Teaching and Learning International Survey TALIS 2013: Conceptual Framework. Final

ERIC Educational Resources Information Center

Rutkowski, David; Rutkowski, Leslie; Bélanger, Julie; Knoll, Steffen; Weatherby, Kristen; Prusinski, Ellen

2013-01-01

In 2008, the initial cycle of the OECD's Teaching and Learning International Survey (TALIS 2008) established, for the first time, an international, large-scale survey of the teaching workforce, the conditions of teaching, and the learning environments of schools in participating countries. The second cycle of TALIS (TALIS 2013) aims to continue…

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

PubMed

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

2018-03-01

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

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

NASA Astrophysics Data System (ADS)

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

2005-12-01

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

Pupil-Teacher Adjustment and Mutual Adaptation in Creating Classroom Learning Environments. Final Report.

ERIC Educational Resources Information Center

Fox, Robert S.; And Others

This investigation is directed toward an analysis of the dynamics of the learning situations in a variety of public school elementary and secondary classrooms. The focus of the project is to make a comparative analysis of the patterns of cooperation or alienation among parents, teachers, peers and individual pupils which create learning cultures…

Conducting Studies of Transfer of Learning: A Practical Guide. Final Report.

ERIC Educational Resources Information Center

Payne, Thomas A.

This document is a guide for use by the practical researcher concerned with conducting studies of transfer of learning from pretraining of pilots in ground-based environments to performance in aircraft. While the material addresses principally transfer of learning of pilots, many of the issues should be applicable to other contexts, to include…

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

ERIC Educational Resources Information Center

Long, Janna B.

2016-01-01

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

Design and Implementation of BusinessApp, a MALL Application to Make Successful Business Presentations

ERIC Educational Resources Information Center

Calle-Martínez, Cristina; Yanes, Lourdes Pomposo; Pareja-Lora, Antonio

2016-01-01

Little by little, (or, simply, MALL) is taking force in the field of education, as it supports language blended learning and language learning ubiquity. The study presented here belongs in the Social Ontology-based Cognitively Augmented Language Learning Mobile Environment (SO-CALL-ME) research project, whose final aim is to design and create…

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

PubMed

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

2017-04-01

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

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

PubMed

Gan, Runye; Snell, Linda

2014-04-01

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

A Study of Families and Their Learning Environments for Deaf Children. Final Report.

ERIC Educational Resources Information Center

Bodner-Johnson, Barbara

The study examined the relationship between the family environment of 124 hearing impaired children (9-13 years old) and academic achievement. Interviews focused on what parents do with their children, how they interact (the social-psychological family environment) as well as status characteristics in relation to their children's academic…

Supporting cognitive engagement in a learning-by-doing learning environment: Case studies of participant engagement and social configurations in Kitchen Science Investigators

NASA Astrophysics Data System (ADS)

Gardner, Christina M.

Learning-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams, & Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these learning environments through cross-case analyses of these cases. Finally, it offers suggestions about structuring activities, selecting materials and resources, and designing facilitation and software-realized scaffolding in the design of these types of learning environments. These design implications focus on affording participant engagement in science content and practices learning. Overall, the case studies, cross-case analyses, and empirically-based design implications begin to bridge the gap between theory and practice in the design and implementation of these learning environments. This is demonstrated by providing detailed and explanatory examples and factors that affect how participants take up the affordances of the learning opportunities designed into these learning environments.

Making predictions in a changing world-inference, uncertainty, and learning.

PubMed

O'Reilly, Jill X

2013-01-01

To function effectively, brains need to make predictions about their environment based on past experience, i.e., they need to learn about their environment. The algorithms by which learning occurs are of interest to neuroscientists, both in their own right (because they exist in the brain) and as a tool to model participants' incomplete knowledge of task parameters and hence, to better understand their behavior. This review focusses on a particular challenge for learning algorithms-how to match the rate at which they learn to the rate of change in the environment, so that they use as much observed data as possible whilst disregarding irrelevant, old observations. To do this algorithms must evaluate whether the environment is changing. We discuss the concepts of likelihood, priors and transition functions, and how these relate to change detection. We review expected and estimation uncertainty, and how these relate to change detection and learning rate. Finally, we consider the neural correlates of uncertainty and learning. We argue that the neural correlates of uncertainty bear a resemblance to neural systems that are active when agents actively explore their environments, suggesting that the mechanisms by which the rate of learning is set may be subject to top down control (in circumstances when agents actively seek new information) as well as bottom up control (by observations that imply change in the environment).

Learning Processes and Learning Outcomes

DTIC Science & Technology

1992-06-01

establish and maintain activation levels) may process information faster because the relevant traces in long - term memory are already activated...drill and practice, and discovery. Finally, implications for the design of computerized instructional environments are indicated. 14. SUBJECT TERMS lI...outcome. This impact may be direct, or may interact with characteristics of the learner to effect learning outcome. INITIAL STATES Conative and cognitive

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

ERIC Educational Resources Information Center

Barrett, Bob

2012-01-01

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

Lifelong learning strategies in nursing: A systematic review.

PubMed

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

2017-10-01

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

An Analysis of Student Hypermedia Navigation and Learning

ERIC Educational Resources Information Center

Epp, Erik Minh

2010-01-01

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

From boring to scoring - a collaborative serious game for learning and practicing mathematical logic for computer science education

NASA Astrophysics Data System (ADS)

Schäfer, Andreas; Holz, Jan; Leonhardt, Thiemo; Schroeder, Ulrik; Brauner, Philipp; Ziefle, Martina

2013-06-01

In this study, we address the problem of low retention and high dropout rates of computer science university students in early semesters of the studies. Complex and high abstract mathematical learning materials have been identified as one reason for the dropout rate. In order to support the understanding and practicing of core mathematical concepts, we developed a game-based multitouch learning environment in which the need for a suitable learning environment for mathematical logic was combined with the ability to train cooperation and collaboration in a learning scenario. As application domain, the field of mathematical logic had been chosen. The development process was accomplished along three steps: First, ethnographic interviews were run with 12 students of computer science revealing typical problems with mathematical logic. Second, a multitouch learning environment was developed. The game consists of multiple learning and playing modes in which teams of students can collaborate or compete against each other. Finally, a twofold evaluation of the environment was carried out (user study and cognitive walk-through). Overall, the evaluation showed that the game environment was easy to use and rated as helpful: The chosen approach of a multiplayer game supporting competition, collaboration, and cooperation is perceived as motivating and "fun."

Developing Autonomous Vehicles That Learn to Navigate by Mimicking Human Behavior

DTIC Science & Technology

2006-09-28

navigate in an unstructured environment to a specific target or location. 15. SUBJECT TERMS autonomous vehicles , fuzzy logic, learning behavior...ANSI-Std Z39-18 Developing Autonomous Vehicles That Learn to Navigate by Mimicking Human Behavior FINAL REPORT 9/28/2006 Dean B. Edwards Department...the future, as greater numbers of autonomous vehicles are employed, it is hoped that lower LONG-TERM GOALS Use LAGR (Learning Applied to Ground Robots

Using an improved virtual learning environment for engineering students

NASA Astrophysics Data System (ADS)

Lourdes Martínez Cartas, Ma

2012-06-01

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

Moving virtuality into reality: A comparison study of the effectiveness of traditional and alternative assessments of learning in a multisensory, fully immersive physics program

NASA Astrophysics Data System (ADS)

Gamor, Keysha Ingram

This paper contains a research study that investigated the relative efficacy of using both a traditional paper-and-pencil assessment instrument and an alternative, virtual reality (VR) assessment instrument to assist educators and/or instructional designers in measuring learning in a virtual reality learning environment. To this end, this research study investigated assessment in VR, with the goal of analyzing aspects of student learning in VR that are feasible to access or capture by traditional assessments and alternative assessments. The researcher also examined what additional types of learning alternative assessments may offer. More specifically, this study compared the effectiveness of a traditional method with an alternative (performance-based) method of assessment that was used to examine the ability of the tools to accurately evidence the levels of students' understanding and learning. The domain area was electrostatics, a complex, abstract multidimensional concept, with which students often experience difficulty. Outcomes of the study suggest that, in the evaluation of learning in an immersive VR learning environment, assessments would most accurately manifest student learning if the assessment measure matched the learning environment itself. In this study, learning and assessing in the VR environment yielded higher final test scores than learning in VR and testing with traditional paper-and-pencil. Being able to transfer knowledge from a VR environment to other situations is critical in demonstrating the overall level of understanding of a concept. For this reason, the researcher recommends a combination of testing measures to enhance understanding of complex, abstract concepts.

Homeostatic Agent for General Environment

NASA Astrophysics Data System (ADS)

Yoshida, Naoto

2018-03-01

One of the essential aspect in biological agents is dynamic stability. This aspect, called homeostasis, is widely discussed in ethology, neuroscience and during the early stages of artificial intelligence. Ashby's homeostats are general-purpose learning machines for stabilizing essential variables of the agent in the face of general environments. However, despite their generality, the original homeostats couldn't be scaled because they searched their parameters randomly. In this paper, first we re-define the objective of homeostats as the maximization of a multi-step survival probability from the view point of sequential decision theory and probabilistic theory. Then we show that this optimization problem can be treated by using reinforcement learning algorithms with special agent architectures and theoretically-derived intrinsic reward functions. Finally we empirically demonstrate that agents with our architecture automatically learn to survive in a given environment, including environments with visual stimuli. Our survival agents can learn to eat food, avoid poison and stabilize essential variables through theoretically-derived single intrinsic reward formulations.

Rebuilding the LMS for the 21st Century

ERIC Educational Resources Information Center

Demski, Jennifer

2012-01-01

Finally--12 years into the 21st century--higher ed classrooms are turning into incubators for the kind of learning environment that curriculum and instructional technology experts have advocated for years. Yet a key question remains: Can legacy learning management systems (LMSs) be dragged into the 21st century as part of this new educational…

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

PubMed

Ó Lúanaigh, Padraig

2015-11-01

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

When the Learning Environment Is Suboptimal: Exploring Medical Students’ Perceptions of “Mistreatment”

PubMed Central

Snell, Linda

2014-01-01

Purpose Despite widespread implementation of policies to address mistreatment, high rates of mistreatment during clinical training are reported, prompting the question of whether “mistreatment” means more to students than delineated in official codes of conduct. Understanding “mistreatment” from students’ perspective and as it relates to the learning environment is needed before effective interventions can be implemented. Method The authors conducted focus groups with final-year medical students at McGill University Faculty of Medicine in 2012. Participants were asked to characterize “suboptimal learning experience” and “mistreatment.” Transcripts were analyzed via inductive thematic analysis. Results Forty-one of 174 eligible students participated in six focus groups. Students described “mistreatment” as lack of respect or attack directed toward the person, and “suboptimal learning experience” as that which compromised their learning. Differing perceptions emerged as students debated whether “mistreatment” can be applied to negative learning environments as well as isolated incidents of mistreatment even though some experiences fell outside of the “official” label as per institutional policies. Whether students perceived “mistreatment” versus a “suboptimal learning experience” in negative environments appeared to be influenced by several key factors. A concept map integrating these ideas is presented. Conclusions How students perceived negative situations during training appears to be a complex process. When medical students say “mistreatment,” they may be referring to a spectrum, with incident-based mistreatment on one end and learning-environment-based mistreatment on the other. Multiple factors influenced how students perceived an environment-based negative situation and may provide strategies to improving the learning environment. PMID:24556767

Lifelong learning strategies in nursing: A systematic review

PubMed Central

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

2017-01-01

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

A service based adaptive U-learning system using UX.

PubMed

Jeong, Hwa-Young; Yi, Gangman

2014-01-01

In recent years, traditional development techniques for e-learning systems have been changing to become more convenient and efficient. One new technology in the development of application systems includes both cloud and ubiquitous computing. Cloud computing can support learning system processes by using services while ubiquitous computing can provide system operation and management via a high performance technical process and network. In the cloud computing environment, a learning service application can provide a business module or process to the user via the internet. This research focuses on providing the learning material and processes of courses by learning units using the services in a ubiquitous computing environment. And we also investigate functions that support users' tailored materials according to their learning style. That is, we analyzed the user's data and their characteristics in accordance with their user experience. We subsequently applied the learning process to fit on their learning performance and preferences. Finally, we demonstrate how the proposed system outperforms learning effects to learners better than existing techniques.

A Service Based Adaptive U-Learning System Using UX

PubMed Central

Jeong, Hwa-Young

2014-01-01

In recent years, traditional development techniques for e-learning systems have been changing to become more convenient and efficient. One new technology in the development of application systems includes both cloud and ubiquitous computing. Cloud computing can support learning system processes by using services while ubiquitous computing can provide system operation and management via a high performance technical process and network. In the cloud computing environment, a learning service application can provide a business module or process to the user via the internet. This research focuses on providing the learning material and processes of courses by learning units using the services in a ubiquitous computing environment. And we also investigate functions that support users' tailored materials according to their learning style. That is, we analyzed the user's data and their characteristics in accordance with their user experience. We subsequently applied the learning process to fit on their learning performance and preferences. Finally, we demonstrate how the proposed system outperforms learning effects to learners better than existing techniques. PMID:25147832

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

NASA Astrophysics Data System (ADS)

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

2018-06-01

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

Creating Classroom Environments That Nurture Independence for Children Who Are Deafblind. Final Report.

ERIC Educational Resources Information Center

Rowland, Charity; Schweigert, Philip

This final report describes activities and accomplishments of a 4-year federally supported project to develop independence in 12 young children (ages 3-5) with deaf-blindness enrolled in the Portland (Oregon) Public Schools Early Intervention Program. The project focused on helping teachers learn to target communicative and cognitive learning…

Causal learning is collaborative: Examining explanation and exploration in social contexts.

PubMed

Legare, Cristine H; Sobel, David M; Callanan, Maureen

2017-10-01

Causal learning in childhood is a dynamic and collaborative process of explanation and exploration within complex physical and social environments. Understanding how children learn causal knowledge requires examining how they update beliefs about the world given novel information and studying the processes by which children learn in collaboration with caregivers, educators, and peers. The objective of this article is to review evidence for how children learn causal knowledge by explaining and exploring in collaboration with others. We review three examples of causal learning in social contexts, which elucidate how interaction with others influences causal learning. First, we consider children's explanation-seeking behaviors in the form of "why" questions. Second, we examine parents' elaboration of meaning about causal relations. Finally, we consider parents' interactive styles with children during free play, which constrains how children explore. We propose that the best way to understand children's causal learning in social context is to combine results from laboratory and natural interactive informal learning environments.

Spontaneous Group Learning in Ambient Learning Environments

NASA Astrophysics Data System (ADS)

Bick, Markus; Jughardt, Achim; Pawlowski, Jan M.; Veith, Patrick

Spontaneous Group Learning is a concept to form and facilitate face-to-face, ad-hoc learning groups in collaborative settings. We show how to use Ambient Intelligence to identify, support, and initiate group processes. Learners' positions are determined by widely used technologies, e.g., Bluetooth and WLAN. As a second step, learners' positions, tasks, and interests are visualized. Finally, a group process is initiated supported by relevant documents and services. Our solution is a starting point to develop new didactical solutions for collaborative processes.

Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology.

PubMed

Taradi, Suncana Kukolja; Taradi, Milan; Radic, Kresimir; Pokrajac, Niksa

2005-03-01

World Wide Web (Web)-based learning (WBL), problem-based learning (PBL), and collaborative learning are at present the most powerful educational options in higher education. A blended (hybrid) course combines traditional face-to-face and WBL approaches in an educational environment that is nonspecific as to time and place. To provide educational services for an undergraduate second-year elective course in acid-base physiology, a rich, student-centered educational Web-environment designed to support PBL was created by using Web Course Tools courseware. The course is designed to require students to work in small collaborative groups using problem solving activities to develop topic understanding. The aim of the study was to identify the impact of the blended WBL-PBL-collaborative learning environment on student learning outcomes. Student test scores and satisfaction survey results from a blended WBL-PBL-based test group (n = 37) were compared with a control group whose instructional opportunities were from a traditional in-class PBL model (n = 84). WBL students scored significantly (t = 3.3952; P = 0.0009) better on the final acid-base physiology examination and expressed a positive attitude to the new learning environment in the satisfaction survey. Expressed in terms of a difference effect, the mean of the treated group (WBL) is at the 76th percentile of the untreated (face-to-face) group, which stands for a "medium" effect size. Thus student progress in the blended WBL-PBL collaborative environment was positively affected by the use of technology.

Multiagent cooperation and competition with deep reinforcement learning.

PubMed

Tampuu, Ardi; Matiisen, Tambet; Kodelja, Dorian; Kuzovkin, Ilya; Korjus, Kristjan; Aru, Juhan; Aru, Jaan; Vicente, Raul

2017-01-01

Evolution of cooperation and competition can appear when multiple adaptive agents share a biological, social, or technological niche. In the present work we study how cooperation and competition emerge between autonomous agents that learn by reinforcement while using only their raw visual input as the state representation. In particular, we extend the Deep Q-Learning framework to multiagent environments to investigate the interaction between two learning agents in the well-known video game Pong. By manipulating the classical rewarding scheme of Pong we show how competitive and collaborative behaviors emerge. We also describe the progression from competitive to collaborative behavior when the incentive to cooperate is increased. Finally we show how learning by playing against another adaptive agent, instead of against a hard-wired algorithm, results in more robust strategies. The present work shows that Deep Q-Networks can become a useful tool for studying decentralized learning of multiagent systems coping with high-dimensional environments.

Multiagent cooperation and competition with deep reinforcement learning

PubMed Central

Kodelja, Dorian; Kuzovkin, Ilya; Korjus, Kristjan; Aru, Juhan; Aru, Jaan; Vicente, Raul

2017-01-01

Evolution of cooperation and competition can appear when multiple adaptive agents share a biological, social, or technological niche. In the present work we study how cooperation and competition emerge between autonomous agents that learn by reinforcement while using only their raw visual input as the state representation. In particular, we extend the Deep Q-Learning framework to multiagent environments to investigate the interaction between two learning agents in the well-known video game Pong. By manipulating the classical rewarding scheme of Pong we show how competitive and collaborative behaviors emerge. We also describe the progression from competitive to collaborative behavior when the incentive to cooperate is increased. Finally we show how learning by playing against another adaptive agent, instead of against a hard-wired algorithm, results in more robust strategies. The present work shows that Deep Q-Networks can become a useful tool for studying decentralized learning of multiagent systems coping with high-dimensional environments. PMID:28380078

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

PubMed

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

2018-02-01

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

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

NASA Astrophysics Data System (ADS)

Valyrakis, Manousos; Cheng, Ming

2015-04-01

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

A Slovenian version of the "clinical learning environment, supervision and nurse teacher scale (Cles+T)" and its comparison with the Croatian version.

PubMed

Žvanut, Boštjan; Lovrić, Robert; Kolnik, Tamara Štemberger; Šavle, Majda; Pucer, Patrik

2018-05-01

Nursing clinical learning environments are particularly important for the achievement of good practice in clinical training of student nurses, and thus, for the nursing competence development. Hence, it is important to have an instrument consisting of reliable and valid criteria for assessing the clinical learning environment, applicable in different contexts, and translated in the respondents mother tongue. The goal of the present research was to test the reliability and validity of the Slovenian version of the "Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale", and to compare it with the Croatian version. The data was collected between 10 March and 10 June 2015 at four Slovenian institutions, where nursing BSc study programmes are performed. The final sample consisted of 232 students (response rate 68.8%): 81.9% were females and 18.1% males, average age was 23. The translated instrument in Slovenian language resulted as reliable and valid, it reflects the expected five factors of the original version despite some minor problems in the factor structure and in test-retest. The most important difference between the Slovenian and Croatian version is in the factor structure regarding the implementation of roles in clinical learning environment. Copyright © 2018 Elsevier Ltd. All rights reserved.

Building Community from Diversity: Connecting Students to Their Learning Environments. An Anthology of Classroom Projects Undertaken for the Kellogg Beacon Grant. Final Report.

ERIC Educational Resources Information Center

Mahony, Elizabeth M., Ed.; And Others

This five-part anthology presents descriptions of 22 classroom projects undertaken by a consortium of Missouri community colleges and elementary and secondary schools, directed by St. Louis Community College. The collection comprises the following articles: "Views of an Elementary Teacher" (Susan Biffignani); "Writing To Learn and…

How Does the Representational Status of To-Be-Counted Objects Affect Children's Understanding of Cardinality?

ERIC Educational Resources Information Center

Petersen, Lori A.

2013-01-01

When counting, the final word used to tag the final item in a set represents the cardinality, or total number, of the set. Understanding of this concept serves as a foundation for children's basic mathematical skills, such as arithmetic. However, little is known about how variations in the early learning environment affect children's understanding…

Loudoun County Public Library, Final Performance Report for Library Services and Construction Act (LSCA) Title VI, Library Literacy Program.

ERIC Educational Resources Information Center

Holtslander, Linda

This final performance report for the Loudoun County Public Library literacy project begins with a section that provides quantitative data. The next section compares actual accomplishments to the major project objective: to create a non-threatening learning environment at the Transitional Housing Center (THC), a residential homeless shelter.…

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

ERIC Educational Resources Information Center

Dunne, Siobhán

2016-01-01

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

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

PubMed

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

2014-01-27

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

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

PubMed Central

2014-01-01

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

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

PubMed

Bailey, Maria E; Tuohy, Dympna

2009-10-01

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

Designing a Web-Based Science Learning Environment for Model-Based Collaborative Inquiry

NASA Astrophysics Data System (ADS)

Sun, Daner; Looi, Chee-Kit

2013-02-01

The paper traces a research process in the design and development of a science learning environment called WiMVT (web-based inquirer with modeling and visualization technology). The WiMVT system is designed to help secondary school students build a sophisticated understanding of scientific conceptions, and the science inquiry process, as well as develop critical learning skills through model-based collaborative inquiry approach. It is intended to support collaborative inquiry, real-time social interaction, progressive modeling, and to provide multiple sources of scaffolding for students. We first discuss the theoretical underpinnings for synthesizing the WiMVT design framework, introduce the components and features of the system, and describe the proposed work flow of WiMVT instruction. We also elucidate our research approach that supports the development of the system. Finally, the findings of a pilot study are briefly presented to demonstrate of the potential for learning efficacy of the WiMVT implementation in science learning. Implications are drawn on how to improve the existing system, refine teaching strategies and provide feedback to researchers, designers and teachers. This pilot study informs designers like us on how to narrow the gap between the learning environment's intended design and its actual usage in the classroom.

Virtual parameter-estimation experiments in Bioprocess-Engineering education.

PubMed

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

2006-05-01

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

Cross Cultural Indicators of Independent Learning in Young Children: A Jordanian Case.

PubMed

Almeqdad, Qais; Al-Hamouri, Firas; Zghoul, Rafe'a A; Al-Rousan, Ayoub; Whitebread, David

2016-06-10

This study attempts to explore the level of Independent Learning (IL) amongst a sample of Jordanian preschoolers. Behaviors of sixty preschool children aged 5-6 years old were observed and rated by their teachers against an Arabic version of the Children's Independent Learning Development (CHILD 3-5) observational instrument to explore the independent learning among young children according to their gender, engagement level, parental education and the size of their families. The results illustrated that preschoolers may show some aspects of behaviors particularly those related to pro-social and cognitive areas. It also indicated that children from high educated environments demonstrated IL behaviors more than those coming from low educated environments. Finally, children coming from larger family size showed less IL behaviors than those coming from smaller ones. Results and implications are discussed.

NCS-1 dependent learning bonus and behavior outputs of self-directed exploration

NASA Astrophysics Data System (ADS)

Mun, Ho-Suk

Animals explore a new environment and learn about their surroundings. "Exploration" refers to all activities that increase the information obtained from an animal. For this study, I determined a molecule that mediates self-directed exploration, with a particular focus on rearing behavior and vocalization. Rearing can be either self-directed exploration or escape-oriented exploration. Self-directed exploration can be driven by the desire to gather information about environments while escape-oriented exploration can be driven by fear or anxiety. To differentiate between these two concepts, I compared rearing and other behaviors in three different conditions 1) novel dim (safe environment), which induces exploration based rearing; 2) novel bright (fearful environment), which elicits fear driven rearing; and 3) familiar environment as a control. First, I characterized the effects on two distinct types of environment in exploratory behavior and its effect on learning. From this, I determined that self-directed exploration enhances spatial learning while escape-oriented exploration does not produce a learning bonus. Second, I found that NCS-1 is involved in exploration, as well as learning and memory, by testing mice with reduced levels of Ncs-1 by point mutation and also siRNA injection. Finally, I illustrated other behavior outputs and neural substrate activities, which co-occurred during either self-directed or escape-oriented exploration. I found that high-frequency ultrasonic vocalizations occurred during self-directed exploration while low-frequency calls were emitted during escape-oriented exploration. Also, with immediate early gene imaging techniques, I found hippocampus and nucleus accumbens activation in self-directed exploration. This study is the first comprehensive molecular analysis of learning bonus in self-directed exploration. These results may be beneficial for studying underlying mechanisms of neuropsychiatric disease, and also reveal therapeutic targets for them.

77 FR 58301 - Final Requirements-Race to the Top-Early Learning Challenge; Phase 2

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-20

... career advancement. Core Area B addresses the importance of a high-quality plan for rating and monitoring... adversely affect a sector of the economy, productivity, competition, jobs, the environment, public health or...

Reducing cognitive load in the chemistry laboratory by using technology-driven guided inquiry experiments

NASA Astrophysics Data System (ADS)

Hubacz, Frank, Jr.

The chemistry laboratory is an integral component of the learning experience for students enrolled in college-level general chemistry courses. Science education research has shown that guided inquiry investigations provide students with an optimum learning environment within the laboratory. These investigations reflect the basic tenets of constructivism by engaging students in a learning environment that allows them to experience what they learn and to then construct, in their own minds, a meaningful understanding of the ideas and concepts investigated. However, educational research also indicates that the physical plant of the laboratory environment combined with the procedural requirements of the investigation itself often produces a great demand upon a student's working memory. This demand, which is often superfluous to the chemical concept under investigation, creates a sensory overload or extraneous cognitive load within the working memory and becomes a significant obstacle to student learning. Extraneous cognitive load inhibits necessary schema formation within the learner's working memory thereby impeding the transfer of ideas to the learner's long-term memory. Cognitive Load Theory suggests that instructional material developed to reduce extraneous cognitive load leads to an improved learning environment for the student which better allows for schema formation. This study first compared the cognitive load demand, as measured by mental effort, experienced by 33 participants enrolled in a first-year general chemistry course in which the treatment group, using technology based investigations, and the non-treatment group, using traditional labware, investigated identical chemical concepts on five different exercises. Mental effort was measured via a mental effort survey, a statistical comparison of individual survey results to a procedural step count, and an analysis of fourteen post-treatment interviews. Next, a statistical analysis of achievement was completed by comparing lab grade averages, final exam averages, and final course grade averages between the two groups. Participant mental effort survey results showed significant positive effects of technology in reducing cognitive load for two laboratory investigations. One investigation revealed a significant difference in achievement measured by lab grade average comparisons. Although results of this study are inconclusive as to the usefulness of technology-driven investigations to affect learning, recommendations for further study are discussed.

Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students.

PubMed

Doucet, Michèle; Vrins, André; Harvey, Denis

2009-12-01

Teaching methods that provide an opportunity for individual engagement and focussed feedback are required to create an active learning environment for case-based teaching in large groups. A prospective observational controlled study was conducted to evaluate whether the use of an audience response system (ARS) would promote an active learning environment during case-based discussions in large groups, have an impact on student motivation and improve long-term retention. Group A (N = 83) participated in large group case discussions where student participation was voluntary, while for group B (N = 86) an ARS was used. Data collection methods included student and teacher surveys, student focus group interviews, independent observations and 1-year post-course testing. Results indicated that the use of an ARS provided an active learning environment during case-based discussions in large groups by favouring engagement, observation and critical reflection and by increasing student and teacher motivation. Although final exam results were significantly improved in group B, long-term retention was not significantly different between groups. It was concluded that ARS use significantly improved the learning experience associated with case-based discussions in a large group of undergraduate students.

Clipping in neurocontrol by adaptive dynamic programming.

PubMed

Fairbank, Michael; Prokhorov, Danil; Alonso, Eduardo

2014-10-01

In adaptive dynamic programming, neurocontrol, and reinforcement learning, the objective is for an agent to learn to choose actions so as to minimize a total cost function. In this paper, we show that when discretized time is used to model the motion of the agent, it can be very important to do clipping on the motion of the agent in the final time step of the trajectory. By clipping, we mean that the final time step of the trajectory is to be truncated such that the agent stops exactly at the first terminal state reached, and no distance further. We demonstrate that when clipping is omitted, learning performance can fail to reach the optimum, and when clipping is done properly, learning performance can improve significantly. The clipping problem we describe affects algorithms that use explicit derivatives of the model functions of the environment to calculate a learning gradient. These include backpropagation through time for control and methods based on dual heuristic programming. However, the clipping problem does not significantly affect methods based on heuristic dynamic programming, temporal differences learning, or policy-gradient learning algorithms.

Development and psychometric evaluation of the Undergraduate Clinical Education Environment Measure (UCEEM).

PubMed

Strand, Pia; Sjöborg, Karolina; Stalmeijer, Renée; Wichmann-Hansen, Gitte; Jakobsson, Ulf; Edgren, Gudrun

2013-12-01

There is a paucity of instruments designed to evaluate the multiple dimensions of the workplace as an educational environment for undergraduate medical students. The aim was to develop and psychometrically evaluate an instrument to measure how undergraduate medical students perceive the clinical workplace environment, based on workplace learning theories and empirical findings. Development of the instrument relied on established standards including theoretical and empirical grounding, systematic item development and expert review at various stages to ensure content validity. Qualitative and quantitative methods were employed using a series of steps from conceptualization through psychometric analysis of scores in a Swedish medical student population. The final result was a 25-item instrument with two overarching dimensions, experiential learning and social participation, and four subscales that coincided well with theory and empirical findings: Opportunities to learn in and through work & quality of supervision; Preparedness for student entry; Workplace interaction patterns & student inclusion; and Equal treatment. Evidence from various sources supported content validity, construct validity and reliability of the instrument. The Undergraduate Clinical Education Environment Measure represents a valid, reliable and feasible multidimensional instrument for evaluation of the clinical workplace as a learning environment for undergraduate medical students. Further validation in different populations using various psychometric methods is needed.

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

NASA Astrophysics Data System (ADS)

Plough, Jean Margaret

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

Design and implementation of a flipped classroom learning environment in the biomedical engineering context.

PubMed

Corrias, Alberto; Cho Hong, James Goh

2015-01-01

The design and implementation of a learning environment that leverages on the use of various technologies is presented. The context is an undergraduate core engineering course within the biomedical engineering curriculum. The topic of the course is data analysis in biomedical engineering problems. One of the key ideas of this study is to confine the most mathematical and statistical aspects of data analysis in prerecorded video lectures. Students are asked to watch the video lectures before coming to class. Since the classroom session does not need to cover the mathematical theory, the time is spent on a selected real world scenario in the field of biomedical engineering that exposes students to an actual application of the theory. The weekly cycle is concluded with a hands-on tutorial session in the computer rooms. A potential problem would arise in such learning environment if the students do not follow the recommendation of watching the video lecture before coming to class. In an attempt to limit these occurrences, two key instruments were put in place: a set of online self-assessment questions that students are asked to take before the classroom session and a simple rewards system during the classroom session. Thanks to modern learning analytics tools, we were able to show that, on average, 57.9% of students followed the recommendation of watching the video lecture before class. The efficacy of the learning environment was assessed through various means. A survey was conducted among the students and the gathered data support the view that the learning environment was well received by the students. Attempts were made to quantify the impacts on learning of the proposed measures by taking into account the results of selected questions of the final examination of the course. Although the presence of confounding factors demands caution in the interpretation, these data seem to indicate a possible positive effect of the use of video lectures in this technologically enhanced learning environment.

From Young Children's Ideas about Germs to Ideas Shaping a Learning Environment

NASA Astrophysics Data System (ADS)

Ergazaki, Marida; Saltapida, Konstantina; Zogza, Vassiliki

2010-11-01

This paper is concerned with highlighting young children’s ideas about the nature, location and appearance of germs, as well as their reasoning strands about germs’ ontological category and biological functions. Moreover, it is concerned with exploring how all these could be taken into account for shaping a potentially fruitful learning environment. Conducting individual, semi-structured interviews with 35 preschoolers (age 4.5-5.5) of public kindergartens in the broader area of Patras, we attempted to trace their ideas about what germs are, where they may be found, whether they are good or bad and living or non-living and how they might look like in a drawing. Moreover, children were required to attribute a series of biological functions to dogs, chairs and germs, and finally to create a story with germs holding a key-role. The analysis of our qualitative data within the “NVivo” software showed that the informants make a strong association of germs with health and hygiene issues, locate germs mostly in our body and the external environment, are not familiar with the ‘good germs’-idea, and draw germs as ‘human-like’, ‘animal-like’ or ‘abstract’ entities. Moreover, they have significant difficulties not only in employing biological functions as criteria for classifying germs in the category of ‘living’, but also in just attributing such functions to germs using a warrant. Finally, the shift from our findings to a 3-part learning environment aiming at supporting preschoolers in refining their initial conceptualization of germs is thoroughly discussed in the paper.

Place versus response learning in fish: a comparison between species.

PubMed

McAroe, Claire L; Craig, Cathy M; Holland, Richard A

2016-01-01

Place learning is thought to be an adaptive and flexible facet of navigation. Due to the flexibility of this learning, it is thought to be more complex than the simpler strategies such as learning a particular route or navigating through the use of cues. Place learning is crucial in a familiar environment as it allows an individual to successfully navigate to the same endpoint, regardless of where in the environment the journey begins. Much of the research to date focusing on different strategies employed for navigation has used human subjects or other mammals such as rodents. In this series of experiments, the spatial memory of four different species of fish (goldfish, killifish, zebrafish and Siamese fighting fish) was analysed using a plus maze set-up. Results suggest that three of the species showed a significant preference for the adoption of a place strategy during this task, whereas zebrafish showed no significant preference. Furthermore, zebrafish took significantly longer to learn the task than the other species. Finally, results suggest that zebrafish took the least amount of time (seconds) to complete trials both during training and probe.

A junction-tree based learning algorithm to optimize network wide traffic control: A coordinated multi-agent framework

DOE PAGES

Zhu, Feng; Aziz, H. M. Abdul; Qian, Xinwu; ...

2015-01-31

Our study develops a novel reinforcement learning algorithm for the challenging coordinated signal control problem. Traffic signals are modeled as intelligent agents interacting with the stochastic traffic environment. The model is built on the framework of coordinated reinforcement learning. The Junction Tree Algorithm (JTA) based reinforcement learning is proposed to obtain an exact inference of the best joint actions for all the coordinated intersections. Moreover, the algorithm is implemented and tested with a network containing 18 signalized intersections in VISSIM. Finally, our results show that the JTA based algorithm outperforms independent learning (Q-learning), real-time adaptive learning, and fixed timing plansmore » in terms of average delay, number of stops, and vehicular emissions at the network level.« less

An Intelligent System for Monitoring the Microgravity Environment Quality On-Board the International Space Station

NASA Technical Reports Server (NTRS)

Lin, Paul P.; Jules, Kenol

2002-01-01

An intelligent system for monitoring the microgravity environment quality on-board the International Space Station is presented. The monitoring system uses a new approach combining Kohonen's self-organizing feature map, learning vector quantization, and back propagation neural network to recognize and classify the known and unknown patterns. Finally, fuzzy logic is used to assess the level of confidence associated with each vibrating source activation detected by the system.

76 FR 35007 - Notice of Issuance of Final Determination Concerning the Country of Origin of Certain Office Chairs

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-15

... learning environments. The merchandise at issue is the Herman Miller SAYL task chair and the SAYL side... exact size and shape requested by Herman Miller. The TPU mesh is placed in a custom-made machine, which...

Inside a Blended Learning Environment

ERIC Educational Resources Information Center

Chubb, John

2012-01-01

The long awaited and hotly debated "disruption" of public education may finally have begun. Technology, the force that has transformed one industry after another, from the industrial revolution through the information age, is on the cusp of reshaping schools fundamentally. This is heady talk. Historically, schools have been quite adept…

The educational environment and self-perceived clinical competence of senior medical students in a Malaysian medical school.

PubMed

Lai, N; Nalliah, S; Jutti, R C; Hla, Y; Lim, V K E

2009-08-01

The educational environment is widely considered to be a major factor affecting students' motivation and learning outcomes. Although students' perceptions of their educational environment are often reported, we are unaware of any published reports that relate this information to students' clinical competence, either self-perceived or objectively measured. We aimed to correlate students' perceptions of their learning environment and their self-perceived competence in clinical, practical and personal skills, using validated scales. Subjects included a cohort of 71 final-year medical students who were posted to a peripheral campus affiliated with a district hospital. Two questionnaires were administered concurrently: a modified DREEM (50 items) to assess the learning environment and an abbreviated IMU Student Competency Survey (29 items) to examine self-perceived competence across a wide range of skills and work-readiness. We correlated the major domains in both surveys using Spearman's Correlation. Fifty-nine students (83%) completed the questionnaires. Comparing correlations of the five major domains of the modified DREEM questionnaire ("Perception of learning", "Perception of teachers", "Academic self-perception", "Perception of atmosphere" and "Social self-perception") with all subscales in the abbreviated IMU Student Competency Survey (clinical, practical, personal skills and overall work-readiness), we found that academic self-perception domain had the strongest correlations (r:0.405 to 0.579, p:0.002 to < 0.001) and perception of teachers bears the weakest correlations (r:0.171 to 0.284, p:0.254 to 0.031). Self-perceived competence in practical skills in the IMU Student Competency Survey correlated the weakest with all domains of the modified DREEM (r:0.206 to 0.405, p:0.124 to 0.002). The overall weak-to-moderate correlations between perceptions of learning environment and self-perceived clinical competence suggest that other factors might interact with the learning environment to determine students' confidence and achievements.

The learning environment in professional doctorate and postgraduate dental education: a qualitative study.

