course during their APPEs and in their everyday practice. Traditional and nontraditional assessment of students confirmed that the learning outcomes objectives were achieved. Students taking the integrated course on pain management and palliative care achieved mastery of the learning outcome objectives. Surveys of students and practicing pharmacists who completed the course showed that the learning experience as well as retention was improved with the integrated mode of teaching. Integrating basic and clinical sciences in therapeutic courses is an effective learning strategy.

Assessment for Learning as Support for Student Self-Regulation

ERIC Educational Resources Information Center

Heritage, Margaret

2018-01-01

Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…

Using Learning Analytics for Preserving Academic Integrity

ERIC Educational Resources Information Center

Amigud, Alexander; Arnedo-Moreno, Joan; Daradoumis, Thanasis; Guerrero-Roldan, Ana-Elena

2017-01-01

This paper presents the results of integrating learning analytics into the assessment process to enhance academic integrity in the e-learning environment. The goal of this research is to evaluate the computational-based approach to academic integrity. The machine-learning based framework learns students' patterns of language use from data,…

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

PubMed

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

2016-06-01

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

The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes

ERIC Educational Resources Information Center

Nelson Laird, Thomas F.; Shoup, Rick; Kuh, George D.; Schwarz, Michael J.

2008-01-01

"Deep learning" represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection. Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members emphasize deep approaches to learning and to assess how much students employ these approaches.…

The development of learning competency and skills for the 21st century to integrate "TPCK" of world life with local environment in students grade 11

NASA Astrophysics Data System (ADS)

Jedaman, Pornchai; Kinboon, Nittayaporn; Suksup, Chareon; Kinboon, Wutcharapong

2018-01-01

The teaching strategies of append were the technological pedagogical content knowledge; TPCK. This description knowledge in a content to corresponds of a effective teaching. This article aims to address the relevance of; 1) the learning competency and skills for the 21st Century to integrate "TPCK" of a world life with local environment in the students grade 11, 2) the effective achievement of the learning competency and skills to integrate "TPCK" of world life with local environment in the students grade 11 were the passing score of a percentage 80 upwards (EI.), and 3) the attitudes for learning activities in the students grade 11. The study employed both quantitative and qualitative approaches for 9teachers of third schools were the participatory action research (PAR) in collecting data including a instructional, a testing, and a questionnaire surveywith 33 students grade 11 of Phuwiengwittayakom school. The participants werecluster random sampling. The data analysis of descriptive statistical, percentage, mean average, standard deviation. The findings in the study were to learning competency and skills for the 21st Century to integrate "TPCK" of a world life with local environment on TK, PK, CK, and TCK at a excellent levels (X¯ = 3.62, 3.57, 3.54, 3.51) respectively, and PCK, TPK,TPCK at a good levels (X¯ = 3.36, 3.23, 3.17) respectively. The effective achievement of the learning competency and skills to integrate "TPCK" of world life with local environment in 30 students grade 11 were the passing score (EI.) of a percentage at 90.91. The attitudes for learning activities in the students grade 11 at a high levels (X¯ =3.29). In addition of the students grade 11 to understanding of the importance were a local learning resources including the value integrating technology of the knowledge technology and to choose the right were create of an effective information.

Developing Clinical Competency in Crisis Event Management: An Integrated Simulation Problem-Based Learning Activity

ERIC Educational Resources Information Center

Liaw, S. Y.; Chen, F. G.; Klainin, P.; Brammer, J.; O'Brien, A.; Samarasekera, D. D.

2010-01-01

This study aimed to evaluate the integration of a simulation based learning activity on nursing students' clinical crisis management performance in a problem-based learning (PBL) curriculum. It was hypothesized that the clinical performance of first year nursing students who participated in a simulated learning activity during the PBL session…

Learning Communities in Undergraduate STEM Education: A Quantitative Analysis of how Sense of Community Influences Retention of Students

NASA Astrophysics Data System (ADS)

Archie, T.; Newman, P.

2012-12-01

Countless programs are aimed at retaining first year college students in their majors and at their institutions. Additionally, first year students in STEM majors are retained at lower rates, than non-STEM majors. Previous research has shown that students who leave the institution are not as academically and socially integrated into the campus community than students who persist at an institution. Residential learning communities can be thought of as a retention tool by enhancing the academic and social integration of their participants. Academic integration has historically been measured by academic success as indicated by GPA, while social integration has been more difficult to measure. We adapted the Sense of Community Index (SCI) as a measure of social integration. Sense of community (SOC) has been defined as ''a feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members' needs will be met through their commitment to be together''. This quantitative study examines sense of community as a means of social integration and explores the relationship between learning communities, students' sense of community, and their intent to persist at a large public university and within their current major. An online survey of 60 first-year college students in a Natural Resources College, examined the relationships between learning community participation, sense of community, and student retention. A logistic regression of sense of community was very effective in predicting students' intent to stay or leave the institution. Structural equation models showed that sense of community was strongly positively related to a students' intent to stay or leave the institution for non-learning community participants, but not for learning community participants. We hypothesized that learning community participants sense of community needs would be more fully met than non-learning community participants. Learning community students showed a weak correlation between sense of community and intent to persist in their major, indicating that these students' departure decisions were based on factors other than sense of community. These finding were consistent with previous research of sense of community which has supported this construct as a needs based hierarchical theory. For example, if students' sense of community needs are met, then they can focus on higher level needs, such as academic success. Conversely, if students' sense of community needs are not being fully met, then this factor remains salient in terms of influencing their departure decision. Our results suggest that learning communities fulfill students' sense of community needs, thus this factor has less influence on learning community participants' decision to leave the institution than their counterparts who do not participate in a learning community. Our results suggest that learning communities are effective in fulfilling students' sense of community needs, thus allowing them to focus their energies on higher order needs such as academic success.

Interactive radiological anatomy eLearning solution for first year medical students: Development, integration, and impact on learning.

PubMed

Webb, Alexandra Louise; Choi, Sunhea

2014-01-01

A technology enhanced learning and teaching (TELT) solution, radiological anatomy (RA) eLearning, composed of a range of identification-based and guided learning activities related to normal and pathological X-ray images, was devised for the Year 1 nervous and locomotor course at the Faculty of Medicine, University of Southampton. Its effectiveness was evaluated using a questionnaire, pre- and post-tests, focus groups, summative assessment, and tracking data. Since introduced in 2009, a total of 781 students have used RA eLearning, and among them 167 Year 1 students in 2011, of whom 116 participated in the evaluation study. Students enjoyed learning (77%) with RA eLearning, found it was easy to use (81%) and actively engaged them in their learning (75%), all of which were associated to the usability, learning design of the TELT solution and its integration in the curriculum; 80% of students reported RA eLearning helped their revision of anatomy and 69% stated that it facilitated their application of anatomy in a clinical context, both of which were associated with the benefits offered by the learning and activities design. At the end of course summative assessment, student knowledge of RA eLearning relevant topics (mean 80%; SD ±16) was significantly better as compared to topics not relevant to RA eLearning (mean 63%; SD ±15) (mean difference 18%; 95% CI 15% to 20%; P < 0.001). A well designed and integrated TELT solution can be an efficient method for facilitating the application, integration, and contextualization of anatomy and radiology to create a blended learning environment. © 2013 American Association of Anatomists.

The Effect of Peer Assessment on Project Performance of Students at Different Learning Levels

ERIC Educational Resources Information Center

Li, Lan; Gao, Fei

2016-01-01

Peer assessment has been increasingly integrated in educational settings as a strategy to foster student learning. Yet little has been studied about how students at different learning levels may benefit from peer assessment. This study examined how peer-assessment and students' learning levels influenced students' project performance using a…

Methods and Strategies:Students as Authors

ERIC Educational Resources Information Center

Varelas, Maria; Pappas, Christine C.; Kokkino, Sofia; Ortiz, Ibett

2008-01-01

Are you looking for ways to effectively integrate--and assess--science and literacy learning? Try having your students create their own books! The Integrated Science Literacy Enactments (ISLE) approach to teaching and learning science is one way to develop students' science understandings while simultaneously enhancing their communication skills.…

Understanding Student Learning in Context: Relationships between University Students' Social Identity, Approaches to Learning, and Academic Performance

ERIC Educational Resources Information Center

Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele

2011-01-01

This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research into student learning with ideas from research on social identity. In two studies (N = 110, and N…

Integration of Problem-based Learning and Innovative Technology Into a Self-Care Course

PubMed Central

2013-01-01

Objective. To assess the integration of problem-based learning and technology into a self-care course. Design. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Assessments. Students’ scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Conclusion. Integrating problem-based learning and technology into a self-care course enabled students to become active learners. PMID:23966730

Preceptors' perspectives of an integrated clinical learning model in a mental health environment.

PubMed

Boardman, Gayelene; Lawrence, Karen; Polacsek, Meg

2018-02-14

Supervised clinical practice is an essential component of undergraduate nursing students' learning and development. In the mental health setting, nursing students traditionally undertake four-week block placements. An integrated clinical learning model, where preceptors mentor students on an individual basis, has been used successfully in the clinical learning environment. This flexible model provides the opportunity for students to work across morning, afternoon, night and weekend shifts. There is a need to improve the evidence base for a flexible model for students undertaking a mental health placement. The aim of this study was to understand preceptors' experience of, and satisfaction with, a mental health integrated clinical learning model. Focus groups were used to elicit the views of preceptors from a mental health service. Findings highlight the advantages and disadvantages of an integrated clinical learning model in the mental health setting. Participants suggested that students may benefit from flexible work arrangements, a variety of experiences and a more realistic experience of working in a mental health service. However, they found it challenging to mentor and evaluate students under this model. Most also agreed that the model impeded students' ability to engage with consumers and develop rapport with staff. The findings indicate the need to develop a placement model that meets the unique needs of the mental health setting. © 2018 Australian College of Mental Health Nurses Inc.

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

PubMed

Al Qaroot, Bashar S; Sobuh, Mohammad

2016-06-01

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

Hydroponic Garden Promotes Hands-on Learning, Healthy Eating

ERIC Educational Resources Information Center

Anderson, Melinda; Swafford, Melinda

2011-01-01

The Carl D. Perkins Career Technical Improvement Act of 2006 encourages integration of academic instruction to improve student learning, impact employment skills of students, and enhance problem-solving skills by using authentic real-world situations. Academic integration is accomplished by integrating concepts of English, math, science,…

Authentic Instruction and Technology Literacy

ERIC Educational Resources Information Center

Cydis, Susan

2015-01-01

Technology integration is an important aspect of student competence in the 21st century. The use of technology in teaching and learning is a valuable practice for supporting student learning and engagement. Modelling the pedagogical practices that integrate authentic, performance-based opportunities for technology integration was the focus of a…

Upper Elementary Students Creatively Learn Scientific Features of Animal Skulls by Making Movable Books

ERIC Educational Resources Information Center

Klein, Julie L.; Gray, Phyllis; Zhbanova, Ksenia S.; Rule, Audrey C.

2015-01-01

Arts integration in science has benefits of increasing student engagement and understanding. Lessons focusing on form and function of animal skulls provide an effective example of how handicrafts integrated with science instruction motivate students and support learning. The study involved students ages 9-12 during a week-long summer day camp.…

Project Based-Content Language Integrated Learning (CLIL) at Mathematics Department Universitas Lampung

ERIC Educational Resources Information Center

Yufrizal, Hery; Huzairin; Hasan, Basturi

2017-01-01

This article aims at exploring whether project based content language integrated learning (CLIL) has a significant effect on the oral capability of students of science department of the University of Lampung. The number of students involved in this study was 88 students. Quantitative data was obtained from the value of students' English…

The Relationship between Student Self-Regulation Strategies and Increased Student Achievement: A Study on How the Explicit Integration of Self-Regulation Strategies Impacts Student Reading Achievement in the Elementary Classroom

ERIC Educational Resources Information Center

Egan, Patti A.

2017-01-01

Student ownership in learning is a topic that has become quite prevalent in recent years. While emphasis has grown on the importance of active student involvement in learning, integration of student self-regulation strategies is often absent in elementary classrooms. A paradigm shift that encourages active involvement of students in the learning…

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

ERIC Educational Resources Information Center

Beard, Virginia; Booke, Paula

2016-01-01

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

Integrating the Use of Interdisciplinary Learning Activity Task in Creating Students' Mathematical Knowledge

ERIC Educational Resources Information Center

Mahanin, Hajah Umisuzimah Haji; Shahrill, Masitah; Tan, Abby; Mahadi, Mar Aswandi

2017-01-01

This study investigated the use of interdisciplinary learning activity task to construct students' knowledge in Mathematics, specifically on the topic of scale drawing application. The learning activity task involved more than one academic discipline, which is Mathematics, English Language, Art, Geography and integrating the Brunei Darussalam…

Analogy-Integrated e-Learning Module: Facilitating Students' Conceptual Understanding

ERIC Educational Resources Information Center

Florida, Jennifer

2012-01-01

The study deals with the development of an analogy-integrated e-learning module on Cellular Respiration, which is intended to facilitate conceptual understanding of students with different brain hemisphere dominance and learning styles. The module includes eight analogies originally conceptualized following the specific steps used to prepare…

Social media use and educational preferences among first-year pharmacy students.

PubMed

Clauson, Kevin A; Singh-Franco, Devada; Sircar-Ramsewak, Feroza; Joseph, Shine; Sandars, John

2013-01-01

Social media may offer a means to engage students, facilitate collaborative learning, and tailor educational delivery for diverse learning styles. The purpose of this study is to characterize social media awareness among pharmacy students and determine perceptions toward integrating these tools in education. A 23-item survey was administered to 1st-year students at a multicampus college of pharmacy. Students (95% response rate; N = 196) most commonly used wikis (97%), social networking (91%), and videosharing (84%). Tools reported as never used or unknown included social bookmarking (89%), collaborative writing (84%), and RSS readers (73%). Respondents indicated that educational integration of social media would impact their ability to learn in a positive/very positive manner (75%) and make them feel connected/very connected (68%). Selectively targeting social media for educational integration and instructing pharmacy students how to employ a subset of these tools may be useful in engaging them and encouraging lifelong learning.

Computer Technology-Infused Learning Enhancement

ERIC Educational Resources Information Center

Keengwe, Jared; Anyanwu, Longy O.

2007-01-01

The purpose of the study was to determine students' perception of instructional integration of computer technology to improve learning. Two key questions were investigated in this study: (a) What is the students' perception of faculty integration of computer technology into classroom instruction? (b) To what extent does the students' perception of…

Defining Integrated Student Supports for Linked Learning Pathways. Knowledge Brief

ERIC Educational Resources Information Center

John W. Gardner Center for Youth and Their Communities, 2016

2016-01-01

This document outlines how effectively integrated student supports build or scaffold student competencies in five broad domains of learning for college, career, and civic readiness. Relevant supports are not limited to "services" or "programs" but extend to enabling resources and social conditions, including, for example,…

"What I Learn Is What I Like." How Do Students in ICT Supported Problem-Based Learning Rate the Quality of the Learning Experience, and How Does It Relate to the Acquisition of Competences?

ERIC Educational Resources Information Center

Scholkmann, Antonia

2017-01-01

Although advocated in theory, research findings on the benefits of ICT integration into inquiry-based learning arrangements such as problem-based learning (PBL) are still ambiguous. One explanation might be that until now students' subjective views on learning in ICT-integrated, inquiry-based arrangements have not been considered extensively. The…

eDrug: a dynamic interactive electronic drug formulary for medical students

PubMed Central

Maxwell, Simon R J; McQueen, Daniel S; Ellaway, Rachel

2006-01-01

What is already known about this subject Delivering education about an ever-increasing number of prescribable drugs to medical students represents a major challenge. Drug names are generally not logical or intuitive, and many students find learning them akin to learning a foreign language. Pharmacology and therapeutics teaching is struggling for visibility in some integrated medical curricula. What this study adds Development of electronic tools allowing web delivery of a restricted student formulary facilitates dynamic access to core learning materials, improves the profile of this aspect of the curriculum and is highly appreciated by students. Aims Prescribing drugs is a key responsibility of a doctor and requires a solid grounding in the relevant scientific disciplines of pharmacology and therapeutics (PT). The move away from basic science disciplines towards a more system-based and integrated undergraduate curriculum has created difficulties in the delivery of PT teaching in some medical schools. We aimed to develop a web-based strategy to overcome these problems and improve the PT learning experience. Methods We designed and introduced ‘eDrug’, a dynamic interactive web-based student formulary, as an aid to teaching and learning of PT throughout a 5-year integrated medical curriculum in a UK medical school of 1300 students. This was followed by a prospective observational study of student-reported views about its impact on their PT learning experience. Results eDrug was rated highly by students and staff, with the main benefits being increased visibility of PT in the curriculum, clear identification of core drugs, regular sourcing of drug information via direct links to accredited sources including the British National Formulary, prioritization of learning, immediate access and responsiveness. It has also served as a focus of discussion concerning core PT learning objectives amongst staff and students. Conclusions Web-based delivery of PT learning objectives actively supports learning within an integrated curriculum. PMID:17054667

Measuring the Effect of an Online Learning Community on Engineering Cooperative Education Students' Perceived and Measured Learning

ERIC Educational Resources Information Center

Todd, Anita M.

2013-01-01

This quasi-experimental, static-group comparison study of two non-equivalent groups examined how Work-Integrated Learning (WIL) community participation of at-work, cooperative education students affected student perceived performance, perceived learning, and measured learning with student grade point average (GPA) and work term as covariates. The…

There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research

NASA Astrophysics Data System (ADS)

Yin, Xinying; Buck, Gayle A.

2015-09-01

This study explored integrating formative assessment to a Chinese high school chemistry classroom, where the extremely high-stakes testing and Confucian-heritage culture constituted a particular context, through a collaborative action research. One researcher worked with a high school chemistry teacher in China to integrate formative assessment into his teaching with 54 students in one of his classes. Data resources included transcripts from planning sessions, lesson plans, teacher interviews, classroom observations, student work, student interviews and surveys. The findings of this study revealed that as the teacher allowed his original views about students' learning and assessment tasks to be challenged by the students' learning, his teaching practice and understandings of formative assessment were transformed. Students' learning experience was also examined in the formative assessment process. The potentials and challenges of integrating formative assessment in the Chinese high school science classroom are discussed. This study indicated that formative assessment is promising to implement in Chinese high school science classrooms to enhance students' learning and meet the imperative needs for high-stakes exam preparation as well; and writing formative assessment tasks are favorable in this particular socio-cultural context. Further, this study suggested that facilitating in-service science teachers to integrate formative assessment through collaborative action research is a powerful professional development on improving teaching and learning under the highly constraint context.

Integration of Web 2.0 Tools in Learning a Programming Course

ERIC Educational Resources Information Center

Majid, Nazatul Aini Abd

2014-01-01

Web 2.0 tools are expected to assist students to acquire knowledge effectively in their university environment. However, the lack of effort from lecturers in planning the learning process can make it difficult for the students to optimize their learning experiences. The aim of this paper is to integrate Web 2.0 tools with learning strategy in…

Creative Thinking of Low Academic Student Undergoing Search Solve Create and Share Learning Integrated with Metacognitive Strategy

ERIC Educational Resources Information Center

Yusnaeni; Corebima, Aloysius Duran; Susilo, Herawati; Zubaidah, Siti

2017-01-01

This research was carried out to analyze the effectiveness of the Search Solve Create and Share learning integrated with metakognitive strategy [SSCS + MS] on the creative thinking ability of low academic students. A quasi experimental design has been used to compare the effect of traditional learning, SSCS, and SCCS + MS learning on the creative…

[Public Health as an Applied, Multidisciplinary Subject: Is Research-Based Learning the Answer to Challenges in Learning and Teaching?

PubMed

Gerhardus, A; Schilling, I; Voss, M

2017-03-01

Public health education aims at enabling students to deal with complex health-related challenges using appropriate methods based on sound theoretical understanding. Virtually all health-related problems in science and practice require the involvement of different disciplines. However, the necessary interdisciplinarity is only partly reflected in the curricula of public health courses. Also theories, methods, health topics, and their application are often taught side-by-side and not together. For students, it can become an insurmountable challenge to integrate the different disciplines ("horizontal integration") and theories, methods, health topics, and their application ("vertical integration"). This situation is specific for education in public health but is representative for other interdisciplinary fields as well. Several approaches are available to achieve the horizontal integration of different disciplines and vertical integration of theories, methods, health topics, and their application. A curriculum that is structured by topics, rather than disciplines might be more successful in integrating different disciplines. Vertical integration can be achieved by research-based learning. Research-based learning places a student-led research project at the centre of teaching. Students choose a topic and a research question, raise their own questions for theories and methods and will hopefully cross the seeming chasm between science and practice. Challenges of research-based learning are enhanced demands on students, teachers and curriculum design. © Georg Thieme Verlag KG Stuttgart · New York.

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

ERIC Educational Resources Information Center

Chow, Meyrick; Chan, Lawrence

2010-01-01

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

Startup Diagnostics of the Degree of Well-Formedness of Student Design Competence as an Integral Means of Students Plotting Their Own Individual Learning Route

ERIC Educational Resources Information Center

Ignatovich, Vladlen K.; Ignatovich, Svetlana S.

2015-01-01

This article seeks to substantiate the need for the prognostic assessment of the degree to which school students are prepared to master new types of activity, which underlie their design of an individual learning route at an appropriate senior stage of learning. The authors discuss the concept of project competence as an integral characteristic of…

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

PubMed

Hooven, Katie

2015-08-01

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

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

ERIC Educational Resources Information Center

Bender, Gerda; Jordaan, Rene

2007-01-01

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

How Do Learning Communities Affect First-Year Latino Students?

ERIC Educational Resources Information Center

Huerta, Juan Carlos; Bray, Jennifer J.

2013-01-01

Do learning communities with pedagogies of active learning, collaborative learning, and integration of course material affect the learning, achievement, and persistence of first-year Latino university students? The data for this project was obtained from a survey of 1,330 first-year students in the First-Year Learning Community Program at Texas…

Student-centered integrated anatomy resource sessions at Alfaisal University.

PubMed

Cowan, Michèle; Arain, Nasir Nisar; Assale, Tawfic Samer Abu; Assi, Abdulelah Hassan; Albar, Raed Alwai; Ganguly, Paul K

2010-01-01

Alfaisal University is a new medical school in Riyadh, Kingdom of Saudi Arabia that matriculates eligible students directly from high school and requires them to participate in a hybrid problem-based learning (PBL) curriculum. PBL is a well-established student-centered approach, and the authors have sought to examine if a student-centered, integrated approach to learn human structures leads to positive perceptions of learning outcomes. Ten students were divided into four groups to rotate through wet and dry laboratory stations (integrated resource sessions, IRSs) that engaged them in imaging techniques, embryology, histology, gross anatomy (dissections and prosections), surface anatomy, and self-directed learning questions. All IRSs were primarily directed by students. During two second-semester organ system blocks, forty students responded to a structured questionnaire designed to poll students' perceptions of changes in their knowledge, skills, and attitudes as a result of IRS. The majority (60%) of students felt that the student-centered approach to learning enhanced their medical knowledge. Most students also felt that the IRS approach was advantageous for formulating clear learning objectives (55%) and in preparing for examinations (65%). Despite their positive feelings toward IRS, students did not view this learning approach as an adequate replacement for the knowledge gained from lectures and textbooks. Students' performance on objective structured practical examinations improved significantly for the two curricular blocks that included IRS compared with earlier non-IRS blocks. A student-centered approach to teach human structure in a hybrid PBL curriculum may enhance understanding of the basic sciences in first-year medical students.

Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching

NASA Astrophysics Data System (ADS)

Rahmawati, Yuli; Ridwan, Achmad; Nurbaity

2017-08-01

The papers report the first year of two-year longitudinal study of ethnochemistry integration in culturally responsive teaching in chemistry classrooms. The teaching approach is focusing on exploring the culture and indigenous knowledge in Indonesia from chemistry perspectives. Ethnochemistry looks at the culture from chemistry perspectives integrated into culturally responsive teaching has developed students' cultural identity and students' engagement in chemistry learning. There are limited research and data in exploring Indonesia culture, which has around 300 ethics, from chemistry perspectives. Students come to the chemistry classrooms from a different background; however, their chemistry learning disconnected with their background which leads to students' disengagement in chemistry learning. Therefore this approach focused on students' engagement within their differences. This research was conducted with year 10 and 11 from four classrooms in two secondary schools through qualitative methodology with observation, interviews, and reflective journals as data collection. The results showed that the integration of ethnochemistry in culturally responsive teaching approach can be implemented by involving 5 principles which are content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. The culturally responsive teaching has engaged students in their chemistry learning and developed their cultural identity and soft skills. Students found that the learning experiences has helped to develop their chemistry knowledge and understand the culture from chemistry perspectives. The students developed the ability to work together, responsibility, curiosity, social awareness, creativity, empathy communication, and self-confidence which categorized into collaboration skills, student engagement, social and cultural awareness, and high order thinking skills. The ethnochemistry has helped them to develop the critical self-reflection on their own cultural background.

The Effects of Applying Game-Based Learning to Webcam Motion Sensor Games for Autistic Students' Sensory Integration Training

ERIC Educational Resources Information Center

Li, Kun-Hsien; Lou, Shi-Jer; Tsai, Huei-Yin; Shih, Ru-Chu

2012-01-01

This study aims to explore the effects of applying game-based learning to webcam motion sensor games for autistic students' sensory integration training for autistic students. The research participants were three autistic students aged from six to ten. Webcam camera as the research tool wad connected internet games to engage in motion sensor…

Social Effects of Integrated Classrooms and Resource Room/ Regular Class Placements on Elementary Students with Learning Disabilities.

ERIC Educational Resources Information Center

Madge, Sally; And Others

1990-01-01

Social status of learning-disabled (LD) elementary students served by the Integrated Classroom Model was compared to that of LD elementary students in a regular class with resource room support. Results suggest that, although both groups had lower social status than nondisabled peers, ICM students blended into the classroom better. (Author/PB)

Shared or Integrated: Which Type of Integration is More Effective Improves Students’ Creativity?

NASA Astrophysics Data System (ADS)

Mariyam, M.; Kaniawati, I.; Sriyati, S.

2017-09-01

Integrated science learning has various types of integration. This study aims to apply shared and integrated type of integration with project based learning (PjBL) model to improve students’ creativity on waste recycling theme. The research method used is a quasi experiment with the matching-only pre test-post test design. The samples of this study are 108 students consisting of 36 students (experiment class 1st), 35 students (experiment class 2nd) and 37 students (control class 3rd) at one of Junior High School in Tanggamus, Lampung. The results show that there is difference of creativity improvement in the class applied by PjBL model with shared type of integration, integrated type of integration and without any integration in waste recycling theme. Class applied by PjBL model with shared type of integration has the higher creativity improvement than the PjBL model with integrated type of integration and without any integration. Integrated science learning using shared type only combines 2 lessons, hence an intact concept is resulted. So, PjBL model with shared type of integration more effective improves students’ creativity than integrated type.

A practical description and student perspective of the integration of radiology into lower limb musculoskeletal anatomy.

PubMed

Davy, S; O'Keeffe, G W; Mahony, N; Phelan, N; Barry, D S

2017-05-01

Anatomy educators are increasing their utilisation of radiology in anatomy education in line with growing requirements for undergraduate radiology competency and clinical need. We aimed to evaluate student perceptions of radiology and to outline the technical and academic considerations underlying the integration of radiology into musculoskeletal practical anatomy sessions. The formal integration of radiology into anatomy practical sessions took place over a 5-week period during the lower limb musculoskeletal component of the anatomy course taught to first-year medical students. During practical sessions, students were required to rotate between aligned audio-visual radiology presentations, osteology/anatomical models, and prosection/dissection learning stations. After completing the course, students were invited to complete a survey to establish their opinions on radiology as a mode of learning and their satisfaction with radiological integration in anatomical practical sessions. Most students were not familiar with radiology prior to attending our university. All our students agreed or strongly agreed that learning to read radiographs in anatomy is important and most agreed that radiology is a valid assessment tool. Sixty percent stated that radiology facilitated their understanding of anatomy. The majority believed that radiology was best suited to clinically relevant anatomy and X-rays were their preferred learning tool. The practical approach to integrating radiology into undergraduate musculoskeletal anatomy described here did not place strain on existing academic resources. Most students agreed that radiology should be increased in anatomy education and that learning to understand radiographs in anatomy was important for clinical practice.

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.

An Integrated Course in Pain Management and Palliative Care Bridging the Basic Sciences and Pharmacy Practice

PubMed Central

Kullgren, Justin; Unni, Elizabeth; Hanson, Eric

2013-01-01

Objective. To describe the development of an integrated pain and palliative care course and to investigate the long-term effectiveness of the course during doctor of pharmacy (PharmD) students’ advanced pharmacy practice experiences (APPEs) and in their practice after graduation. Design. Roseman University College of Pharmacy faculty developed a 3-week elective course in pain and palliative care by integrating relevant clinical and pharmaceutical sciences. Instructional strategies included lectures, team and individual activities, case studies, and student presentations. Assessment. Students who participated in the course in 2010 and 2011 were surveyed anonymously to gain their perception about the class as well as the utility of the course during their APPEs and in their everyday practice. Traditional and nontraditional assessment of students confirmed that the learning outcomes objectives were achieved. Conclusions. Students taking the integrated course on pain management and palliative care achieved mastery of the learning outcome objectives. Surveys of students and practicing pharmacists who completed the course showed that the learning experience as well as retention was improved with the integrated mode of teaching. Integrating basic and clinical sciences in therapeutic courses is an effective learning strategy. PMID:23966724

Equitable Access by Design. A Conceptual Framework for Integrated Student Supports within Linked Learning Pathways

ERIC Educational Resources Information Center

de Velasco, Jorge Ruiz; Newman, Elizabeth; Borsato, Graciela

2016-01-01

This report proposes a conceptual framework for defining and implementing a system of integrated student supports that provides equitable access to college and career readiness via Linked Learning pathways in high schools. The framework emphasizes the central commitment of the Linked Learning approach to challenge prevailing norms of…

From Idea to Action: Promoting Responsible Management Education through a Semester-Long Academic Integrity Learning Project

ERIC Educational Resources Information Center

Lavine, Marc H.; Roussin, Christopher J.

2012-01-01

The authors describe a semester-long action-learning project where undergraduate or graduate management students learn about ethics, responsibility, and organizational behavior by examining the policy of their college or university that addresses academic integrity. Working in teams, students adopt a stakeholder management approach as they make…

Optimizing Instructional Video for Preservice Teachers in an Online Technology Integration Course

ERIC Educational Resources Information Center

Ibrahim, Mohamed; Callaway, Rebecca; Bell, David

2014-01-01

This study assessed the effect of design instructional video based on the Cognitive Theory of Multimedia Learning by applying segmentation and signaling on the learning outcome of students in an online technology integration course. The study assessed the correlation between students' personal preferences (preferred learning styles and area…

Impact of Learned Resourcefulness and Theories of Intelligence on Academic Achievement of University Students: An Integrated Approach

ERIC Educational Resources Information Center

Kennett, Deborah J.; Keefer, Kateryna

2006-01-01

This was the first study to integrate Rosenbaum's concept of learned resourcefulness with Dweck's implicit theories of intelligence in predicting university students' academic self-control behaviour and year-end grades. Rosenbaum highlights the prominent role that learned resourcefulness skills play in promoting mastery responses and goal…

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

ERIC Educational Resources Information Center

Ferns, Sonia; Russell, Leonie; Kay, Judie

2016-01-01

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

An Intensive ICT-Integrated Environmental Learning Strategy for Enhancing Student Performance

ERIC Educational Resources Information Center

Su, King-Dow

2011-01-01

The purpose of this study is to design information communication technology (ICT) courses related to experimental chemistry for junior college freshmen (aged from 16 to 18), entitled "ICT-integrated environmental learning", and to assess the learning performance of these students after completing the courses. This study adopts a quasi-experimental…

Interaction of learning approach with concept integration and achievement in a large guided inquiry organic class

NASA Astrophysics Data System (ADS)

Mewhinney, Christina

A study was conducted to investigate the relationship of students' concept integration and achievement with time spent within a topic and across related topics in a large first semester guided inquiry organic chemistry class. Achievement was based on evidence of algorithmic problem solving; and concept integration was based on demonstrated performance explaining, applying, and relating concepts to each other. Twelve individual assessments were made of both variables over three related topics---acid/base, nucleophilic substitution and electrophilic addition reactions. Measurements included written, free response and ordered multiple answer questions using a classroom response system. Results demonstrated that students can solve problems without conceptual understanding. A second study was conducted to compare the students' learning approach at the beginning and end of the course. Students were scored on their preferences for a deep, strategic, or surface approach to learning based on their responses to a pre and post survey. Results suggest that students significantly decreased their preference for a surface approach during the semester. Analysis of the data collected was performed to determine the relationship between students' learning approach and their concept integration and achievement in this class. Results show a correlation between a deep approach and concept integration and a strong negative correlation between a surface approach and concept integration.

Developing Digital Wisdom by Students and Teachers: The Impact of Integrating Tablet Computers on Learning and Pedagogy in an Elementary School

ERIC Educational Resources Information Center

Shamir-Inbal, Tamar; Blau, Ina

2016-01-01

This article investigates a pilot of integrating tablet computers in the elementary education. The research questions address the impact of tablet integration on learning and pedagogy. This qualitative case study crosschecks non-participated observations on students who work with tablet PCs, the school staff reflection on the integration as…

Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

PubMed

Bryant, D P; Bryant, B R

1998-01-01

Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

Effects of 3D Printing and Design Software on Students' Overall Performance

ERIC Educational Resources Information Center

Kwon, Hyunkyung

2017-01-01

Researchers found that student-centered, technology-integrated learning environments help to produce students who are better able to think critically, solve problems, collaborate with others, and engage deeply in the learning process. Understanding the impact of technology and finding the best ways to integrate technology into the classroom is…

Student Learning and Engagement in the Context of Curriculum Integration

ERIC Educational Resources Information Center

Brinegar, Kathleen; Bishop, Penny A.

2011-01-01

Although curriculum integration has a long history of myriad models, rarely have those stakeholders most connected to the practice--the students--been consulted about the efficacy of the approach. This study applied a longitudinal, intrinsic case study approach (Stake, 2000) to examine middle school students' perceptions of learning and engagement…

The Influence of Teacher Epistemology and Practice on Student Engagement in Literacy Learning

ERIC Educational Resources Information Center

Bock, Amanda K.; Erickson, Karen A.

