learning strategies include: Topics by Science.gov

Sample records for learning strategies include

Strategies for Better Learning of English Grammar: Chinese vs. Thais

ERIC Educational Resources Information Center

Supakorn, Patnarin; Feng, Min; Limmun, Wanida

2018-01-01

The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach…
Preparing Brigade Combat Team Soldiers for Mission Readiness Through Research on Intangible Psychological Constructs and their Applications. Phase 2: Measurement and Learning Methods

DTIC Science & Technology

2014-02-01

10 Cognitive Learning Strategies, Metacognitive Strategies, Scaffolding, and Cognitive Tutoring...culture, technology , and instructional practices. 11 7. Motivational and emotional influences on learning - What and how much is learned is...of learning and intangible skills. These resulting set of theories includes: 12 • Cognitive learning strategies, metacognitive strategies
How teachers can help learners build storage and retrieval strength.

PubMed

Desy, Janeve; Busche, Kevin; Cusano, Ronald; Veale, Pamela; Coderre, Sylvain; McLaughlin, Kevin

2018-04-01

To be an effective teacher, content expertise is necessary but alone does not guarantee optimal learning outcomes for students. In this article, the authors discuss ways in which medical teachers can shape the learning of their students and enable them to become more efficient and effective learners. Using Bjork and Bjork's new theory of disuse as their framework, the authors discuss strategies to improve storage strength of to-be-learned information and strategies to improve retrieval strength of learned information. Strategies to improve storage strength include optimizing cognitive load, providing causal explanations, and giving effective feedback. Strategies to improve retrieval strength include situated cognition and various types of retrieval practice. Adopting these teaching strategies should hopefully help teachers improve the learning outcomes of their students, but there is still a need for further research into the science of learning and the science of instruction, including comparative effectiveness of different teaching strategies and how best to translate findings from the psychology literature into medical education.
Education and learning: what's on the horizon?

PubMed

Pilcher, Jobeth

2014-01-01

Numerous organizations have called for significant changes in education for health care professionals. The call has included the need to incorporate evidence-based as well as innovative strategies. Previous articles in this column have focused primarily on evidence-based teaching strategies, including concept mapping, brain-based learning strategies, methods of competency assessment, and so forth. This article shifts the focus to new ways of thinking about knowledge and education. The article will also introduce evolving, innovative, less commonly used learning strategies and provide a peek into the future of learning.
Cognitive Strategies for Learning from Static and Dynamic Visuals.

ERIC Educational Resources Information Center

Lewalter, D.

2003-01-01

Studied the effects of including static or dynamic visuals in an expository text on a learning outcome and the use of learning strategies when working with these visuals. Results for 60 undergraduates for both types of illustration indicate different frequencies in the use of learning strategies relevant for the learning outcome. (SLD)
Problem-based learning in the NICU.

PubMed

Pilcher, Jobeth

2014-01-01

Problem-based learning (PBL) is an educational strategy that provides learners with the opportunity to investigate and solve realistic problem situations. It is also referred to as project-based learning or work-based learning. PBL combines several learning strategies including the use of case studies coupled with collaborative, facilitated, and self-directed learning. Research has demonstrated that use of PBL can result in learners having improved problem-solving skills, increased breadth and analysis of complex data, higher-level thinking skills, and improved collaboration. This article will include background information and a description of PBL, followed by examples of how this strategy can be used for learning in neonatal settings.
Adaptive strategies for cumulative cultural learning.

PubMed

Ehn, Micael; Laland, Kevin

2012-05-21

The demographic and ecological success of our species is frequently attributed to our capacity for cumulative culture. However, it is not yet known how humans combine social and asocial learning to generate effective strategies for learning in a cumulative cultural context. Here we explore how cumulative culture influences the relative merits of various pure and conditional learning strategies, including pure asocial and social learning, critical social learning, conditional social learning and individual refiner strategies. We replicate the Rogers' paradox in the cumulative setting. However, our analysis suggests that strategies that resolved Rogers' paradox in a non-cumulative setting may not necessarily evolve in a cumulative setting, thus different strategies will optimize cumulative and non-cumulative cultural learning. Copyright © 2012 Elsevier Ltd. All rights reserved.
Special Focus: Effective Instruction in Reading. Strategies for Vocabulary Instruction.

ERIC Educational Resources Information Center

Peters, Ellen, Ed.; Dixon, Robert

1987-01-01

Research based suggestions are presented for effective vocabulary instruction strategies, including: learning new labels; learning concepts; and learning to learn meanings. Regardless of the method chosen, it is crucial that students: demonstrate generalization abilities; be given time to learn new material; periodically review what they learn;…
Investigating the Language Learning Strategies of Students in the Foundation Program of United Arab Emirates University

ERIC Educational Resources Information Center

Ismail, Sadiq Abdulwahed Ahmed; Al Khatib, Ahmad Z.

2013-01-01

Recently, language learning strategies have gained a lot of importance in different parts of the world, including the United Arab Emirates (UAE). Successful foreign or second language learning attempts are viewed in the light of using appropriate and effective language learning strategies. This study investigated the patterns of language learning…
Modeling the language learning strategies and English language proficiency of pre-university students in UMS: A case study

NASA Astrophysics Data System (ADS)

Kiram, J. J.; Sulaiman, J.; Swanto, S.; Din, W. A.

2015-10-01

This study aims to construct a mathematical model of the relationship between a student's Language Learning Strategy usage and English Language proficiency. Fifty-six pre-university students of University Malaysia Sabah participated in this study. A self-report questionnaire called the Strategy Inventory for Language Learning was administered to them to measure their language learning strategy preferences before they sat for the Malaysian University English Test (MUET), the results of which were utilised to measure their English language proficiency. We attempted the model assessment specific to Multiple Linear Regression Analysis subject to variable selection using Stepwise regression. We conducted various assessments to the model obtained, including the Global F-test, Root Mean Square Error and R-squared. The model obtained suggests that not all language learning strategies should be included in the model in an attempt to predict Language Proficiency.
Active Learning Strategies and Assessment in World Geography Classes

ERIC Educational Resources Information Center

Klein, Phil

2003-01-01

Active learning strategies include a variety of methods, such as inquiry and discovery, in which students are actively engaged in the learning process. This article describes several strategies that can be used in secondary-or college-level world geography courses. The goal of these activities is to foster development of a spatial perspective in…
Ethical experiential learning in medical, nursing and allied health education: A narrative review.

PubMed

Grace, Sandra; Innes, Ev; Patton, Narelle; Stockhausen, Lynette

2017-04-01

Students enrolled in medical, nursing and health science programs often participate in experiential learning in their practical classes. Experiential learning includes peer physical examination and peer-assisted learning where students practise clinical skills on each other. To identify effective strategies that enable ethical experiential learning for health students during practical classes. A narrative review of the literature. Pubmed, Cinahl and Scopus databases were searched because they include most of the health education journals where relevant articles would be published. A data extraction framework was developed to extract information from the included papers. Data were entered into a fillable form in Google Docs. Findings from identified studies were extracted to a series of tables (e.g. strategies for fostering ethical conduct; facilitators and barriers to peer-assisted learning). Themes were identified from these findings through a process of line by line coding and organisation of codes into descriptive themes using a constant comparative method. Finally understandings and hypotheses of relevance to our research question were generated from the descriptive themes. A total of 35 articles were retrieved that met the inclusion criteria. A total of 13 strategies for ethical experiential learning were identified and one evaluation was reported. The most frequently reported strategies were gaining written informed consent from students, providing information about the benefits of experiential learning and what to expect in practical classes, and facilitating discussions in class about potential issues. Contexts that facilitated participation in experiential learning included allowing students to choose their own groups, making participation voluntary, and providing adequate supervision, feedback and encouragement. A total of 13 strategies for ethical experiential learning were identified in the literature. A formal process for written consent was evaluated as effective; the effectiveness of other strategies remains to be determined. A comprehensive framework that integrates all recommendations from the literature is needed to guide future research and practise of ethical experiential learning in health courses. Copyright © 2017 Elsevier Ltd. All rights reserved.
Social learning strategies.

PubMed

Laland, Kevin N

2004-02-01

In most studies of social learning in animals, no attempt has been made to examine the nature of the strategy adopted by animals when they copy others. Researchers have expended considerable effort in exploring the psychological processes that underlie social learning and amassed extensive data banks recording purported social learning in the field, but the contexts under which animals copy others remain unexplored. Yet, theoretical models used to investigate the adaptive advantages of social learning lead to the conclusion that social learning cannot be indiscriminate and that individuals should adopt strategies that dictate the circumstances under which they copy others and from whom they learn. In this article, I discuss a number of possible strategies that are predicted by theoretical analyses, including copy when uncertain, copy the majority, and copy if better, and consider the empirical evidence in support of each, drawing from both the animal and human social learning literature. Reliance on social learning strategies may be organized hierarchically, their being employed by animals when unlearned and asocially learned strategies prove ineffective but before animals take recourse in innovation.
Tips for Teaching: Using Cognitive and Metacognitive Learning Strategies in the Classroom.

ERIC Educational Resources Information Center

Lambert, Monica A.

2000-01-01

This article describes three cognitive and metacognitive learning strategies for students with disabilities, including the CAST (character, action, setting, the end) reading strategy, the PLEASE writing strategy, and the LISTEN (look, idle your motor, sit up straight, turn to me, engage your brain, now.) social skills strategy. (Contains…
What Does It Take for College Students to "Buy In" to Study Strategy Use?

ERIC Educational Resources Information Center

Schmitt, Maribeth Cassidy

A study investigated the effects of the motivational variables of attribution and self-efficacy on the continued use of successfully learned strategies which promote independent learning from text. The subjects consisted of 11 freshmen and sophomore students participating in a two-week workshop on learning strategies which included a study project…
Mobile Guide System Using Problem-Solving Strategy for Museum Learning: A Sequential Learning Behavioural Pattern Analysis

ERIC Educational Resources Information Center

Sung, Y.-T.; Hou, H.-T.; Liu, C.-K.; Chang, K.-E.

2010-01-01

Mobile devices have been increasingly utilized in informal learning because of their high degree of portability; mobile guide systems (or electronic guidebooks) have also been adopted in museum learning, including those that combine learning strategies and the general audio-visual guide systems. To gain a deeper understanding of the features and…
Learning strategies, study habits and social networking activity of undergraduate medical students.

PubMed

Bickerdike, Andrea; O'Deasmhunaigh, Conall; O'Flynn, Siun; O'Tuathaigh, Colm

2016-07-17

To determine learning strategies, study habits, and online social networking use of undergraduates at an Irish medical school, and their relationship with academic performance. A cross-sectional study was conducted in Year 2 and final year undergraduate-entry and graduate-entry students at an Irish medical school. Data about participants' demographics and educational background, study habits (including time management), and use of online media was collected using a self-report questionnaire. Participants' learning strategies were measured using the 18-item Approaches to Learning and Studying Inventory (ALSI). Year score percentage was the measure of academic achievement. The association between demographic/educational factors, learning strategies, study habits, and academic achievement was statistically analysed using regression analysis. Forty-two percent of students were included in this analysis (n=376). A last-minute "cramming" time management study strategy was associated with increased use of online social networks. Learning strategies differed between undergraduate- and graduate-entrants, with the latter less likely to adopt a 'surface approach' and more likely adopt a 'study monitoring' approach. Year score percentage was positively correlated with the 'effort management/organised studying' learning style. Poorer academic performance was associated with a poor time management approach to studying ("cramming") and increased use of the 'surface learning' strategy. Our study demonstrates that effort management and organised studying should be promoted, and surface learning discouraged, as part of any effort to optimise academic performance in medical school. Excessive use of social networking contributes to poor study habits, which are associated with reduced academic achievement.
Strategies for Teaching Handwriting to the Learning Disabled.

ERIC Educational Resources Information Center

Dice-Ziegler, Barbara

The article outlines six strategies for teaching handwriting to learning disabled elementary students with differing instructional needs. A rationale for the use of each strategy is followed by a step-by-step description of the teaching procedure. Strategy goals include the following: (1) teaching the manuscript alphabet through letter pictures to…
The Relationship of Vocabulary Learning Strategies and Self-Efficacy with Medical English and Terminology.

PubMed

Wang, Ya-Huei; Kao, Pan-Fu; Liao, Hung-Chang

2016-02-01

This study examined the relationship between the use of vocabulary learning strategies and self-efficacy in medical English learning, and whether after an initial six-week course to master the basics of medical terminology, those with higher use of vocabulary learning strategies and those with a higher degree of self-efficacy would have significant score improvements in the medical English proficiency. Second-year medical students (N = 115; M age = 19.6, SD = 0.5; 82 men, 33 women) participated in the study. A one-group pretest-posttest design was used. Measures included medical English tests, the English Vocabulary Learning Strategies Survey (EVLSS), and the English Learning Self-Efficacy Scale (ELSES). Results showed that there was no significant correlation between vocabulary learning strategies and English learning self-efficacy. In addition, as a whole, vocabulary learning strategies and self-efficacy significantly predicted students' score improvements in medical English proficiency. © The Author(s) 2016.
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.

[Relationships between motivational regulation strategies, motivational factors, and learning behaviors outside the classroom].

PubMed

Umemoto, Takatoyo; Tanaka, Kenshiro

2017-04-01

This study examined the relationships among motivational regulation strategies, motivational factors, and learning behaviors outside the classroom. There are three subtypes of motivational regulation strategies: autonomous regulation strategies, cooperative strategies, and performance-focused strategies. Motivational factors included in the investigation were self-efficacy and task value, while behavioral and emotional engagement and study time were selected as learning behaviors outside the classroom. A self-report questionnaire was administered to 322 undergraduates from two universities. Multiple regression analysis revealed the use of autonomous regulation strategies, and that task value was positively correlated with engagement and study time. Moreover, self-efficacy positively predicted study time. In contrast, the use of performance strategies negatively predicted engagement. The use of cooperative strategies did not predict learning behaviors. These results indicate that motivation, as well as the regulation of motivation, were important for learning outside the classroom. The effects of regulation of motivation and motivation on learning outside the classroom are discussed in light of the current findings.
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…
Strategy and the Learning Organization: A Maturity Model for the Formation of Strategy

ERIC Educational Resources Information Center

Kenny, John

2006-01-01

Purpose: To develop a theoretical model for strategic change that links learning in an organization to the strategic process. Design/methodology/approach: The model was developed from a review of literature covering a range of areas including: management, strategic planning, psychology of learning and organizational learning. The process of…
Teaching and Learning. IDRA Focus.

ERIC Educational Resources Information Center

IDRA Newsletter, 1997

1997-01-01

This theme issue includes four articles that focus on teaching and learning strategies to benefit all students, including limited-English-proficient, minority, economically disadvantaged, and at-risk students. "Would You Read Me a Story?: In Search of Reading Strategies That Work for the Early Childhood Classroom" (Hilaria Bauer)…
Using Learning Strategies to Inhibit the Nocebo Effect.

PubMed

Quinn, Veronica F; Colagiuri, Ben

2018-01-01

Learning is a key mechanism underpinning the development of the nocebo effect. The learning literature has cataloged and explored numerous ways in which the environment can be manipulated to prevent, reduce, or eradicate learning. Knowledge of these processes could be used to both inhibit the development of nocebo effects and reduce already established nocebo learning. This review describes the available evidence on how such learning strategies have, or could be, applied to reduce the nocebo effect in both healthy participants and patients to date. These learning strategies include overshadowing, latent inhibition, extinction, and contingency degradation. These strategies represent important new avenues for investigation and should be used by researchers to design and test interventions to reduce nocebo effects. © 2018 Elsevier Inc. All rights reserved.
Cooperative Learning in Rural and Small Schools. Rural/Small Schools Network Information Exchange: Number 10, Spring 1991.

ERIC Educational Resources Information Center

Regional Laboratory for Educational Improvement of the Northeast & Islands, Andover, MA.

This packet includes reprints of journal articles and other resources pertaining to cooperative learning strategies in small, rural schools. The four sections of the packet cover introduction to cooperative learning, examples of how team strategies and cooperative learning can be used, issues such as program evaluation and public relations, and…
Using Skills and Strategies for Effective Learning. Learning Package No. 9.

ERIC Educational Resources Information Center

Hong, Zhang; Smith, Carl, Comp.

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on using skills and strategies for effective learning is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the…
Undergraduate Students' Perceptions of Collaborative Learning in a Differential Equations Mathematics Course

ERIC Educational Resources Information Center

Hajra, Sayonita Ghosh; Das, Ujjaini

2015-01-01

This paper uses collaborative learning strategies to examine students' perceptions in a differential equations mathematics course. Students' perceptions were analyzed using three collaborative learning strategies including collaborative activity, group-quiz and online discussion. The study results show that students identified both strengths and…
Promoting Technology-Assisted Active Learning in Computer Science Education

ERIC Educational Resources Information Center

Gao, Jinzhu; Hargis, Jace

2010-01-01

This paper describes specific active learning strategies for teaching computer science, integrating both instructional technologies and non-technology-based strategies shown to be effective in the literature. The theoretical learning components addressed include an intentional method to help students build metacognitive abilities, as well as…
Preservice Teachers' Knowledge and Perceptions of Effective Behavior Management Strategies

ERIC Educational Resources Information Center

Nields, Allison N.

2014-01-01

This study examined student teachers' perceptions and knowledge of behavior management strategies. A questionnaire that included questions about broad behavior management techniques, behavioral learning theory, and behavior management strategies related to behavioral learning theory was given to sixty-one student teacher candidates at a large…
English Learning Strategies among EFL Learners: A Narrative Approach

ERIC Educational Resources Information Center

Nguyen, Hoang; Terry, Daniel R.

2017-01-01

Language learning strategies (LLSs) are believed to be influenced by individual differences as well as environmental and contextual factors. Therefore, the effective use of LLSs is determined by various factors, including both learning and learner variables. This dynamic and complex nature of LLSs renders it appropriate to use a qualitative…
Some Instructional Strategies for Improving Learning from Distance Teaching Materials.

ERIC Educational Resources Information Center

Marland, P. W.; Store, R. E.

1982-01-01

Examines some traditional instructional strategies used to improve textual materials for learning at a distance, including advance organizers, overviews, pretests, objectives, and inserted questions, together with devices in typography and graphics. Research in each area is reviewed and guidelines are given for using each strategy. An extensive…
Teaching and Learning Strategies for Serving Underrepresented Students: A Collection of Resource Documents.

ERIC Educational Resources Information Center

Grosz, Karen S., Comp.

Designed as a resource on teaching and learning strategies geared specifically toward underrepresented community college students, this collection of articles and reports includes the following: (1) "Successful Teaching Strategies: Instruction for Black and Hispanic Students in the California Community Colleges," by Olivia Mercado, Cheryl Fong,…
Cross-Country Generalizability of the Role of Metacognitive Knowledge in Students' Strategy Use and Reading Competence

ERIC Educational Resources Information Center

Artelt, Cordula; Schneider, Wolfgang

2015-01-01

Background/Context: Because metacognitive knowledge includes knowledge about adequate learning strategies, and because an effective use of learning strategies is associated with higher levels of performance, substantial relationships can be assumed between metacognitive knowledge, strategic behavior, and performance. However, such a pattern of…
Reinforcement learning produces dominant strategies for the Iterated Prisoner's Dilemma.

PubMed

Harper, Marc; Knight, Vincent; Jones, Martin; Koutsovoulos, Georgios; Glynatsi, Nikoleta E; Campbell, Owen

2017-01-01

We present tournament results and several powerful strategies for the Iterated Prisoner's Dilemma created using reinforcement learning techniques (evolutionary and particle swarm algorithms). These strategies are trained to perform well against a corpus of over 170 distinct opponents, including many well-known and classic strategies. All the trained strategies win standard tournaments against the total collection of other opponents. The trained strategies and one particular human made designed strategy are the top performers in noisy tournaments also.
[Effects of perceived benefits about when and how to use a learning strategy].

PubMed

Yamaguchi, Tsuyoshi

2017-04-01

Previous studies have shown a positive correlation between the use of a learning strategy and perceived benefits. However, the impact of perceived benefits as conditional knowledge in metacognitive knowledge has not been examined. The present study investigated the effect of perceived benefits about when (short and long) and how (persistent and suitable) to use learning strategies using two surveys. Each survey utilized a sample of undergraduate students from three different Japanese universities, and the Bayesian hierarchical modeling and within-person variance were used to verify the relationship between the use of a learning strategy and perceived benefits. The students completed questionnaires regarding cognitive (Survey 2a) and metacognitive (Survey 2b) strategies (Survey 1 included two strategies), and achievement goals (without Survey 1). Findings revealed the effects of long-term and short-term persistent perceived benefits on the use of a learning strategy in all the surveys. These results suggest that persistent benefits be emphasized in order to promote the use of learning strategies, and that the appropriate perceived benefits be emphasized in order to become an adaptive learner.
Implementation of training programs in self-regulated learning strategies in Moodle format: results of a experience in higher education.

PubMed

Núñez, José Carlos; Cerezo, Rebeca; Bernardo, Ana; Rosário, Pedro; Valle, Antonio; Fernández, Estrella; Suárez, Natalia

2011-04-01

This paper tests the efficacy of an intervention program in virtual format intended to train studying and self-regulation strategies in university students. The aim of this intervention is to promote a series of strategies which allow students to manage their learning processes in a more proficient and autonomous way. The program has been developed in Moodle format and hosted by the Virtual Campus of the University of Oviedo. The present study had a semi-experimental design, included an experimental group (n=167) and a control one (n=206), and used pretest and posttest measures (self-regulated learning strategies' declarative knowledge, self-regulated learning macro-strategy planning-execution-assessment, self-regulated learning strategies on text, surface and deep learning approaches, and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge, general and on text use of learning strategies, increased their deep approach to learning, decreased their use of a surface approach and, in what concerns to academic achievement, statistically significant differences have been found in favour of the experimental group.
Strategies to Simplify Service-Learning Efforts in Chemistry

ERIC Educational Resources Information Center

Sutheimer, Susan

2008-01-01

Service-learning is a powerful pedagogy in which community service is an integral part of classroom education. Including a service component in a chemistry course requires flexibility and creativity on the part of the instructor as well as the institution. This paper suggests some strategies that can make service-learning more feasible for…
Beyond Chalk and Talk: Engaging Students in the Learning Process.

ERIC Educational Resources Information Center

Evans, Ruby

Teaching and learning in the traditional classroom continues to evolve in the presence of technological innovation. This paper highlights basic strategies in which the traditional classroom can be modified to involve students more actively in the teaching and learning process. One of the strategies outlined in this paper includes the incorporation…
The Effect of Adaptive Confidence Strategies in Computer-Assisted Instruction on Learning and Learner Confidence

ERIC Educational Resources Information Center

Warren, Richard Daniel

2012-01-01

The purpose of this research was to investigate the effects of including adaptive confidence strategies in instructionally sound computer-assisted instruction (CAI) on learning and learner confidence. Seventy-one general educational development (GED) learners recruited from various GED learning centers at community colleges in the southeast United…

"A Kid Way": Strategies for Including Classmates with Learning or Intellectual Disabilities

ERIC Educational Resources Information Center

Nowicki, Elizabeth A.; Brown, Jason D.

2013-01-01

Thirty-six children between 9 and 12 years of age were invited to share their ideas on how to socially include classmates with learning or intellectual disabilities at school. Participants generated 80 strategies which were categorized into seven major themes. Thematic categories focused on the need for teachers to intervene in academic and social…
Reinforcement learning produces dominant strategies for the Iterated Prisoner’s Dilemma

PubMed Central

Jones, Martin; Koutsovoulos, Georgios; Glynatsi, Nikoleta E.; Campbell, Owen

2017-01-01

We present tournament results and several powerful strategies for the Iterated Prisoner’s Dilemma created using reinforcement learning techniques (evolutionary and particle swarm algorithms). These strategies are trained to perform well against a corpus of over 170 distinct opponents, including many well-known and classic strategies. All the trained strategies win standard tournaments against the total collection of other opponents. The trained strategies and one particular human made designed strategy are the top performers in noisy tournaments also. PMID:29228001
Structure and strategies in children's educational television: the roles of program type and learning strategies in children's learning.