PubMed

Subramanian, J; Thomson, W M

2017-11-01

Currently, there is a lack of studies focusing on professional doctoral students' and graduates' perceptions of their learning environment, in particular, using a qualitative approach to elicit in-depth information. This article aims to contribute to the existing body of knowledge by systematically exploring, critically analysing and getting a deeper understanding of professional doctorate dental students' and graduates' insights into effective and ineffective clinical and physical learning environment characteristics. The study included a total of 20 participants. Participants included 16 final-year Doctor of Clinical Dentistry (DClinDent) students and four dental specialists (graduates of the DClinDent programme). Semi-structured, individual interviews were used. Participants were asked to reflect upon and describe in detail their effective and ineffective learning environment experiences. The critical incident technique was used to guide the data collection. Data were analysed using a general inductive qualitative approach. Learning environment characteristics which participants associated with effective learning included the following: sufficient opportunities for comprehensive treatment planning; introduction to a number of patient treatment philosophies; a sufficient number of complex cases; clinically oriented research and assignment topics; a focus on clinical training in the programme generally; a research topic of a realistic depth and breadth, suitable for their 'specialist training' degree; and a well-resourced and updated physical infrastructure. On the other hand, most participants indicated that the absence of an adequate number of clinical cases, an overemphasis on research (as opposed to clinical practice) in the DClinDent programme and an 'outdated' physical infrastructure in the dental school clinics could hamper effective clinical learning. These findings contribute to the meaningful advancement of the literature on learning environment strategies through the exploration of (and in-depth qualitative insights into) what facilitated effective learning by New Zealand professional doctorate candidates and graduates. These findings provide a starting point for reflection by international academic directors, educational developers, curriculum planners, programme managers and clinical teachers in respect of the further development of the learning environment. Although the findings from this study may not be directly transferable to all international contexts, they have the potential to contribute to the further development of theory in this area. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

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

PubMed

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

2006-07-01

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

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

PubMed

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

2014-05-01

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

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

PubMed

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

2015-01-01

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

Cognitive Tutoring based on Intelligent Decision Support in the PENTHA Instructional Design Model

NASA Astrophysics Data System (ADS)

dall'Acqua, Luisa

2010-06-01

The research finality of this paper is how to support Authors to develop rule driven—subject oriented, adaptable course content, meta-rules—representing the disciplinary epistemology, model of teaching, Learning Path structure, and assessment parameters—for intelligent Tutoring actions in a personalized, adaptive e-Learning environment. The focus is to instruct the student to be a decision manager for himself, able to recognize the elements of a problem, select the necessary information with the perspective of factual choices. In particular, our research intends to provide some fundamental guidelines for the definition of didactical rules and logical relations, that Authors should provide to a cognitive Tutoring system through the use of an Instructional Design method (PENTHA Model) which proposes an educational environment, able to: increase productivity and operability, create conditions for a cooperative dialogue, developing participatory research activities of knowledge, observations and discoveries, customizing the learning design in a complex and holistic vision of the learning / teaching processes.

Scheduled power tracking control of the wind-storage hybrid system based on the reinforcement learning theory

NASA Astrophysics Data System (ADS)

Li, Ze

2017-09-01

In allusion to the intermittency and uncertainty of the wind electricity, energy storage and wind generator are combined into a hybrid system to improve the controllability of the output power. A scheduled power tracking control method is proposed based on the reinforcement learning theory and Q-learning algorithm. In this method, the state space of the environment is formed with two key factors, i.e. the state of charge of the energy storage and the difference value between the actual wind power and scheduled power, the feasible action is the output power of the energy storage, and the corresponding immediate rewarding function is designed to reflect the rationality of the control action. By interacting with the environment and learning from the immediate reward, the optimal control strategy is gradually formed. After that, it could be applied to the scheduled power tracking control of the hybrid system. Finally, the rationality and validity of the method are verified through simulation examples.

Westchester Colleges Project on Racism-Free Learning Environments.

ERIC Educational Resources Information Center

Barnes, Barbara

This final report describes activities and accomplishments of a 3-year project by the Westchester (New York) Colleges Consortium on Racial Diversity, 10 colleges with a combined student enrollment of 36,000 students, to improve the racial climate on campus through peer-facilitated diversity training for nonfaculty personnel who interact with…

Orientation/Time Management Skill Training Lesson: Development and Evaluation. Final Report.

ERIC Educational Resources Information Center

Dobrovolny, Jacqueline L.; And Others

A lesson was developed containing materials designed to assist students in their adaptation to the novelties of a computer assisted or managed instructional environment, providing students with appropriate role models for increasing acceptance of their increased responsibility for learning and introducing a progress tracking approach to assist…

Information Prosthetics for the Handicapped. Final Report.

ERIC Educational Resources Information Center

Papert, Seymour A.

The paper describes the successful use of the LOGO System (an interactive graphics, computer based learning environment) with 12 severely physically handicapped adolescents with cerebral palsy. Five goals were set forth concerning the opportunity to work with microcomputers in interesting ways, the assessment of the students' spatial competence,…

Virtual environments for the transfer of navigation skills in the blind: a comparison of directed instruction vs. video game based learning approaches.

PubMed

Connors, Erin C; Chrastil, Elizabeth R; Sánchez, Jaime; Merabet, Lotfi B

2014-01-01

For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES) that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the highly interactive and immersive exploration of the virtual environment greatly engages a blind user to develop skills akin to positive near transfer of learning. Learning through a game play strategy appears to confer certain behavioral advantages with respect to how spatial information is acquired and ultimately manipulated for navigation.

Virtual environments for the transfer of navigation skills in the blind: a comparison of directed instruction vs. video game based learning approaches

PubMed Central

Connors, Erin C.; Chrastil, Elizabeth R.; Sánchez, Jaime; Merabet, Lotfi B.

2014-01-01

For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES) that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the highly interactive and immersive exploration of the virtual environment greatly engages a blind user to develop skills akin to positive near transfer of learning. Learning through a game play strategy appears to confer certain behavioral advantages with respect to how spatial information is acquired and ultimately manipulated for navigation. PMID:24822044

Inquiry-based Learning and Digital Libraries in Undergraduate Science Education

NASA Astrophysics Data System (ADS)

Apedoe, Xornam S.; Reeves, Thomas C.

2006-12-01

The purpose of this paper is twofold: to describe robust rationales for integrating inquiry-based learning into undergraduate science education, and to propose that digital libraries are potentially powerful technological tools that can support inquiry-based learning goals in undergraduate science courses. Overviews of constructivism and situated cognition are provided with regard to how these two theoretical perspectives have influenced current science education reform movements, especially those that involve inquiry-based learning. The role that digital libraries can play in inquiry-based learning environments is discussed. Finally, the importance of alignment among critical pedagogical dimensions of an inquiry-based pedagogical framework is stressed in the paper, and an example of how this can be done is presented using earth science education as a context.

Toward an Optimal Pedagogy for Teamwork.

PubMed

Earnest, Mark A; Williams, Jason; Aagaard, Eva M

2017-10-01

Teamwork and collaboration are increasingly listed as core competencies for undergraduate health professions education. Despite the clear mandate for teamwork training, the optimal method for providing that training is much less certain. In this Perspective, the authors propose a three-level classification of pedagogical approaches to teamwork training based on the presence of two key learning factors: interdependent work and explicit training in teamwork. In this classification framework, level 1-minimal team learning-is where learners work in small groups but neither of the key learning factors is present. Level 2-implicit team learning-engages learners in interdependent learning activities but does not include an explicit focus on teamwork. Level 3-explicit team learning-creates environments where teams work interdependently toward common goals and are given explicit instruction and practice in teamwork. The authors provide examples that demonstrate each level. They then propose that the third level of team learning, explicit team learning, represents a best practice approach in teaching teamwork, highlighting their experience with an explicit team learning course at the University of Colorado Anschutz Medical Campus. Finally, they discuss several challenges to implementing explicit team-learning-based curricula: the lack of a common teamwork model on which to anchor such a curriculum; the question of whether the knowledge, skills, and attitudes acquired during training would be transferable to the authentic clinical environment; and effectively evaluating the impact of explicit team learning.

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

NASA Astrophysics Data System (ADS)

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

2011-09-01

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

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

PubMed Central

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

2016-01-01

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

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

PubMed

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

2016-01-01

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

Implicit Statistical Learning in Real-World Environments Leads to Ecologically Rational Decision Making.

PubMed

Perkovic, Sonja; Orquin, Jacob Lund

2018-01-01

Ecological rationality results from matching decision strategies to appropriate environmental structures, but how does the matching happen? We propose that people learn the statistical structure of the environment through observation and use this learned structure to guide ecologically rational behavior. We tested this hypothesis in the context of organic foods. In Study 1, we found that products from healthful food categories are more likely to be organic than products from nonhealthful food categories. In Study 2, we found that consumers' perceptions of the healthfulness and prevalence of organic products in many food categories are accurate. Finally, in Study 3, we found that people perceive organic products as more healthful than nonorganic products when the statistical structure justifies this inference. Our findings suggest that people believe organic foods are more healthful than nonorganic foods and use an organic-food cue to guide their behavior because organic foods are, on average, 30% more healthful.

Hippocampal Replay Captures the Unique Topological Structure of a Novel Environment

PubMed Central

Wu, Xiaojing

2014-01-01

Hippocampal place-cell replay has been proposed as a fundamental mechanism of learning and memory, which might support navigational learning and planning. An important hypothesis of relevance to these proposed functions is that the information encoded in replay should reflect the topological structure of experienced environments; that is, which places in the environment are connected with which others. Here we report several attributes of replay observed in rats exploring a novel forked environment that support the hypothesis. First, we observed that overlapping replays depicting divergent trajectories through the fork recruited the same population of cells with the same firing rates to represent the common portion of the trajectories. Second, replay tended to be directional and to flip the represented direction at the fork. Third, replay-associated sharp-wave–ripple events in the local field potential exhibited substructure that mapped onto the maze topology. Thus, the spatial complexity of our recording environment was accurately captured by replay: the underlying neuronal activities reflected the bifurcating shape, and both directionality and associated ripple structure reflected the segmentation of the maze. Finally, we observed that replays occurred rapidly after small numbers of experiences. Our results suggest that hippocampal replay captures learned information about environmental topology to support a role in navigation. PMID:24806672

Designing Science Learning Environments That Support Emerging Bilingual Students to Problematize Electrical Phenomena

NASA Astrophysics Data System (ADS)

Suarez, Enrique A.

This dissertation investigates how emerging bilingual students make sense of natural phenomena through engaging in certain epistemic practices of science, and the elements of the learning environment that created those opportunities. Specifically, the dissertation focuses on how emerging bilingual students problematized electrical phenomena, like electric flow and electrical resistance, and how the design features of the environment (e.g., sequencing of activities, linguistic practices) may have supported students as they made sense of phenomena. The first study describes how for students presented and evaluated mechanistic models of electric flow, focusing specifically on how students identified and negotiated a disagreement between their explanatory models. The results from this study highlight the complexity of students' disagreements, not only because of the epistemological aspects related to presenting and evaluating knowledge, but also due to interpersonal dynamics and the discomfort associated with disagreeing with another person. The second study focuses on the design features of the learning environment that supported emerging bilingual students' investigations of electrical phenomena. The findings from this study highlight how a carefully designed set of activities, with the appropriate material resources (e.g., experimental tools), could support students to problematize electrical resistance. The third study describes how emerging bilingual students engaged in translanguaging practices and the contextual features of the learning environment that created and hindered opportunities for translanguaging. The findings from this study identify and articulate how emerging bilingual students engaged in translanguaging practices when problematizing electrical resistance, and strengthen the perspective that, in order to be equitable for emerging bilingual students, science learning environments need to act as translanguaging spaces. This dissertation makes three contributions to how science educators understand how elementary-aged emerging bilingual students learning science. First, I offer a detailed account of how emerging bilingual students engaged in epistemic practices to problematize electrical phenomena. Secondly, I argue learning environments need to create opportunities for emerging bilingual students to engage in productive epistemic work through leveraging multiple kinds of resources from their semiotic repertoires. Finally, this dissertation contributes to our understanding of how emerging bilingual students engage in translanguaging practices as they investigate and talk about the natural world.

Implementation of a General Real-Time Visual Anomaly Detection System Via Soft Computing

NASA Technical Reports Server (NTRS)

Dominguez, Jesus A.; Klinko, Steve; Ferrell, Bob; Steinrock, Todd (Technical Monitor)

2001-01-01

The intelligent visual system detects anomalies or defects in real time under normal lighting operating conditions. The application is basically a learning machine that integrates fuzzy logic (FL), artificial neural network (ANN), and generic algorithm (GA) schemes to process the image, run the learning process, and finally detect the anomalies or defects. The system acquires the image, performs segmentation to separate the object being tested from the background, preprocesses the image using fuzzy reasoning, performs the final segmentation using fuzzy reasoning techniques to retrieve regions with potential anomalies or defects, and finally retrieves them using a learning model built via ANN and GA techniques. FL provides a powerful framework for knowledge representation and overcomes uncertainty and vagueness typically found in image analysis. ANN provides learning capabilities, and GA leads to robust learning results. An application prototype currently runs on a regular PC under Windows NT, and preliminary work has been performed to build an embedded version with multiple image processors. The application prototype is being tested at the Kennedy Space Center (KSC), Florida, to visually detect anomalies along slide basket cables utilized by the astronauts to evacuate the NASA Shuttle launch pad in an emergency. The potential applications of this anomaly detection system in an open environment are quite wide. Another current, potentially viable application at NASA is in detecting anomalies of the NASA Space Shuttle Orbiter's radiator panels.

Regularity in an environment produces an internal torque pattern for biped balance control.

PubMed

Ito, Satoshi; Kawasaki, Haruhisa

2005-04-01

In this paper, we present a control method for achieving biped static balance under unknown periodic external forces whose periods are only known. In order to maintain static balance adaptively in an uncertain environment, it is essential to have information on the ground reaction forces. However, when the biped is exposed to a steady environment that provides an external force periodically, uncertain factors on the regularity with respect to a steady environment are gradually clarified using learning process, and finally a torque pattern for balancing motion is acquired. Consequently, static balance is maintained without feedback from ground reaction forces and achieved in a feedforward manner.

Learning immersion without getting wet

NASA Astrophysics Data System (ADS)

Aguilera, Julieta C.

2012-03-01

This paper describes the teaching of an immersive environments class on the Spring of 2011. The class had students from undergraduate as well as graduate art related majors. Their digital background and interests were also diverse. These variables were channeled as different approaches throughout the semester. Class components included fundamentals of stereoscopic computer graphics to explore spatial depth, 3D modeling and skeleton animation to in turn explore presence, exposure to formats like a stereo projection wall and dome environments to compare field of view across devices, and finally, interaction and tracking to explore issues of embodiment. All these components were supported by theoretical readings discussed in class. Guest artists presented their work in Virtual Reality, Dome Environments and other immersive formats. Museum professionals also introduced students to space science visualizations, which utilize immersive formats. Here I present the assignments and their outcome, together with insights as to how the creation of immersive environments can be learned through constraints that expose students to situations of embodied cognition.

WALKABOUT: Final Evaluation Report 1978-79.

ERIC Educational Resources Information Center

Magi Educational Services, Inc., Port Chester, NY.

The report presents an objective third-party assessment of the WALKABOUT program. Now in its third year in Northern Westchester County, New York, this program offers an optional learning environment for Grade 12 students in which the skills and self confidence needed to be effective adults are nurtured. In order to attain WALKABOUT program goals,…

School-Based Study of Complex Environmental Exposures and Related Health Effects in Children: Part A - Exposure. Final Report and Executive Summary.

ERIC Educational Resources Information Center

Minnesota Univ., Minneapolis. School of Public Health.

The School Health Initiative: Environment, Learning, and Disease (SHIELD) study examined children's exposure to complex mixtures of environmental agents (i.e., volatile organic chemicals, environmental tobacco smoke, allergens, bioaerosols, metals, and pesticides). Environmental, personal, and biological data were collected on ethnically and…

An Empirical Study of Earth Covered Schools in Oklahoma. Final Report.

ERIC Educational Resources Information Center

Zaccor, James V.

A study of earth-covered schools in Oklahoma was conducted for the Federal Emergency Management Agency (FEMA) to assess the viability of these structures as learning and teaching environments, as cost beneficial investments, and as potential shelters from natural and man-made disasters. The study was aimed at identifying what information is…

Helping Students Improve Citation Performance

ERIC Educational Resources Information Center

Nienhaus, Brian

2004-01-01

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

Unlocking the Laboratory: Autonomous Wireless Sensor Authentication in Practice

ERIC Educational Resources Information Center

Huggard, Meriel; McGoldrick, Ciaran

2013-01-01

Purpose: The purpose of this study is to evaluate a practical laboratory task where final year undergraduate students design, implement and validate an inferred security wireless sensor access system. Design/methodology/approach: The quality of the learning and technical environment was evaluated from a number of perspectives using a mixed methods…

Students' Experiences with an Automated Essay Scorer

ERIC Educational Resources Information Center

Scharber, Cassandra; Dexter, Sara; Riedel, Eric

2008-01-01

The purpose of this research is to analyze preservice teachers' use of and reactions to an automated essay scorer used within an online, case-based learning environment called ETIPS. Data analyzed include post-assignment surveys, a user log of students' actions within the cases, instructor-assigned scores on final essays, and interviews with four…

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

PubMed Central

Brame, Cynthia J.; Biel, Rachel

2015-01-01

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

"Notice of Violation of IEEE Publication Principles" Multiobjective Reinforcement Learning: A Comprehensive Overview.

PubMed

Liu, Chunming; Xu, Xin; Hu, Dewen

2013-04-29

Reinforcement learning is a powerful mechanism for enabling agents to learn in an unknown environment, and most reinforcement learning algorithms aim to maximize some numerical value, which represents only one long-term objective. However, multiple long-term objectives are exhibited in many real-world decision and control problems; therefore, recently, there has been growing interest in solving multiobjective reinforcement learning (MORL) problems with multiple conflicting objectives. The aim of this paper is to present a comprehensive overview of MORL. In this paper, the basic architecture, research topics, and naive solutions of MORL are introduced at first. Then, several representative MORL approaches and some important directions of recent research are reviewed. The relationships between MORL and other related research are also discussed, which include multiobjective optimization, hierarchical reinforcement learning, and multi-agent reinforcement learning. Finally, research challenges and open problems of MORL techniques are highlighted.

Dataset of two experiments of the application of gamified peer assessment model into online learning environment MeuTutor.

PubMed

Tenório, Thyago; Bittencourt, Ig Ibert; Isotani, Seiji; Pedro, Alan; Ospina, Patrícia; Tenório, Daniel

2017-06-01

In this dataset, we present the collected data of two experiments with the application of the gamified peer assessment model into online learning environment MeuTutor to allow the comparison of the obtained results with others proposed models. MeuTutor is an intelligent tutoring system aims to monitor the learning of the students in a personalized way, ensuring quality education and improving the performance of its members (Tenório et al., 2016) [1]. The first experiment evaluated the effectiveness of the peer assessment model through metrics as final grade (result), time to correct the activities and associated costs. The second experiment evaluated the gamification influence into peer assessment model, analyzing metrics as access number (logins), number of performed activities and number of performed corrections. In this article, we present in table form for each metric: the raw data of each treatment; the summarized data; the application results of the normality test Shapiro-Wilk; the application results of the statistical tests T -Test and/or Wilcoxon. The presented data in this article are related to the article entitled "A gamified peer assessment model for on-line learning environments in a competitive context" (Tenório et al., 2016) [1].

Safety in numbers 7: Veni, vidi, duci: a grounded theory evaluation of nursing students' medication dosage calculation problem-solving schemata construction.

PubMed

Weeks, Keith W; Higginson, Ray; Clochesy, John M; Coben, Diana

2013-03-01

This paper evaluates nursing students' transition through schemata construction and competence development in medication dosage calculation problem-solving (MDC-PS). We advance a grounded theory from interview data that reflects the experiences and perceptions of two groups of undergraduate pre-registration nursing students: eight students exposed to a prototype authentic MDC-PS environment and didactic transmission methods of education and 15 final year students exposed to the safeMedicate authentic MDC-PS environment. We advance a theory of how classroom-based 'chalk and talk' didactic transmission environments offered multiple barriers to accurate MDC-PS schemata construction among novice students. While conversely it was universally perceived by all students that authentic learning and assessment environments enabled MDC-PS schemata construction through facilitating: 'seeing' the authentic features of medication dosage problems; context-based and situational learning; learning within a scaffolded environment that supported construction of cognitive links between the concrete world of clinical MDC-PS and the abstract world of mathematics; and confidence-building in their cognitive and functional competence ability. Drawing on the principle of veni, vidi, duci (I came, I saw, I calculated), we combined the two sets of evaluations to offer a grounded theoretical basis for schemata construction and competence development within this critical domain of professional practice. Copyright © 2012 Elsevier Ltd. All rights reserved.

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

NASA Astrophysics Data System (ADS)

Morales, Teresa M.

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

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

PubMed

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

2011-12-01

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

The direction of cloud computing for Malaysian education sector in 21st century

NASA Astrophysics Data System (ADS)

Jaafar, Jazurainifariza; Rahman, M. Nordin A.; Kadir, M. Fadzil A.; Shamsudin, Syadiah Nor; Saany, Syarilla Iryani A.

2017-08-01

In 21st century, technology has turned learning environment into a new way of education to make learning systems more effective and systematic. Nowadays, education institutions are faced many challenges to ensure the teaching and learning process is running smoothly and manageable. Some of challenges in the current education management are lack of integrated systems, high cost of maintenance, difficulty of configuration and deployment as well as complexity of storage provision. Digital learning is an instructional practice that use technology to make learning experience more effective, provides education process more systematic and attractive. Digital learning can be considered as one of the prominent application that implemented under cloud computing environment. Cloud computing is a type of network resources that provides on-demands services where the users can access applications inside it at any location and no time border. It also promises for minimizing the cost of maintenance and provides a flexible of data storage capacity. The aim of this article is to review the definition and types of cloud computing for improving digital learning management as required in the 21st century education. The analysis of digital learning context focused on primary school in Malaysia. Types of cloud applications and services in education sector are also discussed in the article. Finally, gap analysis and direction of cloud computing in education sector for facing the 21st century challenges are suggested.

Putting more ‘modern’ in modern physics education: a Knowledge Building approach using student questions and ideas about the universe

NASA Astrophysics Data System (ADS)

Wagner, Glenn

2017-03-01

Student-generated questions and ideas about our universe are the start of a rich and highly motivating learning environment. Using their curiosity-driven questions and ideas, students form Knowledge Building groups or ‘communities’ where they plan, set goals, design questions for research, and assess the progress of their work, tasks that were once under the control of the teacher. With the understanding that all knowledge and ideas are treated as improvable, students work collaboratively at their level of competency to share their knowledge, ideas and understandings gained from authoritative sources and laboratory activities. Over time, students work collectively to improve the knowledge and ideas of others that result in advances in understanding that benefit not only the individual but the community as a whole. Learning outcomes reported in this paper demonstrate that a Knowledge Building environment applied to introductory cosmology produced similar gains in knowledge and understanding surrounding foundational concepts compared to teacher-centred learning environments. Aside from new knowledge and understanding, students develop important skills and competencies such as question-asking, idea development, communication, collaboration that are becoming ever more important for 21st century living and working. Finally, the process of planning and initiating a Knowledge Building environment that produced the results reported in this paper is outlined.

Final Report on the Mississippi Project CLEAR Voice Teacher Working Conditions Survey

ERIC Educational Resources Information Center

Berry, Barnett; Fuller, Ed

2008-01-01

In 2007, the state of Mississippi conducted a web-based survey of all school-based licensed educators in which they were asked to share their perceptions of the state of teacher working conditions in Mississippi. This report of the Mississippi Teacher Working Conditions Survey, Project CLEAR Voice (Cultivate Learning Environments to Accelerate…

Cost Study of Educational Media Systems and Their Equipment Components. Volume I, Guidelines for Determining Costs of Media Systems. Final Report.

ERIC Educational Resources Information Center

General Learning Corp., Washington, DC.

Objective cost estimates for planning and operating systems should be made after an assessment of administrative factors (school environment) and instructional factors (learning objectives, type of presentation). Specification of appropriate sensory stimuli and the design of alternative systems also precede cost estimations for production,…

Changing Pedagogic Codes in a Class of Landscape Architects Learning "Ecologically Sustainable Development"

ERIC Educational Resources Information Center

Lawson, G. M.

2010-01-01

Professional discourse in education has been the focus of research conducted mostly with teachers and professional practitioners, but the work of students in the built environment has largely been ignored. This article presents an analysis of students' visual discourse in the final professional year of a landscape architecture course in Brisbane,…

Measurement of Team Behaviors in a Navy Environment. Final Report.

ERIC Educational Resources Information Center

Morgan, Ben B., Jr.; And Others

Report of the first year of a three-year study attempting to understand the processes of Teen Evaluation and Maturation (TEAM) in operational Navy contexts, seeking to document changes occurring when team members learn about their tasks, each other, and the environmental demands of the scenarios of the Naval Gunfire Support (NGFS) Department,…

Safety in the Middle School Science Classroom Grades: 5 - 8

ERIC Educational Resources Information Center

National Science Teachers Association (NJ3), 2004

2004-01-01

Conveniently designed for hanging, this colorful flipchart ensures that you have, at a glance, the latest information for preventing safety problems in today's inquiry-intensive learning environment. The front page has space for you to enter emergency phone numbers. A final checklist acts as a quick reference on some of the most important safety…

Maladaptive learning and memory in hybrids as a reproductive isolating barrier.

PubMed

Rice, Amber M; McQuillan, Michael A

2018-05-30

Selection against hybrid offspring, or postzygotic reproductive isolation, maintains species boundaries in the face of gene flow from hybridization. In this review, we propose that maladaptive learning and memory in hybrids is an important, but overlooked form of postzygotic reproductive isolation. Although a role for learning in premating isolation has been supported, whether learning deficiencies can contribute to postzygotic isolation has rarely been tested. We argue that the novel genetic combinations created by hybridization have the potential to impact learning and memory abilities through multiple possible mechanisms, and that any displacement from optima in these traits is likely to have fitness consequences. We review evidence supporting the potential for hybridization to affect learning and memory, and evidence of links between learning abilities and fitness. Finally, we suggest several avenues for future research. Given the importance of learning for fitness, especially in novel and unpredictable environments, maladaptive learning and memory in hybrids may be an increasingly important source of postzygotic reproductive isolation. © 2018 The Author(s).

Integrated approaches to perceptual learning.

PubMed

Jacobs, Robert A

2010-04-01

New technologies and new ways of thinking have recently led to rapid expansions in the study of perceptual learning. We describe three themes shared by many of the nine articles included in this topic on Integrated Approaches to Perceptual Learning. First, perceptual learning cannot be studied on its own because it is closely linked to other aspects of cognition, such as attention, working memory, decision making, and conceptual knowledge. Second, perceptual learning is sensitive to both the stimulus properties of the environment in which an observer exists and to the properties of the tasks that the observer needs to perform. Moreover, the environmental and task properties can be characterized through their statistical regularities. Finally, the study of perceptual learning has important implications for society, including implications for science education and medical rehabilitation. Contributed articles relevant to each theme are summarized. Copyright © 2010 Cognitive Science Society, Inc.

Multi-objects recognition for distributed intelligent sensor networks

NASA Astrophysics Data System (ADS)

He, Haibo; Chen, Sheng; Cao, Yuan; Desai, Sachi; Hohil, Myron E.

2008-04-01

This paper proposes an innovative approach for multi-objects recognition for homeland security and defense based intelligent sensor networks. Unlike the conventional way of information analysis, data mining in such networks is typically characterized with high information ambiguity/uncertainty, data redundancy, high dimensionality and real-time constrains. Furthermore, since a typical military based network normally includes multiple mobile sensor platforms, ground forces, fortified tanks, combat flights, and other resources, it is critical to develop intelligent data mining approaches to fuse different information resources to understand dynamic environments, to support decision making processes, and finally to achieve the goals. This paper aims to address these issues with a focus on multi-objects recognition. Instead of classifying a single object as in the traditional image classification problems, the proposed method can automatically learn multiple objectives simultaneously. Image segmentation techniques are used to identify the interesting regions in the field, which correspond to multiple objects such as soldiers or tanks. Since different objects will come with different feature sizes, we propose a feature scaling method to represent each object in the same number of dimensions. This is achieved by linear/nonlinear scaling and sampling techniques. Finally, support vector machine (SVM) based learning algorithms are developed to learn and build the associations for different objects, and such knowledge will be adaptively accumulated for objects recognition in the testing stage. We test the effectiveness of proposed method in different simulated military environments.

Learning Negotiation Policies Using IB3 and Bayesian Networks

NASA Astrophysics Data System (ADS)

Nalepa, Gislaine M.; Ávila, Bráulio C.; Enembreck, Fabrício; Scalabrin, Edson E.

This paper presents an intelligent offer policy in a negotiation environment, in which each agent involved learns the preferences of its opponent in order to improve its own performance. Each agent must also be able to detect drifts in the opponent's preferences so as to quickly adjust itself to their new offer policy. For this purpose, two simple learning techniques were first evaluated: (i) based on instances (IB3) and (ii) based on Bayesian Networks. Additionally, as its known that in theory group learning produces better results than individual/single learning, the efficiency of IB3 and Bayesian classifier groups were also analyzed. Finally, each decision model was evaluated in moments of concept drift, being the drift gradual, moderate or abrupt. Results showed that both groups of classifiers were able to effectively detect drifts in the opponent's preferences.

Socrates was not a pimp: changing the paradigm of questioning in medical education.

PubMed

Kost, Amanda; Chen, Frederick M

2015-01-01

The slang term "pimping" is widely recognized by learners and educators in the clinical learning environment as the act of more senior members of the medical team publicly asking questions of more junior members. Although questioning as a pedagogical practice has many benefits, pimping, as described in the literature, evokes negative emotions in learners and leads to an environment that is not conducive to adult learning. Medical educators may employ pimping as a pedagogic technique because of beliefs that it is a Socratic teaching method. Although problems with pimping have previously been identified, no alternative techniques for questioning in the clinical environment were suggested. The authors posit that using the term "pimping" to describe questioning in medical education is harmful and unprofessional, and they propose clearly defining pimping as "questioning with the intent to shame or humiliate the learner to maintain the power hierarchy in medical education." Explicitly separating pimping from the larger practice of questioning allows the authors to make three recommendations for improving questioning practices. First, educators should examine the purpose of each question they pose to learners. Second, they should apply historic and modern interpretations of Socratic teaching methods that promote critical thinking skills. Finally, they should consider adult learning theories to make concrete changes to their questioning practices. These changes can result in questioning that is more learner centered, aids in the acquisition of knowledge and skills, performs helpful formative and summative assessments of the learner, and improves community in the clinical learning environment.

The effects of team-based learning techniques on nursing students' perception of the psycho-social climate of the classroom.

PubMed

Koohestani, Hamid Reza; Baghcheghi, Nayereh

2016-01-01

Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students' perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (p<0.001), student cohesiveness (p=0.01), cooperation (p<0.001) and equity (p= 0.03) sub-scales scores (p<0.05). Conclusion: This study provides evidence that team-based learning does have a positive effect on nursing students' perceptions of their psycho-social climate of the classroom.

The climate visualizer: Sense-making through scientific visualization

NASA Astrophysics Data System (ADS)

Gordin, Douglas N.; Polman, Joseph L.; Pea, Roy D.

1994-12-01

This paper describes the design of a learning environment, called the Climate Visualizer, intended to facilitate scientific sense-making in high school classrooms by providing students the ability to craft, inspect, and annotate scientific visualizations. The theoretical back-ground for our design presents a view of learning as acquiring and critiquing cultural practices and stresses the need for students to appropriate the social and material aspects of practice when learning an area. This is followed by a description of the design of the Climate Visualizer, including detailed accounts of its provision of spatial and temporal context and the quantitative and visual representations it employs. A broader context is then explored by describing its integration into the high school science classroom. This discussion explores how visualizations can promote the creation of scientific theories, especially in conjunction with the Collaboratory Notebook, an embedded environment for creating and critiquing scientific theories and visualizations. Finally, we discuss the design trade-offs we have made in light of our theoretical orientation, and our hopes for further progress.

Italy-Japan international project-based learning for developing human resources using design of welfare equipment as a subject.

PubMed

Hanafusa, A; Komeda, T; Ito, K; Zobel, P Beomonte

2015-08-01

Project-based learning (PBL) is effective for developing human resources of young students. The design of welfare equipment, such as wheelchairs and gait assistive devices, is taken as the subject in this study because these devices must be fit to their environment, users, and method of use; students must consider the circumstances of each country concerned. The program commenced in 2012 at L'Aquila, Italy, and the Shibaura Institute of Technology, Japan and has been continuing for three years. Students were divided into four groups and discussions were held on how to adapt the equipment to the user and environment. After discussion, they designed and simulated a model of the equipment using CAD. Finally, they presented their designs to each other. Through the program, students had fruitful discussions, exchanged ideas from different cultures, and learned from each other. Furthermore, friendships among the students were nurtured. It is believed that the objective of the program was satisfactorily accomplished.

Explaining human uniqueness: genome interactions with environment, behaviour and culture.

PubMed

Varki, Ajit; Geschwind, Daniel H; Eichler, Evan E

2008-10-01

What makes us human? Specialists in each discipline respond through the lens of their own expertise. In fact, 'anthropogeny' (explaining the origin of humans) requires a transdisciplinary approach that eschews such barriers. Here we take a genomic and genetic perspective towards molecular variation, explore systems analysis of gene expression and discuss an organ-systems approach. Rejecting any 'genes versus environment' dichotomy, we then consider genome interactions with environment, behaviour and culture, finally speculating that aspects of human uniqueness arose because of a primate evolutionary trend towards increasing and irreversible dependence on learned behaviours and culture - perhaps relaxing allowable thresholds for large-scale genomic diversity.

A stepwise approach for introducing numerical modeling in Environmental Engineering MSc unit: The impact of clear assessment criteria and detailed feedback

NASA Astrophysics Data System (ADS)

Rosolem, R.; Pritchard, J.

2017-12-01

An important aspect for the new generation of hydrologists and water resources managers is the understanding of hydrological processes through the application of numerical environmental models. Despite its importance, teaching numerical modeling subjects to young students in our MSc Water and Environment Management programme has been difficult, for instance, due to the wide range of student background and lack or poor contact with numerical modeling tools in the past. In previous years, this numerical skills concept has been introduced as a project assignment in our Terrestrial Hydrometeorology unit. However, previous efforts have shown non-optimal engagement by students with often signs of lack of interest or anxiety. Given our initial experience with this unit, we decided to make substantial changes to the coursework format with the aim to introduce a more efficient learning environment to the students. The proposed changes include: (1) a clear presentation and discussion of the assessment criteria at the beginning of the unit, (2) a stepwise approach in which students use our learning environment to acquire knowledge for individual components of the model step-by-step, and (3) access to timely and detailed feedback allowing for particular steps to be retraced or retested. In order to understand the overall impact on assessment and feedback, we carried out two surveys at the beginning and end of the module. Our results indicate a positive impact to student learning experience, as the students have clearly benefited from the early discussion on assignment criteria and appeared to have correctly identified the skills and knowledge required to carry out the assignment. In addition, we have observed a substantial increase in the quality of the reports. Our results results support that student engagement has increased since changes to the format of the coursework were introduced. Interestingly, we also observed a positive impact on the assignment to the final exam marks, even for students who did not particularly performed well in the coursework. This indicates that despite not reaching ideal marks, students were able to use this new learning environment to acquire their knowledge of key concepts which are needed for their final exam.

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

PubMed

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

2014-03-01

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

Medical student burnout: interdisciplinary exploration and analysis.

PubMed

Jennings, M L

2009-12-01

Burnout--a stress-related syndrome characterized by exhaustion, depersonalization, and a diminished sense of accomplishment--is a common phenomenon among medical students with significant potential consequences for student health, professionalism, and patient care. This essay proposes that the epidemic of medical student burnout can be attributed to a technocratic paradigm that fails to value medical students as persons with human needs and limitations. After briefly reviewing the literature on medical student burnout, the author uses two theories to elucidate potential causes: unsatisfactory aspects of the learning environment and a feeling one's efforts are meaningless or irrelevant. Cultural factors also facilitate burnout in medical students immersed in a clinical environment that cultivates excessive detachment from patient and self, impairing self-care, damaging a sense of self, and impeding the development of a mature, well-integrated professional identity. The ethical implications of medical student burnout are also addressed. Finally, this paper suggests possible preventive and remediative strategies such as optimizing the learning environment as well as narrative approaches that promise enhancement of both individual and institutional well-being.

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

PubMed

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

2015-09-01

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

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

NASA Astrophysics Data System (ADS)

Mandell, Brian E.

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

Between Exile and the Kingdom: Albert Camus and Empowering Classroom Relationships

ERIC Educational Resources Information Center

Curzon-Hobson, Aidan

2003-01-01

In undertaking an analysis of the work of Camus in the context of the learning environment, this paper examines the breadth of Camus's writing with particular emphasis on the writer's final major work: "Exile and the Kingdom" (1958). It is proposed that "Exile and the Kingdom" could and should be read as an attempt by Camus to explicate in full…

Defense Science Board Task Force Report on Next-Generation Unmanned Undersea Systems

DTIC Science & Technology

2016-10-01

active learning occurs in an environment that extends beyondchoreographed demonstrations designed to validate pre -determined hypotheses. Finally, when...4 OPNAV N99 should coordinate a broad-based design , development, and experimental effort to bypass traditional limitations for unmanned undersea...approaches that could facilitate rapid experimentation , operational demonstration of capabilities, and deployment of initial capabilities that show

A Taxonomy of Teacher-Defined Problems in the Education of Mentally Retarded Children. Final Report.

ERIC Educational Resources Information Center

Cook, John J.; Miller, Donald M.

A taxonomy of problems in the environment or evident in student behaviors which impede providing the necessary conditions for pupils to learn was developed by teachers of the educable mentally retarded (EMR) in Wisconsin. Of the teachers, 67% or 487 responded to a request to specify five problems along with their causes and successful and…

Metacognitive components in smart learning environment

NASA Astrophysics Data System (ADS)

Sumadyo, M.; Santoso, H. B.; Sensuse, D. I.

2018-03-01

Metacognitive ability in digital-based learning process helps students in achieving learning goals. So that digital-based learning environment should make the metacognitive component as a facility that must be equipped. Smart Learning Environment is the concept of a learning environment that certainly has more advanced components than just a digital learning environment. This study examines the metacognitive component of the smart learning environment to support the learning process. A review of the metacognitive literature was conducted to examine the components involved in metacognitive learning strategies. Review is also conducted on the results of study smart learning environment, ranging from design to context in building smart learning. Metacognitive learning strategies certainly require the support of adaptable, responsive and personalize learning environments in accordance with the principles of smart learning. The current study proposed the role of metacognitive component in smart learning environment, which is useful as the basis of research in building environment in smart learning.