2015-01-01

Learning to read with comprehension requires that students acquire and integrate an increasingly complex set of skills. Students with severe disabilities are often seen as incapable of mastering and integrating the skills required for reading with fluency and comprehension, a presumption that results in decreased access to comprehensive reading…

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

ERIC Educational Resources Information Center

Tran, Ly Thi; Soejatminah, Sri

2017-01-01

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

STEM Learning through Engineering Design: Impact on Middle Secondary Students' Interest towards STEM

ERIC Educational Resources Information Center

Shahali, Edy Hafizan Mohd; Halim, Lilia; Rasul, Mohamad Sattar; Osman, Kamisah; Zulkifeli, Mohd Afendi

2017-01-01

The purpose of this study was to identify students' changes of (i) interest toward STEM subjects and (ii) interest to pursuing STEM career after participating in non-formal integrated STEM education programme. The programme exposed students with integrated STEM education through project based learning involving the application of five phases…

Integrated Reading and Writing Interventions for Students with Learning Disabilities: A Review of the Literature

ERIC Educational Resources Information Center

Kang, Eun Young; McKenna, John William; Arden, Sarah; Ciullo, Stephen

2016-01-01

In this systematic review of literature that spans 1975-2015, integrated reading and writing interventions for students with learning disabilities (LD) or students with academic difficulties were evaluated to understand the extant research, identify encouraging practices, and guide future research. Ten studies met inclusion criteria and each study…

Promoting Student Learning through the Integration of Lab and Lecture: The Seamless Biology Curriculum

ERIC Educational Resources Information Center

Burrowes, Patricia; Nazario, Gladys

2008-01-01

The authors engaged in an education experiment to determine if the integration of lab and lecture activities in zoology and botany proved beneficial to student learning and motivation toward biology. Their results revealed that this strategy positively influenced students' academic achievement, conceptual understanding, and ability to apply…

Combining Quality Work-Integrated Learning and Career Development Learning through the Use of the SOAR Model to Enhance Employability

ERIC Educational Resources Information Center

Reddan, Gregory; Rauchle, Maja

2017-01-01

This paper presents students' perceptions of the benefits to employability of a suite of courses that incorporate both work-integrated learning (WIL) and career development learning (CDL). Field Project A and Field Project B are elective courses in the Bachelor of Exercise Science at Griffith University. These courses engage students in active and…

Anthropology, Dance, and Education: Integrated Curriculum in Social Studies

ERIC Educational Resources Information Center

Smith, Karli; Kulinna, Pamela Hodges; Vissicaro, Pegge; Fredrickson, Lynda

2016-01-01

The integration of dance into K-12 curriculum can help students to learn better, encouraging deeper exploration and active engagement with content knowledge. The purpose of this intervention study was to determine how the integration of dance and social studies with an anthropological framework affects student learning of content knowledge in…

Exploring the Relationships among Self-Regulation, Acculturation, and Academic and Social Integration for Asian International Doctoral Students

ERIC Educational Resources Information Center

Wu, Yi-Chin

2015-01-01

This dissertation examined the relationship between Asian international doctoral students' self-regulation on academic and social integration and explored how acculturation tendencies function as a mediator between self-regulated learning and academic and social integration. Previous research has indicated that self-regulated learning has a great…

Arts Integration Professional Development: Teacher Perspective and Transfer to Instructional Practice

ERIC Educational Resources Information Center

Garrett, Jo Ann

2010-01-01

Limited data connect teacher training in arts integration (AI) to evidence that students benefit from arts integrated instruction. As teachers are challenged to facilitate instruction for a wide continuum of learning needs, and students are challenged to demonstrate learning through high-stakes testing, more data are needed on how teachers learn…

Student outcomes of distance learning in nursing education: an integrative review.

PubMed

Patterson, Barbara J; Krouse, Anne M; Roy, Linda

2012-09-01

Distance learning offers a distinctive environment to educate nursing students. While there is a significant body of evidence in the literature related to course, program, and faculty outcomes of distance education, little attention has been given by researchers to evaluate student outcomes, with the exception of student satisfaction. There is a need to evaluate and translate findings related to student outcomes in distance learning into educational practice. Integrative reviews offer one strategy to contribute to evidence-based teaching practice initiatives. A search of available published qualitative and quantitative research on student outcomes of distance learning from 1999 to 2009 was conducted using a number of databases. Astin's Input-Environment-Output conceptual model provided a framework for this review. Thirty-three studies met the inclusion criteria. Bothcognitive and affective student outcomes emerged. The cognitive outcomes were student learning, learning process, and technology proficiency. Affective outcomes included personal and professional growth, satisfaction, and connectedness. Implications, recommendations, and future research are discussed.

Factors Influencing Learning Environments in an Integrated Experiential Program

NASA Astrophysics Data System (ADS)

Koci, Peter

The research conducted for this dissertation examined the learning environment of a specific high school program that delivered the explicit curriculum through an integrated experiential manner, which utilized field and outdoor experiences. The program ran over one semester (five months) and it integrated the grade 10 British Columbian curriculum in five subjects. A mixed methods approach was employed to identify the students' perceptions and provide richer descriptions of their experiences related to their unique learning environment. Quantitative instruments were used to assess changes in students' perspectives of their learning environment, as well as other supporting factors including students' mindfulness, and behaviours towards the environment. Qualitative data collection included observations, open-ended questions, and impromptu interviews with the teacher. The qualitative data describe the factors and processes that influenced the learning environment and give a richer, deeper interpretation which complements the quantitative findings. The research results showed positive scores on all the quantitative measures conducted, and the qualitative data provided further insight into descriptions of learning environment constructs that the students perceived as most important. A major finding was that the group cohesion measure was perceived by students as the most important attribute of their preferred learning environment. A flow chart was developed to help the researcher conceptualize how the learning environment, learning process, and outcomes relate to one another in the studied program. This research attempts to explain through the consideration of this case study: how learning environments can influence behavioural change and how an interconnectedness among several factors in the learning process is influenced by the type of learning environment facilitated. Considerably more research is needed in this area to understand fully the complexity learning environments and how they influence learning and behaviour. Keywords: learning environments; integrated experiential programs; environmental education.

Evaluating the Impact of Wikis on Student Learning Outcomes: An Integrative Review.

PubMed

Trocky, Nina M; Buckley, Kathleen M

2016-01-01

Although wikis appear to have been reported as effective tools for educators, uncertainty exists as to their effectiveness in achieving student learning outcomes. The aim of this integrative review was to examine the current evidence on the impact of wikis on student learning in courses requiring collaborative or co-developed assignments or activities. The authors searched several electronic databases for relevant articles and used R. Whittemore and K. Knafl's (2005) integrative review method to analyze and synthesize the evidence. Twenty-five articles met the selection criteria for this review, and four major themes for wiki use were identified: (a) writing skills, (b) collaboration, (c) knowledge acquisition, and (d) centralized repository. Although wikis have been found useful in improving student learning outcomes and hold great potential as an instructional strategy to aid students in learning various skills and gaining new knowledge, more research is needed on their effectiveness, especially in the area of nursing education. Copyright © 2016 Elsevier Inc. All rights reserved.

Deep and Surface Learning in Problem-Based Learning: A Review of the Literature

ERIC Educational Resources Information Center

Dolmans, Diana H. J. M.; Loyens, Sofie M. M.; Marcq, Hélène; Gijbels, David

2016-01-01

In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review…

Learning Styles among Students in an Advanced Soil Management Class: Impact on Students' Performance

ERIC Educational Resources Information Center

Eudoxie, Gaius D.

2011-01-01

Learning styles represent an integral component of the learning environment, which has been shown to differ across institutions and disciplines. To identify learner preferences within a discipline would aid in evaluating instructional resources geared toward active learning. The learning profiles of second-year soil science students (n = 62) were…

Cognitive Anatomy of Tutor Learning: Lessons Learned with SimStudent

ERIC Educational Resources Information Center

Matsuda, Noboru; Yarzebinski, Evelyn; Keiser, Victoria; Raizada, Rohan; Cohen, William W.; Stylianides, Gabriel J.; Koedinger, Kenneth R.

2013-01-01

This article describes an advanced learning technology used to investigate hypotheses about learning by teaching. The proposed technology is an instance of a teachable agent, called SimStudent, that learns skills (e.g., for solving linear equations) from examples and from feedback on performance. SimStudent has been integrated into an online,…

Research enrichment: evaluation of structured research in the curriculum for dental medicine students as part of the vertical and horizontal integration of biomedical training and discovery

PubMed Central

Kingsley, Karl; O'Malley, Susan; Stewart, Tanis; Howard, Katherine M

2008-01-01

Background Research programs within medical and dental schools are important vehicles for biomedical and clinical discovery, serving as effective teaching and learning tools by providing situations in which predoctoral students develop problem-solving and critical-thinking skills. Although research programs at many medical and dental schools are well-established, they may not be well integrated into the predoctoral curriculum to effectively support the learning objectives for their students. Methods A series of structured seminars, incorporating faculty research, was designed for first-year dental students at the University of Nevada, Las Vegas, School of Dental Medicine to reinforce and support the concepts and skills taught in concurrent courses. A structured research enrichment period was also created to facilitate student engagement in active research using faculty and student curricular release time. Course evaluations and surveys were administered to gauge student perceptions of the curricular integration of research, the impact of these seminars on recruitment to the research program, and overall levels of student satisfaction with research enrichment. Results The analysis of course surveys revealed that students perceived the research-containing seminars effectively illustrated concepts, were logically sequenced, and were well-integrated into their curriculum. In addition, analysis of surveys revealed that the Integration Seminar courses motivated students to engage in research enrichment. Finally, this analysis provided evidence that students were very satisfied with their overall learning experience during research enrichment. Conclusion Curricular integration is one method of improving the teaching and learning of complicated and inter-related concepts, providing an opportunity to incorporate research training and objectives into traditionally separate didactic courses. Despite the benefits of curricular integration, finding the most appropriate points of integration, obtaining release time for curricular development and for research engagement, and funding predoctoral student research remain issues to be addressed in ways that reflect the character of the faculty and the goals of each institution. PMID:18284692

Research enrichment: evaluation of structured research in the curriculum for dental medicine students as part of the vertical and horizontal integration of biomedical training and discovery.

PubMed

Kingsley, Karl; O'Malley, Susan; Stewart, Tanis; Howard, Katherine M

2008-02-19

Research programs within medical and dental schools are important vehicles for biomedical and clinical discovery, serving as effective teaching and learning tools by providing situations in which predoctoral students develop problem-solving and critical-thinking skills. Although research programs at many medical and dental schools are well-established, they may not be well integrated into the predoctoral curriculum to effectively support the learning objectives for their students. A series of structured seminars, incorporating faculty research, was designed for first-year dental students at the University of Nevada, Las Vegas, School of Dental Medicine to reinforce and support the concepts and skills taught in concurrent courses. A structured research enrichment period was also created to facilitate student engagement in active research using faculty and student curricular release time. Course evaluations and surveys were administered to gauge student perceptions of the curricular integration of research, the impact of these seminars on recruitment to the research program, and overall levels of student satisfaction with research enrichment. The analysis of course surveys revealed that students perceived the research-containing seminars effectively illustrated concepts, were logically sequenced, and were well-integrated into their curriculum. In addition, analysis of surveys revealed that the Integration Seminar courses motivated students to engage in research enrichment. Finally, this analysis provided evidence that students were very satisfied with their overall learning experience during research enrichment. Curricular integration is one method of improving the teaching and learning of complicated and inter-related concepts, providing an opportunity to incorporate research training and objectives into traditionally separate didactic courses. Despite the benefits of curricular integration, finding the most appropriate points of integration, obtaining release time for curricular development and for research engagement, and funding predoctoral student research remain issues to be addressed in ways that reflect the character of the faculty and the goals of each institution.

Residential Learning Communities. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

Residential learning communities in postsecondary education, also known as living-learning programs, aim to improve student learning and success by integrating students' academic and daily living environments. Students participating in these programs live together (usually in a residential dormitory), take certain classes together, and engage in…

Effects of Integrating an Active Learning-Promoting Mechanism into Location-Based Real-World Learning Environments on Students' Learning Performances and Behaviors

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Chang, Shao-Chen; Chen, Pei-Ying; Chen, Xiang-Ya

2018-01-01

Engaging students in real-world learning contexts has been identified by educators as being an important way of helping them learn to apply what they have learned from textbooks to practical problems. The advancements in mobile and image-processing technologies have enabled students to access learning resources and receive learning guidance in…

Evaluating the Impact of Technology Integration in Teaching and Learning

ERIC Educational Resources Information Center

Adedokun-Shittu, Nafisat Afolake; Shittu, Abdul Jaleel Kehinde

2014-01-01

This article reports the impacts of technology integration on teaching and learning from a study that examines the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and the survey instrument employed for both the students and the lecturers is a…

Designing Work-Integrated Learning Placements That Improve Student Employability: Six Facets of the Curriculum That Matter

ERIC Educational Resources Information Center

Smith, Calvin; Ferns, Sonia; Russell, Leoni

2016-01-01

Research into work-integrated learning continues to show through a variety of small-scale and anecdotal studies, various positive impacts on student learning, work-readiness, personal and cognitive development and other outcomes. Seldom are these research findings strongly generalizable because of such factors as small sample sizes,…

Work Integrated Learning for Engineering Qualifications: A Spanner in the Works?

ERIC Educational Resources Information Center

Mutereko, Sybert; Wedekind, Volker

2016-01-01

Work-integrated learning (WIL) has been identified as a way of equipping graduates with attributes that make them work-ready. Many higher education institutions (HEIs) require their students to go through a compulsory work place learning form (WPL) of WIL. The complications of WPL can affect HEIs' student throughput. To address this challenge, a…

Student Perceptions of the Value of Career Development Learning to a Work-Integrated Learning Course in Exercise Science

ERIC Educational Resources Information Center

Reddan, Gregory; Rauchle, Maja

2012-01-01

Work-integrated learning has become a significant feature of Australian universities over the past decade. Earlier research indicates that some form of career development is essential to prepare undergraduate students for a competitive employment market. The 2008 National Association of Graduate Careers Advisory Services (NAGCAS) Symposium sought…

Integrating Technology in Teaching Students with Special Learning Needs in the SPED Schools in Baguio City

ERIC Educational Resources Information Center

Balmeo, Marilyn L.; Nimo, Erika Mae A.; Pagal, Aubrey M.; Puga, Stephanie C.; ArisDafQuiño; Sanwen, Jaleen L.

2014-01-01

Leading-edge creation and development of technologies including those for the children with special learning needs found common place in the educational system. Allowably, this study's focal point engages in the integration of technologies in the educational environments where students with special learning needs are housed. Respondents include 53…

Integrating Whole Brain Teaching Strategies to Create a More Engaged Learning Environment

ERIC Educational Resources Information Center

Palasigue, Jesame Torres

2009-01-01

In today's postmodern society, it is getting harder and harder to get the students engaged in classroom instruction and learning. The purpose of this research project was to seek ways to create a more engaged learning environment for the students. The teacher-researcher integrated the most current educational reform "Whole Brain Teaching" method…

Using Fink's Integrated Course Design: How a Book Changed Our Students' Learning, Our University, and Ourselves

ERIC Educational Resources Information Center

Fallahi, Carolyn R.; Levine, Laura E.; Nicoll-Senft, Joan M.; Tessier, Jack T.; Watson, Cheryl L.; Wood, Rebecca M.

2009-01-01

This article presents an interdisciplinary approach to course redesign that enhanced student learning across all six categories in Dee Fink's taxonomy. A meta-analysis of the results provides evidence that integrated course design produces significant learning. In this article, the authors tell four connected stories: (1) how Fink's book,…

Towards the Development of an Automated Learning Assistant for Vector Calculus: Integration over Planar Regions

ERIC Educational Resources Information Center

Yaacob, Yuzita; Wester, Michael; Steinberg, Stanly

2010-01-01

This paper presents a prototype of a computer learning assistant ILMEV (Interactive Learning-Mathematica Enhanced Vector calculus) package with the purpose of helping students to understand the theory and applications of integration in vector calculus. The main problem for students using Mathematica is to convert a textbook description of a…

Factors Influencing Teachers' Integration of ICT in Teaching and Learning

ERIC Educational Resources Information Center

Lawrence, Japhet E.

2018-01-01

There is a growing demand on educational institutions to use ICT to teach the skills and knowledge students need for the digital age. The integration of ICT into education provides opportunities for teachers and students to work better in a globalized digital age, particularly in teaching and learning environment, where teaching and learning can…

Active-learning assignments to integrate basic science and clinical course material.

PubMed

Marshall, Leisa L; Nykamp, Diane

2010-09-10

To develop, implement, and evaluate active-learning exercises requiring the integration and application of pathophysiology, medicinal chemistry, pharmacology, and therapeutics knowledge of osteoarthritis and rheumatoid arthritis to formulate therapeutic recommendations for patients with musculoskeletal disorders. Two team-based case study exercises, one evaluating a patient with osteoarthritis and the second, a patient with rheumatoid arthritis, were developed, incorporating material and questions from pathophysiology, medicinal chemistry, pharmacology, and therapeutics. The learning assignments were implemented in a required pharmacotherapy module. Student learning was evaluated using performance on the team-based case study exercises and on 2 examinations. A standard student course evaluation was used to assess students' impressions of the learning activity. The mean student grades for the osteoarthritis and rheumatoid arthritis activities were 9.1 and 8.9, respectively, on a 10-point scale. The majority of students indicated that the learning exercises were more than adequate to excellent in helping students learn. The addition of active-learning activities was successful in teaching pharmacy students the knowledge needed to formulate therapeutic recommendations for patients with musculoskeletal disorders.

Using tablets to support self-regulated learning in a longitudinal integrated clerkship.

PubMed

Archbold Hufty Alegría, Dylan; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

Introduction The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context.

Using tablets to support self-regulated learning in a longitudinal integrated clerkship.

PubMed

Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context.

A Comparison of Ethnic Minority and Majority Students: Social and Academic Integration, and Quality of Learning

ERIC Educational Resources Information Center

Severiens, Sabine; Wolff, Rick

2008-01-01

This article examines students from ethnic minorities and majorities with regard to the relationships between their social and academic integration and their quality of learning. A total of 523 students at four universities completed a questionnaire: analyses of variance were used to examine mean differences, and structural equation modelling…

Using the Student Research Project to Integrate Macroeconomics and Statistics in an Advanced Cost Accounting Course

ERIC Educational Resources Information Center

Hassan, Mahamood M.; Schwartz, Bill N.

2014-01-01

This paper discusses a student research project that is part of an advanced cost accounting class. The project emphasizes active learning, integrates cost accounting with macroeconomics and statistics by "learning by doing" using real world data. Students analyze sales data for a publicly listed company by focusing on the company's…

The Impact of Work-Integrated Learning Experiences on Attaining Graduate Attributes for Exercise and Sports Science Students

ERIC Educational Resources Information Center

Hall, Melinda; Pascoe, Deborah; Charity, Megan

2017-01-01

Exercise and Sports Science (E&SS) programs at Federation University Australia provide work-integrated learning (WIL) opportunities for students to develop, apply and consolidate theoretical knowledge in the workplace. This study aimed to determine the influence of WIL experiences on achieving common graduate attributes for E&SS students.…

Integrating Assessment for Learning in the Teacher Education Programme at the University of Oslo

ERIC Educational Resources Information Center

Brevik, Lisbeth M.; Blikstad-Balas, Marte; Engelien, Kirsti Lyngvaer

2017-01-01

This article provides an analysis of the integration of assessment for learning principles in the newly revised five-year Master of Education programme at the University of Oslo, Norway, across didactic subjects, pedagogy and school practice. The analysis draws on lecture notes, student videos and student exam papers among 143 student teachers,…

Advancing Integrated STEM Learning through Engineering Design: Sixth-Grade Students' Design and Construction of Earthquake Resistant Buildings

ERIC Educational Resources Information Center

English, Lyn D.; King, Donna; Smeed, Joanna

2017-01-01

As part of a 3-year longitudinal study, 136 sixth-grade students completed an engineering-based problem on earthquakes involving integrated STEM learning. Students employed engineering design processes and STEM disciplinary knowledge to plan, sketch, then construct a building designed to withstand earthquake damage, taking into account a number of…

Integration of Technology in Teaching and Learning: Comprehensive Initiatives Enhance Student Engagement and Learning

ERIC Educational Resources Information Center

Nebbergall, Allison

2012-01-01

As technology increasingly transforms our daily lives, educators too are seeking strategies and resources that leverage technology to improve student learning. Research demonstrates that high-quality professional development, digital standards-based content, and personalized learning plans can increase student achievement, engagement, and…

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

NASA Astrophysics Data System (ADS)

Tran, Natalie A.

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

An Evaluation of the Effectiveness of Integrated Learning Systems on Urban Middle School Student Achievement

ERIC Educational Resources Information Center

Williams, Yamilette

2012-01-01

Many school districts have chosen to invest their federal funds in computer-based integrated learning systems that focus on literacy to increase high-stakes test scores and academic gains (Becker, 1994). Buly and Velencia (2002) supported the belief that a student's reading ability can improve substantially when instruction is integrated with…

A Framework for the Integration of DVD Technology in Geography Teaching and Learning

ERIC Educational Resources Information Center

Van der Westhuizen, Christo P.; Richter, Barry W.; Nel, Carisma

2010-01-01

This article discusses the results when integrating digital versatile disc (DVD) technology in full-time second-year geography for BEd degree students at a university in South Africa, a developing country. It proposes a framework for the integration of the DVD in geography teaching and learning, steered by students' needs, feedback and…

Integrating Technology into the Online Classroom through Collaboration to Increase Student Motivation

ERIC Educational Resources Information Center

Dyer, Thomas; Larson, Elizabeth; Steele, John; Holbeck, Rick

2015-01-01

Technology is one of the most important components in the future of online learning. Instructors in online classes should lead the charge of innovation and integration of technology into the online classroom to ensure that students achieve the best learning outcomes. This article chronicles a theoretical model towards integrating technology as a…

"U-Pace" Instruction: Improving Student Success by Integrating Content Mastery and Amplified Assistance

ERIC Educational Resources Information Center

Reddy, Diane M.; Pfeiffer, Heidi M.; Fleming, Raymond; Ports, Katie A.; Pedrick, Laura E.; Barnack-Tavlaris, Jessica L.; Jirovec, Danielle L.; Helion, Alicia M.; Swain, Rodney A.

2013-01-01

"U-Pace," an instructional intervention, has potential for widespread implementation because student behavior recorded in any learning management system is used by "U-Pace" instructors to tailor coaching of student learning based on students' strengths and motivations. "U-Pace" utilizes an online learning environment…

Influence of an Integrated Learning Diagnosis and Formative Assessment-Based Personalized Web Learning Approach on Students' Learning Performances and Perceptions

ERIC Educational Resources Information Center

Wongwatkit, Charoenchai; Srisawasdi, Niwat; Hwang, Gwo-Jen; Panjaburee, Patcharin

2017-01-01

The advancement of computer and communication technologies has enabled students to learn across various real-world contexts with supports from the learning system. In the meantime, researchers have emphasized the necessity of providing personalized learning guidance or support by considering individual students' status and needs in order to…

Development of inquiry-based learning activities integrated with the local learning resource to promote learning achievement and analytical thinking ability of Mathayomsuksa 3 student

NASA Astrophysics Data System (ADS)

Sukji, Paweena; Wichaidit, Pacharee Rompayom; Wichaidit, Sittichai

2018-01-01

The objectives of this study were to: 1) compare learning achievement and analytical thinking ability of Mathayomsuksa 3 students before and after learning through inquiry-based learning activities integrated with the local learning resource, and 2) compare average post-test score of learning achievement and analytical thinking ability to its cutting score. The target of this study was 23 Mathayomsuksa 3 students who were studying in the second semester of 2016 academic year from Banchatfang School, Chainat Province. Research instruments composed of: 1) 6 lesson plans of Environment and Natural Resources, 2) the learning achievement test, and 3) analytical thinking ability test. The results showed that 1) student' learning achievement and analytical thinking ability after learning were higher than that of before at the level of .05 statistical significance, and 2) average posttest score of student' learning achievement and analytical thinking ability were higher than its cutting score at the level of .05 statistical significance. The implication of this research is for science teachers and curriculum developers to design inquiry activities that relate to student's context.

A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

PubMed

Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

2012-03-12

To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

National standards in pathology education: developing competencies for integrated medical school curricula.

PubMed

Sadofsky, Moshe; Knollmann-Ritschel, Barbara; Conran, Richard M; Prystowsky, Michael B

2014-03-01

Medical school education has evolved from department-specific memorization of facts to an integrated curriculum presenting knowledge in a contextual manner across traditional disciplines, integrating information, improving retention, and facilitating application to clinical practice. Integration occurs throughout medical school using live data-sharing technologies, thereby providing the student with a framework for lifelong active learning. Incorporation of educational teams during medical school prepares students for team-based patient care, which is also required for pay-for-performance models used in accountable care organizations. To develop learning objectives for teaching pathology to medical students. Given the rapid expansion of basic science knowledge of human development, normal function, and pathobiology, it is neither possible nor desirable for faculty to teach, and students to retain, this vast amount of information. Courses teaching the essentials in context and engaging students in the learning process enable them to become lifelong learners. An appreciation of pathobiology and the role of laboratory medicine underlies the modern practice of medicine. As such, all medical students need to acquire 3 basic competencies in pathology: an understanding of disease mechanisms, integration of mechanisms into organ system pathology, and application of pathobiology to diagnostic medicine. We propose the development of 3 specific competencies in pathology to be implemented nationwide, aimed at disease mechanisms/processes, organ system pathology, and application to diagnostic medicine. Each competency will include learning objectives and a means to assess acquisition, integration, and application of knowledge. The learning objectives are designed to be a living document managed (curated) by a group of pathologists representing Liaison Committee on Medical Education-accredited medical schools nationally. Development of a coherent set of learning objectives will assist medical students nationally to gain the basic competencies in pathology necessary for clinical practice. Having national standards for competencies preserves schools' independence in specific curriculum design while assuring all students meet the evolving needs of medical practice.

The behaviours of nurses that increase student accountability for learning in clinical practice: An integrative review.

PubMed

Perry, Christina; Henderson, Amanda; Grealish, Laurie

2018-06-01

To identify nurses' behaviours that promote student accountability for learning in clinical practice. Health care services are experiencing significant strain in meeting clinical education requirements of increasing numbers of nursing students enrolled in undergraduate nursing programs. Internationally, the transition to university based education for nurses has seen the emergence of issues for busy clinicians trying to manage increasing workloads with responsibility for student learning. An understanding of what types of supervisor behaviours promote student accountability for learning, may support clinicians to more effectively manage their dual roles of clinical care and student support. An integrative approach was adopted for this review. A search of the Cumulative Index of Nursing and Allied Health Literature, Pubmed, Scopus and Embase was undertaken, limited to articles published between 2000 and March 2017. Whittemore and Knafls' (2005) framework for conducting integrative reviews was used to ensure a methodological and rigorous approach. Nine studies were considered. Behaviours emerged in relation to four themes including: belongingness associated with a genuine partnership; empowerment and increasing student self-efficacy; trust linked to increasing and staged independence; and balancing clinical and educational requirements. Behaviours of nurses significantly influence students' accountability for learning and accordingly, their ability to be adequately prepared for professional nursing practice. Understanding behaviours that impact on students' approach to clinical placement can guide nurses in their approach to facilitating student learning, in particular, behaviours that increase student responsibility and independence over the continuum of clinical education. Copyright © 2018 Elsevier Ltd. All rights reserved.

A case study of full integration of the arts into core subject area instruction in one East Texas secondary school

NASA Astrophysics Data System (ADS)

Leysath, Maggie

This exploratory phenomenological case study investigated the influence the full integration of the arts into core subject instruction has on classroom environment, student academic achievement, and student engagement as perceived by administrators, teachers, and students in one East Texas secondary school. Participant interviews were analyzed using Creswell's (2012) six-step method for analyzing phenomenological studies. The researcher implemented three learning activities in which ceramics learning objectives were fully integrated with chemistry learning objectives. The first activity combined clay properties and pottery wheel throwing with significant numbers. The second activity combined glaze formulation with moles. The third combined stoichiometry with the increased glaze formula for students to glaze the bowls they made. Findings suggest the full integration of art in core subject area instruction has numerous positive effects. Participants reported improved academic achievement for all students including reluctant learners. Students, teachers, and the administrator reported greater participation in the art integrated activities. Participants perceived a need for further training for teachers and administrators for greater success.

Integrating gross pathology into teaching of undergraduate medical science students using human cadavers.

PubMed

Gopalan, Vinod; Dissabandara, Lakal; Nirthanan, Selvanayagam; Forwood, Mark R; Lam, Alfred King-Yin

2016-09-01

Human cadavers offer a great opportunity for histopathology students for the learning and teaching of tissue pathology. In this study, we aimed to implement an integrated learning approach by using cadavers to enhance students' knowledge and to develop their skills in gross tissue identification, handling and dissection techniques. A total of 35 students enrolled in the undergraduate medical science program participated in this study. A 3-hour laboratory session was conducted that included an active exploration of cadaveric specimens to identify normal and pathological tissues as well as tissue dissection. The majority of the students strongly agreed that the integration of normal and morbid anatomy improved their understanding of tissue pathology. All the students either agreed or strongly agreed that this laboratory session was useful to improve their tissue dissection and instrument handling skills. Furthermore, students from both cohorts rated the session as very relevant to their learning and recommended that this approach be added to the existing histopathology curriculum. To conclude, an integrated cadaver-based practical session can be used effectively to enhance the learning experience of histopathology science students, as well as improving their manual skills of tissue treatment, instrument handling and dissection. © 2016 Japanese Society of Pathology and John Wiley & Sons Australia, Ltd.

Curriculum: To Integrate or Not To Integrate.

ERIC Educational Resources Information Center

Miller, Kathleen A.

Teachers who use cooperative, integrated methods will produce students more competent in problem solving techniques, communicating effectively, and working cooperatively with others. Benefits of an integrated curriculum include: (1) reaching students with different learning types; (2) developing critical and divergent thinking skills in students;…

The effects of utilizing a near-patient e-learning tool on medical student learning.

PubMed

Selzer, Rob; Tallentire, Victoria R; Foley, Fiona

2015-01-01

This study aimed to develop a near-patient, e-learning tool and explore student views on how utilization of such a tool influenced their learning. Third year medical students from Monash University in Melbourne, Australia were invited to trial a novel, near-patient, e-learning tool in two separate pilots within the ward environment. All participating students were invited to contribute to focus groups which were audio-recorded, transcribed verbatim and thematically analyzed. Four focus groups were conducted with a total of 17 participants. The emerging themes revealed influences on the students' learning both prior to and during a clinical encounter, as well as following completion of an e-learning module. The unifying concept which linked all six themes and formed the central feature of the experience was patient-centered learning. This occurred through the acquisition of contextualized knowledge and the facilitation of workplace integration. Utilization of a near-patient e-learning tool influences medical student learning in a number of complex, inter-related ways. Clinical e-learning tools are poised to become more commonplace and provide many potential benefits to student learning. However, incorporation of technology into clinical encounters requires specific skills which should form an integral part of primary medical training.

Integrating Various Apps on BYOD (Bring Your Own Device) into Seamless Inquiry-Based Learning to Enhance Primary Students' Science Learning

NASA Astrophysics Data System (ADS)

Song, Yanjie; Wen, Yun

2018-04-01

Despite that BYOD (Bring Your Own Device) technology model has been increasingly adopted in education, few studies have been reported on how to integrate various apps on BYOD into inquiry-based pedagogical practices in primary schools. This article reports a case study, examining what apps on BYOD can help students enhance their science learning, and how students develop their science knowledge in a seamless inquiry-based learning environment supported by these apps. A variety of qualitative data were collected and analyzed. The findings show that the affordances of the apps on BYOD could help students improve their science knowledge without time and place constraints and gain a better sense of ownership in learning.

Using historical perspective in designing discovery learning on Integral for undergraduate students

NASA Astrophysics Data System (ADS)

Abadi; Fiangga, S.

2018-01-01

In the course of Integral Calculus, to be able to calculate an integral of a given function is becoming the main idea in the teaching beside the ability in implementing the application of integral. The students tend to be unable to understand the conceptual idea of what is integration actually. One of the promising perspectives that can be used to invite students to discover the idea of integral is the History and Pedagogy Mathematics (HPM). The method of exhaustion and indivisible appear in the discussion on the early history of area measurement. This paper study will discuss the designed learning activities based on the method of exhaustion and indivisible in providing the undergraduate student’s discovery materials for integral using design research. The designed learning activities were conducted into design experiment that consists of three phases, i.e., preliminary, design experimental, and teaching experiment. The teaching experiment phase was conducted in two cycles for refinement purpose. The finding suggests that the implementation of the method of exhaustion and indivisible enable students to reinvent the idea of integral by using the concept of derivative.

Problem based learning: the effect of real time data on the website to student independence

NASA Astrophysics Data System (ADS)

Setyowidodo, I.; Pramesti, Y. S.; Handayani, A. D.

2018-05-01

Learning science developed as an integrative science rather than disciplinary education, the reality of the nation character development has not been able to form a more creative and independent Indonesian man. Problem Based Learning based on real time data in the website is a learning method focuses on developing high-level thinking skills in problem-oriented situations by integrating technology in learning. The essence of this study is the presentation of authentic problems in the real time data situation in the website. The purpose of this research is to develop student independence through Problem Based Learning based on real time data in website. The type of this research is development research with implementation using purposive sampling technique. Based on the study there is an increase in student self-reliance, where the students in very high category is 47% and in the high category is 53%. This learning method can be said to be effective in improving students learning independence in problem-oriented situations.