PubMed

Linebarger, Deborah L; Piotrowski, Jessica Taylor

2010-01-01

Educational TV has been consistently linked to children's learning. In this research, educational TV characteristics were identified, coded, and tested for their influence on children's program-specific comprehension and vocabulary outcomes. Study 1 details a content analysis of TV features including a program's macrostructure (i.e., narrative or expository) and learning strategies embedded in the macrostructure that support learning in print-based contexts. In Study 2, regression analyses were used to predict outcomes involving 71 second and third graders (average age=7.63 years). Strategies were categorized as organizing, rehearsing, elaborating, or affective in function. Outcomes were uniformly higher for narrative macrostructures. Strategies used in narratives predicted relatively homogenous relations across outcomes, whereas strategies in expositories predicted quite heterogeneous relations across outcomes. © 2010 The Authors. Child Development © 2010 Society for Research in Child Development, Inc.
The Role of Corticostriatal Systems in Speech Category Learning

PubMed Central

Yi, Han-Gyol; Maddox, W. Todd; Mumford, Jeanette A.; Chandrasekaran, Bharath

2016-01-01

One of the most difficult category learning problems for humans is learning nonnative speech categories. While feedback-based category training can enhance speech learning, the mechanisms underlying these benefits are unclear. In this functional magnetic resonance imaging study, we investigated neural and computational mechanisms underlying feedback-dependent speech category learning in adults. Positive feedback activated a large corticostriatal network including the dorsolateral prefrontal cortex, inferior parietal lobule, middle temporal gyrus, caudate, putamen, and the ventral striatum. Successful learning was contingent upon the activity of domain-general category learning systems: the fast-learning reflective system, involving the dorsolateral prefrontal cortex that develops and tests explicit rules based on the feedback content, and the slow-learning reflexive system, involving the putamen in which the stimuli are implicitly associated with category responses based on the reward value in feedback. Computational modeling of response strategies revealed significant use of reflective strategies early in training and greater use of reflexive strategies later in training. Reflexive strategy use was associated with increased activation in the putamen. Our results demonstrate a critical role for the reflexive corticostriatal learning system as a function of response strategy and proficiency during speech category learning. Keywords: category learning, fMRI, corticostriatal systems, speech, putamen PMID:25331600
A Study of Learning Strategies in Foreign Language Instruction: Findings of the Longitudinal Study.

ERIC Educational Resources Information Center

Chamot, Anna Uhl; And Others

Part of a larger research project, this longitudinal study analyzed differences between effective and ineffective high school and college language learners and changes in strategy uses over time. Related studies include a descriptive study, which identified learning strategies used in studying foreign languages, and a course development study, in…
Cognitive culture: theoretical and empirical insights into social learning strategies.

PubMed

Rendell, Luke; Fogarty, Laurel; Hoppitt, William J E; Morgan, Thomas J H; Webster, Mike M; Laland, Kevin N

2011-02-01

Research into social learning (learning from others) has expanded significantly in recent years, not least because of productive interactions between theoretical and empirical approaches. This has been coupled with a new emphasis on learning strategies, which places social learning within a cognitive decision-making framework. Understanding when, how and why individuals learn from others is a significant challenge, but one that is critical to numerous fields in multiple academic disciplines, including the study of social cognition. Copyright © 2010 Elsevier Ltd. All rights reserved.
Learning science as a potential new source of understanding and improvement for continuing education and continuing professional development.

PubMed

Van Hoof, Thomas J; Doyle, Terrence J

2018-01-15

Learning science is an emerging interdisciplinary field that offers educators key insights about what happens in the brain when learning occurs. In addition to explanations about the learning process, which includes memory and involves different parts of the brain, learning science offers effective strategies to inform the planning and implementation of activities and programs in continuing education and continuing professional development. This article provides a brief description of learning, including the three key steps of encoding, consolidation and retrieval. The article also introduces four major learning-science strategies, known as distributed learning, retrieval practice, interleaving, and elaboration, which share the importance of considerable practice. Finally, the article describes how learning science aligns with the general findings from the most recent synthesis of systematic reviews about the effectiveness of continuing medical education.
Learning style theories: matching preceptors, learners, and teaching strategies in the perioperative setting.

PubMed

Chase, C R

2001-10-01

Individuals have unique learning styles that develop in childhood and remain constant throughout adulthood. One approach to orienting and training staff and students is to match individuals with a preceptor with a similar learning style. Benefits of matching learning styles and using appropriate teaching strategies for each learning style include decreased anxiety and increased staff and student satisfaction. This is a US government work. There are no restrictions on its use.
Structure and Strategies in Children's Educational Television: The Roles of Program Type and Learning Strategies in Children's Learning

ERIC Educational Resources Information Center

Linebarger, Deborah L.; Piotrowski, Jessica Taylor

2010-01-01

Educational TV has been consistently linked to children's learning. In this research, educational TV characteristics were identified, coded, and tested for their influence on children's program-specific comprehension and vocabulary outcomes. Study 1 details a content analysis of TV features including a program's macrostructure (i.e., narrative or…
Tips for Science Teachers Having Students with Disabilities.

ERIC Educational Resources Information Center

Keller, Ed C., Jr.

This document highlights strategies for teaching science students with common learning disabilities. For each learning disability listed, there are sections on courtesy and several teaching methods with mitigative teaching strategies. Highlighted disabilities include Attention Deficit Disorder (ADD), Emotional Disabilities, Epilepsy, Hearing…
Illustrating Story Plans: Does a Mnemonic Strategy Including Art Media Render More Elaborate Text?

ERIC Educational Resources Information Center

Dunn, Michael W.

2012-01-01

Students who have difficulty with academics often benefit from learning mnemonic strategies which provide a step-by-step process to accomplish a task. Three fourth-grade students who struggled with writing learned the Ask, Reflect, Text (ART) strategy to help them produce more elaborate narrative story text. After initially asking the questions…
Impact of Guided Reflection with Peers on the Development of Effective Problem Solving Strategies and Physics Learning

ERIC Educational Resources Information Center

Mason, Andrew J.; Singh, Chandralekha

2016-01-01

Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then implementation, evaluation, and reflection upon the process. Research suggests that converting a problem from the initial…
The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students with Learning Disabilities

ERIC Educational Resources Information Center

Krawec, Jennifer; Huang, Jia; Montague, Marjorie; Kressler, Benikia; de Alba, Amanda Melia

2013-01-01

This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade…
The relationships between trait anxiety, place recognition memory, and learning strategy.

PubMed

Hawley, Wayne R; Grissom, Elin M; Dohanich, Gary P

2011-01-20

Rodents learn to navigate mazes using various strategies that are governed by specific regions of the brain. The type of strategy used when learning to navigate a spatial environment is moderated by a number of factors including emotional states. Heightened anxiety states, induced by exposure to stressors or administration of anxiogenic agents, have been found to bias male rats toward the use of a striatum-based stimulus-response strategy rather than a hippocampus-based place strategy. However, no study has yet examined the relationship between natural anxiety levels, or trait anxiety, and the type of learning strategy used by rats on a dual-solution task. In the current experiment, levels of inherent anxiety were measured in an open field and compared to performance on two separate cognitive tasks, a Y-maze task that assessed place recognition memory, and a visible platform water maze task that assessed learning strategy. Results indicated that place recognition memory on the Y-maze correlated with the use of place learning strategy on the water maze. Furthermore, lower levels of trait anxiety correlated positively with better place recognition memory and with the preferred use of place learning strategy. Therefore, competency in place memory and bias in place strategy are linked to the levels of inherent anxiety in male rats. Copyright © 2010 Elsevier B.V. All rights reserved.
Incorporating Mobile Learning into Athletic Training Education

ERIC Educational Resources Information Center

Davie, Emily

2009-01-01

Objective: To introduce and present techniques for incorporating mobile learning into athletic training education. Background: The matriculation of digital natives into college has stimulated the identification and development of new teaching and learning strategies. Electronic learning (e-learning), including the use of learning management…
Communicate to Learn, Learn to Communicate: A Study of Engineering Students' Communication Strategies in a Mobile-Assisted Learning Environment

ERIC Educational Resources Information Center

Cheng, Li; Lu, Zhihong

2016-01-01

This paper reports a 3-month study investigating engineering students' Communication Strategies (CSs) in a mobile-assisted course. 67 Chinese learners of English in this course volunteered to participate in the study. The instruments included oral communication sessions, stimulated recall interviews, WeChat exchanges, etc. Results showed that the…
Improving text comprehension: scaffolding adolescents into strategic reading.

PubMed

Ukrainetz, Teresa A

2015-02-01

Understanding and learning from academic texts involves purposeful, strategic reading. Adolescent readers, particularly poor readers, benefit from explicit instruction in text comprehension strategies, such as text preview, summarization, and comprehension monitoring, as part of a comprehensive reading program. However, strategies are difficult to teach within subject area lessons where content instruction must take primacy. Speech-language pathologists (SLPs) have the expertise and service delivery options to support middle and high school students in learning to use comprehension strategies in their academic reading and learning. This article presents the research evidence on what strategies to teach and how best to teach them, including the use of explicit instruction, spoken interactions around text, cognitive modeling, peer learning, classroom connections, and disciplinary literacy. The article focuses on how to move comprehension strategies from being teaching tools of the SLP to becoming learning tools of the student. SLPs can provide the instruction and support needed for students to learn and apply of this important component of academic reading. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.
Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning

NASA Astrophysics Data System (ADS)

Lee, Silvia Wen-Yu; Liang, Jyh-Chong; Tsai, Chin-Chung

2016-10-01

This study investigated the relationships among college students' epistemic beliefs in biology (EBB), conceptions of learning biology (COLB), and strategies of learning biology (SLB). EBB includes four dimensions, namely 'multiple-source,' 'uncertainty,' 'development,' and 'justification.' COLB is further divided into 'constructivist' and 'reproductive' conceptions, while SLB represents deep strategies and surface learning strategies. Questionnaire responses were gathered from 303 college students. The results of the confirmatory factor analysis and structural equation modelling showed acceptable model fits. Mediation testing further revealed two paths with complete mediation. In sum, students' epistemic beliefs of 'uncertainty' and 'justification' in biology were statistically significant in explaining the constructivist and reproductive COLB, respectively; and 'uncertainty' was statistically significant in explaining the deep SLB as well. The results of mediation testing further revealed that 'uncertainty' predicted surface strategies through the mediation of 'reproductive' conceptions; and the relationship between 'justification' and deep strategies was mediated by 'constructivist' COLB. This study provides evidence for the essential roles some epistemic beliefs play in predicting students' learning.
Teaching nursing concepts through an online discussion board.

PubMed

Hudson, Kandi Ann

2014-09-01

Barriers to course content engagement and student learning in nursing education abound. Some of these barriers include content overload, classroom time constraints, and large student numbers. One way to overcome these issues is the implementation of active learning strategies in the classroom. Despite the positive learning outcomes associated with active learning strategies described in the education literature, traditional passive learning strategies continue to be used by nurse educators in the classroom. This article details the results of a pilot study using an active teaching strategy—an online discussion board—which was designed to improve the learning engagement of beginning nursing students enrolled in their first face-to-face nursing course. The results of the semester-long pilot study indicated a favorable student response to the active teaching strategy and improved overall success in the course by the students who participated fully in the online discussions.
The Role of Corticostriatal Systems in Speech Category Learning.

PubMed

Yi, Han-Gyol; Maddox, W Todd; Mumford, Jeanette A; Chandrasekaran, Bharath

2016-04-01

One of the most difficult category learning problems for humans is learning nonnative speech categories. While feedback-based category training can enhance speech learning, the mechanisms underlying these benefits are unclear. In this functional magnetic resonance imaging study, we investigated neural and computational mechanisms underlying feedback-dependent speech category learning in adults. Positive feedback activated a large corticostriatal network including the dorsolateral prefrontal cortex, inferior parietal lobule, middle temporal gyrus, caudate, putamen, and the ventral striatum. Successful learning was contingent upon the activity of domain-general category learning systems: the fast-learning reflective system, involving the dorsolateral prefrontal cortex that develops and tests explicit rules based on the feedback content, and the slow-learning reflexive system, involving the putamen in which the stimuli are implicitly associated with category responses based on the reward value in feedback. Computational modeling of response strategies revealed significant use of reflective strategies early in training and greater use of reflexive strategies later in training. Reflexive strategy use was associated with increased activation in the putamen. Our results demonstrate a critical role for the reflexive corticostriatal learning system as a function of response strategy and proficiency during speech category learning. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Evolution of cooperation driven by incremental learning

NASA Astrophysics Data System (ADS)

Li, Pei; Duan, Haibin

2015-02-01

It has been shown that the details of microscopic rules in structured populations can have a crucial impact on the ultimate outcome in evolutionary games. So alternative formulations of strategies and their revision processes exploring how strategies are actually adopted and spread within the interaction network need to be studied. In the present work, we formulate the strategy update rule as an incremental learning process, wherein knowledge is refreshed according to one's own experience learned from the past (self-learning) and that gained from social interaction (social-learning). More precisely, we propose a continuous version of strategy update rules, by introducing the willingness to cooperate W, to better capture the flexibility of decision making behavior. Importantly, the newly gained knowledge including self-learning and social learning is weighted by the parameter ω, establishing a strategy update rule involving innovative element. Moreover, we quantify the macroscopic features of the emerging patterns to inspect the underlying mechanisms of the evolutionary process using six cluster characteristics. In order to further support our results, we examine the time evolution course for these characteristics. Our results might provide insights for understanding cooperative behaviors and have several important implications for understanding how individuals adjust their strategies under real-life conditions.
InnovateEDU, Inc.: Brooklyn Laboratory Charter Schools (LAB)

ERIC Educational Resources Information Center

EDUCAUSE, 2015

2015-01-01

Entrepreneurial learning is the backbone of this Brooklyn charter school network which opened in Fall 2014 to serve grades 6-12, including English language learners and students with disabilities. LAB's academic model combines empirically effective learning practices with innovative implementation strategies, including a blended learning model…
Describing the on-line graduate science student: An examination of learning style, learning strategy, and motivation

NASA Astrophysics Data System (ADS)

Spevak, Arlene J.

Research in science education has presented investigations and findings related to the significance of particular learning variables. For example, the factors of learning style, learning strategy and motivational orientation have been shown to have considerable impact upon learning in a traditional classroom setting. Although these data have been somewhat generous for the face-to-face learning situation, this does not appear to be the case for distance education, particularly the Internet-based environment. The purpose of this study was to describe the on-line graduate science student, regarding the variables of learning style, learning strategy and motivational orientation. It was believed that by understanding the characteristics of adult science learners and by identifying their learning needs, Web course designers and science educators could create on-line learning programs that best utilized students' strengths in learning science. A case study method using a questionnaire, inventories, telephone interviews and documents was applied to nine graduate science students who participated for ten weeks in an asynchronous, exclusively Internet mediated graduate science course at a large, Northeastern university. Within-case and cross-case analysis indicated that these learners displayed several categories of learning styles as well as learning strategies. The students also demonstrated high levels of both intrinsic and extrinsic motivation, and this, together with varying strategy use, may have compensated for any mismatch between their preferred learning styles and their learning environment. Recommendations include replicating this study in other online graduate science courses, administration of learning style and learning strategy inventories to perspective online graduate science students, incorporation of synchronous communication into on-line science courses, and implementation of appropriate technology that supports visual and kinesthetic learners. Although the study was limited to nine participants, the implications of the findings are clear. Most adult science students experience learning in an on-line environment. Those who are independent, highly motivated learners and utilize a variety of learning strategies can adapt their learning style to the situational aspects of the learning environment. This further indicates that Internet-based graduate science education institutions should become aware of different learning styles and strategies, and be prepared to address this variety when developing and delivering such programming.
Postgenomic strategies in antibacterial drug discovery.

PubMed

Brötz-Oesterhelt, Heike; Sass, Peter

2010-10-01

During the last decade the field of antibacterial drug discovery has changed in many aspects including bacterial organisms of primary interest, discovery strategies applied and pharmaceutical companies involved. Target-based high-throughput screening had been disappointingly unsuccessful for antibiotic research. Understanding of this lack of success has increased substantially and the lessons learned refer to characteristics of targets, screening libraries and screening strategies. The 'genomics' approach was replaced by a diverse array of discovery strategies, for example, searching for new natural product leads among previously abandoned compounds or new microbial sources, screening for synthetic inhibitors by targeted approaches including structure-based design and analyses of focused libraries and designing resistance-breaking properties into antibiotics of established classes. Furthermore, alternative treatment options are being pursued including anti-virulence strategies and immunotherapeutic approaches. This article summarizes the lessons learned from the genomics era and describes discovery strategies resulting from that knowledge.
The effectiveness of research-based physics learning module with predict-observe-explain strategies to improve the student’s competence

NASA Astrophysics Data System (ADS)

Usmeldi

2018-05-01

The preliminary study shows that many students are difficult to master the concept of physics. There are still many students who have not mastery learning physics. Teachers and students still use textbooks. Students rarely do experiments in the laboratory. One model of learning that can improve students’ competence is a research-based learning with Predict- Observe-Explain (POE) strategies. To implement this learning, research-based physics learning modules with POE strategy are used. The research aims to find out the effectiveness of implementation of research-based physics learning modules with POE strategy to improving the students’ competence. The research used a quasi-experimental with pretest-posttest group control design. Data were collected using observation sheets, achievement test, skill assessment sheets, questionnaire of attitude and student responses to learning implementation. The results of research showed that research-based physics learning modules with POE strategy was effective to improve the students’ competence, in the case of (1) mastery learning of physics has been achieved by majority of students, (2) improving the students competency of experimental class including high category, (3) there is a significant difference between the average score of students’ competence of experimental class and the control class, (4) the average score of the students competency of experimental class is higher than the control class, (5) the average score of the students’ responses to the learning implementation is very good category, this means that most students can implement research-based learning with POE strategies.
The Effects of a Modified Mastery Learning Strategy on Achievement, Attitudes, and On-Task Behavior of High School Chemistry Students.

ERIC Educational Resources Information Center

Dillashaw, F. Gerald; Okey, James R.

This study explored the effects of a modified mastery learning strategy as well as locus of control and aptitude on achievement, attitudes, and on-task behavior of high school chemistry students (N=156). Mastery learning in this study was modified to limit diagnosis and remediation to two cycles. Three treatment groups were included: (1) contrast…
The neuroscience of learning.

PubMed

Collins, John W

2007-10-01

Significant advances have been made in understanding the neurophysiological basis of learning, including the discovery of mirror neurons and the role of cyclic adenosine monophosphate (cAMP) responsive element binding (CREB) protein in learning. Mirror neurons help us visually compare an observed activity with a remembered action in our memory, an ability that helps us imitate and learn through watching. Long-term potentiation, the Hebb rule, and CREB protein are associated with the formation of long-term memories. Conversely, protein phosphatase 1 and glucocorticoids are neurophysiological phenomena that limit what can be learned and cause forgetfulness. Gardner's theory of multiple intelligences contends that different areas of the brain are responsible for different competencies that we all possess to varying degrees. These multiple intelligences can be used as strategies for improved learning. Repeating material, using mnemonics, and avoiding overwhelming stress are other strategies for improving learning. Imaging studies have shown that practice with resultant learning results in significantly less use of brain areas, indicating that the brain becomes more efficient. Experts have advantages over novices, including increased cognitive processing efficiency. Nurses are in a unique position to use their understanding of neurophysiological principles to implement better educational strategies to provide quality education to patients and others.
The Physics Learning Program at UW-Madison: Strategies for Creating an Inclusive Learning Environment

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L. E.; Jacob, A. T.; Reading, J. A.

2005-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides a supportive learning environment for introductory physics students potentially at-risk for having academic trouble or for feeling isolated at the University. Physics is a gateway course for many undergraduate science majors such as biology, physics, geophysics, atmospheric science, and astronomy, and for pre-health professions. Many students struggle with their physics courses due to factors including large class sizes, isolation and lack of study partners, and/or lack of confidence in mathematical problem solving skills. Our students include those with learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students who may be feeling isolated, such as students from historically underrepresented racial and ethnic groups, first generation college students, returning adults, international students, and students from small rural schools. Many of our students are also part of retention programs such as the TRIO program, the Academic Advancement Program, the McNair Scholars Program, and the McBurney Disability Resource Center. The Physics Learning Program's Peer Mentor Tutor program is run in conjunction with similar programs for chemistry and biochemistry at the University of Wisconsin. We will discuss strategies we use for creating an inclusive learning environment that engages students in their learning. Such strategies include small group instruction, ongoing training of the tutors, teaching problem solving skills, and creating a welcoming atmosphere.
"A kid way": strategies for including classmates with learning or intellectual disabilities.

PubMed

Nowicki, Elizabeth A; Brown, Jason D

2013-08-01

Thirty-six children between 9 and 12 years of age were invited to share their ideas on how to socially include classmates with learning or intellectual disabilities at school. Participants generated 80 strategies which were categorized into seven major themes. Thematic categories focused on the need for teachers to intervene in academic and social situations, child-to-child instructional strategies, being supportive, focusing on similarities between children with and without disabilities, modelling appropriate behaviors and intervening in negative interactions, structured inclusive activities, and noninclusive activities. Participants were aware of the challenges experienced by classmates with disabilities, and recognized the need to work with classmates and teachers towards the social inclusion of children with intellectual and learning disabilities. Educational implications are addressed.
Key Elements of a Successful Drive toward Marketing Strategy Making

ERIC Educational Resources Information Center

Cann, Cynthia W.; George, Marie A.

2003-01-01

A conceptual model is presented that depicts the relationship between an internal marketing function and an organization's readiness to learn. Learning and marketing orientations are identified as components to marketing strategy making. Key organizational functions, including communication and decision-making, are utilized in a framework for…
Understanding Foreign Language Learning Strategies: A Validation Study

ERIC Educational Resources Information Center

Tragant, Elsa; Thompson, Marilyn S.; Victori, Mia

2013-01-01

The present work aims to contribute to our understanding of the underlying dimensions of language learning strategies in foreign language contexts. The study analyzes alternative factor structures underlying a recently developed instrument (Tragant and Victori, 2012) and it includes the age factor in the examination of its construct validity. The…
Melanges Pedagogiques (Pedagogical Mixture), 1988.

ERIC Educational Resources Information Center

Melanges Pedagogiques, 1988

1988-01-01

The 1988 issue of the journal on second language teaching and learning contains six articles in French and two in English, including: "Production orale: Comment mettre en place des strategies d'enseignment/apprentissage (Oral Production: How To Put Teaching/Learning Strategies in Place)" (Francis Carton, Richard Duda); "Trois jours pour parler…
New Horizons Risk Communication Strategy, Planning, Implementation, and Lessons Learned

NASA Technical Reports Server (NTRS)

Dawson, Sandra A.

2006-01-01

This paper discusses the risk communication goals, strategy, planning process and product development for the New Horizons mission, including lessons from the Cassini mission that were applied in that effort, and presents lessons learned from the New Horizons effort that could be applicable to future missions.
Using a multi-state Learning Community as an implementation strategy for immediate postpartum long-acting reversible contraception.

PubMed

DeSisto, Carla L; Estrich, Cameron; Kroelinger, Charlan D; Goodman, David A; Pliska, Ellen; Mackie, Christine N; Waddell, Lisa F; Rankin, Kristin M

2017-11-21

Implementation strategies are imperative for the successful adoption and sustainability of complex evidence-based public health practices. Creating a learning collaborative is one strategy that was part of a recently published compilation of implementation strategy terms and definitions. In partnership with the Centers for Disease Control and Prevention and other partner agencies, the Association of State and Territorial Health Officials recently convened a multi-state Learning Community to support cross-state collaboration and provide technical assistance for improving state capacity to increase access to long-acting reversible contraception (LARC) in the immediate postpartum period, an evidence-based practice with the potential for reducing unintended pregnancy and improving maternal and child health outcomes. During 2015-2016, the Learning Community included multi-disciplinary, multi-agency teams of state health officials, payers, clinicians, and health department staff from 13 states. This qualitative study was conducted to better understand the successes, challenges, and strategies that the 13 US states in the Learning Community used for increasing access to immediate postpartum LARC. We conducted telephone interviews with each team in the Learning Community. Interviews were semi-structured and organized by the eight domains of the Learning Community. We coded transcribed interviews for facilitators, barriers, and implementation strategies, using a recent compilation of expert-defined implementation strategies as a foundation for coding the latter. Data analysis showed three ways that the activities of the Learning Community helped in policy implementation work: structure and accountability, validity, and preparing for potential challenges and opportunities. Further, the qualitative data demonstrated that the Learning Community integrated six other implementation strategies from the literature: organize clinician implementation team meetings, conduct educational meetings, facilitation, promote network weaving, provide ongoing consultation, and distribute educational materials. Convening a multi-state learning collaborative is a promising approach for facilitating the implementation of new reimbursement policies for evidence-based practices complicated by systems challenges. By integrating several implementation strategies, the Learning Community serves as a meta-strategy for supporting implementation.
Graphic Strategies for Analyzing and Interpreting Curricular Mapping Data

PubMed Central

Leonard, Sean T.