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

PubMed

Seybert, Amy L; Kane-Gill, Sandra L

2011-04-11

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

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

PubMed Central

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

2016-01-01

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

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

PubMed

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

2016-01-01

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

Interaction with Machine Improvisation

NASA Astrophysics Data System (ADS)

Assayag, Gerard; Bloch, George; Cont, Arshia; Dubnov, Shlomo

We describe two multi-agent architectures for an improvisation oriented musician-machine interaction systems that learn in real time from human performers. The improvisation kernel is based on sequence modeling and statistical learning. We present two frameworks of interaction with this kernel. In the first, the stylistic interaction is guided by a human operator in front of an interactive computer environment. In the second framework, the stylistic interaction is delegated to machine intelligence and therefore, knowledge propagation and decision are taken care of by the computer alone. The first framework involves a hybrid architecture using two popular composition/performance environments, Max and OpenMusic, that are put to work and communicate together, each one handling the process at a different time/memory scale. The second framework shares the same representational schemes with the first but uses an Active Learning architecture based on collaborative, competitive and memory-based learning to handle stylistic interactions. Both systems are capable of processing real-time audio/video as well as MIDI. After discussing the general cognitive background of improvisation practices, the statistical modelling tools and the concurrent agent architecture are presented. Then, an Active Learning scheme is described and considered in terms of using different improvisation regimes for improvisation planning. Finally, we provide more details about the different system implementations and describe several performances with the system.

Student nurses' experiences of the clinical learning environment in relation to the organization of supervision: a questionnaire survey.

PubMed

Sundler, Annelie J; Björk, Maria; Bisholt, Birgitta; Ohlsson, Ulla; Engström, Agneta Kullén; Gustafsson, Margareta

2014-04-01

The aim was to investigate student nurses' experiences of the clinical learning environment in relation to how the supervision was organized. The clinical environment plays an essential part in student nurses' learning. Even though different models for supervision have been previously set forth, it has been stressed that there is a need both of further empirical studies on the role of preceptorship in undergraduate nursing education and of studies comparing different models. A cross-sectional study with comparative design was carried out with a mixed method approach. Data were collected from student nurses in the final term of the nursing programme at three universities in Sweden by means of a questionnaire. In general the students had positive experiences of the clinical learning environment with respect to pedagogical atmosphere, leadership style of the ward manager, premises of nursing, supervisory relationship, and role of the nurse preceptor and nurse teacher. However, there were significant differences in their ratings of the supervisory relationship (p<0.001) and the pedagogical atmosphere (p 0.025) depending on how the supervision was organized. Students who had the same preceptor all the time were more satisfied with the supervisory relationship than were those who had different preceptors each day. Students' comments on the supervision confirmed the significance of the preceptor and the supervisory relationship. The organization of the supervision was of significance with regard to the pedagogical atmosphere and the students' relation to preceptors. Students with the same preceptor throughout were more positive concerning the supervisory relationship and the pedagogical atmosphere. © 2013.

Preparing teachers for the performance and evaluation of gaming-simulation in experiential learning climates.

PubMed

Barber, P; Norman, I

1989-02-01

Gaming-simulation exercises have become an established teaching strategy for nursing education. This paper suggests that nurse educators must now attempt to evaluate their effect on learning. Problems of evaluation are discussed and alternative approaches critically considered. The dominant 'classical' approach is rejected in favour of 'illuminative' evaluation and the approach of 'new paradigm research'. Nurse teachers are encouraged to apply the principles of therapeutic community practice and 'gestalt awareness' to the learning environment to enhance gains from experiential approaches. Finally the need to prepare teachers is examined. It is suggested that personal and interpersonal sensitivity, plus the ability to meaningfully facilitate groupwork are necessary prerequisites for effective gaming-simulation and its qualitative evaluation.

Learning style preferences of surgical residency applicants.

PubMed

Kim, Roger H; Gilbert, Timothy

2015-09-01

The learning style preferences of general surgery residents have been previously reported; there is evidence that residents who prefer read/write learning styles perform better on the American Board of Surgery In-Training Examination (ABSITE). However, little is known regarding the learning style preferences of applicants to general surgery residency and their impact on educational outcomes. In this study, the preferred learning styles of surgical residency applicants were determined. We hypothesized that applicant rank data are associated with specific learning style preferences. The Fleming VARK learning styles inventory was offered to all general surgery residency applicants that were interviewed at a university hospital-based program. The VARK model categorizes learners as visual (V), aural (A), read/write (R), kinesthetic (K), or multimodal (MM). Responses on the inventory were scored to determine the preferred learning style for each applicant. Applicant data, including United States Medical Licensing Examination (USMLE) scores, class rank, interview score, and overall final applicant ranking, were examined for association with preferred learning styles. Sixty-seven applicants were interviewed. Five applicants were excluded due to not completing the VARK inventory or having incomplete applicant data. The remaining 62 applicants (92%) were included for analysis. Most applicants (57%) had a multimodal preference. Sixty-nine percent of all applicants had some degree of preference for kinesthetic learning. There were statistically significant differences between applicants of different learning styles in terms of USMLE step 1 scores (P = 0.001) and USMLE step 2 clinical knowledge scores (P = 0.01), but not for class ranks (P = 0.27), interview scores (P = 0.20), or final ranks (P = 0.14). Multiple comparison analysis demonstrated that applicants with aural preferences had higher USMLE 1 scores (233.2) than those with kinesthetic (211.8, P = 0.005) or multimodal (214.5, P = 0.008) preferences, whereas applicants with visual preferences had higher USMLE 1 scores (230.0) than those with kinesthetic preferences (P = 0.047). Applicants with aural preferences also had higher USMLE 2 scores (249.6) than those with kinesthetic (227.6, P = 0.006) or multimodal (230.1, P = 0.008) preferences. Most applicants to general surgery residency have a multimodal learning style preference. Learning style preferences are associated with higher USMLE step 1 and step 2 scores, in particular for applicants with aural preferences. Students who performed well in lecture-dominated medical school environments because of their aural preferences could be at a disadvantage in the more independent, reading-focused learning environments of surgical residency. Copyright © 2015 Elsevier Inc. All rights reserved.

The effects of team-based learning techniques on nursing students’ perception of the psycho-social climate of the classroom

PubMed Central

Koohestani, Hamid Reza; Baghcheghi, Nayereh

2016-01-01

Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students’ perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (p<0.001), student cohesiveness (p=0.01), cooperation (p<0.001) and equity (p= 0.03) sub-scales scores (p<0.05). Conclusion: This study provides evidence that team-based learning does have a positive effect on nursing students’ perceptions of their psycho-social climate of the classroom. PMID:28210602

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

NASA Astrophysics Data System (ADS)

Barak, Miri; Dori, Yehudit Judy

2005-01-01

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

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

PubMed

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

2015-01-01

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

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

PubMed

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

2016-06-01

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

Personal pervasive environments: practice and experience.

PubMed

Ballesteros, Francisco J; Guardiola, Gorka; Soriano, Enrique

2012-01-01

In this paper we present our experience designing and developing two different systems to enable personal pervasive computing environments, Plan B and the Octopus. These systems were fully implemented and have been used on a daily basis for years. Both are based on synthetic (virtual) file system interfaces and provide mechanisms to adapt to changes in the context and reconfigure the system to support pervasive applications. We also present the main differences between them, focusing on architectural and reconfiguration aspects. Finally, we analyze the pitfalls and successes of both systems and review the lessons we learned while designing, developing, and using them.

Personal Pervasive Environments: Practice and Experience

PubMed Central

Ballesteros, Francisco J.; Guardiola, Gorka; Soriano, Enrique

2012-01-01

In this paper we present our experience designing and developing two different systems to enable personal pervasive computing environments, Plan B and the Octopus. These systems were fully implemented and have been used on a daily basis for years. Both are based on synthetic (virtual) file system interfaces and provide mechanisms to adapt to changes in the context and reconfigure the system to support pervasive applications. We also present the main differences between them, focusing on architectural and reconfiguration aspects. Finally, we analyze the pitfalls and successes of both systems and review the lessons we learned while designing, developing, and using them. PMID:22969340

Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study.

PubMed

Yeh, Ting-Kuang; Huang, Hsiu-Mei; Chan, Wing P; Chang, Chun-Yen

2016-05-20

To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. A nursing course at a university in central Taiwan. 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a 'preferred environment aligned with perceived learning environment' group and a 'preferred environment discordant with perceived learning environment' group. Learning outcomes were analysed by group. Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Virtual environments for motor rehabilitation: review.

PubMed

Holden, Maureen K

2005-06-01

In this paper, the current "state of the art" for virtual reality (VR) applications in the field of motor rehabilitation is reviewed. The paper begins with a brief overview of available equipment options. Next, a discussion of the scientific rationale for use of VR in motor rehabilitation is provided. Finally, the major portion of the paper describes the various VR systems that have been developed for use with patients, and the results of clinical studies reported to date in the literature. Areas covered include stroke rehabilitation (upper and lower extremity training, spatial and perceptual-motor training), acquired brain injury, Parkinson's disease, orthopedic rehabilitation, balance training, wheelchair mobility and functional activities of daily living training, and the newly developing field of telerehabilitation. Four major findings emerge from these studies: (1) people with disabilities appear capable of motor learning within virtual environments; (2) movements learned by people with disabilities in VR transfer to real world equivalent motor tasks in most cases, and in some cases even generalize to other untrained tasks; (3) in the few studies (n = 5) that have compared motor learning in real versus virtual environments, some advantage for VR training has been found in all cases; and (4) no occurrences of cybersickness in impaired populations have been reported to date in experiments where VR has been used to train motor abilities.

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

PubMed

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

2006-01-01

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

Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study

PubMed Central

Yeh, Ting-Kuang; Huang, Hsiu-Mei; Chan, Wing P; Chang, Chun-Yen

2016-01-01

Objective To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. Setting A nursing course at a university in central Taiwan. Participants 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. Design and methods Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a ‘preferred environment aligned with perceived learning environment’ group and a ‘preferred environment discordant with perceived learning environment’ group. Learning outcomes were analysed by group. Outcome measures Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. Conclusions As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment. PMID:27207620

Science Learning Outcomes in Alignment with Learning Environment Preferences

NASA Astrophysics Data System (ADS)

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

2011-04-01

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

Content-based VLE designs improve learning efficiency in constructivist statistics education.

PubMed

Wessa, Patrick; De Rycker, Antoon; Holliday, Ian Edward

2011-01-01

We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific-purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology. The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under investigation. The findings demonstrate that a content-based design outperforms the traditional VLE-based design.

The cerebellum: a neural system for the study of reinforcement learning.

PubMed

Swain, Rodney A; Kerr, Abigail L; Thompson, Richard F

2011-01-01

In its strictest application, the term "reinforcement learning" refers to a computational approach to learning in which an agent (often a machine) interacts with a mutable environment to maximize reward through trial and error. The approach borrows essentials from several fields, most notably Computer Science, Behavioral Neuroscience, and Psychology. At the most basic level, a neural system capable of mediating reinforcement learning must be able to acquire sensory information about the external environment and internal milieu (either directly or through connectivities with other brain regions), must be able to select a behavior to be executed, and must be capable of providing evaluative feedback about the success of that behavior. Given that Psychology informs us that reinforcers, both positive and negative, are stimuli or consequences that increase the probability that the immediately antecedent behavior will be repeated and that reinforcer strength or viability is modulated by the organism's past experience with the reinforcer, its affect, and even the state of its muscles (e.g., eyes open or closed); it is the case that any neural system that supports reinforcement learning must also be sensitive to these same considerations. Once learning is established, such a neural system must finally be able to maintain continued response expression and prevent response drift. In this report, we examine both historical and recent evidence that the cerebellum satisfies all of these requirements. While we report evidence from a variety of learning paradigms, the majority of our discussion will focus on classical conditioning of the rabbit eye blink response as an ideal model system for the study of reinforcement and reinforcement learning.

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

PubMed

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

2017-04-01

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

Integrating History of Science in Science Education through Historical Microworlds to Promote Conceptual Change

NASA Astrophysics Data System (ADS)

Masson, Steve; Vázquez-Abad, Jesús

2006-10-01

This paper proposes a new way to integrate history of science in science education to promote conceptual change by introducing the notion of historical microworld, which is a computer-based interactive learning environment respecting historic conceptions. In this definition, "interactive" means that the user can act upon the virtual environment by changing some parameters to see what ensues. "Environment respecting historic conceptions" means that the "world" has been programmed to respect the conceptions of past scientists or philosophers. Three historical microworlds in the field of mechanics are presented in this article: an Aristotelian microworld respecting Aristotle's conceptions about movement, a Buridanian microworld respecting the theory of impetus and, finally, a Newtonian microworld respecting Galileo's conceptions and Newton's laws of movement.

ATAC Process Proof of Concept Final Report

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

Bri Rolston; Sarah Freeman

Researchers at INL with funding from the Department of Energy’s Office of Electricity Delivery and Energy Reliability (DOE-OE) evaluated a novel approach for near real-time consumption of threat intelligence. Demonstration testing in an industry environment supported the development of this new process to assist the electric sector in securing their critical networks. This report provides the reader with an understanding of the methods used during this proof of concept project. The processes and templates were further advanced with an industry partner during an onsite assessment. This report concludes with lessons learned and a roadmap for final development of these materialsmore » for use by industry.« less

Toward a critical approach to the study of learning environments in science classrooms

NASA Astrophysics Data System (ADS)

Lorsbach, Anthony; Tobin, Kenneth

1995-03-01

Traditional learning environment research in science classrooms has been built on survey methods meant to measure students' and teachers' perceptions of variables used to define the learning environment. This research has led mainly to descriptions of learning environments. We argue that learning environment research should play a transformative role in science classrooms; that learning environment research should take into account contemporary post-positivist ways of thinking about learning and teaching to assist students and teachers to construct a more emancipatory learning environment. In particular, we argue that a critical perspective could lead to research playing a larger role in the transformation of science classroom learning environments. This argument is supplemented with an example from a middle school science classroom.

The Computer Book of the Internal Medicine Resident: competence acquisition and achievement of learning objectives.

PubMed

Oristrell, J; Oliva, J C; Casanovas, A; Comet, R; Jordana, R; Navarro, M

2014-01-01

The Computer Book of the Internal Medicine resident (CBIMR) is a computer program that was validated to analyze the acquisition of competences in teams of Internal Medicine residents. To analyze the characteristics of the rotations during the Internal Medicine residency and to identify the variables associated with the acquisition of clinical and communication skills, the achievement of learning objectives and resident satisfaction. All residents of our service (n=20) participated in the study during a period of 40 months. The CBIMR consisted of 22 self-assessment questionnaires specific for each rotation, with items on services (clinical workload, disease protocolization, resident responsibilities, learning environment, service organization and teamwork) and items on educational outcomes (acquisition of clinical and communication skills, achievement of learning objectives, overall satisfaction). Associations between services features and learning outcomes were analyzed using bivariate and multivariate analysis. An intense clinical workload, high resident responsibilities and disease protocolization were associated with the acquisition of clinical skills. High clinical competence and teamwork were both associated with better communication skills. Finally, an adequate learning environment was associated with increased clinical competence, the achievement of educational goals and resident satisfaction. Potentially modifiable variables related with the operation of clinical services had a significant impact on the acquisition of clinical and communication skills, the achievement of educational goals, and resident satisfaction during the specialized training in Internal Medicine. Copyright © 2013 Elsevier España, S.L. All rights reserved.

Learning molecular energies using localized graph kernels

DOE PAGES

Ferré, Grégoire; Haut, Terry Scot; Barros, Kipton Marcos

2017-03-21

We report that recent machine learning methods make it possible to model potential energy of atomic configurations with chemical-level accuracy (as calculated from ab initio calculations) and at speeds suitable for molecular dynamics simulation. Best performance is achieved when the known physical constraints are encoded in the machine learning models. For example, the atomic energy is invariant under global translations and rotations; it is also invariant to permutations of same-species atoms. Although simple to state, these symmetries are complicated to encode into machine learning algorithms. In this paper, we present a machine learning approach based on graph theory that naturallymore » incorporates translation, rotation, and permutation symmetries. Specifically, we use a random walk graph kernel to measure the similarity of two adjacency matrices, each of which represents a local atomic environment. This Graph Approximated Energy (GRAPE) approach is flexible and admits many possible extensions. Finally, we benchmark a simple version of GRAPE by predicting atomization energies on a standard dataset of organic molecules.« less

Learning molecular energies using localized graph kernels

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

Ferré, Grégoire; Haut, Terry Scot; Barros, Kipton Marcos

We report that recent machine learning methods make it possible to model potential energy of atomic configurations with chemical-level accuracy (as calculated from ab initio calculations) and at speeds suitable for molecular dynamics simulation. Best performance is achieved when the known physical constraints are encoded in the machine learning models. For example, the atomic energy is invariant under global translations and rotations; it is also invariant to permutations of same-species atoms. Although simple to state, these symmetries are complicated to encode into machine learning algorithms. In this paper, we present a machine learning approach based on graph theory that naturallymore » incorporates translation, rotation, and permutation symmetries. Specifically, we use a random walk graph kernel to measure the similarity of two adjacency matrices, each of which represents a local atomic environment. This Graph Approximated Energy (GRAPE) approach is flexible and admits many possible extensions. Finally, we benchmark a simple version of GRAPE by predicting atomization energies on a standard dataset of organic molecules.« less

An Examination through Conjoint Analysis of the Preferences of Students Concerning Online Learning Environments According to Their Learning Styles

ERIC Educational Resources Information Center

Daghan, Gökhan; Akkoyunlu, Buket

2012-01-01

This study examines learning styles of students receiving education via online learning environments, and their preferences concerning the online learning environment. Maggie McVay Lynch Learning Style Inventory was used to determine learning styles of the students. The preferences of students concerning online learning environments were detected…

Engaging Stakeholders From Volunteer-Led Out-of-School Time Programs in the Dissemination of Guiding Principles for Healthy Snacking and Physical Activity.

PubMed

Folta, Sara C; Koomas, Alyssa; Metayer, Nesly; Fullerton, Karen J; Hubbard, Kristie L; Anzman-Frasca, Stephanie; Hofer, Teresa; Nelson, Miriam; Newman, Molly; Sacheck, Jennifer; Economos, Christina

2015-12-24

Little effort has focused on the role of volunteer-led out-of-school time (OST) programs (ie, enrichment and sports programs) as key environments for the promotion of healthy eating and physical activity habits among school-aged children. The Healthy Kids Out of School (HKOS) initiative developed evidence-based, practical guiding principles for healthy snacks, beverages, and physical activity. The goal of this case study was to describe the methods used to engage regional partners to understand how successful implementation and dissemination of these principles could be accomplished. HKOS partnered with volunteer-led programs from 5 OST organizations in Maine, Massachusetts, and New Hampshire to create a regional "learning laboratory." We engaged partners in phases. In the first phase, we conducted focus groups with local volunteer program leaders; during the second phase, we held roundtable meetings with regional and state program administrators; and in the final phase, we conducted additional outreach to refine and finalize implementation strategies. Implementation strategies were developed based on themes and information that emerged. For enrichment programs, strategies included new patch and pin programs that were consistent with the organizations' infrastructure and usual practices. For sports programs, the main strategy was integration with online trainings for coaches. Through the engagement process, we learned that dissemination of the guiding principles in these large and complex OST organizations was best accomplished by using implementation strategies that were customized, integrated, and aligned with goals and usual practices. The lessons learned can benefit future efforts to prevent obesity in complex environments.

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

NASA Astrophysics Data System (ADS)

Aldridge, Jacqueline Nouvelle

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

Experimenting in a constructivist high school physics laboratory

NASA Astrophysics Data System (ADS)

Roth, Wolff-Michael

Although laboratory activities have long been recognized for their potential to facilitate the learning of science concepts and skills, this potential has yet to be realized. To remediate this problem, researchers have called for constructivist learning environments in which students can pursue open inquiry and frame their own research problems. The present study was designed to describe and understand students' experimenting and problem solving in such an environment. An interpretive research methodology was adopted for the construction of meaning from the data. The data sources included videotapes, their transcripts, student laboratory reports and reflections, interviews with the students, and the teacher's course outline and reflective notes. Forty-six students from three sections of an introductory physics course taught at a private school for boys participated in the study. This article shows the students' remarkable ability and willingness to generate research questions and to design and develop apparatus for data collection. In their effort to frame research questions, students often used narrative explanations to explore and think about the phenomena to be studied. In some cases, blind alleys, students framed research questions and planned experiments that did not lead to the expected results. We observed a remarkable flexibility to deal with problems that arose during the implementation of their plans in the context of the inquiry. These problems, as well as their solutions and the necessary decision-making processes, were characterized by their situated nature. Finally, students pursued meaningful learning during the interpretation of data and graphs to arrive at reasonable answers of their research questions. We concluded that students should be provided with problem-rich learning environments in which they learn to investigate phenomena of their own interest and in which they can develop complex problem-solving skills.

Evaluation of Machine Learning Algorithms for Classification of Primary Biological Aerosol using a new UV-LIF spectrometer

NASA Astrophysics Data System (ADS)

Ruske, S. T.; Topping, D. O.; Foot, V. E.; Kaye, P. H.; Stanley, W. R.; Morse, A. P.; Crawford, I.; Gallagher, M. W.

2016-12-01

Characterisation of bio-aerosols has important implications within Environment and Public Health sectors. Recent developments in Ultra-Violet Light Induced Fluorescence (UV-LIF) detectors such as the Wideband Integrated bio-aerosol Spectrometer (WIBS) and the newly introduced Multiparameter bio-aerosol Spectrometer (MBS) has allowed for the real time collection of fluorescence, size and morphology measurements for the purpose of discriminating between bacteria, fungal Spores and pollen. This new generation of instruments has enabled ever-larger data sets to be compiled with the aim of studying more complex environments, yet the algorithms used for specie classification remain largely invalidated. It is therefore imperative that we validate the performance of different algorithms that can be used for the task of classification, which is the focus of this study. For unsupervised learning we test Hierarchical Agglomerative Clustering with various different linkages. For supervised learning, ten methods were tested; including decision trees, ensemble methods: Random Forests, Gradient Boosting and AdaBoost; two implementations for support vector machines: libsvm and liblinear; Gaussian methods: Gaussian naïve Bayesian, quadratic and linear discriminant analysis and finally the k-nearest neighbours algorithm. The methods were applied to two different data sets measured using a new Multiparameter bio-aerosol Spectrometer. We find that clustering, in general, performs slightly worse than the supervised learning methods correctly classifying, at best, only 72.7 and 91.1 percent for the two data sets. For supervised learning the gradient boosting algorithm was found to be the most effective, on average correctly classifying 88.1 and 97.8 percent of the testing data respectively across the two data sets. We discuss the wider relevance of these results with regards to challenging existing classification in real-world environments.

Space Shuttle Orbiter logistics - Managing in a dynamic environment

NASA Technical Reports Server (NTRS)

Renfroe, Michael B.; Bradshaw, Kimberly

1990-01-01

The importance and methods of monitoring logistics vital signs, logistics data sources and acquisition, and converting data into useful management information are presented. With the launch and landing site for the Shuttle Orbiter project at the Kennedy Space Center now totally responsible for its own supportability posture, it is imperative that logistics resource requirements and management be continually monitored and reassessed. Detailed graphs and data concerning various aspects of logistics activities including objectives, inventory operating levels, customer environment, and data sources are provided. Finally, some lessons learned from the Shuttle Orbiter project and logistics options which should be considered by other space programs are discussed.

Explaining human uniqueness: genome interactions with environment, behaviour and culture

PubMed Central

Varki, Ajit; Geschwind, Daniel H.; Eichler, Evan E.

2009-01-01

What makes us human? Specialists in each discipline respond through the lens of their own expertise. In fact, ‘anthropogeny’ (explaining the origin of humans) requires a transdisciplinary approach that eschews such barriers. Here we take a genomic and genetic perspective towards molecular variation, explore systems analysis of gene expression and discuss an organ-systems approach. Rejecting any ‘genes versus environment’ dichotomy, we then consider genome interactions with environment, behaviour and culture, finally speculating that aspects of human uniqueness arose because of a primate evolutionary trend towards increasing and irreversible dependence on learned behaviours and culture — perhaps relaxing allowable thresholds for large-scale genomic diversity. PMID:18802414

Young children's emergent science competencies in family and school contexts: A case study

NASA Astrophysics Data System (ADS)

Andrews, Kathryn Jean

To address the lack of research in early science learning and on young children's informal science experiences, this 6-month long case study investigated an 8-year-old boy's emergent science competencies and his science experiences in family and school contexts. The four research questions used to guide this investigation were: (1) What are Nathan's emergent science competencies? (2) What are Nathan's science experiences in a family context? How does family learning contribute to his emergent science competencies? (3) What are Nathan's science experiences in school? How does school learning contribute to his emergent science competencies? (4) What is the role of parents and teachers in fostering emergent science competencies? My intensive 6-month fieldwork generated multiple data sources including field notes of 12 classroom observations, one parent interview, eight child interviews, one classroom teacher interview, and observation of eight family produced videos. In addition, I collected a parent journal including 38 entries of the child's how and why questions, a child digital photo journal including 15 entries of when Nathan saw or participated in science, and 25 various documents of work completed in the classroom. First, I analyzed data through an on-going and recursive process. Then, I applied several cycles of open coding to compare and contrast science learning between home and school, establish clear links between research questions and data, and form categories. Finally, I applied a cycle of holistic coding to categorized data that eventually culminated into themes. As a method of quality control, I shared my interpretations with the family and classroom teacher throughout the study. Findings revealed, Nathan's pre-scientific views of science were fluid and playful, he saw differences between the science he did at home and that he did in school, but he was able to articulate a relatively complex understanding of scientists' collaborative efforts. Nathan's emergent science competencies were a result of his experiences both in the home and classroom. His science experiences at home often involved engaging in conversation with his parents about the world around him and was driven by the things he was interested in or wondered about. He enjoyed daily family activities like cooking, playing, and building models with his dad. These experiences contributed to his naive conceptions of science. By contrast, his science experiences in school were also collaborative but less facilitated by Mrs. Young. His wide range of experiences at home and in the classroom illustrated that doing, learning, knowing, and demonstrating knowledge are intertwined and not easily distinguished from each other. Nathan's emergent science competencies were fueled by a child-environment loop. The child-environment loop is a concept that captures the reciprocal nature between a child's curiosities and his or her environment. As his curiosities were met, new questions and activity were produced. As a result, Nathan's activity continually influenced the environment in which his emergent science competencies emerged. Likewise, the changing environment contributed to new curiosities, interest, and science competencies. Findings extend current research of informal science learning by illustrating how family learning contributed to a child's naive scientific views through the development of non-spontaneous concepts. Findings also extend current research by illustrating how a child with a solid foundation of spontaneous concepts might be unable to further develop non-spontaneous concepts in a classroom where learning took a similar form (working with others and talking about ideas) as learning in the classroom was less mediated. Main implications of this project include a call for research and practice to more aggressively contribute to a learning progressions approach to provide a map of educational opportunities that neither under- or overestimate children's ability. Curriculum ought to view naive science conceptions developed in family learning as a necessary element in the learning continuum rather than a deficit in science knowledge to contend with during the development of non-spontaneous concepts in classroom learning to achieve this goal. Finally, to extract meaningful experiences from inquiry-based science learning, teachers need to incorporate students' naive science conceptions by explicitly connecting everyday family learning to science through disciplinary engagement where inquiry is mediated.

Investigating the Language of Engineering Education

NASA Astrophysics Data System (ADS)

Variawa, Chirag

A significant part of professional communication development in engineering is the ability to learn and understand technical vocabulary. Mastering such vocabulary is often a desired learning outcome of engineering education. In promoting this goal, this research investigates the development of a tool that creates wordlists of characteristic discipline-specific vocabulary for a given course. These wordlists explicitly highlight requisite vocabulary learning and, when used as a teaching aid, can promote greater accessibility in the learning environment. Literature, including work in higher education, diversity and language learning, suggest that designing accessible learning environments can increase the quality of instruction and learning for all students. Studying the student/instructor interface using the framework of Universal Instructional Design identified vocabulary learning as an invisible barrier in engineering education. A preliminary investigation of this barrier suggested that students have difficulty assessing their understanding of technical vocabulary. Subsequently, computing word frequency on engineering course material was investigated as an approach for characterizing this barrier. However, it was concluded that a more nuanced method was necessary. This research program was built on previous work in the fields of linguistics and computer science, and lead to the design of an algorithm. The developed algorithm is based on a statistical technique called, Term Frequency-Inverse Document Frequency. Comparator sets of documents are used to hierarchically identify characteristic terms on a target document, such as course materials from a previous term of study. The approach draws on a standardized artifact of the engineering learning environment as its dataset; a repository of 2254 engineering final exams from the University of Toronto, to process the target material. After producing wordlists for ten courses, with the goal of highlighting characteristic discipline-specific terms, the effectiveness of the approach was evaluated by comparing the computed results to the judgment of subject-matter experts. The overall data show a good correlation between the program and the subject-matter experts. The results indicated a balance between accuracy and feasibility, and suggested that this approach could mimic subject-matter expertise to create a list discipline-specific vocabulary from course materials.

Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments

ERIC Educational Resources Information Center

Rowe, Jonathan P.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

2011-01-01

A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to…

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.

Developmental emergence of fear/threat learning: neurobiology, associations and timing

PubMed Central

Tallot, L.; Doyère, V.; Sullivan, R. M.

2016-01-01

Pavlovian fear or threat conditioning, where a neutral stimulus takes on aversive properties through pairing with an aversive stimulus, has been an important tool for exploring the neurobiology of learning. In the past decades, this neurobehavioral approach has been expanded to include the developing infant. Indeed, protracted postnatal brain development permits the exploration of how incorporating the amygdala, prefrontal cortex and hippocampus into this learning system impacts the acquisition and expression of aversive conditioning. Here, we review the developmental trajectory of these key brain areas involved in aversive conditioning and relate it to pups’ transition to independence through weaning. Overall, the data suggests that adult-like features of threat learning emerge as the relevant brain areas become incorporated into this learning. Specifically, the developmental emergence of the amygdala permits cue learning and the emergence of the hippocampus permits context learning. We also describe unique features of learning in early life that block threat learning and enhance interaction with the mother or exploration of the environment. Finally, we describe the development of a sense of time within this learning and its involvement in creating associations. Together these data suggest that the development of threat learning is a useful tool for dissecting adult-like functioning of brain circuits, as well as providing unique insights into ecologically relevant developmental changes. PMID:26534899

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

NASA Astrophysics Data System (ADS)

Huang, Tsu-Ting

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

Hypermedia in Vocational Learning: A Hypermedia Learning Environment for Training Management Skills

ERIC Educational Resources Information Center

Konradt, Udo

2004-01-01

A learning environment is defined as an arrangement of issues, methods, techniques, and media in a given domain. Besides temporal and spatial features a learning environment considers the social situation in which learning takes place. In (hypermedia) learning environments the concept of exploration and the active role of the learner is…

Using Wikis as a Support and Assessment Tool in Collaborative Digital Game-Based Learning Environments

ERIC Educational Resources Information Center

Samur, Yavuz

2011-01-01

In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances…

Assessing culturally sensitive factors in the learning environment of science classrooms

NASA Astrophysics Data System (ADS)

Fisher, Darrell L.; Waldrip, Bruce G.

1997-03-01

As schools are becoming increasingly diverse in their scope and clientele, any examination of the interaction of culturally sensitive factors of students' learning environments with learning science assumes critical importance. The purpose of this exploratory study was to develop an instrument to assess learning environment factors that are culturally sensitive, to provide initial validation information on the instrument and to examine associations between students' perceptions of their learning environments and their attitudes towards science and achievement of enquiry skills. A measure of these factors of science student's learning environment, namely the Cultural Learning Environment Questionnaire (CLEQ), was developed from past learning environment instruments and influenced by Hofstede's four dimensions of culture (Power Distance, Uncertainty Avoidance, Individualism, and Masculinity/Femininity). The reliability and discriminant validity for each scale were obtained and associations between learning environment, attitude to science and enquiry skills achievement were found.

[Why are some high achievers on the course final exam unsuccessful on the proficiency exam in English?].

PubMed

Matsunuma, Mitsuyasu

2009-04-01

This study examined why some high achievers on the course final exam were unsuccessful on the proficiency exam in English. We hypothesized that the learning motives and learning behaviors (learning strategy, learning time) had different effects on the outcomes of the exams. First, the relation between the variables was investigated using structural equation modeling. Second, the learning behaviors of students who got good marks on both exams were compared with students who did well only on the course final exam. The results were as follows. (a) Learning motives influenced test performance via learning behaviors. (b) Content-attached motives influenced all variables concerning learning behaviors. (c) Content-detached motives influenced all variables concerning learning behaviors that were related only to the course final exam. (d) The students who got good marks on both exams performed the learning behaviors that were useful on the proficiency exam more frequently than the students who did well only on the course final exam.

Neurally and ocularly informed graph-based models for searching 3D environments.

PubMed

Jangraw, David C; Wang, Jun; Lance, Brent J; Chang, Shih-Fu; Sajda, Paul

2014-08-01

As we move through an environment, we are constantly making assessments, judgments and decisions about the things we encounter. Some are acted upon immediately, but many more become mental notes or fleeting impressions-our implicit 'labeling' of the world. In this paper, we use physiological correlates of this labeling to construct a hybrid brain-computer interface (hBCI) system for efficient navigation of a 3D environment. First, we record electroencephalographic (EEG), saccadic and pupillary data from subjects as they move through a small part of a 3D virtual city under free-viewing conditions. Using machine learning, we integrate the neural and ocular signals evoked by the objects they encounter to infer which ones are of subjective interest to them. These inferred labels are propagated through a large computer vision graph of objects in the city, using semi-supervised learning to identify other, unseen objects that are visually similar to the labeled ones. Finally, the system plots an efficient route to help the subjects visit the 'similar' objects it identifies. We show that by exploiting the subjects' implicit labeling to find objects of interest instead of exploring naively, the median search precision is increased from 25% to 97%, and the median subject need only travel 40% of the distance to see 84% of the objects of interest. We also find that the neural and ocular signals contribute in a complementary fashion to the classifiers' inference of subjects' implicit labeling. In summary, we show that neural and ocular signals reflecting subjective assessment of objects in a 3D environment can be used to inform a graph-based learning model of that environment, resulting in an hBCI system that improves navigation and information delivery specific to the user's interests.

Neurally and ocularly informed graph-based models for searching 3D environments

NASA Astrophysics Data System (ADS)

Jangraw, David C.; Wang, Jun; Lance, Brent J.; Chang, Shih-Fu; Sajda, Paul

2014-08-01

Objective. As we move through an environment, we are constantly making assessments, judgments and decisions about the things we encounter. Some are acted upon immediately, but many more become mental notes or fleeting impressions—our implicit ‘labeling’ of the world. In this paper, we use physiological correlates of this labeling to construct a hybrid brain-computer interface (hBCI) system for efficient navigation of a 3D environment. Approach. First, we record electroencephalographic (EEG), saccadic and pupillary data from subjects as they move through a small part of a 3D virtual city under free-viewing conditions. Using machine learning, we integrate the neural and ocular signals evoked by the objects they encounter to infer which ones are of subjective interest to them. These inferred labels are propagated through a large computer vision graph of objects in the city, using semi-supervised learning to identify other, unseen objects that are visually similar to the labeled ones. Finally, the system plots an efficient route to help the subjects visit the ‘similar’ objects it identifies. Main results. We show that by exploiting the subjects’ implicit labeling to find objects of interest instead of exploring naively, the median search precision is increased from 25% to 97%, and the median subject need only travel 40% of the distance to see 84% of the objects of interest. We also find that the neural and ocular signals contribute in a complementary fashion to the classifiers’ inference of subjects’ implicit labeling. Significance. In summary, we show that neural and ocular signals reflecting subjective assessment of objects in a 3D environment can be used to inform a graph-based learning model of that environment, resulting in an hBCI system that improves navigation and information delivery specific to the user’s interests.

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

PubMed

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

2018-04-12

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

Relationship between learning environment characteristics and academic engagement.

PubMed

Opdenakker, Marie-Christine; Minnaert, Alexander

2011-08-01

The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation.

Nigerian Physiotherapy Clinical Students' Perception of Their Learning Environment Measured by the Dundee Ready Education Environment Measure Inventory

ERIC Educational Resources Information Center

Odole, Adesola C.; Oyewole, Olufemi O.; Ogunmola, Oluwasolape T.

2014-01-01

The identification of the learning environment and the understanding of how students learn will help teacher to facilitate learning and plan a curriculum to achieve the learning outcomes. The purpose of this study was to investigate undergraduate physiotherapy clinical students' perception of University of Ibadan's learning environment. Using the…

A rat in the sewer: How mental imagery interacts with object recognition

PubMed Central

Hamburger, Kai

2018-01-01

The role of mental imagery has been puzzling researchers for more than two millennia. Both positive and negative effects of mental imagery on information processing have been discussed. The aim of this work was to examine how mental imagery affects object recognition and associative learning. Based on different perceptual and cognitive accounts we tested our imagery-induced interaction hypothesis in a series of two experiments. According to that, mental imagery could lead to (1) a superior performance in object recognition and associative learning if these objects are imagery-congruent (semantically) and to (2) an inferior performance if these objects are imagery-incongruent. In the first experiment, we used a static environment and tested associative learning. In the second experiment, subjects encoded object information in a dynamic environment by means of a virtual sewer system. Our results demonstrate that subjects who received a role adoption task (by means of guided mental imagery) performed better when imagery-congruent objects were used and worse when imagery-incongruent objects were used. We finally discuss our findings also with respect to alternative accounts and plead for a multi-methodological approach for future research in order to solve this issue. PMID:29590161

A rat in the sewer: How mental imagery interacts with object recognition.

PubMed

Karimpur, Harun; Hamburger, Kai

2018-01-01

The role of mental imagery has been puzzling researchers for more than two millennia. Both positive and negative effects of mental imagery on information processing have been discussed. The aim of this work was to examine how mental imagery affects object recognition and associative learning. Based on different perceptual and cognitive accounts we tested our imagery-induced interaction hypothesis in a series of two experiments. According to that, mental imagery could lead to (1) a superior performance in object recognition and associative learning if these objects are imagery-congruent (semantically) and to (2) an inferior performance if these objects are imagery-incongruent. In the first experiment, we used a static environment and tested associative learning. In the second experiment, subjects encoded object information in a dynamic environment by means of a virtual sewer system. Our results demonstrate that subjects who received a role adoption task (by means of guided mental imagery) performed better when imagery-congruent objects were used and worse when imagery-incongruent objects were used. We finally discuss our findings also with respect to alternative accounts and plead for a multi-methodological approach for future research in order to solve this issue.

How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

ERIC Educational Resources Information Center

Choi, Beomkyu

2016-01-01

The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…

Proactive learning for artificial cognitive systems

NASA Astrophysics Data System (ADS)

Lee, Soo-Young

2010-04-01

The Artificial Cognitive Systems (ACS) will be developed for human-like functions such as vision, auditory, inference, and behavior. Especially, computational models and artificial HW/SW systems will be devised for Proactive Learning (PL) and Self-Identity (SI). The PL model provides bilateral interactions between robot and unknown environment (people, other robots, cyberspace). For the situation awareness in unknown environment it is required to receive audiovisual signals and to accumulate knowledge. If the knowledge is not enough, the PL should improve by itself though internet and others. For human-oriented decision making it is also required for the robot to have self-identify and emotion. Finally, the developed models and system will be mounted on a robot for the human-robot co-existing society. The developed ACS will be tested against the new Turing Test for the situation awareness. The Test problems will consist of several video clips, and the performance of the ACSs will be compared against those of human with several levels of cognitive ability.