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

ERIC Educational Resources Information Center

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

2008-01-01

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

Using tablets to support self-regulated learning in a longitudinal integrated clerkship

PubMed Central

Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

Introduction The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students’ ability to develop and employ self-regulatory skills in a clinical context. PMID:24646438

International Student Carbon Footprint Challenge--Social Media as a Content and Language Integrated Learning Environment

ERIC Educational Resources Information Center

Fauville, Géraldine; Lantz-Andersson, Annika; Säljö, Roger

2012-01-01

Environmental education (EE) is now clearly specified in educational standards in many parts of the world, and at the same time the view of language learning is moving towards a content and language integrated learning (CLIL) strategy, to make English lessons more relevant and attractive for students (Eurydice, 2006). In this respect,…

A Quasi-Experimental Study of a Blended Course Integrated with Refined Web-Mediated Pedagogy of Collaborative Learning and Self-Regulated Learning

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2014-01-01

Innovative teaching methods integrated with web technologies have been increasingly used in higher education. However, there are few studies discussing effective web-mediated teaching methods for both students and teachers. To help students learn and develop their academic involvement in a blended course, and improve their thoughts regarding this…

WIKI-Enhanced Scaffolding to Encourage Student Participation in a Content and Language Integrated Learning (CLIL) Classroom

ERIC Educational Resources Information Center

Lin, Chun-Yi

2014-01-01

Given the fact that more and more universities stress on using English as medium to teach students with diverse backgrounds, the content and language integrated learning approach (CLIL) is now frequently introduced to faculty to support effective instruction and learning. Inspired by a CLIL workshop I attended, in which the instructor offered an…

The Role of Work-Integrated Learning in Developing Students' Perceived Work Self-Efficacy

ERIC Educational Resources Information Center

Reddan, Gregory

2016-01-01

The notion of work self-efficacy is significant as the self-efficacy beliefs of an individual have considerable influence on his/her level of motivation and performance in the workplace. This paper aims to determine the effects of the learning activities of a work-integrated learning course in Exercise Science in relation to students' perceived…

Using an Arts-Integrated Multimodal Approach to Promote English Learning: A Case Study of Two Taiwanese Junior College Students

ERIC Educational Resources Information Center

Lee, Hsiao-Chien

2014-01-01

The theory of learning multimodality is receiving greater attention. Its application in language learning classes is also increasing in number. Since Chinese-speaking EFL learners are likely to be visual learners, as an instructor of Taiwanese EFL students, I have come to believe that arts integrated, multimodal projects help less confident and…

Arts Integration: A Strategy to Improve Teaching and Learning, Promote Personal Competencies, and Turn Around Low-Performing Schools

ERIC Educational Resources Information Center

Biscoe, Belinda; Wilson, Kirk

2015-01-01

This paper connects the dots between arts integration, students' personal competencies, and school turnaround. Its thesis is that by intertwining art forms and methods with content in all subject areas, students learn more about art and the other subjects and build their personal competencies for learning. The paper includes the story of an…

Effectiveness of integrated science instructional material on pressure in daily life theme to improve digital age literacy of students

NASA Astrophysics Data System (ADS)

Asrizal; Amran, A.; Ananda, A.; Festiyed; Khairani, S.

2018-04-01

Integrated science learning and literacy skills are relevant issues in Indonesian’s education. However, the use of the integrated science learning and the integration of literacy in learning cannot be implemented well. An alternative solution of this problem is to develop integrated science instructional material on pressure in daily life theme by integrating digital age literacy. Purpose of research is to investigate the effectiveness of the use of integrated science instructional material on pressure in daily life theme to improve knowledge competence, attitudes competence and literacy skills of students. This research was a part of development research which has been conducted. In the product testing stage of this research and development was used before and after design of treatment for one sample group. Instruments to collect the data consist of learning outcomes test sheet, attitude observation sheet, and performance assessment sheet of students. Data analysis techniques include descriptive statistics analysis, normality test, homogeneity test, and paired comparison test. Therefore, the important result of research is the use of integrated science instructional material on pressure in daily life theme is effective in scientific approach to improve knowledge competence, attitudes competence, and digital age literacy skills of grade VIII students at 95% confidence level.

Turkish University Students' Motivation to Learn English: Integration into International Community

ERIC Educational Resources Information Center

Bektas-Cetinkaya, Yesim

2012-01-01

This article explores Turkish university students' motivation and orientations toward learning English in a globalizing world. The study utilizes questionnaire responses and a focus group interview. Factor analysis of questionnaire data revealed three independent orientations, namely, "Integration into International Community,"…

Academic integrity in the online learning environment for health sciences students.

PubMed

Azulay Chertok, Ilana R; Barnes, Emily R; Gilleland, Diana

2014-10-01

The online learning environment not only affords accessibility to education for health sciences students, but also poses challenges to academic integrity. Technological advances contribute to new modes of academic dishonesty, although there may be a lack of clarity regarding behaviors that constitute academic dishonesty in the online learning environment. To evaluate an educational intervention aimed at increasing knowledge and improving attitudes about academic integrity in the online learning environment among health sciences students. A quasi-experimental study was conducted using a survey of online learning knowledge and attitudes with strong reliability that was developed based on a modified version of a previously developed information technology attitudes rating tool with an added knowledge section based on the academic integrity statement. Blended-learning courses in a university health sciences center. 355 health sciences students from various disciplines, including nursing, pre-medical, and exercise physiology students, 161 in the control group and 194 in the intervention group. The survey of online learning knowledge and attitudes (SOLKA) was used in a pre-post test study to evaluate the differences in scores between the control group who received the standard course introduction and the intervention group who received an enhanced educational intervention about academic integrity during the course introduction. Post-intervention attitude scores were significantly improved compared to baseline scores for the control and intervention groups, indicating a positive relationship with exposure to the information, with a greater improvement among intervention group participants (p<0.001). There was a significant improvement in the mean post-intervention knowledge score of the intervention group compared to the control group (p=0.001). Recommendations are provided for instructors in promoting academic integrity in the online environment. Emphasis should be made about the importance of academic integrity in the online learning environment in preparation for professional behavior in the technologically advancing health sciences arena. Copyright © 2013 Elsevier Ltd. All rights reserved.

Social learning in a longitudinal integrated clinical placement.

PubMed

Roberts, Chris; Daly, Michele; Held, Fabian; Lyle, David

2017-10-01

Recent research has demonstrated that longitudinal integrated placements (LICs) are an alternative mode of clinical education to traditional placements. Extended student engagement in community settings provide the advantages of educational continuity as well as increased service provision in underserved areas. Developing and maintaining LICs require a differing approach to student learning than that for traditional placements. There has been little theoretically informed empirical research that has offered explanations of which are the important factors that promote student learning in LICs and the relationships between those factors. We explored the relationship between student learning, student perceptions of preparedness for practice and student engagement, in the context of a rural LIC. We used a sequential qualitative design employing thematic, comparative and relational analysis of data from student interviews (n = 18) to understand possible processes and mechanisms of student learning in the LIC. Through the theoretical lens of social learning systems, we identified two major themes; connectivity and preparedness for practice. Connectivity described engagement and relationship building by students, across formal and informal learning experiences, interprofessional interactions, social interactions with colleagues, interaction with patients outside of the clinical setting, and the extent of integration in the wider community. Preparedness for practice, reflected students' perceptions of having sufficient depth in clinical skills, personal and professional development, cultural awareness and understanding of the health system, to work in that system. A comparative analysis compared the nature and variation of learning across students. In a relational analysis, there was a positive association between connectivity and preparedness for practice. Connectivity is a powerful enabler of students' agentic engagement, collaboration, and learning within an LIC. It is related to student perceptions of preparedness for practice. These findings provide insight for institutions wishing to develop similar programmes, by encouraging health professional educators to consider all of the potential elements of the placements, which most promote connectivity.

Integrated methods for teaching population health.

PubMed

Sistrom, Maria Gilson; Zeigen, Laura; Jones, Melissa; Durham, Korana Fiol; Boudrot, Thomas

2011-01-01

The Institute of Medicine recommends reforms to public health education to better prepare the public health workforce. This study addresses the application of two of the recommended reforms in the population health nursing curriculum at one university: use of an ecological model and distance learning methods. Using interdisciplinary faculty, integrated teaching and learning methods, and a multimedia curriculum, this study examined the following question: can distance learning be designed to support learning goals and outcomes specific to an ecological approach and population health concepts in general? Course content was evaluated using students' perception of practice utility and understanding of population health concepts. Integrated teaching methods were evaluated using a scale as well as comparison to other student distance learning experiences within the university. Findings demonstrated that both the ecological model and distance learning methods were successfully used to teach population health to a large nursing student cohort. 2011, SLACK Incorporated.

Value Chain, Stakeholders Analysis and Technology: A Holistic and Integrated Approach for Determining the Cumulative Added Value of Education

ERIC Educational Resources Information Center

Ben Khudair, Saud Abdullah; Abdalla, Abdalla Khidir

2016-01-01

The research problem addressed in this study focused on the students' assessment issue. Although the assessment of student learning should form part of the curriculum of school programs, many educational institutions do not make student assessment part of their teaching and learning routines. A holistic and integrated framework, which encompasses…

Faculty Integration of Technology into Instruction and Students' Perceptions of Computer Technology to Improve Student Learning

ERIC Educational Resources Information Center

Keengwe, Jared

2007-01-01

There has been a remarkable improvement in access and rate of adoption of technology in higher education. Even so, reports indicate that faculty members are not integrating technology into instruction in ways that make a difference in student learning (Cuban, 2001; McCannon & Crews, 2000). To help faculty make informed decisions on student…

The roots of physics students' motivations: Fear and integrity

NASA Astrophysics Data System (ADS)

Van Dusen, Ben

Too often, physics students are beset by feelings of failure and isolation rather than experiencing the creative joys of discovery that physics has to offer. This dissertation research was founded on the desire of a teacher to make physics class exciting and motivating to his students. This work explores how various aspects of learning environments interact with student motivation. This work uses qualitative and quantitative methods to explore how students are motivated to engage in physics and how they feel about themselves while engaging in physics. The collection of four studies in this dissertation culminates in a sociocultural perspective on motivation and identity. This perspective uses two extremes of how students experience physics as a lens for understanding motivation: fear and self-preservation versus integrity and self-expression. Rather than viewing motivation as a property of the student, or viewing students as inherently interested or disinterested in physics, the theoretical perspective on motivation and identity helps examine features of the learning environments that determine how students' experience themselves through physics class. This perspective highlights the importance of feeling a sense of belonging in the context of physics and the power that teachers have in shaping students' motivation through the construction of their classroom learning environments. Findings demonstrate how different ways that students experience themselves in physics class impact their performance and interest in physics. This dissertation concludes with a set of design principles that can foster integration and integrity among students in physics learning environments.

Teaching for Developmental Growth: Learning Partnerships and Student Development in Graduate Education in China

ERIC Educational Resources Information Center

Cen, Yuhao

2018-01-01

Teaching and learning in higher education can integrate and accomplish student developmental goals in addition to promoting student learning of subject matter knowledge and transferrable skills. Drawn from the theoretical concept of self-authorship, the Learning Partnerships Model was implemented in teaching a graduate-level course on social…

Promoting Readiness to Practice: Which Learning Activities Promote Competence and Professional Identity for Student Social Workers during Practice Learning?

ERIC Educational Resources Information Center

Roulston, Audrey; Cleak, Helen; Vreugdenhil, Anthea

2018-01-01

Practice learning is integral to the curriculum for qualifying social work students. Accreditation standards require regular student supervision and exposure to specific learning activities. Most agencies offer high-quality placements, but organizational cutbacks may affect supervision and restrict the development of competence and professional…

Applying Active Learning at the Graduate Level: Merger Issues at Newco.

ERIC Educational Resources Information Center

Berger, Bruce K.

2002-01-01

Suggests that active learning can benefit students in public relations and integrated communication courses at the graduate level. Describes how three active learning approaches--research and field work, student accountabilities for learning, and student reflection and reflexive exercises--were used in a graduate class project to help a Fortune 50…

Keeping Students in by Sending Them Out: Retention and Service-Learning

ERIC Educational Resources Information Center

Yob, Iris M.

2014-01-01

This review of recent literature examines the research on the impact of service-learning on student retention. The theoretical framework of the review draws on both Tinto's model of student attrition and Knowles's theory of adult learning, which together suggest that academic and social integration, active participation and engagement in learning,…

Curricular Learning Communities and Unprepared Students: How Faculty Can Provide a Foundation for Success

ERIC Educational Resources Information Center

Engstrom, Cathy McHugh

2008-01-01

The pedagogical assumptions and teaching practices of learning community models reflect exemplary conditions for learning, so using these models with unprepared students seems desirable and worthy of investigation. This chapter describes the key role of faculty in creating active, integrative learning experiences for students in basic skills…

Learning Spaces Framework: Learning in an Online World

ERIC Educational Resources Information Center

Ministerial Council on Education, Employment, Training and Youth Affairs (NJ1), 2008

2008-01-01

"Contemporary learning--learning in an online world" describes the integrated nature of the highly technological world in which young people live and learn. A key priority is to design learning spaces that integrate technologies: engaging students in ways not previously possible; creating new learning and teaching possibilities;…

Asking a Great Question: A Librarian Teaches Questioning Skills to First-Year Medical Students.

PubMed

Adams, Nancy E

2015-01-01

In a single one-hour session, first-year medical students were taught a framework for differentiating between lower-order questions that lead to knowledge of facts and higher-order questions that lead to integration of concepts and deeper learning, thereby preparing them for problem-based learning (PBL). Students generated lists of questions in response to an assertion prompt and categorized them according to Bloom's Taxonomy. These data were analyzed in addition to data from the course exam, which asked them to formulate a higher-level question in response to a prompt. Categorizing questions according to Bloom's Taxonomy was a more difficult task for students than was formulating higher-order questions. Students reported that the skills that they learned were used in subsequent PBL sessions to formulate higher-order learning objectives that integrated new and previously-learned concepts.

The Effects of the Concrete-Representational-Abstract Integration Strategy on the Ability of Students with Learning Disabilities to Multiply Linear Expressions within Area Problems

ERIC Educational Resources Information Center

Strickland, Tricia K.; Maccini, Paula

2013-01-01

We examined the effects of the Concrete-Representational-Abstract Integration strategy on the ability of secondary students with learning disabilities to multiply linear algebraic expressions embedded within contextualized area problems. A multiple-probe design across three participants was used. Results indicated that the integration of the…

Students' Opinions on Facebook Supported Blended Learning Environment

ERIC Educational Resources Information Center

Erdem, Mukaddes; Kibar, Pinar Nuhoglu

2014-01-01

The first purpose of this study was to determine students' opinions on blended learning and its implementation. The other purpose was to explore the students' opinions on Facebook integration into blended learning environment. The participants of this study were 40 undergraduate students in their fourth semester of the program.…

The effect of integrating cooperative learning into 5E inquiry learning model on interpersonal skills of high school students

NASA Astrophysics Data System (ADS)

Pholphuet, Preedaporn; Kanyaprasith, Kamonwan; Khumwong, Pinit; Praphairaksit, Nalena

2018-01-01

The purpose of this research was to investigate the effect of integrating cooperative learning into 5E inquiry learning model on interpersonal skills of high school students. Two 10th grade classrooms consisting of 63 students were obtained by purposive sampling then one was assigned as an experimental and the other as a control group. The cooperative learning was integrated into 5E inquiry model for the experimental group in addition to the normal 5E inquiry model in the control group. A 5-level rating scale questionnaire was used for data collection both before and after the experiment. Furthermore, a descriptive journal from each student was added to the study after the researchers realized a significant difference in the teamwork skill of each group. Data from questionnaires were analyzed using descriptive statistics and inferential statistics. The results showed that the experimental group had a significantly higher score of interpersonal skills when compared to the control group (p<0.05). The results showed a clearly difference in teamwork of the two groups. The journals of the students showed the difference of working preference among two group. It could conclude that the learning intervention enhanced team working in 5 aspects including time management, the outcome of the work, the process of the work and the attitude of the students. The students in the experimental group demonstrated more creative ideas and were more likely to listen to other student ideas. The students in experimental group were less competitive and were more open in sharing and helping others. In conclusion, the addition of cooperative learning in to the usual 5E inquiry learning, not only help the students to achieve the knowledge but also help develop good interpersonal skills.

[Integrating the e-learning programme EGONE into the block of training in obstetrics and gynaecology].

PubMed

Weninger, Laura; Liebhardt, Hubert; Brachmann, Stephanie; Varga, Dominic; Atassi, Ziad; Wöckel, Achim; Fegert, Jörg; Haller, Urs; Kreienberg, Rolf

2012-01-01

EGONE is an E-Learning Forum for Gynaecology, Obstetrics, Neonatology and Reproductive Endocrinology based on the Swiss Catalogue of Learning Objectives. For two semesters, students attending the gynaecology block at the Medical Faculty of the University of Ulm have been provided with licences to use EGONE. Students can work on a specially equipped computer and practise whenever they want. The aim of this study was to generate hypotheses as to which factors favour the use of EGONE and which didactic implications for the learning success the application of EGONE has. During August 2009, 28 medical students in their 8th and 9th semester were interviewed after having completed their block of training in gynaecology. The instruments used included a questionnaire and a partially standardised interview. We found that the e-learning offering EGONE was basically met with a positive response from the medical students at the University of Ulm. Regarding the integration of EGONE, three problem areas were identified: shortage of equipment, lack of dependable access and functional, but not curricular integration. Students' suggestions for better integration of EGONE were related to two subject areas: establishing an assisted learning centre (e.g., PC pool with library) and developing curricular independence and relevance (e.g., specific application to patient cases, conducting seminars with EGONE). The integration of the e-learning programme EGONE presupposes a logical, didactic concept for the whole clinical block of training in gynaecology as well as dependable, sufficient infrastructure and technical equipment and providing didactic support to users. Copyright © 2012. Published by Elsevier GmbH.

Advancing student nurse knowledge of the biomedical sciences: A mixed methods study.

PubMed

Craft, Judy; Christensen, Martin; Bakon, Shannon; Wirihana, Lisa

2017-01-01

Nursing students' ability to learn, integrate and apply bioscience knowledge to their clinical practice remains a concern. To evaluate the implementation, influence, and student perspective of a team-teaching workshop to integrate bioscience theory with clinical nursing practice. The team-teaching workshop was offered prior to commencement of the university semester as a refresher course at an Australian university. This study employed a sequential explanatory mixed methods design incorporating both quantitative and qualitative items. An evaluation survey with quantitative and qualitative items and a focus group were employed. The qualitative data were analysed using a thematic approach. The quantitative data was combined with the emergent themes in the qualitative data. Participants were final year nursing students. Nine students attended the workshop. All students completed the evaluation (N=9) and 44.4% (N=4) attended the focus group. The results revealed six themes: (1) lectures are an inadequate teaching strategy for bioscience; (2) teaching strategies which incorporate active learning engage students; (3) the team-teaching workshop provides an effective learning environment; (4) the workshop content should be expanded; (5) pharmacology should relate to bioscience, and bioscience should relate to nursing; and (6) team-teaching was effective in integrating pharmacology with bioscience, and then translating this into nursing practice. Students had felt there was disjointedness between pharmacology and bioscience, and between bioscience and nursing care within their undergraduate studies. The workshop that was based on team-teaching bridged those gaps, utilised active learning strategies and provided an effective learning environment. Team-teaching that employs active learning strategies is an effective approach to assist nursing students to integrate bioscience knowledge into their nursing practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

Clinical skills training in a skills lab compared with skills training in internships: comparison of skills development curricula.

PubMed

Peeraer, G; Scherpbier, A J J A; Remmen, R; De winter, B Y; Hendrickx, K; van Petegem, P; Weyler, J; Bossaert, L

2007-11-01

The necessity of learning skills through "integrated skills training" at an undergraduate level has been supported by several studies. The University of Antwerp implemented undergraduate skills training in its renewed curriculum in 1998, after it was demonstrated that Flemish students did not master their medical skills as well as Dutch students who received "integrated skills training" as part of their undergraduate medical course. The aim of this study was to compare the skill outcome levels of two different student populations: students who had been trained in basic clinical skills mainly through clinical internships in year 7 with students who had learned these skills through an integrated longitudinal programme in a special learning environment in years 1-5 prior to their internship experience. Students of the traditional curriculum learned skills through a 75 hour programme in years 4 and 5, through plenary sessions followed by a 12 month period of internships during which skills could be further practiced. We tested this group right after completion of their internships. Students from the renewed curriculum followed a 200 hour intensive small group skills training programme offered in years 1-5. This group was tested before starting their internships. On global OSCE-scores, renewed curriculum students had significantly higher overall scores (p<0.001) and they scored significantly higher at 6 of 15 stations. There was no significant difference at 8 stations, while traditional curriculum students scored better at station 1. 5 years and 200 hours of integrated undergraduate skills training is more effective as a method of learning basic clinical skills, compared to learning these skills through 75 hours of traditional skill training and reinforcement of these skills in 12 month clinical internships, when measured by means of an OSCE.

Effects of Simulation With Problem-Based Learning Program on Metacognition, Team Efficacy, and Learning Attitude in Nursing Students: Nursing Care With Increased Intracranial Pressure Patient.

PubMed

Lee, Myung-Nam; Nam, Kyung-Dong; Kim, Hyeon-Young

2017-03-01

Nursing care for patients with central nervous system problems requires advanced professional knowledge and care skills. Nursing students are more likely to have difficulty in dealing with adult patients who have severe neurological problems in clinical practice. This study investigated the effect on the metacognition, team efficacy, and learning attitude of nursing students after an integrated simulation and problem-based learning program. A real scenario of a patient with increased intracranial pressure was simulated for the students. The results showed that this method was effective in improving the metacognitive ability of the students. Furthermore, we used this comprehensive model of simulation with problem-based learning in order to assess the consequences of student satisfaction with the nursing major, interpersonal relationships, and importance of simulation-based education in relation to the effectiveness of the integrated simulation with problem-based learning. The results can be used to improve the design of clinical practicum and nursing education.

A descriptive qualitative study of student learning in a psychosocial nursing class infused with art, literature, music, and film.

PubMed

Jensen, Alice; Curtis, Mary

2008-01-01

Nursing educators have long valued and supported the integration of liberal arts in professional nursing programs. This descriptive qualitative study explores the meanings students derive from the integration of liberal arts content into a psychosocial nursing class. Questionnaires, class observation, and focus group interviews revealed five themes: an interesting hook, a deeper level of understanding, developing self-understanding, developing empathy and increasing cultural awareness. Researchers suggest that integrating liberal arts into nursing education enhances student learning.

Analysis of Learning Achievement and Teacher-Student Interactions in Flipped and Conventional Classrooms

ERIC Educational Resources Information Center

Sun, Jerry Chih-Yuan; Wu, Yu-Ting

2016-01-01

This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-student interactions, and learning satisfaction.…

Perceived Learning and Students' Perceptions toward Using Tablets for Learning: The Mediating Role of Perceived Engagement among High School Students

ERIC Educational Resources Information Center

Soffer, Tal; Yaron, Efrat

2017-01-01

Integrating mobile technology in schools has become a growing trend in recent years. Studies suggest that the use of tablets has potential contributions for learning. The current study explored the use of tablets for learning among 427 high school students, utilizing both qualitative and quantitative methods. The purpose was to assess students'…

Performance in physiology evaluation: possible improvement by active learning strategies.

PubMed

Montrezor, Luís H

2016-12-01

The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages interaction with their peers, and stimulates thinking about physiological mechanisms. This study examined the performance of medical students on physiology over four semesters with and without active engagement methodologies. Four activities were used: a puzzle, a board game, a debate, and a video. The results show that engaging in activities with active methodologies before a physiology cognitive monitoring test significantly improved student performance compared with not performing the activities. We integrate the use of these methodologies with classic lectures, and this integration appears to improve the teaching/learning process in the discipline of physiology and improves the integration of physiology with cardiology and neurology. In addition, students enjoy the activities and perform better on their evaluations when they use them. Copyright © 2016 The American Physiological Society.

Collaborative project-based learning: an integrative science and technological education project

NASA Astrophysics Data System (ADS)

Baser, Derya; Ozden, M. Yasar; Karaarslan, Hasan

2017-04-01

Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills.

Courseware Integration into Task-Based Learning: A Case Study of Multimedia Courseware-Supported Oral Presentations for Non-English Major Students

ERIC Educational Resources Information Center

Tsai, Shu-Chiao

2011-01-01

This study reports on the integration of English for Specific Purposes (ESP) multimedia courseware for oral presentations into a self-learning and elective program for non-English major students in an English as a Foreign Language (EFL) setting. A computer-aided instruction approach, combined with a task-based learning approach, was adopted.…

Faculty and second-year medical student perceptions of active learning in an integrated curriculum.

PubMed

Tsang, Alexander; Harris, David M

2016-12-01

Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to multiple educational pedagogies. The first hypothesis of the study was that faculty would favor active learning methods. The second hypothesis was that Millennial medical students would favor active learning due to their characteristics. Primary faculty for years 1 and 2 and second-year medical students were recruited for an e-mail survey consisting of 12 questions about active learning and lecture. Students perceived that lecture and passive pedagogies were more effective for learning, whereas faculty felt active and collaborative learning was more effective. Students believed that more content should be covered by lecture than faculty. There were also significant differences in perceptions of what makes a good teacher. Students and faculty both felt that lack of time in the curriculum and preparation time were barriers for faculty. The data suggest that students are not familiar with the process of learning and that more time may be needed to help students develop lifelong learning skills. Copyright © 2016 The American Physiological Society.

Increasing character value and conservation behavior through integrated ethnoscience chemistry in chemistry learning: A Case Study in The Department of Science Universitas Negeri Semarang.

NASA Astrophysics Data System (ADS)

Sudarmin; Sumarni, Woro

2018-04-01

The purpose of this study was to obtain a factual picture of the improvement of students' conservation character and conservation behavior through the application integrated ethnoscience chemistry learning. This research was a case study on students majoring in the Department Of Science Mathematics and Natural Science Faculty Universitas Negeri Semarang. The subjects of the study were 30 students attending ethnoscience course in one of the teacher education institutions in the even semester of the academic year of 2016/2017. The subjects were given chemistry learning integrated into ethnoscience for eight weeks. The technique of data collection was done by using attitude scale arranged based on Likert scale. The data were analyzed by using qualitative descriptive. The results showed that the integrated ethnoscience chemistry learning contributed positively to the improvement of the character value and conservation behavior

A Case Based-Shared Teaching Approach in Undergraduate Medical Curriculum: A Way for Integration in Basic and Clinical Sciences.

PubMed

Peiman, Soheil; Mirzazadeh, Azim; Alizadeh, Maryam; Mortaz Hejri, Sara; Najafi, Mohammad-Taghi; Tafakhori, Abbas; Larti, Farnoosh; Rahimi, Besharat; Geraiely, Babak; Pasbakhsh, Parichehr; Hassanzadeh, Gholamreza; Nabavizadeh Rafsanjani, Fatemeh; Ansari, Mohammad; Allameh, Seyed Farshad

2017-04-01

To present a multiple-instructor, active-learning strategy in the undergraduate medical curriculum. This educational research is a descriptive one. Shared teaching sessions, were designed for undergraduate medical students in six organ-system based courses. Sessions that involved in-class discussions of integrated clinical cases were designed implemented and moderated by at least 3 faculties (clinicians and basic scientists). The participants in this study include the basic sciences medical students of The Tehran University of Medical Sciences. Students' reactions were assessed using an immediate post-session evaluation form on a 5-point Likert scale. Six two-hour sessions for 2 cohorts of students, 2013 and 2014 medical students during their two first years of study were implemented from April 2014 to March 2015. 17 faculty members participated in the program, 21 cases were designed, and participation average was 60 % at 6 sessions. Students were highly appreciative of this strategy. The majority of students in each course strongly agreed that this learning practice positively contributed to their learning (78%) and provided better understanding and application of the material learned in an integrated classroom course (74%). They believed that the sessions affected their view about medicine (73%), and should be continued in future courses (80%). The percentage demonstrates the average of all courses. The program helped the students learn how to apply basic sciences concepts to clinical medicine. Evaluation of the program indicated that students found the sessions beneficial to their learning.

Experiential Learning in Primary Care: Impact on Veterinary Students' Communication Confidence

ERIC Educational Resources Information Center

Barron, Daniella; Khosa, Deep; Jones-Bitton, Andria

2017-01-01

Experiential learning is essential in medical and veterinary student education and can improve students' communication with clients during medical appointments. There is limited research in veterinary education investigating the effectiveness of experiential learning environments to provide an "integrative approach" to teaching. The…

Eportfolios as Evidence of Standards and Outcomes in Work-Integrated Learning

ERIC Educational Resources Information Center

Ferns, Sonia; Comfort, Jude

2014-01-01

Electronic portfolios (ePortfolios) are a student focused tool which support and evidence work-integrated learning (WIL) experiences and capabilities in a tertiary education setting. Such settings are increasingly faced by a regulatory framework requiring evidence of student competency and skill acquisition. The commitment of educational…

The Spiritual and Social Attitudes of Students towards Integrated Problem Based Learning Models

ERIC Educational Resources Information Center

Bachtiar, Suhaedir; Zubaidah, Siti; Corebima, Aloysius Duran; Indriwati, Sri Endah

2018-01-01

This research aimed to investigate the spiritual and social attitudes of students with different academic abilities towards four educational models: problem based learning (PBL); numbered heads together (NHT); integrated PBL and NHT; and multi-strategies model. This quasi-experimental investigation employed a pretest-posttest non-equivalent…

Integrating Academic and Clinical Learning Using a Clinical Swallowing Assessment

ERIC Educational Resources Information Center

Phillips, Daniel E.

2013-01-01

This article describes an experiential learning activity designed to integrate classroom knowledge and a clinical swallowing assessment. Twenty master's-level graduate students in a dysphagia course conducted a clinical swallowing assessment with a resident of an independent retirement community. The exercise was designed to allow students an…

Preparation Model of Student Teacher Candidate in Developing Integrative Science Learning

ERIC Educational Resources Information Center

Wiyanto; Widiyatmoko, Arif

2016-01-01

According to 2013 Curriculum in Indonesia, science learning process in Junior High School is integrally held between physics, chemistry, biology, and earth science. To successfully implementing the 2013 Curriculum in school, the education institution which generates science teacher should prepare the student, so that they can develop integrative…

Technology Integration: Mobile Devices (iPods), Constructivist Pedagogy, and Student Learning

ERIC Educational Resources Information Center

Keengwe, Jared; Pearson, Donna; Smart, Kathy

2009-01-01

Although mobile technology is still evolving with most mobile devices supporting numerous communications and technology standards, there are currently very few applications of these devices to support teaching and learning activities. Integrated appropriately, mobile devices could help students acquire the skills needed to survive in a complex,…

Experiential Learning through Integrated Project Work: An Example from Soil Science.

ERIC Educational Resources Information Center

Mellor, Antony

1991-01-01

Describes the planning, implementation, and evaluation of an integrated student soil science project. Reports that the course was designed to develop student-centered approaches to learning and to develop transferable skills and personal qualities at the same time. Explains that the project included fieldwork, laboratory analysis, data…

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.

Pre-Service English Teachers in Blended Learning Environment in Respect to Their Learning Approaches

ERIC Educational Resources Information Center

Yilmaz, M. Betul; Orhan, Feza

2010-01-01

Blended learning environment (BLE) is increasingly used in the world, especially in university degrees and it is based on integrating web-based learning and face-to-face (FTF) learning environments. Besides integrating different learning environments, BLE also addresses to students with different learning approaches. The "learning…

From Metacognition to Practice Cognition: The DNP e-Portfolio to Promote Integrated Learning.

PubMed

Anderson, Kelley M; DesLauriers, Patricia; Horvath, Catherine H; Slota, Margaret; Farley, Jean Nelson

2017-08-01

Educating Doctor of Nursing Practice (DNP) students for an increasingly complex health care environment requires novel applications of learning concepts and technology. A deliberate and thoughtful process is required to integrate concepts of the DNP program into practice paradigm changes to subsequently improve students' abilities to innovate solutions to complex practice problems. The authors constructed or participated in electronic portfolio development inspired by theories of metacognition and integrated learning. The objective was to develop DNP student's reflection, integration of concepts, and technological capabilities to foster the deliberative competencies related to the DNP Essentials and the foundations of the DNP program. The pedagogical process demonstrates how e-portfolios adapted into the doctoral-level curriculum for DNP students can address the Essentials and foster the development of metacognitive capabilities, which translates into practice changes. The authors suggest that this pedagogical approach has the potential to optimize reflective and deliberative competencies among DNP students. [J Nurs Educ. 2017;56(8):497-500.]. Copyright 2017, SLACK Incorporated.

Methods of integrating Islamic values in teaching biology for shaping attitude and character

NASA Astrophysics Data System (ADS)

Listyono; Supardi, K. I.; Hindarto, N.; Ridlo, S.

2018-03-01

Learning is expected to develop the potential of learners to have the spiritual attitude: moral strength, self-control, personality, intelligence, noble character, as well as the skills needed by themselves, society, and nation. Implementation of role and morale in learning is an alternative way which is expected to answer the challenge. The solution offered is to inject student with religious material Islamic in learning biology. The content value of materials teaching biology includes terms of practical value, religious values, daily life value, socio-political value, and the value of art. In Islamic religious values (Qur'an and Hadith) various methods can touch human feelings, souls, and generate motivation. Integrating learning with Islamic value can be done by the deductive or inductive approach. The appropriate method of integration is the amtsal (analog) method, hiwar (dialog) method, targhib & tarhib (encouragement & warning) method, and example method (giving a noble role model / good example). The right strategy in integrating Islamic values is outlined in the design of lesson plan. The integration of Islamic values in lesson plan will facilitate teachers to build students' character because Islamic values can be implemented in every learning steps so students will be accustomed to receiving the character value in this integrated learning.

Integrated teaching program using case-based learning

PubMed Central

Bhardwaj, Pankaj; Bhardwaj, Nikha; Mahdi, Farzana; Srivastava, J P; Gupta, Uma

2015-01-01

Background: At present, in a medical school, students are taught in different departments, subject-wise, without integration to interrelate or unify subjects and these results in compartmentalization of medical education, with no stress on case-based learning. Therefore, an effort was made to develop and adopt integrated teaching in order to have a better contextual knowledge among students. Methodology and Implementation: After the faculty orientation training, four “topic committees” with faculty members from different departments were constituted which decided and agreed on the content material to be taught, different methodologies to be used, along with the logical sequencing of the same for the purpose of implementation. Different teaching methodologies used, during the program, were didactic lectures, case stimulated sessions, clinical visits, laboratory work, and small group student's seminar. Results: After the implementation of program, the comparison between two batches as well as between topics taught with integrated learning program versus traditional method showed that students performed better in the topics, taught with integrated approach. Students rated “clinical visits” as very good methodology, followed by “case stimulated interactive sessions.” Students believed that they felt more actively involved, and their queries are better addressed with such interactive sessions. Conclusion: There is a very good perception of students toward integrated teaching. Students performed better if they are taught using this technique. Although majority of faculty found integrated teaching, as useful method of teaching, nevertheless extra work burden and interdepartmental coordination remained a challenging task. PMID:26380204

Medical students' online learning technology needs.