2010-01-01

Objective To describe curricular mapping strategies used in analyzing and interpreting curricular mapping data and present findings on how these strategies were used to facilitate curricular development. Design Nova Southeastern University's doctor of pharmacy curriculum was mapped to the college's educational outcomes. The mapping process included development of educational outcomes followed by analysis of course material and semi-structured interviews with course faculty members. Data collected per course outcome included learning opportunities and assessment measures used. Assessment Nearly 1,000 variables and 10,000 discrete rows of curricular data were collected. Graphic representations of curricular data were created using bar charts and stacked area graphs relating the learning opportunities to the educational outcomes. Graphs were used in the curricular evaluation and development processes to facilitate the identification of curricular holes, sequencing misalignments, learning opportunities, and assessment measures. Conclusion Mapping strategies that use graphic representations of curricular data serve as effective diagnostic and curricular development tools. PMID:20798804
Graphic strategies for analyzing and interpreting curricular mapping data.

PubMed

Armayor, Graciela M; Leonard, Sean T

2010-06-15

To describe curricular mapping strategies used in analyzing and interpreting curricular mapping data and present findings on how these strategies were used to facilitate curricular development. Nova Southeastern University's doctor of pharmacy curriculum was mapped to the college's educational outcomes. The mapping process included development of educational outcomes followed by analysis of course material and semi-structured interviews with course faculty members. Data collected per course outcome included learning opportunities and assessment measures used. Nearly 1,000 variables and 10,000 discrete rows of curricular data were collected. Graphic representations of curricular data were created using bar charts and stacked area graphs relating the learning opportunities to the educational outcomes. Graphs were used in the curricular evaluation and development processes to facilitate the identification of curricular holes, sequencing misalignments, learning opportunities, and assessment measures. Mapping strategies that use graphic representations of curricular data serve as effective diagnostic and curricular development tools.
The importance of training strategy adaptation: a learner-oriented approach for improving older adults' memory and transfer.

PubMed

Bottiroli, Sara; Cavallini, Elena; Dunlosky, John; Vecchi, Tomaso; Hertzog, Christopher

2013-09-01

We investigated the benefits of strategy-adaptation training for promoting transfer effects. This learner-oriented approach--which directly encourages the learner to generalize strategic behavior to new tasks--helps older adults appraise new tasks and adapt trained strategies to them. In Experiment 1, older adults in a strategy-adaptation training group used 2 strategies (imagery and sentence generation) while practicing 2 tasks (list and associative learning); they were then instructed on how to do a simple task analysis to help them adapt the trained strategies for 2 different unpracticed tasks (place learning and text learning) that were discussed during training. Two additional criterion tasks (name-face associative learning and grocery-list learning) were never mentioned during training. Two other groups were included: A strategy training group (who received strategy training and transfer instructions but not strategy-adaptation training) and a waiting-list control group. Both training procedures enhanced older adults' performance on the trained tasks and those tasks that were discussed during training, but transfer was greatest after strategy-adaptation training. Experiment 2 found that strategy-adaptation training conducted via a manual that older adults used at home also promoted transfer. These findings demonstrate the importance of adopting a learner-oriented approach to promote transfer of strategy training. PsycINFO Database Record (c) 2013 APA, all rights reserved.
Constructive Classroom Management.

ERIC Educational Resources Information Center

Dollard, Norin; And Others

1996-01-01

Reviews classroom management strategies that are child-centered and consistent with constructivist approaches to education, in which teachers create situations that facilitate learning. Describes strategies including techniques for establishing dialog, cognitive interventions (including self management and conflict resolution), cognitive…
Basic Skills Resource Center: The Effects of Learning Strategies; Training on the Development of Skills in English as a Second Language

DTIC Science & Technology

1985-05-01

Teachers interested in helping students to become more effective learners * should be aware of strategies which can be embedded in curricul1a and...taught *to students with only modest extra effort. Teachers can expand their * instructional role to include a variety of learning strategies which... can be used with specific types of language tasks. Future research should be * directed to refining strategy training approaches, and determining
The Teaching-Learning Strategy of the Primary Science Project of the Science Education Programme for Africa. IIEP Seminar Paper 30.

ERIC Educational Resources Information Center

Dyasi, Hubert M.

This paper is concerned with the teaching-learning strategy of the Primary Science Project of the Science Education Program for Africa. It was presented in the 1976 seminar of the International Institute for Educational Planning (IIEP) of the UNESCO in Paris. The document includes six sections: (1) The concept of a strategy; (2) Description of the…

Mnemonic Instruction in Science and Social Studies for Students with Learning Problems: A Review

ERIC Educational Resources Information Center

Lubin, Jacqueline; Polloway, Edward A.

2016-01-01

Over the years, mnemonic instruction has been promoted as an effective strategy to teach students with learning problems including learning disabilities (LD) or mild intellectual disability (MID). This paper discusses mnemonic instruction, including types, versatility in use, and effectiveness with struggling learners. Specific emphasis then is…
Who Benefits from Cooperative Learning with Movement Activity?

ERIC Educational Resources Information Center

Shoval, Ella; Shulruf, Boaz

2011-01-01

The goal of this study is to identify learners who are most likely to benefit from a small group cooperative learning strategy, which includes tasks involving movement activities. The study comprised 158 learners from five second and third grade classes learning about angles. The research tools included structured observation of each learner and…
Hydrogen Fuel Cell Analysis: Lessons Learned from Stationary Power Generation Final Report

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

Scott E. Grasman; John W. Sheffield; Fatih Dogan

2010-04-30

This study considered opportunities for hydrogen in stationary applications in order to make recommendations related to RD&D strategies that incorporate lessons learned and best practices from relevant national and international stationary power efforts, as well as cost and environmental modeling of pathways. The study analyzed the different strategies utilized in power generation systems and identified the different challenges and opportunities for producing and using hydrogen as an energy carrier. Specific objectives included both a synopsis/critical analysis of lessons learned from previous stationary power programs and recommendations for a strategy for hydrogen infrastructure deployment. This strategy incorporates all hydrogen pathways andmore » a combination of distributed power generating stations, and provides an overview of stationary power markets, benefits of hydrogen-based stationary power systems, and competitive and technological challenges. The motivation for this project was to identify the lessons learned from prior stationary power programs, including the most significant obstacles, how these obstacles have been approached, outcomes of the programs, and how this information can be used by the Hydrogen, Fuel Cells & Infrastructure Technologies Program to meet program objectives primarily related to hydrogen pathway technologies (production, storage, and delivery) and implementation of fuel cell technologies for distributed stationary power. In addition, the lessons learned address environmental and safety concerns, including codes and standards, and education of key stakeholders.« less
Recruitment and Lessons Learned from a Community-Based Intervention Program: The Learning Families Project in Hong Kong.

PubMed

Chu, Joanna T W; Wan, Alice; Stewart, Sunita M; Ng, Kwok Tung; Lam, Tai Hing; Chan, Sophia S

2018-01-01

Recruitment is central to any research project, and recruitment itself should be well documented and researched. We describe our recruitment efforts for a community-based research project-entitled the Learning Families Project-conducted in Hong Kong. In collaboration with community stakeholders, residents from a public housing estate were recruited to participate in family programs aimed at enhancing family well-being. Various recruitment strategies were employed including the distribution of 19,200 leaflets, 688 posters, a banner, a kick-off ceremony, 10 promotion activities, 1,000 direct calls, word of mouth, 51 mobile counters, and 10 door-to-door visits. Drawing on field notes, research logs, short questionnaires, and focus group conducted with our community partners and residents, we describe and discuss our recruitment strategies, challenges, and lessons learned. Over a 9-month period, 980 participants were recruited and participated in our study, exceeding our recruitment goal (860 participants). Several observations were made including active recruitment strategies (i.e., door-to-door and mobile counter) being more effective than passive strategies (i.e., posters and leaflets); the importance of raising project awareness to facilitate recruitment; and the challenges encountered (i.e., burn-out and loss of motivation of staff, decreased community capacity in collaborating in research projects). The lessons learned include the importance of engaging Chinese communities, utilizing a positive outreach approach, and setting realistic expectations. Although similar recruitment strategies have been reported the West, a number of cultural differences should be taken into account when working with Chinese population. Further research is needed to examine the effectiveness of tailoring recruitment strategies to various populations.
Lifelong Learning--A Public Library Perspective.

ERIC Educational Resources Information Center

Kahlert, Maureen

This paper presents a public library perspective on lifelong learning. The first section discusses the lifelong learning challenge, including the aims of the Australian National Marketing Strategy for Skills and Lifelong Learning, and findings of a national survey related to the value of and barriers to learning. The second section addresses the…
Is Online Learning Suitable for All English Language Students?

ERIC Educational Resources Information Center

Kuama, Settha; Intharaksa, Usa

2016-01-01

This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a…
Using the Vocabulary Self-Collection Strategy plus to Develop University EFL Students' Vocabulary Learning

ERIC Educational Resources Information Center

Khodary, Manal Mohamed

2017-01-01

This study was carried out to examine the effectiveness of using the Vocabulary Self-Collection Strategy Plus (VSSPlus) on developing university EFL students' vocabulary learning. It adopted the quasi experimental design which included two groups design. The participants were first level students at Languages and Translation Department, Arar…
Applying Various Comprehension Strategies. Learning Package No. 8.

ERIC Educational Resources Information Center

Simic, Marge; Smith, Carl, Comp.

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on applying various comprehension strategies is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the topic; the…
The Impact of Knowledge Conversion Processes on Implementing a Learning Organization Strategy

ERIC Educational Resources Information Center

Al-adaileh, Raid Moh'd; Dahou, Khadra; Hacini, Ishaq

2012-01-01

Purpose: The purpose of this research is to explore the influence of the knowledge conversion processes (KCP) on the success of a learning organization (LO) strategy implementation. Design/methodology/approach: Using a case study approach, the research model examines the impact of the KCP including socialization, externalization, combination and…
Teachers in the desert: Creating ecological research opportunities for teachers and students on the US-Mexico border

USDA-ARS?s Scientific Manuscript database

Considerable research provides evidence for the value of teaching science using enhanced context strategies. These strategies include making learning relevant to students by using real-world examples and problems as well as taking students out of the classroom to learn about the topic. Unfortunately...
Correlation Study of Physics Achievement, Learning Strategy, Attitude and Gender in an Introductory Physics Course

ERIC Educational Resources Information Center

Sezgin Selcuk, Gamze

2010-01-01

This study investigates the relationship between multiple predictors of physics achievement including reported use of four learning strategy clusters (elaboration, organization, comprehension monitoring and rehearsal), attitudes towards physics (sense of care and sense of interest) and a demographic variable (gender) in order to determine the…
Story Grammar Instruction with Third and Fifth Grade Students with Learning Disabilities and Other Struggling Readers

ERIC Educational Resources Information Center

Alves, Kat D.; Kennedy, Michael J.; Brown, Tiara S.; Solis, Michael

2015-01-01

"Reading comprehension" is difficult for many students with disabilities, including those with specific learning disabilities. However these students can be explicitly taught strategies to improve their comprehension abilities. One such strategy is teaching students story grammar in order to provide them with a framework for…
Extending Peer-Assisted Learning Strategies for Racially, Linguistically, and Ability Diverse Learners

ERIC Educational Resources Information Center

Thorius, Kathleen A. King; Santamaría Graff, Cristina

2018-01-01

This article discusses a research-based reading intervention called peer-assisted learning strategies in reading (PALS) and includes practical suggestions for educators concerned with literacy as a tool to reposition and empower students of color, English learners, and students with disabilities in schools and society. Following a rationale…
School Nurse Book Clubs: An Innovative Strategy for Lifelong Learning

ERIC Educational Resources Information Center

Greenawald, Deborah A.; Adams, Theresa M.

2008-01-01

Recognizing the ongoing need for continuing education for school nurses, the authors discuss the use of school nurse book clubs as an innovative lifelong-learning strategy. Current research supports the use of literature in nursing education. This article discusses the benefits of book club participation for school nurses and includes suggested…
Using Comparison of Multiple Strategies in the Mathematics Classroom: Lessons Learned and Next Steps

ERIC Educational Resources Information Center

Durkin, Kelley; Star, Jon R.; Rittle-Johnson, Bethany

2017-01-01

Comparison is a fundamental cognitive process that can support learning in a variety of domains, including mathematics. The current paper aims to summarize empirical findings that support recommendations on using comparison of multiple strategies in mathematics classrooms. We report the results of our classroom-based research on using comparison…
Mathematics Beliefs, Instructional Strategies, and Algebra Achievement of Adolescent Students in Japan: Results from the TIMSS 1999 Assessment

ERIC Educational Resources Information Center

House, J. Daniel

2006-01-01

An important area for the application of instructional design is the development of effective teaching strategies for mathematics. Activities that include the use of computers, cooperative learning, and active learning materials are associated with mathematics achievement. Student self-beliefs are also significantly related to mathematics…
Strategies for Effective Learning.

ERIC Educational Resources Information Center

Frierson, Henry T., Jr.

Suggestions are offered for applying learning techniques for a variety of learning situations. The approaches are applicable to learning medical school content as well as other advanced educational content. Ways to control external distractors are suggested, including a systematic approach to completing large tasks, such as writing a research…
Investigating Relationships between Features of Learning Designs and Student Learning Outcomes

ERIC Educational Resources Information Center

McNaught, Carmel; Lam, Paul; Cheng, Kin Fai

2012-01-01

This article reports a study of eLearning in 21 courses in Hong Kong universities that had a blended design of face-to-face classes combined with online learning. The main focus of the study was to examine possible relationships between features of online learning designs and student learning outcomes. Data-collection strategies included expert…
Understanding Aboriginal Learning Ideology through Storywork with Elders

ERIC Educational Resources Information Center

Atleo, Marlene R.

2009-01-01

Five Nuu-chah-nulth Elders engaged in the examination of a Nuu-chah-nulth story for what they considered learning. A network of eight learning archetypes inhabited the story to demonstrate a range of learning strategies. The Elders identified features central to a cultural learning project, which included prenatal care and grandparent teaching,…
The Present and Future State of Blended Learning in Workplace Learning Settings in the United States

ERIC Educational Resources Information Center

Kim, Kyong-Jee; Bonk, Curtis J.; Oh, Eunjung

2008-01-01

This article reports a survey about blended learning in workplace learning settings. The survey found that blended learning gained popularity in many organizations but also that several barriers exist in implementing it. This survey also includes predictions on instructional strategies, emerging technologies, and evaluation techniques for blended…

Cooperative Learning in Distance Learning: A Mixed Methods Study

ERIC Educational Resources Information Center

Kupczynski, Lori; Mundy, Marie Anne; Goswami, Jaya; Meling, Vanessa

2012-01-01

Distance learning has facilitated innovative means to include Cooperative Learning (CL) in virtual settings. This study, conducted at a Hispanic-Serving Institution, compared the effectiveness of online CL strategies in discussion forums with traditional online forums. Quantitative and qualitative data were collected from 56 graduate student…
Learning Disabilities

ERIC Educational Resources Information Center

Sittiprapaporn, Wichian, Ed.

2012-01-01

Learning disability is a classification that includes several disorders in which a person has difficulty learning in a typical manner. Depending on the type and severity of the disability, interventions may be used to help the individual learn strategies that will foster future success. Some interventions can be quite simplistic, while others are…
Do Sophisticated Epistemic Beliefs Predict Meaningful Learning? Findings from a Structural Equation Model of Undergraduate Biology Learning

ERIC Educational Resources Information Center

Lee, Silvia Wen-Yu; Liang, Jyh-Chong; Tsai, Chin-Chung

2016-01-01

This study investigated the relationships among college students' epistemic beliefs in biology (EBB), conceptions of learning biology (COLB), and strategies of learning biology (SLB). EBB includes four dimensions, namely "multiple-source," "uncertainty," "development," and "justification." COLB is further…
Writing Strategies for Gifted Children. Learning Package No. 45.

ERIC Educational Resources Information Center

Hyslop, Nancy; Smith, Carl, Comp.

Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on writing strategies for gifted children is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC database; a…
Reader Response Theory and Related Instructional Strategies. Learning Package No. 24.

ERIC Educational Resources Information Center

Collins, Norma; Smith, Carl, Comp.

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on reader response theory and related instructional strategies is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on…
Empowering Students to Write and Re-Write: Standards-Based Strategies for Middle and High School Teachers

ERIC Educational Resources Information Center

Combs, Warren E.

2009-01-01

In this book, the author provides teachers with detailed strategies and lesson plans, along with real student writing samples. He describes effective routines of formative self-assessment, and shows teachers how to form a professional learning team with their colleagues using the 6-session professional learning guide. Contents include: (1)…
The Differences between Iranian Male and Female Students in Using Language Learning Strategies

ERIC Educational Resources Information Center

Sherafat, Zahra; Kabiri, Pantea; Soori, Afshin

2014-01-01

The current study aimed at investigating the differences between male and female Iranian students in using different learning strategies. The participants of the study included 60 Iranian EFL students (30 male and 30 female) in Islamic Azad University in Larestan branch. The results of this study revealed that the frequency of using different…
The Development and Implementation of a Teaching and Learning Strategy at a Modern Military Academy

ERIC Educational Resources Information Center

Thain, Richard Holman; McDonough, Ambrose; Priestley, Alan Duncan

2008-01-01

A strategy for teaching and learning was developed at Britannia Royal Naval College during 2006 in order to address several key issues. These included improving professional knowledge and skills retention, enhancing pedagogical practices to increase levels of student motivation, and adapting the training and educational package to an extremely…
Learning to learn physics: The implementation of process-oriented instruction in the first year of higher education

NASA Astrophysics Data System (ADS)

Vertenten, Kristin

2002-01-01

Finding a way to encourage first year students to use deep processing strategies was the aim of this research. The need for an adequate method became clear after using the Inventory of Learning Styles (ILS) of Vermunt: almost half of the first year students turned out to have an undirected or a reproduction-directed learning style. A possible intervention is process-oriented instruction. In this type of instruction learning strategies are taught in coherence with domain specific knowledge. The emphasis is on a gradual transfer from a strongly instruction-guided regulation of the learning process towards a student-regulation. By promoting congruence and constructive frictions between instruction and learning strategies, students are challenged to improve their learning strategies. These general features of process-oriented instruction were refined by Vermunt (1992) in twelve general and specific principles. Literature was studied in which researchers reported about their experiences with interventions aimed at teaching physics knowledge, physics strategies and/or learning and thinking strategies. It became obvious that several successful interventions stressed four principles: (1) the student must experience (constructive) f&barbelow;rictions, including cognitive conflicts; (2) he must be encouraged to ṟeflect on his experiences (thinking about them and analysing them); (3) the instruction must e&barbelow;xplicate and demonstrate the necessary knowledge and strategies; and (4) the student must be given the opportunity to practice (ḏoing) with the learned knowledge and strategies. These four FRED-principles are useful for teaching both general and domain specific knowledge and strategies. They show similarities with the four stages in the learning cycle of Kolb (1984). Moreover, other elements of process-oriented instruction are also depicted by the learning cycle, which, when used in process-oriented instruction, has to start with experiencing (constructive) frictions. The gradual shift of the regulation of the learning process can also be translated to the learning cycle. This can be accomplished by giving a new meaning to the radius of the circle which must represent the growing self-regulation of the learning process. This transforms the learning cycle into a learning spiral. The four FRED-principles were used to develop a learning environment for the first year physics problem-solving classes. After working in this learning environment during the first semester, students began using deep processing strategies in a self-regulated manner. After the second semester the reproduction-directed and undirected learning style were vanished or strongly diminished. These effects were not found in a traditional learning environment. The experimental group also obtained better study results. Working in the developed learning environment did not heighten the study load. (Abstract shortened by UMI.)
Problem based learning approaches to the technology education of physical therapy students.

PubMed

Castro-Sánchez, Adelaida M; Aguilar-Ferrándiz, María Encarnación M E; Matarán-Peñarrocha, Guillermo A Ga; Iglesias-Alonso, Alberto A; Fernández-Fernández, Maria Jesus M J; Moreno-Lorenzo, Carmen C

2012-01-01

Problem-Based Learning (PBL) is a whole-curriculum concept. This study aimed to compare learning preferences and strategies between physical therapy students taught by PBL and those receiving conventional lectures on massage therapy, trauma physical therapy, and electrotherapy, hydrotherapy, and thermotherapy. This quasi-experimental study included 182 male and female students on physical therapy diploma courses at three universities in Andalusia (Spain). The Canfield Learning Skills Inventory (CLSI) was used to assess learning strategies and the Approaches to Study Skills Inventory for Students (ASSIST) to analyze study preferences. At the end of the academic year 2009/10, physical therapy students taught by PBL considered the most important learning strategies to be group work, study organization, relationship of ideas, and academic results. In comparison to conventionally taught counterparts, they considered that PBL reduced lack of purpose, memorizing without relating, the law of minimum effort, and fear of failure. Among these PBL students, the most highly rated study preferences were: organization of course tasks, cordial interaction with the teacher, learning by reading and images, and direct hands-on experience. For these physical therapy students, PBL facilitates learning strategies and study preferences in comparison to conventional teaching.
Learning Strategy in Class Management: A Reflection from Manado Case

NASA Astrophysics Data System (ADS)

Suardi Wekke, Ismail; Yandra, Alexander; Hamuddin, Budianto

2017-12-01

This article is a research conducted with qualitative approach with various case studies underlining a strategy that becomes the basis for classroom management. The article discusses and links to the learning revolution that becomes today’s demands, including a discussion that analyses the condition of learners. The article based its data preliminary study conducted in Manado in the province of North Sulawesi in Indonesia. This region has its own characteristics with the encounter of Muslims and the Protestant community for century. Due to its uniqueness 3 Moslem schools and 3 Protestant schools in Manado were selected to study. Data collection was conducted for a year, from May 2016 to April 2017. The study employ four stages research steps: identification, data collection, data validity checking, and directed discussion. The stages include observation and in-depth interviews and conducting focus group discussions. Two important thought about the essence of learning strategy and learning revolution in class were shared briefly within this article.
Classroom Strategies That Facilitate Transfer of Learning to the Workplace.

ERIC Educational Resources Information Center

Gardner, Brenda S.; Korth, Sharon J.

1997-01-01

Describes a master's program in human resource development that uses experiential learning, transfer of learning, and team learning theories to maximize students' transfer of their formal training to the workplace. Activities include individual and group analysis papers and a team project. Students have found the group and experiential practice…
Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection.

PubMed

Schmidt, Nola A; Brown, Janet M

2016-01-01

Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding "the what" and "the how" of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals. Copyright © 2016. Published by Elsevier Inc.
Can goal-free problems facilitating students' flexible thinking?

NASA Astrophysics Data System (ADS)

Maulidya, Sity Rahmy; Hasanah, Rusi Ulfa; Retnowati, Endah

2017-08-01

Problem solving is the key of doing and also learning mathematics. It takes also the fundamental role of developing mathematical knowledge. Responding to the current reform movement in mathematics, students are expected to learn to be a flexible thinker. The ability to think flexible is challenged by the globalisation, hence influence mathematics education. A flexible thinking includes ability to apply knowledge in different contexts rather than simply use it in similar context when it is studied. Arguably problem solving activities can contribute to the development of the ability to apply skills to unfamiliar situations. Accordingly, an appropriate classroom instructional strategy must be developed. A cognitive load theory suggests that by reducing extraneous cognitive load during learning could enhance transfer learning. A goal-free problem strategy that is developed based in cognitive load theory have been showed to be effective for transfer learning. This strategy enables students to learn a large numbers of problem solving moves from a mathematics problem. The instruction in a goal-free problem directs students to `calculate as many solution as you can' rather than to calculate a single given goal. Many experiment research evident goal-free problem enhance learning. This literature review will discuss evidence goal-free problem facilitate students to solve problems flexibly and thus enhance their problem solving skills, including how its implication in the classroom.
Models of Learning in ICAI.

ERIC Educational Resources Information Center

Duchastel, P.; And Others

1989-01-01

Discusses intelligent computer assisted instruction (ICAI) and presents various models of learning which have been proposed. Topics discussed include artificial intelligence; intelligent tutorial systems; tutorial strategies; learner control; system design; learning theory; and knowledge representation of proper and improper (i.e., incorrect)…
Staff nurses and students: the good, the bad, and the ugly.

PubMed

Koontz, Angela M; Mallory, Judy L; Burns, Jane A; Chapman, Shelia

2010-01-01

Elements identified by student nurses as impacting learning in the clinical learning environment were explored. A significant element identified by participants was the staff nurse. Strategies for improvement and increasing learning opportunities are included in the discussion.
Learning-Disabled Children: General Suggestions for Maximizing Instruction.

ERIC Educational Resources Information Center

Telzrow, Cathy F.; Speer, Barbara

1986-01-01

Effective intervention strategies for learning disabled students should recognize such cognitive deficiencies as weaknesses in attention, memory deficits, and problems in generalizing and abstracting information. Approaches which emphasize enhanced learning processes include: self-monitoring; repetition and deliberate instruction in control…
Supporting Learning in the Digital Age: E-Learning Strategies for NOUN (National Open University of Nigeria)

ERIC Educational Resources Information Center

Nkechinyere, Amadi Martha

2011-01-01

E-learning has long been celebrated as the solution to access in education. There seems to be a belief worldwide that by including e-learning technologies in learning packages, learners' success and economies of scale will be ensured in ODL (open and distance learning). New innovations like the internet and mobile technologies provide a great…
Teaching nursing research to undergraduates: a text analysis of instructors' intentions.