Scaffolding in Connectivist Mobile Learning Environment

ERIC Educational Resources Information Center

Ozan, Ozlem

2013-01-01

Social networks and mobile technologies are transforming learning ecology. In this changing learning environment, we find a variety of new learner needs. The aim of this study is to investigate how to provide scaffolding to the learners in connectivist mobile learning environment: (1) to learn in a networked environment; (2) to manage their…

Online Resource-Based Learning Environment: Case Studies in Primary Classrooms

ERIC Educational Resources Information Center

So, Winnie Wing Mui; Ching, Fiona Ngai Ying

2012-01-01

This paper discusses the creation of learning environments with online resources by three primary school teachers for pupil's learning of science-related topics with reference to the resource-based e-learning environments (RBeLEs) framework. Teachers' choice of contexts, resources, tools, and scaffolds in designing the learning environments are…

The Predicaments of Language Learners in Traditional Learning Environments

ERIC Educational Resources Information Center

Shafie, Latisha Asmaak; Mansor, Mahani

2009-01-01

Some public universities in developing countries have traditional language learning environments such as classrooms with only blackboards and furniture which do not provide conducive learning environments. These traditional environments are unable to cater for digital learners who need to learn with learning technologies. In order to create…

The Integration of Personal Learning Environments & Open Network Learning Environments

ERIC Educational Resources Information Center

Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

2012-01-01

Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

Experiential Learning and Learning Environments: The Case of Active Listening Skills

ERIC Educational Resources Information Center

Huerta-Wong, Juan Enrique; Schoech, Richard

2010-01-01

Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

Investigation into health science students' awareness of occupational therapy: implications for interprofessional education.

PubMed

Alotaibi, Naser; Shayea, Abdulaziz; Nadar, Mohammed; Abu Tariah, Hashem

2015-01-01

To investigate the level of awareness of the occupational therapy profession among final-year health sciences students at Kuwait University. This study utilized a survey targeting final-year students in the Health Sciences Center at Kuwait University schools of medicine, pharmacy, dentistry, and allied health sciences. The survey addressed awareness of occupational therapy, its scope of practice, work environments, and preference for learning more about the profession. Of the 244 surveys distributed, 132 were returned, for a 54% response rate. The proportion of those who knew about occupational therapy ranged from 94% (radiologic science) to a low of 17% (medicine). Most respondents learned about occupational therapy from colleagues (77.1%), rather than from their academic programs (28.1%). RESULTS indicated that about one fifth of students (21.4%) were unsure about the role of occupational therapists as members of the health care team. Preferences for learning more about the profession were consistent with interprofessional opportunities, such as observing an occupational therapy session (64.5%) and attending a workshop (63.6%) or presentation (59.8%). Although most respondents had some awareness of occupational therapy, specifics about its scope of practice and relevance to the health care team were lacking. Preferences for learning more about occupational therapy were consistent with the current trend for interprofessional education in health care. Implications for interprofessional education are presented.

Neuro Inspired Adaptive Perception and Control for Agile Mobility of Autonomous Vehicles in Uncertain and Hostile Environments

DTIC Science & Technology

2017-02-08

Georgia Tech Research Corporation 505 Tenth Street NW Atlanta, GA 30332 -0420 ABSTRACT Final Report: MURI: Neuro-Inspired Adaptive Perception and...Conquer Strategy for Optimal Trajectory Planning via Mixed-Integer Programming, IEEE Transactions on Robotics, (12 2015): 0. doi: 10.1109/TRO...Learning Day, Microsoft Corporation , Cambridge, MA, May 18, 2015. (c) Presentations 09/06/2015 09/08/2015 125 131 Ali Borji, Dicky N. Sihite, Laurent Itti

The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

ERIC Educational Resources Information Center

Alzahrani, Ibraheem; Woollard, John

2013-01-01

This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…

Practice education learning environments: the mismatch between perceived and preferred expectations of undergraduate health science students.

PubMed

Brown, Ted; Williams, Brett; McKenna, Lisa; Palermo, Claire; McCall, Louise; Roller, Louis; Hewitt, Lesley; Molloy, Liz; Baird, Marilyn; Aldabah, Ligal

2011-11-01

Practical hands-on learning opportunities are viewed as a vital component of the education of health science students, but there is a critical shortage of fieldwork placement experiences. It is therefore important that these clinical learning environments are well suited to students' perceptions and expectations. To investigate how undergraduate students enrolled in health-related education programs view their clinical learning environments and specifically to compare students' perception of their 'actual' clinical learning environment to that of their 'preferred/ideal' clinical learning environment. The Clinical Learning Environment Inventory (CLEI) was used to collect data from 548 undergraduate students (55% response rate) enrolled in all year levels of paramedics, midwifery, radiography and medical imaging, occupational therapy, pharmacy, nutrition and dietetics, physiotherapy and social work at Monash University via convenience sampling. Students were asked to rate their perception of the clinical learning environment at the completion of their placements using the CLEI. Satisfaction of the students enrolled in the health-related disciplines was closely linked with the five constructs measured by the CLEI: Personalization, Student Involvement, Task Orientation, Innovation, and Individualization. Significant differences were found between the student's perception of their 'actual' clinical learning environment and their 'ideal' clinical learning environment. The study highlights the importance of a supportive clinical learning environment that places emphasis on effective two-way communication. A thorough understanding of students' perceptions of their clinical learning environments is essential. Copyright © 2010 Elsevier Ltd. All rights reserved.

Earth-Facing Antenna Characterization in Complex Ground Plane/Multipath Rich Environment

NASA Technical Reports Server (NTRS)

Welch, Bryan W.; Piasecki, Marie T.

2015-01-01

The Space Communications and Navigation (SCAN) Testbed was a Software Defined Radio (SDR)-based payload launched to the International Space Station (ISS) in July of 2012. The purpose of the SCAN Testbed payload was to investigate the applicability of SDRs to NASA space missions in an operational environment, which means that a proper model for system performance in said operational space environment is a necessary condition. The SCAN Testbed has line-of-sight connections to various ground stations with its S-Band Earth-facing Near-Earth-Network Low Gain Antenna (NEN-LGA). Any previous efforts to characterize the NEN-LGA proved difficult, therefore, the NASA Glenn Research Center built its own S-Band ground station, which became operational in 2015, and has been used successfully to characterize the NEN-LGA's in-situ pattern measurements. This methodology allows for a more realistic characterization of the antenna performance, where the pattern oscillation induced by the complex ISS ground plane, as well as shadowing effects due to ISS structural blockage are included into the final performance model. This paper describes the challenges of characterizing an antenna pattern in this environment. It will also discuss the data processing, present the final antenna pattern measurements and derived model, as well as discuss various lessons learned

Earth-Facing Antenna Characterization in a Complex Ground Plane/Multipath Rich Environment

NASA Technical Reports Server (NTRS)

Welch, Bryan W.; Piasecki, Marie T.

2015-01-01

The Space Communications and Navigation (SCAN) Testbed was a Software Defined Radio (SDR)-based payload launched to the International Space Station (ISS) in July of 2012. The purpose of the SCAN Testbed payload was to investigate the applicability of SDRs to NASA space missions in an operational space environment, which means that a proper model for system performance in said operational space environment is a necessary condition. The SCAN Testbed has line-of-sight connections to various ground stations with its S-Band Earth-facing Near-Earth Network Low Gain Antenna (NEN-LGA). Any previous efforts to characterize the NEN-LGA proved difficult, therefore, the NASA Glenn Research Center built its own S-Band ground station, which became operational in 2015, and has been successfully used to characterize the NEN-LGAs in-situ pattern measurements. This methodology allows for a more realistic characterization of the antenna performance, where the pattern oscillation induced by the complex ISS ground plane, as well as shadowing effects due to ISS structural blockage are included into the final performance model. This paper describes the challenges of characterizing an antenna pattern in this environment. It will also discuss the data processing, present the final antenna pattern measurements and derived model, as well as discuss various lessons learned.

Introducing Seismic Tomography with Computational Modeling

NASA Astrophysics Data System (ADS)

Neves, R.; Neves, M. L.; Teodoro, V.

2011-12-01

Learning seismic tomography principles and techniques involves advanced physical and computational knowledge. In depth learning of such computational skills is a difficult cognitive process that requires a strong background in physics, mathematics and computer programming. The corresponding learning environments and pedagogic methodologies should then involve sets of computational modelling activities with computer software systems which allow students the possibility to improve their mathematical or programming knowledge and simultaneously focus on the learning of seismic wave propagation and inverse theory. To reduce the level of cognitive opacity associated with mathematical or programming knowledge, several computer modelling systems have already been developed (Neves & Teodoro, 2010). Among such systems, Modellus is particularly well suited to achieve this goal because it is a domain general environment for explorative and expressive modelling with the following main advantages: 1) an easy and intuitive creation of mathematical models using just standard mathematical notation; 2) the simultaneous exploration of images, tables, graphs and object animations; 3) the attribution of mathematical properties expressed in the models to animated objects; and finally 4) the computation and display of mathematical quantities obtained from the analysis of images and graphs. Here we describe virtual simulations and educational exercises which enable students an easy grasp of the fundamental of seismic tomography. The simulations make the lecture more interactive and allow students the possibility to overcome their lack of advanced mathematical or programming knowledge and focus on the learning of seismological concepts and processes taking advantage of basic scientific computation methods and tools.

Applying a Framework for Student Modeling in Exploratory Learning Environments: Comparing Data Representation Granularity to Handle Environment Complexity

ERIC Educational Resources Information Center

Fratamico, Lauren; Conati, Cristina; Kardan, Samad; Roll, Ido

2017-01-01

Interactive simulations can facilitate inquiry learning. However, similarly to other Exploratory Learning Environments, students may not always learn effectively in these unstructured environments. Thus, providing adaptive support has great potential to help improve student learning with these rich activities. Providing adaptive support requires a…

A Simultaneous Mobile E-Learning Environment and Application

ERIC Educational Resources Information Center

Karal, Hasan; Bahcekapili, Ekrem; Yildiz, Adil

2010-01-01

The purpose of the present study was to design a mobile learning environment that enables the use of a teleconference application used in simultaneous e-learning with mobile devices and to evaluate this mobile learning environment based on students' views. With the mobile learning environment developed in the study, the students are able to follow…

Using Scenarios to Design Complex Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

de Jong, Ton; Weinberger, Armin; Girault, Isabelle; Kluge, Anders; Lazonder, Ard W.; Pedaste, Margus; Ludvigsen, Sten; Ney, Muriel; Wasson, Barbara; Wichmann, Astrid; Geraedts, Caspar; Giemza, Adam; Hovardas, Tasos; Julien, Rachel; van Joolingen, Wouter R.; Lejeune, Anne; Manoli, Constantinos C.; Matteman, Yuri; Sarapuu, Tago; Verkade, Alex; Vold, Vibeke; Zacharia, Zacharias C.

2012-01-01

Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire…

Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

ERIC Educational Resources Information Center

Özerem, Aysen; Akkoyunlu, Buket

2015-01-01

Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…

Web-Based Learning Environment Based on Students’ Needs

NASA Astrophysics Data System (ADS)

Hamzah, N.; Ariffin, A.; Hamid, H.

2017-08-01

Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.

Teachers' roles in light of massive open online courses (MOOCs): Evolution and challenges in higher distance education

NASA Astrophysics Data System (ADS)

Gil-Jaurena, Inés; Domínguez, Daniel

2018-03-01

This article analyses the challenges teachers face when entering a digital and open online environment in higher education. Massive open online courses (MOOCs) have become a popular phenomenon, making online learning more visible in the educational agenda; therefore, it is appropriate to analyse their expansion and diversification to help inform the next generation of courses. In this article, MOOCs are contextualised in a historical and wider approach to online education, building upon lessons learned from open and distance education, and exploring the introduction of technologies in providing higher education to massive populations over the past 45 years. In particular, the research study presented in this article used the open scholarship approach to analyse many of the changes that can occur in teaching when an open context applies, as in the case of MOOCs. Taking into account that a collaborative online learning experience is influenced by the simultaneous presence and overlap of cognitive, social and teaching elements, the study also used the community of inquiry model as a theoretical framework. In the study, 24 teachers (from the Universidad Nacional de Educación a Distancia [UNED] in Madrid, Spain) were surveyed about their experiences of MOOCs in terms of their current tasks, and the main changes they have observed compared to teaching in a more traditional electronic learning (e-learning) environment (at both graduate and postgraduate levels). These changes in roles, as well as teachers' views about the impact of "massiveness" and "openness" on their understanding and teaching practice, are presented and analysed. Finally, the article also discusses how the evolution towards adapted learning, collaborative learning and assessment supported by technical tools, for example, was already in progress at UNED before MOOCs were initiated.

Knowledge acquisition and interface design for learning on demand systems

NASA Technical Reports Server (NTRS)

Nelson, Wayne A.

1993-01-01

The rapid changes in our world precipitated by technology have created new problems and new challenges for education and training. A knowledge 'explosion' is occurring as our society moves toward a service oriented economy that relies on information as the major resource. Complex computer systems are beginning to dominate the workplace, causing alarming growth and change in many fields. The rapidly changing nature of the workplace, especially in fields related to information technology, requires that our knowledge be updated constantly. This characteristic of modern society poses seemingly unsolvable instructional problems involving coverage and obsolescence. The sheer amount of information to be learned is rapidly increasing, while at the same time some information becomes obsolete in light of new information. Education, therefore, must become a lifelong process that features learning of new material and skills as needed in relation to the job to be done. Because of the problems cited above, the current model of learning in advance may no longer be feasible in our high-technology world. In many cases, learning in advance is impossible because there are simply too many things to learn. In addition, learning in advance can be time consuming, and often results in decontextualized knowledge that does not readily transfer to the work environment. The large and growing discrepancy between the amount of potentially relevant knowledge available and the amount a person can know and remember makes learning on demand an important alternative to current instructional practices. Learning on demand takes place whenever an individual must learn something new in order to perform a task or make a decision. Learning on demand is a promising approach for addressing the problems of coverage and obsolescence because learning is contextualized and integrated into the task environment rather than being relegated to a separate phase that precedes work. Learning on demand allows learners to see for themselves the usefulness of new knowledge for actual problem situations, thereby increasing the motivation for learning new information. Finally, learning on demand makes new information relevant to the task at hand, leading to more informed decision making, better quality products, and improved performance.

Preparing new nurses with complexity science and problem-based learning.

PubMed

Hodges, Helen F

2011-01-01

Successful nurses function effectively with adaptability, improvability, and interconnectedness, and can see emerging and unpredictable complex problems. Preparing new nurses for complexity requires a significant change in prevalent but dated nursing education models for rising graduates. The science of complexity coupled with problem-based learning and peer review contributes a feasible framework for a constructivist learning environment to examine real-time systems data; explore uncertainty, inherent patterns, and ambiguity; and develop skills for unstructured problem solving. This article describes a pilot study of a problem-based learning strategy guided by principles of complexity science in a community clinical nursing course. Thirty-five senior nursing students participated during a 3-year period. Assessments included peer review, a final project paper, reflection, and a satisfaction survey. Results were higher than expected levels of student satisfaction, increased breadth and analysis of complex data, acknowledgment of community as complex adaptive systems, and overall higher level thinking skills than in previous years. 2011, SLACK Incorporated.

Learning-based traffic signal control algorithms with neighborhood information sharing: An application for sustainable mobility

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

Aziz, H. M. Abdul; Zhu, Feng; Ukkusuri, Satish V.

Here, this research applies R-Markov Average Reward Technique based reinforcement learning (RL) algorithm, namely RMART, for vehicular signal control problem leveraging information sharing among signal controllers in connected vehicle environment. We implemented the algorithm in a network of 18 signalized intersections and compare the performance of RMART with fixed, adaptive, and variants of the RL schemes. Results show significant improvement in system performance for RMART algorithm with information sharing over both traditional fixed signal timing plans and real time adaptive control schemes. Additionally, the comparison with reinforcement learning algorithms including Q learning and SARSA indicate that RMART performs better atmore » higher congestion levels. Further, a multi-reward structure is proposed that dynamically adjusts the reward function with varying congestion states at the intersection. Finally, the results from test networks show significant reduction in emissions (CO, CO 2, NO x, VOC, PM 10) when RL algorithms are implemented compared to fixed signal timings and adaptive schemes.« less

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

PubMed Central

Patel, Maya; Johnson, Erika; Weiss, Martha

2009-01-01

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

The development of learning material using learning goal orientation approach in digital electronics

NASA Astrophysics Data System (ADS)

Puspitaningayu, P.; Anifah, L.; Kholis, N.

2018-01-01

Mastery of digital electronics principles is essential for future engineers in the digital era. This article describes the use of simulations in an undergraduate electrical engineering course to promote the adoption of a learning-goal orientation. This study used experimental method. This was done by providing students with a simulation environment which students freely use to experiment with various circuit models. Students were then invited to reflect on how the simulation results compare with results from lab experiments. The module got 82% of positive rating from 28 students and all of them passed in the examination with 81.8 as the average score. Those majority students were motivated by the combination of two learning goals written in the module. Moreover, they also gain the ability to design more complex systems because of their combined experience. Additionally, the module also has been validated and got 83% of reliability. The final product of this research hereafter can be recommended to be used as teaching material.

Infrared vehicle recognition using unsupervised feature learning based on K-feature

NASA Astrophysics Data System (ADS)

Lin, Jin; Tan, Yihua; Xia, Haijiao; Tian, Jinwen

2018-02-01

Subject to the complex battlefield environment, it is difficult to establish a complete knowledge base in practical application of vehicle recognition algorithms. The infrared vehicle recognition is always difficult and challenging, which plays an important role in remote sensing. In this paper we propose a new unsupervised feature learning method based on K-feature to recognize vehicle in infrared images. First, we use the target detection algorithm which is based on the saliency to detect the initial image. Then, the unsupervised feature learning based on K-feature, which is generated by Kmeans clustering algorithm that extracted features by learning a visual dictionary from a large number of samples without label, is calculated to suppress the false alarm and improve the accuracy. Finally, the vehicle target recognition image is finished by some post-processing. Large numbers of experiments demonstrate that the proposed method has satisfy recognition effectiveness and robustness for vehicle recognition in infrared images under complex backgrounds, and it also improve the reliability of it.

Distributing vs. Blocking Learning Questions in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Kapp, Felix; Proske, Antje; Narciss, Susanne; Körndle, Hermann

2015-01-01

Effective studying in web-based learning environments (web-LEs) requires cognitive engagement and demands learners to regulate their learning activities. One way to support learners in web-LEs is to provide interactive learning questions within the learning environment. Even though research on learning questions has a long tradition, there are…

Learning with Collaborative Inquiry: A Science Learning Environment for Secondary Students

ERIC Educational Resources Information Center

Sun, Daner; Looi, Chee-Kit; Xie, Wenting

2017-01-01

When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students' learning processes. To address this, the article…

Learning in a u-Museum: Developing a Context-Aware Ubiquitous Learning Environment

ERIC Educational Resources Information Center

Chen, Chia-Chen; Huang, Tien-Chi

2012-01-01

Context-awareness techniques can support learners in learning without time or location constraints by using mobile devices and associated learning activities in a real learning environment. Enrichment of context-aware technologies has enabled students to learn in an environment that integrates learning resources from both the real world and the…

Content-Based VLE Designs Improve Learning Efficiency in Constructivist Statistics Education

PubMed Central

Wessa, Patrick; De Rycker, Antoon; Holliday, Ian Edward

2011-01-01

Background We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific–purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology. Objectives The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. Methods Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. Results The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under investigation. The findings demonstrate that a content–based design outperforms the traditional VLE–based design. PMID:21998652

Assessing the Impact of Student Learning Style Preferences

NASA Astrophysics Data System (ADS)

Davis, Stacey M.; Franklin, Scott V.

2004-09-01

Students express a wide range of preferences for learning environments. We are trying to measure the manifestation of learning styles in various learning environments. In particular, we are interested in performance in an environment that disagrees with the expressed learning style preference, paying close attention to social (group vs. individual) and auditory (those who prefer to learn by listening) environments. These are particularly relevant to activity-based curricula which typically emphasize group-work and de-emphasize lectures. Our methods include multiple-choice assessments, individual student interviews, and a study in which we attempt to isolate the learning environment.

Construction of a Digital Learning Environment Based on Cloud Computing

ERIC Educational Resources Information Center

Ding, Jihong; Xiong, Caiping; Liu, Huazhong

2015-01-01

Constructing the digital learning environment for ubiquitous learning and asynchronous distributed learning has opened up immense amounts of concrete research. However, current digital learning environments do not fully fulfill the expectations on supporting interactive group learning, shared understanding and social construction of knowledge.…

A Well Designed School Environment Facilitates Brain Learning.

ERIC Educational Resources Information Center

Chan, Tak Cheung; Petrie, Garth

2000-01-01

Examines how school design facilitates learning by complementing how the brain learns. How the brain learns is discussed and how an artistic environment, spaciousness in the learning areas, color and lighting, and optimal thermal and acoustical environments aid student learning. School design suggestions conclude the article. (GR)

Students' perception of the learning environment in a distributed medical programme.

PubMed

Veerapen, Kiran; McAleer, Sean

2010-09-24

The learning environment of a medical school has a significant impact on students' achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and interaction between leaders of these sites.

Personal Learning Environments: A Solution for Self-Directed Learners

ERIC Educational Resources Information Center

Haworth, Ryan

2016-01-01

In this paper I discuss "personal learning environments" and their diverse benefits, uses, and implications for life-long learning. Personal Learning Environments (PLEs) are Web 2.0 and social media technologies that enable individual learners the ability to manage their own learning. Self-directed learning is explored as a foundation…

Ubiquitous Learning Environments in Higher Education: A Scoping Literature Review

ERIC Educational Resources Information Center

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

2018-01-01

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

Co-Regulation of Learning in Computer-Supported Collaborative Learning Environments: A Discussion

ERIC Educational Resources Information Center

Chan, Carol K. K.

2012-01-01

This discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning (CSCL) environments extending research on self-regulated learning in computer-based environments. The discussion employs a socio-cognitive perspective focusing on social and collective views of learning to examine how…

Microplastics: addressing ecological risk through lessons learned.

PubMed

Syberg, Kristian; Khan, Farhan R; Selck, Henriette; Palmqvist, Annemette; Banta, Gary T; Daley, Jennifer; Sano, Larissa; Duhaime, Melissa B

2015-05-01

Plastic litter is an environmental problem of great concern. Despite the magnitude of the plastic pollution in our water bodies, only limited scientific understanding is available about the risk to the environment, particularly for microplastics. The apparent magnitude of the problem calls for quickly developing sound scientific guidance on the ecological risks of microplastics. The authors suggest that future research into microplastics risks should be guided by lessons learned from the more advanced and better understood areas of (eco) toxicology of engineered nanoparticles and mixture toxicity. Relevant examples of advances in these two fields are provided to help accelerate the scientific learning curve within the relatively unexplored area of microplastics risk assessment. Finally, the authors advocate an expansion of the "vector effect" hypothesis with regard to microplastics risk to help focus research of microplastics environmental risk at different levels of biological and environmental organization. © 2015 SETAC.

Provision of Training for the IT Industry: The ELEVATE Project

NASA Astrophysics Data System (ADS)

Paraskakis, Iraklis; Konstantinidis, Andreas; Bouras, Thanassis; Perakis, Kostas; Pantelopoulos, Stelios; Hatziapostolou, Thanos

This paper will present ELEVATE that aims to deliver an innovative training, educational and certification environment integrating the application software to be taught with the training procedure. ELEVATE aspires to address the training needs of software development SMEs and the solution proposed is based on three basic notions: to provide competence training that is tailored to the needs of the individual trainee, to allow the trainee to carry out authentic activities as well as problem based learning that draws from real life scenarios and finally to allow for the assessment and certification of the skills and competences acquired. In order to achieve the desired results the ELEVATE architecture utilises an Interactive Interoperability Layer, an Intelligent Personalization Trainer as well as the Training, Evaluation & Certification component. As an end product, the ELEVATE project The ELEVATE pedagogical model is based on blended learning, the e-Training component (an intelligent system that provides tailored training) and Learning 2.0.

Building of fuzzy decision trees using ID3 algorithm

NASA Astrophysics Data System (ADS)

Begenova, S. B.; Avdeenko, T. V.

2018-05-01

Decision trees are widely used in the field of machine learning and artificial intelligence. Such popularity is due to the fact that with the help of decision trees graphic models, text rules can be built and they are easily understood by the final user. Because of the inaccuracy of observations, uncertainties, the data, collected in the environment, often take an unclear form. Therefore, fuzzy decision trees becoming popular in the field of machine learning. This article presents a method that includes the features of the two above-mentioned approaches: a graphical representation of the rules system in the form of a tree and a fuzzy representation of the data. The approach uses such advantages as high comprehensibility of decision trees and the ability to cope with inaccurate and uncertain information in fuzzy representation. The received learning method is suitable for classifying problems with both numerical and symbolic features. In the article, solution illustrations and numerical results are given.

Trajectories of the home learning environment across the first 5 years: associations with children's vocabulary and literacy skills at prekindergarten.

PubMed

Rodriguez, Eileen T; Tamis-LeMonda, Catherine S

2011-01-01

Children's home learning environments were examined in a low-income sample of 1,852 children and families when children were 15, 25, 37, and 63 months. During home visits, children's participation in literacy activities, the quality of mothers' engagements with their children, and the availability of learning materials were assessed, yielding a total learning environment score at each age. At 63 months, children's vocabulary and literacy skills were assessed. Six learning environment trajectories were identified, including environments that were consistently low, environments that were consistently high, and environments characterized by varying patterns of change. The skills of children at the extremes of learning environment trajectories differed by more than 1 SD and the timing of learning experiences related to specific emerging skills. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

The Interplay of Perceptions of the Learning Environment, Personality and Learning Strategies: A Study amongst International Business Studies Students

ERIC Educational Resources Information Center

Nijhuis, Jan; Segers, Mien; Gijselaers, Wim

2007-01-01

Previous research on students' learning strategies has examined the relationships between either perceptions of the learning environment or personality and learning strategies. The focus of this study was on the joint relationships between the students' perceptions of the learning environment, their personality, and the learning strategies they…

Developmental emergence of fear/threat learning: neurobiology, associations and timing.

PubMed

Tallot, L; Doyère, V; Sullivan, R M

2016-01-01

Pavlovian fear or threat conditioning, where a neutral stimulus takes on aversive properties through pairing with an aversive stimulus, has been an important tool for exploring the neurobiology of learning. In the past decades, this neurobehavioral approach has been expanded to include the developing infant. Indeed, protracted postnatal brain development permits the exploration of how incorporating the amygdala, prefrontal cortex and hippocampus into this learning system impacts the acquisition and expression of aversive conditioning. Here, we review the developmental trajectory of these key brain areas involved in aversive conditioning and relate it to pups' transition to independence through weaning. Overall, the data suggests that adult-like features of threat learning emerge as the relevant brain areas become incorporated into this learning. Specifically, the developmental emergence of the amygdala permits cue learning and the emergence of the hippocampus permits context learning. We also describe unique features of learning in early life that block threat learning and enhance interaction with the mother or exploration of the environment. Finally, we describe the development of a sense of time within this learning and its involvement in creating associations. Together these data suggest that the development of threat learning is a useful tool for dissecting adult-like functioning of brain circuits, as well as providing unique insights into ecologically relevant developmental changes. © 2015 John Wiley & Sons Ltd and International Behavioural and Neural Genetics Society.

CLEW: A Cooperative Learning Environment for the Web.

ERIC Educational Resources Information Center

Ribeiro, Marcelo Blois; Noya, Ricardo Choren; Fuks, Hugo

This paper outlines CLEW (collaborative learning environment for the Web). The project combines MUD (Multi-User Dimension), workflow, VRML (Virtual Reality Modeling Language) and educational concepts like constructivism in a learning environment where students actively participate in the learning process. The MUD shapes the environment structure.…

Evaluating and Implementing Learning Environments: A United Kingdom Experience.

ERIC Educational Resources Information Center

Ingraham, Bruce; Watson, Barbara; McDowell, Liz; Brockett, Adrian; Fitzpatrick, Simon

2002-01-01

Reports on ongoing work at five universities in northeastern England that have been evaluating and implementing online learning environments known as virtual learning environments (VLEs) or managed learning environments (MLEs). Discusses do-it-yourself versus commercial systems; transferability; Web-based versus client-server; integration with…

The Effects of Sensory Manipulations on Motor Behavior: From Basic Science to Clinical Rehabilitation.

PubMed

Sugiyama, Taisei; Liew, Sook-Lei

2017-01-01

Modifying sensory aspects of the learning environment can influence motor behavior. Although the effects of sensory manipulations on motor behavior have been widely studied, there still remains a great deal of variability across the field in terms of how sensory information has been manipulated or applied. Here, the authors briefly review and integrate the literature from each sensory modality to gain a better understanding of how sensory manipulations can best be used to enhance motor behavior. Then, they discuss 2 emerging themes from this literature that are important for translating sensory manipulation research into effective interventions. Finally, the authors provide future research directions that may lead to enhanced efficacy of sensory manipulations for motor learning and rehabilitation.

Proceedings of the Workshop on Flight Testing to Identify Pilot Workload and Pilot Dynamics Held at the Edwards AFB, California on 19-21 January 1982

DTIC Science & Technology

1982-05-01

precognitive stages or, in other words, a *Adaptation changes strategy and performance in a new environment, whereas learning or skill development changes...expect the pursuit level of operation to have a lower PML than the compen- satory stage.. 3. Final stage ( precognitive control). At this level of skill...in degraded system performance, if not failure. The compensatory-pursuit- precognitive pathways structure is suitable to represent not only a pilot or

Group Modeling in Social Learning Environments

ERIC Educational Resources Information Center

Stankov, Slavomir; Glavinic, Vlado; Krpan, Divna

2012-01-01

Students' collaboration while learning could provide better learning environments. Collaboration assumes social interactions which occur in student groups. Social theories emphasize positive influence of such interactions on learning. In order to create an appropriate learning environment that enables social interactions, it is important to…

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

PubMed

Flott, Elizabeth A; Linden, Lois

2016-03-01

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

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

PubMed

Sowan, Azizeh K; Jenkins, Louise S

2013-06-01

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

Educational environment and approaches to learning of undergraduate nursing students in an Indonesian school of nursing.

PubMed

Rochmawati, Erna; Rahayu, Gandes Retno; Kumara, Amitya

2014-11-01

The aims of this study were to assess students' perceptions of their educational environment and approaches to learning, and determine if perceptions of learning environment associates with approaches to learning. A survey was conducted to collect data from a regional private university in Indonesia. A total of 232 nursing students completed two questionnaires that measured their perceptions of educational environment and approaches to learning. The measurement was based on Dundee Ready Education Environment Measurement (DREEM) and Approaches and Study Skills Inventory for Students (ASSIST). Five learning environments dimensions and three learning approaches dimensions from two measures were measured. The overall score of DREEM was 131.03/200 (SD 17.04), it was in the range considered to be favourable. The overall score is different significantly between years of study (p value = 0.01). This study indicated that the majority of undergraduate nursing students' adopt strategic approach (n = 139. 59.9%). The finding showed that perceived educational environment significantly associated with approaches to learning. This study implicated the need to maintain conducive learning environment. There is also a need to improve the management of learning activities that reflect the use of student-centered learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

Learning about causes from people and about people as causes: probabilistic models and social causal reasoning.

PubMed

Buchsbaum, Daphna; Seiver, Elizabeth; Bridgers, Sophie; Gopnik, Alison

2012-01-01

A major challenge children face is uncovering the causal structure of the world around them. Previous research on children's causal inference has demonstrated their ability to learn about causal relationships in the physical environment using probabilistic evidence. However, children must also learn about causal relationships in the social environment, including discovering the causes of other people's behavior, and understanding the causal relationships between others' goal-directed actions and the outcomes of those actions. In this chapter, we argue that social reasoning and causal reasoning are deeply linked, both in the real world and in children's minds. Children use both types of information together and in fact reason about both physical and social causation in fundamentally similar ways. We suggest that children jointly construct and update causal theories about their social and physical environment and that this process is best captured by probabilistic models of cognition. We first present studies showing that adults are able to jointly infer causal structure and human action structure from videos of unsegmented human motion. Next, we describe how children use social information to make inferences about physical causes. We show that the pedagogical nature of a demonstrator influences children's choices of which actions to imitate from within a causal sequence and that this social information interacts with statistical causal evidence. We then discuss how children combine evidence from an informant's testimony and expressed confidence with evidence from their own causal observations to infer the efficacy of different potential causes. We also discuss how children use these same causal observations to make inferences about the knowledge state of the social informant. Finally, we suggest that psychological causation and attribution are part of the same causal system as physical causation. We present evidence that just as children use covariation between physical causes and their effects to learn physical causal relationships, they also use covaration between people's actions and the environment to make inferences about the causes of human behavior.

Learning with Hypertext Learning Environments: Theory, Design, and Research.

ERIC Educational Resources Information Center

Jacobson, Michael J.; And Others

1996-01-01

Studied 69 undergraduates who used conceptually-indexed hypertext learning environments with differently structured thematic criss-crossing (TCC) treatments: guided and learner selected. Found that students need explicit modeling and scaffolding support to learn complex knowledge from these learning environments, and considers implications for…

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

PubMed

Green, Rodney A; Hughes, Diane L

2013-01-01

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

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

PubMed

Lekalakala-Mokgele, Eucebious; Caka, Ernestine M

2015-03-31

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

Test-enhanced learning: the potential for testing to promote greater learning in undergraduate science courses.

PubMed

Brame, Cynthia J; Biel, Rachel

2015-01-01

Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research. © 2015 C. J. Brame and R. Biel. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Science Learning Outcomes in Alignment with Learning Environment Preferences

ERIC Educational Resources Information Center

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

2011-01-01

This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth…

Exploring Collaborative Learning Effect in Blended Learning Environments

ERIC Educational Resources Information Center

Sun, Z.; Liu, R.; Luo, L.; Wu, M.; Shi, C.

2017-01-01

The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher…

Using articulation and inscription as catalysts for reflection: Design principles for reflective inquiry

NASA Astrophysics Data System (ADS)

Loh, Ben Tun-Bin

2003-07-01

The demand for students to engage in complex student-driven and information-rich inquiry investigations poses challenges to existing learning environments. Students are not familiar with this style of work, and lack the skills, tools, and expectations it demands, often forging blindly forward in the investigation. If students are to be successful, they need to learn to be reflective inquirers, periodically stepping back from an investigation to evaluate their work. The fundamental goal of my dissertation is to understand how to design learning environments to promote and support reflective inquiry. I have three basic research questions: how to define this mode of work, how to help students learn it, and understanding how it facilitates reflection when enacted in a classroom. I take an exploratory approach in which, through iterative cycles of design, development, and reflection, I develop principles of design for reflective inquiry, instantiate those principles in the design of a software environment, and test that software in the context of classroom work. My work contributes to the understanding of reflective inquiry in three ways: First, I define a task model that describes the kinds of operations (cognitive tasks) that students should engage in as reflective inquirers. These operations are defined in terms of two basic tasks: articulation and inscription, which serve as catalysts for externalizing student thinking as objects of and triggers for reflection. Second, I instantiate the task model in the design of software tools (the Progress Portfolio). And, through proof of concept pilot studies, I examine how the task model and tools helped students with their investigative classroom work. Finally, I take a step back from these implementations and articulate general design principles for reflective inquiry with the goal of informing the design of other reflective inquiry learning environments. There are three design principles: (1) Provide a designated work space for reflection activities to focus student attention on reflection. (2) Help students create and use artifacts that represent their work and their thinking as a means to create referents for reflection. (3) Support and take advantage of social processes that help students reflect on their own work.

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

PubMed

Lujan, Heidi L; DiCarlo, Stephen E

2014-12-01

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

A Preliminary Investigation of Self-Directed Learning Activities in a Non-Formal Blended Learning Environment

ERIC Educational Resources Information Center

Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.

2009-01-01

This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education…

Students' Reflections on the Relationships between Safe Learning Environments, Learning Challenge and Positive Experiences of Learning in a Simulated GP Clinic

ERIC Educational Resources Information Center

Young, J. E.; Williamson, M. I.; Egan, T. G.

2016-01-01

Learning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students' reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students'…

Personal Learning Environments in the Workplace: An Exploratory Study into the Key Business Decision Factors

ERIC Educational Resources Information Center

Chatterjee, Arunangsu; Law, Effie Lai-Chong; Mikroyannidis, Alexander; Owen, Glyn; Velasco, Karen

2013-01-01

Personal Learning Environments (PLEs) have emerged as a solution to the need of learners for open and easily customisable learning environments. PLEs essentially hand complete control over the learning process to the learner. However, this learning model is not fully compatible with learning in the workplace, which is influenced by certain…

Argumentative Knowledge Construction in Online Learning Environments in and across Different Cultures: A Collaboration Script Perspective

ERIC Educational Resources Information Center

Weinberger, A.; Clark, D. B.; Haekkinen, P.; Tamura, Y.; Fischer, F.

2007-01-01

In recent years, information and communication technology has established new opportunities to participate in online learning environments around the globe. These opportunities include the dissemination of specific online learning environments as well as opportunities for learners to connect to online learning environments in distant locations.…

Turkish High School Student's Perceptions of Learning Environment in Biology Classrooms and Their Attitudes toward Biology.

ERIC Educational Resources Information Center

Cakiroglu, Jale; Telli, Sibel; Cakiroglu, Erdinc

The purpose of this study was to examine Turkish high school students' perceptions of learning environment in biology classrooms and to investigate relationships between learning environment and students' attitudes toward biology. Secondly, the study aimed to investigate the differences in students' perceptions of learning environments in biology…

Does academic performance or personal growth share a stronger association with learning environment perception?

PubMed

Colbert-Getz, Jorie M; Tackett, Sean; Wright, Scott M; Shochet, Robert S

2016-08-28

This study was conducted to characterize the relative strength of associations of learning environment perception with academic performance and with personal growth. In 2012-2014 second and third year students at Johns Hopkins University School of Medicine completed a learning environment survey and personal growth scale. Hierarchical linear regression analysis was employed to determine if the proportion of variance in learning environment scores accounted for by personal growth was significantly larger than the proportion accounted for by academic performance (course/clerkship grades). The proportion of variance in learning environment scores accounted for by personal growth was larger than the proportion accounted for by academic performance in year 2 [R(2)Δ of 0.09, F(1,175) = 14.99,  p < .001] and year 3 [R(2)Δ of 0.28, F(1,169) = 76.80, p < .001]. Learning environment scores shared a small amount of variance with academic performance in years 2 and 3.  The amount of variance between learning environment scores and personal growth was small in year 2 and large in year 3. Since supportive learning environments are essential for medical education, future work must determine if enhancing personal growth prior to and during the clerkship year will increase learning environment perception.