PubMed

Han, Heeyoung; Nelson, Erica; Wetter, Nathan

2014-02-01

This study investigated medical students' online learning technology needs at a medical school. The study aimed to provide evidence-based guidance for technology selection and online learning design in medical education. The authors developed a 120-item survey in collaboration with the New Technology in Medical Education (NTIME) committee at the Southern Illinois University School of Medicine (SIUSOM). Overall, 123 of 290 medical students (42%) at the medical school participated in the survey. The survey focused on five major areas: students' hardware and software use; perception of educational technology (ET) in general; online behaviours; perception of ET use at the school; and demographic information. Students perceived multimedia tools, scheduling tools, communication tools, collaborative authoring tools, learning management systems and electronic health records useful educational technologies for their learning. They did not consider social networking tools useful for their learning, despite their frequent use. Third-year students were less satisfied with current technology integration in the curriculum, information sharing and collaborative learning than other years. Students in clerkships perceived mobile devices as useful for their learning. Students using a mobile device (i.e. a smartphone) go online, text message, visit social networking sites and are online during classes more frequently than non-users. Medical students' ET needs differ between preclinical and clinical years. Technology supporting ubiquitous mobile learning and health information technology (HIT) systems at hospitals and out-patient clinics can be integrated into clerkship curricula. © 2014 John Wiley & Sons Ltd.

Effects of Concept-Mapping-Based Interactive E-Books on Active and Reflective-Style Students' Learning Performances in Junior High School Law Courses

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Sung, Han-Yu; Chang, Hsuan

2017-01-01

Researchers have pointed out that interactive e-books have rich content and interactive features which can promote students' learning interest. However, researchers have also indicated the need to integrate effective learning supports or tools to help students organize what they have learned so as to increase their learning performance, in…

Integrating undergraduate research into the electro-optics and laser engineering technology program at Indiana University of Pennsylvania

NASA Astrophysics Data System (ADS)

Zhou, Andrew F.

2014-07-01

Bringing research into an undergraduate curriculum is a proven and powerful practice with many educational benefits to students and the professional rewards to faculty mentors. In recent years, undergraduate research has gained national prominence as an effective problem-based learning strategy. Developing and sustaining a vibrant undergraduate research program of high quality and productivity is an outstanding example of the problem-based learning. To foster student understanding of the content learned in the classroom and nurture enduring problem-solving and critical-thinking abilities, we have created a collaborative learning environment by building research into the Electro-Optics curriculum for the first- and second-year students. The teaching methodology is described and examples of the research projects are given. Such a research-integrated curriculum effectively enhances student learning and critical thinking skills, and strengthens the research culture for the first- and second-year students.

Students' Experiences of Learning in a Virtual Classroom

ERIC Educational Resources Information Center

Gedera, Dilani S. P.

2014-01-01

Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, the integration of educational technologies also presents challenges and concerns in relation to students' learning. This article attempts to develop a better…

Blended Learning for College Students with English Reading Difficulties

ERIC Educational Resources Information Center

Yang, Yu-Fen

2012-01-01

Most previous studies in blended learning simply involved on-site and online instruction without considering students' control of their own learning in these two different modalities. The purpose of this study was to investigate how college students with English reading difficulties integrate their conceptions of and approaches to blended learning…

Language Learning Motivation among Malaysian Pre-University Students

ERIC Educational Resources Information Center

Muftah, Muneera; Rafik-Galea, Shameem

2013-01-01

The study describes and examines Malaysian pre-university students' integrative and instrumental motivation toward learning English language. In this study, 182 non-English major students in one of the Malaysian public universities are selected to fill out a questionnaire reflecting their attitudes and motivation towards learning English. The…

Innovative Assessment Paradigm to Enhance Student Learning in Engineering Education

ERIC Educational Resources Information Center

El-Maaddawy, Tamer

2017-01-01

Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering…

The Integration of Creative Drama in an Inquiry-Based Elementary Program: The Effect on Student Attitude and Conceptual Learning

NASA Astrophysics Data System (ADS)

Hendrix, Rebecca; Eick, Charles; Shannon, David

2012-11-01

Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n = 38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science System™ (FOSS) modules of sound (fourth grade) and solar energy (fifth grade) with the integration of creative drama activities in treatment classes. A 2 × 2 × (2) Mixed ANOVA was used to examine differences in the learning outcomes and attitudes toward science between groups (drama and non-drama) and grade levels (4th and 5th grades) over time (pre/post). Learning was measured using the tests included with the FOSS modules. A shortened version of the Three Dimension Elementary Science Attitude Survey measured attitudes toward science. Students in the drama treatment group had significantly higher learning gains ( F = 160.2, p < 0.001) than students in the non-drama control group with students in grade four reporting significantly greater learning outcomes ( F = 14.3, p < 0.001) than grade five. There was a significantly statistical decrease in student attitudes toward science ( F = 7.5, p < 0.01), though a small change. Creative drama was an effective strategy to increase science conceptual learning in this group of diverse elementary enrichment students when used as an active extension to the pre-existing inquiry-based science curriculum.

Improving Student Reflection in Experiential Learning Reports in Post-Secondary Institutions

ERIC Educational Resources Information Center

Tiessen, Rebecca

2018-01-01

Work-integrated learning options--or experiential learning--(such as co-operative education, practicum placements, and community service learning/volunteer placements) offer much scope for enhancing educational opportunities for post-secondary students to learn about the workplace and to develop skills that may contribute to their future…

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

PubMed

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

2007-07-16

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

The impact of representation format and task instruction on student understanding in science

NASA Astrophysics Data System (ADS)

Stephenson, Susan Raatz

The purpose of this study is to examine how representation format and task instructions impact student learning in a science domain. Learning outcomes were assessed via measures of mental model, declarative knowledge, and knowledge inference. Students were asked to use one of two forms of representation, either drawing or writing, during study of a science text. Further, instructions (summarize vs. explain) were varied to determine if students' intended use of the presentation influenced learning. Thus, this study used a 2 (drawing vs. writing) X 2 (summarize vs. explain) between-subjects design. Drawing was hypothesized to require integration across learning materials regardless of task instructions, because drawings (by definition) require learners to integrate new information into a visual representation. Learning outcomes associated with writing were hypothesized to depend upon task instructions: when asked to summarize, writing should result in reproduction of text; when asked to explain, writing should emphasize integration processes. Because integration processes require connecting and analyzing new and prior information, it also was predicted that drawing (across both conditions of task instructions) and writing (when combined the explain task instructions only) would result in increased metacognitive monitoring. Metacognitive monitoring was assessed indirectly via responses to metacognitive prompts interspersed throughout the study.

Students' Difficulties with Integration in Electricity

ERIC Educational Resources Information Center

Nguyen, Dong-Hai; Rebello, N. Sanjay

2011-01-01

This study investigates the common difficulties that students in introductory physics experience when solving problems involving integration in the context of electricity. We conducted teaching-learning interviews with 15 students in a second-semester calculus-based introductory physics course on several problems involving integration. We found…

Computer-Based Learning of Geometry from Integrated and Split-Attention Worked Examples: The Power of Self-Management

ERIC Educational Resources Information Center

Tindall-Ford, Sharon; Agostinho, Shirley; Bokosmaty, Sahar; Paas, Fred; Chandler, Paul

2015-01-01

This research investigated the viability of learning by self-managing split-attention worked examples as an alternative to learning by studying instructor-managed integrated worked examples. Secondary school students learning properties of angles on parallel lines were taught to integrate spatially separated text and diagrammatic information by…

The Effect of an Integrated Course Cluster Learning Community on the Oral and Written Communication Skills and Technical Content Knowledge of Upper-Level College of Agriculture Students

ERIC Educational Resources Information Center

Barnett, Cynthia; Miller, Greg; Polito, Thomas A.; Gibson, Lance

2009-01-01

The purpose of this quasi-experimental study was to determine if upper-level college students who participated in AgPAQ, an integrated course cluster learning community, would demonstrate enhanced learning in the areas of oral communication, written communication, and agronomic/economic technical content knowledge. The population (N = 182)…

Integrating Various Apps on BYOD (Bring Your Own Device) into Seamless Inquiry-Based Learning to Enhance Primary Students' Science Learning

ERIC Educational Resources Information Center

Song, Yanjie; Wen, Yun

2018-01-01

Despite that BYOD (Bring Your Own Device) technology model has been increasingly adopted in education, few studies have been reported on how to integrate various apps on BYOD into inquiry-based pedagogical practices in primary schools. This article reports a case study, examining what apps on BYOD can help students enhance their science learning,…

The Impact of 1:1 Laptops on Teaching and Learning: How Seven Secondary Educators Perceive Technology Having Enhanced Their Teaching and Their Students' Learning

ERIC Educational Resources Information Center

Stephens, Andrew G.

2017-01-01

The purpose of this qualitative study is to investigate how teachers who have been identified as high level integrators of technology (specifically laptop technology) perceive their journey to integration, the impact of it on their teaching pedagogy, and the impact of it on student learning. Constructivist Theory informed the interpretations of…

Assessing Student Learning about the Earth through the InTeGrate Project

NASA Astrophysics Data System (ADS)

Gilbert, L. A.; Iverson, E. A. R.; Steer, D. N.; Birnbaum, S. J.; Manduca, C. A.

2016-12-01

InTeGrate, a five-year community-based project comprised of faculty in the sciences and other disciplines, educational specialists, and evaluation experts at diverse institutions, instills learning about Earth in the context of societal issues through teaching materials developed into 2-3 week modules or courses. Materials were tested by over 135 materials authors and faculty interested in using these materials in undergraduate courses at a range of institution types across the US in geoscience, engineering, humanities, and social science courses. To assess impact on student learning, the InTeGrate project has collected student work from over 4,600 students enrolled in courses using these materials. To evaluate the influence of the materials on learning gains related to geoscience literacy, a set of 8 multiple choice items were developed, tested, and then administered in the first and last week of class in approximately 180 courses. The items were developed by 14 community members with assessment expertise and address content and concepts in the Earth, Climate, Atmosphere, and Ocean Science literacy documents. In a sample of 2,023 paired first and last week responses, students exhibit a 10% normalized gain (equivalent to 1 point of a 12 point total) regardless of their initial score. Students in the lowest quartile at the beginning of the course demonstrate the highest gains (4th quartile gain of 1.8) versus the higher quartile where a ceiling effect is present. In addition, a free-response essay was administered in the last week of the course which tests students' understanding for how Earth system interactions influence people's ability to make decisions about global societal challenges. Analysis of these essays demonstrates a strong relationship between the InTeGrate content and the subject matter of the student essay. These preliminary findings suggest that the use of InTeGrate materials increases students' understanding of geoscience literacies and the materials give students a topical hook for connecting learning about Earth to societal challenges.

Drugs of Abuse and Addiction: An integrated approach to teaching.

PubMed

Miller, Lindsey N; Mercer, Susan L

2017-05-01

To describe the design, implementation, and student perceptions of a Drugs of Abuse and Addiction elective course utilizing an integrated teaching model. Third-year pharmacy students enrolled in the two credit hour elective. Teaching methodology included didactic lecture, journal club, simulated addiction assignment with reflection, debates, external speakers, site visit to a residential drug court program and research paper with presentation. A course objective survey was administered upon course completion. All students strongly agreed that having science- and clinical-based faculty members develop and deliver course content was beneficial. Additionally, all students agree to strongly agree that their research project helped them integrate and comprehend the science and practice surrounding drugs of abuse and addiction. Students enjoyed an integrated teaching approach and multiple teaching methodologies leading to increased engagement and enhancement of student learning. Course enrollment was beneficial for personalized learning, but limited student perspective. Copyright © 2017 Elsevier Inc. All rights reserved.

Hunger Games: Interactive Ultrasound Imaging for Learning Gastrointestinal Physiology.

PubMed

Kafer, Ilana; Rennie, William; Noor, Ali; Pellerito, John S

2017-02-01

Ultrasound is playing an increasingly important role in medical student education. Although most uses of ultrasound have focused on learning purely anatomic relationships or augmentation of the physical examination, there is little documentation of the value of ultrasound as a learning tool regarding physiology alone or in association with anatomy. We devised an interactive learning session for first-year medical students using ultrasound to combine both anatomic and physiologic principles as an integration of gastrointestinal and vascular function. The incorporation of our activity, The Hunger Games, provides the foundation for a powerful integration tool for medical student education. © 2016 by the American Institute of Ultrasound in Medicine.

Visual Learning in Application of Integration

NASA Astrophysics Data System (ADS)

Bt Shafie, Afza; Barnachea Janier, Josefina; Bt Wan Ahmad, Wan Fatimah

Innovative use of technology can improve the way how Mathematics should be taught. It can enhance student's learning the concepts through visualization. Visualization in Mathematics refers to us of texts, pictures, graphs and animations to hold the attention of the learners in order to learn the concepts. This paper describes the use of a developed multimedia courseware as an effective tool for visual learning mathematics. The focus is on the application of integration which is a topic in Engineering Mathematics 2. The course is offered to the foundation students in the Universiti Teknologi of PETRONAS. Questionnaire has been distributed to get a feedback on the visual representation and students' attitudes towards using visual representation as a learning tool. The questionnaire consists of 3 sections: Courseware Design (Part A), courseware usability (Part B) and attitudes towards using the courseware (Part C). The results showed that students demonstrated the use of visual representation has benefited them in learning the topic.

Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping.

PubMed

Mcnaughton, Susan; Barrow, Mark; Bagg, Warwick; Frielick, Stanley

2016-01-01

Practice-based learning integrates the cognitive, psychomotor, and affective domains and is influenced by students' beliefs, values, and attitudes. Concept mapping has been shown to effectively demonstrate students' changing concepts and knowledge structures. This article discusses how concept mapping was modified to capture students' perceptions of the connections between the domains of thinking and knowing, emotions, behavior, attitudes, values, and beliefs and the specific experiences related to these, over a period of eight months of practice-based clinical learning. The findings demonstrate that while some limitations exist, modified concept mapping is a manageable way to gather rich data about students' perceptions of their clinical practice experiences. These findings also highlight the strong integrating influence of beliefs and values on other areas of practice, suggesting that these need to be attended to as part of a student's educational program.

Teaching and Learning for Intercultural Sensitivity: A Cross-Cultural Examination of American Domestic Students and Japanese Exchange Students

ERIC Educational Resources Information Center

Sakurauchi, Yoko Hwang

2014-01-01

Global student mobility has become a dynamic force in American higher education. Integrating international students into diverse campus environments provides domestic as well as foreign students with enriched learning opportunities. However, a diverse campus climate itself will not make college students interculturally competent. Intentional…

Improving Student Learning: A Strategic Planning Framework for an Integrated Student Information System in Charlotte-Mecklenburg Schools

ERIC Educational Resources Information Center

Ngoma, Sylvester

2010-01-01

There is growing recognition that an electronic Student Information System (SIS) affects student learning. Given the strategic importance of SIS in supporting school administration and enhancing student performance, school districts are increasingly interested in acquiring the most effective and efficient Student Information Systems for their…

Implementing vertical and horizontal engineering students' integration and assessment of consequence academic achievement

NASA Astrophysics Data System (ADS)

Al-Zubaidy, Sarim; Abdulaziz, Nidhal; Dashtpour, Reza

2012-08-01

Recent scholarship references indicate that integration of the student body can result in an enhanced learning experience for students and also greater satisfaction. This paper reports the results of a case study whereby mechanical engineering students studying at a newly established branch campus in Dubai of a British university were exposed to vertical and horizontal integration. Different activities have been embedded to ensure that students integrated and worked together with their peers and colleagues at different levels. The implemented processes and practices led to improved academic achievements, which were better than those of a similar cohort of students where no effort had been made to integrate. The analysis revealed that cooperative learning and the degree of academic support provided by teachers are positively and directly correlated with academic as well as the students' own sense of personal achievement. The results are discussed in light of previous research and with reference to the cultural context of the study.

Exploring the Effects of Online Team-Based Learning and Co-Regulated Learning on Students' Development of Computing Skills

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2016-01-01

As more and more educational institutions are providing online courses, it is necessary to design effective teaching methods integrated with technologies to benefit both teachers and students. The researcher in this study designed innovative online teaching methods of team-based learning (TBL) and co-regulated learning (CRL) to improve students'…

Self-Regulated Learning and a Sense of Achievement in MOOCs among High School Science and Technology Students

ERIC Educational Resources Information Center

Cohen, Lizi; Magen-Nagar, Noga

2016-01-01

This study, conducted in Israel, examined how learning strategies and motivational orientations contributed to high school students' sense of achievement in a massive open online course. The objective was to integrate an innovative teaching-learning strategy into the educational system that is based on online learning for students in subjects that…

Foster interaction by the integration of ICT with sociocultural and constructivist learning principles

NASA Astrophysics Data System (ADS)

Nguyen, Nhung; Williams, P. John

2018-01-01

Research shows that it is challenging to introduce an interactive way of teaching and learning into Asian classrooms where Confucian philosophy has considerable influence. This study was conducted within the context of an ASEAN undergraduate physics course. A goal of the study was to use information communication technology (ICT) to integrate sociocultural and constructivist learning principles to foster interaction within the learning environment. Ninety-three students, a lecturer and a teaching assistant participated in the study. The study employed a mixed method approach, using a questionnaire and interviews with students, the lecturer and the teaching assistant to collect the data, to triangulate, complement and explain the findings. Data was also collected from different groups of people in order to investigate, compare and synthesize perspectives from each group (i.e. students, lecturer, and teaching assistant). SPSS was used to analyze quantitative data from the questionnaire, and NVivo was used to analyze qualitative data from the interviews. The findings of this study obtained from the different sources showed that the interactions within the learning environment were enhanced using this framework. Interviews with the lecturer and the teaching assistant showed that interaction was fostered, and the integration of ICT with the learning principles provided opportunities for new ways of teaching and learning. The lecturer designed learning tasks that required the participant students to search and study different learning resources, and then design group presentation on the topic of optics to explain these topics to their classmates. The lecturer also provided support and motivation for this process. In this way, the lecturer believed that he had created opportunities for the students to interact with learning resources, work in groups, discuss physics content and working processes. Data analysis of the students' interviews revealed this undergraduate ASEAN physics course was more interactive than other courses that the participant students was studying. Interaction in this learning environment occurred between students-students, students-learning materials and students-lecturer. Examples of these interactions were found in class discussion, exchange of ideas and solutions for assignments, and explaining concepts to their peers. The students involved in the study worked in groups outside of class to discuss and carry out their learning tasks. In collaboration with each other, they shared the workload among the group members in order to complete their learning tasks. Students' feedback to the questionnaire (reliability 0.7), confirmed the interview findings. T-test result of the questionnaire showed that in this course, the participant students interacted with learning resources, their classmates and their lecturer more frequently than they had in other courses.

Using concept mapping to evaluate knowledge structure in problem-based learning.

PubMed

Hung, Chia-Hui; Lin, Chen-Yung

2015-11-27

Many educational programs incorporate problem-based learning (PBL) to promote students' learning; however, the knowledge structure developed in PBL remains unclear. The aim of this study was to use concept mapping to generate an understanding of the use of PBL in the development of knowledge structures. Using a quasi-experimental study design, we employed concept mapping to illustrate the effects of PBL by examining the patterns of concepts and differences in the knowledge structures of students taught with and without a PBL approach. Fifty-two occupational therapy undergraduates were involved in the study and were randomly divided into PBL and control groups. The PBL group was given two case scenarios for small group discussion, while the control group continued with ordinary teaching and learning. Students were asked to make concept maps after being taught about knowledge structure. A descriptive analysis of the morphology of concept maps was conducted in order to compare the integration of the students' knowledge structures, and statistical analyses were done to understand the differences between groups. Three categories of concept maps were identified as follows: isolated, departmental, and integrated. The students in the control group constructed more isolated maps, while the students in the PBL group tended toward integrated mapping. Concept Relationships, Hierarchy Levels, and Cross Linkages in the concept maps were significantly greater in the PBL group; however, examples of concept maps did not differ significantly between the two groups. The data indicated that PBL had a strong effect on the acquisition and integration of knowledge. The important properties of PBL, including situational learning, problem spaces, and small group interactions, can help students to acquire more concepts, achieve an integrated knowledge structure, and enhance clinical reasoning.

Leveraging Work-Integrated Learning through On-Campus Employment: A University-Wide Approach

ERIC Educational Resources Information Center

Mitchell, Gaon; Kay, Judie

2013-01-01

At Victoria University, Melbourne, Australia, the majority of students engage in paid employment alongside their studies; and, every student has the opportunity to engage with work-integrated learning as a key component of their academic course. This paper explores an innovative structured approach the university has initiated to align these two…

Integrated Classroom versus Resource Model: Academic Viability and Effectiveness.

ERIC Educational Resources Information Center

Affleck, James Q.; And Others

1988-01-01

Achievement data of elementary learning-disabled students in both an Integrated Classroom Model (ICM) and resource rooms were compared. The ICM was shown to be more cost effective than resource room programs while achieving similar results on reading, math, and language tests for learning-disabled students and on general achievement tests for…

Using Integrative Graphic Assignments to Promote Deep Learning of the Market Mechanism

ERIC Educational Resources Information Center

Green, Gareth P.; Kelly, Brian D.; Peterson, Dean J.; Bean, John C.

2015-01-01

Economics faculty expect that students have an integrated understanding of economic theory upon graduation and that they grasp and appreciate how all elements of markets naturally move to equilibrium. Through assessment activities, the authors discovered that their students were not developing that knowledge, so they turned to learning theory to…

STEM Integration in Middle School Life Science: Student Learning and Attitudes

ERIC Educational Resources Information Center

Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael; Moreno, Mario

2016-01-01

In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts…

Real Integration--Where the Rubber Meets the Road

ERIC Educational Resources Information Center

Moye, Johnny J.

2011-01-01

Integration of core academics into career and technical education (CTE) is not new. Putting core academics into context, CTE courses provide an excellent platform for students to learn the relevance of science, technology, engineering, and mathematics (STEM) as well as literature, arts, and social studies. Students learn to use this information by…

Teachers' Use of Educative Curriculum Materials to Engage Students in Science Practices

ERIC Educational Resources Information Center

Arias, Anna Maria; Davis, Elizabeth A.; Marino, John-Carlos; Kademian, Sylvie M.; Palincsar, Annemarie Sullivan

2016-01-01

New reform documents underscore the importance of integrating science practices into the learning of science. This integration requires sophisticated teaching that does not often happen. Educative curriculum materials--materials explicitly designed to support teacher and student learning--have been posited as a way to support teachers to achieve…

Global Culture, Learning Style, and Outcome: An Interdisciplinary Empirical Study of International University Students

ERIC Educational Resources Information Center

Strang, Kenneth David

2010-01-01

The study examined 2500 business degree students from 21 countries, enrolled at an Australian university, using a survey to assess learning style, which was integrated into a global culture taxonomy. The research hypothesis was that academic outcome could be explained through an interdisciplinary model, by integrating proven theories from…

Disruptive Silence: Deepening Experiential Learning in the Absence of Technology

ERIC Educational Resources Information Center

Smith, Carol A.; Parks, Rodney; Parrish, Jesse; Swirski, Ryan

2018-01-01

Technology plays an integral role in the lives of the majority of the US population. As technology becomes integrated into young people's lives, questions arise regarding its effects on learning. This exploratory study draws on interviews with students who attend university in the United States to determine how separating students from technology…

Crossing Borders: Evaluating a Work Integrated Learning Project Involving Australian and Vietnamese Students

ERIC Educational Resources Information Center

Welch, Bernadette; Vo-Tran, Huan; Pittayachawan, Siddhi; Reynolds, Sue

2012-01-01

The value of work integrated learning (WIL) is well-established in the education of information management (IM) professionals. Adding value to WIL through cross-cultural or cross-disciplinary experiences is considered in this article. Using online communication, simulation activities, and onsite work, students from RMIT Melbourne and RMIT Ho Chi…

Learning styles of medical students change in relation to time.

PubMed

Gurpinar, Erol; Bati, Hilal; Tetik, Cihat

2011-09-01

The aim of the present study was to investigate if any changes exist in the learning styles of medical students over time and in relation to different curriculum models with these learning styles. This prospective cohort study was conducted in three different medical faculties, which implement problem-based learning (PBL), hybrid, and integrated curriculum models. The study instruments were Kolb's Learning Style Inventory (LSI) and a questionnaire describing the students' demographic characteristics. Sample selection was not done, and all first-year students (n = 547) were targeted. This study was designed in two phases. In the first year, the study instruments were delivered to the target group. The next year, the same instruments were delivered again to those who had fully completed the first questionnaire (n = 525). Of these, 455 students had completed the instruments truly and constituted the study group. The majority of the students were assimilators and convergers in both the first and second years. A change in learning style was observed between 2 yr in 46.9% of the students in the integrated curriculum, in 49.3% of the students in the hybrid curriculum, and 56.4% of the students in the PBL curriculum. The least and most changes observed between the learning style groups were in assimilators and divergers, respectively. Curriculum models and other independent variables had no significant effect on the change between learning styles. The learning styles of medical students may change over time. Further followup studies in larger groups are needed to clarify this relation.

An Integrated Loop Model of Corrective Feedback and Oral English Learning: A Case of International Students in the United States

ERIC Educational Resources Information Center

Lee, Eun Jeong

2017-01-01

The author in this study introduces an integrated corrective feedback (CF) loop to schematize the interplay between CF and independent practice in L2 oral English learning among advanced-level adult ESL students. The CF loop integrates insights from the Interaction, Output, and Noticing Hypotheses to show how CF can help or harm L2 learners'…

Different Patterns of University Students' Integration of Lecture Podcasts, Learning Materials, and Lecture Attendance in a Psychology Course

ERIC Educational Resources Information Center

Luttenberger, Silke; Macher, Daniel; Maidl, Verena; Rominger, Christian; Aydin, Nilüfer; Paechter, Manuela

2018-01-01

Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer's presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice…

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

ERIC Educational Resources Information Center

Ige, Olugbenga Adedayo; Hlalele, Dipane Joseph

2017-01-01

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

Innovative assessment paradigm to enhance student learning in engineering education

NASA Astrophysics Data System (ADS)

El-Maaddawy, Tamer

2017-11-01

Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering design course. Direct evidence of the impact of employing this innovation on student learning and achievement was derived by monitoring student academic performance in direct assessment tasks throughout the semester. Students' feedback demonstrated the effectiveness of this innovation to improve their understanding of course topics build their autonomy, independent judgement, and self-regulated learning skills.

The learning type makes the difference - the interrelation of Kolb's learning styles and psychological status of preclinical medical students at the University of Erlangen.

PubMed

Burger, Pascal H; Scholz, Michael

2014-01-01

Theories on learning styles and types have been integral to discussions on the basics of teaching for nearly 40 years. The learning style typology of Kolb divides learners into four groups (Diverger, Assimilator, Converger and Accomodator), which differ both in terms of their learning behaviour as well as personality and preferences. We studied the sense of coherence and burnout symptoms in medical students of the preclinical semesters (1(st) to 4(th) semester) at the Friedrich-Alexander University of Erlangen within the context of the observed learning styles. A total of 530 students were interviewed in winter semester 2012/13 using standardized psychometric questionnaires. Our students showed a significant correlation between the respective learning styles and expression of a sense of coherence, as well as cognitive and emotional burnout symptoms. The learning styles of the students differed significantly within these same parameters. We also demonstrated that learning styles and types not only influence study performance, but that there are also relationships to sense of coherence and psychological ailments. A more forward-looking integration of the theory of learning types in the medical education curriculum could positively influence both the performance and psychological well-being of the students.

Learning styles in vertically integrated teaching.

PubMed

Brumpton, Kay; Kitchener, Scott; Sweet, Linda

2013-10-01

With vertical integration, registrars and medical students attend the same educational workshops. It is not known whether these learners have similar or different learning styles related to their level of education within the medical training schema. This study aims to collect information about learning styles with a view to changing teaching strategies. If a significant difference is demonstrated this will impact on required approaches to teaching. The VARK learning inventory questionnaire was administered to 36 general practice registrars and 20 medical students. The learning styles were compared as individuals and then related to their level of education within the medical training schema. Students had a greater preference for multimodal learning compared with registrars (62.5 per cent versus 33.3 per cent, respectively). More than half of the registrars preferred uni or bimodal learning modalities, compared with one-third of the medical students. The present workshop format based on visual and aural material will not match the learning needs of most learners. This small study has shown that the majority of medical students and registrars could have their learning preferences better met by the addition of written material to the workshop series. Surprisingly, a significantly larger number of medical students than registrars appeared to be broadly multimodal in their learning style, and this warrants further research. © 2013 John Wiley & Sons Ltd.

The learning type makes the difference – the interrelation of Kolb's learning styles and psychological status of preclinical medical students at the University of Erlangen

PubMed Central

Burger, Pascal H.; Scholz, Michael

2014-01-01

Theories on learning styles and types have been integral to discussions on the basics of teaching for nearly 40 years. The learning style typology of Kolb divides learners into four groups (Diverger, Assimilator, Converger and Accomodator), which differ both in terms of their learning behaviour as well as personality and preferences. We studied the sense of coherence and burnout symptoms in medical students of the preclinical semesters (1st to 4th semester) at the Friedrich-Alexander University of Erlangen within the context of the observed learning styles. A total of 530 students were interviewed in winter semester 2012/13 using standardized psychometric questionnaires. Our students showed a significant correlation between the respective learning styles and expression of a sense of coherence, as well as cognitive and emotional burnout symptoms. The learning styles of the students differed significantly within these same parameters. We also demonstrated that learning styles and types not only influence study performance, but that there are also relationships to sense of coherence and psychological ailments. A more forward-looking integration of the theory of learning types in the medical education curriculum could positively influence both the performance and psychological well-being of the students. PMID:25489342

Students' Misconceptions about Medium-Scale Integrated Circuits

ERIC Educational Resources Information Center

Herman, G. L.; Loui, M. C.; Zilles, C.

2011-01-01

To improve instruction in computer engineering and computer science, instructors must better understand how their students learn. Unfortunately, little is known about how students learn the fundamental concepts in computing. To investigate student conceptions and misconceptions about digital logic concepts, the authors conducted a qualitative…

Integrated Case Learning: Teaching Clinical Reasoning

ERIC Educational Resources Information Center

Radomski, Natalie; Russell, John

2010-01-01

Learning how to "think like doctors" can be difficult for undergraduate medical students in their early clinical years. Our model of collaborative Integrated Case Learning (ICL) and simulated clinical reasoning aims to address these issues. Taking a socio-cultural perspective, this study investigates the reflective learning interactions…

Incorporating Service-Learning, Technology, and Research Supportive Teaching Techniques into the University Chemistry Classroom

ERIC Educational Resources Information Center

Saitta, E. K. H.; Bowdon, M. A.; Geiger, C. L.

2011-01-01

Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students at a large research institution. Chemistry students at the University of Central Florida partnered with high school students at Crooms Academy of Information Technology in interactive service learning projects. The…

Social Skills of Slovenian Primary School Students with Learning Disabilities

ERIC Educational Resources Information Center

Schmidt, Majda; Prah, Alenka; Cagran, Branka

2014-01-01

Social skills of students with special needs play a very important role in their successful integration into inclusive learning environments. The aim of present empirical research was to establish whether students with learning disabilities (LD) attending grades 7-9 of regular primary school in Slovenia experience difficulties in social skills…

Music: Highly Engaged Students Connect Music to Math

ERIC Educational Resources Information Center

Jones, Shelly M.; Pearson, Dunn, Jr.

2013-01-01

A musician and a mathematics educator create and implement a set of elementary school lessons integrating music and math. Students learn the basics of music theory including identifying notes and learning their fractional values. They learn about time signatures and how to determine correct note values per measure. Students are motivated by…

The effectiveness of integration of virtual patients in a collaborative learning activity.

PubMed

Marei, Hesham F; Donkers, Jeroen; Van Merrienboer, Jeroen J G

2018-05-07

Virtual patients (VPs) have been recently integrated within different learning activities. To compare between the effect of using VPs in a collaborative learning activity and using VPs in an independent learning activity on students' knowledge acquisition, retention and transfer. For two different topics, respectively 82 and 76 dental students participated in teaching, learning and assessment sessions with VPs. Students from a female campus and from a male campus have been randomly assigned to condition (collaborative and independent), yielding four experimental groups. Each group received a lecture followed by a learning session using two VPs per topic. Students were administrated immediate and delayed written tests as well as transfer tests using two VPs to assess their knowledge in diagnosis and treatment. For the treatment items of the immediate and delayed written tests, females outperformed males in the collaborative VP group but not in the independent VP group. On the female campus, the use of VPs in a collaborative learning activity is more effective than its use as an independent learning activity in enhancing students' knowledge acquisition and retention. However, the collaborative use of VPs by itself is not enough to produce consistent results across different groups of students and attention should be given to all the factors that would affect students' interaction.

Integrating Model-Driven and Data-Driven Techniques for Analyzing Learning Behaviors in Open-Ended Learning Environments

ERIC Educational Resources Information Center

Kinnebrew, John S.; Segedy, James R.; Biswas, Gautam

2017-01-01

Research in computer-based learning environments has long recognized the vital role of adaptivity in promoting effective, individualized learning among students. Adaptive scaffolding capabilities are particularly important in open-ended learning environments, which provide students with opportunities for solving authentic and complex problems, and…

Self-Directed Lifelong Learning in Hybrid Learning Configurations

ERIC Educational Resources Information Center

Cremers, Petra H. M.; Wals, Arjen E. J.; Wesselink, Renate; Nieveen, Nienke; Mulder, Martin

2014-01-01

Present-day students are expected to be lifelong learners throughout their working life. Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which working and learning are integrated. In such a…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

A Pilot Study of a Criminal Justice Service-Learning Course: The Value of a Multicultural Approach

ERIC Educational Resources Information Center

Hirschinger-Blank, Nancy; Simons, Lori; Finley, Laura; Clearly, Joseph; Thoerig, Michael

2013-01-01

This article provides a description and evaluation of a service-learning juvenile justice course designed to broaden university students' attitudes toward diversity issues. Diversity service learning integrates academic learning with community service by providing students with opportunities to learn about social disparities associated with…

Development of an Assessment Tool to Measure Students' Meaningful Learning in the Undergraduate Chemistry Laboratory

ERIC Educational Resources Information Center

Galloway, Kelli R.; Bretz, Stacey Lowery

2015-01-01

Research on learning in the undergraduate chemistry laboratory necessitates an understanding of students' perspectives of learning. Novak's Theory of Meaningful Learning states that the cognitive (thinking), affective (feeling), and psychomotor (doing) domains must be integrated for meaningful learning to occur. The psychomotor domain is the…

Clinical case in digital technology for nursing students' learning: An integrative review.