PubMed

Porter, Eileen J; Mansour, Tamam B

2003-04-01

Reviews of teaching strategies for undergraduate nursing research have been organized according to (a) the type of learning to be achieved, such as learning by doing, or (b) the specific teaching strategy, such as a poster session. For this text analysis, a new tack was taken to reveal the intentions of undergraduate nursing research instructors for student learning. Giorgi's (1985) descriptive phenomenological method was used to analyze 77 narrative reports of instructors about research teaching strategies. Seven intentions were identified, including desensitizing negative perceptions about research and stimulating collaborative learning about research. The intentions were contrasted in scope and relevance to frameworks organized according to learning goals or teaching techniques. The relevance of the intentions was considered in relation to critical trends influencing nursing education. Copyright 2003 Wiley Periodicals, Inc. Res Nurs Health 26:128-142, 2003
Genetic Dissection of Learning and Memory in Mice

PubMed Central

Mineur, Yann S.; Crusio, Wim E.; Sluyter, Frans

2004-01-01

In this minireview, we discuss different strategies to dissect genetically the keystones of learning and memory. First, we broadly sketch the neurogenetic analysis of complex traits in mice. We then discuss two general strategies to find genes affecting learning and memory: candidate gene studies and whole genome searches. Next, we briefly review more recently developed techniques, such as microarrays and RNA interference. In addition, we focus on gene-environment interactions and endophenotypes. All sections are illustrated with examples from the learning and memory field, including a table summarizing the latest information about genes that have been shown to have effects on learning and memory. PMID:15656270

Excellence in Physics Education Award Talk: Sharing Active Learning Strategies in the Developed and Developing Worlds

NASA Astrophysics Data System (ADS)

Sokoloff, David

2010-02-01

Since the first series of National Microcomputer Based Laboratory (MBL) Institutes for Teachers of Physics in Summer, 1987, the Activity Based Physics Group (ABP) has presented numerous professional development institutes and workshops to thousands of high school, college and university faculty, sponsored by National Science Foundation, U.S. Department of Education, Howard Hughes Medical Institute and others. An overview of these programs and details of our instructional strategies will be presented. Some common features of these include: (1) motivating participants through introduction to active learning research literature, including exposure to conceptual evaluations and student learning gains in traditional and active learning courses, (2) exposing participants to active learning strategies through intensive hands-on work using classroom tested curricular materials, (3) relying on these materials to enhance teacher knowledge and correct misconceptions---when necessary, (4) providing opportunities to practice active learning instruction with other participants and (5) distributing or facilitating procurement of equipment and supplies needed to get started. Recently, ABP group members have been working with physics educators from other countries to introduce active learning strategies in the developing world. New programs such as Active Learning in Optics and Photonics (ALOP, UNESCO) and Physware (ICTP/UNESCO/IUPAP), that support active learning using low-cost equipment, have been developed for this purpose. To date, ALOP workshops have been presented to over 500 secondary and college faculty in Ghana, Tunisia, Morocco, India, Tanzania, Brazil, Mexico, Zambia, Cameroon, Colombia, Nepal and Chile, and the ALOP Training Manual has been translated into French and Spanish. The first Physware workshop, held at ICTP in Trieste in 2009, had 32 participants most of whom were from developing countries in Africa, Asia and South America. These programs will be described. )
Effects of Constructing versus Playing an Educational Game on Student Motivation and Deep Learning Strategy Use

ERIC Educational Resources Information Center

Vos, Nienke; van der Meijden, Henny; Denessen, Eddie

2011-01-01

In this study the effects of two different interactive learning tasks, in which simple games were included were described with respect to student motivation and deep strategy use. The research involved 235 students from four elementary schools in The Netherlands. One group of students (N = 128) constructed their own memory "drag and…
The Provision of School Assemblies as a Primary Prevention Psycho-Educational Strategy, for Early Adolescents in Middle School

ERIC Educational Resources Information Center

Kingsley-Scott, Janis

2012-01-01

School psychologists are becoming more and more involved in helping our youth to learn better coping strategies, decision making skills, and develop tolerance with others. According to Elias (2002), school psychologists are valuable resources for early adolescents to learn skills necessary to avoid high-risk behaviors, including alcohol and drug…
Implementing a University E-Learning Strategy: Levers for Change within Academic Schools

ERIC Educational Resources Information Center

Sharpe, Rhona; Benfield, Greg; Francis, Richard

2006-01-01

This paper describes the implementation of an e-learning strategy at a single higher education institution in terms of the levers used to promote effective uptake and ensure sustainable embedding. The focus of this work was at the level of the academic school using a range of change practices including the appointment of school-based learning…
An Examination of Undergraduates' Metacognitive Strategies in Pre-Class Asynchronous Activity in a Flipped Classroom

ERIC Educational Resources Information Center

Yilmaz, Rabia M.; Baydas, Ozlem

2017-01-01

The aim of the study is to examine undergraduate students' awareness of metacognition, the metacognitive strategies they use in their learning and their learning performance in pre-class asynchronous activity in a flipped classroom. The sample consisted of 47 undergraduate students. Eleven students were not included in this study since they did…
Using Learning Trajectories to Enhance Formative Assessment

ERIC Educational Resources Information Center

Ebby, Caroline B.; Petit, Marjorie

2017-01-01

A learning trajectory describes the progression of student thinking and strategies over time in terms of sophistication of both conceptual understanding and procedural fluency. Currently, learning trajectories exist in the research literature for many mathematical domains, including counting, addition and subtraction, multiplicative thinking,…
Predicting fifth-grade students' understanding of ecological science concepts with motivational and cognitive variables

NASA Astrophysics Data System (ADS)

Alao, Solomon

The need to identify factors that contribute to students' understanding of ecological concepts has been widely expressed in recent literature. The purpose of this study was to investigate the relationship between fifth grade students' prior knowledge, learning strategies, interest, and learning goals and their conceptual understanding of ecological science concepts. Subject were 72 students from three fifth grade classrooms located in a metropolitan area of the eastern United States. Students completed the goal commitment, interest, and strategy use questionnaire (GISQ), and a knowledge test designed to assess their prior knowledge and conceptual understanding of ecological science concepts. The learning goals scale assessed intentions to try to learn and understand ecological concepts. The interest scale assessed the feeling and value-related valences that students ascribed to science and ecological science concepts. The strategy use scale assessed the use of two cognitive strategies (monitoring and elaboration). The knowledge test assessed students' understanding of ecological concepts (the relationship between living organisms and their environment). Scores on all measures were examined for gender differences; no significant gender differences were observed. The motivational and cognitive variables contributed to students' understanding of ecological concepts. After accounting for interest, learning goals, and strategy use, prior knowledge accounted for 28% of the total variance in conceptual understanding. After accounting for prior knowledge, interest, learning goals, and strategy use explained 7%, 6%, and 4% of the total variance in conceptual understanding, respectively. More importantly, these variables were interrelated to each other and to conceptual understanding. After controlling for prior knowledge, learning goals, and strategy use, interest did not predict the variance in conceptual understanding. After controlling for prior knowledge, interest, and strategy use, learning goals did not predict the variance in conceptual understanding. And, after controlling for prior knowledge, interest, and learning goals, strategy use did not predict the variance in conceptual understanding. Results of this study indicated that prior knowledge, interest, learning goals, and strategy use should be included in theoretical models design to explain and to predict fifth grade students' understanding of ecological concepts. Results of this study further suggested that curriculum developers and science teachers need to take fifth grade students' prior knowledge of ecological concepts, interest in science and ecological concepts; intentions to learn and understand ecological concepts, and use of cognitive strategies into account when designing instructional contexts to support these students' understanding of ecological concepts.
Relationships among student attitudes, motivation, learning styles, learning strategies, patterns of learning, and achievement: A formative evaluation of distance education via Web-based courses

NASA Astrophysics Data System (ADS)

Shih, Ching-Chun

The World Wide Web (WWW) is the latest in a long line of educational technologies, and the list of courses on it is growing daily. Formative evaluations would help educators enhance teaching and learning in Web-based courses. This study analyzed the relationships between student achievement and the following variables: attitudes, motivation, learning strategies, patterns of learning, learning styles, and selected demographics. It was a population study that included 99 students taking two non-major introductory biology courses offered over the WWW by Iowa State University in the fall of 1997. Seventy-four (75%) students completed a learning style test, an on-line questionnaire, and received a grade by the end of the semester. The learning style test was the Group Embedded Figures Test (GEFT), which classified students as either field-dependent or field-independent. The on-line questionnaire consisted of four scales (attitude, motivation, learning strategies, and patterns of learning), whose pilot-test reliabilities ranged from .71 to .91. The selected demographic variables were gender, class level, previous experience in subject area, hours per week studying and working, computer access, and types of students as off-campus, on-campus, or adult students. Over two-thirds of the students taking the Web-based courses were field-independent learners; however, there were no significant differences (.05 level) in achievement by learning style. Also, different backgrounds of students with different learning styles learned equally well in Web-based courses. The students enjoyed the convenience and self-controlled learning pace and were motivated by competition and high expectations in Web-based learning. They used most the learning strategies of finding important ideas from lectures and memorizing key words of important concepts and least the learning strategy of making charts or tables to organize the material. They seemed more interested in checking their grades than in communicating with the class and instructors via e-mail, discussion netforum or chat netforum. Motivation and learning strategies were the two significant factors that explained more than one-third of student achievement measured by class grade. Educators should assist students in mastering different motivational and learning strategies to help them become self-regulated learners.
Self-Regulatory Behaviors and Approaches to Learning of Arts Students: A Comparison between Professional Training and English Learning

ERIC Educational Resources Information Center

Tseng, Min-chen; Chen, Chia-cheng

2017-01-01

This study investigated the self-regulatory behaviors of arts students, namely memory strategy, goal-setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility, and planning and organizing. We also explored approaches to learning, including deep approach (DA) and surface approach (SA), in a comparison between…
Selected Papers from the National Conference on College Teaching and Learning (6th, Jacksonville, Florida, April 5-8, 1995).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Titles include: (1) "African American Students' Perceptions of…
Team-Based Learning in Honors Science Education: The Benefit of Complex Writing Assignments

ERIC Educational Resources Information Center

Wiegant, Fred; Boonstra, Johannes; Peeters, Anton; Scager, Karin

2012-01-01

Cooperative learning and team-based learning have been widely recognized as beneficial strategies to improve all levels of education, including higher education. Just forming groups, however, does not automatically lead to better learning and motivation; cooperation flourishes only under appropriate conditions (Fink; Gillies; Parmelee et al.).…
Selected Papers from the National Conference on College Teaching and Learning (4th, Jacksonville, Florida, April 14-17, 1993).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Titles include: (1) "Changing Teaching Styles When Technology Becomes…
Learning Intentions and Success Criteria: Learners' and Teachers' Views

ERIC Educational Resources Information Center

Crichton, Hazel; McDaid, Ann

2016-01-01

It is generally accepted that Assessment for Learning (AfL) strategies are effective in teaching and learning. Approaches within this framework include the use of formative feedback, self and peer assessment and setting and discussion of learning intentions (LIs) and success criteria (SC). There has been a great deal of research into AfL…
Strategies to improve learning of all students in a class

NASA Astrophysics Data System (ADS)

Suraishkumar, G. K.

2018-05-01

The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of unfulfilled potential, and the students with significantly low learning abilities feel lost. To address the challenge in an undergraduate core/required course on 'transport phenomena in biological systems', a combination of learning strategies such as active learning including co-operative group learning, challenge exercises, and others were employed in a pro-advising context. The short-term and long-term impacts were evaluated through student course performances and input, respectively. The results show that it is possible to effectively address the challenge posed by the distribution of student learning abilities in a class.
It's all in the delivery! An analysis of instructional strategies from effective health education curricula.

PubMed

Herbert, Patrick C; Lohrmann, David K

2011-05-01

This study explores the relationship between instructional strategies and effective health education curricula. A content analysis of 10 health education curricula was conducted to determine if they include common instructional strategies for actively engaging students in acquisition of health skills. To be included, the curricula had to (1) be research-based and proven via empirical testing to positively influence the health behaviors and (2) address 1 of Centers for Disease Control and Prevention's 6 priority health risk behaviors. Content analysis revealed 5 active learning strategies incorporated to involve students in acquiring health skills. Role play, group cooperation, and small group discussion were found in all 10 curricula. To a lesser extent, interactive technology and team games were also included. When combined with previous research regarding the characteristics of effective teachers, it becomes clear that effective health education is delivered by teachers who employ a wide repertoire of active learning strategies while devoting substantial instructional time to those specific strategies that involve students in skills practice. © 2011, American School Health Association.
Flexible Learning Strategies in Higher and Further Education.

ERIC Educational Resources Information Center

Thomas, Diana, Ed.

This book contains 15 papers written by contributors from all areas of Great Britain in further and higher education. The following papers are included: "Learning to Be Flexible" (Diana Thomas); "Managing Change: Towards a New Paradigm?" (Mac Stephenson, Timothy Lehmann); "Open Learning: Educational Opportunity or…
Exploring men's preferred strategies for learning about testicular disorders inclusive of testicular cancer: A qualitative descriptive study.

PubMed

Saab, Mohamad M; Landers, Margaret; Hegarty, Josephine

2017-02-01

Men's awareness of testicular disorders is lacking and their intention to seek help for testicular symptoms is sub-optimal. Studies conducted to explore and raise men's awareness of testicular disorders did not address their preferred learning strategies and failed to include men who are at risk for health inequities. The aim of this study was to explore, in-depth, the preferred strategies for learning about testicular disorders inclusive of testicular cancer among men who self-identify as heterosexual, gay, or bisexual. Maximum variation and snowball sampling were used to recruit 29 men aged 18-47 years. Participation was sought from community and youth organizations and a university in the Republic of Ireland. Semi-structured individual interviews and focus groups were conducted. Interviews were audio-recorded and transcribed verbatim. Inductive analysis of manifest content was used. Seventeen informants self-identified as heterosexual, 11 as gay, and one as bisexual. Four main categories emerged, namely: strategies to enhance awareness (television, internet, campaigns, print media), educational dos and don'ts (tailoring effective messages, drawbacks of national initiatives, ineffective learning strategies), implications of raising awareness (risks and benefits of increasing awareness), and learning among gay and bisexual men (learning needs and strategies). Future studies promoting awareness of testicular disorders should take into account men's preferred learning strategies. National campaigns should be delivered frequently and altered occasionally in order to achieve a top-up effect. Clinicians are encouraged to educate young men about the seriousness of testicular symptoms and the importance of seeking timely medical attention for any abnormalities. Copyright © 2016 Elsevier Ltd. All rights reserved.
What do we do? Practices and learning strategies of medical education leaders.

PubMed

Lieff, Susan; Albert, Mathieu

2012-01-01

Continuous changes in undergraduate and postgraduate medical education require faculty to assume a variety of new leadership roles. While numerous faculty development programmes have been developed, there is little evidence about the specific practices of medical education leaders or their learning strategies to help inform their design. This study aimed to explore what medical education leaders' actually do, their learning strategies and recommendations for faculty development. A total of 16 medical education leaders from a variety of contexts within the faculty of medicine of a large North American medical school participated in semi-structured interviews to explore the nature of their work and the learning strategies they employ. Using thematic analysis, interview transcripts were coded inductively and then clustered into emergent themes. Findings clustered into four key themes of practice: (1) intrapersonal (e.g., self-awareness), (2) interpersonal (e.g., fostering informal networks), (3) organizational (e.g., creating a shared vision) and (4) systemic (e.g. strategic navigation). Learning strategies employed included learning from experience and example, reflective practice, strategic mentoring or advanced training. Our findings illuminate a four-domain framework for understanding medical education leader practices and their learning preferences. While some of these findings are not unknown in the general leadership literature, our understanding of their application in medical education is unique. These practices and preferences have a potential utility for conceptualizing a coherent and relevant approach to the design of faculty development strategies for medical education leadership.
Improving the basic skills of teaching mathematics through learning with search-solve-create-share strategy

NASA Astrophysics Data System (ADS)

Rahayu, D. V.; Kusumah, Y. S.; Darhim

2018-05-01

This study examined to see the improvement of prospective teachers’ basic skills of teaching mathematics through search-solve-create-share learning strategy based on overall and Mathematical Prior Knowledge (MPK) and interaction of both. Quasi experiments with the design of this experimental-non-equivalent control group design involved 67 students at the mathematics program of STKIP Garut. The instrument used in this study included pre-test and post-test. The result of this study showed that: (1) The improvement and achievement of the basic skills of teaching mathematics of the prospective teachers who get the learning of search-solve-create-share strategy is better than the improvement and achievement of the prospective teachers who get the conventional learning as a whole and based on MPK; (2) There is no interaction between the learning used and MPK on improving and achieving basic skills of teaching mathematics.
Differential theory of learning for efficient neural network pattern recognition

NASA Astrophysics Data System (ADS)

Hampshire, John B., II; Vijaya Kumar, Bhagavatula

1993-09-01

We describe a new theory of differential learning by which a broad family of pattern classifiers (including many well-known neural network paradigms) can learn stochastic concepts efficiently. We describe the relationship between a classifier's ability to generate well to unseen test examples and the efficiency of the strategy by which it learns. We list a series of proofs that differential learning is efficient in its information and computational resource requirements, whereas traditional probabilistic learning strategies are not. The proofs are illustrated by a simple example that lends itself to closed-form analysis. We conclude with an optical character recognition task for which three different types of differentially generated classifiers generalize significantly better than their probabilistically generated counterparts.

Differential theory of learning for efficient neural network pattern recognition

NASA Astrophysics Data System (ADS)

Hampshire, John B., II; Vijaya Kumar, Bhagavatula

1993-08-01

We describe a new theory of differential learning by which a broad family of pattern classifiers (including many well-known neural network paradigms) can learn stochastic concepts efficiently. We describe the relationship between a classifier's ability to generalize well to unseen test examples and the efficiency of the strategy by which it learns. We list a series of proofs that differential learning is efficient in its information and computational resource requirements, whereas traditional probabilistic learning strategies are not. The proofs are illustrated by a simple example that lends itself to closed-form analysis. We conclude with an optical character recognition task for which three different types of differentially generated classifiers generalize significantly better than their probabilistically generated counterparts.
Strategies influence neural activity for feedback learning across child and adolescent development.

PubMed

Peters, Sabine; Koolschijn, P Cédric M P; Crone, Eveline A; Van Duijvenvoorde, Anna C K; Raijmakers, Maartje E J

2014-09-01

Learning from feedback is an important aspect of executive functioning that shows profound improvements during childhood and adolescence. This is accompanied by neural changes in the feedback-learning network, which includes pre-supplementary motor area (pre- SMA)/anterior cingulate cortex (ACC), dorsolateral prefrontal cortex (DLPFC), superior parietal cortex (SPC), and the basal ganglia. However, there can be considerable differences within age ranges in performance that are ascribed to differences in strategy use. This is problematic for traditional approaches of analyzing developmental data, in which age groups are assumed to be homogenous in strategy use. In this study, we used latent variable models to investigate if underlying strategy groups could be detected for a feedback-learning task and whether there were differences in neural activation patterns between strategies. In a sample of 268 participants between ages 8 to 25 years, we observed four underlying strategy groups, which were cut across age groups and varied in the optimality of executive functioning. These strategy groups also differed in neural activity during learning; especially the most optimal performing group showed more activity in DLPFC, SPC and pre-SMA/ACC compared to the other groups. However, age differences remained an important contributor to neural activation, even when correcting for strategy. These findings contribute to the debate of age versus performance predictors of neural development, and highlight the importance of studying individual differences in strategy use when studying development. Copyright © 2014 Elsevier Ltd. All rights reserved.
Art & Music Appreciation. A to Z Active Learning Series.

ERIC Educational Resources Information Center

Forte, Imogene; Schurr, Sandra

This workbook includes high-interest activities, lessons, and projects to further students' interest in and understanding of important exploratory and enrichment topics essential to a balanced middle grades program. The workbook includes lessons and activities that encourage students to learn more about the arts. Instructional strategies are…
Effects of web-based electrocardiography simulation on strategies and learning styles.

PubMed

Granero-Molina, José; Fernández-Sola, Cayetano; López-Domene, Esperanza; Hernández-Padilla, José Manuel; Preto, Leonel São Romão; Castro-Sánchez, Adelaida María

2015-08-01

To identify the association between the use of web simulation electrocardiography and the learning approaches, strategies and styles of nursing degree students. A descriptive and correlational design with a one-group pretest-posttest measurement was used. The study sample included 246 students in a Basic and Advanced Cardiac Life Support nursing class of nursing degree. No significant differences between genders were found in any dimension of learning styles and approaches to learning. After the introduction of web simulation electrocardiography, significant differences were found in some item scores of learning styles: theorist (p < 0.040), pragmatic (p < 0.010) and approaches to learning. The use of a web electrocardiogram (ECG) simulation is associated with the development of active and reflexive learning styles, improving motivation and a deep approach in nursing students.
The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

NASA Astrophysics Data System (ADS)

Alseddiqi, M.; Mishra, R.; Pislaru, C.

2012-05-01

This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.
A survey of specific individualized instruction strategies in elementary science methods courses in Tennessee teacher education institutions

NASA Astrophysics Data System (ADS)

Hazari, Alan A.

The purpose of the study was to determine the status of individualized science instruction in Tennessee teacher education institutions. Specifically, the study sought to investigate the extent of teaching about and/or use of 31 strategies for individualizing instruction in elementary science teaching methods courses. The individualized instruction frameworks, with strategies for individualizing instruction, were developed by Rowell, et al. in the College of Education at the University of Tennessee, Knoxville. A review of the literature on the preparation of preservice elementary science teachers for individualized instruction in K-8 classrooms revealed very limited research. This investigation sought to identify how the elementary science teacher educators prepared their preservice elementary science teachers to (1) learn about the children they will teach, (2) determine differences among learners, (3) plan for individualized science instruction in the elementary school classroom, and (4) help attend to individual student differences. The researcher prepared and used a 31-item survey to poll elementary science teacher educators in Tennessee. The participants included K-8 educators from 40 state-approved teacher education institutions. The high teacher education institution response rate (72.5%) brought input from institutions of varying sizes, operated privately or publicly across the state of Tennessee. In general, Tennessee elementary science teacher educators reported that they tended to teach about and/or use a fair number of the 31 individualized instruction strategies that involve both learning about K-8 students and their differences. On the other hand, many of these educators provided preservice teachers with quite a bit of the strategies that lead to planning for individualized science instruction and to attending to individual student differences. The two strategies that were the most taught about and/or used in elementary science methods by Tennessee educators were planning for and maintaining an interactive classroom and implementing cooperative learning groups. The two strategies with the lowest rating were using a computer-tracking system to keep student profiles and using commercial tests to determine student placement. Almost 42% of the strategies in the survey were rated high to very high. This indicated that Tennessee educators do regularly include many of these 31 strategies in their elementary science methods courses. Examples include hands-on approach, cooperative learning, thematic and project teaching, learning centers, and the use of the Tennessee Instructional Model. The study also showed that Tennessee science teacher educators in church-related institutions appeared to utilize more of the 31 strategies for individualizing instruction in K-8 classrooms than do the educators in non-church-related institutions. Tennessee K-8 teachers could be better prepared if exposed to as many different and effective pedagogical tools and practices as possible during their education and preparation. A strong science program rich in content and a variety of instructional strategies (including individualized instruction) is needed to help maximize the science learning opportunities for all Tennessee students.
An Analysis of the Relationship between High School Students' Self-Efficacy, Metacognitive Strategy Use and Their Academic Motivation for Learn Biology

ERIC Educational Resources Information Center

Aydin, Solmaz

2016-01-01

This study aimed to analyze the relationship between high school students' self-efficacy perceptions regarding biology, the metacognitive strategies they use in this course and their academic motivation for learn biology. The sample of the study included 286 high school students enrolled in three high schools who attended a biology course in Kars,…
Interactive Learning: The Casewriting Method as an Entire Semester Course for Higher Education.

ERIC Educational Resources Information Center

Bowen, Brent D.

This guide explains the reasons for employing the case method as a tool in the academic discipline of aviation. It promotes the use of case writing as a unique opportunity to derive even further benefits from case analysis. The benefits to students of using case writing as a learning strategy include a focus on the strategy of a real situation;…
Learning Strategies for Post-Literacy and Continuing Education in Mali, Niger, Senegal, and Upper Volta. UIE Studies on Post-Literacy and Continuing Education 2.