Does academic performance or personal growth share a stronger association with learning environment perception?

PubMed Central

Tackett, Sean; Wright, Scott M.; Shochet, Robert S.

2016-01-01

Objectives This study was conducted to characterize the relative strength of associations of learning environment perception with academic performance and with personal growth. Methods In 2012-2014 second and third year students at Johns Hopkins University School of Medicine completed a learning environment survey and personal growth scale. Hierarchical linear regression analysis was employed to determine if the proportion of variance in learning environment scores accounted for by personal growth was significantly larger than the proportion accounted for by academic performance (course/clerkship grades). Results The proportion of variance in learning environment scores accounted for by personal growth was larger than the proportion accounted for by academic performance in year 2 [R2Δ of 0.09, F(1,175) = 14.99,  p < .001] and year 3 [R2Δ of 0.28, F(1,169) = 76.80, p < .001]. Learning environment scores shared a small amount of variance with academic performance in years 2 and 3.  The amount of variance between learning environment scores and personal growth was small in year 2 and large in year 3. Conclusions Since supportive learning environments are essential for medical education, future work must determine if enhancing personal growth prior to and during the clerkship year will increase learning environment perception. PMID:27570912

Developing Learning Theory by Refining Conjectures Embodied in Educational Designs

ERIC Educational Resources Information Center

Sandoval, William A.

2004-01-01

Designed learning environments embody conjectures about learning and instruction, and the empirical study of learning environments allows such conjectures to be refined over time. The construct of embodied conjecture is introduced as a way to demonstrate the theoretical nature of learning environment design and to frame methodological issues in…

Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

ERIC Educational Resources Information Center

Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

2016-01-01

A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment "StudentResearcher," which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum…

Issues of Learning Games: From Virtual to Real

ERIC Educational Resources Information Center

Carron, Thibault; Pernelle, Philippe; Talbot, Stéphane

2013-01-01

Our research work deals with the development of new learning environments, and we are particularly interested in studying the different aspects linked to users' collaboration in these environments. We believe that Game-based Learning can significantly enhance learning. That is why we have developed learning environments grounded on graphical…

Agent-Based Learning Environments as a Research Tool for Investigating Teaching and Learning.

ERIC Educational Resources Information Center

Baylor, Amy L.

2002-01-01

Discusses intelligent learning environments for computer-based learning, such as agent-based learning environments, and their advantages over human-based instruction. Considers the effects of multiple agents; agents and research design; the use of Multiple Intelligent Mentors Instructing Collaboratively (MIMIC) for instructional design for…

Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

ERIC Educational Resources Information Center

Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne

2016-01-01

The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…

Active Learning Environment with Lenses in Geometric Optics

ERIC Educational Resources Information Center

Tural, Güner

2015-01-01

Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

Practical Applications and Experiences in K-20 Blended Learning Environments

ERIC Educational Resources Information Center

Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

2014-01-01

Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

Your eyes give you away: pupillary responses, EEG dynamics, and applications for BCI (Conference Presentation)

NASA Astrophysics Data System (ADS)

Sajda, Paul

2017-05-01

As we move through an environment, we are constantly making assessments, judgments, and decisions about the things we encounter. Some are acted upon immediately, but many more become mental notes or fleeting impressions - our implicit "labeling" of the world. In this talk I will describe our work using physiological correlates of this labeling to construct a hybrid brain-computer interface (hBCI) system for efficient navigation of a 3-D environment. Specifically, we record electroencephalographic (EEG), saccadic, and pupillary data from subjects as they move through a small part of a 3-D virtual city under free-viewing conditions. Using machine learning, we integrate the neural and ocular signals evoked by the objects they encounter to infer which ones are of subjective interest. These inferred labels are propagated through a large computer vision graph of objects in the city, using semi-supervised learning to identify other, unseen objects that are visually similar to those that are labelled. Finally, the system plots an efficient route so that subjects visit similar objects of interest. We show that by exploiting the subjects' implicit labeling, the median search precision is increased from 25% to 97%, and the median subject need only travel 40% of the distance to see 84% of the objects of interest. We also find that the neural and ocular signals contribute in a complementary fashion to the classifiers' inference of subjects' implicit labeling. In summary, we show that neural and ocular signals reflecting subjective assessment of objects in a 3-D environment can be used to inform a graph-based learning model of that environment, resulting in an hBCI system that improves navigation and information delivery specific to the user's interests.

Students' perception of the learning environment in a distributed medical programme

PubMed Central

Veerapen, Kiran; McAleer, Sean

2010-01-01

Background The learning environment of a medical school has a significant impact on students' achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. Purpose To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. Method The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. Results The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Conclusions Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and interaction between leaders of these sites. PMID:20922033

The effects of different learning environments on students' motivation for learning and their achievement.

PubMed

Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-09-01

Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. First-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. © 2012 The British Psychological Society.

The effect of user's perceived presence and promotion focus on usability for interacting in virtual environments.

PubMed

Sun, Huey-Min; Li, Shang-Phone; Zhu, Yu-Qian; Hsiao, Bo

2015-09-01

Technological advance in human-computer interaction has attracted increasing research attention, especially in the field of virtual reality (VR). Prior research has focused on examining the effects of VR on various outcomes, for example, learning and health. However, which factors affect the final outcomes? That is, what kind of VR system design will achieve higher usability? This question remains largely. Furthermore, when we look at VR system deployment from a human-computer interaction (HCI) lens, does user's attitude play a role in achieving the final outcome? This study aims to understand the effect of immersion and involvement, as well as users' regulatory focus on usability for a somatosensory VR learning system. This study hypothesized that regulatory focus and presence can effectively enhance user's perceived usability. Survey data from 78 students in Taiwan indicated that promotion focus is positively related to user's perceived efficiency, whereas involvement and promotion focus are positively related to user's perceived effectiveness. Promotion focus also predicts user satisfaction and overall usability perception. Copyright © 2015 Elsevier Ltd and The Ergonomics Society. All rights reserved.

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.

Understanding teacher responses to constructivist learning environments: Challenges and resolutions

NASA Astrophysics Data System (ADS)

Rosenfeld, Melodie; Rosenfeld, Sherman

2006-05-01

The research literature is just beginning to uncover factors involved in sustaining constructivist learning environments, such as Project-Based Learning (PBL). Our case study investigates teacher responses to the challenges of constructivist environments, since teachers can play strong roles in supporting or undermining even the best constructivist environments or materials. We were invited to work as mediators with a middle-school science staff that was experiencing conflicts regarding two learning environments, PBL (which was the school's politically correc learning environment) and traditional. With mediated group workshops, teachers were sensitized to their own and colleagues' individual learning differences (ILDs), as measured by two styles inventories (the LSI - Kolb, 1976; and the LCI - Johnston & Dainton, 1997). Using these inventories, a learning-environment questionnaire, field notes, and delayed interviews a year later, we found that there was a relationship between teachers' preferred styles, epistemological beliefs, and their preferred teaching environment. Moreover, when the participating teachers, including early-adopters and nonvolunteers to PBL, became more sensitive to their colleagues' preferences, many staff conflicts were resolved and some mismatched teachers expressed more openness to PBL. We argue that having teachers understand their own ILDs and related responses to constructivist learning environments can contribute to resolving staff conflicts and sustaining such environments. We present a cognitive model and a strategy which illustrate this argument.

Use of Heuristics to Facilitate Scientific Discovery Learning in a Simulation Learning Environment in a Physics Domain

ERIC Educational Resources Information Center

Veermans, Koen; van Joolingen, Wouter; de Jong, Ton

2006-01-01

This article describes a study into the role of heuristic support in facilitating discovery learning through simulation-based learning. The study compares the use of two such learning environments in the physics domain of collisions. In one learning environment (implicit heuristics) heuristics are only used to provide the learner with guidance…

The Impacts of Network Centrality and Self-Regulation on an E-Learning Environment with the Support of Social Network Awareness

ERIC Educational Resources Information Center

Lin, Jian-Wei; Huang, Hsieh-Hong; Chuang, Yuh-Shy

2015-01-01

An e-learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality profoundly impacts student learning in an SNA-related e-learning environment. Additionally,…

Students' Conception of Learning Environment and Their Approach to Learning and Its Implication on Quality Education

ERIC Educational Resources Information Center

Belaineh, Matheas Shemelis

2017-01-01

Quality of education in higher institutions can be affected by different factors. It partly rests on the learning environment created by teachers and the learning approach students are employing during their learning. The main purpose of this study is to examine the learning environment at Mizan Tepi University from students' perspective and their…

Importance of associative learning processes for one-trial behavioral sensitization of preweanling rats.

PubMed

McDougall, Sanders A; Pothier, Alexandria G; Der-Ghazarian, Taleen; Herbert, Matthew S; Kozanian, Olga O; Castellanos, Kevin A; Flores, Ana T

2011-10-01

During adulthood, associative learning is necessary for the expression of one-trial behavioral sensitization; however, it is uncertain whether the same associative processes are operative during the preweanling period. Two strategies were used to assess the importance of associative learning for one-trial behavioral sensitization of preweanling rats. In the initial experiments, we varied both the sequence and time interval between presentation of the conditioned stimulus (CS, novel environment) and unconditioned stimulus (US, cocaine). In the final experiment, we determined whether electroconvulsive shock-induced retrograde amnesia would disrupt one-trial behavioral sensitization. Results showed that robust-sensitized responding was apparent regardless of the sequence in which cocaine and the novel environment (the presumptive CS) were presented. Varying the time between CS and US presentation (0, 3, or 6 h) was also without effect. Results from experiment 3 showed that single or multiple electroconvulsive shock treatments did not alter the expression of the sensitized response. Therefore, these data indicated that one-trial behavioral sensitization of preweanling rats was exclusively mediated by nonassociative mechanisms and that associative processes did not modulate sensitized responding. These findings are in contrast to what is observed during adulthood, as adult rats exhibit one-trial behavioral sensitization only when associative processes are operative.

Smile,please!

NASA Astrophysics Data System (ADS)

Parets Llorca, Maria Jesus; Casasus, Maria Jose

2014-05-01

Scientific education skills should be learned in school. We must consider that observation of phenomena and analysis of data is very important to scientific studies. Students should develop these abilities to grow in their knowledge. Our students between 13 and 14 years old are not used to carefully observe what is happening in their environment. If you ask them, everything is in the same place and has the same characteristics everyday. For them the face of the Earth is the same day by day. To encourage students to observe how their environment is changing, like our face, which changes with any stimulus, I propose that they take photos of the same place every few days. After that, they must analyze the differences over time. During the learning process, different methodological tools of teaching and learning have been used. A cooperative group works choosing a place and taking photos two or three times a week during the semester. The last trimester they must analyze and collect data about which differences have taken place by nature or human action. After that, an oral presentation is prepared by each group of students. Finally, the students apply their new understanding during a public exhibition at our school in order to teach other students to understand how our earth is continuously changing at the surface.

A Parallel Multiclassification Algorithm for Big Data Using an Extreme Learning Machine.

PubMed

Duan, Mingxing; Li, Kenli; Liao, Xiangke; Li, Keqin

2018-06-01

As data sets become larger and more complicated, an extreme learning machine (ELM) that runs in a traditional serial environment cannot realize its ability to be fast and effective. Although a parallel ELM (PELM) based on MapReduce to process large-scale data shows more efficient learning speed than identical ELM algorithms in a serial environment, some operations, such as intermediate results stored on disks and multiple copies for each task, are indispensable, and these operations create a large amount of extra overhead and degrade the learning speed and efficiency of the PELMs. In this paper, an efficient ELM based on the Spark framework (SELM), which includes three parallel subalgorithms, is proposed for big data classification. By partitioning the corresponding data sets reasonably, the hidden layer output matrix calculation algorithm, matrix decomposition algorithm, and matrix decomposition algorithm perform most of the computations locally. At the same time, they retain the intermediate results in distributed memory and cache the diagonal matrix as broadcast variables instead of several copies for each task to reduce a large amount of the costs, and these actions strengthen the learning ability of the SELM. Finally, we implement our SELM algorithm to classify large data sets. Extensive experiments have been conducted to validate the effectiveness of the proposed algorithms. As shown, our SELM achieves an speedup on a cluster with ten nodes, and reaches a speedup with 15 nodes, an speedup with 20 nodes, a speedup with 25 nodes, a speedup with 30 nodes, and a speedup with 35 nodes.

Review of Opinions of Math Teachers Concerning the Learning Environment That They Design

ERIC Educational Resources Information Center

Aydin, Bünyamin; Yavuz, Ayse

2016-01-01

Design of appropriate learning environment has a significant importance in creation of aims of the math teaching. In the design of learning environments, teachers play a significant role. The aim of this study is determination of opinions of the math teachers concerning the learning environment that they design. In accordance with this aim, an…

An Effect of the Learning Environment Management System toward Student Quality of Thai Secondary School

ERIC Educational Resources Information Center

Wirussawa, Seatuch; Tesaputa, Kowat; Duangpaeng, Amporn

2016-01-01

This study aimed at 1) investigating the element of the learning environment management system in the secondary schools, 2) exploring the current states and problems of the system on the learning environment management in the secondary schools, 3) designing the learning environment management system for the secondary schools, and 4) identifying…

Authoring Adaptive 3D Virtual Learning Environments

ERIC Educational Resources Information Center

Ewais, Ahmed; De Troyer, Olga

2014-01-01

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the…

Assessing the Quality of Learning Environments in Swedish Schools: Development and Analysis of a Theory-Based Instrument

ERIC Educational Resources Information Center

Westling Allodi, Mara

2007-01-01

The Goals, Attitudes and Values in School (GAVIS) questionnaire was developed on the basis of theoretical frameworks concerning learning environments, universal human values and studies of students' experience of learning environments. The theory hypothesises that learning environments can be described and structured in a circumplex model using…

Students' Perceptions of Computer-Based Learning Environments, Their Attitude towards Business Statistics, and Their Academic Achievement: Implications from a UK University

ERIC Educational Resources Information Center

Nguyen, ThuyUyen H.; Charity, Ian; Robson, Andrew

2016-01-01

This study investigates students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement in higher education. Guided by learning environments concepts and attitudinal theory, a theoretical model was proposed with two instruments, one for measuring the learning environment and…

Blackboard as an Online Learning Environment: What Do Teacher Education Students and Staff Think?

ERIC Educational Resources Information Center

Heirdsfield, Ann; Walker, Susan; Tambyah, Mallihai; Beutel, Denise

2011-01-01

As online learning environments now have an established presence in higher education we need to ask the question: How effective are these environments for student learning? Online environments can provide a different type of learning experience than traditional face-to-face contexts (for on-campus students) or print-based materials (for distance…

Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load

ERIC Educational Resources Information Center

Choi, Hwan-Hee; van Merriënboer, Jeroen J. G.; Paas, Fred

2014-01-01

Although the theoretical framework of cognitive load theory has acknowledged a role for the learning environment, the specific characteristics of the physical learning environment that could affect cognitive load have never been considered, neither theoretically nor empirically. In this article, we argue that the physical learning environment, and…

Context Aware Ubiquitous Learning Environments for Peer-to-Peer Collaborative Learning

ERIC Educational Resources Information Center

Yang, Stephen J. H.

2006-01-01

A ubiquitous learning environment provides an interoperable, pervasive, and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning collaborators, learning contents, and learning services. Ubiquitous learning is characterized by providing intuitive ways for identifying right learning…

[The use of virtual learning environment in teaching basic and advanced life support].

PubMed

Cogo, Ana Luísa Petersen; Silveira, Denise Tolfo; Lírio, Aline de Morais; Severo, Carolina Lopes

2003-12-01

The present paper is the result of an experiment conducted as part of the Nursing: basic and advanced life support course, which was offered as a semi-online course using the virtual learning environment called Learning Space. The virtual learning environment optimizes classroom dynamics, since in the classroom setting, practical activities may be privileged; besides, learning is customized as students may access the environment whenever and wherever they wish.

Smile: Student Modification in Learning Environments. Establishing Congruence between Actual and Preferred Classroom Learning Environment.

ERIC Educational Resources Information Center

Yarrow, Allan; Millwater, Jan

1995-01-01

This study investigated whether classroom psychosocial environment, as perceived by student teachers, could be improved to their preferred level. Students completed the College and University Classroom Environment Inventory, discussed interventions, then completed it again. Significant deficiencies surfaced in the learning environment early in the…

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…

A Comparison of Participation Patterns in Selected Formal, Non-Formal, and Informal Online Learning Environments

ERIC Educational Resources Information Center

Schwier, Richard A.; Seaton, J. X.

2013-01-01

Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments? Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online…

Student-Teachers' Approaches to Learning, Academic Performance and Teaching Efficacy

ERIC Educational Resources Information Center

Swee-Choo, Pauline Goh; Kung-Teck, Wong; Osman, Rosma

2012-01-01

Purpose: It is argued that the approaches to learning of students undergoing teacher training are likely to be related to their teaching and learning environment, especially as they move from a more regimented, structured learning environment in school to a tertiary learning environment that encourages more independent thinking and perhaps…

Visits to Cultural Learning Places in the Early Childhood

ERIC Educational Resources Information Center

Mudiappa, Michael; Kluczniok, Katharina

2015-01-01

Studies show the important role of the home learning environment in early childhood for later school success. This article focuses on a particular aspect of the home learning environment: visits to cultural learning places (e.g. museums) as a component of the quality of the home learning environment. Therefore the educational concept of…

Investigating Learning through Work: Learning Environment Scale & User Guide to the Provider. Support Document

ERIC Educational Resources Information Center

Hawke, Geof; Chappell, Clive

2008-01-01

This Support Document was produced by the authors based on their research for the report, "Investigating Learning through Work: The Development of the 'Provider Learning Environment Scale'" (ED503392). It provides readers with a complete copy of the "Provider Learning Environment Scale" (version 2.0); and an accompanying user…

Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment.

ERIC Educational Resources Information Center

Meyen, Edward L.; Aust, Ronald J.; Bui, Yvonne N.; Isaacson, Robert

2002-01-01

Discussion of e-learning in special education personnel preparation focuses on student assessment in e-learning environments. It includes a review of the literature, lessons learned by the authors from assessing student performance in e-learning environments, a literature perspective on electronic portfolios in monitoring student progress, and the…

A Context-Adaptive Teacher Training Model in a Ubiquitous Learning Environment

ERIC Educational Resources Information Center

Chen, Min; Chiang, Feng Kuang; Jiang, Ya Na; Yu, Sheng Quan

2017-01-01

In view of the discrepancies in teacher training and teaching practice, this paper put forward a context-adaptive teacher training model in a ubiquitous learning (u-learning) environment. The innovative model provides teachers of different subjects with adaptive and personalized learning content in a u-learning environment, implements intra- and…

Safe prescribing: a titanic challenge

PubMed Central

Routledge, Philip A

2012-01-01

The challenge to achieve safe prescribing merits the adjective ‘titanic’. The organisational and human errors leading to poor prescribing (e.g. underprescribing, overprescribing, misprescribing or medication errors) have parallels in the organisational and human errors that led to the loss of the Titanic 100 years ago this year. Prescribing can be adversely affected by communication failures, critical conditions, complacency, corner cutting, callowness and a lack of courage of conviction, all of which were also factors leading to the Titanic tragedy. These issues need to be addressed by a commitment to excellence, the final component of the ‘Seven C's’. Optimal prescribing is dependent upon close communication and collaborative working between highly trained health professionals, whose role is to ensure maximum clinical effectiveness, whilst also protecting their patients from avoidable harm. Since humans are prone to error, and the environments in which they work are imperfect, it is not surprising that medication errors are common, occurring more often during the prescribing stage than during dispensing or administration. A commitment to excellence in prescribing includes a continued focus on lifelong learning (including interprofessional learning) in pharmacology and therapeutics. This should be accompanied by improvements in the clinical working environment of prescribers, and the encouragement of a strong safety culture (including reporting of adverse incidents as well as suspected adverse drug reactions whenever appropriate). Finally, members of the clinical team must be prepared to challenge each other, when necessary, to ensure that prescribing combines the highest likelihood of benefit with the lowest potential for harm. PMID:22738396

Teaching and learning experiences in a collaborative distance-education environment.

PubMed

Martin, Peter; Scheetz, Laura Temple

2011-01-01

The Great Plains Distance Education Alliance (Great Plains IDEA) emphasizes the importance of a collaborative environment for instructors and students in distance education. The authors highlight a number of important principles for distance-education programs and point out similarities and differences when compared to traditional face-face-to classes such as communication, classroom management, connectivity, and technical challenges. They summarize general topics concerning the faculty, the syllabus, office hours, the calendar, and announcements. Three essential lesson components are noted: an overview, the lesson itself, and supplemanetary material. The authors also take the student perspective, emphasizing the diversity of students, the importance of computer proficiency, and student interactions. Finally, they summarize a first round of course evaluations in the Great Plains IDEA gerontology master's program.

Attitudes toward Web-based distance learning among public health nurses in Taiwan: a questionnaire survey.

PubMed

Yu, Shu; Yang, Kuei-Feng

2006-08-01

Public health nurses (PHNs) often cannot receive in-service education due to limitations of time and space. Learning through the Internet has been a widely used technique in many professional and clinical nursing fields. The learner's attitude is the most important indicator that promotes learning. The purpose of this study was to investigate PHNs' attitude toward web-based learning and its determinants. This study conducted a cross-sectional research design. 369 health centers in Taiwan. The population involved this study was 2398 PHNs, and we used random sampling from this population. Finally, 329 PHNs completed the questionnaire, with a response rate of 84.0%. Data were collected by mailing the questionnaire. Most PHNs revealed a positive attitude toward web-based learning (mean+/-SD=55.02+/-6.39). PHNs who worked at village health centers, a service population less than 10,000, PHNs who had access to computer facility and on-line hardware in health centers and with better computer competence revealed more positive attitudes (p<0.01). Web-based learning is an important new way of in-service education; however, its success and hindering factors require further investigation. Individual computer competence is the main target for improvement, and educators should also consider how to establish a user-friendly learning environment on the Internet.

A 'learning-by-doing' treatment planning tutorial for medical physicists.

PubMed

Meyer, J; Hartmann, B; Kalet, I

2009-06-01

A framework for a tutorial for treatment planning in radiation oncology physics was developed, based on the University of Washington treatment planning system Prism. The tutorial is aimed at students in Medical Physics to accompany the lectures on treatment planning to enhance their theoretical knowledge. A web-based layout was chosen to allow independent work of the students. The tutorial guides the students through three different learning modules, designed mainly to enhance their understanding of the processes involved in treatment planning but also to learn the specific features of a modern treatment planning system. Each of the modules contains four units, with the aim to introduce the relevant Prism features, practice skills in different tasks and finally check the learning outcomes with a challenge and a self-scoring quiz. A survey for students' feedback completes the tutorial. Various tools and learning methods help to create an interactive, appealing learning environment, in which the emphasis is shifted from teacher-centred to student-centred learning paradigms. In summary, Prism lends itself well for educational purposes. The tutorial covers all main aspects of treatment planning. In its current form the tutorial is self-contained but still adjustable and expandable. The tutorial can be made available upon request to the authors.

Medical Student Perceptions of the Learning Environment in Medical School Change as Students Transition to Clinical Training in Undergraduate Medical School.

PubMed

Dunham, Lisette; Dekhtyar, Michael; Gruener, Gregory; CichoskiKelly, Eileen; Deitz, Jennifer; Elliott, Donna; Stuber, Margaret L; Skochelak, Susan E

2017-01-01

Phenomenon: The learning environment is the physical, social, and psychological context in which a student learns. A supportive learning environment contributes to student well-being and enhances student empathy, professionalism, and academic success, whereas an unsupportive learning environment may lead to burnout, exhaustion, and cynicism. Student perceptions of the medical school learning environment may change over time and be associated with students' year of training and may differ significantly depending on the student's gender or race/ethnicity. Understanding the changes in perceptions of the learning environment related to student characteristics and year of training could inform interventions that facilitate positive experiences in undergraduate medical education. The Medical School Learning Environment Survey (MSLES) was administered to 4,262 students who matriculated at one of 23 U.S. and Canadian medical schools in 2010 and 2011. Students completed the survey at the end of each year of medical school as part of a battery of surveys in the Learning Environment Study. A mixed-effects longitudinal model, t tests, Cohen's d effect size, and analysis of variance assessed the relationship between MSLES score, year of training, and demographic variables. After controlling for gender, race/ethnicity, and school, students reported worsening perceptions toward the medical school learning environment, with the worst perceptions in the 3rd year of medical school as students begin their clinical experiences, and some recovery in the 4th year after Match Day. The drop in MSLES scores associated with the transition to the clinical learning environment (-0.26 point drop in addition to yearly change, effect size = 0.52, p < .0001) is more than 3 times greater than the drop between the 1st and 2nd year (0.07 points, effect size = 0.14, p < .0001). The largest declines were from items related to work-life balance and informal student relationships. There was some, but not complete, recovery in perceptions of the medical school learning environment in the 4th year. Insights: Perceptions of the medical school learning environment worsen as students continue through medical school, with a stronger decline in perception scores as students' transition to the clinical learning environment. Students reported the greatest drop in finding time for outside activities and students helping one another in the 3rd year. Perceptions differed based on gender and race/ethnicity. Future studies should investigate the specific features of medical schools that contribute most significantly to student perceptions of the medical school learning environment, both positive and negative, to pinpoint potential interventions and improvements.

The Use of Deep and Surface Learning Strategies among Students Learning English as a Foreign Language in an Internet Environment

ERIC Educational Resources Information Center

Aharony, Noa

2006-01-01

Background: The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). Aim: The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from…

Virtual Workshop Environment (VWE): A Taxonomy and Service Oriented Architecture (SOA) Framework for Modularized Virtual Learning Environments (VLE)--Applying the Learning Object Concept to the VLE

ERIC Educational Resources Information Center

Paulsson, Fredrik; Naeve, Ambjorn

2006-01-01

Based on existing Learning Object taxonomies, this article suggests an alternative Learning Object taxonomy, combined with a general Service Oriented Architecture (SOA) framework, aiming to transfer the modularized concept of Learning Objects to modularized Virtual Learning Environments. The taxonomy and SOA-framework exposes a need for a clearer…

What's the VALUE of Information Literacy? Comparing Learning Community and Non-Learning Community Student Learning Outcomes

ERIC Educational Resources Information Center

Rapchak, Marcia E.; Brungard, Allison B.; Bergfelt, Theodore W.

2016-01-01

Using the Information Literacy VALUE Rubric provided by the AAC&U, this study compares thirty final capstone assignments in a research course in a learning community with thirty final assignments in from students not in learning communities. Results indicated higher performance of the non-learning community students; however, transfer skills…

Pre-registration student nurses perception of the hospital-learning environment during clinical placements.

PubMed

Midgley, Kirsten

2006-05-01

If we subscribe to the notion that nursing is an action profession, that nurses learn by doing [Neary, M., 2000. Responsive assessment: assessing student nurses' clinical competence. Nurse Education Today 21, 3-17], then the mastery of fundamental clinical skills must be a key component of courses leading to registration. The last two decades have seen widespread changes to nurse education but the clinical field remains an invaluable resource in preparing students for the reality of their professional role supporting the integration of theory and practice and linking the 'knowing what' with the 'knowing how'. The clinical-learning environment represents an essential element of nurse education that needs to be measurable and warrants further investigation. This exploratory cohort study (n = 67) examined pre-registration student nurses' perception of the hospital-learning environment during clinical placements together with the key characteristics of the students' preferred learning environment utilising an established tool, the clinical-learning environment inventory (CLEI) tool [Chan, D., 2001a. Development of an innovative tool to assess hospital-learning environments. Nurse Education Today 21, 624-631; Chan, D., 2001b. Combining qualitative and quantitative methods in assessing hospital-learning environments. International Journal of Nursing Studies 3, 447-459]. The results demonstrated that in comparison with the actual hospital environment, students would prefer an environment with higher levels of individualisation, innovation in teaching and learning strategies, student involvement, personalisation and task orientation.

Nursing students' perceptions of factors influencing their learning environment in a clinical skills laboratory: A qualitative study.

PubMed

Haraldseid, Cecilie; Friberg, Febe; Aase, Karina

2015-09-01

The mastery of clinical skills learning is required to become a trained nurse. Due to limited opportunities for clinical skills training in clinical practice, undergraduate training at clinical skills laboratories (CSLs) is an essential part of nursing education. In a sociocultural learning perspective learning is situated in an environment. Growing student cohorts, rapid introduction of technology-based teaching methods and a shift from a teaching- to a learning-centered education all influence the environment of the students. These changes also affect CSLs and therefore compel nursing faculties to adapt to the changing learning environment. This study aimed to explore students' perceptions of their learning environment in a clinical skills laboratory, and to increase the knowledge base for improving CSL learning conditions identifying the most important environmental factors according to the students. An exploratory qualitative methodology was used. Nineteen second-year students enrolled in an undergraduate nursing program in Norway participated in the study. They took the same clinical skills course. Eight were part-time students (group A) and 11 were full-time students (group B). Focus group interviews and content analysis were conducted to capture the students' perception of the CSL learning environment. The study documents students' experience of the physical (facilities, material equipment, learning tools, standard procedures), psychosocial (expectations, feedback, relations) and organizational (faculty resources, course structure) factors that affect the CSL learning environment. Creating an authentic environment, facilitating motivation, and providing resources for multiple methods and repetitions within clinical skills training are all important for improving CSL learning environments from the student perspective. Copyright © 2015 Elsevier Ltd. All rights reserved.

Validation of the Clinical Learning Environment Inventory.

PubMed

Chan, Dominic S

2003-08-01

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

Nursing students' perceptions of learning in practice environments: a review.

PubMed

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

2012-04-01

Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends about learning environment. Students rated sense of task accomplishment high. Affiliation also rated highly though was influenced by models of care. Feedback measuring whether students' individual needs and views were accommodated consistently rated lower. Across different countries students report similar perceptions about learning environments. Clinical learning environments are most effective in promoting safe practice and are inclusive of student learners, but not readily open to innovation and challenges to routine practices. Crown Copyright © 2011. Published by Elsevier Ltd. All rights reserved.

Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

ERIC Educational Resources Information Center

Choi, Woojae; Jacobs, Ronald L.

2011-01-01

While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…

Effects of Presence, Copresence, and Flow on Learning Outcomes in 3D Learning Spaces

ERIC Educational Resources Information Center

Hassell, Martin D.; Goyal, Sandeep; Limayem, Moez; Boughzala, Imed

2012-01-01

The level of satisfaction and effectiveness of 3D virtual learning environments were examined. Additionally, 3D virtual learning environments were compared with face-to-face learning environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D virtual…

Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What Is Essential?

ERIC Educational Resources Information Center

Salmi, Laura

2013-01-01

Interaction and community building are essential elements of a well functioning online learning environment, especially in learning environments based on investigative learning with a strong emphasis on teamwork. In this paper, practical solutions covering quality criteria for interaction in online education are presented for a simple…

Investigating Learners' Attitudes toward Virtual Reality Learning Environments: Based on a Constructivist Approach

ERIC Educational Resources Information Center

Huang, Hsiu-Mei; Rauch, Ulrich; Liaw, Shu-Sheng

2010-01-01

The use of animation and multimedia for learning is now further extended by the provision of entire Virtual Reality Learning Environments (VRLE). This highlights a shift in Web-based learning from a conventional multimedia to a more immersive, interactive, intuitive and exciting VR learning environment. VRLEs simulate the real world through the…

Factors of Learner-Instructor Interaction Which Predict Perceived Learning Outcomes in Online Learning Environment

ERIC Educational Resources Information Center

Kang, M.; Im, T.

2013-01-01

Interaction in the online learning environment has been regarded as one of the most critical elements that affect learning outcomes. This study examined what factors in learner-instructor interaction can predict the learner's outcomes in the online learning environment. Learners in K Online University participated by answering the survey, and data…

Self-Regulated Learning in Technology Enhanced Learning Environments: An Investigation with University Students

ERIC Educational Resources Information Center

Lenne, Dominique; Abel, Marie-Helene; Trigano, Philippe; Leblanc, Adeline

2008-01-01

In Technology Enhanced Learning Environments, self-regulated learning (SRL) partly relies on the features of the technological tools. The authors present two environments they designed in order to facilitate SRL: the first one (e-Dalgo) is a website dedicated to the learning of algorithms and computer programming. It is structured as a classical…

Using Student-Centred Learning Environments to Stimulate Deep Approaches to Learning: Factors Encouraging or Discouraging Their Effectiveness

ERIC Educational Resources Information Center

Baeten, Marlies; Kyndt, Eva; Struyven, Katrien; Dochy, Filip

2010-01-01

This review outlines encouraging and discouraging factors in stimulating the adoption of deep approaches to learning in student-centred learning environments. Both encouraging and discouraging factors can be situated in the context of the learning environment, in students' perceptions of that context and in characteristics of the students…

Perceived Satisfaction, Perceived Usefulness and Interactive Learning Environments as Predictors to Self-Regulation in e-Learning Environments

ERIC Educational Resources Information Center

Liaw, Shu-Sheng; Huang, Hsiu-Mei

2013-01-01

The research purpose is to investigate learner self-regulation in e-learning environments. In order to better understand learner attitudes toward e-learning, 196 university students answer a questionnaire survey after use an e-learning system few months. The statistical results showed that perceived satisfaction, perceived usefulness, and…

Motivation, Classroom Environment, and Learning in Introductory Geology: A Hierarchical Linear Model

NASA Astrophysics Data System (ADS)

Gilbert, L. A.; Hilpert, J. C.; Van Der Hoeven Kraft, K.; Budd, D.; Jones, M. H.; Matheney, R.; Mcconnell, D. A.; Perkins, D.; Stempien, J. A.; Wirth, K. R.

2013-12-01

Prior research has indicated that highly motivated students perform better and that learning increases in innovative, reformed classrooms, but untangling the student effects from the instructor effects is essential to understanding how to best support student learning. Using a hierarchical linear model, we examine these effects separately and jointly. We use data from nearly 2,000 undergraduate students surveyed by the NSF-funded GARNET (Geoscience Affective Research NETwork) project in 65 different introductory geology classes at research universities, public masters-granting universities, liberal arts colleges and community colleges across the US. Student level effects were measured as increases in expectancy and self-regulation using the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991). Instructor level effects were measured using the Reformed Teaching Observation Protocol, (RTOP; Sawada et al., 2000), with higher RTOP scores indicating a more reformed, student-centered classroom environment. Learning was measured by learning gains on a Geology Concept Inventory (GCI; Libarkin and Anderson, 2005) and normalized final course grade. The hierarchical linear model yielded significant results at several levels. At the student level, increases in expectancy and self-regulation are significantly and positively related to higher grades regardless of instructor; the higher the increase, the higher the grade. At the instructor level, RTOP scores are positively related to normalized average GCI learning gains. The higher the RTOP score, the higher the average class GCI learning gains. Across both levels, average class GCI learning gains are significantly and positively related to student grades; the higher the GCI learning gain, the higher the grade. Further, the RTOP scores are significantly and negatively related to the relationship between expectancy and course grade. The lower the RTOP score, the higher the correlation between change in expectancy and grade. As such, students with low motivation show higher grades and greater learning gains in high RTOP (student-centered) classrooms than in low RTOP ones. These results support the recommendation of student-centered practices in the classroom and consideration of student motivation in our approach to the future of geoscience education.

Virtual reality, disability and rehabilitation.

PubMed

Wilson, P N; Foreman, N; Stanton, D

1997-06-01

Virtual reality, or virtual environment computer technology, generates simulated objects and events with which people can interact. Existing and potential applications for this technology in the field of disability and rehabilitation are discussed. The main benefits identified for disabled people are that they can engage in a range of activities in a simulator relatively free from the limitations imposed by their disability, and they can do so in safety. Evidence that the knowledge and skills acquired by disabled individuals in simulated environments can transfer to the real world is presented. In particular, spatial information and life skills learned in a virtual environment have been shown to transfer to the real world. Applications for visually impaired people are discussed, and the potential for medical interventions and the assessment and treatment of neurological damage are considered. Finally some current limitations of the technology, and ethical concerns in relation to disability, are discussed.

Learning in a Changing Environment

ERIC Educational Resources Information Center

Speekenbrink, Maarten; Shanks, David R.

2010-01-01

Multiple cue probability learning studies have typically focused on stationary environments. We present 3 experiments investigating learning in changing environments. A fine-grained analysis of the learning dynamics shows that participants were responsive to both abrupt and gradual changes in cue-outcome relations. We found no evidence that…

Student-Teacher Interaction in Online Learning Environments

ERIC Educational Resources Information Center

Wright, Robert D., Ed.

2015-01-01

As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

Preferred-Actual Learning Environment "Spaces" and Earth Science Outcomes in Taiwan

ERIC Educational Resources Information Center

Chang, Chun-Yen; Hsiao, Chien-Hua; Barufaldi, James P.

2006-01-01

This study examines the possibilities of differential impacts on students' earth science learning outcomes between different preferred-actual learning environment spaces by using a newly developed ESCLEI (Earth Science Classroom Learning Environment Instrument). The instrument emphasizes three simultaneously important classroom components:…

Causal Model Progressions as a Foundation for Intelligent Learning Environments.

DTIC Science & Technology

1987-11-01

Foundation for Intelligent Learning Environments 3Barbara Y. White and John R. Frederiksen ~DTIC Novemr1987 ELECTE November1987 JUNO 9 88 Approved I )’I...Learning Environments 12. PERSONAL AUTHOR(S? Barbara Y. White and John R. Frederiksen 13a. TYPE OF REPORT 13b TIME COVERED 14. DATE OF REPORT (Year...architecture of a new type of learning environment that incorporates features of microworlds and of intelligent tutorng systems. The environment is based on

The use of deep and surface learning strategies among students learning English as a foreign language in an Internet environment.

PubMed

Aharony, Noa

2006-12-01

The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from different socio-economic backgrounds. The results of the research may add an additional level to the understanding of students' functioning in the Internet environment. One hundred fourty-eight Israeli junior and high school students participated in this research. The methodology was based on special computer software: Screen Cam, which recorded the students' learning process. In addition, expert judges completed a questionnaire which examined and categorized the students' learning strategies. The research findings show a clear preference of participants from all socio-economic backgrounds towards the surface learning strategy. The findings also showed that students from the medium to high socio-economic background used both learning strategies more frequently than low socio-economic students. The results reflect the habits that students acquire during their adjustment process throughout their education careers. A brief encounter with the Internet learning environment apparently cannot change norms or habits, which were acquired in the non-Internet learning environment.