PubMed

Hara, Cristina Yuri Nakata; Aredes, Natália Del Angelo; Fonseca, Luciana Mara Monti; Silveira, Renata Cristina de Campos Pereira; Camargo, Rosangela Andrade Aukar; de Goes, Fernanda Santos Nogueira

2016-03-01

This review aimed to analyze the available evidences in literature about clinical case studies inserted in digital technologies for nursing education, characterizing the technology resources and cognitive, procedural and attitudinal learnings. Integrative review of literature with the following steps: development of the research problem, data collection, data extraction and critic evaluation, data analysis and interpretation and presentation of results. The research question was: how does the clinical case study inserted in educational digital technology collaborate for cognitive, attitudinal and procedural learning of nursing students? data bases LILACS, PUBMED, CINAHL and Scopus. the search resulted in 437 studies: 136 from LILACS, 122 from PUBMED, 104 from Scopus and 75 from CINAHL. Of these, 143 did not meet the including criteria, 93 were duplicated and four studies were unavailable. After analyzing all abstracts based on inclusion and exclusion criteria, there were selected 197 studies and after full text analysis the final sample resulted in 21 primary studies. Case study use in educational digital technologies allowed the students to build different types of learning: cognitive learning (n 16 studies), attitudinal learning (n=12 studies) and procedural learning (n=8 studies). It is possible to conclude that case studies can collaborate with the students to develop different learnings which can be built integrate, continuous, informative and formative, aiming integral formation and aligned to policies of formation in nursing, both national and international. Copyright © 2015 Elsevier Ltd. All rights reserved.

Student Technology Use for Powerful Learning

ERIC Educational Resources Information Center

Heidenrich, Carol

2013-01-01

Technology has evolved as a valuable information and communication tool. In our knowledge and information society, students with information and communication technology (ICT) competence will be prepared for success. Teacher pedagogy and student learning have to change to fully integrate technology into the curriculum. Students may not have…

Integrated Learning Management Systems

ERIC Educational Resources Information Center

Clark, Sharon; Cossarin, Mary; Doxsee, Harry; Schwartz, Linda

2004-01-01

Four integrated learning management packages were reviewed: "CentraOne", "IntraLearn", "Lyceum", and "Silicon Chalk". These products provide different combinations of synchronous and asynchronous tools. The current report examines the products in relation to their specific value for distance educators and students.

The development of mathematics courseware for learning line and angle

NASA Astrophysics Data System (ADS)

Halim, Noor Dayana Abd; Han, Ong Boon; Abdullah, Zaleha; Yusup, Junaidah

2015-05-01

Learning software is a teaching aid which is often used in schools to increase students' motivation, attract students' attention and also improve the quality of teaching and learning process. However, the development of learning software should be followed the phases in Instructional Design (ID) Model, therefore the process can be carried out systematic and orderly. Thus, this concept paper describes the application of ADDIE model in the development of mathematics learning courseware for learning Line and Angle named CBL-Math. ADDIE model consists of five consecutive phases which are Analysis, Design, Development, Implementation and Evaluation. Each phase must be properly planned in order to achieve the objectives stated. Other than to describe the processes occurring in each phase, this paper also demonstrating how cognitive theory of multimedia learning principles are integrated in the developed courseware. The principles that applied in the courseware reduce the students' cognitive load while learning the topic of line and angle. With well prepared development process and the integration of appropriate principles, it is expected that the developed software can help students learn effectively and also increase students' achievement in the topic of Line and Angle.

A Study of a Social Annotation Modeling Learning System

ERIC Educational Resources Information Center

Samuel, Roy David; Kim, Chanmin; Johnson, Tristan E.

2011-01-01

The transition from classroom instruction to e-learning raises pedagogical challenges for university instructors. A controlled integration of e-learning tools into classroom instruction may offer learners tangible benefits and improved effectiveness. This design-based research (DBR) study engaged students in e-learning activities integrated into…

Integrating Problem-Based Learning with Community-Engaged Learning in Teaching Program Development and Implementation

ERIC Educational Resources Information Center

Hou, Su-I

2014-01-01

Purpose: Problem-based learning (PBL) challenges students to learn and work in groups to seek solutions to real world problems. Connecting academic study with community-engaged learning (CEL) experience can deeper learning and thinking. This paper highlights the integration of PBL with CEL in the Implementation Course to engage graduate students…

The Relationship of Undergraduate First-Time-in-College Students' Expectations of Interactions with Faculty and Four-Year College Degree Completion

ERIC Educational Resources Information Center

Story, Craig N.

2013-01-01

Faculty are the academic heart of colleges and universities. They guide learning and facilitate student academic and social integration in the campus community. As described by Tinto, student integration is an important component to success in college. Out-of-class and in-class faculty-student interaction supports student integration and may lead…

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.

What Drives Students' Loyalty-Formation in Social Media Learning within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition

ERIC Educational Resources Information Center

Arquero, José L.; del Barrio-García, Salvador; Romero-Frías, Esteban

2017-01-01

Our study analyzes an educational experience based on the integrated use of social media within a higher education course under a personal learning environment approach and investigates the factors that determine students' loyalty to social media learning. We examined the moderating role of need for cognition (NFC) in students' formation of…

Influences of Sociocultural Factors Within the Clinical Learning Environment on Students' Perceptions of Learning: An Integrative Review.

PubMed

Jessee, Mary Ann

A persistent deficit in new graduate nurses' clinical reasoning skill exists. Clinical reasoning is best learned in the sociocultural clinical learning environment (CLE), yet many CLEs fail to engage nursing students in the cognitive work of nursing that promotes development of clinical reasoning. Despite two decades of recommendations to improve CLEs based on students' perceptions of learning, widespread improvement remains elusive. The aim of this review was to synthesize what is known about the influence of sociocultural factors in the acute-care CLE on prelicensure nursing students' perceptions of learning, for the purpose of identifying factors that when modified may promote improvement of clinical reasoning skill. The integrative review methodology was used to synthesize and identify gaps in evidence on students' perceptions of learning in the acute-care CLE. Global commonalities exist in the impact of the sociocultural CLE on students' perceptions of learning, including overall sociocultural atmosphere, membership in the health care team, supervisory relationships, peer relationships, and clinical education structure. This review provides evidence that modification of CLE factors and examination of their influence on measurable learning outcomes such as clinical reasoning are the necessary next steps to facilitate improvement of new graduate nurses' clinical reasoning skill. Copyright © 2016 Elsevier Inc. All rights reserved.

Introduction and Assessment of a Blended-Learning Model to Teach Patient Assessment in a Doctor of Pharmacy Program

PubMed Central

Woodruff, Ashley; Prescott, Gina M.; Albanese, Nicole; Bernhardi, Christian; Doloresco, Fred

2016-01-01

Objective. To integrate a blended-learning model into a two-course patient assessment sequence in a doctor of pharmacy (PharmD) program and to assess the academic performance and perceptions of enrolled students. Design. A blended-learning model consisting of a flipped classroom format was integrated into a patient assessment (PA) course sequence. Course grades of students in the blended-learning (intervention) and traditional-classroom (control) groups were compared. A survey was administered to assess student perceptions. Assessment. The mean numeric grades of students in the intervention group were higher than those of students in the traditional group (PA1 course: 92.2±3.1 vs 90.0±4.3; and PA2 course: 90.3±4.9 vs 85.8±4.2). Eighty-six percent of the students in the intervention group agreed that the instructional methodologies used in this course facilitated understanding of the material. Conclusion. The blended-learning model was associated with improved academic performance and was well-received by students. PMID:28179725

Introduction and Assessment of a Blended-Learning Model to Teach Patient Assessment in a Doctor of Pharmacy Program.

PubMed

Prescott, William Allan; Woodruff, Ashley; Prescott, Gina M; Albanese, Nicole; Bernhardi, Christian; Doloresco, Fred

2016-12-25

Objective. To integrate a blended-learning model into a two-course patient assessment sequence in a doctor of pharmacy (PharmD) program and to assess the academic performance and perceptions of enrolled students. Design. A blended-learning model consisting of a flipped classroom format was integrated into a patient assessment (PA) course sequence. Course grades of students in the blended-learning (intervention) and traditional-classroom (control) groups were compared. A survey was administered to assess student perceptions. Assessment. The mean numeric grades of students in the intervention group were higher than those of students in the traditional group (PA1 course: 92.2±3.1 vs 90.0±4.3; and PA2 course: 90.3±4.9 vs 85.8±4.2). Eighty-six percent of the students in the intervention group agreed that the instructional methodologies used in this course facilitated understanding of the material. Conclusion. The blended-learning model was associated with improved academic performance and was well-received by students.

Students, Learning, Assessment and Technology: A Campus-Wide Merger.

ERIC Educational Resources Information Center

Thompson, Gary; Hoskisson, Dale; Brauner, Carolyn; Christensen, Val

In order to achieve its goal to improve learning and ensure success of students, Valley City State University (VCSU) implemented a comprehensive and multidimensional agenda for institutional change. A central component, Improving Learning with Technology (ILT), involves integration of learning and assessment that is facilitated by, and contingent…

Road to Success: Service Learning Enhances Tech Ed Experience

ERIC Educational Resources Information Center

Howell, Robert T.

2008-01-01

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

Virtual Learning: Is It Conducive to Student Achievement?

ERIC Educational Resources Information Center

Torain, Janie Mae Sheeley Johnson

2009-01-01

The use of technology to compel student learning has become an increasingly central component of teaching, learning, and school improvement efforts. What exactly does virtual learning entail? How does it integrate with curriculum and instruction? Does it present organizational challenges to educational institutions? This study examined unit test…

Learning Behavior and Achievement Analysis of a Digital Game-Based Learning Approach Integrating Mastery Learning Theory and Different Feedback Models

ERIC Educational Resources Information Center

Yang, Kai-Hsiang

2017-01-01

It is widely accepted that the digital game-based learning approach has the advantage of stimulating students' learning motivation, but simply using digital games in the classroom does not guarantee satisfactory learning achievement, especially in the case of the absence of a teacher. Integrating appropriate learning strategies into a game can…

Undergraduate nurses' preferred use of mobile devices in healthcare settings.

PubMed

Mather, Carey; Cummings, Elizabeth; Allen, Penny

2015-01-01

The growth of digital technology has created challenges for appropriate and safe use of mobile or portable devices in healthcare environments. There is perceived risk that the use of mobile technology for learning may distract from provision of patient care if used by undergraduate students during work-integrated learning. This paper reports on a study that aimed to identify differences in preferred behavior of student nurses in their use of mobile technology during and away from the clinical practice environment. A previously validated online survey was administered to students during a period of work integrated learning in a range of healthcare settings in two Australian states. Respondents agreed that mobile devices could be beneficial to patient care. Overall, students proposed they would use mobile devices for accessing information, during work integrated learning, less than when away from the workplace. The development of policy to guide the use of mobile devices, in situ, is important to the provision of safe and competent care and improved health outcomes for patients.

An Integrated Approach to Student Services.

ERIC Educational Resources Information Center

Kelly, Rob

2001-01-01

Describes the comprehensive, coordinated approach to student support services at the University of Wisconsin Learning Innovations, an electronic learning consultation utility that develops online programs for distance learning. Topics include the Learner Relationship Management System, advising opportunities, help desk, administrative Web site,…

Integrating a Learning Management System with a Student Assignments Digital Repository. A Case Study

ERIC Educational Resources Information Center

Díaz, Javier; Schiavoni, Alejandra; Osorio, María Alejandra; Amadeo, Ana Paola; Charnelli, María Emilia

2013-01-01

The integration of different platforms and information Systems in the academic environment is highly important and quite a challenge within the field of Information Technology. This integration allows for higher resource availability and improved interaction among intervening actors. In the field of e-Learning, where Learning Management Systems…

The Webinar Integration Tool: A Framework for Promoting Active Learning in Blended Environments

ERIC Educational Resources Information Center

Lieser, Ping; Taf, Steven D.; Murphy-Hagan, Anne

2018-01-01

This paper describes a three-stage process of developing a webinar integration tool to enhance the interaction of teaching and learning in blended environments. In the context of medical education, we emphasize three factors of effective webinar integration in blended learning: fostering better solutions for faculty and students to interact…

Increasing Inclusive Students' Achievement through Use of USATestPrep's Integrated Learning Systems

ERIC Educational Resources Information Center

Elom, Roslynn Darnell

2017-01-01

Integrated learning systems (ILS) are effective ways to increase academic achievement for students, including those with disabilities. However, many teachers do not fully or properly implement this type of educational technology in their classroom teaching. The purpose of this qualitative bounded case study was to examine the perceptions of high…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Diagnostic, Predictive and Compositional Modeling with Data Mining in Integrated Learning Environments

ERIC Educational Resources Information Center

Lee, Chien-Sing

2007-01-01

Models represent a set of generic patterns to test hypotheses. This paper presents the CogMoLab student model in the context of an integrated learning environment. Three aspects are discussed: diagnostic and predictive modeling with respect to the issues of credit assignment and scalability and compositional modeling of the student profile in the…

Promoting of Thematic-Based Integrated Science Learning on the Junior High School

ERIC Educational Resources Information Center

Pursitasari, Indarini Dwi; Nuryanti, Siti; Rede, Amran

2015-01-01

This study was conducted to explain the effect of thematic based integrated science learning to the student's critical thinking skills and character. One group pretest-posttest design is involving thirty students in one of the junior high school in the Palu city. A sample was taken using purposive sampling. Data of critical thinking skills…

Students' Use of Technology in Learning Course Material: Is It Cheating?

ERIC Educational Resources Information Center

Cole, Michele T.; Swartz, Louis B.; Shelley, Daniel J.

2014-01-01

This paper presents the results of a four-year study examining business students' perceptions of academic integrity and the role of technology in e-learning. This study is an extension of previous research on academic integrity in the online environment (Cole, Shelley & Swartz, 2013; Cole & Swartz, 2013; Shelley, Cole & Swartz, 2010).…

Integrative Learning: Mapping the Terrain. The Academy in Transition

ERIC Educational Resources Information Center

Huber, Mary Taylor; Hutchings, Pat

2004-01-01

One of the great challenges in higher education is to help students integrate their learning. The capacity to make connections is essential to the conduct of personal, professional, and civic life, and is at the very heart of liberal education. It is also, arguably, more important than ever, and more difficult to achieve, as students transfer…

A Context-Aware Mobile Learning System for Supporting Cognitive Apprenticeships in Nursing Skills Training

ERIC Educational Resources Information Center

Wu, Po-Han; Hwang, Gwo-Jen; Su, Liang-Hao; Huang, Yueh-Min

2012-01-01

The aim of nursing education is to foster in students the competence of applying integrated knowledge with clinical skills to the application domains. In the traditional approach, in-class knowledge learning and clinical skills training are usually conducted separately, such that the students might not be able to integrate the knowledge and the…

An Integrated Model for Measuring the Impacts of E-Learning on Students' Achievement in Developing Countries

ERIC Educational Resources Information Center

Kisanjara, S. B.; Tossy, T. M.; Sife, A. S.; Msanjila, S. S.

2017-01-01

Information and Communication Technologies have influenced the landscape of education sector by changing the way various education activities are being conducted. From the perspectives of Tanzania, this paper provides an integrated model for measuring the impact of e-learning on students' achievements in universities. A Mixed method research…

Exploring Evidence of Reflective Thinking in Student Artifacts of Blogging-Mapping Tool: A Design-Based Research Approach

ERIC Educational Resources Information Center

Xie, Ying; Sharma, Priya

2011-01-01

Reflective learning can assist a learner's purposeful and conscious manipulation of ideas toward meaningful learning and knowledge integration. Blogs have been used to support reflection, but Blogs usually do not provide overt mechanisms for students to make connections between different parts of an experience, which is integral to reflective…

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

PubMed

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

2016-09-01

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

The advantages of problem-based curricula.

PubMed Central

Dolmans, D.; Schmidt, H.

1996-01-01

Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of basic science concepts into clinical problems, the development of self-directed learning skills, and the enhancement of students' intrinsic interest in the subject matter. In this paper a number of studies will be reviewed that provide empirical evidence for these premises. PMID:8949589

Students' learning of clinical sonography: use of computer-assisted instruction and practical class.

PubMed

Wood, A K; Dadd, M J; Lublin, J R

1996-08-01

The application of information technology to teaching radiology will profoundly change the way learning is mediated to students. In this project, the integration of veterinary medical students' knowledge of sonography was promoted by a computer-assisted instruction program and a subsequent practical class. The computer-assisted instruction program emphasized the physical principles of clinical sonography and contained simulations and user-active experiments. In the practical class, the students used an actual sonographic machine for the first time and made images of a tissue-equivalent phantom. Students' responses to questionnaires were analyzed. On completing the overall project, 96% of the students said that they now understood sonographic concepts very or reasonably well, and 98% had become very or moderately interested in clinical sonography. The teaching and learning initiatives enhanced an integrated approach to learning, stimulated student interest and curiosity, improved understanding of sonographic principles, and contributed to an increased confidence and skill in using sonographic equipment.

E-Learning Environments for Digitally-Minded Students

ERIC Educational Resources Information Center

Andone, Diana; Dron, Jon; Pemberton, Lyn; Boyne, Chris

2007-01-01

While most existing online learning environments cater for needs identified during the 1990s, a new generation of digital students has emerged in the developed world. Digital students are young adults who have grown up with digital technologies integrated as an everyday feature of their lives. Digital students use technology differently, fluidly…

Students, Computers and Learning: Making the Connection. PISA. Revised

ERIC Educational Resources Information Center

OECD Publishing, 2015

2015-01-01

Are there computers in the classroom? Does it matter? "Students, Computers and Learning: Making the Connection" examines how students' access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students' learning…

A Cross-Course Investigation of Integrative Cases for Evolution Education.

PubMed

White, Peter John Thomas; Heidemann, Merle K; Smith, James J

2015-12-01

Evolution is a cornerstone theory in biology, yet many undergraduate students have difficulty understanding it. One reason for this is that evolution is often taught in a macro-scale context without explicit links to micro-scale processes. To address this, we developed a series of integrative evolution cases that present the evolution of various traits from their origin in genetic mutation, to the synthesis of modified proteins, to how these proteins produce novel phenotypes, to the related macro-scale impacts that the novel phenotypes have on populations in ecological communities. We postulated that students would develop a fuller understanding of evolution when learning biology in a context where these integrative evolution cases are used. We used a previously developed assessment tool, the ATEEK (Assessment Tool for Evaluating Evolution Knowledge), within a pre-course/post-course assessment framework. Students who learned biology in courses using the integrative cases performed significantly better on the evolution assessment than did students in courses that did not use the cases. We also found that student understanding of evolution increased with increased exposure to the integrative evolution cases. These findings support the general hypothesis that students acquire a more complete understanding of evolution when they learn about its genetic and molecular mechanisms along with macro-scale explanations.

A Cross-Course Investigation of Integrative Cases for Evolution Education †

PubMed Central

White, Peter John Thomas; Heidemann, Merle K.; Smith, James J.

2015-01-01

Evolution is a cornerstone theory in biology, yet many undergraduate students have difficulty understanding it. One reason for this is that evolution is often taught in a macro-scale context without explicit links to micro-scale processes. To address this, we developed a series of integrative evolution cases that present the evolution of various traits from their origin in genetic mutation, to the synthesis of modified proteins, to how these proteins produce novel phenotypes, to the related macro-scale impacts that the novel phenotypes have on populations in ecological communities. We postulated that students would develop a fuller understanding of evolution when learning biology in a context where these integrative evolution cases are used. We used a previously developed assessment tool, the ATEEK (Assessment Tool for Evaluating Evolution Knowledge), within a pre-course/post-course assessment framework. Students who learned biology in courses using the integrative cases performed significantly better on the evolution assessment than did students in courses that did not use the cases. We also found that student understanding of evolution increased with increased exposure to the integrative evolution cases. These findings support the general hypothesis that students acquire a more complete understanding of evolution when they learn about its genetic and molecular mechanisms along with macro-scale explanations. PMID:26753023

Curricular Integration in Pharmacy Education

PubMed Central

Pearson, Marion L.; Hubball, Harry T.

2012-01-01

This article reviews the concepts of curricular integration and integrative learning. These concepts have reemerged in contemporary higher education reforms and are crucial in pharmacy programs where students are expected to acquire the knowledge, skills, and abilities needed for competent practice in a complex environment. Enhancing integration requires negotiating obstacles, including institutional traditions of disciplinary structures and disciplinary differences in understandings of knowledge and approaches to teaching and learning; investing the time and effort to design and implement integrated curricula; and using learning-centered pedagogical strategies. Evidence supporting the value of such efforts is not compelling, as much because of insufficient research as lackluster findings. Future avenues of scholarly inquiry are suggested to evaluate curricular integration, distinguishing between the curriculum espoused by planners, the curriculum enacted by instructors, and the curriculum experienced by students. PMID:23275669

Teachers' Self-Regulated Learning Lesson Design: Integrating Learning from Problems and Successes

ERIC Educational Resources Information Center

Michalsky, Tova; Schechter, Chen

2018-01-01

Teachers' design of a lesson is critical for helping their students develop academically effective forms of self-regulating learning (SRL) in classrooms. Using a quasi-experimental design, the researchers integrated systematic collaborative learning from problematic and successful experiences into teachers' preparatory programs and examined how…

The Integrative Learning Value of Field Courses

ERIC Educational Resources Information Center

Durrant, Kate L.; Hartman, Thomas P. V.

2015-01-01

The integrative learning ethos pervades modern higher education. Broadly speaking, this aims to produce well-rounded, adaptable graduates suited to a range of working environments. In a more narrow sense it should produce students that are able to make connections across learning experiences and achieve learning at the highest cognitive level. Our…

Experiential Learning in Accounting Work-Integrated Learning: A Three-Way Partnership

ERIC Educational Resources Information Center

Elijido-Ten, Evangeline; Kloot, Louise

2015-01-01

Purpose: Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context.…

Collaborative Project-Based Learning: An Integrative Science and Technological Education Project

ERIC Educational Resources Information Center

Baser, Derya; Ozden, M. Yasar; Karaarslan, Hasan

2017-01-01

Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills. Purpose: The study aims to understand how seventh grade students…

Predictors of Information Technology Integration in Secondary Schools: Evidence from a Large Scale Study of More than 30,000 Students

PubMed Central

Hew, Khe Foon; Tan, Cheng Yong

2016-01-01

The present study examined the predictors of information technology (IT) integration in secondary school mathematics lessons. The predictors pertained to IT resource availability in schools, school contextual/institutional variables, accountability pressure faced by schools, subject culture in mathematics, and mathematics teachers’ pedagogical beliefs and practices. Data from 32,256 secondary school students from 2,519 schools in 16 developed economies who participated in the Program for International Student Assessment (PISA) 2012 were analyzed using hierarchical linear modeling (HLM). Results showed that after controlling for student-level (gender, prior academic achievement and socioeconomic status) and school-level (class size, number of mathematics teachers) variables, students in schools with more computers per student, with more IT resources, with higher levels of IT curricular expectations, with an explicit policy on the use of IT in mathematics, whose teachers believed in student-centered teaching-learning, and whose teachers provided more problem-solving activities in class reported higher levels of IT integration. On the other hand, students who studied in schools with more positive teacher-related school learning climate, and with more academically demanding parents reported lower levels of IT integration. Student-related school learning climate, principal leadership behaviors, schools’ public posting of achievement data, tracking of school’s achievement data by administrative authorities, and pedagogical and curricular differentiation in mathematics lessons were not related to levels of IT integration. Put together, the predictors explained a total of 15.90% of the school-level variance in levels of IT integration. In particular, school IT resource availability, and mathematics teachers’ pedagogical beliefs and practices stood out as the most important determinants of IT integration in mathematics lessons. PMID:27997593

Predictors of Information Technology Integration in Secondary Schools: Evidence from a Large Scale Study of More than 30,000 Students.

PubMed

Hew, Khe Foon; Tan, Cheng Yong

2016-01-01

The present study examined the predictors of information technology (IT) integration in secondary school mathematics lessons. The predictors pertained to IT resource availability in schools, school contextual/institutional variables, accountability pressure faced by schools, subject culture in mathematics, and mathematics teachers' pedagogical beliefs and practices. Data from 32,256 secondary school students from 2,519 schools in 16 developed economies who participated in the Program for International Student Assessment (PISA) 2012 were analyzed using hierarchical linear modeling (HLM). Results showed that after controlling for student-level (gender, prior academic achievement and socioeconomic status) and school-level (class size, number of mathematics teachers) variables, students in schools with more computers per student, with more IT resources, with higher levels of IT curricular expectations, with an explicit policy on the use of IT in mathematics, whose teachers believed in student-centered teaching-learning, and whose teachers provided more problem-solving activities in class reported higher levels of IT integration. On the other hand, students who studied in schools with more positive teacher-related school learning climate, and with more academically demanding parents reported lower levels of IT integration. Student-related school learning climate, principal leadership behaviors, schools' public posting of achievement data, tracking of school's achievement data by administrative authorities, and pedagogical and curricular differentiation in mathematics lessons were not related to levels of IT integration. Put together, the predictors explained a total of 15.90% of the school-level variance in levels of IT integration. In particular, school IT resource availability, and mathematics teachers' pedagogical beliefs and practices stood out as the most important determinants of IT integration in mathematics lessons.

Using Research to Inform Learning Technology Practice and Policy: A Qualitative Analysis of Student Perspectives

ERIC Educational Resources Information Center

Russell, Carol; Malfroy, Janne; Gosper, Maree; McKenzie, Jo

2014-01-01

As learning technologies are now integral to most higher education student learning experiences, universities need to make strategic choices about what technologies to adopt and how to best support and develop the use of these technologies, particularly in a climate of limited resources. Information from students is therefore a valuable…

Student Perceptions of Independent versus Facilitated Small Group Learning Approaches to Compressed Medical Anatomy Education

ERIC Educational Resources Information Center

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…

A Learning-Center Solution for Using Technology in Elementary Music

ERIC Educational Resources Information Center

Casey, Amy C.

2005-01-01

The challenge for educators today is to overcome this barrage of media and technology and find innovative ways to help students learn. But, how can teachers compete for student attention when this is the challenge? How can they improve learning experiences and make them relevant to our students' lives? Integrating technology into the music…

Student Perceptions of the Progress Test in Two Settings and the Implications for Test Deployment

ERIC Educational Resources Information Center

Wade, Louise; Harrison, Chris; Hollands, James; Mattick, Karen; Ricketts, Chris; Wass, Val

2012-01-01

Background: The Progress Test (PT) was developed to assess student learning within integrated curricula. Whilst it is effective in promoting and rewarding deep approaches to learning in some settings, we hypothesised that implementation of the curriculum (design and assessment) may impact on students' preparation for the PT and their learning.…

Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

ERIC Educational Resources Information Center

Lou, Shi-Jer; Tsai, Huei-Yin; Tseng, Kuo-Hung; Shih, Ru-Chu

2014-01-01

This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams.…

Reading to Learn or Learning to Read? Engaging College Students in Course Readings

ERIC Educational Resources Information Center

Kerr, Mary Margaret; Frese, Kristen M.

2017-01-01

Despite instructors' belief that class readings are integral to the learning process, only 20-30% of undergraduate students complete required readings. Failure to complete course reading has been associated with declines in exam and research performance. This article first offers a brief review of the literature on why students do not complete…

Will Undergraduate Students Play Games to Learn How to Conduct Library Research?

ERIC Educational Resources Information Center

Markey, Karen; Swanson, Fritz; Jenkins, Andrea; Jennings, Brian; St. Jean, Beth; Rosenberg, Victor; Yao, Xingxing; Frost, Robert

2009-01-01

This exploratory study examines whether undergraduate students will play games to learn how to conduct library research. Results indicate that students will play games that are an integral component of the course curriculum and enable them to accomplish overall course goals at the same time they learn about library research. (Contains 1 table.)

Integrating simulated teaching/learning strategies in undergraduate nursing education.

PubMed

Sinclair, Barbara; Ferguson, Karen

2009-01-01

In this article, the results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented. Nursing students in an intervention group were exposed to a combination of lecture and simulation, and then asked to rate their perceptions of self-efficacy, satisfaction and effectiveness of this combined teaching and learning strategy. Based on Bandura's (1977, 1986) theory of self-efficacy, this study provides data to suggest that students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning. Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture and simulation than the control group, who were exposed to lecture as the only method of teaching and learning.

Clinical physiology grand rounds.

PubMed

Richards, Jeremy; Schwartzstein, Richard; Irish, Julie; Almeida, Jacqueline; Roberts, David

2013-04-01

Clinical Physiology Grand Rounds (CPGR) is an interactive, case-based conference for medical students designed to: (1) integrate preclinical and clinical learning; (2) promote inductive clinical reasoning; and (3) emphasise students as peer teachers. CPGR specifically encourages mixed learning level student interactions and emphasises the use of concept mapping. We describe the theoretical basis and logistical considerations for an interactive, integrative, mixed-learner environment such as CPGR. In addition, we report qualitative data regarding students' attitudes towards and perceptions of CPGR. Medical students from first to fourth year participate in a monthly, interactive conference. The CPGR was designed to bridge gaps and reinforce linkages between basic science and clinical concepts, and to incorporate interactive vertical integration between preclinical and clinical students. Medical education and content experts use Socratic, interactive teaching methods to develop real-time concept maps to emphasise the presence and importance of linkages across curricula. Student focus groups were held to assess attitudes towards and perceptions of the mixed-learner environment and concept maps in CPGR. Qualitative analyses of focus group transcripts were performed to develop themes and codes describing the students' impressions of CPGR. CPGR is a case-based, interactive conference designed to help students gain an increased appreciation of linkages between basic science and clinical medicine concepts, and an increased awareness of clinical reasoning thought processes. Success is dependent upon explicit attention being given to goals for students' integrated learning. © Blackwell Publishing Ltd 2013.

Integrating E-Learning 2.0 into Online Courses

ERIC Educational Resources Information Center

Yuen, Steve Chi-Yin

2014-01-01

This paper provides an overview of e-learning 2.0 concepts and presents a case study that involves the design, development, and teaching of two online courses based on e-learning 2.0 concepts. The design and the construction of e-learning 2.0 courses, and their effects on the students' learning experience are examined. In addition, students'…

Integrating Book, Digital Content and Robot for Enhancing Elementary School Students' Learning of English

ERIC Educational Resources Information Center

Chen, Nian-Shing; Quadir, Benazir; Teng, Daniel C.

2011-01-01

Early school years are an important period to lay out the foundation for learning a second language. In addition to mastering the basic language skills and keeping the learning process fun, promoting a lifelong learning habit should also be emphasised. Motivating elementary school students to learn English and avoiding misconceptions associated…

Toward an Integrated Online Learning Environment

NASA Astrophysics Data System (ADS)

Teodorescu, Raluca E.; Pawl, Andrew; Rayyan, Saif; Barrantes, Analia; Pritchard, David E.

2010-10-01

We are building in LON-CAPA an integrated learning environment that will enable the development, dissemination and evaluation of PER-based material. This environment features a collection of multi-level research-based homework sets organized by topic and cognitive complexity. These sets are associated with learning modules that contain very short exposition of the content supplemented by integrated open-access videos, worked examples, simulations, and tutorials (some from ANDES). To assess students' performance accurately with respect to a system-wide standard, we plan to implement Item Response Theory. Together with other PER assessments and purposeful solicitation of student feedback, this will allow us to measure and improve the efficacy of various research-based materials, while getting insights into teaching and learning.

Stitching Codeable Circuits: High School Students' Learning About Circuitry and Coding with Electronic Textiles

NASA Astrophysics Data System (ADS)

Litts, Breanne K.; Kafai, Yasmin B.; Lui, Debora A.; Walker, Justice T.; Widman, Sari A.

2017-10-01

Learning about circuitry by connecting a battery, light bulb, and wires is a common activity in many science classrooms. In this paper, we expand students' learning about circuitry with electronic textiles, which use conductive thread instead of wires and sewable LEDs instead of lightbulbs, by integrating programming sensor inputs and light outputs and examining how the two domains interact. We implemented an electronic textiles unit with 23 high school students ages 16-17 years who learned how to craft and code circuits with the LilyPad Arduino, an electronic textile construction kit. Our analyses not only confirm significant increases in students' understanding of functional circuits but also showcase students' ability in designing and remixing program code for controlling circuits. In our discussion, we address opportunities and challenges of introducing codeable circuit design for integrating maker activities that include engineering and computing into classrooms.

STEM Integration in Middle School Life Science: Student Learning and Attitudes

NASA Astrophysics Data System (ADS)

Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael; Moreno, Mario

2016-08-01

In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.