ERIC Educational Resources Information Center

Dave, R. H., Ed.; And Others

This collection contains four papers discussing the outcomes of an international research project on the concept of lifelong education and its implications for educational reforms and development in developing nations. The following papers are included: "Rural Newspapers and Other Learning Strategies for Post-Literacy and Basic Education in…
Problem solving performance and learning strategies of undergraduate students who solved microbiology problems using IMMEX educational software

NASA Astrophysics Data System (ADS)

Ebomoyi, Josephine Itota

The objectives of this study were as follows: (1) Determine the relationship between learning strategies and performance in problem solving, (2) Explore the role of a student's declared major on performance in problem solving, (3) Understand the decision making process of high and low achievers during problem solving. Participants (N = 65) solved problems using the Interactive multimedia exercise (IMMEX) software. All participants not only solved "Microquest," which focuses on cellular processes and mode of action of antibiotics, but also "Creeping Crud," which focuses on the cause, origin and transmission of diseases. Participants also responded to the "Motivated Strategy Learning Questionnaire" (MSLQ). Hierarchical multiple regression was used for analysis with GPA (Gracie point average) as a control. There were 49 (78.6%) that successfully solved "Microquest" while 52 (82.5%) successfully solved "Creeping Crud". Metacognitive self regulation strategy was significantly (p < .10) related to ability to solve "Creeping Crud". Peer learning strategy showed a positive significant (p < .10) relationship with scores obtained from solving "Creeping Crud". Students' declared major made a significant (p < .05) difference on the ability to solve "Microquest". A subset (18) volunteered for a think aloud method to determine decision-making process. High achievers used fewer steps, and had more focused approach than low achievers. Common strategies and attributes included metacognitive skills, writing to keep track, using prior knowledge. Others included elements of frustration/confusion and self-esteem problems. The implications for educational and relevance to real life situations are discussed.
[Motivation and learning strategies in pediatric residents].

PubMed

Sepúlveda-Vildósola, Ana Carolina; Carrada-Legaria, Sol; Reyes-Lagunes, Isabel

2015-01-01

Motivation is an internal mood that moves individuals to act, points them in certain directions, and maintains them in activities, playing a very important role in self-regulated learning and academic performance. Our objective was to evaluate motivation and self-regulation of knowledge in pediatric residents in a third-level hospital, and to determine if there are differences according to the type of specialty and sociodemographic variables. All residents who agreed to participate responded to the Motivated Strategies for Learning Questionnaire. Cronbach alpha was performed to determine reliability. The mean value of each subscale was compared with Student's t test or ANOVA, correlation of subscales with Pearson test. A value of p≤0.05 was considered significant. We included 118 residents. The questionnaire was highly reliable (α=0.939). There were no significant differences in motivation or learning strategies according to sex, marital status, or age. Those residents studying a second or third specialization had significantly higher scores in elaboration, critical thinking, and peer learning. There were significant correlations between intrinsic motivation and self-efficacy with the development of knowledge strategies such as elaboration, critical thinking, and metacognitive self-regulation. Our students present average-to-high scores of motivation and knowledge strategies, with a significant difference according to type of specialization. There is a high correlation between motivation and knowledge strategies.
Developing geogebra-assisted reciprocal teaching strategy to improve junior high school students’ abstraction ability, lateral thinking and mathematical persistence

NASA Astrophysics Data System (ADS)

Priatna, N.; Martadiputra, B. A. P.; Wibisono, Y.

2018-05-01

The development of science and technology requires reform in the utilization of various resources for mathematics teaching and learning process. One of the efforts that can be made is the implementation of GeoGebra-assisted Reciprocal Teaching strategy in mathematics instruction as an effective strategy in improving students’ cognitive, affective, and psychomotor abilities. This research is intended to implement GeoGebra-assisted Reciprocal Teaching strategy in improving abstraction ability, lateral thinking, and mathematical persistence of junior high school students. It employed quasi-experimental method with non-random pre-test and post-test control design. More specifically, it used the 2x3 factorial design, namely the learning factors that included GeoGebra-assisted Reciprocal Teaching and conventional teaching learning, and levels of early mathematical ability (high, middle, and low). The subjects in this research were the eighth grade students of junior high school, taken with purposive sampling. The results of this research show: Abstraction and lateral abilities of students who were taught with GeoGebra-assisted Reciprocal Teaching strategy were significantly higher than those of students who received conventional learning. Mathematical persistence of students taught with GeoGebra-assisted Reciprocal Teaching strategy was also significantly higher than of those taught with conventional learning.
Strengthening the evidence and action on multi-sectoral partnerships in public health: an action research initiative

PubMed Central

Willis, C. D.; Greene, J. K.; Abramowicz, A.; Riley, B. L.

2016-01-01

Abstract Introduction: The Public Health Agency of Canada’s Multi-sectoral Partnerships Initiative, administered by the Centre for Chronic Disease Prevention (CCDP), brings together diverse partners to design, implement and advance innovative approaches for improving population health. This article describes the development and initial priorities of an action research project (a learning and improvement strategy) that aims to facilitate continuous improvement of the CCDP’s partnership initiative and contribute to the evidence on multi-sectoral partnerships. Methods: The learning and improvement strategy for the CCDP’s multi-sectoral partnership initiative was informed by (1) consultations with CCDP staff and senior management, and (2) a review of conceptual frameworks to do with multi-sectoral partnerships. Consultations explored the development of the multi-sectoral initiative, barriers and facilitators to success, and markers of effectiveness. Published and grey literature was reviewed using a systematic search strategy with findings synthesized using a narrative approach. Results: Consultations and the review highlighted the importance of understanding partnership impacts, developing a shared vision, implementing a shared measurement system and creating opportunities for knowledge exchange. With that in mind, we propose a six-component learning and improvement strategy that involves (1) prioritizing learning needs, (2) mapping needs to evidence, (3) using relevant data-collection methods, (4) analyzing and synthesizing data, (5) feeding data back to CCDP staff and teams and (6) taking action. Initial learning needs include investigating partnership reach and the unanticipated effects of multi-sectoral partnerships for individuals, groups, organizations or communities. Conclusion: While the CCDP is the primary audience for the learning and improvement strategy, it may prove useful for a range of audiences, including other government departments and external organizations interested in capturing and sharing new knowledge generated from multi-sectoral partnerships. PMID:27284702
Aptitude for Learning a Foreign Language.

ERIC Educational Resources Information Center

Sparks, Richard; Ganschow, Leonore

2001-01-01

Review research on foreign language aptitude and its measurement prior to 1990. Describes research areas in the 1990s, including affective variables, language learning strategies, learning styles as contributors to aptitude and aptitude as a cognitive construct affected by language variables. Reviews research on individual differences and the…
The Challenge of Writing for Publication: Implications for Teaching-Learning Nursing.

PubMed

Yancey, Nan Russell

2016-10-01

Disseminating new scientific knowledge through publication is critical for any discipline, including nursing. The challenge for nurse faculty is preparing emerging nurses with the skills, enthusiasm, and disposition to fully assume professional roles as nurse scientists and scholars, including that of author. Exploring how students learn to write for publication and barriers to writing for publication, recommendations are offered for teaching-learning as a guide to faculty in planning programs, developing curriculum, and identifying teaching-learning strategies. © The Author(s) 2016.
Biological sex influences learning strategy preference and muscarinic receptor binding in specific brain regions of prepubertal rats.

PubMed

Grissom, Elin M; Hawley, Wayne R; Hodges, Kelly S; Fawcett-Patel, Jessica M; Dohanich, Gary P

2013-04-01

According to the theory of multiple memory systems, specific brain regions interact to determine how the locations of goals are learned when rodents navigate a spatial environment. A number of factors influence the type of strategy used by rodents to remember the location of a given goal in space, including the biological sex of the learner. We recently found that prior to puberty male rats preferred a striatum-dependent stimulus-response strategy over a hippocampus-dependent place strategy when solving a dual-solution task, while age-matched females showed no strategy preference. Because the cholinergic system has been implicated in learning strategy and is known to be sexually dimorphic prior to puberty, we explored the relationship between learning strategy and muscarinic receptor binding in specific brain regions of prepubertal males and female rats. We confirmed our previous finding that at 28 days of age a significantly higher proportion of prepubertal males preferred a stimulus-response learning strategy than a place strategy to solve a dual-solution visible platform water maze task. Equal proportions of prepubertal females preferred stimulus-response or place strategies. Profiles of muscarinic receptor binding as assessed by autoradiography varied according to strategy preference. Regardless of biological sex, prepubertal rats that preferred stimulus-response strategy exhibited lower ratios of muscarinic receptor binding in the hippocampus relative to the dorsolateral striatum compared to rats that preferred place strategy. Importantly, much of the variance in this ratio was related to differences in the ventral hippocampus to a greater extent than the dorsal hippocampus. The ratios of muscarinic receptors in the hippocampus relative to the basolateral amygdala also were lower in rats that preferred stimulus-response strategy over place strategy. Results confirm that learning strategy preference varies with biological sex in prepubertal rats with males biased toward a stimulus-response strategy, and that stimulus-response strategy is associated with lower ratios of muscarinic binding in the hippocampus relative to either the striatum or amygdala. Copyright © 2012 Wiley Periodicals, Inc.
Writing for Learning in Science: A Model for Use within Classrooms.

ERIC Educational Resources Information Center

Hand, Brian; Prain, Vaughan

1996-01-01

Discusses writing for learning within science classrooms. Presents a model that can be used by teachers to promote a greater variety of writing types. Includes examples of its use and an explanation of learning strategies students use in these activities. Discusses the value of the model in framing the planning of writing-for-learning tasks.…
Strategies for the Creation, Design and Implementation of Effective Interactive Computer-Aided Learning Software in Numerate Business Subjects--The Byzantium Experience.

ERIC Educational Resources Information Center

Wilkinson-Riddle, G. J.; Patel, Ashok

1998-01-01

Discusses courseware development, including intelligent tutoring systems, under the Teaching and Learning Technology Programme and the Byzantium project that was designed to define computer-aided learning performance standards suitable for numerate business subjects; examine reasons to use computer-aided learning; and improve access to educational…
Learning to Learn a Foreign Language. Principles of Second Language Acquisition: An Orientation for Foreign Language Teachers.

ERIC Educational Resources Information Center

Pfannkuche, Anthony; And Others

The manual designed to accompany an orientation seminar for students concerning language learning processes and strategies and the design of their program includes materials for five sessions, in three sections. The first section covers language learning and acquisition in general and contains a survey of the participants' foreign language…
Selected Papers from the National Conference on College Teaching and Learning (7th, Jacksonville, Florida, March 20-23, 1996).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 20 papers is centered on the theme "Teaching, Learning, and Technology--Strategies to Motivate Life Long Learning." Titles include: (1) "Barriers to Effective Teamwork and Recommendations for Solutions" (Lillie Anderton-Lewis and Danny H. Pogue); (2) "Are Group Rewards Necessary for Cooperative Learning?…

Self-Regulated Learning and Academic Achievement of Hong Kong Secondary School Students

ERIC Educational Resources Information Center

Ho, Esther Sui-Chu

2004-01-01

Education aims to enable students not only to acquire knowledge but also to become capable and enthusiastic lifelong learners. Prior research has found that learning is more likely to be effective where a student plays a proactive role in the learning process. Such a proactive process, including learning on students' own initiative and strategies,…
Patient education in home care: strategies for success.

PubMed

Ashton, Kathleen; Oermann, Marilyn H

2014-05-01

This article describes principles for patient education, beginning with assessment of learning needs through evaluation. Strategies for effective teaching in the home care setting are presented, including use of educational resources.
A Case Study on the Relational Component of Professional Learning Teams

ERIC Educational Resources Information Center

Willis, Matthew R.

2017-01-01

This dissertation is focused on intentional intervention strategies adopted in a prior five-year period by Denver Area High School for the purpose of reducing suspensions, expulsions, referrals, other minor disciplinary infractions, and reduced failure rates. Those strategies included implementing a Culture of Care, which included (a) Restorative…
Enhancing medical-surgical nursing practice: using practice tests and clinical examples to promote active learning and program evaluation.

PubMed

DuHamel, Martha B; Hirnle, Constance; Karvonen, Colleen; Sayre, Cindy; Wyant, Sheryl; Colobong Smith, Nancy; Keener, Sheila; Barrett, Shannon; Whitney, Joanne D

2011-10-01

In a 14-week medical-surgical nursing review course, two teaching strategies are used to promote active learning and assess the transfer of knowledge to nursing practice. Practice tests and clinical examples provide opportunities for participants to engage in self-assessment and reflective learning and enhance their nursing knowledge, skills, and practice. These strategies also contribute to program evaluation and are adaptable to a variety of course formats, including traditional classroom, web conference, and online self-study. Copyright 2011, SLACK Incorporated.
Motivational Strategies that Work! Winter 2006

ERIC Educational Resources Information Center

Educators' Spotlight Digest, 2006

2006-01-01

This column is a collaborative effort by library media specialists who write about the motivational strategies that have worked for them. Motivational strategies include ways to gain and sustain attention, increase relevance for learning information literacy skills, build confidence in students' developing research abilities, and promote a…
Energy consumption analysis for various memristive networks under different learning strategies

NASA Astrophysics Data System (ADS)

Deng, Lei; Wang, Dong; Zhang, Ziyang; Tang, Pei; Li, Guoqi; Pei, Jing

2016-02-01

Recently, various memristive systems emerge to emulate the efficient computing paradigm of the brain cortex; whereas, how to make them energy efficient still remains unclear, especially from an overall perspective. Here, a systematical and bottom-up energy consumption analysis is demonstrated, including the memristor device level and the network learning level. We propose an energy estimating methodology when modulating the memristive synapses, which is simulated in three typical neural networks with different synaptic structures and learning strategies for both offline and online learning. These results provide an in-depth insight to create energy efficient brain-inspired neuromorphic devices in the future.
PBL and beyond: trends in collaborative learning.

PubMed

Pluta, William J; Richards, Boyd F; Mutnick, Andrew

2013-01-01

Building upon the disruption to lecture-based methods triggered by the introduction of problem-based learning, approaches to promote collaborative learning are becoming increasingly diverse, widespread and generally well accepted within medical education. Examples of relatively new, structured collaborative learning methods include team-based learning and just-in-time teaching. Examples of less structured approaches include think-pair share, case discussions, and the flipped classroom. It is now common practice in medical education to employ a range of instructional approaches to support collaborative learning. We believe that the adoption of such approaches is entering a new and challenging era. We define collaborate learning by drawing on the broader literature, including Chi's ICAP framework that emphasizes the importance of sustained, interactive explanation and elaboration by learners. We distinguish collaborate learning from constructive, active, and passive learning and provide preliminary evidence documenting the growth of methods that support collaborative learning. We argue that the rate of adoption of collaborative learning methods will accelerate due to a growing emphasis on the development of team competencies and the increasing availability of digital media. At the same time, the adoption collaborative learning strategies face persistent challenges, stemming from an overdependence on comparative-effectiveness research and a lack of useful guidelines about how best to adapt collaborative learning methods to given learning contexts. The medical education community has struggled to consistently demonstrate superior outcomes when using collaborative learning methods and strategies. Despite this, support for their use will continue to expand. To select approaches with the greatest utility, instructors must carefully align conditions of the learning context with the learning approaches under consideration. Further, it is critical that modifications are made with caution and that instructors verify that modifications do not impede the desired cognitive activities needed to support meaningful collaborative learning.
Whole Language Learning for Elementary School Teachers, Children, and Parents.

ERIC Educational Resources Information Center

McCarthy, William G., Ed.; And Others

The purpose of this booklet is to disseminate theoretical ideas and practical strategies concerning whole language so that learning for children and practice for teaching may be enlightened and improved. Chapters include: "Whole Language Learning" (William McCarthy and Alicia Sutton); "Planning the Program and Organizing the Classroom" (Marilyn…
Some Psychological Aspects of Aging: Implications for Teaching and Learning.

ERIC Educational Resources Information Center

Lersten, Kenneth C.

This paper reviews psychological literature concerned with aging, and includes brief reviews of (a) motor skill work, (b) the phenomena of "slowing," (c) social psychological findings, (d) sensation and perception, and (e) selected learning characteristics. The following teaching and learning strategies were elicited from this study: (a)…
Language Transfer in Language Learning. Issues in Second Language Research.

ERIC Educational Resources Information Center

Gass, Susan M., Ed.; Selinker, Larry, Ed.

Essays on language transfer in language learning include: excerpts from "Linguistics across Cultures" (Robert Lado); "Language Transfer" (Larry Selinker); "Goofing: An Indication of Children's Second Language Learning Strategies" (Heidi C. Dulay, Marina K. Burt); "Language Transfer and Universal Grammatical Relations" (Susan Gass); "A Role for the…
Learning to Write and Loving It! Preschool-Kindergarten

ERIC Educational Resources Information Center

Trehearne, Miriam P.

2011-01-01

"Learning to Write and Loving It!" equips teachers of young children with practical strategies, assessment tools, and motivating writing activities that are based on current research and proven practice and are easily applicable to all kinds of learning environments. Included are many authentic writing samples and photos to illustrate effective,…
Strategies for Teaching Students with Learning and Behavior Problems. Fifth Edition.

ERIC Educational Resources Information Center

Bos, Candace S.; Vaughn, Sharon

This book provides information about general approaches to learning and teaching, offering descriptions of methods and procedures and focusing on classroom and behavior management, consultation, and working with parents and professionals. The 12 chapters include: (1) "The Teaching-Learning Process" (e.g., characteristics of students with…
Project LEO Studies of Science Learning Environments and Outcomes, 1968-1981.

ERIC Educational Resources Information Center

Matthews, Charles; And Others

Presented is a summary of the 1977-80 Project LEO studies, which focused on science teaching strategies and learning outcomes for disruptive elementary school children and on more refined application of the "student-structured learning in science" (SSLS) teacher behavioral pattern in secondary school science classrooms. Included within…
Learned Helplessness: A Piece of the Burnout Puzzle.

ERIC Educational Resources Information Center

Greer, John G.; Wethered, Chris E.

1984-01-01

The article uses learned helplessness as a model for better understanding burnout experienced by teachers of exceptional children. Comparisons are made between the treatment for learned helplessness and parallel strategies for preventing burnout, including helping educators to set realistic goals and recognize the control which they do have.…
Review of Mathematics Interventions for Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Marita, Samantha; Hord, Casey

2017-01-01

Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12…
Learning Styles and the Japanese University Second Language Student.

ERIC Educational Resources Information Center

Rausch, Anthony S.

This study investigated learning styles and learning strategies among Japanese university students whose majors are directly related to English. Data were gathered in a survey of 365 students in English literature, language, or linguistics courses at two universities. The survey included questions about study outside class time, study using…
Application of Implementation Science Methodology to Immediate Postpartum Long-Acting Reversible Contraception Policy Roll-Out Across States.

PubMed

Rankin, Kristin M; Kroelinger, Charlan D; DeSisto, Carla L; Pliska, Ellen; Akbarali, Sanaa; Mackie, Christine N; Goodman, David A

2016-11-01

Purpose Providing long-acting reversible contraception (LARC) in the immediate postpartum period is an evidence-based strategy for expanding women's access to highly effective contraception and for reducing unintended and rapid repeat pregnancy. The purpose of this article is to demonstrate the application of implementation science methodology to study the complexities of rolling-out policies that promote immediate postpartum LARC use across states. Description The Immediate Postpartum LARC Learning Community, sponsored by the Association of State and Territorial Health Officials (ASTHO), is made up of multi-disciplinary, multi-agency teams from 13 early-adopting states with Medicaid reimbursement policies promoting immediate postpartum LARC. Partners include federal agencies and maternal and child health organizations. The Learning Community discussed barriers, opportunities, strategies, and promising practices at an in-person meeting. Implementation science theory and methods, including the Consolidated Framework for Implementation Research (CFIR), and a recent compilation of implementation strategies, provide useful tools for studying the complexities of implementing immediate postpartum LARC policies in birthing facilities across early adopting states. Assessment To demonstrate the utility of this framework for guiding the expansion of immediate postpartum LARC policies, illustrative examples of barriers and strategies discussed during the in-person ASTHO Learning Community meeting are organized by the five CFIR domains-intervention characteristics, outer setting, inner setting, characteristics of the individuals involved, and process. Conclusion States considering adopting policies can learn from ASTHO's Immediate Postpartum LARC Learning Community. Applying implementation science principles may lead to more effective statewide scale-up of immediate postpartum LARC and other evidence-based strategies to improve women and children's health.
Engagement, recruitment, and retention in a trans-community, randomized controlled trial for the prevention of obesity in rural American Indian and Hispanic children.

PubMed

Cruz, Theresa H; Davis, Sally M; FitzGerald, Courtney A; Canaca, Glenda F; Keane, Patricia C

2014-06-01

Engagement, recruitment and retention of participants are critical to the success of research studies but specific strategies are rarely elucidated in the literature. The purpose of this paper is to describe the engagement, recruitment and retention process and outcomes in the Child Health Initiative for Lifelong Eating and Exercise (CHILE) study, and to describe lessons learned in the process. CHILE is a multi-level, group randomized controlled trial of a childhood obesity prevention intervention in rural American Indian and predominantly Hispanic Head Start (HS) centers in New Mexico. Barriers to engagement, recruitment and retention included distrust of researchers, long travel distances, and different HS and community structures. CHILE employed multiple strategies from the onset including the use of formative assessment, building on previous relationships, developing Memoranda of Agreement, using a community engagement specialist, and gaining support of a community champion. As a result of lessons learned, additional strategies were employed, including more frequent feedback to intervention sites, revised permission forms, telephone reminders, increased site visits and over-scheduling of interviews. These strategies resulted in the recruitment of 16 HS centers, 1,879 children, 655 parents, 7 grocery stores and 14 healthcare providers, meeting or exceeding recruitment goals. By combining principles of community engagement, a variety of recruitment strategies, and lessons learned, this study obtained a high level of recruitment and retention.
Engagement, Recruitment, and Retention in a Trans-Community, Randomized Controlled Trial for the Prevention of Obesity in Rural American Indian and Hispanic Children

PubMed Central

Davis, Sally M.; FitzGerald, Courtney A.; Canaca, Glenda F.; Keane, Patricia C.

2016-01-01

Engagement, recruitment and retention of participants are critical to the success of research studies but specific strategies are rarely elucidated in the literature. The purpose of this paper is to describe the engagement, recruitment and retention process and outcomes in the Child Health Initiative for Lifelong Eating and Exercise (CHILE) study, and to describe lessons learned in the process. CHILE is a multi-level, group randomized controlled trial of a childhood obesity prevention intervention in rural American Indian and predominantly Hispanic Head Start (HS) centers in New Mexico. Barriers to engagement, recruitment and retention included distrust of researchers, long travel distances, and different HS and community structures. CHILE employed multiple strategies from the onset including the use of formative assessment, building on previous relationships, developing Memoranda of Agreement, using a community engagement specialist, and gaining support of a community champion. As a result of lessons learned, additional strategies were employed, including more frequent feedback to intervention sites, revised permission forms, telephone reminders, increased site visits and over-scheduling of interviews. These strategies resulted in the recruitment of 16 HS centers, 1,879 children, 655 parents, 7 grocery stores and 14 healthcare providers, meeting or exceeding recruitment goals. By combining principles of community engagement, a variety of recruitment strategies, and lessons learned, this study obtained a high level of recruitment and retention. PMID:24549525
Learning to Leave. The Preeminence of Disengagement in US Military Strategy

DTIC Science & Technology

2008-05-01

information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and...maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of...Information center cataloging Data Brown, R. Greg. Learning to leave : the preeminence of disengagement in US military strategy / R. Greg Brown. p. ; cm

Learning to manage complexity through simulation: students' challenges and possible strategies.

PubMed

Gormley, Gerard J; Fenwick, Tara

2016-06-01

Many have called for medical students to learn how to manage complexity in healthcare. This study examines the nuances of students' challenges in coping with a complex simulation learning activity, using concepts from complexity theory, and suggests strategies to help them better understand and manage complexity.Wearing video glasses, participants took part in a simulation ward-based exercise that incorporated characteristics of complexity. Video footage was used to elicit interviews, which were transcribed. Using complexity theory as a theoretical lens, an iterative approach was taken to identify the challenges that participants faced and possible coping strategies using both interview transcripts and video footage.Students' challenges in coping with clinical complexity included being: a) unprepared for 'diving in', b) caught in an escalating system, c) captured by the patient, and d) unable to assert boundaries of acceptable practice.Many characteristics of complexity can be recreated in a ward-based simulation learning activity, affording learners an embodied and immersive experience of these complexity challenges. Possible strategies for managing complexity themes include: a) taking time to size up the system, b) attuning to what emerges, c) reducing complexity, d) boundary practices, and e) working with uncertainty. This study signals pedagogical opportunities for recognizing and dealing with complexity.
Metacognition in Upper-Division Biology Students: Awareness Does Not Always Lead to Control

PubMed Central

Dye, Kathryn Morris; Stanton, Julie Dangremond

2017-01-01

Students with awareness and control of their own thinking can learn more and perform better than students who are not metacognitive. Metacognitive regulation is how you control your thinking in order to learn. It includes the skill of evaluation, which is the ability to appraise your approaches to learning and then modify future plans based on those appraisals. We asked when, why, and how upper-division biology students evaluated their approaches to learning. We used self-evaluation assignments to identify students with potentially high metacognition and conducted semistructured interviews to collect rich qualitative data from them. Through content analysis, we found that students evaluated their approaches to learning when their courses presented novel challenges. Most students evaluated in response to an unsatisfactory grade. While evaluating study strategies, many students considered performance and learning simultaneously. We gained insights on the barriers students face when they try to change their approaches to learning based on their evaluations. A few students continued to use ineffective study strategies even though they were aware of the ineffectiveness of those strategies. A desire to avoid feeling uncomfortable was the primary reason they avoided strategies that they knew were more effective. We examined the behavioral change literature to help interpret these findings. PMID:28495935
How do Adolescents Learn Cyber-victimization Coping Skills? An Examination of Parent and Peer Coping Socialization.