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

Exercise environment for Introduction to Cyber Technologies class. This software is essentially a collection of short scripts, configuration files, and small executables that form the exercise component of the Sandia Cyber Technologies Academy's Introduction to Cyber Technologies class. It builds upon other open-source technologies, such as Debian Linux and minimega, to provide comprehensive Linux and networking exercises that make learning these topics exciting and fun. Sample exercises: a pre-built set of home directories the student must navigate through to learn about privilege escalation, the creation of a virtual network playground designed to teach the student about the resiliency of themore » Internet, and a two-hour Capture the Flag challenge for the final lesson. There are approximately thirty (30) exercises included for the students to complete as part of the course.« less

Designing new collaborative learning spaces in clinical environments: experiences from a children's hospital in Australia.

PubMed

Bines, Julie E; Jamieson, Peter

2013-09-01

Hospitals are complex places that provide a rich learning environment for students, staff, patients and their families, professional groups and the community. The "new" Royal Children's Hospital opened in late 2011. Its mission is focused on improving health and well-being of children and adolescents through leadership in healthcare, research and education. Addressing the need to create "responsive learning environments" aligned with the shift to student-centred pedagogy, two distinct learning environments were developed within the new Royal Children's Hospital; (i) a dedicated education precinct providing a suite of physical environments to promote a more active, collaborative and social learning experience for education and training programs conducted on the Royal Children's Hospital campus and (ii) a suite of learning spaces embedded within clinical areas so that learning becomes an integral part of the daily activities of this busy Hospital environment. The aim of this article is to present the overarching educational principles that lead the design of these learning spaces and describe the opportunities and obstacles encountered in the development of collaborative learning spaces within a large hospital development.

Perceptions of Pre-Service Teachers on the Design of a Learning Environment Based on the Seven Principles of Good Practice

ERIC Educational Resources Information Center

Al-Furaih, Suad Abdul Aziz

2017-01-01

This study explored the perceptions of 88 pre-service teachers on the design of a learning environment using the Seven Principles of Good Practice and its effect on participants' abilities to create their Cloud Learning Environment (CLE). In designing the learning environment, a conceptual model under the name 7 Principles and Integrated Learning…

A Case Study of the Experiences of Instructors and Students in a Virtual Learning Environment (VLE) with Different Cultural Backgrounds

ERIC Educational Resources Information Center

Lim, Keol; Kim, Mi Hwa

2015-01-01

The use of virtual learning environments (VLEs) has become more common and educators recognized the potential of VLEs as educational environments. The learning community in VLEs can be a mixture of people from all over the world with different cultural backgrounds. However, despite many studies about the use of virtual environments for learning,…

Virtual Representations in 3D Learning Environments

ERIC Educational Resources Information Center

Shonfeld, Miri; Kritz, Miki

2013-01-01

This research explores the extent to which virtual worlds can serve as online collaborative learning environments for students by increasing social presence and engagement. 3D environments enable learning, which simulates face-to-face encounters while retaining the advantages of online learning. Students in Education departments created avatars…

Optimizing T-Learning Course Scheduling Based on Genetic Algorithm in Benefit-Oriented Data Broadcast Environments

ERIC Educational Resources Information Center

Huang, Yong-Ming; Chen, Chao-Chun; Wang, Ding-Chau

2012-01-01

Ubiquitous learning receives much attention in these few years due to its wide spectrum of applications, such as the T-learning application. The learner can use mobile devices to watch the digital TV based course content, and thus, the T-learning provides the ubiquitous learning environment. However, in real-world data broadcast environments, the…

Analysis of Means for Building Context-Aware Recommendation System for Mobile Learning

ERIC Educational Resources Information Center

Shcherbachenko, Larysa; Nowakowski, Samuel

2017-01-01

One of the rapidly developing tools for online learning is learning through a mobile environment. Therefore, developing and improving mobile learning environments is an active topic now. One of the ways to adapt the learning environment to the user's needs is to use his context. Context of the user consists of the current context in online…

Design Patterns for Learning and Assessment: Facilitating the Introduction of a Complex Simulation-Based Learning Environment into a Community of Instructors

ERIC Educational Resources Information Center

Frezzo, Dennis C.; Behrens, John T.; Mislevy, Robert J.

2010-01-01

Simulation environments make it possible for science and engineering students to learn to interact with complex systems. Putting these capabilities to effective use for learning, and assessing learning, requires more than a simulation environment alone. It requires a conceptual framework for the knowledge, skills, and ways of thinking that are…

Sustaining Teacher Control in a Blog-Based Personal Learning Environment

ERIC Educational Resources Information Center

Tomberg, Vladimir; Laanpere, Mart; Ley, Tobias; Normak, Peeter

2013-01-01

Various tools and services based on Web 2.0 (mainly blogs, wikis, social networking tools) are increasingly used in formal education to create personal learning environments, providing self-directed learners with more freedom, choice, and control over their learning. In such distributed and personalized learning environments, the traditional role…

Supporting the Transition of Learning Disabled Students to the Postsecondary Environment

ERIC Educational Resources Information Center

Gray, Patricia Jean

2012-01-01

Students with learning disabilities present a diverse spectrum of learning needs; research suggest they may have difficulty making the transition to the postsecondary environment. Learning disabled students at the subject high school were not successfully making the transition from the secondary to the postsecondary environment. This study was…

Utilizing Virtual and Personal Learning Environments for Optimal Learning

ERIC Educational Resources Information Center

Terry, Krista, Ed.; Cheney, Amy, Ed.

2016-01-01

The integration of emerging technologies in higher education presents a new set of challenges and opportunities for educators. With a growing need for customized lesson plans in online education, educators are rethinking the design and development of their learning environments. "Utilizing Virtual and Personal Learning Environments for…

Flipped Education: Transitioning to the Homeschool Environment

ERIC Educational Resources Information Center

Alamry, Adel; karaali, Abeer

2016-01-01

This paper seeks to introduce flipped learning as a viable learning method that can be used in the homeschool environment. Flipped learning can become a valuable aspect of homeschooling when the learning environment is conducive to the application of self-taught knowledge. In fact, the sessions evidently act as clarification bridges and…

Visualising Learning Design in LAMS: A Historical View

ERIC Educational Resources Information Center

Dalziel, James

2011-01-01

The Learning Activity Management System (LAMS) provides a web-based environment for the creation, sharing, running and monitoring of Learning Designs. A central feature of LAMS is the visual authoring environment, where educators use a drag-and-drop environment to create sequences of learning activities. The visualisation is based on boxes…

Determination of Science Teachers' Opinions about Outdoor Education

ERIC Educational Resources Information Center

Kubat, Ulas

2017-01-01

The aim of this research is to discover what science teachers' opinions about outdoor education learning environments are. Outdoor education learning environments contribute to problem-solving, critical and creative thinking skills of students. For this reason, outdoor education learning environments are very important for students to learn by…

Offering a Framework for Value Co-Creation in Virtual Academic Learning Environments

ERIC Educational Resources Information Center

Ranjbarfard, Mina; Heidari Sureshjani, Mahboobeh

2018-01-01

Purpose: This research aims to convert the traditional teacher-student models, in which teachers determine the learning resources, into a flexible structure and an active learning environment so that students can participate in the educational processes and value co-creation in virtual academic learning environments (VALEs).…

Constructivist Learning Environment among Palestinian Science Students

ERIC Educational Resources Information Center

Zeidan, Afif

2015-01-01

The purpose of this study was to investigate the constructivist learning environment among Palestinian science students. The study also aimed to investigate the effects of gender and learning level of these students on their perceptions of the constructivist learning environment. Data were collected from 125 male and 101 female students from the…

Disrupting a Learning Environment for Promotion of Geometry Teaching

ERIC Educational Resources Information Center

Jojo, Zingiswa

2017-01-01

Creating a classroom learning environment that is suitably designed for promotion of learners' performance in geometry, a branch of mathematics that addresses spatial sense and geometric reasoning, is a daunting task. This article focuses on how grade 8 teachers' action learning changed the learning environment for the promotion of geometry…

Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Tsai, Chin-Chung; Yang, Stephen J. H.

2008-01-01

Recent progress in wireless and sensor technologies has lead to a new development of learning environments, called context-aware ubiquitous learning environment, which is able to sense the situation of learners and provide adaptive supports. Many researchers have been investigating the development of such new learning environments; nevertheless,…

Kitchen Science Investigators: Promoting Identity Development as Scientific Reasoners and Thinkers

ERIC Educational Resources Information Center

Clegg, Tamara Lynnette

2010-01-01

My research centers upon designing transformative learning environments and supporting technologies. Kitchen Science Investigators (KSI) is an out-of-school transformative learning environment we designed to help young people learn science through cooking. My dissertation considers the question, "How can we design a learning environment in which…

Improving Collaborative Learning by Supporting Casual Encounters in Distance Learning.

ERIC Educational Resources Information Center

Contreras, Juan; Llamas, Rafael; Vizcaino, Aurora; Vavela, Jesus

Casual encounters in a learning environment are very useful in reinforcing previous knowledge and acquiring new knowledge. Such encounters are very common in traditional learning environments and can be used successfully in social environments in which students can discover and construct knowledge through a process of dialogue, negotiation, or…

Citizen Science as a REAL Environment for Authentic Scientific Inquiry

ERIC Educational Resources Information Center

Meyer, Nathan J.; Scott, Siri; Strauss, Andrea Lorek; Nippolt, Pamela L.; Oberhauser, Karen S.; Blair, Robert B.

2014-01-01

Citizen science projects can serve as constructivist learning environments for programming focused on science, technology, engineering, and math (STEM) for youth. Attributes of "rich environments for active learning" (REALs) provide a framework for design of Extension STEM learning environments. Guiding principles and design strategies…

Long-term adaptation to change in implicit contextual learning.

PubMed

Zellin, Martina; von Mühlenen, Adrian; Müller, Hermann J; Conci, Markus

2014-08-01

The visual world consists of spatial regularities that are acquired through experience in order to guide attentional orienting. For instance, in visual search, detection of a target is faster when a layout of nontarget items is encountered repeatedly, suggesting that learned contextual associations can guide attention (contextual cuing). However, scene layouts sometimes change, requiring observers to adapt previous memory representations. Here, we investigated the long-term dynamics of contextual adaptation after a permanent change of the target location. We observed fast and reliable learning of initial context-target associations after just three repetitions. However, adaptation of acquired contextual representations to relocated targets was slow and effortful, requiring 3 days of training with overall 80 repetitions. A final test 1 week later revealed equivalent effects of contextual cuing for both target locations, and these were comparable to the effects observed on day 1. That is, observers learned both initial target locations and relocated targets, given extensive training combined with extended periods of consolidation. Thus, while implicit contextual learning efficiently extracts statistical regularities of our environment at first, it is rather insensitive to change in the longer term, especially when subtle changes in context-target associations need to be acquired.

Improving Inquiry Teaching through Reflection on Practice

NASA Astrophysics Data System (ADS)

Lotter, Christine R.; Miller, Cory

2017-08-01

In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned science content and inquiry pedagogy. The program included a 2-week summer institute in which teachers participated in science content sessions, practice teaching to middle level students, and small group-facilitated reflection sessions on their teaching. For this study, data collection focused on teachers' recorded dialogue during the facilitator - run reflection sessions, the teachers' daily written reflections, a final written reflection, and a written reflection on a videotaped teaching session. We investigated the teachers' reflection levels and the themes teachers focused on during their reflection sessions. Teachers were found to reflect at various reflection levels, from simple description to a more sophisticated focus on how to improve student learning. Recurrent themes point to the importance of providing situated learning environments, such as the practice teaching with immediate reflection for teachers to have time to practice new instructional strategies and gain insight from peers and science educators on how to handle student learning issues.

The extinction context enables extinction performance after a change in context

PubMed Central

Nelson, James Byron; Gregory, Pamela; Sanjuan, Maria del Carmen

2012-01-01

One experiment with human participants determined the extent to which recovery of extinguished responding with a context switch was due to a failure to retrieve contextually-controlled learning, or some other process such as participants learning that context changes signal reversals in the meaning of stimulus – outcome relationships. In a video game, participants learned to suppress mouse clicking in the presence of a stimulus that predicted an attack. Then, that stimulus underwent extinction in a different context (environment within the game). Following extinction, suppression was recovered and then extinguished again during testing in the conditioning context. In a final test, participants that were tested in the context where extinction first took place showed less of a recovery than those tested in a neutral context, but they showed a recovery of suppression nevertheless. A change in context tended to cause a change in the meaning of the stimulus, leading to recovery in both the neutral and extinction contexts. The extinction context attenuated that recovery, perhaps by enabling retrieval of the learning that took place in extinction. Recovery outside an extinction context is due to a failure of the context to enable the learning acquired during extinction, but only in part. PMID:22521549

Elucidating the electron transport in semiconductors via Monte Carlo simulations: an inquiry-driven learning path for engineering undergraduates

NASA Astrophysics Data System (ADS)

Persano Adorno, Dominique; Pizzolato, Nicola; Fazio, Claudio

2015-09-01

Within the context of higher education for science or engineering undergraduates, we present an inquiry-driven learning path aimed at developing a more meaningful conceptual understanding of the electron dynamics in semiconductors in the presence of applied electric fields. The electron transport in a nondegenerate n-type indium phosphide bulk semiconductor is modelled using a multivalley Monte Carlo approach. The main characteristics of the electron dynamics are explored under different values of the driving electric field, lattice temperature and impurity density. Simulation results are presented by following a question-driven path of exploration, starting from the validation of the model and moving up to reasoned inquiries about the observed characteristics of electron dynamics. Our inquiry-driven learning path, based on numerical simulations, represents a viable example of how to integrate a traditional lecture-based teaching approach with effective learning strategies, providing science or engineering undergraduates with practical opportunities to enhance their comprehension of the physics governing the electron dynamics in semiconductors. Finally, we present a general discussion about the advantages and disadvantages of using an inquiry-based teaching approach within a learning environment based on semiconductor simulations.

CyberPsychological Computation on Social Community of Ubiquitous Learning.

PubMed

Zhou, Xuan; Dai, Genghui; Huang, Shuang; Sun, Xuemin; Hu, Feng; Hu, Hongzhi; Ivanović, Mirjana

2015-01-01

Under the modern network environment, ubiquitous learning has been a popular way for people to study knowledge, exchange ideas, and share skills in the cyberspace. Existing research findings indicate that the learners' initiative and community cohesion play vital roles in the social communities of ubiquitous learning, and therefore how to stimulate the learners' interest and participation willingness so as to improve their enjoyable experiences in the learning process should be the primary consideration on this issue. This paper aims to explore an effective method to monitor the learners' psychological reactions based on their behavioral features in cyberspace and therefore provide useful references for adjusting the strategies in the learning process. In doing so, this paper firstly analyzes the psychological assessment of the learners' situations as well as their typical behavioral patterns and then discusses the relationship between the learners' psychological reactions and their observable features in cyberspace. Finally, this paper puts forward a CyberPsychological computation method to estimate the learners' psychological states online. Considering the diversity of learners' habitual behaviors in the reactions to their psychological changes, a BP-GA neural network is proposed for the computation based on their personalized behavioral patterns.

CyberPsychological Computation on Social Community of Ubiquitous Learning

PubMed Central

Zhou, Xuan; Dai, Genghui; Huang, Shuang; Sun, Xuemin; Hu, Feng; Hu, Hongzhi; Ivanović, Mirjana

2015-01-01

Under the modern network environment, ubiquitous learning has been a popular way for people to study knowledge, exchange ideas, and share skills in the cyberspace. Existing research findings indicate that the learners' initiative and community cohesion play vital roles in the social communities of ubiquitous learning, and therefore how to stimulate the learners' interest and participation willingness so as to improve their enjoyable experiences in the learning process should be the primary consideration on this issue. This paper aims to explore an effective method to monitor the learners' psychological reactions based on their behavioral features in cyberspace and therefore provide useful references for adjusting the strategies in the learning process. In doing so, this paper firstly analyzes the psychological assessment of the learners' situations as well as their typical behavioral patterns and then discusses the relationship between the learners' psychological reactions and their observable features in cyberspace. Finally, this paper puts forward a CyberPsychological computation method to estimate the learners' psychological states online. Considering the diversity of learners' habitual behaviors in the reactions to their psychological changes, a BP-GA neural network is proposed for the computation based on their personalized behavioral patterns. PMID:26557846

[Applying Game-Based Learning in Nursing Education: Empathy Board Game Learning].

PubMed

Lu, Chueh-Fen; Wu, Shu-Mei; Shu, Ying-Mei; Yeh, Mei-Yu

2018-02-01

Attending lectures and reading are two common approaches to acquiring knowledge, while repetitive practice is a common approach to acquiring skills. Nurturing proper attitudes in students is one of the greatest challenges for educators. Health professionals must incorporate empathy into their practice. Creative teaching strategies may offer a feasible approach to enhancing empathy-related competence. The present article focuses on analyzing current, empathy-related curriculums in nursing education in Taiwan, exploring the concepts of empathy and game-based learning, presenting the development of an empathy board game as a teaching aid, and, finally, evaluating the developed education application. Based on the learner-centered principle, this aid was designed with peer learning, allowing learners to influence the learning process, to simulate the various roles of clients, and to develop diverse interpersonal dialogues. The continuous learning loops were formed using the gamification mechanism and transformation, enabling students to connect and practice the three elements of empathy ability: emotion, cognition and expression. Via the game elements of competition, interaction, storytelling, real-time responses, concretizing feedback, integrated peer learning, and equality between teachers and students, students who play patient roles are able to perceive different levels of comfort, which encourages the development of insight into the meaning of empathy. Thereby, the goals of the empathy lesson is achievable within a creative game-based learning environment.

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

PubMed

Saqr, Mohammed; Fors, Uno; Tedre, Matti

2017-07-01

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

MODIS Aerosol Optical Depth Bias Adjustment Using Machine Learning Algorithms

NASA Technical Reports Server (NTRS)

Albayrak, Arif; Wei, Jennifer; Petrenko, Maksym; Lary, David; Leptoukh, Gregory

2011-01-01

To monitor the earth atmosphere and its surface changes, satellite based instruments collect continuous data. While some of the data is directly used, some others such as aerosol properties are indirectly retrieved from the observation data. While retrieved variables (RV) form very powerful products, they don't come without obstacles. Different satellite viewing geometries, calibration issues, dynamically changing atmospheric and earth surface conditions, together with complex interactions between observed entities and their environment affect them greatly. This results in random and systematic errors in the final products.

Art of War Papers: An Exit Strategy not a Winning Strategy? Intelligence Lessons Learned from the British Emergency in South Arabia, 1963-67

DTIC Science & Technology

2014-04-01

addition to the above Art of War team, I was very fortunate to have support from Professor Daniel Marston, the author Mr Jonathan Walker, Brigadier...Sincere thanks to all; nonetheless, all errors and omissions are my own. Finally, I must pay tribute to all the British Servicemen, and Policemen, who...militar- ies —especially in the field of intelligence in a hostile environment. The war in South Arabia was fought by a western force with local allies

Space Shuttle Abort Evolution

NASA Technical Reports Server (NTRS)

Henderson, Edward M.; Nguyen, Tri X.

2011-01-01

This paper documents some of the evolutionary steps in developing a rigorous Space Shuttle launch abort capability. The paper addresses the abort strategy during the design and development and how it evolved during Shuttle flight operations. The Space Shuttle Program made numerous adjustments in both the flight hardware and software as the knowledge of the actual flight environment grew. When failures occurred, corrections and improvements were made to avoid a reoccurrence and to provide added capability for crew survival. Finally some lessons learned are summarized for future human launch vehicle designers to consider.

Computing in high-energy physics

NASA Astrophysics Data System (ADS)

Mount, Richard P.

2016-04-01

I present a very personalized journey through more than three decades of computing for experimental high-energy physics, pointing out the enduring lessons that I learned. This is followed by a vision of how the computing environment will evolve in the coming ten years and the technical challenges that this will bring. I then address the scale and cost of high-energy physics software and examine the many current and future challenges, particularly those of management, funding and software-lifecycle management. Finally, I describe recent developments aimed at improving the overall coherence of high-energy physics software.

Indoor Thermal Comfort, an Evolutionary Biology Perspective

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

Stoops, John L.

2006-04-15

As is becoming increasingly clear, the human species evolvedin the East African savannah. Details of the precise evolutionary chainremain unresolved however it appears that the process lasted severalmillion years, culminating with the emergence of modern Homo sapiensroughly 200,000 years ago. Following that final evolutionary developmentmodern Homo sapiens relatively quickly populated the entire world.Clearly modern Homo sapiens is a successful, resourceful and adaptablespecies. In the developed societies, modern humans live an existence farremoved from our evolutionary ancestors. As we have learned over the lastcentury, this "new" lifestyle can often result in unintendedconsequences. Clearly, our modern access to food, shelter, transportationand healthcaremore » has resulted in greatly expanded expected lifespan butthis new lifestyle can also result in the emergence of different kinds ofdiseases and health problems. The environment in modern buildings haslittle resemblance to the environment of the savannah. We strive tocreate environments with little temperature, air movement and lightvariation. Building occupants often express great dissatisfaction withthese modern created environments and a significant fraction even developsomething akin to allergies to specific buildings (sick buildingsyndrome). Are the indoor environments we are creating fundamentallyunhealthy -- when examined from an evolutionary perspective?« less

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.

The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment

ERIC Educational Resources Information Center

Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Kato, Hiroshi; Miyagawa, Hiroyuki

2015-01-01

This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was…

Behavioral Feature Extraction to Determine Learning Styles in e-Learning Environments

ERIC Educational Resources Information Center

Fatahi, Somayeh; Moradi, Hadi; Farmad, Elaheh

2015-01-01

Learning Style (LS) is an important parameter in the learning process. Therefore, learning styles should be considered in the design, development, and implementation of e-learning environments. Consequently, an important capability of an e-learning system could be the automatic determination of a student's learning style. In this paper, a set of…

Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment

ERIC Educational Resources Information Center

Fakomogbon, Michael Ayodele; Bolaji, Hameed Olalekan

2017-01-01

Collaborative learning is an approach employed by instructors to facilitate learning and improve learner's performance. Mobile learning can accommodate a variety of learning approaches. This study, therefore, investigated the effects of collaborative learning styles on performance of students in a mobile learning environment. The specific purposes…

Equitable Learning Outcomes: Supporting Economically and Culturally Disadvantaged Students in "Formative Learning Environments"

ERIC Educational Resources Information Center

Clark, Ian

2014-01-01

The central and distinguishing thesis of social and cultural perspectives on outcome equity is that public school classrooms are culturally biased environments. Such environments disaffect children who arrive at school from the economic or cultural margin. The "formative learning environment" (FoLE) establishes and sustains legitimate…

Characteristics of an Innovative Learning Environment According to Students' Perceptions: Actual versus Preferred

ERIC Educational Resources Information Center

Magen-Nagar, Noga; Steinberger, Pnina

2017-01-01

An innovative learning environment is the current outcome of the constructivist approach, the essence of which is co-construction of knowledge in an Information and Communication Technology (ICT) environment. We examined how Israeli students perceived 10 characteristics of their classroom learning environment--student cohesiveness, teacher…

Conducting and Supporting a Goal-Based Scenario Learning Environment.

ERIC Educational Resources Information Center

Montgomery, Joel; And Others

1994-01-01

Discussion of goal-based scenario (GBS) learning environments focuses on a training module designed to prepare consultants with new skills in managing clients, designing user-friendly graphical computer interfaces, and working in a client/server computing environment. Transforming the environment from teaching focused to learning focused is…

Anatomy Education Environment Measurement Inventory: A Valid Tool to Measure the Anatomy Learning Environment

ERIC Educational Resources Information Center

Hadie, Siti Nurma Hanim; Hassan, Asma'; Ismail, Zul Izhar Mohd; Asari, Mohd Asnizam; Khan, Aaijaz Ahmed; Kasim, Fazlina; Yusof, Nurul Aiman Mohd; Manan@Sulong, Husnaida Abdul; Tg Muda, Tg Fatimah Murniwati; Arifin, Wan Nor; Yusoff, Muhamad Saiful Bahri

2017-01-01

Students' perceptions of the education environment influence their learning. Ever since the major medical curriculum reform, anatomy education has undergone several changes in terms of its curriculum, teaching modalities, learning resources, and assessment methods. By measuring students' perceptions concerning anatomy education environment,…

Apprentissage et Environment (Learning and Environment)

ERIC Educational Resources Information Center

Care, Jean-Marc

1977-01-01

Detailed typical daily program in the life of an American and a Moroccan teenager introduces the discussion of the influence of the environment on the learning process, particularly on foreign language learning. A "kit" method for responding to needs determined by the environment is described. (Text is in French.) (AMH)

The Prepared Environment and Its Relationship to Learning.

ERIC Educational Resources Information Center

Loeffler, Margaret Howard

A "prepared environment" is a planned learning facility for young children which offers a supportive and stimulating environment. Current thinking on early learning and the resultant implications for the design of a physical environment which would encourage conceptual development are examined in this book. Each section considers a particular…

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

PubMed

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

2011-10-01

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

An Empirical Verification of a-priori Learning Models on Mailing Archives in the Context of Online Learning Activities of Participants in Free\\Libre Open Source Software (FLOSS) Communities

ERIC Educational Resources Information Center

Mukala, Patrick; Cerone, Antonio; Turini, Franco

2017-01-01

Free\\Libre Open Source Software (FLOSS) environments are increasingly dubbed as learning environments where practical software engineering skills can be acquired. Numerous studies have extensively investigated how knowledge is acquired in these environments through a collaborative learning model that define a learning process. Such a learning…

Directive versus Facilitative Peer Tutoring? A View on Students' Appraisal, Reported Learning Gains and Experiences within Two Differently-Tutored Learning Environments

ERIC Educational Resources Information Center

Berghmans, Inneke; Michiels, Lotte; Salmon, Sara; Dochy, Filip; Struyven, Katrien

2014-01-01

The present study aimed to shed light on students' appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating…

Smart Learning Adoption in Employees and HRD Managers

ERIC Educational Resources Information Center

Lee, Junghwan; Zo, Hangjung; Lee, Hwansoo

2014-01-01

The innovation of online technologies and the rapid diffusion of smart devices are changing workplace learning environment. Smart learning, as emerging learning paradigm, enables employees' learning to take place anywhere and anytime. Workplace learning studies, however, have focused on traditional e-learning environment, and they have failed…

Perception of hospital learning environment: a survey of Hong Kong nursing students.

PubMed

Chan, Dominic S K; Ip, Wan Y

2007-10-01

The last two decades have seen widespread changes to nurse education but the clinical field remains an essential and invaluable resource in preparing students for the reality of their professional role, supporting the integration of theory and practice, and linking the 'knowing what' to do with the 'knowing how' to deliver care. The clinical learning environment represents a vital element of nurse education that needs to be measurable and warrants further investigation. This survey study examined Hong Kong nursing students' perception of the social climate of the clinical learning environment. Participants were invited to complete the two versions, the Actual and Preferred Forms, of the Clinical Learning Environment Inventory following the completion of their clinical field placement. Two hundred eighty one Actual Forms and 243 Preferred Forms returned. SPPS version 11 was employed to analyse data with descriptive and inferential statistics. It was found that there were significant differences between students' perceptions of the actual clinical learning environment and the ideal clinical learning environment they desired. The study highlights the need for a supportive clinical learning environment which is of paramount importance for students in clinical practice.

Relationship between clinical fieldwork educator performance and health professional students' perceptions of their practice education learning environments.

PubMed

Brown, Ted; Williams, Brett; Lynch, Marty

2013-12-01

The Dundee Ready Education Environment Measure, Clinical Teaching Effectiveness Instrument, and Clinical Learning Environment Inventory were completed by 548 undergraduate students (54.5% response rate) enrolled in eight health professional bachelor degree courses. Regression analysis was used to investigate the significant predictors of the Clinical Teaching Effectiveness Instrument with the Dundee Ready Education Environment Measure and Clinical Learning Environment Inventory subscales as independent variables. The results indicated that the Dundee Ready Education Environment Measure and Clinical Learning Environment Inventory Actual version subscale scores explained 44% of the total variance in the Clinical Teaching Effectiveness Instrument score. The Dundee Ready Education Environment Measure subscale Academic Self-Perception explained 1.1% of the variance in the Clinical Teaching Effectiveness Instrument score. The Clinical Learning Environment Inventory Actual subscales accounted for the following variance percentages in the Clinical Teaching Effectiveness Instrument score: personalization, 1.1%; satisfaction, 1.7%; task orientation, 5.1%; and innovation, 6.2%. Aspects of the clinical learning environment appear to be predictive of the effectiveness of the clinical teaching that students experience. Fieldwork educator performance might be a significant contributing factor toward student skill development and practitioner success. © 2013 Wiley Publishing Asia Pty Ltd.

Relationship between Learning Style and Academic Status of Babol Dental Students

PubMed Central

Nasiri, Zahra; Gharekhani, Samane; Ghasempour, Maryam

2016-01-01

Introduction Identifying and employing students’ learning styles could play an important role in selecting appropriate teaching methods in order to improve education. The aim of this study was to determine the relationship between the students’ final exam scores and the learning style preferences of dental students at Babol University of Medical Sciences. Methods This cross-sectional study was conducted on 88 dental students studying in their fourth, fifth, and sixth years using the visual–aural–reading/writing–kinesthetic (VARK) learning styles’ questionnaire. The data were analyzed with IBM SPSS, version 21, using the chi-squared test and the t-test. Results Of the 88 participants who responded to the questionnaire, 87 preferred multimodal learning styles. There was no significant difference between the mean of the final exam scores in students who did and did not prefer the aural learning style (p = 0.86), the reading/writing learning style (p = 0.20), and the kinesthetic learning style (p = 0.32). In addition, there was no significant difference between the scores on the final clinical course among the students who had different preferences for learning style. However, there was a significant difference between the mean of the final exam scores in students with and without visual learning style preference (p = 0.03), with the former having higher mean scores. There was no significant relationship between preferred learning styles and gender (p > 0.05). Conclusion The majority of dental students preferred multimodal learning styles, and there was a significant difference between the mean of the final exam scores for students with and without a preference for the visual learning style. In addition, there were no differences in the preferred learning styles between male and female students. PMID:27382442

Clinical embryology teaching: is it relevant anymore?

PubMed

Scott, Karen M; Charles, Antony Robert; Holland, Andrew J A

2013-10-01

Embryology finds itself jostling for precious space in the crowded medical curriculum, yet remains important for helping students understand birth defects. It has been suggested that teaching embryology through clinical scenarios can increase its relevance and interest. The aim of this research was to determine the attitudes of final-year medical students to learning embryology and whether clinical scenarios aid understanding. Final-year medical students undertaking their paediatric rotation in 2009 and 2010 were invited to attend an optional lecture on clinical embryology and participate in the research. In the lecture, three clinical scenarios were presented, in which the lecturer traced the normal development of a foetus and the abnormal development that resulted in a birth defect. Outcomes were assessed quantitatively using a paper-based survey. The vast majority of students who valued embryology teaching in their medical programme thought it would assist them with clinical management, and believed learning through case scenarios helped their understanding. Students were divided in their beliefs about when embryology should be taught in the medical programme and whether it would increase their workload. Embryology teaching appears to be a valuable part of the medical curriculum. Embryology teaching was valued when taught in the clinical environment in later years of the medical programme. Students, clinicians and medical educators should be proactive in finding clinical learning opportunities for embryology teaching. © 2013 Royal Australasian College of Surgeons.

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

NASA Astrophysics Data System (ADS)

Thambyah, Ashvin

2011-03-01

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

Nursing students' satisfaction of the clinical learning environment: a research study.

PubMed

Papastavrou, Evridiki; Dimitriadou, Maria; Tsangari, Haritini; Andreou, Christos

2016-01-01

The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical learning environment is a significant concern for educational institutions. The quality of clinical learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as learning environment is a significant concern within the contemporary nursing education. The nursing students' satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the learning activities and achievements within clinical settings. The aim of the study was to investigate nursing students' satisfaction of the clinical settings as learning environments. A quantitative descriptive, correlational design was used. A sample of 463 undergraduate nursing students from the three universities in Cyprus were participated. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T). Nursing students were highly satisfied with the clinical learning environment and their satisfaction has been positively related to all clinical learning environment constructs namely the pedagogical atmosphere, the Ward Manager's leadership style, the premises of Nursing in the ward, the supervisory relationship (mentor) and the role of the Nurse Teacher (p < 0.001). Students who had a named mentor reported more satisfied with the supervisory relationship. The frequency of meetings among the students and the mentors increased the students' satisfaction with the clinical learning environment. It was also revealed that 1st year students were found to be more satisfied than the students in other years. The supervisory relationship was evaluated by the students as the most influential factor in their satisfaction with the clinical learning environment. Student's acceptance within the nursing team and a well-documented individual nursing care is also related with students' satisfaction. The pedagogical atmosphere is considered pivotal, with reference to students' learning activities and competent development within the clinical setting. Therefore, satisfaction could be used as an important contributing factor towards the development of clinical learning environments in order to satisfy the needs and expectations of students. The value of the development of an organized mentorship system is illustrated in the study.

Implementing an Active Learning Environment to Influence Students' Motivation in Biochemistry

ERIC Educational Resources Information Center

Cicuto, Camila Aparecida Tolentino; Torres, Bayardo Baptista

2016-01-01

The Biochemistry: Biomolecules Structure and Metabolism course's goal is to promote meaningful learning through an active learning environment. Thus, study periods (SP) and discussion groups (DG) are used as a substitute for lecture classes. The goal of this study was to evaluate how this learning environment influences students' motivation (n =…

Using Coherence Analysis to Characterize Self-Regulated Learning Behaviours in Open-Ended Learning Environments

ERIC Educational Resources Information Center

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

2015-01-01

Researchers have long recognized the potential benefits of open-ended computer- based learning environments (OELEs) to help students develop self-regulated learning (SRL) behaviours. However, measuring self-regulation in these environments is a difficult task. In this paper, we present our work in developing and evaluating "coherence…

Emotional Presence in Online Learning Scale: A Scale Development Study

ERIC Educational Resources Information Center

Sarsar, Firat; Kisla, Tarik

2016-01-01

Although emotions are not a new topic in learning environments, the emerging technologies have changed not only the type of learning environments but also the perspectives of emotions in learning environments. This study designed to develop a survey to assist online instructors to understand students' emotional statement in online learning…

Validation of a Spanish Version of the Distance Education Learning Environments Survey (DELES) in Spain

ERIC Educational Resources Information Center

Fernández-Pascual, Maria Dolores; Ferrer-Cascales, Rosario; Reig-Ferrer, Abilio; Albaladejo-Blázquez, Natalia; Walker, Scott L.

2015-01-01

The aim of this study was to examine the validity of the Spanish version of the Distance Education Learning Environments Survey (Sp-DELES). This instrument assesses students' perceptions of virtual learning environments using six scales: Instructor Support, Student Interaction and Collaboration, Personal Relevance, Authentic Learning, Active…

The Relationship between Motivation, Learning Strategies and Choice of Environment whether Traditional or Including an Online Component

ERIC Educational Resources Information Center

Clayton, Karen; Blumberg, Fran; Auld, Daniel P.

2010-01-01

This study examined how students' achievement goals, self-efficacy and learning strategies influenced their choice of an online, hybrid or traditional learning environment. One hundred thirty-two post-secondary students completed surveys soliciting their preferences for learning environments, reasons for their preference, their motivational…

Open Learning Environments and the Impact of a Pedagogical Agent

ERIC Educational Resources Information Center

Clarebout, Geraldine; Elen, Jan

2006-01-01

Research reveals that in highly structured learning environments pedagogical agents can act as tools to direct students' learning processes by providing content or problem solving guidance. It has not yet been addressed whether pedagogical agents have a similar impact in more open learning environments that aim at fostering students' acquisition…

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

ERIC Educational Resources Information Center

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

2003-01-01

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

Determinants of Computer Self-Efficacy--An Examination of Learning Motivations and Learning Environments

ERIC Educational Resources Information Center

Hsu, Wen-Kai K.; Huang, Show-Hui S.

2006-01-01

The purpose of this article is to discuss determinants of computer self-efficacy from the perspective of participant internal learning motivations and external learning environments. The former consisted of three motivations--interest, trend, and employment--while the latter comprised two environments--home and school. Through an intermediate…

Architecture and Children: Learning Environments and Design Education.

ERIC Educational Resources Information Center

Taylor, Anne, Ed.; Muhlberger, Joe, Ed.

1998-01-01

This issue addresses (1) growing international interest in learning environments and their effects on behavior, and (2) design education, an integrated model for visual-spatial lifelong learning. It focuses on this new and emerging integrated field which integrates elements in education, new learning environment design, and the use of more two-…

Learning System Design Consideration in Creating an Online Learning Environment.

ERIC Educational Resources Information Center

Schaffer, Scott

This paper describes the design of a Web-based learning environment for leadership facilitators in a United States military organization. The overall aim of this project was to design a prototype of an online learning environment that supports leadership facilitators' knowledge development in the content area of motivation. The learning…

Learning Environments as Basis for Cognitive Achievements of Students in Basic Science Classrooms in Nigeria

ERIC Educational Resources Information Center

Atomatofa, Rachel; Okoye, Nnamdi; Igwebuike, Thomas

2016-01-01

The nature of classroom learning environments created by teachers had been considered very important for learning to take place effectively. This study investigated the effect of creating constructivist and transmissive learning environments on achievements of science students of different ability levels. 243 students formed the entire study…

The Effects of Different Learning Environments on Students' Motivation for Learning and Their Achievement

ERIC Educational Resources Information Center

Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-01-01

Background: Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with…

Preservice Teachers' Perception and Use of Personal Learning Environments (PLEs)

ERIC Educational Resources Information Center

Sahin, Sami; Uluyol, Çelebi

2016-01-01

Personal learning environments (PLEs) are Web 2.0 tools and services by which users' access, construct, manage, and share educational contents in order to meet their learning needs. These environments enable users to manage their learning according to their own personal preferences. They further promote socialization and collaboration with their…

Seamless Learning Environments in Higher Education with Mobile Devices and Examples

ERIC Educational Resources Information Center

Marín, Victoria I.; Jääskelä, Päivikki; Häkkinen, Päivi; Juntunen, Merja; Rasku-Puttonen, Helena; Vesisenaho, Mikko

2016-01-01

The use of seamless learning environments that have the potential to support lifelong learning anytime and anywhere has become a reality. In this sense, many educational institutions have started to consider introducing seamless learning environments into their programs. The aim of this study is to analyze how various educational university…

Virtual Virtuosos: A Case Study in Learning Music in Virtual Learning Environments in Spain

ERIC Educational Resources Information Center

Alberich-Artal, Enric; Sangra, Albert

2012-01-01

In recent years, the development of Information and Communication Technologies (ICT) has contributed to the generation of a number of interesting initiatives in the field of music education and training in virtual learning environments. However, music education initiatives employing virtual learning environments have replicated and perpetuated the…

Development and Validation of the Blended Learning Environment Instrument (BLEI) in Higher Education

ERIC Educational Resources Information Center

Aljahni, Areej; Al-Begain, Khalid; Skinner, Heather

2014-01-01

Part of ongoing research into the efficacy of blended learning in higher education within the Kingdom of Saudi Arabia (KSA). The need for, and development of, a Blended Learning Environment Instrument (BLEI) are explained. This new instrument assesses student perceptions across five core aspects of blended learning environments: Infrastructure,…

Intrinsic interactive reinforcement learning - Using error-related potentials for real world human-robot interaction.