Perception of medical undergraduate students about interactive lectures in an outcome-based integrated curriculum: A cross-sectional study

PubMed Central

Asad, Mohammad Rehan; Amir, Khwaja; Tadvi, Naser Ashraf; Afzal, Kamran; Sami, Waqas; Irfan, Abdul

2017-01-01

OBJECTIVE: The objective of this study is to explore the student's perspectives toward the interactive lectures as a teaching and learning method in an integrated curriculum. MATERIALS AND METHODS: This cross-sectional study was conducted among 1st, 2nd and 3rd year male medical students (n = 121). A self-administered questionnaire based on the Visual, Auditory, Reader, Kinesthetic learning styles, learning theories, and role of feedback in teaching and learning on five-point Likert rating scale was used. The questionnaire was constructed after extensive literature review. RESULTS: There was an 80% response rate in this study. The total number of undergraduate medical students responded in the study were n = 97, 34 students of 1st year, n = 30 students of 2nd year and n = 33 student were in 3rd year, the mean scores of the student responses were calculated using Independent samples Kruskal–Wallis. There was no significant difference in the responses of the students of different years except for the question “The Interactive lectures facilitate effective use of learning resources.” Which showed significant difference in the responses of the 3 years students by Independent samples Kruskal–Wallis test. No significant association was found between the year of study and items of the questionnaire except for the same item, “ The Interactive lectures facilitates effective use of learning resources” by Spearman rank correlation test. CONCLUSION: The students perceive interactive lecture as an effective tool for facilitating visual and auditory learning modes, and for achieving curricular strategies. The student find the feedback given during the interactive lectures is effective in modifying learning attitude and enhancing motivation toward learning. PMID:29296601

Integral Students' Experiences: Measuring Instructional Quality and Instructors' Challenges in Calculus 1 Lessons

ERIC Educational Resources Information Center

Hong, Dae S.; Choi, Kyong Mi; Hwang, Jihyun; Runnalls, Cristina

2017-01-01

In this study, we examined 10 integral lessons to understand students' opportunities to learn cognitively challenging tasks and maintain cognitive demand during integral lessons. Our findings reveal issues with implemented tasks as well as the way these tasks were presented to students. We also examined mathematicians' reasons behind their…

Perception of medical undergraduate students about interactive lectures in an outcome-based integrated curriculum: A cross-sectional study.

PubMed

Asad, Mohammad Rehan; Amir, Khwaja; Tadvi, Naser Ashraf; Afzal, Kamran; Sami, Waqas; Irfan, Abdul

2017-01-01

The objective of this study is to explore the student's perspectives toward the interactive lectures as a teaching and learning method in an integrated curriculum. This cross-sectional study was conducted among 1 st , 2 nd and 3 rd year male medical students ( n = 121). A self-administered questionnaire based on the Visual, Auditory, Reader, Kinesthetic learning styles, learning theories, and role of feedback in teaching and learning on five-point Likert rating scale was used. The questionnaire was constructed after extensive literature review. There was an 80% response rate in this study. The total number of undergraduate medical students responded in the study were n = 97, 34 students of 1 st year, n = 30 students of 2 nd year and n = 33 student were in 3 rd year, the mean scores of the student responses were calculated using Independent samples Kruskal-Wallis. There was no significant difference in the responses of the students of different years except for the question "The Interactive lectures facilitate effective use of learning resources." Which showed significant difference in the responses of the 3 years students by Independent samples Kruskal-Wallis test. No significant association was found between the year of study and items of the questionnaire except for the same item, " The Interactive lectures facilitates effective use of learning resources" by Spearman rank correlation test. The students perceive interactive lecture as an effective tool for facilitating visual and auditory learning modes, and for achieving curricular strategies. The student find the feedback given during the interactive lectures is effective in modifying learning attitude and enhancing motivation toward learning.

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

PubMed

Tille, Patricia M; Hall, Heather

2011-01-01

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

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

NASA Astrophysics Data System (ADS)

Bayu Bati, Tesfaye; Gelderblom, Helene; van Biljon, Judy

2014-01-01

The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

Integrating Language and Content

ERIC Educational Resources Information Center

Nordmeyer, Jon, Ed.; Barduhn, Susan, Ed.

2010-01-01

The definition of "English language classroom" is changing. When students have the opportunity to learn content and language at the same time, disciplinary boundaries overlap. Teachers are rethinking how they design courses, plan lessons, assess students, and collaborate with colleagues to support student learning and facilitate their…

Modeling Muscles

ERIC Educational Resources Information Center

Goodwyn, Lauren; Salm, Sarah

2007-01-01

Teaching the anatomy of the muscle system to high school students can be challenging. Students often learn about muscle anatomy by memorizing information from textbooks or by observing plastic, inflexible models. Although these mediums help students learn about muscle placement, the mediums do not facilitate understanding regarding integration of…

WIL Curriculum Design and Student Learning: A Structural Model of Their Effects on Student Satisfaction

ERIC Educational Resources Information Center

Smith, Calvin; Worsfold, Kate

2014-01-01

With the increasing adoption of work-integrated learning (WIL) as a feature of curricula, the idea of student satisfaction takes on a new dimension--students' experiences on placement are not routinely under the control of university academic staff, yet universities will ultimately be held responsible for the quality of students' placement…

Using blended learning and out-of-school visits: pedagogies for effective science teaching in the twenty-first century

NASA Astrophysics Data System (ADS)

Coll, Sandhya Devi; Coll, Richard Kevin

2018-04-01

Background: Recent research and curriculum reforms have indicated the need for diversifying teaching approaches by drawing upon student interest and engagement in ways which makes learning science meaningful. Purpose: This study examines the integration of informal/free choice learning which occurred during learning experiences outside school (LEOS) with classroom learning using digital technologies. Specifically, the digital technologies comprised a learning management system (LMS), Moodle, which fits well with students' lived experiences and their digital world. Design and Method: This study examines three out-of-school visits to Informal Science Institutes (ISI) using a digitally integrated fieldtrip inventory (DIFI) Model. Research questions were analysed using thematic approach emerging along with semi-structured interviews, before, during and after the visit, and assessing students' learning experiences. Data comprised photographs, field notes, and unobtrusive observations of the classroom, wiki postings, student work books and teacher planning diaries. Results: We argue, that pre- and post-visit planning using the DIFI Model is more likely to engage learners, and the use of a digital learning platform was even more likely to encourage collaborative learning. The conclusion can also be drawn that students' level of motivation for collaborative learning positively correlates with their improvement in academic achievement.

The flying classroom - a cost effective integrated approach to learning and teaching flight dynamics

NASA Astrophysics Data System (ADS)

Bromfield, Michael A.; Belberov, Aleksandar

2017-11-01

In the UK, the Royal Aeronautical Society recommends the inclusion of practical flight exercises for accredited undergraduate aerospace engineering programmes to enhance learning and student experience. The majority of academic institutions teaching aerospace in the UK separate the theory and practice of flight dynamics with students attending a series of lectures supplemented by an intensive one-day flight exercise. Performance and/or handling qualities flight tests are performed in a dedicated aircraft fitted with specialist equipment for the recording and presentation of flight data. This paper describes an innovative approach to better integrate theory and practice and the use of portable Commercial-off-The-Shelf (COTS) technologies to enable a range of standard, unmodified aircraft to be used. The integration of theory and practice has enriched learning and teaching, improved coursework grades and the student experience. The use of COTS and unmodified aircraft has reduced costs and enabled increased student participation.

Integrating Field-Centered, Project Based Activities with Academic Year Coursework: A Curriculum Wide Approach

NASA Astrophysics Data System (ADS)

Kelso, P. R.; Brown, L. M.

2015-12-01

Based upon constructivist principles and the recognition that many students are motivated by hands-on activities and field experiences, we designed a new undergraduate curriculum at Lake Superior State University. One of our major goals was to develop stand-alone field projects in most of the academic year courses. Examples of courses impacted include structural geology, geophysics, and geotectonics, Students learn geophysical concepts in the context of near surface field-based geophysical studies while students in structural geology learn about structural processes through outcrop study of fractures, folds and faults. In geotectonics students learn about collisional and rifting processes through on-site field studies of specific geologic provinces. Another goal was to integrate data and samples collected by students in our sophomore level introductory field course along with stand-alone field projects in our clastic systems and sequence stratigraphy courses. Our emphasis on active learning helps students develop a meaningful geoscience knowledge base and complex reasoning skills in authentic contexts. We simulate the activities of practicing geoscientists by engaging students in all aspects of a project, for example: field-oriented project planning and design; acquiring, analyzing, and interpreting data; incorporating supplemental material and background data; and preparing oral and written project reports. We find through anecdotal evidence including student comments and personal observation that the projects stimulate interest, provide motivation for learning new concepts, integrate skill and concept acquisition vertically through the curriculum, apply concepts from multiple geoscience subdisiplines, and develop soft skills such as team work, problem solving, critical thinking and communication skills. Through this projected-centered Lake Superior State University geology curriculum students practice our motto of "learn geology by doing geology."

Using Blended Learning to Enhance Student Learning in American Literature Courses

ERIC Educational Resources Information Center

Dwaik, Raghad; Jweiless, Abdulmuti; Shrouf, Salah

2016-01-01

This study taps the English learners' interest in and attitudes toward the use of technology in English literature classes. It also investigates the influence of integrating the blended learning approach on the English literature students' learning and on the changes in their attitudes and behavior toward computer technology usage. Questionnaires…

A Study of the Efficacy of Project-Based Learning Integrated with Computer-Based Simulation--STELLA

ERIC Educational Resources Information Center

Eskrootchi, Rogheyeh; Oskrochi, G. Reza

2010-01-01

Incorporating computer-simulation modelling into project-based learning may be effective but requires careful planning and implementation. Teachers, especially, need pedagogical content knowledge which refers to knowledge about how students learn from materials infused with technology. This study suggests that students learn best by actively…

Development and Validation of the Perception of Students towards Online Learning (POSTOL)

ERIC Educational Resources Information Center

Bhagat, Kaushal Kumar; Wu, Leon Yufeng; Chang, Chun-Yen

2016-01-01

In the twenty-first century, online learning has evolved as a worldwide platform to connect, collaborate and engage users in the learning process. Online learning today is integrated with social network connectivity, which builds an ecosystem for interaction between students, teachers, and professors from every corner of the world, providing them…

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

ERIC Educational Resources Information Center

Brubaker, Jennifer

2011-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Integrating Social Emotional Learning into Secondary Curriculum

ERIC Educational Resources Information Center

Lindsay, Marilyn

2013-01-01

When students are able to cope with, manage and maneuver the social and emotional landscapes of their lives, their ability to learn on all levels improves. Teaching Social / Emotional Learning (SEL), as a component of secondary education, not only increases academic performance, but prepares students to meet the challenges of lifelong learning in…

Impact of Integrated Teaching Sessions for Comprehensive Learning and Rational Pharmacotherapeutics for Medical Undergraduates

PubMed Central

Ambwani, Sneha; Vegada, Bhavisha; Sidhu, Rimple; Charan, Jaykaran

2017-01-01

Background: It is postulated that integrated teaching method may enhance retention of the knowledge and clinical applicability of the basic sciences as compared to the didactic method. Aim: The present study was undertaken to compare the integrated teaching method with the didactic method for the learning ability and clinical applicability of the basic sciences. Materials and Methods: The 2nd year MBBS students were divided into two groups randomly. The study was conducted into two stages. In the first stage, conventional didactic lectures on hypertension (HT) were delivered to one group and multidisciplinary integrated teaching to another group. For the second stage, diabetes mellitus groups were swapped. Retention of the knowledge between the groups were assessed through a multiple choice questions (MCQ) test. Feedback of the students and faculty was obtained on a 5 point Likert scale. For the comparison, student's data were regrouped into four groups, i.e., integrated HT, didactic HT, integrated diabetes and didactic diabetes. Results: There was no significant difference of MCQ score between integrated HT, didactic HT, and integrated diabetes group. However, the score obtained in didactic diabetes was significantly more (P = 0.00) than other groups. Majority of the students favored integrated teaching for clinical application of basic science and learning of the skill for the future clinical practice. Faculties considered integrated method as a useful method and suggested frequent use of this method. Conclusion: There was no clear difference in knowledge acquisition; however, the students and faculties favored integrated teaching method in the feedback questionnaire. PMID:29344460

The quest for balanced curriculum: The perceptions of secondary students and teachers who experienced an integrated art and science curriculum

NASA Astrophysics Data System (ADS)

Schramm, Susan Lynn

The purpose of this study was to describe how an integrated high school curriculum unit connecting the different subject areas of art and science could be used to give students a voice in the decisions about learning. Through the data generated I examined the obstacles of integrating curriculum in a traditionally subject-centered high school. Forty-one students, nineteen biology students in the ninth grade, and twenty-two art students ranging from the tenth grade through the twelfth grade, along with their two teachers and a student teacher, were the subjects of the research. An integrated curricular unit, "Genetic Robotics," was designed specifically for this research to enable students to integrate scientific and artistic processes such as communication skills, problem-solving, critical thinking, creativity and responsiveness to the aesthetic; thus empowering them for future learning. Semi-structured interviews, surveys, questionnaires, informal conversations, reaction journals, field observations, video tapes, and official documents from the school, provided the data for this research. Data were collected using a strategy of participant-observation. The constant comparative analysis method was employed to explore emerging themes. Oak Park students' adaptability to an integrated art and science unit was found to be limited because of their inability to conceptualize curricular structures that are different from the traditional ones to which they are accustomed. Students typically scored high on standardized proficiency tests and college entrance exams. Therefore, for them to experience an innovation that is not based on the memorize-and-recall mode of learning is to risk failure and many are unwilling to do so, especially the high achieving students.

Integrating Student-Centered Learning in Finance Courses: The Case of a Malaysian Research University

ERIC Educational Resources Information Center

Janor, Hawati; Rahim, Ruzita Abdul; Rahman, Aisyah Abdul; Auzairy, Noor Azryani; Hashim, Noor Azuan; Yusof, Muhamad Zain

2013-01-01

The student-centered learning (SCL) approach is an approach to education that focuses on learners and their needs, rather than relying upon the input of the teacher's. The present paper examines how the SCL approach is integrated as a learner-centered paradigm into finance courses offered at a business school in a research university in Malaysia.…

Active Learning Strategies to Teach Renal-Cardiovascular Integration with High Student-to-Teacher Ratios

ERIC Educational Resources Information Center

Brands, Michael W.; Schumacher, Lori

2009-01-01

To address the challenge of increasing opportunities for active learning into a medical physiology course with 190 students enrolled, we chose an integrated approach. This was facilitated by the availability of a patient simulator facility at the School of Nursing at the Medical College of Georgia, and an 20-min simulation of acute hemorrhage on…

Moving Forward with Research-Enhanced Teaching: Perceptions of Undergraduate Students and Academic Staff

ERIC Educational Resources Information Center

Wuetherick, Brad

2009-01-01

This paper is presented in four different components: the first is how educators might conceptualise the integration of research, teaching and learning. The second and third points relate to student and staff perceptions of how they integrate research, teaching and learning, and the fourth is the influence of practice and policy on how they move…

The Content and Integrative Component of Capstone Experiences: An Analysis of Political Science Undergraduate Programs

ERIC Educational Resources Information Center

Hummer, Jill Abraham

2014-01-01

In 1991, the APSA Task Force on Political Science recommended elements of a curricular structure that would best promote student learning. The report stated that there should be a capstone experience at the end of the senior year and that the capstone should require students to integrate their whole learning experience in the major. This article…

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),…

The Effect of Integrating Movement into the Learning Environment of Kindergarten Children on Their Academic Achievements

ERIC Educational Resources Information Center

Shoval, Ella; Sharir, Tal; Arnon, Michal; Tenenbaum, Gershon

2018-01-01

The aim of this study was to test the notion that integrating movement into the learning environment contributes to the academic achievements of kindergarten students. One hundred and sixty 4-6 year-old kindergarten students participated in the study for 145 days, which included pre- and post-intervention tests in language, mathematics, and…

How Deeper Learning and 21st Century Skills Influenced One Suburban District's Transition to 1:1 Student Technology

ERIC Educational Resources Information Center

Dillon, Paula A.

2017-01-01

The purpose of this study was to examine administrator, student, and teacher perceptions of organizational structures, systems, and supports implemented to aid technology integration, and the potential for that technology integration to achieve 21st century skill acquisition and deeper learning in a 1:1 environment. The Diffusion of Innovation…

Students' General Knowledge of the Learning Process: A Mixed Methods Study Illustrating Integrated Data Collection and Data Consolidation

ERIC Educational Resources Information Center

van Velzen, Joke H.

2018-01-01

There were two purposes for this mixed methods study: to investigate (a) the realistic meaning of awareness and understanding as the underlying constructs of general knowledge of the learning process and (b) a procedure for data consolidation. The participants were 11th-grade high school and first-year university students. Integrated data…

Increasing Employability by Implementing a Work-Integrated Learning Partnership Model in South Africa--A Student Perspective

ERIC Educational Resources Information Center

Taylor, Susanne; Govender, Cookie M.

2017-01-01

In South Africa, 70 per cent of the population is under 35 years old. South Africa has a vision to increase youth employment by focusing on education, training and skills development that will promote employment opportunities. A work-integrated learning (WIL) partnership model was developed to provide students with work experience and to increase…

Enhancing Competence in Health Social Work Education through Simulation-Based Learning: Strategies from a Case Study of a Family Session

ERIC Educational Resources Information Center

Craig, Shelley L.; McInroy, Lauren B.; Bogo, Marion; Thompson, Michelle

2017-01-01

Simulation-based learning (SBL) is a powerful tool for social work education, preparing students to practice in integrated health care settings. In an educational environment addressing patient health using an integrated care model, there is growing emphasis on students developing clinical competencies prior to entering clinical placements or…

Thinking Skills by Design: Using a Capstone ePortfolio to Promote Reflection, Critical Thinking, and Curriculum Integration

ERIC Educational Resources Information Center

Morreale, Cathleen; Van Zile-Tamsen, Carol; Emerson, Cheryl A.; Herzog, Matthew

2017-01-01

A capstone ePortfolio is a digital space where students can gather and integrate their learning experiences from their undergraduate careers into a meaningful whole, demonstrate their growth as learners, and connect their learning to the world. The process of creating a capstone ePortfolio equips students with the digital composition skills…

The Integration of Creative Drama in an Inquiry-Based Elementary Program: The Effect on Student Attitude and Conceptual Learning

ERIC Educational Resources Information Center

Hendrix, Rebecca; Eick, Charles; Shannon, David

2012-01-01

Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n = 38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science…

Supporting the Language Development of Limited English Proficient Students through Arts Integration in the Primary Grades

ERIC Educational Resources Information Center

Brouillette, Liane

2012-01-01

This article looks at how arts integration can boost the language development of limited English proficient students in kindergarten through second grade. I first review existing research on how young children learn and describe the special challenges faced by children who must learn in an unfamiliar language. I then identify arts-based mechanisms…

45 CFR 2550.20 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... adult. An individual 55 years of age or older. (i) Service-learning. A method under which students or participants learn and develop through active participation in thoughtfully organized service that is conducted...-learning is integrated into and enhances the academic curriculum of the students, or the educational...

Implementing Service Learning: From Nutrition Education into Community Action

ERIC Educational Resources Information Center

Zinger, Lana; Sinclair, Alicia

2008-01-01

Service learning integrates academic learning and relevant community service with classroom instruction, focusing on critical, reflective thinking and personal civic responsibility. Through a grant, community college students were provided with grocery store vouchers to purchase unfamiliar, healthy foods. Students were taken on an educational…

Team-based learning in therapeutics workshop sessions.

PubMed

Beatty, Stuart J; Kelley, Katherine A; Metzger, Anne H; Bellebaum, Katherine L; McAuley, James W

2009-10-01

To implement team-based learning in the workshop portion of a pathophysiology and therapeutics sequence of courses to promote integration of concepts across the pharmacy curriculum, provide a consistent problem-solving approach to patient care, and determine the impact on student perceptions of professionalism and teamwork. Team-based learning was incorporated into the workshop portion of 3 of 6 pathophysiology and therapeutics courses. Assignments that promoted team-building and application of key concepts were created. Readiness assurance tests were used to assess individual and team understanding of course materials. Students consistently scored 20% higher on team assessments compared with individual assessments. Mean professionalism and teamwork scores were significantly higher after implementation of team-based learning; however, this improvement was not considered educationally significant. Approximately 91% of students felt team-based learning improved understanding of course materials and 93% of students felt teamwork should continue in workshops. Team-based learning is an effective teaching method to ensure a consistent approach to problem-solving and curriculum integration in workshop sessions for a pathophysiology and therapeutics course sequence.

Integration of classroom science performance assessment tasks by participants of the Wisconsin Performance Assessment Development Project (WPADP)

NASA Astrophysics Data System (ADS)

Tonnis, Dorothy Ann

The goals of this interpretive study were to examine selected Wisconsin science teachers' perceptions of teaching and learning science, to describe the scope of classroom performance assessment practices, and to gain an understanding of teachers' personal and professional experiences that influenced their belief systems of teaching, learning and assessment. The study was designed to answer the research questions: (1) How does the integration of performance assessment relate to the teachers' views of teaching and learning? (2) How are the selected teachers integrating performance assessment in their teaching? (3) What past personal and professional experiences have influenced teachers' attitudes and beliefs related to their classroom performance assessment practices? Purposeful sampling was used to select seven Wisconsin elementary, middle and high school science teachers who participated in the WPADP initiative from 1993-1995. Data collection methods included a Teaching Practices Inventory (TPI), semi-structured interviews, teacher developed portfolios, portfolio conferences, and classroom observations. Four themes and multiple categories emerged through data analysis to answer the research questions and to describe the results. Several conclusions were drawn from this research. First, science teachers who appeared to effectively integrate performance assessment, demonstrated transformational thinking in their attitudes and beliefs about teaching and learning science. In addition, these teachers viewed assessment and instructional practices as interdependent. Third, transformational teachers generally used well defined criteria to judge student work and made it public to the students. Transformational teachers provided students with real-world performance assessment tasks that were also learning events. Furthermore, student task responses informed the transformational teachers about effectiveness of instruction, students' complex thinking skills, quality of assessment instruments, students' creativity, and students' self-assessment skills. Finally, transformational teachers maintained integration of performance assessment practices through sustaining teacher support networks, engaging in professional development programs, and reflecting upon past personal and professional experiences related to teaching, learning and assessment. Salient conflicts overcome or minimized by transformational teachers include the conflict between assessment scoring and grading issues, validity and reliability concerns about the performance assessment tasks used, and the difficulty for teachers to consistently provide public criteria to students before task administration.

Integration through a Card-Sort Activity

ERIC Educational Resources Information Center

Green, Kris; Ricca, Bernard P.

2015-01-01

Learning to compute integrals via the various techniques of integration (e.g., integration by parts, partial fractions, etc.) is difficult for many students. Here, we look at how students in a college level Calculus II course develop the ability to categorize integrals and the difficulties they encounter using a card sort-resort activity. Analysis…

Learning framework of “Integrating Techniques” for Solving Problems and Its Empirical Application in Doctoral Course in Mechanical Engineering

NASA Astrophysics Data System (ADS)

Otsuka, Yuichi; Ohta, Kazuhide; Noguchi, Hiroshi

The 21st century Center of Excellence (COE) program in Department of Mechanical Engineering Science at Kyushu University construct the training framework of learning “Integrating Techniques” by research presentations for students in different majors and accident analyses for practical cases by Ph.D course students. The training framework is composed of three processes : 1) Peer review among Ph.D course students for the presentations, 2) Instructions by teachers in order to improve the quality of the presentations based on the result of the peer-reviews, 3) Final evaluation for the improved presentations by teachers and the students. This research has elucidated the quantitative effectiveness of the framework by the evaluations using questionnaires for the presentations. Furthermore, the result of investigation for the course students has observed positive correlation between the significance of integration techniques and the enthusiasm for participating the course, which reveals the efficacy of the learning framework proposed.

Problem-Based Learning Model Used to Scientific Approach Based Worksheet for Physics to Develop Senior High School Students Characters

NASA Astrophysics Data System (ADS)

Yulianti, D.

2017-04-01

The purpose of this study is to explore the application of Problem Based Learning(PBL) model aided withscientific approach and character integrated physics worksheets (LKS). Another purpose is to investigate the increase in cognitive and psychomotor learning outcomes and to know the character development of students. The method used in this study was the quasi-experiment. The instruments were observation and cognitive test. Worksheets can improve students’ cognitive, psychomotor learning outcomes. Improvements in cognitive learning results of students who have learned using worksheets are higher than students who received learning without worksheets. LKS can also develop the students’ character.

Perception of and satisfaction with the clinical learning environment among nursing students.

PubMed

D'Souza, Melba Sheila; Karkada, Subrahmanya Nairy; Parahoo, Kader; Venkatesaperumal, Ramesh

2015-06-01

Clinical nursing education provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills in the Middle East. The aim of the paper is to assess the satisfaction with and effectiveness of the clinical learning environment among nursing students in Oman. A cross-sectional descriptive design was used. A convenience sample consisting of 310 undergraduate nursing students was selected in a public school of nursing in Oman. Ethical approval was obtained from the Research and Ethics Committee, College of Nursing in 2011. A standardized, structured, validated and reliable Clinical Learning Environment Supervision Teacher Evaluation instrument was used. Informed consent was obtained from all the students. Data was analyzed with ANOVA and structural equation modeling. Satisfaction with the clinical learning environment (CLE) sub-dimensions was highly significant and had a positive relationship with the total clinical learning environment. In the path model 35% of its total variance of satisfaction with CLE is accounted by leadership style, clinical nurse commitment (variance=28%), and patient relationships (R(2)=27%). Higher age, GPA and completion of a number of clinical courses were significant in the satisfaction with the CLE among these students. Nurse educators can improvise clinical learning placements focusing on leadership style, premises of learning and nursing care, nurse teacher, and supervision while integrating student, teacher and environmental factors. Hence the clinical learning environment is integral to students' learning and valuable in providing educational experiences. The CLE model provides information to nurse educators regarding best clinical practices for improving the CLE for BSN students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Using Technology To Facilitate Learning for Minority Students.

ERIC Educational Resources Information Center

Palma-Rivas, Nilda

2000-01-01

Examines the implementation of technology-based educational programs in a college environment from the perspective of minority student instruction. Outlines the possibilities inherent in programs integrating technology and minority student learning styles and suggests that instructors utilize technology to facilitate their efforts of making…

Fostering High-School Students' Self-Regulated Learning Online and across Academic Domains

ERIC Educational Resources Information Center

Greene, Jeffrey Alan; Bolick, Cheryl Mason; Caprino, A. Michael; Deekens, Victor M.; McVea, Megan; Yu, Seung; Jackson, William P.

2015-01-01

The proliferation of online information has not come with a commensurate growth in students' ability to learn from that information. Today's students may be digitally native online communicators, but many lack the knowledge and skills necessary to navigate, find, and integrate online information into coherent understanding. Students who are able…

What Works and Why? Student Perceptions of "Useful" Digital Technology in University Teaching and Learning

ERIC Educational Resources Information Center

Henderson, Michael; Selwyn, Neil; Aston, Rachel

2017-01-01

Digital technologies are now an integral aspect of the university student experience. As such, academic research has understandably focused on the potential of various digital technologies to enable, extend and even "enhance" student learning. This paper offers an alternate perspective on these issues by exploring students' actual…

10 Things to Know about Mentoring Student Teachers

ERIC Educational Resources Information Center

Larkin, Douglas B.

2013-01-01

Learning to teach is hard. Student teachers are still learning the content, and most are struggling with both teaching equitably to all students and keeping pace with district curriculum guidelines. It is challenging for student teachers to integrate their own ideas about good teaching with those of their teacher education programs. How…

Examining Teacher Framing, Student Reasoning, and Student Agency in School-Based Citizen Science

ERIC Educational Resources Information Center

Harris, Emily Mae

2017-01-01

This dissertation presents three interrelated studies examining opportunities for student learning through contributory citizen science (CS), where students collect and contribute data to help generate new scientific knowledge. I draw on sociocultural perspectives of learning to analyze three cases where teachers integrated CS into school science,…

Integrating Research, Teaching and Learning: Preparing the Future National STEM Faculty

NASA Astrophysics Data System (ADS)

Hooper, E. J.; Pfund, C.; Mathieu, R.

2010-08-01

A network of universities (Howard, Michigan State, Texas A&M, University of Colorado at Boulder, University of Wisconsin-Madison, Vanderbilt) have created a National Science Foundation-funded network to prepare a future national STEM (science, technology, engineering, mathematics) faculty committed to learning, implementing, and advancing teaching techniques that are effective for the wide range of students enrolled in higher education. The Center for the Integration of Research, Teaching and Learning (CIRTL; http://www.cirtl.net) develops, implements and evaluates professional development programs for future and current faculty. The programs comprise graduate courses, internships, and workshops, all integrated within campus learning communities. These elements are unified and guided by adherence to three core principles, or pillars: "Teaching as Research," whereby research skills are applied to evaluating and advancing undergraduate learning; "Learning through Diversity," in which the diversity of students' backgrounds and experiences are used as a rich resource to enhance teaching and learning; and "Learning Communities" that foster shared learning and discovery among students, and between future and current faculty within a department or institution. CIRTL established a laboratory for testing its ideas and practices at the University of Wisconsin-Madison, known as the Delta Program in Research, Teaching and Learning (http://www.delta.wisc.edu). The program offers project-based graduate courses, research mentor training, and workshops for post-docs, staff, and faculty. In addition, graduate students and post-docs can partner with a faculty member in a teaching-as-research internship to define and tackle a specific teaching and learning problem. Finally, students can obtain a Delta Certificate as testimony to their engagement in and commitment to teaching and learning. Delta has proved very successful, having served over 1500 UW-Madison instructors from graduate students to full professors. UW-Madison values the program to the point of now funding it internally.

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

PubMed

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

2015-01-01

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

The IDEALL Approach to Learning Development: A Model for Fostering Improved Literacy and Learning Outcomes for Students.

ERIC Educational Resources Information Center

Skillen, Jan; Merten, Margaret; Trivett, Neil; Percy, Alisa

A model of assisting students in the transition to university education is presented that takes a developmental approach. This Integrated Development of English Language and Academic Literacy and Learning (IDEALL) model recognizes that all students need to develop new or more sophisticated academic skills for the new environment and that the most…

The Impact of an Alternative Professional Development Model on Teacher Practices in Formative Assessment and Student Learning

ERIC Educational Resources Information Center

Robinson, Jack; Myran, Steve; Strauss, Richard; Reed, William

2014-01-01

Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers' day-to-day classroom practices. This study…

Effects of Multimedia Information Technology Integrated Multi-Sensory Instruction on Students' Learning Motivation and Outcome

ERIC Educational Resources Information Center

Wu, Tung-Ju; Tai, Yu-Nan

2016-01-01

Under the waves of the Internet and the trend of era, information technology is a door connecting to the world to generate the multiplier effect of learning. Students' learning should not be regarded as the tool to cope with school examinations. The frequent contact with computers, networks, and relevant information allow students enjoying the…

Including Students with Learning Disabilities in Mainstream Classes: A 2-Year Spanish Study Using a Collaborative Approach to Intervention.

ERIC Educational Resources Information Center

Cardona, Cristina

This study evaluated the effectiveness of an inclusive program for students (grades 2 through 4) with mild learning disabilities (LD) in four elementary schools in Spain. It compared two support strategies, a within-class integrated program versus resource room approach with students having either high or low learning potential. The study also…

Team-Based Learning in a Capstone Course in Speech-Language Pathology: Learning Outcomes and Student Perceptions

ERIC Educational Resources Information Center

Wallace, Sarah E.

2015-01-01

Team-based learning (TBL), although found to increase student engagement and higher-level thinking, has not been examined in the field of speech-language pathology. The purpose of this study was to examine the effect of integrating TBL into a capstone course in evidence-based practice (EBP). The researcher evaluated 27 students' understanding of…

CLIL Students' Perceptions of Their Language Learning Process: Delving into Self-Perceived Improvement and Instructional Preferences

ERIC Educational Resources Information Center

Lasagabaster, David; Doiz, Aintzane

2016-01-01

Content and Language Integrated Learning (CLIL) has become a very popular approach in the belief that it may help to improve students' foreign language proficiency. Although some research has been conducted, there is a dearth of longitudinal studies on students' awareness of their language learning process in CLIL programmes. In this paper, 221…

Improving Students' Transfer of Learning among Subject Areas through the Use of an Integrated Curriculum and Alternative Assessment.

ERIC Educational Resources Information Center

Boidy, Tish; Moran, Michelle

An intervention program sought to improve third- and fifth- grade students' ability to transfer learning among subject areas and to apply their learning to everyday occurrences. Surveys and interviews revealed the lack of student transference of knowledge among subject areas; teacher surveys and an interview with the curriculum director provided…

An Integrative Review of In-Class Activities That Enable Active Learning in College Science Classroom Settings

ERIC Educational Resources Information Center

Arthurs, Leilani A.; Kreager, Bailey Zo

2017-01-01

Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about "active learning" in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are…

Assessment of Online Discussion in Work-Integrated Learning

ERIC Educational Resources Information Center

McNamara, Judith; Brown, Catherine

2009-01-01

Purpose: The purpose of this paper is to examine how online discussion can be used in work-integrated learning as a vehicle for students to demonstrate their learning in the workplace and to facilitate collaborative learning where face-to-face classes are not feasible. Design/methodology/approach: The paper evaluates the use of assessable online…

A Model for an Integrated Learning Community.

ERIC Educational Resources Information Center

Van Sickle, Shaila; Mehs, Doreen

Fort Lewis College (Colorado) developed a 17 credit, multidisciplinary learning program for first-time freshmen. The Integrated Learning Program (ILP) meets several of the college's general education requirements, is issue-oriented, and is taught by a team of five faculty members. The goals of the program include getting students to learn how to…

Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies

ERIC Educational Resources Information Center

Bringle, Robert G.

2017-01-01

This article proposes enhancing student learning through civic engagement by considering the advantages of integrating service-learning with study away, research, and internships and pre-professional courses into first-order, second-order, and third-order hybrid high-impact pedagogies. Service-learning contributes numerous attributes to the other…

Is blended learning a viable option in public health education? A case study of student satisfaction with a blended graduate course.

PubMed

So, Hyo-Jeong

2009-01-01

This study reports findings from a case study that examined student satisfaction with a blended graduate-level course in a Masters of Public Health program. This case study used a mixed research method to collect and analyze data from the satisfaction survey and face-to-face interviews. The satisfaction survey revealed that student satisfaction with the quality of this blended course was high. Large percentages of students indicated that they would recommend this course to others and would be willing to take another distance learning course in the future. The satisfaction level was related to students' age and the number of previous distance learning courses that they had taken. Face-to-face interviews revealed that the success of this blended course was associated with the opportunities for face-to-face interaction and meaningful collaborative learning, the integration of technology components, and the course instructor. Overall findings suggest that what is important in blended learning is the integration of hard and soft technology: how to select an appropriate mode of delivery and to design instructional activities to meet the need of students and the course objectives. Implications for designing blended learning courses are discussed.