PubMed

Bradbury, Stacey L; Dubow, Eric F; Domoff, Sarah E

2018-03-13

Recently, cyber-victimization has become an ever increasing concern for adolescents. Given the negative consequences of cyber-victimization, it is important to understand how adolescents learn strategies to cope (i.e., "coping socialization") with cyber-victimization. The purpose of this study is to understand common coping strategies reported by adolescents, identify from whom youth learn cyber-victimization coping strategies (coaching), and explore how coaching is associated with adolescents' self-reported use of coping. In a sample of 329 adolescents (49% male; 70% white), we found that positive coping strategies (e.g., problem solving, seeking social support) are used most frequently, and adolescents' perceptions of both parent and peer coping socialization is associated with self-reported use of coping. Interventionists can use this information to adapt interventions to include influential positive socializers.
Rhesus monkey (Macaca mulatta) complex learning skills reassessed

NASA Technical Reports Server (NTRS)

Washburn, David A.; Rumbaugh, Duane M.

1991-01-01

An automated computerized testing facility is employed to study basic learning and transfer in rhesus monkeys including discrimination learning set and mediational learning. The data show higher performance levels than those predicted from other tests that involved compromised learning with analogous conditions. Advanced transfer-index ratios and positive transfer of learning are identified, and indications of mediational learning strategies are noted. It is suggested that these data are evidence of the effectiveness of the present experimental apparatus for enhancing learning in nonhuman primates.
Influence of learning style on instructional multimedia effects on graduate student cognitive and psychomotor performance.

PubMed

Smith, A Russell; Cavanaugh, Catherine; Jones, Joyce; Venn, John; Wilson, William

2006-01-01

Learning outcomes may improve in graduate healthcare students when attention is given to individual learning styles. Interactive multimedia is one tool shown to increase success in meeting the needs of diverse learners. The purpose of this study was to examine the effect of learning style and type of instruction on physical therapy students' cognitive and psychomotor performance. Participants were obtained by a sample of convenience with students recruited from two physical therapy programs. Twenty-seven students volunteered to participate from Program 1. Twenty-three students volunteered to participate from Program 2. Gregorc learning styles were identified through completion of the Gregorc Style Delineator. Students were randomly assigned to one of two instructional strategies: 1) instructional CD or 2) live demonstration. Differences in cognitive or psychomotor performance following instructional multimedia based on learning style were not demonstrated in this study. Written examination scores improved with both instructional strategies demonstrating no differences between the strategies. Practical examination ankle scores were significantly higher in participants receiving CD instruction than in participants receiving live presentation. Learning style did not significantly affect this improvement. Program 2 performed significantly better on written knee and practical knee and ankle examinations. Learning style had no significant effect on student performance following instruction in clinical skills via interactive multimedia. Future research may include additional measurement instruments assessing other models of learning styles and possible interaction of learning style and instructional strategy on students over longer periods of time, such as a semester or an entire curriculum.
Cerebellar and prefrontal cortex contributions to adaptation, strategies, and reinforcement learning.

PubMed

Taylor, Jordan A; Ivry, Richard B

2014-01-01

Traditionally, motor learning has been studied as an implicit learning process, one in which movement errors are used to improve performance in a continuous, gradual manner. The cerebellum figures prominently in this literature given well-established ideas about the role of this system in error-based learning and the production of automatized skills. Recent developments have brought into focus the relevance of multiple learning mechanisms for sensorimotor learning. These include processes involving repetition, reinforcement learning, and strategy utilization. We examine these developments, considering their implications for understanding cerebellar function and how this structure interacts with other neural systems to support motor learning. Converging lines of evidence from behavioral, computational, and neuropsychological studies suggest a fundamental distinction between processes that use error information to improve action execution or action selection. While the cerebellum is clearly linked to the former, its role in the latter remains an open question. © 2014 Elsevier B.V. All rights reserved.
Cerebellar and Prefrontal Cortex Contributions to Adaptation, Strategies, and Reinforcement Learning

PubMed Central

Taylor, Jordan A.; Ivry, Richard B.

2014-01-01

Traditionally, motor learning has been studied as an implicit learning process, one in which movement errors are used to improve performance in a continuous, gradual manner. The cerebellum figures prominently in this literature given well-established ideas about the role of this system in error-based learning and the production of automatized skills. Recent developments have brought into focus the relevance of multiple learning mechanisms for sensorimotor learning. These include processes involving repetition, reinforcement learning, and strategy utilization. We examine these developments, considering their implications for understanding cerebellar function and how this structure interacts with other neural systems to support motor learning. Converging lines of evidence from behavioral, computational, and neuropsychological studies suggest a fundamental distinction between processes that use error information to improve action execution or action selection. While the cerebellum is clearly linked to the former, its role in the latter remains an open question. PMID:24916295
Using the Learning Cycle To Teach Physical Science: A Hands-on Approach for the Middle Grades.

ERIC Educational Resources Information Center

Beisenherz, Paul; Dantonio, Marylou

The Learning Cycle Strategy enables students themselves to construct discrete science concepts and includes an exploration phase, introduction phase, and application phase. This book focuses on the use of the Learning Cycle to teach physical sciences and is divided into three sections. Section I develops a rationale for the Learning Cycle as an…
Designing Online Education Courses.

ERIC Educational Resources Information Center

Trentin, Guglielmo

2001-01-01

Focuses on the main elements that characterize online course design. Topics include design constraints; analysis of learning needs; defining objectives; course prerequisites; content structuring; course flexibility; learning strategies; evaluation criteria; course activities; course structure; communication architecture; and design evaluation.…
The diversity of Iranian nursing students' clinical learning styles: a qualitative study.

PubMed

Baraz, Shahram; Memarian, Robabeh; Vanaki, Zohreh

2014-09-01

Numerous factors, including learning styles, affect the learning process of nursing students. Having insights about students' learning styles helps promoting the quality of education. The aim of this study was to explore the Iranian baccalaureate nursing students' learning styles in clinical settings. A qualitative design using a content analysis approach was used to collect and analyze data. Semi-structured interviews were conducted with fifteen Iranian baccalaureate nursing students selected using a purposive sample method. During data analysis, it was found that nursing students employed different clinical learning styles such as 'thoughtful observation,' 'learning by thinking,' and 'learning by doing'. Students adopt different learning strategies in clinical practice. Designing teaching strategies based on students' learning styles can promote students' learning and maximize their academic and clinical practice success. Nursing educators, curriculum designers, and students can use the findings of this study to improve the quality of nursing education in both the classroom and clinical settings. Copyright © 2014 Elsevier Ltd. All rights reserved.
Problem Solving. Workplace Strategies for Thoughtful Change.

ERIC Educational Resources Information Center

Diller, Janelle; Moore, Rita

This learning module is designed to enable participants to look at problems from a variety of perspectives, to apply a basic problem-solving strategy, to implement a plan of action, and to identify problems that are of particular importance to their workplace. The module includes units for six class sessions. Each unit includes the following…
Motivational Strategies that Work! Spring/Summer 2006

ERIC Educational Resources Information Center

Educators' Spotlight Digest, 2006

2006-01-01

This column is a collaborative effort by library media specialists and K-16 educators who write about the motivational strategies that have worked for them in teaching IL skills. Motivational strategies include ways to gain and sustain attention, increase relevance for learning information literacy skills, build confidence in students' developing…
Motivational Strategies That Work! Winter 2007

ERIC Educational Resources Information Center

Educators' Spotlight Digest, 2007

2007-01-01

This column is a collaborative effort by library media specialists and K-16 educators who write about the motivational strategies that have worked for them in teaching information literacy (IL) skills. Motivational strategies include ways to gain and sustain attention, increase relevance for learning IL skills, build confidence in students'…
Abuse of disabled parking: Reforming public's attitude through persuasive multimedia strategy

NASA Astrophysics Data System (ADS)

Yahaya, W. A. J. W.; Zain, M. Z. M.

2014-02-01

Attitude is one of the factors that contribute to the abuse of disabled parking. The attitude's components are affective, cognitive and behavioral and may be formed in various ways including learning and persuasion. Using learning and persuasion approach, this study has produced a persuasive multimedia aiming to form a positive attitude toward disabled persons in order to minimize the rate of disabled parking abuse. The persuasive multimedia was developed using Principle of Social Learning draws from Persuasive Technology as learning strategy at macro persuasion level, and modality and redundancy principles draw from Multimedia Learning Principles as design strategy at micro persuasion level. In order to measure the effectiveness of the persuasive multimedia, 93 respondents were selected in a 2 × 2 quasi experimental research design for experiment. Attitude components of affective, cognitive and behavioral were measured using adapted instrument from the Multi Dimensional Attitudes Scale toward Persons With Disabilities (MAS). Result of the study shows that the persuasive multimedia which designed based on Social Learning Theory at macro persuasion level is capable of forming positive attitude toward disabled person. The cognitive component of the attitude found to be the most responsive component. In term of design strategy at the micro persuasion level, modality found to be the most significant strategy compare to redundancy. While males are more responsive to the persuasive multimedia compare to females.
Accelerating Convolutional Sparse Coding for Curvilinear Structures Segmentation by Refining SCIRD-TS Filter Banks.

PubMed

Annunziata, Roberto; Trucco, Emanuele

2016-11-01

Deep learning has shown great potential for curvilinear structure (e.g., retinal blood vessels and neurites) segmentation as demonstrated by a recent auto-context regression architecture based on filter banks learned by convolutional sparse coding. However, learning such filter banks is very time-consuming, thus limiting the amount of filters employed and the adaptation to other data sets (i.e., slow re-training). We address this limitation by proposing a novel acceleration strategy to speed-up convolutional sparse coding filter learning for curvilinear structure segmentation. Our approach is based on a novel initialisation strategy (warm start), and therefore it is different from recent methods improving the optimisation itself. Our warm-start strategy is based on carefully designed hand-crafted filters (SCIRD-TS), modelling appearance properties of curvilinear structures which are then refined by convolutional sparse coding. Experiments on four diverse data sets, including retinal blood vessels and neurites, suggest that the proposed method reduces significantly the time taken to learn convolutional filter banks (i.e., up to -82%) compared to conventional initialisation strategies. Remarkably, this speed-up does not worsen performance; in fact, filters learned with the proposed strategy often achieve a much lower reconstruction error and match or exceed the segmentation performance of random and DCT-based initialisation, when used as input to a random forest classifier.
[Efficacy of the program "Testas's (mis)adventures" to promote the deep approach to learning].

PubMed

Rosário, Pedro; González-Pienda, Julio Antonio; Cerezo, Rebeca; Pinto, Ricardo; Ferreira, Pedro; Abilio, Lourenço; Paiva, Olimpia

2010-11-01

This paper provides information about the efficacy of a tutorial training program intended to enhance elementary fifth graders' study processes and foster their deep approaches to learning. The program "Testas's (mis)adventures" consists of a set of books in which Testas, a typical student, reveals and reflects upon his life experiences during school years. These life stories are nothing but an opportunity to present and train a wide range of learning strategies and self-regulatory processes, designed to insure students' deeper preparation for present and future learning challenges. The program has been developed along a school year, in a one hour weekly tutorial sessions. The training program had a semi-experimental design, included an experimental group (n=50) and a control one (n=50), and used pre- and posttest measures (learning strategies' declarative knowledge, learning approaches and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge of learning strategies and in their deep approach to learning, consequently lowering their use of a surface approach. In spite of this, in what concerns to academic achievement, no statistically significant differences have been found.
Polling on a Budget: Implementing Telephone Surveys in Introductory and Advanced American Politics Courses

ERIC Educational Resources Information Center

Williamson, Jonathan

2011-01-01

Research suggests that student learning is enhanced when students are engaged through active learning strategies. In studying public opinion and polling, challenges include the provision of meaningful active learning environments when resources are limited. In this article, I discuss the design and implementation of telephone surveys as a teaching…
Learning in a Global Society

ERIC Educational Resources Information Center

Thompson, Phyllis

2005-01-01

The adult learning community has a unique opportunity to engage with the big issues of the times during the coming year. The Learning and Skills Council is due to launch its Strategy for Sustainable Development in 2005 and a series of initiatives and publications is set to follow, including the European Year of Democratic Citizenship, launched…
Blended Learning in Higher Education: Current and Future Challenges in Surveying Education

ERIC Educational Resources Information Center

El-Mowafy, Ahmed; Kuhn, Michael; Snow, Tony

2013-01-01

The development of a blended learning approach to enhance surveying education is discussed. The need for this learning strategy is first investigated based on a major review of the surveying course, including analysis of its content, benchmarking with key national and international universities, and surveys of key stakeholders. Appropriate blended…
Work-Based Learning through Civic Engagement

ERIC Educational Resources Information Center

McKoy, Deborah L.; Stern, David; Bierbaum, Ariel H.

2011-01-01

Work-based learning (WBL), an important part of the 1990s "School to Work" movement, is a core component of the Linked Learning strategy which is now shaping efforts to improve secondary education in California and around the nation in cities such as Detroit, New York, and Philadelphia. WBL can include not only classic internships and…

Implementing Elementary School Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Kennedy, Katheryn B.

Implementation of the Next Generation Science Standards requires developing elementary teacher content and pedagogical content knowledge of science and engineering concepts. Teacher preparation for this undertaking appears inadequate with little known about how in-service Mid-Atlantic urban elementary science teachers approach this task. The purpose of this basic qualitative interview study was to explore the research questions related to perceived learning needs of 8 elementary science teachers and 5 of their administrators serving as instructional leaders. Strategies needed for professional growth to support learning and barriers that hamper it at both building and district levels were included. These questions were considered through the lens of Schon's reflective learning and Weick's sensemaking theories. Analysis with provisional and open coding strategies identified informal and formal supports and barriers to teachers' learning. Results indicated that informal supports, primarily internet usage, emerged as most valuable to the teachers' learning. Formal structures, including professional learning communities and grade level meetings, arose as both supportive and restrictive at the building and district levels. Existing formal supports emerged as the least useful because of the dominance of other priorities competing for time and resources. Addressing weaknesses within formal supports through more effective planning in professional development can promote positive change. Improvement to professional development approaches using the internet and increased hands on activities can be integrated into formal supports. Explicit attention to these strategies can strengthen teacher effectiveness bringing positive social change.
Learning strategy is influenced by trait anxiety and early rearing conditions in prepubertal male, but not prepubertal female rats.

PubMed

Grissom, Elin M; Hawley, Wayne R; Bromley-Dulfano, Sarah S; Marino, Sarah E; Stathopoulos, Nicholas G; Dohanich, Gary P

2012-09-01

Rodents solve dual-solution tasks that require navigation to a goal by adopting either a hippocampus-dependent place strategy or a striatum-dependent stimulus-response strategy. A variety of factors, including biological sex and emotional status, influence the choice of learning strategy. In these experiments, we investigated the relationship between learning strategy and anxiety level in male and female rats prior to the onset of puberty, before the activational effects of gonadal hormones influence these processes. In the first experiment, prepubertal male rats categorized as high in trait anxiety at 26days of age exhibited a bias toward stimulus-response strategy at 28days of age, whereas age-matched females exhibited no preference in strategy regardless of anxiety level. In the second experiment, male and female rats were separated from their dams for either 15 or 180min per day during the first 2weeks of life and tested on a battery of anxiety and cognitive tasks between 25 and 29days of age. Prolonged maternal separations for 180min were associated with impaired spatial memory on a Y-maze task in both prepubertal males and females. Furthermore, prolonged maternal separations were linked to elevated anxiety and a bias for stimulus-response strategy in prepubertal males but not females. Alternatively, brief separations from dams for 15min were associated with intact spatial memory, lower levels of anxiety, and no preference for either learning strategy in both sexes. These results provide evidence of sex-specific effects of trait anxiety and early maternal separation on the choice of learning strategy used by prepubertal rodents. Copyright © 2012 Elsevier Inc. All rights reserved.
Metacognition and Reading: Comparing Three Forms of Metacognition in Normally Developing Readers and Readers with Dyslexia.

PubMed

Furnes, Bjarte; Norman, Elisabeth

2015-08-01

Metacognition refers to 'cognition about cognition' and includes metacognitive knowledge, strategies and experiences (Efklides, 2008; Flavell, 1979). Research on reading has shown that better readers demonstrate more metacognitive knowledge than poor readers (Baker & Beall, 2009), and that reading ability improves through strategy instruction (Gersten, Fuchs, Williams, & Baker, 2001). The current study is the first to specifically compare the three forms of metacognition in dyslexic (N = 22) versus normally developing readers (N = 22). Participants read two factual texts, with learning outcome measured by a memory task. Metacognitive knowledge and skills were assessed by self-report. Metacognitive experiences were measured by predictions of performance and judgments of learning. Individuals with dyslexia showed insight into their reading problems, but less general knowledge of how to approach text reading. They more often reported lack of available reading strategies, but groups did not differ in the use of deep and surface strategies. Learning outcome and mean ratings of predictions of performance and judgments of learning were lower in dyslexic readers, but not the accuracy with which metacognitive experiences predicted learning. Overall, the results indicate that dyslexic reading and spelling problems are not generally associated with lower levels of metacognitive knowledge, metacognitive strategies or sensitivity to metacognitive experiences in reading situations. 2015 The Authors. Dyslexia Published by John Wiley & Sons Ltd.
Teaching of anatomical sciences: A blended learning approach.

PubMed

Khalil, Mohammed K; Abdel Meguid, Eiman M; Elkhider, Ihsan A

2018-04-01

Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with authentic online methodologies. Although advances in educational technology have helped to expand the selection of different pedagogies, the teaching of anatomical sciences has been challenged by implementation difficulties and other limitations. These challenges are reported to include lack of time, costs, and lack of qualified teachers. Easy access to online information and advances in technology make it possible to resolve these limitations by adopting blended learning approaches. Blended learning strategies have been shown to improve students' academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. This article provides a theoretical foundation for blended learning and proposes a validated framework for the design of blended learning activities in the teaching and learning of anatomical sciences. Clin. Anat. 31:323-329, 2018. © 2018 Wiley Periodicals, Inc. © 2018 Wiley Periodicals, Inc.
Science + Writing = Super Learning. Writing Workshop.

ERIC Educational Resources Information Center

Bower, Paula Rogovin

1993-01-01

Article presents suggestions for motivating elementary students to learn by combining science and writing. The strategies include planning the right environment; teaching the scientific method; establishing a link to literature; and making time for students to observe, experiment, and write. (SM)
Facilitating behavioral learning and habit change in voice therapy--theoretic premises and practical strategies.

PubMed

Iwarsson, Jenny

2015-12-01

A typical goal of voice therapy is a behavioral change in the patient's everyday speech. The SLP's plan for voice therapy should therefore optimally include strategies for automatization. The aim of the present study was to identify and describe factors that promote behavioral learning and habit change in voice behavior and have the potential to affect patient compliance and thus therapy outcome. Research literature from the areas of motor and behavioral learning, habit formation, and habit change was consulted. Also, specific elements from personal experience of clinical voice therapy are described and discussed from a learning theory perspective. Nine factors that seem to be relevant to facilitate behavioral learning and habit change in voice therapy are presented, together with related practical strategies and theoretical underpinnings. These are: 1) Cue-altering; 2) Attention exercises; 3) Repetition; 4) Cognitive activation; 5) Negative practice; 6) Inhibition through interruption; 7) Decomposing complex behavior; 8) The 'each time-every time' principle; and 9) Successive implementation of automaticity.
Learning strategies during clerkships and their effects on clinical performance.

PubMed

van Lohuizen, M T; Kuks, J B M; van Hell, E A; Raat, A N; Cohen-Schotanus, J

2009-11-01

Previous research revealed relationships between learning strategies and knowledge acquisition. During clerkships, however, students' focus widens beyond mere knowledge acquisition as they further develop overall competence. This shift in focus can influence learning strategy use. We explored which learning strategies were used during clerkships and their relationship to clinical performance. Participants were 113 (78%) clerks at the university hospital or one of six affiliated hospitals. Learning strategies were assessed using the 'Approaches to Learning at Work Questionnaire' (deep, surface-rational and surface-disorganised learning). Clinical performance was calculated by taking the mean of clinical assessment marks. The relationship between learning strategies and clinical performance was explored using regression analysis. Most students (89%) did not clearly prefer a single learning strategy. No relationship was found between learning strategies and clinical performance. Since overall competence comprises integration of knowledge, skills and professional behaviour, we assume that students without a clear preference use more than one learning strategy. Finding no relationship between learning strategies and clinical performance reflects the complexity of clinical learning. Depending on circumstances it may be important to obtain relevant information quickly (surface-rational) or understand material thoroughly (deep). In future research we will examine when and why students use different learning strategies.
University Students with Dyslexia: A Qualitative Exploratory Study of Learning Practices, Challenges and Strategies.

PubMed

MacCullagh, Lois; Bosanquet, Agnes; Badcock, Nicholas A

2017-02-01

People with dyslexia are vastly under-represented in universities (Katusic et al., , Richardson & Wydell, ; Stampoltzis & Polychronopoulou, ). This situation is of concern for modern societies that value social justice. This study was designed to explore learning experiences of university students with dyslexia and factors that could contribute to their success. Thirteen students with dyslexia and 20 non-dyslexic peers were interviewed about their university learning experiences using a semi-structured qualitative approach. Students with dyslexia described engaging in learning activities intensively, frequently and strategically. They reported challenges and strengths relating to study skills, lectures, assessments, technology and support services. They also described helpful strategies including self-directed adaptive techniques, provisions from lecturers and assistance from the university. These findings suggest that students with dyslexia experience broad challenges at university, but helpful strategies may be available. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.
Online gaming for learning optimal team strategies in real time

NASA Astrophysics Data System (ADS)

Hudas, Gregory; Lewis, F. L.; Vamvoudakis, K. G.

2010-04-01

This paper first presents an overall view for dynamical decision-making in teams, both cooperative and competitive. Strategies for team decision problems, including optimal control, zero-sum 2-player games (H-infinity control) and so on are normally solved for off-line by solving associated matrix equations such as the Riccati equation. However, using that approach, players cannot change their objectives online in real time without calling for a completely new off-line solution for the new strategies. Therefore, in this paper we give a method for learning optimal team strategies online in real time as team dynamical play unfolds. In the linear quadratic regulator case, for instance, the method learns the Riccati equation solution online without ever solving the Riccati equation. This allows for truly dynamical team decisions where objective functions can change in real time and the system dynamics can be time-varying.
Development strategies for science learning management to transition in the 21st century of Thailand 4.0

NASA Astrophysics Data System (ADS)

Jedaman, Pornchai; Buraphan, Khajornsak; Yuenyong, Chokchai; Suksup, Charoen; Kraisriwattana, Benchalax

2018-01-01

Science learning management aims to analyze the development strategies for science learning management to transition in the 21st Century of Thailand 4.0. Is qualitative study employed review of documentary, questionnaire both to the participatory action learning with the teachers intwenty-five Secondary education area offices in the basic education of Thailand. The participants were cluster sampling random of each 150 persons. Data analysis includes data reduction, data organization, data interpretation to conclusion. The main of this study were to a creating innovation, links and access to technology as well as to the changes. It is very important for needs to be learning management for effective of science subject in the educational. Led to the plan to driven for the science learning management were a success in the 21st century, spanning strategy were converted of practical the steps throughinstitutional research and development to solve problems in changing identity, reorientation, paradigm shifted, transformation of cultural to propel the country for first world Nation in the elements were "6R12C3E".
Teaching caring and competence: Student transformation during an older adult focused service-learning course.