PubMed

Kim, Su Kyoung; Kirchner, Elsa Andrea; Stefes, Arne; Kirchner, Frank

2017-12-14

Reinforcement learning (RL) enables robots to learn its optimal behavioral strategy in dynamic environments based on feedback. Explicit human feedback during robot RL is advantageous, since an explicit reward function can be easily adapted. However, it is very demanding and tiresome for a human to continuously and explicitly generate feedback. Therefore, the development of implicit approaches is of high relevance. In this paper, we used an error-related potential (ErrP), an event-related activity in the human electroencephalogram (EEG), as an intrinsically generated implicit feedback (rewards) for RL. Initially we validated our approach with seven subjects in a simulated robot learning scenario. ErrPs were detected online in single trial with a balanced accuracy (bACC) of 91%, which was sufficient to learn to recognize gestures and the correct mapping between human gestures and robot actions in parallel. Finally, we validated our approach in a real robot scenario, in which seven subjects freely chose gestures and the real robot correctly learned the mapping between gestures and actions (ErrP detection (90% bACC)). In this paper, we demonstrated that intrinsically generated EEG-based human feedback in RL can successfully be used to implicitly improve gesture-based robot control during human-robot interaction. We call our approach intrinsic interactive RL.

Promoting Students' Problem Solving Skills and Knowledge of STEM Concepts in a Data-Rich Learning Environment: Using Online Data as a Tool for Teaching about Renewable Energy Technologies

ERIC Educational Resources Information Center

Thurmond, Brandi

2011-01-01

This study sought to compare a data-rich learning (DRL) environment that utilized online data as a tool for teaching about renewable energy technologies (RET) to a lecture-based learning environment to determine the impact of the learning environment on students' knowledge of Science, Technology, Engineering, and Math (STEM) concepts related…

More than just a game: the role of simulation in the teaching of product design and entrepreneurship to mechanical engineering students

NASA Astrophysics Data System (ADS)

Costello, Gabriel J.

2017-11-01

The purpose of this work is to contribute to the debate on the best pedagogical approach to developing undergraduate mechanical engineering skills to meet the requirements of contemporary complex working environments. The paper provides an example of using student-entrepreneur collaboration in the teaching of modules to Mechanical Engineering final-year students. Problem-based learning (PBL) is one of the most significant recent innovations in the area of education for the professions. This work proposes to make an original contribution by simulating a real-life entrepreneur interaction for the students. The current literature largely confines simulation-based learning to computer applications such as games. However, this paper argues that role playing by students interfacing with technology start-ups can also be regarded as 'simulation' in a wider sense. Consequently, the paper proposes the concept of simulation-action learning as an enhancement of PBL and to distinguish it from computer simulation.

Evaluation of the role of incentive structure on student participation and performance in active learning strategies: A comparison of case-based and team-based learning.

PubMed

Carrasco, Gonzalo A; Behling, Kathryn C; Lopez, Osvaldo J

2018-04-01

Student participation is important for the success of active learning strategies, but participation is often linked to the level of preparation. At our institution, we use two types of active learning activities, a modified case-based learning exercise called active learning groups (ALG) and team-based learning (TBL). These strategies have different assessment and incentive structures for participation. Non-cognitive skills are assessed in ALG using a subjective five-point Likert scale. In TBL, assessment of individual student preparation is based on a multiple choice quiz conducted at the beginning of each session. We studied first-year medical student participation and performance in ALG and TBL as well as performance on course final examinations. Student performance in TBL, but not in ALG, was strongly correlated with final examination scores. Additionally, in students who performed in the upper 33rd percentile on the final examination, there was a positive correlation between final examination performance and participation in TBL and ALG. This correlation was not seen in students who performed in the lower 33rd percentile on the final examinations. Our results suggest that assessments of medical knowledge during active learning exercises could supplement non-cognitive assessments and could be good predictors of performance on summative examinations.

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

ERIC Educational Resources Information Center

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

2010-01-01

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

A novel framework for intelligent surveillance system based on abnormal human activity detection in academic environments.

PubMed

Al-Nawashi, Malek; Al-Hazaimeh, Obaida M; Saraee, Mohamad

2017-01-01

Abnormal activity detection plays a crucial role in surveillance applications, and a surveillance system that can perform robustly in an academic environment has become an urgent need. In this paper, we propose a novel framework for an automatic real-time video-based surveillance system which can simultaneously perform the tracking, semantic scene learning, and abnormality detection in an academic environment. To develop our system, we have divided the work into three phases: preprocessing phase, abnormal human activity detection phase, and content-based image retrieval phase. For motion object detection, we used the temporal-differencing algorithm and then located the motions region using the Gaussian function. Furthermore, the shape model based on OMEGA equation was used as a filter for the detected objects (i.e., human and non-human). For object activities analysis, we evaluated and analyzed the human activities of the detected objects. We classified the human activities into two groups: normal activities and abnormal activities based on the support vector machine. The machine then provides an automatic warning in case of abnormal human activities. It also embeds a method to retrieve the detected object from the database for object recognition and identification using content-based image retrieval. Finally, a software-based simulation using MATLAB was performed and the results of the conducted experiments showed an excellent surveillance system that can simultaneously perform the tracking, semantic scene learning, and abnormality detection in an academic environment with no human intervention.

Investigating Factors That Influence Students' Management of Study Environment in Online Collaborative Groupwork

ERIC Educational Resources Information Center

Du, Jianxia; Xu, Jianzhong; Fan, Xitao

2015-01-01

The present study examines empirical models of students' management of the learning environment in the context of online collaborative groupwork. Such environment management is an important component of students' overall self-regulated learning strategy for effective learning. Student- and group-level predictors for study environment management in…

Changing the Metacognitive Orientation of a Classroom Environment to Enhance Students' Metacognition Regarding Chemistry Learning

ERIC Educational Resources Information Center

Thomas, Gregory P.; Anderson, David

2014-01-01

Concerns persist regarding science classroom learning environments and the lack of development of students' metacognition and reasoning processes within such environments. Means of shaping learning environments so that students are encouraged to develop their metacognition are required in order to enhance students' reasoning and…

Creating Multisensory Environments: Practical Ideas for Teaching and Learning. David Fulton/Nasen

ERIC Educational Resources Information Center

Davies, Christopher

2011-01-01

Multi-sensory environments in the classroom provide a wealth of stimulating learning experiences for all young children whose senses are still under development. "Creating Multisensory Environments: Practical Ideas for Teaching and Learning" is a highly practical guide to low-cost cost, easy to assemble multi-sensory environments. With a…

Creating Electronic Learning Environments: Games, Flow, and the User Interface.

ERIC Educational Resources Information Center

Jones, Marshall G.

A difficult task in creating rich, exploratory interactive learning environments is building an environment that is truly engaging. Engagement can be defined as the nexus of intrinsic knowledge and/or interest and external stimuli that promote the initial interest in, and continued use of a computer-based learning environment. Complete and total…

What Teachers Need to Know about Augmented Reality Enhanced Learning Environments

ERIC Educational Resources Information Center

Wasko, Christopher

2013-01-01

Augmented reality (AR) enhanced learning environments have been designed to teach a variety of subjects by having learners act like professionals in the field as opposed to students in a classroom. The environments, grounded in constructivist and situated learning theories, place students in a meaningful, non-classroom environment and force them…

Benefits of Informal Learning Environments: A Focused Examination of STEM-Based Program Environments

ERIC Educational Resources Information Center

Denson, Cameron D.; Austin Stallworth, Chandra; Hailey, Christine; Householder, Daniel L.

2015-01-01

This paper examines STEM-based informal learning environments for underrepresented students and reports on the aspects of these programs that are beneficial to students. This qualitative study provides a nuanced look into informal learning environments and determines what is unique about these experiences and makes them beneficial for students. We…

Seeking Construct Validity Grounded in Constructivist Epistemology: Development of the Survey of Contemporary Learning Environments

ERIC Educational Resources Information Center

Schuh, Kathy L.; Kuo, Yi-Lung

2015-01-01

This study focused on the development of a new classroom environment instrument for late-elementary students. The development of the survey of contemporary learning environments (SoCLE) followed a content analysis of three similar instruments on constructivist learning environments and the literature on characteristics of contemporary learning…

A Framework and a Methodology for Developing Authentic Constructivist e-Learning Environments

ERIC Educational Resources Information Center

Zualkernan, Imran A.

2006-01-01

Semantically rich domains require operative knowledge to solve complex problems in real-world settings. These domains provide an ideal environment for developing authentic constructivist e-learning environments. In this paper we present a framework and a methodology for developing authentic learning environments for such domains. The framework is…

Students' Personal Networks in Virtual and Personal Learning Environments: A Case Study in Higher Education Using Learning Analytics Approach

ERIC Educational Resources Information Center

Casquero, Oskar; Ovelar, Ramón; Romo, Jesús; Benito, Manuel; Alberdi, Mikel

2016-01-01

The main objective of this paper is to analyse the effect of the affordances of a virtual learning environment and a personal learning environment (PLE) in the configuration of the students' personal networks in a higher education context. The results are discussed in light of the adaptation of the students to the learning network made up by two…

Living and learning in a rural environment: a nursing student perspective.

PubMed

Pront, Leeanne; Kelton, Moira; Munt, Rebecca; Hutton, Alison

2013-03-01

This study investigates the influences on nursing student learning who live and learn in the same rural environment. A declining health workforce has been identified both globally and in Australia, the effects of which have become significantly apparent in the rural nursing sector. In support of rural educational programs the literature portrays rural clinical practice experiences as significant to student learning. However, there is little available research on what influences learning for the nursing student who studies in their own rural community. The aim of this study was to understand what influences student learning in the rural clinical environment. Through a multiple case study design five nursing students and two clinical preceptors from a rural clinical venue were interviewed. The interviews were transcribed and thematically analysed to identify factors that influenced student learning outcomes. The most significant influence on nursing student learning in the rural clinical environment was found to include the environment itself, the complex relationships unique to living and studying in a rural community along with the capacity to link theory to practice. The rural environment influences those in it, the demands placed on them, the relationships they form, the ability to promote learning and the time to teach and learn. Copyright © 2012. Published by Elsevier Ltd.

Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale.

PubMed

Tackett, Sean; Bakar, Hamidah Abu; Shilkofski, Nicole A; Coady, Niamh; Rampal, Krishna; Wright, Scott

2015-01-01

While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM), the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. The overall response rate was 369/429 (86%). After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%), with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%). The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92) and the seven domains (α, 0.56-0.85). The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.

Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale

PubMed Central

Tackett, Sean; Bakar, Hamidah Abu; Shilkofski, Nicole A.; Coady, Niamh; Rampal, Krishna; Wright, Scott

2015-01-01

Purpose: While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. Methods: First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM), the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. Results: The overall response rate was 369/429 (86%). After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%), with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%). The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92) and the seven domains (α, 0.56-0.85). Conclusion: The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention. PMID:26165949

The Impact of Congruency Between Preferred and Actual Learning Environments on Tenth Graders' Science Literacy in Taiwan

NASA Astrophysics Data System (ADS)

Chang, Chun-Yen; Yeh, Ting-Kuang; Lin, Chun-Yen; Chang, Yueh-Hsia; Chen, Chia-Li D.

2010-08-01

This study explored the effects of congruency between preferred and actual learning environment (PLE & ALE) perceptions on students' science literacy in terms of science concepts, attitudes toward science, and the understanding of the nature of science in an innovative curriculum of High Scope Project, namely Sci-Tech Mind and Humane Heart (STMHH). A pre-/post-treatment experiment was conducted with 34 Taiwanese tenth graders involved in this study. Participating students' preferred learning environment perception and pre-instruction scientific literacy were evaluated before the STMHH curriculum. Their perceptions toward the actual STMHH learning environment and post-instruction scientific literacy were also examined after the STMHH. Students were categorized into two groups; "preferred alignment with actual learning environment" (PAA) and "preferred discordant with actual learning environment" (PDA), according to their PLEI and ALEI scores. The results of this study revealed that most of the students in this study preferred learning in a classroom environment where student-centered and teacher-centered learning environments coexisted. Furthermore, the ANCOVA analysis showed marginally statistically significant difference between groups in terms of students' post-test scores on scientific literacy with the students' pre-test scores as the covariate. As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of marginally statistically significant and approaching large sized effect magnitude is likely to implicate that the congruency between preferred and actual learning environments on students' scientific literacy is noteworthy. Future study of this nature appears to merit further replications and investigations.

Peer Learning in Instrumental Practicing

PubMed Central

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

2018-01-01

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

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

PubMed

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

2016-01-01

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

Shaping and Being Shaped by Environments for Learning Science: Continuities with the Space and Democratic Vision of a Century Ago

ERIC Educational Resources Information Center

Cavicchi, Elizabeth

2017-01-01

Environments of learning often remain unnoticed and unacknowledged. This study follows a student and myself as we became aware of our local environment at MIT and welcomed that environment as a vibrant contributor to our learning. We met this environment in part through its educational heritage in two centennial anniversaries: John Dewey's 1916…

Student learning and perceptions in a flipped linear algebra course

NASA Astrophysics Data System (ADS)

Love, Betty; Hodge, Angie; Grandgenett, Neal; Swift, Andrew W.

2014-04-01

The traditional lecture style of teaching has long been the norm in college science, technology, engineering, and mathematics (STEM) courses, but an innovative teaching model, facilitated by recent advances in technology, is gaining popularity across college campuses. This new model inverts or 'flips' the usual classroom paradigm, in that students learn initial course concepts outside of the classroom, while class time is reserved for more active problem-based learning and practice activities. While the flipped classroom model shows promise for improving STEM learning and increasing student interest in STEM fields, discussions to date of the model and its impact are more anecdotal than data driven - very little research has been undertaken to rigorously assess the potential effects on student learning that can result from the flipped classroom environment. This study involved 55 students in 2 sections of an applied linear algebra course, using the traditional lecture format in one section and the flipped classroom model in another. In the latter, students were expected to prepare for the class in some way, such as watching screencasts prepared by the instructor, or reading the textbook or the instructor's notes. Student content understanding and course perceptions were examined. Content understanding was measured by the performance on course exams, and students in the flipped classroom environment had a more significant increase between the sequential exams compared to the students in the traditional lecture section, while performing similarly in the final exam. Course perceptions were represented by an end-of-semester survey that indicated that the flipped classroom students were very positive about their experience in the course, and particularly appreciated the student collaboration and instructional video components.

"The Eye of the Cyclone" - Teaching Natural Hazards in Schools by Using M-Learning and Augmented Reality Techniques

NASA Astrophysics Data System (ADS)

Ortwein, Annette; Schultz, Johannes; Rienow, Andreas

2017-04-01

Earth observation from space enables scientists and decision makers to forecast and react on the impacts of tropical storms. The project "Columbus Eye - Live-Imagery from the ISS in School Lessons" teaches pupils the implications of the coupled human-environment systems by applying remote sensing and digital image processing. Recently, Columbus Eye launched its first Android App featuring ISS videos. Generating a smartphone-based learning environment for working with ISS imagery introduces m-learning to the classrooms. The learning unit "The Eye of the Cyclone" addresses the formation and path of Philippine typhoon Maysak by using a multi-media approach. Based on a traditional work sheet, the diagrams of typhoon Maysak come alive when viewed through the smartphone's camera. A diagram of the typhoon's secret interior mechanics turns into a video of typhoon Maysak as seen from the ISS on 31st of March 2015, holding additional information on its unique specifications. The second diagram of air masses suddenly moves and shows the path of typhoon Maysak over time. But before those interactive parts are explored, the background information is presented in the work sheet by means of written scientific learning materials, including information on the occurrence, formation and inner structure of typhoons. Thus, fostering the reading competence, the pupils' understanding on the topic is assessed by several tasks on the work sheet's final page. The oral presentation explains how the haptic experience of writing the solutions on a sheet of paper makes the knowledge paperbound and "real", literally lifting pens & papers into space. In the light of the Copernicus services, it will be explained how Sentinel-based teaching units can be developed in order to communicating the knowledge and the handling of natural hazards in times of global change.

A Blended Mobile Learning Environment for Museum Learning

ERIC Educational Resources Information Center

Hou, Huei-Tse; Wu, Sheng-Yi; Lin, Peng-Chun; Sung, Yao-Ting; Lin, Jhe-Wei; Chang, Kuo-En

2014-01-01

The use of mobile devices for informal learning has gained attention over recent years. Museum learning is also regarded as an important research topic in the field of informal learning. This study explored a blended mobile museum learning environment (BMMLE). Moreover, this study applied three blended museum learning modes: (a) the traditional…

Investigation of the Relationship between Learning Process and Learning Outcomes in E-Learning Environments

ERIC Educational Resources Information Center

Yurdugül, Halil; Menzi Çetin, Nihal

2015-01-01

Problem Statement: Learners can access and participate in online learning environments regardless of time and geographical barriers. This brings up the umbrella concept of learner autonomy that contains self-directed learning, self-regulated learning and the studying process. Motivation and learning strategies are also part of this umbrella…

Learning styles and approaches to learning among medical undergraduates and postgraduates

PubMed Central

2013-01-01

Background The challenge of imparting a large amount of knowledge within a limited time period in a way it is retained, remembered and effectively interpreted by a student is considerable. This has resulted in crucial changes in the field of medical education, with a shift from didactic teacher centered and subject based teaching to the use of interactive, problem based, student centered learning. This study tested the hypothesis that learning styles (visual, auditory, read/write and kinesthetic) and approaches to learning (deep, strategic and superficial) differ among first and final year undergraduate medical students, and postgraduates medical trainees. Methods We used self administered VARK and ASSIST questionnaires to assess the differences in learning styles and approaches to learning among medical undergraduates of the University of Colombo and postgraduate trainees of the Postgraduate Institute of Medicine, Colombo. Results A total of 147 participated: 73 (49.7%) first year students, 40 (27.2%) final year students and 34(23.1%) postgraduate students. The majority (69.9%) of first year students had multimodal learning styles. Among final year students, the majority (67.5%) had multimodal learning styles, and among postgraduates, the majority were unimodal (52.9%) learners. Among all three groups, the predominant approach to learning was strategic. Postgraduates had significant higher mean scores for deep and strategic approaches than first years or final years (p < 0.05). Mean scores for the superficial approach did not differ significantly between groups. Conclusions The learning approaches suggest a positive shift towards deep and strategic learning in postgraduate students. However a similar difference was not observed in undergraduate students from first year to final year, suggesting that their curriculum may not have influenced learning methodology over a five year period. PMID:23521845

Learning styles and approaches to learning among medical undergraduates and postgraduates.

PubMed

Samarakoon, Lasitha; Fernando, Tharanga; Rodrigo, Chaturaka

2013-03-25

The challenge of imparting a large amount of knowledge within a limited time period in a way it is retained, remembered and effectively interpreted by a student is considerable. This has resulted in crucial changes in the field of medical education, with a shift from didactic teacher centered and subject based teaching to the use of interactive, problem based, student centered learning. This study tested the hypothesis that learning styles (visual, auditory, read/write and kinesthetic) and approaches to learning (deep, strategic and superficial) differ among first and final year undergraduate medical students, and postgraduates medical trainees. We used self administered VARK and ASSIST questionnaires to assess the differences in learning styles and approaches to learning among medical undergraduates of the University of Colombo and postgraduate trainees of the Postgraduate Institute of Medicine, Colombo. A total of 147 participated: 73 (49.7%) first year students, 40 (27.2%) final year students and 34(23.1%) postgraduate students. The majority (69.9%) of first year students had multimodal learning styles. Among final year students, the majority (67.5%) had multimodal learning styles, and among postgraduates, the majority were unimodal (52.9%) learners.Among all three groups, the predominant approach to learning was strategic. Postgraduates had significant higher mean scores for deep and strategic approaches than first years or final years (p < 0.05). Mean scores for the superficial approach did not differ significantly between groups. The learning approaches suggest a positive shift towards deep and strategic learning in postgraduate students. However a similar difference was not observed in undergraduate students from first year to final year, suggesting that their curriculum may not have influenced learning methodology over a five year period.

Creating and Nurturing Distributed Asynchronous Learning Environments.

ERIC Educational Resources Information Center

Kochtanek, Thomas R.; Hein, Karen K.

2000-01-01

Describes the evolution of a university course from a face-to-face experience to a Web-based asynchronous learning environment. Topics include cognition and learning; distance learning and distributed learning; student learning communities and the traditional classroom; the future as it relates to education and technology; collaborative student…

Web-Based Learning Support System

NASA Astrophysics Data System (ADS)

Fan, Lisa

Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

The ergonomics of learning: educational design and learning performance.

PubMed

Smith, T J

2007-10-01

The application of ergonomics/human factors (E/HF) principles and practices, and the implementation of ergonomics programmes, have achieved proven success in improving performance, productivity, competitiveness, and safety and health in most occupational sectors. However, the benefits that the application of E/HF science might bring to promoting student learning have yet to be widely recognized. This paper deals with the fundamental purpose of education - student learning - and with the question of how the ergonomic design of the learning environment influences learning performance. The underlying premise, embodied in the quote below, is that student learning performance to a substantial degree is context specific - influenced and specialized in relation to specific design factors in the learning environment. The basic scientific question confronting learning ergonomics is which design characteristics in the learning environment have the greatest influence on variability in learning performance. Practically, the basic challenge is to apply this scientific understanding to ergonomic interventions directed at design improvements of learning environments to benefit learning. This paper expands upon these themes by addressing the origins and scope of learning ergonomics, differing perspectives on the nature of learning, evidence for context specificity in learning and conclusions and research implications regarding an ergonomics perspective on learning.

USEPA Environmental Quality Index (EQI) and Associated Domain Indices by County for the United States

EPA Pesticide Factsheets

The US Environmental Protection Agency's (EPA) National Health and Environmental Effects Research Laboratory (NHEERL) in the Environmental Public Health Division (EPHD) is currently engaged in research aimed at developing a measure that estimates overall environmental quality at the county level for the United States. This work is being conducted as an effort to learn more about how various environmental factors simultaneously contribute to health disparities in low-income and minority populations, and to better estimate the total environmental and social context to which humans are exposed. This dataset contains the finalized Environmental Quality Index (EQI), and an index for each of the associated domains (air, water, land, built environment, and sociodemographic environment). Indices are at the county level for all counties in the United States.

The Asset-Based Context Matrix: A Tool for Assessing Children's Learning Opportunities and Participation in Natural Environments

ERIC Educational Resources Information Center

Wilson, Linda L.; Mott, Donald W.; Batman, Deb

2004-01-01

This article provides a description of the "Asset-Based Context Matrix" (ABC Matrix). The ABC Matrix is an assessment tool for designing interventions for children in natural learning environments. The tool is based on research evidence indicating that children's learning is enhanced in contextually meaningful learning environments. The ABC Matrix…

Sociocultural Perspective of Science in Online Learning Environments. Communities of Practice in Online Learning Environments

ERIC Educational Resources Information Center

Erdogan, Niyazi

2016-01-01

Present study reviews empirical research studies related to learning science in online learning environments as a community. Studies published between 1995 and 2015 were searched by using ERIC and EBSCOhost databases. As a result, fifteen studies were selected for review. Identified studies were analyzed with a qualitative content analysis method…

Differentiated Learning Environment--A Classroom for Quadratic Equation, Function and Graphs

ERIC Educational Resources Information Center

Dinç, Emre

2017-01-01

This paper will cover the design of a learning environment as a classroom regarding the Quadratic Equations, Functions and Graphs. The goal of the learning environment offered in the paper is to design a classroom where students will enjoy the process, use their skills they already have during the learning process, control and plan their learning…

Adult Learners' Learning Environment Perceptions and Satisfaction in Formal Education--Case Study of Four East-European Countries

ERIC Educational Resources Information Center

Radovan, Marko; Makovec, Danijela

2015-01-01

The purpose of this paper is to explore attitudes towards learning and perceptions of the learning environment. Our theoretical examination is based on the social-cognitive theory of motivation and research that emphasizes the connections between an individual's perceptions of the learning environment and his/her motivation, interest, attitudes…

The Impact of Multitasking Learning Environments in the Middle Grades

ERIC Educational Resources Information Center

Drinkwine, Timothy

2013-01-01

This research study considers the status of middle school students in the 21st century in terms of their tendency to multitask in their daily lives and the overall influence this multitasking has on teaching and learning environments. Student engagement in the learning environment and students' various learning styles are discussed as primary…

A Decision-Tree-Oriented Guidance Mechanism for Conducting Nature Science Observation Activities in a Context-Aware Ubiquitous Learning

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Chu, Hui-Chun; Shih, Ju-Ling; Huang, Shu-Hsien; Tsai, Chin-Chung

2010-01-01

A context-aware ubiquitous learning environment is an authentic learning environment with personalized digital supports. While showing the potential of applying such a learning environment, researchers have also indicated the challenges of providing adaptive and dynamic support to individual students. In this paper, a decision-tree-oriented…

Learning How to Design a Technology Supported Inquiry-Based Learning Environment

ERIC Educational Resources Information Center

Hakverdi-Can, Meral; Sonmez, Duygu

2012-01-01

This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

Campus Life for International Students: Exploring Students' Perceptions of Quality Learning Environment at a Private University in Malaysia

ERIC Educational Resources Information Center

Seng, Ernest Lim Kok; Khoo-Lattimore, Catheryn

2012-01-01

The number of international students enrolling at higher learning institutions in Malaysia is increasing each year. However, the quality of learning environment is not always easy to measure, particularly for private universities which are not financially aided by the government, where the learning environment is characterized by their physical…

Using Design-Based Research in Informal Environments

ERIC Educational Resources Information Center

Reisman, Molly

2008-01-01

Design-Based Research (DBR) has been a tool of the learning sciences since the early 1990s, used as a way to improve and study learning environments. Using an iterative process of design with the goal of reining theories of learning, researchers and educators now use DBR seek to identify "how" to make a learning environment work. They then draw…

Facilitating Application of Language Skills in Authentic Environments with a Mobile Learning System

ERIC Educational Resources Information Center

Shadiev, R.; Hwang, W.-Y.; Huang, Y.-M.; Liu, T.-Y.

2018-01-01

We uncovered two critical issues in earlier studies: (a) some studies have shown that mobile learning technology is not beneficial for all students due to complexity of learning environments and student prior knowledge, skills, and experience and (b) familiarity of students with the authentic environments in which they learn using mobile…

Farm Education and the Value of Learning in an Authentic Learning Environment

ERIC Educational Resources Information Center

Smeds, Pia; Jeronen, Eila; Kurppa, Sirpa

2015-01-01

Farm education is a newly emerging field of research that utilises authentic learning environments, environments that combine a subject of academic study with its real-world surroundings, actors, and activities--in this case, the practical context of a farm. The aim of the study was to investigate the effects of various learning environments…

Can More Become Less? Effects of an Intensive Assessment Environment on Students' Learning Performance

ERIC Educational Resources Information Center

Khawaja, M. Asif; Prusty, Gangadhara B.; Ford, Robin A. J.; Marcus, Nadine; Russell, Carol

2013-01-01

Online interactive systems offer the beguiling prospect of an improved environment for learning at minimum extra cost. We have developed online interactive tutorials that adapt the learning environment to the current learning status of each individual student. These Adaptive Tutorials (ATs) modify the tasks given to each student according to their…

The Effects of Cross-Modality and Level of Self-Regulated Learning on Knowledge Acquisition with Smartpads

ERIC Educational Resources Information Center

Lee, Hye Yeon; Lee, Hyeon Woo

2018-01-01

Recently, there has been a transition from traditional paper or computer-based learning environments to smartpad-based learning environments, which are based on touch and involve various cognitive strategies such as touch operation and note taking. Accordingly, the use of smartpads can provide an effective learning environment through…

Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

ERIC Educational Resources Information Center

Gurley, Lisa E.

2018-01-01

Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments. How educators are prepared to teach potentially impacts the quality of instruction provided in blended and online learning courses. Teaching presence is essential to achieving student learning…

Level of Intrinsic Motivation of Distance Education Students in e-Learning Environments

ERIC Educational Resources Information Center

Firat, Mehmet; Kilinç, Hakan; Yüzer, Tevfik Volkan

2018-01-01

According to researches, motivation that initiates and sustains behaviour is one of the most significant components of learning in any environment. Accordingly, level of intrinsic motivation triggers and sustains the interest of the open and distance education students when it comes to learning on their own in e-learning environments. Despite a…

Learning in 3D Virtual Environments: Collaboration and Knowledge Spirals

ERIC Educational Resources Information Center

Burton, Brian G.; Martin, Barbara N.

2010-01-01

The purpose of this case study was to determine if learning occurred within a 3D virtual learning environment by determining if elements of collaboration and Nonaka and Takeuchi's (1995) knowledge spiral were present. A key portion of this research was the creation of a Virtual Learning Environment. This 3D VLE utilized the Torque Game Engine…

Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment

ERIC Educational Resources Information Center

Yen, Cherng-Jyh; Tu, Chih-Hsiung; Sujo-Montes, Laura E.; Armfield, Shadow W. J.; Chan, Junn-Yih

2013-01-01

Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of…

College Science Students' Perception Gaps in Preferred-Actual Learning Environment in a Reformed Introductory Earth Science Course in Taiwan

ERIC Educational Resources Information Center

Chang, Chun-Yeh; Chang, Yueh-Hsia

2010-01-01

This study used an instrument to examine undergraduate students' preferred and actual learning environment perceptions in an introductory earth science course. The results show that science students expect to learn in a learning environment combining teacher-centred and student-centred approaches. However, an expectation incongruence was found in…

An appraisal of students' awareness of "self-reflection" in a first-year pathology course of undergraduate medical/dental education.

PubMed

Kanthan, Rani; Senger, Jenna-Lynn B

2011-09-23

Self-reflection and reflective practice are increasingly considered as essential attributes of competent professionals functioning in complex and ever-changing healthcare systems of the 21st century. The aim of this study was to determine the extent of students' awareness and understanding of the reflective process and the meaning of 'self-reflection' within the contextual framework of their learning environment in the first-year of their medical/dental education. We endorse that the introduction of such explicit educational tasks at this early stage enhances and promotes students' awareness, understanding, and proficiency of this skill in their continuing life-long health professional learning. Over two years, students registered in first-year pathology at the University of Saskatchewan were introduced to a self-reflection assignment which comprised in the submission of a one-page reflective document to a template of reflective questions provided in the given context of their learning environment. This was a mandatory but ungraded component at the midterm and final examinations. These documents were individually analyzed and thematically categorized to a "5 levels-of-reflection-awareness" scale using a specially-designed rubric based on the accepted major theories of reflection that included students' identification of: 1) personal abilities, 2) personal learning styles 3) relationships between course material and student history 4) emotional responses and 5) future applications. 410 self-reflection documents were analyzed. The student self-awareness on personal learning style (72.7% level 3+) and course content (55.2% level 3+) were well-reflected. Reflections at a level 1 awareness included identification of a) specific teaching strategies utilized to enhance learning (58.4%), b) personal strengths/weaknesses (53%), and c) emotional responses, values, and beliefs (71.5%). Students' abilities to connect information to life experiences and to future events with understanding were more evenly distributed across all 5 levels of reflection-awareness. Exposure to self-reflection assignments in the early years of undergraduate medical education increases student awareness and promotes the creation of personal meaning of one's reactions, values, and premises in the context of student learning environments. Early introduction with repetition to such cognitive processes as practice tools increases engagement in reflection that may facilitate proficiency in mastering this competency leading to the creation of future reflective health professionals.

An appraisal of students' awareness of "self-reflection" in a first-year pathology course of undergraduate medical/dental education

PubMed Central

2011-01-01

Background Self-reflection and reflective practice are increasingly considered as essential attributes of competent professionals functioning in complex and ever-changing healthcare systems of the 21st century. The aim of this study was to determine the extent of students' awareness and understanding of the reflective process and the meaning of 'self-reflection' within the contextual framework of their learning environment in the first-year of their medical/dental education. We endorse that the introduction of such explicit educational tasks at this early stage enhances and promotes students' awareness, understanding, and proficiency of this skill in their continuing life-long health professional learning. Methods Over two years, students registered in first-year pathology at the University of Saskatchewan were introduced to a self-reflection assignment which comprised in the submission of a one-page reflective document to a template of reflective questions provided in the given context of their learning environment. This was a mandatory but ungraded component at the midterm and final examinations. These documents were individually analyzed and thematically categorized to a "5 levels-of-reflection-awareness" scale using a specially-designed rubric based on the accepted major theories of reflection that included students' identification of: 1) personal abilities, 2) personal learning styles 3) relationships between course material and student history 4) emotional responses and 5) future applications. Results 410 self-reflection documents were analyzed. The student self-awareness on personal learning style (72.7% level 3+) and course content (55.2% level 3+) were well-reflected. Reflections at a level 1 awareness included identification of a) specific teaching strategies utilized to enhance learning (58.4%), b) personal strengths/weaknesses (53%), and c) emotional responses, values, and beliefs (71.5%). Students' abilities to connect information to life experiences and to future events with understanding were more evenly distributed across all 5 levels of reflection-awareness. Conclusions Exposure to self-reflection assignments in the early years of undergraduate medical education increases student awareness and promotes the creation of personal meaning of one's reactions, values, and premises in the context of student learning environments. Early introduction with repetition to such cognitive processes as practice tools increases engagement in reflection that may facilitate proficiency in mastering this competency leading to the creation of future reflective health professionals. PMID:21943239

Features of an effective operative dentistry learning environment: students' perceptions and relationship with performance.

PubMed

Suksudaj, N; Lekkas, D; Kaidonis, J; Townsend, G C; Winning, T A

2015-02-01

Students' perceptions of their learning environment influence the quality of outcomes they achieve. Learning dental operative techniques in a simulated clinic environment is characterised by reciprocal interactions between skills training, staff- and student-related factors. However, few studies have examined how students perceive their operative learning environments and whether there is a relationship between their perceptions and subsequent performance. Therefore, this study aimed to clarify which learning activities and interactions students perceived as supporting their operative skills learning and to examine relationships with their outcomes. Longitudinal data about examples of operative laboratory sessions that were perceived as effective or ineffective for learning were collected twice a semester, using written critical incidents and interviews. Emergent themes from these data were identified using thematic analysis. Associations between perceptions of learning effectiveness and performance were analysed using chi-square tests. Students indicated that an effective learning environment involved interactions with tutors and peers. This included tutors arranging group discussions to clarify processes and outcomes, providing demonstrations and constructive feedback. Feedback focused on mistakes, and not improvement, was reported as being ineffective for learning. However, there was no significant association between students' perceptions of the effectiveness of their learning experiences and subsequent performance. It was clear that learning in an operative technique setting involved various factors related not only to social interactions and observational aspects of learning but also to cognitive, motivational and affective processes. Consistent with studies that have demonstrated complex interactions between students, their learning environment and outcomes, other factors need investigation. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

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

PubMed

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

2005-08-01

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

Informal mobile learning in nurse education and practice in remote areas--a case study from rural South Africa.

PubMed

Pimmer, Christoph; Brysiewicz, Petra; Linxen, Sebastian; Walters, Fiona; Chipps, Jennifer; Gröhbiel, Urs

2014-11-01

With the proliferation of portable digital technology, mobile learning is becoming increasingly popular in nursing education and practice. Most of the research in this field has been concentrated on small-scale projects in high income countries. Very little is known about the ways in which nurses and midwives use mobile technology in remote and resource poor areas in informal learning contexts in low and middle income countries. To address this gap, this study investigates whether nurses use mobile phones as effective educational tools in marginalized and remote areas, and if so, how and why. In rural South Africa, 16 nurses who attended an advanced midwifery education program, facilitators and clinical managers were interviewed about their use of digital mobile technology for learning. Techniques of qualitative content analysis were used to examine the data. Several rich "organically-grown", learning practices were identified: mobile phone usage facilitated (1) authentic problem solving; (2) reflective practice; (3) emotional support and belongingness; (4) the realization of unpredictable teaching situations; and (5) life-long learning. It is concluded that mobile phones, and the convergence of mobile phones and social media, in particular, change learning environments. In addition, these tools are suitable to connect learners and learning distributed in marginalized areas. Finally, a few suggestions are made about how these insights from informal settings can inform the development of more systematic mobile learning formats. Copyright © 2014 Elsevier Ltd. All rights reserved.

Personalized Virtual Learning Environment from the Detection of Learning Styles

ERIC Educational Resources Information Center

Martínez Cartas, M. L.; Cruz Pérez, N.; Deliche Quesada, D.; Mateo Quero, S.

2013-01-01

Through the previous detection of existing learning styles in a classroom, a Virtual Learning Environment (VLE) has been designed for students of several Engineering degrees, using the Learning Management System (LMS) utilized in the University of Jaen, ILIAS. Learning styles of three different Knowledge Areas; Chemical Engineering, Materials…

Dynamic Learner Profiling and Automatic Learner Classification for Adaptive E-Learning Environment

ERIC Educational Resources Information Center

Premlatha, K. R.; Dharani, B.; Geetha, T. V.

2016-01-01

E-learning allows learners individually to learn "anywhere, anytime" and offers immediate access to specific information. However, learners have different behaviors, learning styles, attitudes, and aptitudes, which affect their learning process, and therefore learning environments need to adapt according to these differences, so as to…

Understanding the science-learning environment: A genetically sensitive approach.

PubMed

Haworth, Claire M A; Davis, Oliver S P; Hanscombe, Ken B; Kovas, Yulia; Dale, Philip S; Plomin, Robert

2013-02-01

Previous studies have shown that environmental influences on school science performance increase in importance from primary to secondary school. Here we assess for the first time the relationship between the science-learning environment and science performance using a genetically sensitive approach to investigate the aetiology of this link. 3000 pairs of 14-year-old twins from the UK Twins Early Development Study reported on their experiences of the science-learning environment and were assessed for their performance in science using a web-based test of scientific enquiry. Multivariate twin analyses were used to investigate the genetic and environmental links between environment and outcome. The most surprising result was that the science-learning environment was almost as heritable (43%) as performance on the science test (50%), and showed negligible shared environmental influence (3%). Genetic links explained most (56%) of the association between learning environment and science outcome, indicating gene-environment correlation.

Online EEG-Based Workload Adaptation of an Arithmetic Learning Environment.