How Students Perceived Social Media as a Learning Tool in Enhancing Their Language Learning Performance

ERIC Educational Resources Information Center

Kitchakarn, Orachorn

2016-01-01

Social media like Facebook has been used for teaching and learning for quite some time. Since it allows for better participation in the learning activities, a fundamental English course at a private university integrated Facebook as a learning platform making it possible for students to do self-study, exchange ideas, give comments, and submit the…

Integrated learning in practical machine element design course: a case study of V-pulley design

NASA Astrophysics Data System (ADS)

Tantrabandit, Manop

2014-06-01

To achieve an effective integrated learning in Machine Element Design course, it is of importance to bridge the basic knowledge and skills of element designs. The multiple core learning leads the pathway which consists of two main parts. The first part involves teaching documents of which the contents are number of V-groove formulae, standard of V-grooved pulleys, and parallel key dimension's formulae. The second part relates to the subjects that the students have studied prior to participating in this integrated learning course, namely Material Selection, Manufacturing Process, Applied Engineering Drawing, CAD (Computer Aided Design) animation software. Moreover, an intensive cooperation between a lecturer and students is another key factor to fulfill the success of integrated learning. Last but not least, the students need to share their knowledge within the group and among the other groups aiming to gain knowledge of and skills in 1) the application of CAD-software to build up manufacture part drawings, 2) assembly drawing, 3) simulation to verify the strength of loaded pulley by method of Finite Element Analysis (FEA), 4) the software to create animation of mounting and dismounting of a pulley to a shaft, and 5) an instruction manual. The end product of this integrated learning, as a result of the above 1 to 5 knowledge and skills obtained, the participating students can create an assembly derived from manufacture part drawings and a video presentation with bilingual (English-Thai) audio description of Vpulley with datum diameter of 250 mm, 4 grooves, and type of groove: SPA.

Integration of bioinformatics into an undergraduate biology curriculum and the impact on development of mathematical skills.

PubMed

Wightman, Bruce; Hark, Amy T

2012-01-01

The development of fields such as bioinformatics and genomics has created new challenges and opportunities for undergraduate biology curricula. Students preparing for careers in science, technology, and medicine need more intensive study of bioinformatics and more sophisticated training in the mathematics on which this field is based. In this study, we deliberately integrated bioinformatics instruction at multiple course levels into an existing biology curriculum. Students in an introductory biology course, intermediate lab courses, and advanced project-oriented courses all participated in new course components designed to sequentially introduce bioinformatics skills and knowledge, as well as computational approaches that are common to many bioinformatics applications. In each course, bioinformatics learning was embedded in an existing disciplinary instructional sequence, as opposed to having a single course where all bioinformatics learning occurs. We designed direct and indirect assessment tools to follow student progress through the course sequence. Our data show significant gains in both student confidence and ability in bioinformatics during individual courses and as course level increases. Despite evidence of substantial student learning in both bioinformatics and mathematics, students were skeptical about the link between learning bioinformatics and learning mathematics. While our approach resulted in substantial learning gains, student "buy-in" and engagement might be better in longer project-based activities that demand application of skills to research problems. Nevertheless, in situations where a concentrated focus on project-oriented bioinformatics is not possible or desirable, our approach of integrating multiple smaller components into an existing curriculum provides an alternative. Copyright © 2012 Wiley Periodicals, Inc.

A Web-based e-learning course: integration of pathophysiology into pharmacology.

PubMed

Tse, Mimi M Y; Lo, Lisa W L

2008-11-01

The Internet is becoming the preferred place to find information. Millions of people go online in search of health and medical information. Likewise, the demand for Web-based courses is growing. This paper presents the development, utilization, and evaluation of a Web-based e-learning course for nursing students, entitled Integration of Pathophysiology into Pharmacology. The pathophysiology component included cardiovascular, respiratory, central nervous and immune system diseases, while the pharmacology component was developed based on 150 commonly used drugs. One hundred and nineteen Year 1 nursing students took part in the course. The Web-based e-learning course materials were uploaded to a WebCT for students' self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given a questionnaire to measure the e-learning experience. Their experience in the e-learning course was a positive one. Students stated that they were able to understand rather than memorize the subject content, and develop their problem solving and critical thinking abilities. Online quizzes yielded satisfactory results. In the focus group interview, students indicated that they appreciated the time flexibility and convenience associated with Web-based learning, and also made good suggestions for enhancing Web-based learning. The Web-based approach is promising for teaching and learning pathophysiology and pharmacology for nurses and other healthcare professionals.

Service Learning: Applications and Research in Business

ERIC Educational Resources Information Center

Andrews, Christine P.

2007-01-01

Researchers have described "service learning" as an ideal way to integrate experiential education into coursework while meeting community needs and imbuing students with civic responsibility. They have advocated service learning in business as a method to implement course concepts and increase student understanding of the external environment. In…

Modelling and Optimizing Mathematics Learning in Children

ERIC Educational Resources Information Center

Käser, Tanja; Busetto, Alberto Giovanni; Solenthaler, Barbara; Baschera, Gian-Marco; Kohn, Juliane; Kucian, Karin; von Aster, Michael; Gross, Markus

2013-01-01

This study introduces a student model and control algorithm, optimizing mathematics learning in children. The adaptive system is integrated into a computer-based training system for enhancing numerical cognition aimed at children with developmental dyscalculia or difficulties in learning mathematics. The student model consists of a dynamic…

Educators Adopting M-Learning: Is It Sustainable in Higher Education?

ERIC Educational Resources Information Center

Sanderson, Nicole; Hanbidge, Alice Schmidt

2017-01-01

Effectively integrating m-learning into higher education necessitates consideration for both student and educator adoption factors. Data collected from 309 Canadian university participants in a Mobile Information Literacy (MIL) research study identified specific student m-learning adoption factors and substantiated those in the literature (Navarro…

Teacher Candidate Technology Integration: For Student Learning or Instruction?

ERIC Educational Resources Information Center

Clark, Cynthia; Zhang, Shaoan; Strudler, Neal

2015-01-01

Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, a mixed methods research design was employed to investigate whether secondary teacher candidates were able to transfer the instructional technology knowledge for…

Learning Resources Evaluation: A Considerate Framework for Educators. How Teachers Can Choose Appropriate Materials for Integrated Classrooms.

ERIC Educational Resources Information Center

Peat, David; And Others

1997-01-01

Stresses the importance of designing and evaluating curriculum in terms of student learning characteristics; overviews principles for analyzing the level of "curricular" mediation of instructional materials (contextualization, concretization, controlled redundancy, student engagement); and reviews general learning characteristics of…

Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum.

PubMed

Brynhildsen, J; Dahle, L O; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Important elements in the curriculum at the Faculty of Health Sciences in Linköping are vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. The aim was to assess the importance of vertical and horizontal integration in an undergraduate medical curriculum, according to opinions among students and teachers. In a questionnaire 102 faculty teachers and 106 students were asked about the importance of 14 different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between one and six points to each component (6 points = extremely important for the quality of the curriculum; 1 point = unimportant). Students as well as teachers appreciated highly both forms of integration. Students scored horizontal integration slightly but significantly higher than the teachers (median 6 vs 5 points; p=0.009, Mann-Whitney U-test), whereas teachers scored vertical integration higher than students (6 vs 5; p=0.019, Mann-Whitney U-test). Both students and teachers considered horizontal and vertical integration to be highly important components of the undergraduate medical programme. We believe both kinds of integration support problem-based learning and stimulate deep and lifelong learning and suggest that integration should always be considered deeply when a new curriculum is planned for undergraduate medical education.

Creation of Medicinal Chemistry Learning Communities Through Enhanced Technology and Interdisciplinary Collaboration

PubMed Central

Roche, Victoria

2012-01-01

Objectives. To build an integrated medicinal chemistry learning community of campus and distance pharmacy students though the use of innovative technology and interdisciplinary teaching. Design. Mechanisms were implemented to bring distance students into campus-based medicinal chemistry classrooms in real time, stimulate interaction between instructors and various student cohorts, and promote group work during class. Also, pharmacy clinician colleagues were recruited to contribute to the teaching of the 3 medicinal chemistry courses. Assessment. Student perceptions on the value of technology to build community and advance learning were gleaned from course evaluations, in class feedback, and conversations with class officers and student groups. Responses on a survey of second-year students confirmed the benefits of interdisciplinary content integration on engagement and awareness of the connection between drug chemistry and pharmacy practice. A survey of clinician colleagues who contributed to teaching the 3 medicinal chemistry courses found their views were similar to those of students. Conclusions. The purposeful use of technology united learners, fostered communication, and advanced content comprehension in 3 medicinal chemistry courses taught to campus and distance students. Teaching collaboration with pharmacy clinicians enhanced learner interest in course content and provided insight into the integrated nature of the profession of pharmacy. PMID:23129857

Creation of medicinal chemistry learning communities through enhanced technology and interdisciplinary collaboration.

PubMed

Henriksen, Brian; Roche, Victoria

2012-10-12

Objectives. To build an integrated medicinal chemistry learning community of campus and distance pharmacy students though the use of innovative technology and interdisciplinary teaching.Design. Mechanisms were implemented to bring distance students into campus-based medicinal chemistry classrooms in real time, stimulate interaction between instructors and various student cohorts, and promote group work during class. Also, pharmacy clinician colleagues were recruited to contribute to the teaching of the 3 medicinal chemistry courses.Assessment. Student perceptions on the value of technology to build community and advance learning were gleaned from course evaluations, in class feedback, and conversations with class officers and student groups. Responses on a survey of second-year students confirmed the benefits of interdisciplinary content integration on engagement and awareness of the connection between drug chemistry and pharmacy practice. A survey of clinician colleagues who contributed to teaching the 3 medicinal chemistry courses found their views were similar to those of students.Conclusions. The purposeful use of technology united learners, fostered communication, and advanced content comprehension in 3 medicinal chemistry courses taught to campus and distance students. Teaching collaboration with pharmacy clinicians enhanced learner interest in course content and provided insight into the integrated nature of the profession of pharmacy.

Collaborative Action Research on Technology Integration for Science Learning

NASA Astrophysics Data System (ADS)

Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

2012-02-01

This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.

Experiencing teaching and learning quantitative reasoning in a project-based context

NASA Astrophysics Data System (ADS)

Muir, Tracey; Beswick, Kim; Callingham, Rosemary; Jade, Katara

2016-12-01

This paper presents the findings of a small-scale study that investigated the issues and challenges of teaching and learning about quantitative reasoning (QR) within a project-based learning (PjBL) context. Students and teachers were surveyed and interviewed about their experiences of learning and teaching QR in that context in contrast to teaching and learning mathematics in more traditional settings. The grade 9-12 student participants were characterised by a history of disengagement with mathematics and school in general, and the teacher participants were non-mathematics specialist teachers. Both students and teachers were new to the PjBL situation, which resulted in the teaching/learning relationship being a reciprocal one. The findings indicated that students and teachers viewed QR positively, particularly when compared with traditional mathematics teaching, yet tensions were identified for aspects such as implementation of curriculum and integration of relevant mathematics into projects. Both sets of participants identified situations where learning QR was particularly successful, along with concerns or difficulties about integrating QR into project work. The findings have implications for educators, who may need to examine their own approaches to mathematics teaching, particularly in terms of facilitating student engagement with the subject.

Simulated drug discovery process to conduct a synoptic assessment of pharmacy students.

PubMed

Richardson, Alan; Curtis, Anthony D M; Moss, Gary P; Pearson, Russell J; White, Simon; Rutten, Frank J M; Perumal, Dhaya; Maddock, Katie

2014-03-12

OBJECTIVE. To implement and assess a task-based learning exercise that prompts pharmacy students to integrate their understanding of different disciplines. DESIGN. Master of pharmacy (MPharm degree) students were provided with simulated information from several preclinical science and from clinical trials and asked to synthesize this into a marketing authorization application for a new drug. Students made a link to pharmacy practice by creating an advice leaflet for pharmacists. ASSESSMENT. Students' ability to integrate information from different disciplines was evaluated by oral examination. In 2 successive academic years, 96% and 82% of students demonstrated an integrated understanding of their proposed new drug. Students indicated in a survey that their understanding of the links between different subjects improved. CONCLUSION. Simulated drug discovery provides a learning environment that emphasizes the connectivity of the preclinical sciences with each other and the practice of pharmacy.

Integrated and Contextual Basic Science Instruction in Preclinical Education: Problem-Based Learning Experience Enriched with Brain/Mind Learning Principles

ERIC Educational Resources Information Center

Gülpinar, Mehmet Ali; Isoglu-Alkaç, Ümmühan; Yegen, Berrak Çaglayan

2015-01-01

Recently, integrated and contextual learning models such as problem-based learning (PBL) and brain/mind learning (BML) have become prominent. The present study aimed to develop and evaluate a PBL program enriched with BML principles. In this study, participants were 295 first-year medical students. The study used both quantitative and qualitative…

Integrated Learning with Physical Education and Music

ERIC Educational Resources Information Center

Humphries, Charlotte A.; Bidner, Sara; Edwards, Cheryl

2011-01-01

Integrated learning is well established in education, primarily in the classroom subjects. This article describes settings and ways for extending integrated instruction to physical education and music. Benefits of these connections include reinforcing content and better meeting the needs of students whose intelligences include the bodily…

Integrating Computers into the Problem-Solving Process.

ERIC Educational Resources Information Center

Lowther, Deborah L.; Morrison, Gary R.

2003-01-01

Asserts that within the context of problem-based learning environments, professors can encourage students to use computers as problem-solving tools. The ten-step Integrating Technology for InQuiry (NteQ) model guides professors through the process of integrating computers into problem-based learning activities. (SWM)

Identifying STEM Concepts Associated with Junior Livestock Projects

ERIC Educational Resources Information Center

Wooten, Kate; Rayfield, John; Moore, Lori L.

2013-01-01

Science, technology, engineering, and mathematics (STEM) education is intended to provide students with a cross-subject, contextual learning experience. To more fully prepare our nation's students to enter the globally competitive workforce, STEM integration allows students to make connections between the abstract concepts learned in core subject…

Postsecondary Integration and Persistence: A Comparison of Students with Psychiatric Disabilities to Students with Learning Disabilities/Attention Deficit Disorders

ERIC Educational Resources Information Center

Koch, Lynn C.; Mamiseishvili, Ketevan; Wilkins, Melissa J.

2016-01-01

Purpose: The enrollment of students with psychiatric disabilities in U.S. postsecondary institutions is on the rise. However, research is lacking in terms of how these students fare in comparison to other students with hidden disabilities (e.g., learning disabilities [LDs], attention deficit disorders [ADDs]) whose enrollment in postsecondary…

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.

Clinical supervisors' perspectives on delivering work integrated learning: a survey study.

PubMed

Mather, Carey A; McKay, Angela; Allen, Penny

2015-04-01

Previous research has indicated a disconnect between academic nursing programmes and workplace learning environments. Nurse supervisors and clinical practitioners have reported inadequate information and training on how to support students of nursing to learn in the clinical setting. This study aimed to investigate the level of confidence that clinical supervisors have in relation to specific components of supporting student learning in the work place. Survey of clinical nurse supervisors. Simulation-based clinical reasoning workshops. Sixty participants: fifty nine registered nurses, including nurse managers and clinical nurse educators, and one allied health professional. Survey using Likert scales and free-text questions. The findings indicated that clinicians were confident in sharing their knowledge and experience with students and making them feel welcome in the work place, they were less confident about what were the significant learnings in relation to students' academic programme. Registered nurses supervising students were experienced clinicians with many role responsibilities, which were perceived as barriers to the role of clinical supervisor. Participants reported that they would like tools to assist them with developing links to the academic programme. They considered that these tools would support student learning and remediation in the work place. This study found that the abilities of supervisors to support student learning is an identified gap impacting on work integrated learning. The results indicated the need for a professional development workshop, to enable clinical supervisors to move beyond promoting a supervision model, towards a theoretical framework for assisting and guiding students to learn. Addressing this deficit will improve growth and change in student learning in the work place. Copyright © 2015 Elsevier Ltd. All rights reserved.

The New Generation of Auditors Meeting Praxis: Dual Learning's Role in Audit Students' Professional Development

ERIC Educational Resources Information Center

Agevall, Lena; Broberg, Pernilla; Umans, Timurs

2018-01-01

This paper explores whether and in what way "dual learning" can develop understanding of the relationship between structure/judgement and explores audit student's perceptions of the audit profession. The Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The…

A Collaborative Game-Based Learning Approach to Improving Students' Learning Performance in Science Courses

ERIC Educational Resources Information Center

Sung, Han-Yu; Hwang, Gwo-Jen

2013-01-01

In this study, a collaborative game-based learning environment is developed by integrating a grid-based Mindtool to facilitate the students to share and organize what they have learned during the game-playing process. To evaluate the effectiveness of the proposed approach, an experiment has been conducted in an elementary school natural science…

Summative Co-Assessment: A Deep Learning Approach To Enhancing Employability Skills and Attributes

ERIC Educational Resources Information Center

Deeley, Susan J.

2014-01-01

Service-learning is a pedagogy that combines academic study with service to the community. Voluntary work placements are integral to service-learning and offer students an ideal opportunity to develop their employability skills and attributes. In a service-learning course, it was considered good practice to raise students' awareness of the…

Personal Reflection: Reflective Learning as a Student and an Educator: Connecting the Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Tsang, Annetta

2009-01-01

This reflective essay describes my encounter with reflective learning as a student enrolled in the University of Queensland Graduate Certificate in Education (Higher Education) program and the application and integration of reflective learning in a clinical course within the Bachelor of Oral Health program as an educator. Insights gained and…

Integrating Experiential Learning and Applied Sociology to Promote Student Learning and Faculty Research

ERIC Educational Resources Information Center

Holtzman, Mellisa; Menning, Chadwick

2015-01-01

Although the benefits of experiential learning for students are well documented, such courses are sometimes seen as a professional burden for faculty because they are very labor- and time-intensive endeavors. This paper suggests, however, that the time investment in experiential learning courses can be made more efficient if faculty members treat…

Assessment of Integrated Learning: Suggested Application of Concept Mapping to Prior Learning Assessment Practices

ERIC Educational Resources Information Center

Popova-Gonci, Viktoria; Lamb, Monica C.

2012-01-01

Prior learning assessment (PLA) students enter academia with different types of concepts--some of them have been formally accepted and labeled by academia and others are informally formulated by students via independent and/or experiential learning. The critical goal of PLA practices is to assess an intricate combination of prior learning…

The Potential of Experiential Learning Models and Practices in Career and Technical Education and Career and Technical Teacher Education

ERIC Educational Resources Information Center

Clark, Robert W.; Threeton, Mark D.; Ewing, John C.

2010-01-01

Since inception, career and technical education programs have embraced experiential learning as a true learning methodology for students to obtain occupational skills valued by employers. Programs have integrated classroom instruction with laboratory experiences to provide students a significant opportunity to learn. However, it is questionable as…

Learning By Serving: 2,000 Ideas for Service-Learning Projects. Hot Topics: Usable Research.

ERIC Educational Resources Information Center

Follman, Joseph; And Others

Defining service learning as the formal integration of public service into student instruction and learning, this guide provides teachers with ideas for narrowing the gap between what students do in school and what they will do after they leave school. The example activities, derived from actual projects, demonstrate the nearly limitless range of…

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

NASA Astrophysics Data System (ADS)

Ødegaard, Marianne; Haug, Berit; Mork, Sonja M.; Ove Sørvik, Gard

2014-12-01

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning.

Vertical integration of biochemistry and clinical medicine using a near-peer learning model.

PubMed

Gallan, Alexander J; Offner, Gwynneth D; Symes, Karen

2016-11-12

Vertical integration has been extensively implemented across medical school curricula but has not been widely attempted in the field of biochemistry. We describe a novel curricular innovation in which a near-peer learning model was used to implement vertical integration in our medical school biochemistry course. Senior medical students developed and facilitated a case-based small group session for first year biochemistry students. Students were surveyed before and after the session on their attitudes about biochemistry, as well as the effectiveness of the session. Prior to the session, the students believed biochemistry was more important to understanding the basic science of medicine than it was to understanding clinical medicine or becoming a good physician. The session improved students' attitudes about the importance of biochemistry in clinical medicine, and after the session they now believe that understanding biochemistry is equally important to the basic sciences as clinical medicine. Students would like more sessions and believe the senior student facilitators were knowledgeable and effective teachers. The facilitators believe they improved their teaching skills. This novel combination of near-peer learning and vertical integration in biochemistry provided great benefit to both first year and senior medical students, and can serve as a model for other institutions. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):507-516, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

EpiAssist: Service-learning in public health education.

PubMed

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

2016-01-01

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

An Integrated Approach to Teaching Biochemistry for Pharmacy Students.

ERIC Educational Resources Information Center

Poirier, Therese I.; Borke, Mitchell L.

1982-01-01

A Duquesne course integrating biochemistry lectures, clinical applications lectures, and laboratory sessions has the objectives of (1) making the course more relevant to students' perceived needs; (2) enhancing the learning process; (3) introducing clinical applications early in the students' program; and (4) demonstrating additional…

Students' Perception of Technology Use in Nursing Education.

PubMed

Williamson, Kathleen M; Muckle, Janelle

2018-02-01

Technology is an integral part of a nurse's practice; therefore, it is necessary for technology to be integrated into the nursing curriculum for students. Nursing schools are shifting paradigms by integrating technology into the teaching environment to foster active and meaningful learning experiences. Factors related to external influences on individual beliefs, attitudes, and intention to use need to be studied so nurse educators can support the integration of technology into pedagogy. The Technology Acceptance Model was used to evaluate student perceptions of usefulness and ease of use of technology, while matriculated in a baccalaureate level nursing program. Quantitative and qualitative data were collected to uncover how nursing students (N = 375) perceived the usefulness and ease of use of technology while in nursing school. Almost every student (99.7%) owned a smartphone, and 95% were reasonably comfortable using various technologies. Selecting and incorporating technological tools to successfully support learning is essential to overcome challenges and support the innovative delivery of content and use of technology by students.

The effect of science learning integrated with local potential to improve science process skills

NASA Astrophysics Data System (ADS)

Rahardini, Riris Riezqia Budy; Suryadarma, I. Gusti Putu; Wilujeng, Insih

2017-08-01

This research was aimed to know the effectiveness of science learning that integrated with local potential to improve student`s science process skill. The research was quasi experiment using non-equivalent control group design. The research involved all student of Muhammadiyah Imogiri Junior High School on grade VII as a population. The sample in this research was selected through cluster random sampling, namely VII B (experiment group) and VII C (control group). Instrument that used in this research is a nontest instrument (science process skill observation's form) adapted Desak Megawati's research (2016). The aspect of science process skills were making observation and communication. The data were using univariat (ANOVA) analyzed at 0,05 significance level and normalized gain score for science process skill increase's category. The result is science learning that integrated with local potential was effective to improve science process skills of student (Sig. 0,00). This learning can increase science process skill, shown by a normalized gain score value at 0,63 (medium category) in experiment group and 0,29 (low category) in control group.

Learning Skills Workshops Supporting First-Year Courses

ERIC Educational Resources Information Center

Grills, Sheilagh

2017-01-01

Student Services support, including learning skills assistance, can be integral in empowering learners. First-year students are expected to be self-directed in their learning, yet may have neither been challenged nor experienced negative consequences for a lack of perseverance. Academic skills professionals can be partners with teaching faculty in…

Leadership "of" Teaching "for" Student Learning in Higher Education: What Is Needed?

ERIC Educational Resources Information Center

Quinlan, Kathleen M.

2014-01-01

Mainstream higher education research on leadership largely overlooks the leadership of teaching and learning. This paper presents a model of leadership that integrates various elements needed to create universities that intentionally promote holistic student learning and development. The model links organisational development, the development of…

Development of the Connected Chemistry as Formative Assessment Pedagogy for High School Chemistry Teaching

ERIC Educational Resources Information Center

Park, Mihwa; Liu, Xiufeng; Waight, Noemi

2017-01-01

This paper describes the development of Connected Chemistry as Formative Assessment (CCFA) pedagogy, which integrates three promising teaching and learning approaches, computer models, formative assessments, and learning progressions, to promote student understanding in chemistry. CCFA supports student learning in making connections among the…

Learning by Doing: Using an Online Simulation Game in an International Relations Course

ERIC Educational Resources Information Center

Epley, Jennifer

2016-01-01

Integrating interactive learning activities into undergraduate courses is one method for increasing student interest, engagement, and skills development. Online simulation games in particular offer students the unique applied opportunity to "learn by doing" in a virtual space to further their overall knowledge base and critical thinking…

Measuring meaningful learning in the undergraduate chemistry laboratory

NASA Astrophysics Data System (ADS)

Galloway, Kelli R.

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

[Problem-based learning in cardiopulmonary resuscitation: basic life support].

PubMed

Sardo, Pedro Miguel Garcez; Dal Sasso, Grace Terezinha Marcon

2008-12-01

Descriptive and exploratory study, aimed to develop an educational practice of Problem-Based Learning in CPR/BLS with 24 students in the third stage of the Nursing Undergraduate Course in a University in the Southern region of Brazil. The study used the PBL methodology, focused on problem situations of cardiopulmonary arrest, and was approved by the CONEP. The methodological strategies for data collection, such as participative observation and questionnaires to evaluate the learning, the educational practices and their methodology, allowed for grouping the results in: students' expectations; group activities; individual activities; practical activities; evaluation of the meetings and their methodology. The study showed that PBL allows the educator to evaluate the academic learning process in several dimensions, functioning as a motivating factor for both the educator and the student, because it allows the theoretical-practical integration in an integrated learning process.

Using portfolios for clinical practice learning and assessment: the pre-registration nursing student's perspective.

PubMed

McMullan, Miriam

2008-10-01

Portfolios have been introduced to help to integrate theory and practice and thereby address the issue of the theory-practice divide. Although there has been much theoretical discussion about portfolio use in clinical placements, few studies have focused on the students' perceptions regarding their use. To obtain adult branch pre-registration nursing students' perspectives on using portfolios for their clinical practice learning and assessment, postal questionnaires were sent to 253 diploma of nursing students with a reminder to all students three weeks later. The response rate was 69% (174/253). This paper reports on the qualitative findings of the study, which employed both quantitative and qualitative methods. Although students stated that portfolios helped them in their development of self-awareness and independent learning, they indicated that portfolios do not sufficiently address the assessment of their clinical skills and the integration of theory and practice. They considered that portfolios could be greatly improved in three areas, namely in the conflict between using portfolios for both assessment and learning, the amount of support and guidance students feel they receive with their portfolio use and the portfolio design.

Use of online clinical videos for clinical skills training for medical students: benefits and challenges.

PubMed

Jang, Hye Won; Kim, Kyong-Jee

2014-03-21

Multimedia learning has been shown effective in clinical skills training. Yet, use of technology presents both opportunities and challenges to learners. The present study investigated student use and perceptions of online clinical videos for learning clinical skills and in preparing for OSCE (Objective Structured Clinical Examination). This study aims to inform us how to make more effective us of these resources. A mixed-methods study was conducted for this study. A 30-items questionnaire was administered to investigate student use and perceptions of OSCE videos. Year 3 and 4 students from 34 Korean medical schools who had access to OSCE videos participated in the online survey. Additionally, a semi-structured interview of a group of Year 3 medical students was conducted for an in-depth understanding of student experience with OSCE videos. 411 students from 31 medical schools returned the questionnaires; a majority of them found OSCE videos effective for their learning of clinical skills and in preparing for OSCE. The number of OSCE videos that the students viewed was moderately associated with their self-efficacy and preparedness for OSCE (p < 0.05). One-thirds of those surveyed accessed the video clips using mobile devices; they agreed more with the statement that it was convenient to access the video clips than their peers who accessed the videos using computers (p < 0.05). Still, students reported lack of integration into the curriculum and lack of interaction as barriers to more effective use of OSCE videos. The present study confirms the overall positive impact of OSCE videos on student learning of clinical skills. Having faculty integrate these learning resources into their teaching, integrating interactive tools into this e-learning environment to foster interactions, and using mobile devices for convenient access are recommended to help students make more effective use of these resources.

FUNCTION Follows FORM: Building the Foundations for Student Achievement Employing "School as a Teaching Tool" Protocol a Place-Based Learning Approach

ERIC Educational Resources Information Center

da Silva, Joseph; Alvarado, Manuel Cordero

2011-01-01

The experience of observing students actively engaged in the learning process is precious. There is no better way to celebrate "Children's Health and Energy Awareness Month" than assembling in a world class high performance green school with gifted and talented students learning how to take an integrated approach to sustainable school…

Mirror Mirror on the Wall, Is Blended Instruction the Best of All? Students' Perceptions of Blending Face-to-Face and Online Instruction

ERIC Educational Resources Information Center

Terras, Katherine; Chiasson, Kari; Sansale, Adam

2012-01-01

According to Ayala (2009), blended learning is "the purposeful integration of traditional (i.e., face-to-face) and online learning in order to provide educational opportunities that maximize the benefits of each platform and thus more effectively facilitate student learning. The purpose of this study was to explore students' perceptions of…

Attitudes and Cultural Background and Their Relationship to Reading Comprehension in a Second Language: A Comparison of Three Different Social Contexts.

ERIC Educational Resources Information Center

Abu-Rabia, Salim

1996-01-01

Investigates the relationship of attitudes and cultural background to reading comprehension in the second language (L2) of Israeli Arab students learning Hebrew and Israeli Jewish and Canadian Arab students learning English. Results showed that the motivation of students to learning their L2 was instrumental rather than integrative, regardless of…

Building Connections between Sociomathematical Norms and Cognitive Demand to Improve the Quality of Whole Class Mathematics Conversations

ERIC Educational Resources Information Center

Williams, Lori

2010-01-01

Mathematical discussions support and promote student learning as an integral part of the contexts in which students learn mathematics. Yet, American school practices often focus on teachers disseminating knowledge to students and students acquiring that knowledge through rote rehearsal rather than higher order thinking. One barrier to change in…

Data Literacy: Real-World Learning through Problem-Solving with Data Sets

ERIC Educational Resources Information Center

Erwin, Robin W., Jr.

2015-01-01

The achievement of deep learning by secondary students requires teaching approaches that draw students into task commitment, integrated curricula, and analytical thinking. By using real-world data sets in project based instructional units, teachers can guide students in analyzing, interpreting, and reporting quantitative data. Working with…

Cloud Computing as a Catalyst in STEM Education

ERIC Educational Resources Information Center

Kumar, Vikas; Sharma, Deepika

2017-01-01

The under representation of students in STEM disciplines creates big worries for the coming demands of STEM occupations. This requires new strategies to make curriculum interesting to enhance student's engagement in learning. Technology integration in curriculum makes more interesting and engaging, where students can learn with flexibility in time…

A Flipped First-Year Digital Circuits Course for Engineering and Technology Students

ERIC Educational Resources Information Center

Yelamarthi, Kumar; Drake, Eron

2015-01-01

This paper describes a flipped and improved first-year digital circuits (DC) course that incorporates several active learning strategies. With the primary objective of increasing student interest and learning, an integrated instructional design framework is proposed to provide first-year engineering and technology students with practical knowledge…

Students as Teachers: What Faculty Learn by Living on Campus

ERIC Educational Resources Information Center

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

2011-01-01

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

Keystone Method: A Learning Paradigm in Mathematics

ERIC Educational Resources Information Center

Siadat, M. Vali; Musial, Paul M.; Sagher, Yoram

2008-01-01

This study reports the effects of an integrated instructional program (the Keystone Method) on the students' performance in mathematics and reading, and tracks students' persistence and retention. The subject of the study was a large group of students in remedial mathematics classes at the college, willing to learn but lacking basic educational…

Powerful Students, Powerful Words: Writing and Learning in a Poetry Workshop

ERIC Educational Resources Information Center

Wiseman, Angela

2011-01-01

A poetry workshop can present opportunities to integrate students' knowledge and perspectives in classroom contexts, encouraging the use of language for expression, communication, learning and even empowerment. This paper describes how adolescent students respond to a poetry workshop in an English classroom centred on teaching writing that is…

Application of Tablet PCs to Lecture Demonstrations on Optical Mineralogy

ERIC Educational Resources Information Center

Hoisch, Thomas D.; Austin, Barbara A.; Newell, Shawn L.; Manone, Mark F.

2010-01-01

Learning optical mineralogy requires students to integrate a complex theory with microscope manipulations and image interpretation. To assist student learning, we performed lecture demonstrations during which digital photomicrographs were taken and delivered to students using Tablet PCs, whereupon they were imported into note-taking software and…

Teacher-Education Students' Views about Knowledge Building Theory and Practice

ERIC Educational Resources Information Center

Hong, Huang-Yao; Chen, Fei-Ching; Chai, Ching Sing; Chan, Wen-Ching

2011-01-01

This study investigated the effects of engaging students to collectively learn and work with knowledge in a computer-supported collaborative learning environment called Knowledge Forum on their views about knowledge building theory and practice. Participants were 24 teacher-education students who took a required course titled "Integrating Theory…

Applications of Generative Learning for the Survey of International Economics Course

ERIC Educational Resources Information Center

Sharp, David C.; Knowlton, Dave S.; Weiss, Renee E.

2005-01-01

Generative learning provides students with opportunities to organize course content, integrate new content with students' current knowledge, and elaborate on course content by making connections to real-world events. These opportunities promote less reliance on professors' lectures and simultaneously create more self-reliance among students. The…

Multimedia Instructional Tools and Student Learning in Computer Applications Courses

ERIC Educational Resources Information Center

Chapman, Debra Laier

2013-01-01

Advances in technology and changes in educational strategies have resulted in the integration of technology into the classroom. Multimedia instructional tools (MMIT) have been identified as a way to provide student-centered active-learning instructional material to students. MMITs are common in introductory computer applications courses based on…

The Impact of Integrated Student Experiences on Learning

ERIC Educational Resources Information Center

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

2014-01-01

In a cluster of courses called Food for Thought, seven faculty from different departments (including Biology, Economics, Sociology, Chemistry, Health and Wellness, and Foreign Language) teach students about food information, food consumerism, nutrition and health. The classes all have a shared learning outcome focused on developing the student as…

Conditional Processes of Effective Instructor Communication and Increases in Students' Cognitive Learning

ERIC Educational Resources Information Center

Bolkan, San; Goodboy, Alan K.; Myers, Scott A.

2017-01-01

This study examined two effective teaching behaviors traditionally considered by instructional communication scholars to associate positively with students' academic experiences: instructor clarity and immediacy. Our study situated these teaching behaviors in a conditional process model that integrated two key assumptions about student learning:…

Literacy Enrichment and Technology Integration in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Keengwe, Jared, Ed.; Onchwari, Grace, Ed.; Hucks, Darrell, Ed.