PubMed

Brown, Karen M; Bright, Leslie M

2017-11-01

Innovative teaching strategies develop nurses' knowledge, skills, and attitudes while simultaneously integrating the art of caring and transforming attitudes toward adults over age 65. The study's purpose was to explore students' experiences and attitudes toward older adults with cognitive and/or physical limitations as well as the effects on students' knowledge and skills during a baccalaureate nursing, course which included a service-learning experience. Service-learning synthesizes meaningful community service, academic instruction, and reflection. Participants included baccalaureate students enrolled in a service-learning nursing course focused on older adults. This retrospective, qualitative, phenomenological study used reflective journals and an online survey to explore baccalaureate nursing students' experiences toward older adults with cognitive and/or physical limitations. Themes included initial attitudes of anticipation, apprehension, anxiety, and ageist stereotypes. Final attitudes included a "completely changed perspective" of caring, compassion, and respect indicative of a rewarding, "life-changing" experience. Participants cited enhanced learning, especially in the areas of patient-centered care, collaboration, communication, advocacy, empathy, assessment skills, and evidence-based practice. This innovative teaching strategy led to transformed attitudes toward older adults, reduced fear of older adult populations, an increased desire to work with older adults, and the ability to form a transpersonal, caring relationship while enhancing nursing knowledge and skills. Copyright © 2017 Elsevier Ltd. All rights reserved.
Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

PubMed Central

Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. PMID:27252298
Similarities and differences between the brain networks underlying allocentric and egocentric spatial learning in rat revealed by cytochrome oxidase histochemistry.

PubMed

Rubio, S; Begega, A; Méndez, M; Méndez-López, M; Arias, J L

2012-10-25

The involvement of different brain regions in place- and response-learning was examined using a water cross-maze. Rats were trained to find the goal from the initial arm by turning left at the choice point (egocentric strategy) or by using environmental cues (allocentric strategy). Although different strategies were required, the same maze and learning conditions were used. Using cytochrome oxidase histochemistry as a marker of cellular activity, the function of the 13 diverse cortical and subcortical regions was assessed in rats performing these two tasks. Our results show that allocentric learning depends on the recruitment of a large functional network, which includes the hippocampal CA3, dentate gyrus, medial mammillary nucleus and supramammillary nucleus. Along with the striatum, these last three structures are also related to egocentric spatial learning. The present study provides evidence for the contribution of these regions to spatial navigation and supports a possible functional interaction between the two memory systems, as their structural convergence may facilitate functional cooperation in the behaviours guided by more than one strategy. In summary, it can be argued that spatial learning is based on dynamic functional systems in which the interaction of brain regions is modulated by task requirements. Copyright © 2012 IBRO. Published by Elsevier Ltd. All rights reserved.
Self-regulated learning in a dynamic coaching model for supporting college students with traumatic brain injury: two case reports.

PubMed

Kennedy, Mary R T; Krause, Miriam O

2011-01-01

To describe a program that integrates self-regulated learning theory with supported education for college students with traumatic brain injury using a dynamic coaching model; to demonstrate the feasibility of developing and implementing such a program; and to identify individualized outcomes. Case study comparisons. University setting. Two severely injured students with cognitive impairments. A dynamic coaching model of supported education which incorporated self-regulated learning was provided for students with traumatic brain injury while attending college. Outcomes were both short and long term including decontextualized standardized test scores, self-reported academic challenges, number and specificity of reported strategies, grades on assignments, number of credits completed versus attempted, and changes in academic status and campus life. Students improved on graded assignments after strategy instruction and reported using more strategies by the end of the year. Students completed most of the credits they attempted, were in good academic standing, and made positive academic decisions. Performance on decontextualized tests pre- and postintervention was variable. It is feasible to deliver a hybrid supported education program that is dynamically responsive to individual students' needs and learning styles. Reasons for including both functional and standardized test outcomes are discussed.
Insights into Pupils' Responses to Practical Investigations from the APU.

ERIC Educational Resources Information Center

Murphy, Patricia

1988-01-01

Describes the Assessment of Performance Unit (APU) Science project. Discusses the findings including perceptions of problems, procedural understanding, control of variables, and measurement strategies. Suggests a change from traditional learning strategies to more student-centered ones. (YP)
Re-thinking pain educational strategies: Pain a new model using e-learning and PBL.

PubMed

Keyte, Donna; Richardson, Cliff

2011-02-01

Despite some high profile reorganisation including the introduction of acute pain teams, many patients still experience unnecessary pain. Traditional teaching and learning strategies seem to have made little impact in clinical practice. This paper explores the possible reasons for this and identifies the need to help postregistration students transfer (re-contextualise) what they are learning to practice. A new, more flexible pain management module utilising a blended face to face/e-learning approach within a problem-based learning philosophy was introduced to increase knowledge in pain management whilst also attempting to overcome the barriers to knowledge transfer into practice. This is done by challenging attitudes and encouraging students to explore their clinical practice alongside theoretical concepts. Copyright © 2010 Elsevier Ltd. All rights reserved.
[Relationship between self-directed learning with learning styles and strategies in medical students].

PubMed

Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

2014-11-01

Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.
EFL Learners' Vocabulary Consolidation Strategy Use and Corresponding Performance on Vocabulary Tests

ERIC Educational Resources Information Center

Lai, Ying-Chun

2016-01-01

This study describes English as a Foreign Language (EFL) learners' use of vocabulary consolidation strategies and explores the connection between strategy use and vocabulary learning outcomes. This study included 218 participants who were students from five freshman English classes at a university in Taiwan. Students' self-reports on their use of…
Distinguished Adult Educators Explore Issues/Trends/Strategies in Adult/Continuing Education. A Compendium of Lectures and Resource Documents from a Seminar in Adult Education at the University of New Mexico.

ERIC Educational Resources Information Center

Bowes, S. Gregory, Ed.

Six papers on various topics of adult education are contained in these proceedings. The following papers are included: (1) "Self-Guided Learning and Change," by Allen Tough--a review of research that shows that nine of ten adults engage in approximately ten hours of informal but purposeful learning per week. (2) "Needs Assessment Strategies and…
Information Literacy in the 21st Century: Usefulness and Ease of Learning

ERIC Educational Resources Information Center

Fidalgo, Patricia; Thormann, Joan

2017-01-01

This study of teachers in training in UAE addresses Information Literacy skills including ease of learning, usefulness and instructional preferences. Most teachers in training found that IL skills are both useful and ease to learn. Multiple instructional strategies were preferred by the teachers in training. The study also shows that although most…

Transforming and Turning around Low-Performing Schools: The Role of Online Learning

ERIC Educational Resources Information Center

Corry, Michael; Carlson-Bancroft, Angela

2014-01-01

This review of the literature examines online learning as a core strategy for bold, dramatic curricular reform within transformational or turnaround models in improving low-performing K-12 schools. The analysis of the literature in this area found benefits of online learning in transforming and turning around low-performing schools to include: (a)…
Effects of a Peer Competition-based Mobile Learning Approach on Students' Affective Domain Exhibition in Social Studies Courses

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Chang, Shao-Chen

2016-01-01

One of the important and challenging objectives of social studies courses is to promote students' affective domain exhibition, including learning interest, positive attitudes and local culture identity. In this paper, a location-aware mobile learning approach was proposed based on a competition strategy for conducting local cultural activities in…
Included in Sociology: Learning Climates That Cultivate Racial and Ethnic Diversity.

ERIC Educational Resources Information Center

Chin, Jeffrey, Ed.; Berheide, Catherine White, Ed.; Rome, Dennis, Ed.

This collection of essays is designed for the faculty member and others who care about the retention and success of students of color in gateway courses in Sociology. The book examines assumptions about diversity and teaching and learning and provides strategies for enacting learning environments that are more inclusive and conducive to the…
Included in Communication: Learning Climates That Cultivate Racial and Ethnic Diversity.

ERIC Educational Resources Information Center

Trent, Judith S., Ed.

This collection of essays is designed for the faculty member and others who care about the retention and success of students of color in gateway courses in Communications. The book examines assumptions about diversity and teaching and learning, and provides strategies for enacting learning environments that are more inclusive and conducive to the…
Flexible Learning Strategies in First through Fourth-Year Courses

ERIC Educational Resources Information Center

Cassidy, Alice; Fu, Guopeng; Valley, Will; Lomas, Cyprien; Jovel, Eduardo; Riseman, Andrew

2016-01-01

Flexible Learning (FL) is a pedagogical approach allowing for flexibility of time, place, and audience, including but not solely focused on the use of technologies. We describe Flexible Learning as a pedagogical approach in four courses framed by three key themes: 1) objectives and aspects of course design, 2) evaluation and assessment, and 3)…
Rebecca's in the Dark: A Comparative Study of Problem-Based Learning and Direct Instruction/Experiential Learning in Two 4th-Grade Classrooms

ERIC Educational Resources Information Center

Drake, Kay N.; Long, Deborah

2009-01-01

Seeking improved student performance in elementary schools has led educators to advocate inquiry-based teaching approaches, including problem-based learning (PBL). In PBL, students simultaneously develop problem-solving strategies, disciplinary knowledge bases, collaborative skills, and dispositions. Research into the efficacy of PBL in elementary…
Assessing a Faculty Development Program for the Adoption of Brain-Based Learning Strategies

ERIC Educational Resources Information Center

Lavis, Catherine C.; Williams, Kimberly A.; Fallin, Jana; Barnes, Pamela K.; Fishback, Sarah J.; Thien, Stephen

2016-01-01

Kansas State University designed a 20-month faculty development program with the goal of fostering broad, institution-wide adoption of teaching practices that focus on brain-based learning. Components of the program included annual teaching and learning workshops, reading and discussion groups based on content of a book about how the brain learns…
Neomillennial User Experience Design Strategies: Utilizing Social Networking Media to Support "Always On" Learning Styles

ERIC Educational Resources Information Center

Baird, Derek E.; Fisher, Mercedes

2006-01-01

Raised in the "always on" world of interactive media, the Internet, and digital messaging technologies, today's student has different expectations and learning styles than previous generations. This net-centric generation values their ability to use the Web to create a self-paced, customized, on-demand learning path that includes multiple forms of…
Maximize a Team-Based Learning Gallery Walk Experience: Herding Cats Is Easier than You Think

ERIC Educational Resources Information Center

Rodenbaugh, David W.

2015-01-01

Team-based learning (TBL) is an instructional strategy that promotes small group learning and peer instruction in a large class environment. TBL is structured to include the following steps: 1) student preparation, e.g., reading/reviewing course lectures, and 2) readiness assurance testing. Preparation and foundational knowledge is assessed on an…
Included in English Studies: Learning Climates That Cultivate Racial and Ethnic Diversity.

ERIC Educational Resources Information Center

Fowler, Shelli B., Ed.; Villanueva, Victor, Ed.

This collection of essays is designed for the faculty member and others who care about the retention and success of students of color in gateway courses in English. The book examines assumptions about diversity and teaching and learning, and provides strategies for enacting learning environments that are more inclusive and conducive to the success…
Teaching Slope of a Line Using the Graphing Calculator as a Tool for Discovery Learning

ERIC Educational Resources Information Center

Nichols, Fiona Costello

2012-01-01

Discovery learning is one of the instructional strategies sometimes used to teach Algebra I. However, little research is available that includes investigation of the effects of incorporating the graphing calculator technology with discovery learning. This study was initiated to investigate two instructional approaches for teaching slope of a line…
Staff and students' perceptions and experiences of teaching and assessment in Clinical Skills Laboratories: interview findings from a multiple case study.

PubMed

Houghton, Catherine E; Casey, Dympna; Shaw, David; Murphy, Kathy

2012-08-01

The Clinical Skills Laboratory has become an essential structure in nurse education and several benefits of its use have been identified. However, the literature identifies the need to examine the transferability of skills learned there into the reality of practice. This research explored the role of the Clinical Skills Laboratory in preparing nursing students for the real world of practice. This paper focuses specifically on the perceptions of the teaching and assessment strategies employed there. Qualitative multiple case study design. Five case study sites. Interviewees (n=58) included academic staff, clinical staff and nursing students. Semi-structured interviews. The Clinical Skills Laboratory can provide a pathway to practice and its authenticity is significant. Teaching strategies need to incorporate communication as well as psychomotor skills. Including audio-visual recording into assessment strategies is beneficial. Effective relationships between education institutions and clinical settings are needed to enhance the transferability of the skills learned. The Clinical Skills Laboratory should provide an authentic learning environment, with the appropriate use of teaching strategies. It is crucial that effective links between educators and clinical staff are established and maintained. Copyright © 2011 Elsevier Ltd. All rights reserved.
E-service learning: A pedagogic innovation for healthcare management education.

PubMed

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

2006-01-01

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

PubMed

Hansen, Dana Lee; Tulinius, Ditte; Hansen, Ebba Holme

2008-01-01

To explore adolescents' struggles with taking oral medications. Copenhagen, Denmark. Semi-structured qualitative interviews were conducted with 89 adolescents (33 boys, 56 girls) between the ages of 11 and 20. Adolescents were recruited through four public schools. To identify struggles with taking oral medication, interview transcripts were systematically searched for statements including the terms swallow, chew, crush and eat. Thematic analysis of the identified statements was carried out to reveal dominant themes in the adolescents' accounts. Over one-third of the adolescents spontaneously provided accounts of the difficulties they experienced with taking oral medications, especially with swallowing tablets. Three themes were dominant in their narratives: barriers, strategies and learning. Barriers experienced by the adolescents involved the medications' properties, e.g. taste. Adolescents developed strategies to overcome these barriers, e.g. crushing tablets. Via a process of learning-by-doing and the acquisition of increased experience and autonomy, many adolescents mastered the skill of swallowing tablets. Many adolescents experienced barriers in their attempts to swallow tablets. They developed various strategies to overcome these barriers and gradually mastered taking medicines in a learning-by-doing process.
Information Technology and Academic Productivity.

ERIC Educational Resources Information Center

Massy, William F.; Zemsky, Robert

1996-01-01

Enumerates the challenges of adopting information technology (IT)-based teaching and learning strategies in higher education. Concerns addressed include whether IT should supplant rather than augment traditional teaching methods, the financing of IT acquisition, change of teaching and learning processes to increase productivity per person, and…
Academy Helps Army Be All that It Can Be.

ERIC Educational Resources Information Center

Holden, Constance

1987-01-01

Summarizes a report which attempted to determine the usefulness of various human potential technologies in military training programs. Includes information on sleep learning, accelerated learning, mental practice, biofeedback, group cohesion, split-brain effects, altered mental states, influence strategies, and parapsychology. (TW)
Modeling a student-classroom interaction in a tutorial-like system using learning automata.

PubMed

Oommen, B John; Hashem, M Khaled

2010-02-01

Almost all of the learning paradigms used in machine learning, learning automata (LA), and learning theory, in general, use the philosophy of a Student (learning mechanism) attempting to learn from a teacher. This paradigm has been generalized in a myriad of ways, including the scenario when there are multiple teachers or a hierarchy of mechanisms that collectively achieve the learning. In this paper, we consider a departure from this paradigm by allowing the Student to be a member of a classroom of Students, where, for the most part, we permit each member of the classroom not only to learn from the teacher(s) but also to "extract" information from any of his fellow Students. This paper deals with issues concerning the modeling, decision-making process, and testing of such a scenario within the LA context. The main result that we show is that a weak learner can actually benefit from this capability of utilizing the information that he gets from a superior colleague-if this information transfer is done appropriately. As far as we know, the whole concept of Students learning from both a teacher and from a classroom of Students is novel and unreported in the literature. The proposed Student-classroom interaction has been tested for numerous strategies and for different environments, including the established benchmarks, and the results show that Students can improve their learning by interacting with each other. For example, for some interaction strategies, a weak Student can improve his learning by up to 73% when interacting with a classroom of Students, which includes Students of various capabilities. In these interactions, the Student does not have a priori knowledge of the identity or characteristics of the Students who offer their assistance.
What If the University Took Learning Seriously?: Selected Papers from the Annual Conference on Non-Traditional and Interdisciplinary Programs (8th, Virginia Beach, Virginia, May 14-16, 1990).

ERIC Educational Resources Information Center

Sanford, James F., Comp.; Reithlingshoefer, Sally J., Ed.

Alternative approaches to learning are the subject of these approximately 50 papers on non-traditional and interdisciplinary programs in higher education. The first set of papers addresses adult learning, including possible teaching and learning strategies, and ways to develop faculty and student performance through college fairs for adults, adult…
Reducing Energy Burden with Solar: Colorado's Strategy and Roadmap for States

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

Cook, Jeffrey J.; Shah, Monisha

The Colorado Energy Office (CEO) recently implemented a multi-pronged strategy to reduce energy burden for low-income (LI) Colorado residents through the deployment of solar electricity generation. Due to these efforts, approximately 20 MW of photovoltaic (PV) solar may be deployed in Colorado by the end of 2019 specifically for low-income households. Relying on interviews with ten subject-matter experts and other research, this report outlines the details of the CEO strategy including why the agency pursued this strategy, how it was carried out, and lessons learned from implementation. Though CEO's strategy is unique and tailored to the needs of Colorado, itmore » is possible that other states might learn from CEO's experiences when designing their own LI strategies. As a result, the report concludes by outlining six primary steps for designing a comprehensive low-income solar strategy.« less
Leveraging Information Technology. Track VI: Hardware/Software Strategies.

ERIC Educational Resources Information Center

CAUSE, Boulder, CO.

Seven papers from the 1987 CAUSE conference's Track VI, Hardware/Software Strategies, are presented. They include: "Integrated Systems--The Next Steps" (Morris A. Hicks); "Administrative Microcomputing--Roads Traveled, Lessons Learned" (David L. Smallen); "Murphy's First Law and Its Application to Administrative…

Anthropologists and Broadcasting: Roles and Entry Strategies

ERIC Educational Resources Information Center

Eiselein, E. B.; Topper, Martin

1976-01-01

The article describes some of the roles open to anthropologists in radio and television. Entry strategies for occupying these roles include taking the first step in approaching the broadcast station, learning about broadcasting, and communicating anthropology to the broadcasters. (Author/NQ)
Promoting Error Monitoring in Middle School Students with LD.

ERIC Educational Resources Information Center

Shannon, Ted R.; Polloway, Edward A.

1993-01-01

Middle school students with learning disabilities were successfully taught the COPS monitoring strategy to revise and correct writing mistakes. Steps in the strategy include capitalization of appropriate letters, overall appearance of paper, punctuation used correctly, and spelling accuracy. (JDD)
Strategies That Help Learning-Disabled Students Solve Verbal Mathematical Problems.

ERIC Educational Resources Information Center

Giordano, Gerard

1990-01-01

Strategies are presented for dealing with factors that can be responsible for failure in mathematical problem solving. The suggestions include personalization of verbal problems, thematic strands based on student interests, visual representation, a laboratory approach, and paraphrasing. (JDD)
Relational Analysis of High School Students' Cognitive Self-Regulated Learning Strategies and Conceptions of Learning Biology

ERIC Educational Resources Information Center

Sadi, Özlem

2017-01-01

The purpose of this study was to analyze the relation between students' cognitive learning strategies and conceptions of learning biology. The two scales, "Cognitive Learning Strategies" and "Conceptions of Learning Biology", were revised and adapted to biology in order to measure the students' learning strategies and…
Learning and study strategies correlate with medical students' performance in anatomical sciences.

PubMed

Khalil, Mohammed K; Williams, Shanna E; Gregory Hawkins, H

2018-05-06

Much of the content delivered during medical students' preclinical years is assessed nationally by such testing as the United States Medical Licensing Examination ® (USMLE ® ) Step 1 and Comprehensive Osteopathic Medical Licensing Examination ® (COMPLEX-USA ® ) Step 1. Improvement of student study/learning strategies skills is associated with academic success in internal and external (USMLE Step 1) examinations. This research explores the strength of association between the Learning and Study Strategies Inventory (LASSI) scores and student performance in the anatomical sciences and USMLE Step 1 examinations. The LASSI inventory assesses learning and study strategies based on ten subscale measures. These subscales include three components of strategic learning: skill (Information processing, Selecting main ideas, and Test strategies), will (Anxiety, Attitude, and Motivation) and self-regulation (Concentration, Time management, Self-testing, and Study aid). During second year (M2) orientation, 180 students (Classes of 2016, 2017, and 2018) were administered the LASSI survey instrument. Pearson Product-Moment correlation analyses identified significant associations between five of the ten LASSI subscales (Anxiety, Information processing, Motivation, Selecting main idea, and Test strategies) and students' performance in the anatomical sciences and USMLE Step 1 examinations. Identification of students lacking these skills within the anatomical sciences curriculum allows targeted interventions, which not only maximize academic achievement in an aspect of an institution's internal examinations, but in the external measure of success represented by USMLE Step 1 scores. Anat Sci Educ 11: 236-242. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.
The Shift from a Response Strategy to Object-in-Place Strategy during Learning Is Accompanied by a Matching Shift in Neural Firing Correlates in the Hippocampus

ERIC Educational Resources Information Center

Lee, Inah; Kim, Jangjin

2010-01-01

Hippocampal-dependent tasks often involve specific associations among stimuli (including egocentric information), and such tasks are therefore prone to interference from irrelevant task strategies before a correct strategy is found. Using an object-place paired-associate task, we investigated changes in neural firing patterns in the hippocampus in…
[Construction and Application of Innovative Education Technology Strategies in Nursing].

PubMed

Chao, Li-Fen; Huang, Hsiang-Ping; Ni, Lee-Fen; Tsai, Chia-Lan; Huang, Tsuey-Yuan

2017-12-01

The evolution of information and communication technologies has deeply impacted education reform, promoted the development of digital-learning models, and stimulated the development of diverse nursing education strategies in order to better fulfill needs and expand in new directions. The present paper introduces the intelligent-learning resources that are available for basic medical science education, problem-based learning, nursing scenario-based learning, objective structured clinical examinations, and other similar activities in the Department of Nursing at Chang Gung University of Science and Technology. The program is offered in two parts: specialized classroom facilities and cloud computing / mobile-learning. The latter includes high-fidelity simulation classrooms, online e-books, and virtual interactive simulation and augmented reality mobile-learning materials, which are provided through multimedia technology development, learning management systems, web-certificated examinations, and automated teaching and learning feedback mechanisms. It is expected that the teaching experiences that are shared in this article may be used as a reference for applying professional wisdom teaching models into nursing education.
Student journals: a means of assessing transformative learning in aging related courses.

PubMed

Cohen, Adrienne L; Pitman Brown, Pamela; Morales, Justin P

2015-01-01

In courses where topics are sensitive or even considered taboo for discussion, it can be difficult to assess students' deeper learning. In addition, incorporating a wide variety of students' values and beliefs, designing instructional strategies and including varied assessments adds to the difficulty. Journal entries or response notebooks can highlight reflection upon others' viewpoints, class readings, and additional materials. These are useful across all educational levels in deep learning and comprehension strategies assessments. Journaling meshes with transformative learning constructs, allowing for critical self-reflection essential to transformation. Qualitative analysis of journals in a death and dying class reveals three transformative themes: awareness of others, questioning, and comfort. Students' journal entries demonstrate transformative learning via communication with others through increased knowledge/exposure to others' experiences and comparing/contrasting others' personal beliefs with their own. Using transformative learning within gerontology and geriatrics education, as well as other disciplined aging-related courses is discussed.
A Bayesian Active Learning Experimental Design for Inferring Signaling Networks.

PubMed

Ness, Robert O; Sachs, Karen; Mallick, Parag; Vitek, Olga

2018-06-21

Machine learning methods for learning network structure are applied to quantitative proteomics experiments and reverse-engineer intracellular signal transduction networks. They provide insight into the rewiring of signaling within the context of a disease or a phenotype. To learn the causal patterns of influence between proteins in the network, the methods require experiments that include targeted interventions that fix the activity of specific proteins. However, the interventions are costly and add experimental complexity. We describe an active learning strategy for selecting optimal interventions. Our approach takes as inputs pathway databases and historic data sets, expresses them in form of prior probability distributions on network structures, and selects interventions that maximize their expected contribution to structure learning. Evaluations on simulated and real data show that the strategy reduces the detection error of validated edges as compared with an unguided choice of interventions and avoids redundant interventions, thereby increasing the effectiveness of the experiment.
Design of multiple representations e-learning resources based on a contextual approach for the basic physics course

NASA Astrophysics Data System (ADS)

Bakri, F.; Muliyati, D.

2018-05-01

This research aims to design e-learning resources with multiple representations based on a contextual approach for the Basic Physics Course. The research uses the research and development methods accordance Dick & Carey strategy. The development carried out in the digital laboratory of Physics Education Department, Mathematics and Science Faculty, Universitas Negeri Jakarta. The result of the process of product development with Dick & Carey strategy, have produced e-learning design of the Basic Physics Course is presented in multiple representations in contextual learning syntax. The appropriate of representation used in the design of learning basic physics include: concept map, video, figures, data tables of experiment results, charts of data tables, the verbal explanations, mathematical equations, problem and solutions example, and exercise. Multiple representations are presented in the form of contextual learning by stages: relating, experiencing, applying, transferring, and cooperating.
A research strategy for the dynamic study of students' concepts and problem solving strategies using science software

NASA Astrophysics Data System (ADS)

Krajcik, Joseph S.; Simmons, Patricia E.; Lunetta, Vincent N.