PubMed

Walter, Carina; Rosenstiel, Wolfgang; Bogdan, Martin; Gerjets, Peter; Spüler, Martin

2017-01-01

In this paper, we demonstrate a closed-loop EEG-based learning environment, that adapts instructional learning material online, to improve learning success in students during arithmetic learning. The amount of cognitive workload during learning is crucial for successful learning and should be held in the optimal range for each learner. Based on EEG data from 10 subjects, we created a prediction model that estimates the learner's workload to obtain an unobtrusive workload measure. Furthermore, we developed an interactive learning environment that uses the prediction model to estimate the learner's workload online based on the EEG data and adapt the difficulty of the learning material to keep the learner's workload in an optimal range. The EEG-based learning environment was used by 13 subjects to learn arithmetic addition in the octal number system, leading to a significant learning effect. The results suggest that it is feasible to use EEG as an unobtrusive measure of cognitive workload to adapt the learning content. Further it demonstrates that a promptly workload prediction is possible using a generalized prediction model without the need for a user-specific calibration.

[Social learning as an uncertainty-reduction strategy: an adaptationist approach].

PubMed

Nakanishi, Daisuke; Kameda, Tatsuya; Shinada, Mizuho

2003-04-01

Social learning is an effective mechanism to reduce uncertainty about environmental knowledge, helping individuals adopt an adaptive behavior in the environment at small cost. Although this is evident for learning about temporally stable targets (e.g., acquiring avoidance of toxic foods culturally), the functional value of social learning in a temporally unstable environment is less clear; knowledge acquired by social learning may be outdated. This paper addressed adaptive values of social learning in a non-stationary environment empirically. When individual learning about the non-stationary environment is costly, a hawk-dove-game-like equilibrium is expected to emerge in the population, where members who engage in costly individual learning and members who skip the information search and free-ride on other members' search efforts coexist at a stable ratio. Such a "producer-scrounger" structure should qualify effectiveness of social/cultural learning severely, especially "conformity bias" when using social information (Boyd & Richerson, 1985). We tested these predictions by an experiment implementing a non-stationary uncertain environment in a laboratory. The results supported our thesis. Implications of these findings and some future directions were discussed.

Using Technology to Expand the Classroom in Time, Space, and Diversity.

PubMed

Drew, Joshua

2015-11-01

Diverse classrooms offer distinct advantages over homogeneous classrooms, for example by providing a greater diversity of perspectives and opportunities. However, there is substantial underrepresentation of numerous groups throughout science, technology, engineering, and mathematics (STEM) education, from secondary schools through professional ranks and academia. In this piece I offer a critical analysis of three worked examples of how technology can be used to expand traditional definitions of the classroom environment. In doing so I show how technology can be used to help make STEM classrooms more expansive, equitable, and effective learning environments. First I highlight how peer-to-peer learning was used to foster knowledge of marine conservation with high school youth across Fiji and Chicago. Second I show how social media can be used to facilitate conversations in New York City after a natural disaster. Finally, I show how integrating digital and real-world learning can help a diverse group of students from the Pacific islands gain field-based STEM techniques in an extended workshop format. Taken together these examples show how digital technology could expand the fixed walls of the academy and that technology can help show students the vivid splendor of life outside the classroom. © The Author 2015. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology. All rights reserved. For permissions please email: journals.permissions@oup.com.

Defining the requisite knowledge for providers of in-service professional development for K--12 teachers of science: Refining the construct

NASA Astrophysics Data System (ADS)

Tucker, Deborah L.

Purpose. The purpose of this grounded theory study was to refine, using a Delphi study process, the four categories of the theoretical model of the comprehensive knowledge base required by providers of professional development for K-12 teachers of science generated from a review of the literature. Methodology. This grounded theory study used data collected through a modified Delphi technique and interviews to refine and validate the literature-based knowledge base required by providers of professional development for K-12 teachers of science. Twenty-three participants, experts in the fields of science education, how people learn, instructional and assessment strategies, and learning contexts, responded to the study's questions. Findings. By "densifying" the four categories of the knowledge base, this study determined the causal conditions (the science subject matter knowledge), the intervening conditions (how people learn), the strategies (the effective instructional and assessment strategies), and the context (the context and culture of formal learning environments) surrounding the science professional development process. Eight sections were added to the literature-based knowledge base; the final model comprised of forty-nine sections. The average length of the operational definitions increased nearly threefold and the number of citations per operational definition increased more than twofold. Conclusions. A four-category comprehensive model that can serve as the foundation for the knowledge base required by science professional developers now exists. Subject matter knowledge includes science concepts, inquiry, the nature of science, and scientific habits of mind; how people learn includes the principles of learning, active learning, andragogy, variations in learners, neuroscience and cognitive science, and change theory; effective instructional and assessment strategies include constructivist learning and inquiry-based teaching, differentiation of instruction, making knowledge and thinking accessible to learners, automatic and fluent retrieval of nonscience-specific skills, and science assessment and assessment strategies, science-specific instructional strategies, and safety within a learning environment; and, contextual knowledge includes curriculum selection and implementation strategies and knowledge of building program coherence. Recommendations. Further research on the use of which specific instructional strategies identified in the refined knowledge base have positive, significant effect sizes for adult learners is recommended.

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

ERIC Educational Resources Information Center

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

2011-01-01

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

A Computer Environment for Beginners' Learning of Sorting Algorithms: Design and Pilot Evaluation

ERIC Educational Resources Information Center

Kordaki, M.; Miatidis, M.; Kapsampelis, G.

2008-01-01

This paper presents the design, features and pilot evaluation study of a web-based environment--the SORTING environment--for the learning of sorting algorithms by secondary level education students. The design of this environment is based on modeling methodology, taking into account modern constructivist and social theories of learning while at…

Examine Middle School Students' Constructivist Environment Perceptions in Turkey: School Location and Class Size

ERIC Educational Resources Information Center

Yigit, Nevzat; Alpaslan, Muhammet Mustafa; Cinemre, Yasin; Balcin, Bilal

2017-01-01

This study aims to examine the middle school students' perceptions of the classroom learning environment in the science course in Turkey in terms of school location and class size. In the study the Assessing of Constructivist Learning Environment (ACLE) questionnaire was utilized to map students' perceptions of the classroom learning environment.…

An Experimental Comparison of the Flexibility in the Use of Thinking Styles in Traditional and Hypermedia Learning Environments

ERIC Educational Resources Information Center

Fan, Weiqiao

2012-01-01

The objective of the instructional experiment was to examine if the use of thinking styles is flexible in traditional and hypermedia learning environments, and if a hypermedia learning environment possesses obvious advantages than a traditional environment in adapting to students with different thinking styles. The participant university students…

Impact of audio narrated animation on students' understanding and learning environment based on gender

NASA Astrophysics Data System (ADS)

Nasrudin, Ajeng Ratih; Setiawan, Wawan; Sanjaya, Yayan

2017-05-01

This study is titled the impact of audio narrated animation on students' understanding in learning humanrespiratory system based on gender. This study was conducted in eight grade of junior high school. This study aims to investigate the difference of students' understanding and learning environment at boys and girls classes in learning human respiratory system using audio narrated animation. Research method that is used is quasy experiment with matching pre-test post-test comparison group design. The procedures of study are: (1) preliminary study and learning habituation using audio narrated animation; (2) implementation of learning using audio narrated animation and taking data; (3) analysis and discussion. The result of analysis shows that there is significant difference on students' understanding and learning environment at boys and girls classes in learning human respiratory system using audio narrated animation, both in general and specifically in achieving learning indicators. The discussion related to the impact of audio narrated animation, gender characteristics, and constructivist learning environment. It can be concluded that there is significant difference of students' understanding at boys and girls classes in learning human respiratory system using audio narrated animation. Additionally, based on interpretation of students' respond, there is the difference increment of agreement level in learning environment.

Invited Reaction: Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

ERIC Educational Resources Information Center

Cseh, Maria; Manikoth, Nisha N.

2011-01-01

As the authors of the preceding article (Choi and Jacobs, 2011) have noted, the workplace learning literature shows evidence of the complementary and integrated nature of formal and informal learning in the development of employee competencies. The importance of supportive learning environments in the workplace and of employees' personal learning…

Investigating Agricultural Instructors' Attitudes toward E-Learning in Iran

ERIC Educational Resources Information Center

Mohammadi, Davoud; Hosseini, Seyed Mahmoud; Fami, Hossein Shabanali

2011-01-01

With the rapid changes in all types of learning and teaching environments, there is a need to implement electronic learning (e-learning) to train students with new technologies. However the trend of using e-learning as learning and/or teaching tool is now rapidly expanding into education. Although e-learning environments are popular, there is…

Effects of Situated Mobile Learning Approach on Learning Motivation and Performance of EFL Students

ERIC Educational Resources Information Center

Huang, Chester S. J.; Yang, Stephen J. H.; Chiang, Tosti H. C.; Su, Addison Y. S.

2016-01-01

This study developed a 5-step vocabulary learning (FSVL) strategy and a mobile learning tool in a situational English vocabulary learning environment and assessed their effects on the learning motivation and performance of English as a foreign language (EFL) students in a situational English vocabulary learning environment. Overall, 80 EFL…

Student Motivation in Constructivist Learning Environment

ERIC Educational Resources Information Center

Cetin-Dindar, Ayla

2016-01-01

The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…

Safe prescribing: a titanic challenge.

PubMed

Routledge, Philip A

2012-10-01

The challenge to achieve safe prescribing merits the adjective 'titanic'. The organisational and human errors leading to poor prescribing (e.g. underprescribing, overprescribing, misprescribing or medication errors) have parallels in the organisational and human errors that led to the loss of the Titanic 100 years ago this year. Prescribing can be adversely affected by communication failures, critical conditions, complacency, corner cutting, callowness and a lack of courage of conviction, all of which were also factors leading to the Titanic tragedy. These issues need to be addressed by a commitment to excellence, the final component of the 'Seven C's'. Optimal prescribing is dependent upon close communication and collaborative working between highly trained health professionals, whose role is to ensure maximum clinical effectiveness, whilst also protecting their patients from avoidable harm. Since humans are prone to error, and the environments in which they work are imperfect, it is not surprising that medication errors are common, occurring more often during the prescribing stage than during dispensing or administration. A commitment to excellence in prescribing includes a continued focus on lifelong learning (including interprofessional learning) in pharmacology and therapeutics. This should be accompanied by improvements in the clinical working environment of prescribers, and the encouragement of a strong safety culture (including reporting of adverse incidents as well as suspected adverse drug reactions whenever appropriate). Finally, members of the clinical team must be prepared to challenge each other, when necessary, to ensure that prescribing combines the highest likelihood of benefit with the lowest potential for harm. © 2012 The Author. British Journal of Clinical Pharmacology © 2012 The British Pharmacological Society.

Educational treasures in radiology: a free online program for Radiology Boards preparation.

PubMed

Talanow, Roland

2011-01-01

An objective tool is desired, which optimally prepares for Radiology boards examination. Such program should prepare examinees with pertinent radiological contents and simulations as expected in the real examination. Many countries require written boards examinations for Radiology certification eligibility. No objective measure exists to tell if the examinee is ready to pass the exam or not. Time pressure and computer environment might be unfamiliar to examinees. Traditional preparation lectures don't simulate the "real" Radiology exam because they don't provide the special environment with multiple choice questions and timing. This online program consists of 4 parts. The entry section allows to create questions with additional fields for comprehensive information. Sections include Pediatrics/Mammography/GI/IR/Nucs/Thoracic/Musculoskeletal/GU/Neuro/Ultrasound/Cardiac/OB/GYN and Miscellaneous. Experienced radiologists and educators evaluate and release/delete these entries in the administrator section. In the exam section users can create (un)timed customized exams for individual needs and learning pace. Exams can either include all sections or only specific sections to gear learning towards areas with weaker performance. Comprehensive statistics unveil the user's strengths and weaknesses to help focussing on "weak" areas. In the search section a comprehensive search and review can be performed by searching the entire database for keywords/topics or only searching within specific sections. www.RadiologyBoards.org is a new working concept of Radiology boards preparation to detect and improve the examinee's weaknesses and finally to increase the examinee's confidence level for the final exam. It is beneficial for Radiology residents and also board certified radiologists to refresh/maintain radiological knowledge.

Could simulated emergency procedures practised in a static environment improve the clinical performance of a Critical Care Air Support Team (CCAST)? A literature review.

PubMed

Lamb, Di

2007-02-01

The Royal Air Force Critical Care Air Support Teams (CCASTs) have a philosophy to undertake transfers of critically ill patients from anywhere in the world back to a UK medical facility in a stable or improved clinical condition. The training they receive is primarily taught by traditional didactic methods, with no standardisation of education between teams that are expected to deliver care to the same standard. Notwithstanding there being no current compromise to patient care during air transfer, it was important to consider the benefits of an alternative experiential teaching modality. Experiential learning utilised in the static environment could potentially improve the current CCAST training curriculum and, therefore, improve clinical performance during air transfer. In the absence of primary research evidence investigating beneficial teaching modalities for medical flight crews, a review of recent literature was undertaken to observe any potential relevance to the aeromedical specialty. This critical review examined recent quantitative research on various modalities of experiential learning and their influence on the critical thinking, higher cognitive and psychomotor skill acquisition by healthcare professionals in a static hospital environment. The main databases were interrogated using the following inclusion criteria: patient simulation, clinical competence, aeromedical, education, computer simulation, critical thinking and problem-based learning. The number of articles obtained was 13; these were coded on methodological strength to reduce the potential for inclusion bias. Nine studies were finally selected for review. Many small studies have been undertaken, primarily observing benefits of experiential learning to medical students and doctors. No studies show conclusively that simulated learning improves patient outcome, but the body of evidence suggests human patient simulators to be advantageous over other modalities because of their realistic recreation of critical events. They have proven to be at least as effective as traditional teaching by didactic methods. For CCASTs to have a standardised training curriculum, they should undertake real-time missions in a flight simulator, supported by a human patient simulator programmed to respond to the physiological changes associated with altitude. Real scenarios could then be practised, on demand, in a safe environment as an augmentation to the current training programme. Consequently, those acquired skills could then be carried out with improved proficiency during real missions with a concomitant potential for improvement in the standard of patient care.

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

NASA Astrophysics Data System (ADS)

Ghosh, Urbi

An important question in online learning involves how to effectively motivate and retain students in science online courses. There is a dearth of research and knowledge about the experiences of students enrolled in online science courses in community colleges which has impeded the proper development and implementation of online courses and retention of students in the online environment. This study sought to provide an understanding of the relationships among each of the following variables: self-efficacy, task value, negative-achievement emotions, self-regulation learning strategies (metacognition), learning strategy (elaboration), and course satisfaction to student's performance (course final grade). Bandura's social-cognitive theory was used as a framework to describe the relationships among students' motivational beliefs (perceived task value, self-efficacy, and self-regulation) and emotions (frustration and boredom) with the dependent variables (elaboration and overall course satisfaction). A mixed-method design was used with a survey instrumentation and student interviews. A variety of science online courses in biology, genetics, astronomy, nutrition, and chemistry were surveyed in two community colleges. Community colleges students (N = 107) completed a questionnaire during enrollment in a variety of online science online courses. Upon course completion, 12 respondents were randomly selected for follow-up in-depth interviews. Multiple regression results from the study indicate perceived task value and self-regulatory learning strategies (metacognition) were as important predictors for students' use of elaboration, while self-efficacy and the number of prior online courses was not significant predictors for students' elaboration when all four predictors were included. Frustration was a significant negative predictor of overall course satisfaction, and boredom unexpectedly emerged as a positive predictor when frustration was also in the model. In addition, the correlations indicated that elaboration and overall course satisfaction were not significantly related to participants' course grade (performance). Furthermore, five major themes emerged from the students' experiences: the role of personal dispositions, academic challenge, self-regulated learning, student communication, and the negative emotions that shaped student experiences. In particular, negative emotions most experienced by students were found to be anxiety, stress, frustration and confusion. In total, results from this study implicate an important role of emotions such as frustration in students' overall course satisfaction and the importance of task value. Students' career aspirations and direct use of the course content were more likely to report greater use of elaboration strategies. Finally, this research also found that students self-regulated their learning in the online environment on a variety of levels.

Social control, social learning, and cheating: Evidence from lab and online experiments on dishonesty.

PubMed

Kroher, Martina; Wolbring, Tobias

2015-09-01

Varying the conditions of the decision-making environment we offered participants the opportunity to increase their payoff by undetectable lies. In addition to a baseline treatment, in which subjects rolled a die in private and showed a high extent of dishonest behavior, we increased the degree of social control by a novel treatment in which subjects played in randomly assigned pairs of two. The presence of others proved to substantially, but only temporarily reduce dishonest behavior. Furthermore, one treatment group received feedback on unethical behavior of participants in a similar experiment. Knowing that others betrayed in the experiment facilitated social learning and led to a higher prevalence of cheating. Finally, increasing the degree of anonymity by re-running the experiment online increased the extent of norm transgressions slightly. Copyright © 2015 Elsevier Inc. All rights reserved.

EPQ model with learning consideration, imperfect production and partial backlogging in fuzzy random environment

NASA Astrophysics Data System (ADS)

Shankar Kumar, Ravi; Goswami, A.

2015-06-01

The article scrutinises the learning effect of the unit production time on optimal lot size for the uncertain and imprecise imperfect production process, wherein shortages are permissible and partially backlogged. Contextually, we contemplate the fuzzy chance of production process shifting from an 'in-control' state to an 'out-of-control' state and re-work facility of imperfect quality of produced items. The elapsed time until the process shifts is considered as a fuzzy random variable, and consequently, fuzzy random total cost per unit time is derived. Fuzzy expectation and signed distance method are used to transform the fuzzy random cost function into an equivalent crisp function. The results are illustrated with the help of numerical example. Finally, sensitivity analysis of the optimal solution with respect to major parameters is carried out.

Mind wandering and education: from the classroom to online learning

PubMed Central

Szpunar, Karl K.; Moulton, Samuel T.; Schacter, Daniel L.

2013-01-01

In recent years, cognitive and educational psychologists have become interested in applying principles of cognitive psychology to education. Here, we discuss the importance of understanding the nature and occurrence of mind wandering in the context of classroom and online lectures. In reviewing the relevant literature, we begin by considering early studies that provide important clues about student attentiveness via dependent measures such as physical markers of inattention, note taking, and retention. We then provide a broad overview of studies that have directly measured mind wandering in the classroom and online learning environments. Finally, we conclude by discussing interventions that might be effective at curbing the occurrence of mind wandering in educational settings, and consider various avenues of future research that we believe can shed light on this well-known but little studied phenomenon. PMID:23914183

The role of sleep in human declarative memory consolidation.

PubMed

Alger, Sara E; Chambers, Alexis M; Cunningham, Tony; Payne, Jessica D

2015-01-01

Through a variety of methods, researchers have begun unraveling the mystery of why humans spend one-third of their lives asleep. Though sleep likely serves multiple functions, it has become clear that the sleeping brain offers an ideal environment for solidifying newly learned information in the brain. Sleep , which comprises a complex collection of brain states, supports the consolidation of many different types of information. It not only promotes learning and memory stabilization, but also memory reorganization that can lead to various forms of insightful behavior. As this chapter will describe, research provides ample support for these crucial cognitive functions of sleep . Focusing on the declarative memory system in humans, we review the literature regarding the benefits of sleep for both neutral and emotionally salient declarative memory. Finally, we discuss the literature regarding the impact of sleep on emotion regulation.

Evolution of individual versus social learning on social networks

PubMed Central

Tamura, Kohei; Kobayashi, Yutaka; Ihara, Yasuo

2015-01-01

A number of studies have investigated the roles played by individual and social learning in cultural phenomena and the relative advantages of the two learning strategies in variable environments. Because social learning involves the acquisition of behaviours from others, its utility depends on the availability of ‘cultural models’ exhibiting adaptive behaviours. This indicates that social networks play an essential role in the evolution of learning. However, possible effects of social structure on the evolution of learning have not been fully explored. Here, we develop a mathematical model to explore the evolutionary dynamics of learning strategies on social networks. We first derive the condition under which social learners (SLs) are selectively favoured over individual learners in a broad range of social network. We then obtain an analytical approximation of the long-term average frequency of SLs in homogeneous networks, from which we specify the condition, in terms of three relatedness measures, for social structure to facilitate the long-term evolution of social learning. Finally, we evaluate our approximation by Monte Carlo simulations in complete graphs, regular random graphs and scale-free networks. We formally show that whether social structure favours the evolution of social learning is determined by the relative magnitudes of two effects of social structure: localization in competition, by which competition between learning strategies is evaded, and localization in cultural transmission, which slows down the spread of adaptive traits. In addition, our estimates of the relatedness measures suggest that social structure disfavours the evolution of social learning when selection is weak. PMID:25631568

Evolution of individual versus social learning on social networks.

PubMed

Tamura, Kohei; Kobayashi, Yutaka; Ihara, Yasuo

2015-03-06

A number of studies have investigated the roles played by individual and social learning in cultural phenomena and the relative advantages of the two learning strategies in variable environments. Because social learning involves the acquisition of behaviours from others, its utility depends on the availability of 'cultural models' exhibiting adaptive behaviours. This indicates that social networks play an essential role in the evolution of learning. However, possible effects of social structure on the evolution of learning have not been fully explored. Here, we develop a mathematical model to explore the evolutionary dynamics of learning strategies on social networks. We first derive the condition under which social learners (SLs) are selectively favoured over individual learners in a broad range of social network. We then obtain an analytical approximation of the long-term average frequency of SLs in homogeneous networks, from which we specify the condition, in terms of three relatedness measures, for social structure to facilitate the long-term evolution of social learning. Finally, we evaluate our approximation by Monte Carlo simulations in complete graphs, regular random graphs and scale-free networks. We formally show that whether social structure favours the evolution of social learning is determined by the relative magnitudes of two effects of social structure: localization in competition, by which competition between learning strategies is evaded, and localization in cultural transmission, which slows down the spread of adaptive traits. In addition, our estimates of the relatedness measures suggest that social structure disfavours the evolution of social learning when selection is weak. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

Theoretical Foundations of Learning Environments. Second Edition

ERIC Educational Resources Information Center

Jonassen, David, Ed.; Land, Susan, Ed.

2012-01-01

"Theoretical Foundations of Learning Environments" provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Leading experts describe the most…

Development of Web-Based Learning Environment Model to Enhance Cognitive Skills for Undergraduate Students in the Field of Electrical Engineering

ERIC Educational Resources Information Center

Lakonpol, Thongmee; Ruangsuwan, Chaiyot; Terdtoon, Pradit

2015-01-01

This research aimed to develop a web-based learning environment model for enhancing cognitive skills of undergraduate students in the field of electrical engineering. The research is divided into 4 phases: 1) investigating the current status and requirements of web-based learning environment models. 2) developing a web-based learning environment…

A Study of Learning and Motivation in a New Media Enriched Environment for Middle School Science

ERIC Educational Resources Information Center

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

2011-01-01

This study examines middle school students' learning and motivation as they engaged in a new media enriched problem-based learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data, we investigated the effect of a new media environment on sixth graders' science learning, their…

A Drawing and Multi-Representational Computer Environment for Beginners' Learning of Programming Using C: Design and Pilot Formative Evaluation

ERIC Educational Resources Information Center

Kordaki, Maria

2010-01-01

This paper presents both the design and the pilot formative evaluation study of a computer-based problem-solving environment (named LECGO: Learning Environment for programming using C using Geometrical Objects) for the learning of computer programming using C by beginners. In its design, constructivist and social learning theories were taken into…

When Are Powerful Learning Environments Effective? The Role of Learner Activities and of Students' Conceptions of Educational Technology

ERIC Educational Resources Information Center

Gerjets, Peter H.; Hesse, Friedrich W.

2004-01-01

The goal of this chapter is to outline a theoretical and empirical perspective on how learners' conceptions of educational technology might influence their learning activities and thereby determine the power of computer-based learning environments. Starting with an introduction to the concept of powerful learning environments we outline how recent…

Quality of the Home Learning Environment during Preschool Age--Domains and Contextual Conditions

ERIC Educational Resources Information Center

Kluczniok, Katharina; Lehrl, Simone; Kuger, Susanne; Rossbach, Hans-Guenther

2013-01-01

The quality of the home learning environment has been proven to be of major importance for child development, but little is known about the role of domain specificity in promoting early childhood learning at home and its dependence on family background. This article presents a framework of the home learning environment in early childhood that…

Conceptualization, Development and Validation of an Instrument for Investigating Elements of Undergraduate Physics Laboratory Learning Environments: The UPLLES (Undergraduate Physics Laboratory Learning Environment Survey)

ERIC Educational Resources Information Center

Thomas, Gregory P; Meldrum, Al; Beamish, John

2013-01-01

First-year undergraduate physics laboratories are important physics learning environments. However, there is a lack of empirically informed literature regarding how students perceive their overall laboratory learning experiences. Recipe formats persist as the dominant form of instructional design in these sites, and these formats do not adequately…

Designing a Secure Exam Management System (SEMS) for M-Learning Environments

ERIC Educational Resources Information Center

Kaiiali, Mustafa; Ozkaya, Armagan; Altun, Halis; Haddad, Hatem; Alier, Marc

2016-01-01

M-learning has enhanced the e-learning by making the learning process learner-centered. However, enforcing exam security in open environments where each student has his/her own mobile/tablet device connected to a Wi-Fi network through which it is further connected to the Internet can be one of the most challenging tasks. In such environments,…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Reflective Practicum in Higher Education: The Influence of the Learning Environment on the Quality of Learning

ERIC Educational Resources Information Center

Bruno, Andreina; Dell'Aversana, Giuseppina

2018-01-01

Sustaining students in becoming reflective practitioners is considered as a valued outcome of higher education. The paper aims to evaluate the impact of the learning environment conditions inspired by Schön's theory of reflective practicum, by discussing a case study of a master's degree class. The learning environment was designed to sustain…

Clinical audit in the final year of undergraduate medical education: towards better care of future generations.

PubMed

Mak, Donna B; Miflin, Barbara

2012-01-01

In Australia, in an environment undergoing rapidly changing requirements for health services, there is an urgent need for future practitioners to be knowledgeable, skilful and self-motivated in ensuring the quality and safety of their practice. Postgraduate medical education and vocational programs have responded by incorporating training in quality improvement into continuing professional development requirements, but undergraduate medical education has been slower to respond. This article describes the clinical audit programme undertaken by all students in the final year of the medical course at the University of Notre Dame, Fremantle, Australia, and examines the educational worth of this approach. Data were obtained from curricular documents, including the clinical audit handbook, and from evaluation questionnaires administered to students and supervisors. The clinical audit programme is based on sound educational principles, including situated and participatory learning and reflective practice. It has demonstrated multi-dimensional benefits for students in terms of learning the complexities of conducting an effective audit in professional practice, and for health services in terms of facilitating quality improvement. Although this programme was developed in a medical course, the concept is readily transferable to a variety of other health professional curricula in which students undertake clinical placements.

Local School Wellness Policy Implementation Under the Healthy, Hunger-Free Kids Act of 2010. Final rule.

PubMed

2016-07-29

This final rule requires all local educational agencies that participate in the National School Lunch and School Breakfast Programs to meet expanded local school wellness policy requirements consistent with the requirements set forth in section 204 of the Healthy, Hunger-Free Kids Act of 2010. The final rule requires each local educational agency to establish minimum content requirements for the local school wellness policies, ensure stakeholder participation in the development and updates of such policies, and periodically assess and disclose to the public schools' compliance with the local school wellness policies. These regulations are expected to result in local school wellness policies that strengthen the ability of a local educational agency to create a school nutrition environment that promotes students' health, well-being, and ability to learn. In addition, these regulations will increase transparency for the public with regard to school wellness policies and contribute to integrity in the school nutrition program.

The evolution of continuous learning of the structure of the environment

PubMed Central

Kolodny, Oren; Edelman, Shimon; Lotem, Arnon

2014-01-01

Continuous, ‘always on’, learning of structure from a stream of data is studied mainly in the fields of machine learning or language acquisition, but its evolutionary roots may go back to the first organisms that were internally motivated to learn and represent their environment. Here, we study under what conditions such continuous learning (CL) may be more adaptive than simple reinforcement learning and examine how it could have evolved from the same basic associative elements. We use agent-based computer simulations to compare three learning strategies: simple reinforcement learning; reinforcement learning with chaining (RL-chain) and CL that applies the same associative mechanisms used by the other strategies, but also seeks statistical regularities in the relations among all items in the environment, regardless of the initial association with food. We show that a sufficiently structured environment favours the evolution of both RL-chain and CL and that CL outperforms the other strategies when food is relatively rare and the time for learning is limited. This advantage of internally motivated CL stems from its ability to capture statistical patterns in the environment even before they are associated with food, at which point they immediately become useful for planning. PMID:24402920

Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

NASA Astrophysics Data System (ADS)

Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

2016-06-01

A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment StudentResearcher, which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum mechanics at the advanced university level. StudentResearcher is built upon the experiences gathered from workshops with the citizen science game Quantum Moves at the high-school and university level, where the games were used extensively to illustrate the basic concepts of quantum mechanics. The first test of this new virtual learning environment was a 2014 course in advanced quantum mechanics at Aarhus University with 47 enrolled students. We found increased learning for the students who were more active on the platform independent of their previous performances.

Students' perceptions of constructivist Internet learning environments by a physics virtual laboratory: the gap between ideal and reality and gender differences.

PubMed

Chuang, Shih-Chyueh; Hwang, Fu-Kwun; Tsai, Chin-Chung

2008-04-01

The purpose of this study was to investigate the perceptions of Internet users of a physics virtual laboratory, Demolab, in Taiwan. Learners' perceptions of Internet-based learning environments were explored and the role of gender was examined by using preferred and actual forms of a revised Constructivist Internet-based Learning Environment Survey (CILES). The students expressed a clear gap between ideal and reality, and they showed higher preferences for many features of constructivist Internet-based learning environments than for features they had actually learned in Demolab. The results further suggested that male users prefer to be involved in the process of discussion and to show critical judgments. In addition, male users indicated they enjoyed the process of negotiation and discussion with others and were able to engage in reflective thoughts while learning in Demolab. In light of these findings, male users seemed to demonstrate better adaptability to the constructivist Internet-based learning approach than female users did. Although this study indicated certain differences between males and females in their responses to Internet-based learning environments, they also shared numerous similarities. A well-established constructivist Internet-based learning environment may encourage more female learners to participate in the science community.

Appreciation of learning environment and development of higher-order learning skills in a problem-based learning medical curriculum.

PubMed

Mala-Maung; Abdullah, Azman; Abas, Zoraini W

2011-12-01

This cross-sectional study determined the appreciation of the learning environment and development of higher-order learning skills among students attending the Medical Curriculum at the International Medical University, Malaysia which provides traditional and e-learning resources with an emphasis on problem based learning (PBL) and self-directed learning. Of the 708 participants, the majority preferred traditional to e-resources. Students who highly appreciated PBL demonstrated a higher appreciation of e-resources. Appreciation of PBL is positively and significantly correlated with higher-order learning skills, reflecting the inculcation of self-directed learning traits. Implementers must be sensitive to the progress of learners adapting to the higher education environment and innovations, and to address limitations as relevant.

Examining Self-Determination in a Service Learning Course

ERIC Educational Resources Information Center

Levesque-Bristol, Chantal; Stanek, Layla R.

2009-01-01

This article examines students' perceptions of the learning environment in a service learning research course and increases in student motivation and skill development. According to self-determination theory (Deci & Ryan, 1985), positive learning environments increase levels of student motivation and learning outcomes. Survey responses…

eLearning--Theories, Design, Software and Applications

ERIC Educational Resources Information Center

Ghislandi, Patrizia, Ed.

2012-01-01

Chapters in this book include: (1) New e-Learning Environments: e-Merging Networks in the Relational Society (Blanca C. Garcia); (2) Knowledge Building in E-Learning (Xinyu Zhang and Lu Yuhao); (3) E-Learning and Desired Learning Outcomes (Ralph Palliam); (4) Innovative E-Learning Solutions and Environments for Small and Medium Sized Companies…

Toward a Learner-Centered System for Adult Learning

ERIC Educational Resources Information Center

Hermans, Henry; Kalz, Marco; Koper, Rob

2013-01-01

Purpose: The purpose of this paper is to present an e-learning system that integrates the use of concepts of virtual learning environments, personal learning environments, and social network sites. The system is based on a learning model which comprises and integrates three learning contexts for the adult learner: the formal, instructional…

An Ontology to Support the Classification of Learning Material in an Organizational Learning Environment: An Evaluation

ERIC Educational Resources Information Center

Valaski, Joselaine; Reinehr, Sheila; Malucelli, Andreia

2017-01-01

Purpose: The purpose of this research was to evaluate whether ontology integrated in an organizational learning environment may support the automatic learning material classification in a specific knowledge area. Design/methodology/approach: An ontology for recommending learning material was integrated in the organizational learning environment…

Learning Tools for Knowledge Nomads: Using Personal Digital Assistants (PDAs) in Web-based Learning Environments.

ERIC Educational Resources Information Center

Loh, Christian Sebastian

2001-01-01

Examines how mobile computers, or personal digital assistants (PDAs), can be used in a Web-based learning environment. Topics include wireless networks on college campuses; online learning; Web-based learning technologies; synchronous and asynchronous communication via the Web; content resources; Web connections; and collaborative learning. (LRW)

Implementation of 3D virtual learning environment to improve students’ cognitive achievement

NASA Astrophysics Data System (ADS)

Rasim; Langi, A. Z. R.; Rosmansyah, Y.; Munir

2018-05-01

Virtual Learning Environment (VLE) has been widely used in assisting learning. This study aims to implement VLE-based learning in software engineering course. VLE provides many facilities for learning. In this research, VLE components used were presenter and quiz chair components. Evaluation results showed a significant difference from classical learning.

An Assistive Computerized Learning Environment for Distance Learning Students with Learning Disabilities

ERIC Educational Resources Information Center

Klemes, Joel; Epstein, Alit; Zuker, Michal; Grinberg, Nira; Ilovitch, Tamar

2006-01-01

The current study examines how a computerized learning environment assists students with learning disabilities (LD) enrolled in a distance learning course at the Open University of Israel. The technology provides computer display of the text, synchronized with auditory output and accompanied by additional computerized study skill tools which…

Parents' and Adolescents' Attitudes about Parental Involvement in Clinical Research.

PubMed

Rosenthal, Susan L; de Roche, Ariel M; Catallozzi, Marina; Breitkopf, Carmen Radecki; Ipp, Lisa S; Chang, Jane; Francis, Jenny K R; Hu, Mei-Chen

2016-08-01

To understand parent and adolescent attitudes toward parental involvement during clinical trials and factors related to those attitudes. As part of a study on willingness to participate in a hypothetical microbicide study, adolescents and their parents were interviewed separately. Adolescent medicine clinics in New York City. There were 301 dyads of adolescents (ages 14-17 years; 62% female; 72% Hispanic) and their parents. None. The interview included questions on demographic characteristics, sexual history, and family environment (subscales of the Family Environment Scale) that were associated with attitudes about parental involvement. Factor analysis of the parental involvement scale yielded 2 factors: LEARN, reflecting gaining knowledge about study test results and behaviors (4 items) and PROCEDURE, reflecting enrollment and permissions (4 items). Adolescents endorsed significantly fewer items on the LEARN scale and the PROCEDURE scale indicating that adolescents believed in less parental involvement. There was no significant concordance between adolescents and their own parents on the LEARN scale and the PROCEDURE scale. In final multivariate models predicting attitudes, adolescents who were female and had sexual contact beyond kissing, and non-Hispanic parents had lower LEARN scores. Adolescents who were older, had previous research experience, and reported less moral or religious emphasis in their family had lower PROCEDURE scores; there were no significant predictors for parents in the multivariate analyses. Parents wanted greater involvement in the research process than adolescents. Recruitment and retention might be enhanced by managing these differing expectations. Copyright © 2016 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

Active avoidance learning requires prefrontal suppression of amygdala-mediated defensive reactions.

PubMed

Moscarello, Justin M; LeDoux, Joseph E

2013-02-27

Signaled active avoidance (AA) paradigms train subjects to prevent an aversive outcome by performing a learned behavior during the presentation of a conditioned cue. This complex form of conditioning involves pavlovian and instrumental components, which produce competing behavioral responses that must be reconciled for the subject to successfully avoid an aversive stimulus. In signaled AA paradigm for rat, we tested the hypothesis that the instrumental component of AA training recruits infralimbic prefrontal cortex (ilPFC) to inhibit central amygdala (CeA)-mediated Pavlovian reactions. Pretraining lesions of ilPFC increased conditioned freezing while causing a corresponding decrease in avoidance; lesions of CeA produced opposite effects, reducing freezing and facilitating avoidance behavior. Pharmacological inactivation experiments demonstrated that ilPFC is relevant to both acquisition and expression phases of AA learning. Inactivation experiments also revealed that AA produces an ilPFC-mediated diminution of pavlovian reactions that extends beyond the training context, even when the conditioned stimulus is presented in an environment that does not allow the avoidance response. Finally, injection of a protein synthesis inhibitor into either ilPFC or CeA impaired or facilitated AA, respectively, showing that avoidance training produces two opposing memory traces in these regions. These data support a model in which AA learning recruits ilPFC to inhibit CeA-mediated defense behaviors, leading to a robust suppression of freezing that generalizes across environments. Thus, ilPFC functions as an inhibitory interface, allowing instrumental control over an aversive outcome to attenuate the expression of freezing and other reactions to conditioned threat.

Clinical learning environment and supervision: experiences of Norwegian nursing students - a questionnaire survey.

PubMed

Skaalvik, Mari Wolff; Normann, Hans Ketil; Henriksen, Nils

2011-08-01

To measure nursing students' experiences and satisfaction with their clinical learning environments. The primary interest was to compare the results between students with respect to clinical practice in nursing homes and hospital wards. Clinical learning environments are important for the learning processes of nursing students and for preferences for future workplaces. Working with older people is the least preferred area of practice among nursing students in Norway. A cross-sectional design. A validated questionnaire was distributed to all nursing students from five non-randomly selected university colleges in Norway. A total of 511 nursing students completed a Norwegian version of the questionnaire, Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale in 2009. Data including descriptive statistics were analysed using the Statistical Program for the Social Sciences. Factor structure was analysed by principal component analysis. Differences across sub-groups were tested with chi-square tests and Mann-Whitney U test for categorical variables and t-tests for continuous variables. Ordinal logistic regression analysis of perceptions of the ward as a good learning environment was performed with supervisory relationships and institutional contexts as independent variables, controlling for age, sex and study year. The participating nursing students with clinical placements in nursing homes assessed their clinical learning environment significantly more negatively than those with hospital placements on nearby all sub-dimensions. The evidence found in this study indicates that measures should be taken to strengthen nursing homes as learning environments for nursing students. To recruit more graduated nurses to work in nursing homes, actions to improve the learning environment are needed. © 2011 Blackwell Publishing Ltd.