2014-01-01

With the emergence of innovative technologies, the digital nature of learning environments has changed the face of education. The integration of these technologies into classroom instruction is essential for promoting student learning. "Literacy Enrichment and Technology Integration in Pre-Service Teacher Education" examines the various…

Implementing an Interdisciplinary Student Centric Approach to Work-Integrated Learning

ERIC Educational Resources Information Center

Marchioro, Gary; Ryan, Maria M.; Perkins, Tim

2014-01-01

This paper describes the implementation of an innovative approach to work-integrated learning using interdisciplinary projects within a university Faculty of Business. Further, it discusses the implementation of integrated and authentic assessments involving academic units in the marketing, urban planning and business communication disciplines.…

A life skills approach to mathematics instruction: preparing students with learning disabilities for the real-life math demands of adulthood.

PubMed

Patton, J R; Cronin, M E; Bassett, D S; Koppel, A E

1997-01-01

Current mathematics instruction does not address the day-to-day needs of many students with learning disabilities. Although the vast majority of students with learning disabilities are not college bound, much of mathematics instruction provides college preparation. Too often, classes in mathematics ignore the skills needed in home and community and on the job. The present article examines the ways in which general mathematics instruction, focused on daily living skills, can easily be integrated into the classrooms of students with learning disabilities.

Including the kids across the hall: collaborative instruction of hearing, deaf, and hard-of-hearing students.

PubMed

Gaustad, M

1999-01-01

This study follows graduate interns and their cooperating teachers through a collaborative student teaching experience in D/HH and hearing classrooms at the same grade level. Teacher teams, enrolled in a graduate course on collaboration, designed and conducted collaborative instruction (K-junior high school level), which focused on cooperative learning activities. Measures included student evaluations and separate intern and teacher evaluations of student performance, the integrated instructional units, and professional collaboration. Student evaluations included positive responses to integrated instruction by both groups, though there was more trepidation expressed by some D/HH students. Teachers reported very positive outcomes for all students including increased motivation to learn about and to interact with the other group and, for D/HH students, an increase in socially and academically appropriate behaviors. Specific student needs for training prior to integrated experiences were noted. Teachers stressed the importance of topic selections that would involve the expertise of all participants equally, needs for teacher in-service training and, administrative support for collaborative planning.

Student Teachers' Thinking Processes and ICT Integration: Predictors of Prospective Teaching Behaviors with Educational Technology

ERIC Educational Resources Information Center

Sang, Guoyuan; Valcke, Martin; van Braak, Johan; Tondeur, Jo

2010-01-01

Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities (e.g., Ertmer, 2005). The available research has thus…

LMS in university for in-class education: Synergy of free software, competitive approach and social networks technology

NASA Astrophysics Data System (ADS)

Radygin, V. Y.; Lukyanova, N. V.; Kupriyanov, D. Yu.

2017-01-01

Transformation of learning management systems over last two decades was investigated. The features of using e-learning systems for in-class education were discussed. The necessity of integration e-learning system with the student performance controlling system was shown. The influence of choice of student ranking system on students' motivation was described. The own way to choice of e-learning system design principles and technologies were suggested.

Contextual Teaching and Learning Approach of Mathematics in Primary Schools

NASA Astrophysics Data System (ADS)

Selvianiresa, D.; Prabawanto, S.

2017-09-01

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

Experiential Learning in Marketing Communications Courses: The Demarketing of College Binge-Drinking

ERIC Educational Resources Information Center

Rozensher, Susan G.; Seal, David S.

2009-01-01

The experiential learning approach has been gathering substantial momentum and support in educational circles. In the team-based experiential learning project presented here, which effectively integrated theory and application, students were charged with creating an integrated marketing communications plan to demarket binge drinking on the college…

Mobile Technology Integrated Pedagogical Model

ERIC Educational Resources Information Center

Khan, Arshia

2014-01-01

Integrated curricula and experiential learning are the main ingredients to the recipe to improve student learning in higher education. In the academic computer science world it is mostly assumed that this experiential learning takes place at a business as an internship experience. The intent of this paper is to schism the traditional understanding…

Using Rubrics to Assess Learning in Course-Integrated Library Instruction

ERIC Educational Resources Information Center

Gariepy, Laura W.; Stout, Jennifer A.; Hodge, Megan L.

2016-01-01

Librarians face numerous challenges when designing effective, sustainable methods for assessing student learning outcomes in one-shot, course-integrated library instruction sessions. We explore the use of rubrics to programmatically assess authentic learning exercises completed in one-shot library sessions for a large, required sophomore-level…

Integrating an Awareness of Selfhood and Society into Virtual Learning

ERIC Educational Resources Information Center

Stricker, Andrew, Ed.; Calongne, Cynthia, Ed.; Truman, Barbara, Ed.; Arenas, Fil, Ed.

2017-01-01

Recent technological advances have opened new platforms for learning and teaching. By utilizing virtual spaces, more educational opportunities are created for students who cannot attend a physical classroom environment. "Integrating an Awareness of Selfhood and Society into Virtual Learning" is a pivotal reference source that discusses…

Integrating the Core Curriculum through Cooperative Learning. Lesson Plans for Teachers.

ERIC Educational Resources Information Center

Winget, Patricia L., Ed.

Cooperative learning strategies are used to facilitate the integration of multicultural and multi-ability level students into California regular education classrooms. This handbook is a sampling of innovative lesson plans using cooperative learning activities developed by teachers to incorporate the core curriculum into their instruction. Three…

The Integration of Study and Work-Integrated Learning Experience through the Sequential, Embedded Completion of Tertiary Qualifications

ERIC Educational Resources Information Center

Whannell, Patricia; Humphries, Judy; Whannell, Robert; Usher, Kim

2015-01-01

A number of different models have been developed to integrate both Vocational Education and Training (VET) and university study with a view to producing work-ready graduates. This paper describes one joint initiative which allows students to integrate their theoretical study and work-integrated learning (WIL) experience by supporting a sequential,…

Student Learning Outcomes, Perceptions and Beliefs in the Context of Strengthening Research Integration into the First Year of Medical School

ERIC Educational Resources Information Center

Vereijken, Mayke W. C.; van der Rijst, Roeland M.; van Driel, Jan H.; Dekker, Friedo W.

2018-01-01

Research integrated into undergraduate education is important in order for medical students to understand and value research for later clinical practice. Therefore, attempts are being made to strengthen the integration of research into teaching from the first year onwards. First-year students may interpret attempts made to strengthen research…

Designing Learning Strategy to Improve Undergraduate Students' Problem Solving in Derivatives and Integrals: A Conceptual Framework

ERIC Educational Resources Information Center

Hashemi, Nourooz; Abu, Mohd Salleh; Kashefi, Hamidreza; Mokhtar, Mahani; Rahimi, Khadijeh

2015-01-01

Derivatives and integrals are two important concepts of calculus which are precondition topics for most of mathematics courses and other courses in different fields of studies. A majority of students at the undergraduate level have to master derivatives and integrals if they want to be successful in their studies However, students encounter…

Effectiveness of integrated teaching module in pharmacology among medical undergraduates.

PubMed

Yadav, Preeti P; Chaudhary, Mayur; Patel, Jayshree; Shah, Aashal; Kantharia, N D

2016-01-01

Over the years with advancement of science and technology, each subject has become highly specialized. Teaching of medical students has still remained separate in various departments with no scope of integration in majority of medical institutes in India. Study was planned to have an experience of integration in institute and sensitize faculty for integrated teaching-learning (TL) method. To prepare and test effectiveness of integrated teaching module for 2(nd) year MBBS student in pharmacology and to sensitize and motivate faculties toward advantages of implementing integrated module. Education intervention project implemented 2(nd) year MBBS students of Government Medical College and New Civil Hospital, Surat. Students of second MBBS were divided into two groups. One group was exposed to integrated teaching sessions and another to traditional method. Both the groups were assessed by pre- and post-test questionnaire, feedback and focus group discussions were conducted to know their experience about process. A total of 165 students of the 2(nd) year MBBS were exposed to the integrated teaching module for two topics in two groups. One group was taught by traditional teaching, and another group was exposed to the integrated TL session. Both the groups have shown a significant improvement in posttest scores but increase in mean score was more in integrated group. During analysis of feedback forms, it was noted that students preferred integrated TL methods since they help in better understanding. Faculty feedback shows consensus over the adaptation of integrated TL methods. Integrated TL sessions were well-appreciated by students and faculties. To improve the critical reasoning skills and self-directed learning of students, integrated TL is highly recommended for must know areas of curriculum.

Audience response technology: engaging and empowering non-medical prescribing students in pharmacology learning.

PubMed

Lymn, Joanne S; Mostyn, Alison

2010-10-27

Non-medical prescribing (NMP) is a six month course for nurses and certain allied health professionals. It is critical that these students develop a good understanding of pharmacology; however, many students are mature learners with little or no formal biological science knowledge and struggle with the pharmacology component. The implications for patient safety are profound, therefore we encourage students not just to memorise enough pharmacology to pass the exam but to be able to integrate it into clinical practice. Audience response technology (ART), such as the KeePad system (KS) has been shown to promote an active approach to learning and provide instant formative feedback. The aim of this project, therefore, was to incorporate and evaluate the use the KS in promoting pharmacology understanding in NMP students. Questions were incorporated into eight pharmacology lectures, comprising a mix of basic and clinical pharmacology, using TurningPoint software. Student (n = 33) responses to questions were recorded using the KS software and the percentage of students getting the question incorrect and correct was made immediately available in the lecture in graphical form. Survey data collected from these students investigated student perceptions on the use of the system generally and specifically as a learning tool. More in depth discussion of the usefulness of the KS was derived from a focus group comprising 5 students. 100% of students enjoyed using the KS and felt it promoted their understanding of key concepts; 92% stated that it helped identify their learning needs and 87% agreed that the technology was useful in promoting integration of concepts. The most prevalent theme within feedback was that of identifying their own learning needs. Analysis of data from the focus group generated similar themes, with the addition of improving teaching. Repeated questioning produced a significant increase (p < 0.05) in student knowledge of specific pharmacological concepts. The use of ART enhanced non-medical prescribing students' experience of pharmacology teaching. Student perceptions were that this system increased their ability to identify learning needs and promoted understanding and integration of concepts. Students also reported that the technology aided exam revision and reduced associated anxiety.

Audience response technology: Engaging and empowering non-medical prescribing students in pharmacology learning

PubMed Central

2010-01-01

Background Non-medical prescribing (NMP) is a six month course for nurses and certain allied health professionals. It is critical that these students develop a good understanding of pharmacology; however, many students are mature learners with little or no formal biological science knowledge and struggle with the pharmacology component. The implications for patient safety are profound, therefore we encourage students not just to memorise enough pharmacology to pass the exam but to be able to integrate it into clinical practice. Audience response technology (ART), such as the KeePad system (KS) has been shown to promote an active approach to learning and provide instant formative feedback. The aim of this project, therefore, was to incorporate and evaluate the use the KS in promoting pharmacology understanding in NMP students. Methods Questions were incorporated into eight pharmacology lectures, comprising a mix of basic and clinical pharmacology, using TurningPoint software. Student (n = 33) responses to questions were recorded using the KS software and the percentage of students getting the question incorrect and correct was made immediately available in the lecture in graphical form. Survey data collected from these students investigated student perceptions on the use of the system generally and specifically as a learning tool. More in depth discussion of the usefulness of the KS was derived from a focus group comprising 5 students. Results 100% of students enjoyed using the KS and felt it promoted their understanding of key concepts; 92% stated that it helped identify their learning needs and 87% agreed that the technology was useful in promoting integration of concepts. The most prevalent theme within feedback was that of identifying their own learning needs. Analysis of data from the focus group generated similar themes, with the addition of improving teaching. Repeated questioning produced a significant increase (p < 0.05) in student knowledge of specific pharmacological concepts. Conclusions The use of ART enhanced non-medical prescribing students' experience of pharmacology teaching. Student perceptions were that this system increased their ability to identify learning needs and promoted understanding and integration of concepts. Students also reported that the technology aided exam revision and reduced associated anxiety. PMID:20979620

The Analysis of Riboflavin in Urine Using Fluorescence

NASA Astrophysics Data System (ADS)

Henderleiter, Julie A.; Hyslop, Richard M.

1996-06-01

To become functional as scientists, chemistry students must integrate concepts learned in their classes and apply them to novel, "real life" situations. The laboratory provides an important place for the students to practice integrating concepts. This laboratory experiment, designed for undergraduate biochemistry students, requires each student to determine the amount of riboflavin excreted by his/her body following oral administration of riboflavin contained in a multi-vitamin tablet. The experimental procedure describes a protocol for the analysis of riboflavin concentration in urine using a fluorometric assay. The students must draw upon their knowledge of solution preparation, construction of a standard curve, and back-calculation procedures to determine the concentration of riboflavin in their urine. Students need to combine knowledge from general and analytical chemistry with that learned in biochemistry to complete this analysis, thus providing an opportunity to integrate knowledge while answering a novel question.

Simulated Drug Discovery Process to Conduct a Synoptic Assessment of Pharmacy Students

PubMed Central

Curtis, Anthony D.M.; Moss, Gary P.; Pearson, Russell J.; White, Simon; Rutten, Frank J.M.; Perumal, Dhaya; Maddock, Katie

2014-01-01

Objective. To implement and assess a task-based learning exercise that prompts pharmacy students to integrate their understanding of different disciplines. Design. Master of pharmacy (MPharm degree) students were provided with simulated information from several preclinical science and from clinical trials and asked to synthesize this into a marketing authorization application for a new drug. Students made a link to pharmacy practice by creating an advice leaflet for pharmacists. Assessment. Students’ ability to integrate information from different disciplines was evaluated by oral examination. In 2 successive academic years, 96% and 82% of students demonstrated an integrated understanding of their proposed new drug. Students indicated in a survey that their understanding of the links between different subjects improved. Conclusion. Simulated drug discovery provides a learning environment that emphasizes the connectivity of the preclinical sciences with each other and the practice of pharmacy. PMID:24672074

The presence of mathematics and computer anxiety in nursing students and their effects on medication dosage calculations.

PubMed

Glaister, Karen

2007-05-01

To determine if the presence of mathematical and computer anxiety in nursing students affects learning of dosage calculations. The quasi-experimental study compared learning outcomes at differing levels of mathematical and computer anxiety when integrative and computer based learning approaches were used. Participants involved a cohort of second year nursing students (n=97). Mathematical anxiety exists in 20% (n=19) of the student nurse population, and 14% (n=13) experienced mathematical testing anxiety. Those students more anxious about mathematics and the testing of mathematics benefited from integrative learning to develop conditional knowledge (F(4,66)=2.52 at p<.05). Computer anxiety was present in 12% (n=11) of participants, with those reporting medium and high levels of computer anxiety performing less well than those with low levels (F(1,81)=3.98 at p<.05). Instructional strategies need to account for the presence of mathematical and computer anxiety when planning an educational program to develop competency in dosage calculations.

Work station learning activities: a flexible and scalable instrument for integrating across basic subjects in biomedical education.

PubMed

González-Soltero, Rocío; Learte, Ana Isabel R; Sánchez, Ana Mª; Gal, Beatriz

2017-11-29

Establishing innovative teaching programs in biomedical education involves dealing with several national and supra-national (i.e. European) regulations as well as with new pedagogical and demographic demands. We aimed to develop and validate a suitable instrument to integrate activities across preclinical years in all Health Science Degrees while meeting requirements of national quality agencies. The new approach was conceived at two different levels: first, we identified potentially integrative units from different fields according to national learning goals established for each preclinical year (national quality agency regulations). Secondly, we implemented a new instrument that combines active methodologies in Work Station Learning Activities (WSLA), using clinical scenarios as a guiding common thread to instruct students from an integrated perspective. We evaluated students' perception through a Likert-type survey of a total of 118 students enrolled in the first year of the Bachelor's Degree in Medicine. Our model of integrated activities through WSLA is feasible, scalable and manageable with large groups of students and a minimum number of instructors, two major limitations in many medical schools. Students' perception of WSLA was positive in overall terms. Seventy nine percent of participants stated that WSLA sessions were more useful than non-integrated activities. Eighty three percent confirmed that the WSLA methodology was effective at integrating concepts covered by different subjects. The WSLA approach is a flexible and scalable instrument for moving towards integrated curricula, and it can be successfully adapted to teach basic subjects in preclinical years of Health Science degrees. WSLA can be applied to large groups of students in a variety of contexts or environments using clinical cases as connecting threads.

Integration of Collaborative Learning in Grade K-5 EFL Classrooms

ERIC Educational Resources Information Center

Shahamat, Ailar; Mede, Enisa

2016-01-01

This study investigated the effectiveness of integrating collaborative learning in Turkish elementary (primary) classrooms where English is acquired as a foreign language. Specifically, it aimed at shedding light on how the participating students and teachers perceive such language classes, what are the effects of integrating this particular…

Integrating an Information Literacy Quiz into the Learning Management System

ERIC Educational Resources Information Center

Lowe, M. Sara; Booth, Char; Tagge, Natalie; Stone, Sean

2014-01-01

The Claremont Colleges Library Instruction Services Department developed a quiz that could be integrated into the consortial learning management software to accompany a local online, open-source information literacy tutorial. The quiz is integrated into individual course pages, allowing students to receive a grade for completion and improving…

Promoting knowledge integration of scientific principles and environmental stewardship: Assessing an issue-based approach to teaching evolution and marine conservation

NASA Astrophysics Data System (ADS)

Zimmerman, Timothy David

2005-11-01

Students and citizens need to apply science to important issues every day. Yet the design of science curricula that foster integration of science and everyday decisions is not well understood. For example, can curricula be designed that help learners apply scientific reasons for choosing only environmentally sustainable seafood for dinner? Learners must develop integrated understandings of scientific principles, prior experiences, and current decisions in order to comprehend how everyday decisions impact environmental resources. In order to investigate how such integrated understandings can be promoted within school science classes, research was conducted with an inquiry-oriented curriculum that utilizes technology and a visit to an informal learning environment (aquarium) to promote the integration of scientific principles (adaptation) with environmental stewardship. This research used a knowledge integration approach to teaching and learning that provided a framework for promoting the application of science to environmental issues. Marine biology, often forsaken in classrooms for terrestrial biology, served as the scientific context for the curriculum. The curriculum design incorporated a three-phase pedagogical strategy and new technology tools to help students integrate knowledge and experiences across the classroom and aquarium learning environments. The research design and assessment protocols included comparisons among and within student populations using two versions of the curriculum: an issue-based version and a principle-based version. These inquiry curricula were tested with sophomore biology students attending a marine-focused academy within a coastal California high school. Pretest-posttest outcomes were compared between and within the curricular treatments. Additionally, comparisons were made between the inquiry groups and seniors in an Advanced Placement biology course who attend the same high school. Results indicate that the inquiry curricula enabled students to integrate and apply knowledge of evolutionary biology to real-world environmental stewardship issues. Over the course of the curriculum, students' ideas became more scientifically normative and tended to focus around concepts of natural selection. Students using the inquiry curricula outperformed the Advanced Placement biology students on several measures, including knowledge of evolutionary biology. These results have implications for designing science curricula that seek to promote the application of science to environmental stewardship and integrate formal and informal learning environments.

Interaction between Gaming and Multistage Guiding Strategies on Students' Field Trip Mobile Learning Performance and Motivation

ERIC Educational Resources Information Center

Chen, Chih-Hung; Liu, Guan-Zhi; Hwang, Gwo-Jen

2016-01-01

In this study, an integrated gaming and multistage guiding approach was proposed for conducting in-field mobile learning activities. A mobile learning system was developed based on the proposed approach. To investigate the interaction between the gaming and guiding strategies on students' learning performance and motivation, a 2 × 2 experiment was…

Effects of Digital Teaching on the Thinking Styles and the Transfer of Learning of the Students in Department of Interior Design

ERIC Educational Resources Information Center

Liu, Kuang Sheng; Hsueh, Sung-Lin

2016-01-01

Along with the constant advance of information technology and the rapid development of the Internet, the diverse functions and characteristics of e-learning break through lots of limitations in traditional instruction. Properly integrating e-learning design with Internet activities could enhance students' learning effect, and applying digital…

Integration of iPad-Based M-Learning into a Creative Engineering Module in a Secondary School in England

ERIC Educational Resources Information Center

Li, Yulong; Liu, Xiaojing

2017-01-01

Mobile learning (M-learning) has become a popular topic in educational research, in previous research there have been many studies on attitude to M-learning directed towards staff, parents and students; however, limited research has focused on the comparison between teachers and students in the context of creative engineering and their respective…

Integrating Community Engagement with Management Education: A Case Study of ENT300014 Social Innovation Internship

ERIC Educational Resources Information Center

Ngui, Kwang-Sing; Voon, Mung-Ling; Lee, Miin-Huui

2017-01-01

Purpose: The purpose of this paper is to describe the development of an academic service learning course in a foreign university branch campus in Malaysia, and its outcomes in terms of student learning. Drawing on the transformative learning theory and case study research, it discusses three forms of learning that characterise the students'…

A Study on Learning Effect among Different Learning Styles in a Web-Based Lab of Science for Elementary School Students

ERIC Educational Resources Information Center

Sun, Koun-tem; Lin, Yuan-cheng; Yu, Chia-jui

2008-01-01

The purpose of this study is to explore the learning effect related to different learning styles in a Web-based virtual science laboratory for elementary school students. The online virtual lab allows teachers to integrate information and communication technology (ICT) into science lessons. The results of this experimental teaching method…

Making authentic science accessible-the benefits and challenges of integrating bioinformatics into a high-school science curriculum.

PubMed

Machluf, Yossy; Gelbart, Hadas; Ben-Dor, Shifra; Yarden, Anat

2017-01-01

Despite the central place held by bioinformatics in modern life sciences and related areas, it has only recently been integrated to a limited extent into high-school teaching and learning programs. Here we describe the assessment of a learning environment entitled 'Bioinformatics in the Service of Biotechnology'. Students' learning outcomes and attitudes toward the bioinformatics learning environment were measured by analyzing their answers to questions embedded within the activities, questionnaires, interviews and observations. Students' difficulties and knowledge acquisition were characterized based on four categories: the required domain-specific knowledge (declarative, procedural, strategic or situational), the scientific field that each question stems from (biology, bioinformatics or their combination), the associated cognitive-process dimension (remember, understand, apply, analyze, evaluate, create) and the type of question (open-ended or multiple choice). Analysis of students' cognitive outcomes revealed learning gains in bioinformatics and related scientific fields, as well as appropriation of the bioinformatics approach as part of the students' scientific 'toolbox'. For students, questions stemming from the 'old world' biology field and requiring declarative or strategic knowledge were harder to deal with. This stands in contrast to their teachers' prediction. Analysis of students' affective outcomes revealed positive attitudes toward bioinformatics and the learning environment, as well as their perception of the teacher's role. Insights from this analysis yielded implications and recommendations for curriculum design, classroom enactment, teacher education and research. For example, we recommend teaching bioinformatics in an integrative and comprehensive manner, through an inquiry process, and linking it to the wider science curriculum. © The Author 2016. Published by Oxford University Press.

The Computer Integration into the EFL Instruction in Indonesia: An Analysis of Two University Instructors in Integrating Computer Technology into EFL Instruction to Encourage Students' Language Learning Engagement

ERIC Educational Resources Information Center

Prihatin, Pius N.

2012-01-01

Computer technology has been popular for teaching English as a foreign language in non-English speaking countries. This case study explored the way language instructors designed and implemented computer-based instruction so that students are engaged in English language learning. This study explored the beliefs, practices and perceptions of…

Integrating quantitative thinking into an introductory biology course improves students' mathematical reasoning in biological contexts.

PubMed

Hester, Susan; Buxner, Sanlyn; Elfring, Lisa; Nagy, Lisa

2014-01-01

Recent calls for improving undergraduate biology education have emphasized the importance of students learning to apply quantitative skills to biological problems. Motivated by students' apparent inability to transfer their existing quantitative skills to biological contexts, we designed and taught an introductory molecular and cell biology course in which we integrated application of prerequisite mathematical skills with biology content and reasoning throughout all aspects of the course. In this paper, we describe the principles of our course design and present illustrative examples of course materials integrating mathematics and biology. We also designed an outcome assessment made up of items testing students' understanding of biology concepts and their ability to apply mathematical skills in biological contexts and administered it as a pre/postcourse test to students in the experimental section and other sections of the same course. Precourse results confirmed students' inability to spontaneously transfer their prerequisite mathematics skills to biological problems. Pre/postcourse outcome assessment comparisons showed that, compared with students in other sections, students in the experimental section made greater gains on integrated math/biology items. They also made comparable gains on biology items, indicating that integrating quantitative skills into an introductory biology course does not have a deleterious effect on students' biology learning.

Integrated modular teaching in dermatology for undergraduate students: A novel approach

PubMed Central

Karthikeyan, Kaliaperumal; Kumar, Annapurna

2014-01-01

Context: Undergraduate teaching in dermatology comprises didactic lectures and clinical classes. Integrated modular teaching is a novel approach, which integrates basic sciences with dermatology in the form of a module. Further the module also incorporates various teaching modalities, which facilitate active participation from students and promotes learning. The pre- and post-test values showed the effectiveness of the integrated module. The students feedback was encouraging. Aims: The aim of this study was to determine the acceptance and opinion of undergraduate students regarding integrated modular teaching as a new teaching aid in dermatology. Settings and Design: This was a descriptive study. Varied teaching methodologies involving multiple disciplines were undertaken in six major undergraduate topics in dermatology for seventh and eighth semester students. Materials and Methods: A total of six modules were conducted over a period of 12 months for students of seventh and eighth semesters. The topics for the various modules were sexually transmitted diseases, acquired immunodeficiency syndrome, oral ulcers, leprosy, connective tissue disorders and psoriasis. Faculty members from different disciplines participated. Pre- and post-test were conducted before and after the modules respectively to gauge the effectiveness of the modules. Results: It was found that almost every student had a better score on the posttest as compared to the pretest. General feedback obtained from the students showed that all of them felt that modular teaching was a more interesting and useful teaching learning experience than conventional teaching. Conclusions: Integrated modular teaching can be an effective adjunct in imparting theoretical and practical knowledge to the students. Further, various teaching methodologies can be used in integrated modules effectively with active student participation. Thus integrated modular teaching addresses two important issues in medical education, namely integration and active student participation. PMID:25165641

Integrated modular teaching in dermatology for undergraduate students: A novel approach.

PubMed

Karthikeyan, Kaliaperumal; Kumar, Annapurna

2014-07-01

Undergraduate teaching in dermatology comprises didactic lectures and clinical classes. Integrated modular teaching is a novel approach, which integrates basic sciences with dermatology in the form of a module. Further the module also incorporates various teaching modalities, which facilitate active participation from students and promotes learning. The pre- and post-test values showed the effectiveness of the integrated module. The students feedback was encouraging. The aim of this study was to determine the acceptance and opinion of undergraduate students regarding integrated modular teaching as a new teaching aid in dermatology. This was a descriptive study. Varied teaching methodologies involving multiple disciplines were undertaken in six major undergraduate topics in dermatology for seventh and eighth semester students. A total of six modules were conducted over a period of 12 months for students of seventh and eighth semesters. The topics for the various modules were sexually transmitted diseases, acquired immunodeficiency syndrome, oral ulcers, leprosy, connective tissue disorders and psoriasis. Faculty members from different disciplines participated. Pre- and post-test were conducted before and after the modules respectively to gauge the effectiveness of the modules. It was found that almost every student had a better score on the posttest as compared to the pretest. General feedback obtained from the students showed that all of them felt that modular teaching was a more interesting and useful teaching learning experience than conventional teaching. Integrated modular teaching can be an effective adjunct in imparting theoretical and practical knowledge to the students. Further, various teaching methodologies can be used in integrated modules effectively with active student participation. Thus integrated modular teaching addresses two important issues in medical education, namely integration and active student participation.

A Study Assessing the Potential of Negative Effects in Interdisciplinary Math–Biology Instruction

PubMed Central

Madlung, Andreas; Bremer, Martina; Himelblau, Edward; Tullis, Alexa

2011-01-01

There is increasing enthusiasm for teaching approaches that combine mathematics and biology. The call for integrating more quantitative work in biology education has led to new teaching tools that improve quantitative skills. Little is known, however, about whether increasing interdisciplinary work can lead to adverse effects, such as the development of broader but shallower skills or the possibility that math anxiety causes some students to disengage in the classroom, or, paradoxically, to focus so much on the mathematics that they lose sight of its application for the biological concepts in the center of the unit at hand. We have developed and assessed an integrative learning module and found disciplinary learning gains to be equally strong in first-year students who actively engaged in embedded quantitative calculations as in those students who were merely presented with quantitative data in the context of interpreting biological and biostatistical results. When presented to advanced biology students, our quantitative learning tool increased test performance significantly. We conclude from our study that the addition of mathematical calculations to the first year and advanced biology curricula did not hinder overall student learning, and may increase disciplinary learning and data interpretation skills in advanced students. PMID:21364099

Integrated learning: ways of fostering the applicability of teachers’ pedagogical and psychological knowledge

PubMed Central

Harr, Nora; Eichler, Andreas; Renkl, Alexander

2015-01-01

In teacher education, general pedagogical and psychological knowledge (PPK) is often taught separately from the teaching subject itself, potentially leading to inert knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content knowledge (PCK) and general PPK with respect to knowledge application. Integration was fostered either by integrating the contents or by prompting the learners to integrate separately taught knowledge. Fostering integration, as compared to a separate presentation without integration help, led to more applicable PPK and greater simultaneous application of PPK and PCK. The advantages of fostering knowledge integration were not moderated by the student teachers’ prior knowledge or working memory capacity. A disadvantage of integrating different knowledge types referred to increased learning times. PMID:26082740

Implementing Vertical and Horizontal Engineering Students' Integration and Assessment of Consequence Academic Achievement

ERIC Educational Resources Information Center

Al-Zubaidy, Sarim; Abdulaziz, Nidhal; Dashtpour, Reza

2012-01-01

Recent scholarship references indicate that integration of the student body can result in an enhanced learning experience for students and also greater satisfaction. This paper reports the results of a case study whereby mechanical engineering students studying at a newly established branch campus in Dubai of a British university were exposed to…

Application of Student Book Based On Integrated Learning Model Of Networked Type With Heart Electrical Activity Theme For Junior High School

NASA Astrophysics Data System (ADS)

Gusnedi, G.; Ratnawulan, R.; Triana, L.

2018-04-01

The purpose of this study is to determine the effect of the use of Integrated Science IPA books Using Networked Learning Model of knowledge competence through improved learning outcomes obtained. The experimental design used is one group pre test post test design to know the results before and after being treated. The number of samples used is one class that is divided into two categories of initial ability to see the improvement of knowledge competence. The sample used was taken from the students of grade VIII SMPN 2 Sawahlunto, Indonesia. The results of this study indicate that most students have increased knowledge competence.

Integrating the Dimensions of NGSS within a Collaborative Board Game about Honey Bees

PubMed Central

Lauren, Hillary; Lutz, Claudia; Wallon, Robert C.; Hug, Barbara

2016-01-01

The current reform in U.S. science education calls for the integration of three dimensions of science learning in classroom teaching and learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. While the Next Generation Science Standards provide flexibility in how curriculum and instruction are structured to meet learning goals, there are few examples of existing curricula that portray the integration of these dimensions as “three-dimensional learning.” Here, we describe a collaborative board game about honey bees that incorporates scientific evidence on how genetic and environmental factors influence variations of traits and social behavior and requires students to collaboratively examine and use a system model. Furthermore, we show how students used and evaluated the game as a model in authentic classroom settings. PMID:27990024

The MOOC-CLIL Project: Using MOOCs to Increase Language, and Social and Online Learning Skills for 5th Grade K-12 Students

ERIC Educational Resources Information Center

de Waard, Inge; Demeulenaere, Kathy

2017-01-01

This study comprises the outcomes and methods of a one year project using Content and Language Integrated Learning (CLIL) and Massive Open Online Courses (MOOCs) embedded in K-12 classes. The Self-Regulated Learning (SRL) of 42 students enrolled in three 5th grade classes were monitored. The students took the MOOCCLIL class for one year…

Design of Automated Guidance to Support Effortful Revisions and Knowledge Integration in Science Learning

ERIC Educational Resources Information Center

Tansomboon, Charissa

2017-01-01

Students studying complex science topics can benefit from receiving immediate, personalized guidance. Supporting students to revise their written explanations in science can help students to integrate disparate ideas and develop a coherent, generative account of complex scientific topics. Using natural language processing to analyze student…

Incorporating Problem-Based Experiential Teaching in the Agricultural Curriculum.

ERIC Educational Resources Information Center

Salvador, R. J.; And Others

1995-01-01

A forestry and agronomy course at Iowa State University incorporates problem-based team projects on real-world situations as a means of providing students with integrative and meaningful experiential learning. Student evaluations of these courses indicate that students recognize and appreciate the integrative nature of the problem-based team…

Group Investigation as a Cooperative Learning Strategy: An Integrated Analysis of the Literature

ERIC Educational Resources Information Center

Mitchell, Mitzi G.; Montgomery, Hilary; Holder, Michelle; Stuart, Dan

2008-01-01

The cooperative learning strategy of group investigation has been used extensively in elementary and high school classrooms. Whereas this learning strategy seems to benefit low- and middle-achieving students, the performance of high-achieving students seems to change little. This article examines the literature on group investigation as a…

Introducing Case-Based Peer-Assisted Learning in a Professional Course

ERIC Educational Resources Information Center

Hodgson, Yvonne; Brack, Charlotte; Benson, Robyn

2014-01-01

This paper describes students' experience of participating in a case-based peer-assisted learning (PAL) program in order to examine whether the approach is pedagogically effective and likely to contribute to students' professional development. It presents the findings of a study which examined the integration of PAL and case-based learning (CBL)…

The Relation between Self-Regulated Learning and Academic Achievement across Childhood and Adolescence: A Meta-Analysis

ERIC Educational Resources Information Center

Dent, Amy L.; Koenka, Alison C.

2016-01-01

This research synthesis explores how academic achievement relates to two main components of self-regulated learning for students in elementary and secondary school. Two meta-analyses integrated previous findings on (1) the defining metacognitive processes of self-regulated learning and (2) students' use of cognitive strategies. Overall…