Microcomputers and appropriate software have the potential to help students learn. They can also serve as appropriate media for investigating how students learn. In this article we describe a research strategy examining learning and behavior when students interacted with microcomputers and software. Results from two preliminary studies illustrate the strategy.A major feature of the strategy included recording students interacting with microcomputer software interfaced with a VCR. The VCR recorded the video output from a microcomputer and students' verbal commentary via microphone input. This technique allowed students' comments about their observations, perceptions, predictions, explanations, and decisions to be recorded simultaneously with their computer input and the display on the microcomputer monitor.The research strategy described can provide important information about cognitive and affective behaviors of students engaged in using instructional software. Research studies utilizing this strategy can enhance our understanding of how students develop and employ important concepts and scientific relationships, how students develop problem-solving skills and solve problems, and how they interact with instructional software. Results of such studies have important implications for teaching and for the design of instructional software.
Symbiosis-Based Alternative Learning Multi-Swarm Particle Swarm Optimization.

PubMed

Niu, Ben; Huang, Huali; Tan, Lijing; Duan, Qiqi

2017-01-01

Inspired by the ideas from the mutual cooperation of symbiosis in natural ecosystem, this paper proposes a new variant of PSO, named Symbiosis-based Alternative Learning Multi-swarm Particle Swarm Optimization (SALMPSO). A learning probability to select one exemplar out of the center positions, the local best position, and the historical best position including the experience of internal and external multiple swarms, is used to keep the diversity of the population. Two different levels of social interaction within and between multiple swarms are proposed. In the search process, particles not only exchange social experience with others that are from their own sub-swarms, but also are influenced by the experience of particles from other fellow sub-swarms. According to the different exemplars and learning strategy, this model is instantiated as four variants of SALMPSO and a set of 15 test functions are conducted to compare with some variants of PSO including 10, 30 and 50 dimensions, respectively. Experimental results demonstrate that the alternative learning strategy in each SALMPSO version can exhibit better performance in terms of the convergence speed and optimal values on most multimodal functions in our simulation.
Effects of cooperative learning strategy on undergraduate kinesiology students' learning styles.

PubMed

Meeuwsen, Harry J; King, George A; Pederson, Rockie

2005-10-01

A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.
The effect of encoding strategy on the neural correlates of memory for faces.

PubMed

Bernstein, Lori J; Beig, Sania; Siegenthaler, Amy L; Grady, Cheryl L

2002-01-01

Encoding and recognition of unfamiliar faces in young adults were examined using positron emission tomography to determine whether different encoding strategies would lead to encoding/retrieval differences in brain activity. Three types of encoding were compared: a 'deep' task (judging pleasantness/unpleasantness), a 'shallow' task (judging right/left orientation), and an intentional learning task in which subjects were instructed to learn the faces for a subsequent memory test but were not provided with a specific strategy. Memory for all faces was tested with an old/new recognition test. A modest behavioral effect was obtained, with deeply-encoded faces being recognized more accurately than shallowly-encoded or intentionally-learned faces. Regardless of encoding strategy, encoding activated a primarily ventral system including bilateral temporal and fusiform regions and left prefrontal cortices, whereas recognition activated a primarily dorsal set of regions including right prefrontal and parietal areas. Within encoding, the type of strategy produced different brain activity patterns, with deep encoding being characterized by left amygdala and left anterior cingulate activation. There was no effect of encoding strategy on brain activity during the recognition conditions. Posterior fusiform gyrus activation was related to better recognition accuracy in those conditions encouraging perceptual strategies, whereas activity in left frontal and temporal areas correlated with better performance during the 'deep' condition. Results highlight three important aspects of face memory: (1) the effect of encoding strategy was seen only at encoding and not at recognition; (2) left inferior prefrontal cortex was engaged during encoding of faces regardless of strategy; and (3) differential activity in fusiform gyrus was found, suggesting that activity in this area is not only a result of automatic face processing but is modulated by controlled processes.
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…
Assessment of Adaptive PBL's Impact on HOT Development of Computer Science Students

ERIC Educational Resources Information Center

Raiyn, Jamal; Tilchin, Oleg

2015-01-01

Meaningful learning based on PBL is new learning strategy. Compared to traditional learning strategy, the meaningful learning strategy put the student in center of the learning process. The roles of the student in the meaningful learning strategy will be increased. The Problem-based Learning (PBL) model is considered the most productive way to…
Development of a Health Education Program to Promote the Self-Management of Cystic Fibrosis.

ERIC Educational Resources Information Center

Bartholomew, L. Kay; And Others

1991-01-01

Social learning theory formed the basis of a program to develop self-management skills in cystic fibrosis patients. Strategies for practical learning activities for patients and their families included goal setting, reinforcement, modeling, skill training, and self-monitoring. (SK)
Representational Technologies and Learner Problem-Solving Strategies in Chemistry

ERIC Educational Resources Information Center

McCollum, Brett; Sepulveda, Ana; Moreno, Yuritzel

2016-01-01

Learning within the sciences is often considered through a quantitative lens, but acquiring proficiency with the symbolic representations in chemistry is arguably more akin to language learning. Representational competencies are central to successful communication of chemical information including molecular composition, structure, and properties.…
Developmental Characteristics of Middle Schoolers and Middle School Organization.

ERIC Educational Resources Information Center

Thornburg, Hershel D.

1981-01-01

The social and interpersonal characteristics of early adolescents are described in relation to puberty and the physical and emotional changes that are experienced by the preteen. Learning characteristics for this age group include problem-solving strategies, self-directed learning, and emerging value systems. (JN)
Marketing Prior Learning Assessment Programs.

ERIC Educational Resources Information Center

Heeger, Gerald A.

1983-01-01

Experiential learning programs must be marketed effectively if they are to succeed. The formulation of market strategy is discussed including: strategic planning; identification of a market target; and development of a market mix. A commitment to marketing academic programs is seen as a commitment to self-assessment. (MW)

What Research Says about Vocabulary Instruction for Students with Learning Disabilities

ERIC Educational Resources Information Center

Jitendra, Asha K.; Edwards, Lana L.; Sacks, Gabriell; Jacobson, Lisa A.

2004-01-01

This article summarizes published research on vocabulary instruction involving students with learning disabilities. Nineteen vocabulary studies that comprised 27 investigations were located. Study interventions gleaned from the review included keyword or mnemonic approaches, cognitive strategy instruction (e.g., semantic features analysis), direct…
Model Drawing Strategy for Fraction Word Problem Solving of Fourth-Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Sharp, Emily; Shih Dennis, Minyi

2017-01-01

This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem-solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction…
E-Learning Strategy for Earning Learners

ERIC Educational Resources Information Center

Singaravelu, G.

2011-01-01

The study enlightens the effectiveness of e-learning strategy in learning English among the in-service teachers who are studying B.Ed in School of Distance Education, Bharathiar University, Coimbatore. E-learning strategy is a life long learning strategy for earning in-service teachers. It is a strategy of remaining in employment, which can be…
Strategies of Intervention with Public Offenders.

ERIC Educational Resources Information Center

Chaneles, Sol, Ed.

1981-01-01

Reviews intervention strategies with public offenders, including learning therapy, education, group assertive training, and the use of volunteers. The l0 articles deal with inmates' rights in terms of health care and psychotherapy, and evaluation of social programs, and a psychodrama program description/model. (JAC)
Conveying, Assessing, and Learning (Strategies for) Structural Knowledge.

ERIC Educational Resources Information Center

Jonassen, David H.; And Others

Diagrams showing the components of structural knowledge and the theoretical basis for structural knowledge introduce four tables presenting information on: (1) implicit strategies for conveying cognitive structure, including content/structures signalling (Meyer), frames/slots (Armbruster and Anderson), and Elaboration Theory (Reigeluth and…
Quantitative learning strategies based on word networks

NASA Astrophysics Data System (ADS)

Zhao, Yue-Tian-Yi; Jia, Zi-Yang; Tang, Yong; Xiong, Jason Jie; Zhang, Yi-Cheng

2018-02-01

Learning English requires a considerable effort, but the way that vocabulary is introduced in textbooks is not optimized for learning efficiency. With the increasing population of English learners, learning process optimization will have significant impact and improvement towards English learning and teaching. The recent developments of big data analysis and complex network science provide additional opportunities to design and further investigate the strategies in English learning. In this paper, quantitative English learning strategies based on word network and word usage information are proposed. The strategies integrate the words frequency with topological structural information. By analyzing the influence of connected learned words, the learning weights for the unlearned words and dynamically updating of the network are studied and analyzed. The results suggest that quantitative strategies significantly improve learning efficiency while maintaining effectiveness. Especially, the optimized-weight-first strategy and segmented strategies outperform other strategies. The results provide opportunities for researchers and practitioners to reconsider the way of English teaching and designing vocabularies quantitatively by balancing the efficiency and learning costs based on the word network.
The Contribution of Teachers' Peer-and Self-Assessment for the Implementation of Active Learning Strategies: Perceptions of Ethiopia Primary School Teachers

ERIC Educational Resources Information Center

Mengistie, Solomon Melesse

2014-01-01

The present study tries to investigate the contribution of primary school teachers' peer- and self- assessment for effective implementation of active learning in their actual classrooms. In this study, areas in which self-reflection and peer assessment include three broad categories, such as methods of teaching and learning, instructional resource…
Route-Learning Strategies in Typical and Atypical Development; Eye Tracking Reveals Atypical Landmark Selection in Williams Syndrome

ERIC Educational Resources Information Center

Farran, E. K.; Formby, S.; Daniyal, F.; Holmes, T.; Van Herwegen, J.

2016-01-01

Background: Successful navigation is crucial to everyday life. Individuals with Williams syndrome (WS) have impaired spatial abilities. This includes a deficit in spatial navigation abilities such as learning the route from A to B. To-date, to determine whether participants attend to landmarks when learning a route, landmark recall tasks have been…
Arts Integration: A Strategy to Improve Teaching and Learning, Promote Personal Competencies, and Turn Around Low-Performing Schools

ERIC Educational Resources Information Center

Biscoe, Belinda; Wilson, Kirk

2015-01-01

This paper connects the dots between arts integration, students' personal competencies, and school turnaround. Its thesis is that by intertwining art forms and methods with content in all subject areas, students learn more about art and the other subjects and build their personal competencies for learning. The paper includes the story of an…
Including Students with Learning Disabilities in Mainstream Classes: A 2-Year Spanish Study Using a Collaborative Approach to Intervention.

ERIC Educational Resources Information Center

Cardona, Cristina

This study evaluated the effectiveness of an inclusive program for students (grades 2 through 4) with mild learning disabilities (LD) in four elementary schools in Spain. It compared two support strategies, a within-class integrated program versus resource room approach with students having either high or low learning potential. The study also…
El Aprendizaje de la Lectura y la Escritura: Practicas Apropiadas para el Desarrollo Infantil (Learning To Read and Write: Developmentally Appropriate Practices for Young Children).

ERIC Educational Resources Information Center

Neuman, Susan B.; Copple, Carol; Bredekamp, Sue

This Spanish language edition of "Learning To Read and Write: Developmentally Appropriate Practices for Young Children," presents effective research-based strategies for promoting children's literacy learning in preschool, kindergarten, and elementary classrooms and infant/toddler settings. Including classroom photos and children's work,…
Developing a Culture of Enquiry-Based, Independent Learning in a Research-Led Institution: Findings from a Survey of Pedagogic Practice

ERIC Educational Resources Information Center

McLinden, Mike; Edwards, Corony

2011-01-01

This paper reports select findings from an institutional survey designed to support long-term strategic developments at a research-led institution in the UK. These developments include a revised Learning and Teaching Strategy that has at its core the promotion of a "cross-institutional culture of enquiry-based, independent learning". The…
Considerations for IEL Courseware Design and the Next Generation of E-Learning

ERIC Educational Resources Information Center

Sözcü, Ömer Faruk; Ipek, Ismail

2013-01-01

The purpose of this study is to discuss strategies for developing integrated e-learning (IEL) courseware based on instructional design and technology (IDT) models and approaches as well as new discussions of e-learning. For this purpose, the study begins with the selection of one or more IDT models to conduct an e-courseware design including IEL…
The Influence of Student Learning Characteristics on Purchase of Paper Book and eBook for University Study and Personal Interest

ERIC Educational Resources Information Center

Johnson, Genevieve Marie

2016-01-01

First-year university students (n = 199) completed an online questionnaire that queried their purchase of paper books and eBooks for university study and personal interest. The questionnaire also required students to rate their learning characteristics including reading strategies, study self-regulation, learning control beliefs and achievement…
Age-related impairments in active learning and strategic visual exploration.

PubMed

Brandstatt, Kelly L; Voss, Joel L

2014-01-01

Old age could impair memory by disrupting learning strategies used by younger individuals. We tested this possibility by manipulating the ability to use visual-exploration strategies during learning. Subjects controlled visual exploration during active learning, thus permitting the use of strategies, whereas strategies were limited during passive learning via predetermined exploration patterns. Performance on tests of object recognition and object-location recall was matched for younger and older subjects for objects studied passively, when learning strategies were restricted. Active learning improved object recognition similarly for younger and older subjects. However, active learning improved object-location recall for younger subjects, but not older subjects. Exploration patterns were used to identify a learning strategy involving repeat viewing. Older subjects used this strategy less frequently and it provided less memory benefit compared to younger subjects. In previous experiments, we linked hippocampal-prefrontal co-activation to improvements in object-location recall from active learning and to the exploration strategy. Collectively, these findings suggest that age-related memory problems result partly from impaired strategies during learning, potentially due to reduced hippocampal-prefrontal co-engagement.
Investigation the Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions

ERIC Educational Resources Information Center

Yang, Pei-Ling; Wang, Ai-Ling

2015-01-01

The present study aims to investigate the relationship among EFL college learners' language learning strategies, English self-efficacy, and explicit strategy instruction from the perspectives of Social Cognitive Theory. Three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were…
Differential use of learning strategies in first-year higher education: the impact of personality, academic motivation, and teaching strategies.

PubMed

Donche, Vincent; De Maeyer, Sven; Coertjens, Liesje; Van Daal, Tine; Van Petegem, Peter

2013-06-01

Although the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics. Previous studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective into account and examines the joint effects of personality, academic motivation, and teaching strategies on students' learning strategies in a same educational context in first-year higher education. In this study, 1,126 undergraduate students and 90 lecturers from eight professional bachelor programmes in a university college participated. Self-report measures were used to measure students' personality, academic motivation, and learning strategies. Students' processing and regulation strategies are mapped using the Inventory of Learning Styles. Key characteristics of more content-focused versus learning-focused teaching strategies were measured. Multivariate multi-level analysis was used to take the nested data structure and interrelatedness of learning strategies into account. Different personality traits (openness, conscientiousness, and neuroticism) and academic motivation (amotivation, autonomous, and controlled motivation) were found to be independently associated with student learning strategies. Besides these student characteristics, also teaching strategies were found to be directly associated with learning strategies. The study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor overinterpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do. © 2013 The British Psychological Society.
Latent Class Analysis of Students' Mathematics Learning Strategies and the Relationship between Learning Strategy and Mathematical Literacy

ERIC Educational Resources Information Center

Lin, Su-Wei; Tai, Wen-Chun

2015-01-01

This study investigated how various mathematics learning strategies affect the mathematical literacy of students. The data for this study were obtained from the 2012 Programme for International Student Assessment (PISA) data of Taiwan. The PISA learning strategy survey contains three types of learning strategies: elaboration, control, and…
Teaching basic medical sciences at a distance: strategies for effective teaching and learning in internet-based courses.

PubMed

Ertmer, Peggy A; Nour, Abdelfattah Y M

2007-01-01

In recent years, the Internet has become an effective and accessible delivery mechanism for distance education. In 2003, 81% of all institutions of higher education offered at least one fully online or hybrid course. By 2005, the proportion of institutions that listed online education as important to their long-term goals had increased by 8%. This growth in available online courses and their increased convenience and flexibility have stimulated dramatic increases in enrollment in online programs, including the Veterinary Technology Distance Learning Program (VT-DLP) at Purdue University. Regardless of the obvious benefits, distance learning (DL) can be frustrating for the learners if course developers are unable to merge their knowledge about the learners, the process of instructional design, and the appropriate uses of technology and interactivity options into effective course designs. This article describes strategies that we have used to increase students' learning of physiology content in an online environment. While some of these are similar, if not identical, to strategies that might be used in a face-to-face (f2f) environment (e.g., case studies, videos, concept maps), additional strategies (e.g., animations, virtual microscopy) are needed to replace or supplement what might normally occur in a f2f course. We describe how we have addressed students' need for instructional interaction, specifically in the context of two foundational physiology courses that occur early in the VT-DLP. Although the teaching and learning strategies we have used have led to increasingly high levels of interaction, there is an ongoing need to evaluate these strategies to determine their impact on students' learning of physiology content, their development of problem-solving skills, and their retention of information.
Image Tracing: An Analysis of Its Effectiveness in Children's Pictorial Discrimination Learning

ERIC Educational Resources Information Center

Levin, Joel R.; And Others

1977-01-01

A total of 45 fifth grade students were the subjects of an experiment offering support for a component of learning strategy (memory imagery). Various theoretical explanations of the image-tracing phenomenon are considered, including depth of processing, dual coding and frequency. (MS)

The Lessons of Learning Expeditions.

ERIC Educational Resources Information Center

Rugen, Leah; Hartl, Scott

1994-01-01

Students in expeditionary learning schools spend most of their time engaged in sustained, in-depth studies of a single theme or topic. The experiences, lasting four to nine weeks, include strong intellectual, service, and physical dimensions. Intellectually rigorous projects and purposeful fieldwork provide a vision and an assessment strategy that…
An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.

PubMed

Miñano Pérez, Pablo; Castejón Costa, Juan-Luis; Gilar Corbí, Raquel

2012-03-01

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.
Learning words during shared book reading: The role of extratextual talk designed to increase child engagement.

PubMed

Blewitt, Pamela; Langan, Ryan

2016-10-01

Shared book reading (SBR) is a valuable context for word learning during early childhood, and adults' extratextual talk boosts the vocabulary building potential of SBR. We propose that the benefits of such talk depend largely on a reader's success in promoting children's active engagement (attention and interest) during SBR. When readers ask children questions about new words, especially if they respond to children in a prompt, contingent, and appropriate (positive) manner, this verbal responsiveness functions as an effective engagement strategy. We randomly assigned 3- and 4-year-olds to three reading conditions (low, moderate, and high) distinguished by the degree to which the reader used extratextual engagement strategies, including verbal responsiveness. Despite equal exposure to unfamiliar target words, children's performance improved on two measures of word learning across the three conditions, demonstrating the value of engagement strategies in extratextual talk. This study provides a strong experimental demonstration that adult verbal responsiveness directly benefits preschoolers' word learning. Copyright © 2016 Elsevier Inc. All rights reserved.
Enhancing Historical Reasoning: A Strategy Including Formative Assessment with Systematic Continuous Feedback

ERIC Educational Resources Information Center

Méndez, Sergio; Tirado, Felipe

2016-01-01

Learning History promotes students' reasoning. According to Van Drie & Van Boxtel (2008), historical reasoning involves six elements: substantive concepts, metaconcepts, asking historical questions, using sources, contextualization, and argumentation. Although there are didactic strategies that promote historical reasoning, these do not…
Fight, Flight, or Better Choices: Teaching Nonviolent Responses to Young Children.

ERIC Educational Resources Information Center

Guetzloe, Eleanor; Rockwell, Sylvia

1998-01-01

Discusses factors associated with violent behavior in young children and strategies for addressing those factors, including using the "Turtle Technique" for practicing withdrawal and problem-solving, using social-learning curricula, using success-oriented instructional strategies for teaching academics, listing and practicing alternative…
Educational Considerations for Children with Tourette's Syndrome.

ERIC Educational Resources Information Center

Jones, Kevin; Johnson, Genevieve Marie

1993-01-01

This paper describes the prevalence of Tourette's Syndrome and its characteristics. Instructional strategies for students with Tourette's Syndrome are discussed, including a flexible teaching style, a warm and supportive classroom environment, paired and cooperative learning strategies, frequent breaks during instruction, and a safe place to…
Shared Bases of Influence within a College

ERIC Educational Resources Information Center

Simplicio, Joseph S. C.

2009-01-01

This article discusses several strategies for building varied bases of influence within a college setting. These strategies include, providing opportunities for success, advocating and implementing good ideas, interacting with individuals on both the personal and non-personal levels, establishing support among marginal individuals, learning to…
Effectiveness of using blended learning strategies for teaching and learning human anatomy.

PubMed

Pereira, José A; Pleguezuelos, Eulogio; Merí, Alex; Molina-Ros, Antoni; Molina-Tomás, M Carmen; Masdeu, Carlos

2007-02-01

This study aimed to implement innovative teaching methods--blended learning strategies--that include the use of new information technologies in the teaching of human anatomy and to analyse both the impact of these strategies on academic performance, and the degree of user satisfaction. The study was carried out among students in Year 1 of the biology degree curriculum (human biology profile) at Pompeu Fabra University, Barcelona. Two groups of students were tested on knowledge of the anatomy of the locomotor system and results compared between groups. Blended learning strategies were employed in 1 group (BL group, n = 69); the other (TT group; n = 65) received traditional teaching aided by complementary material that could be accessed on the Internet. Both groups were evaluated using the same types of examination. The average marks presented statistically significant differences (BL 6.3 versus TT 5.0; P < 0.0001). The percentage pass rate for the subject in the first call was higher in the BL group (87.9% versus 71.4%; P = 0.02), reflecting a lower incidence of students who failed to sit the examination (BL 4.3% versus TT 13.8%; P = 0.05). There were no differences regarding overall satisfaction with the teaching received. Blended learning was more effective than traditional teaching for teaching human anatomy.
Construction of the Questionnaire on Foreign Language Learning Strategies in Specific Croatian Context.

PubMed

Božinović, Nikolina; Sindik, Joško

2017-03-01

Learning strategies are special thoughts or behaviours that individuals use to understand, learn or retain new information, according to the point of view of O’Malley & Chamot. The other view, promoted by Oxford, believes learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, and more transferrable to new situations of language learning and use. The use of appropriate strategies ensures greater success in language learning. The aim of the research was to establish metric characteristics of the Questionnaire on learning strategies created by the author, in line with the template of the original SILL questionnaire (Strategy Inventory for Language Learning). The research was conducted at the Rochester Institute of Technology Croatia on a sample of 201 participants who learned German, Spanish, French and Italian as a foreign language. The results have shown that one-component latent dimensions which describe the space of foreign language learning strategies according to Oxford’s classification, have metric characteristics which are low, but still satisfactory (reliability and validity). All dimensions of learning strategies appeared not to be adequately defined. Therefore, we excluded compensation strategies and merged social and affective strategies into social-affective strategies into the unique dimension. Overall, this version of Oxford’s original questionnaire, based on Oxford’s theoretical construct, applied on Croatian students, clearly shows that current version of the questionnaire has poor metric characteristics. One of the explanations of the results obtained could be positioned in multicultural context and intercultural dialogue. Namely, particular social, political and economic context in Croatia could shape even foreign language learning strategies.
Dental students' perception of their approaches to learning in a PBL programme.

PubMed

Haghparast, H; Ghorbani, A; Rohlin, M

2017-08-01

To compare dental students' perceptions of their learning approaches between different years of a problem-based learning (PBL) programme. The hypothesis was that in a comparison between senior and junior students, the senior students would perceive themselves as having a higher level of deep learning approach and a lower level of surface learning approach than junior students would. This hypothesis was based on the fact that senior students have longer experience of a student-centred educational context, which is supposed to underpin student learning. Students of three cohorts (first year, third year and fifth year) of a PBL-based dental programme were asked to respond to a questionnaire (R-SPQ-2F) developed to analyse students' learning approaches, that is deep approach and surface approach, using four subscales including deep strategy, surface strategy, deep motive and surface motive. The results of the three cohorts were compared using a one-way analysis of variance (ANOVA). A P-value was set at <0.05 for statistical significance. The fifth-year students demonstrated a lower surface approach than the first-year students (P = 0.020). There was a significant decrease in surface strategy from the first to the fifth year (P = 0.003). No differences were found concerning deep approach or its subscales (deep strategy and deep motive) between the mean scores of the three cohorts. The results did not show the expected increased depth in learning approaches over the programme years. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Implementation of real-time energy management strategy based on reinforcement learning for hybrid electric vehicles and simulation validation

PubMed Central

Kong, Zehui; Liu, Teng

2017-01-01

To further improve the fuel economy of series hybrid electric tracked vehicles, a reinforcement learning (RL)-based real-time energy management strategy is developed in this paper. In order to utilize the statistical characteristics of online driving schedule effectively, a recursive algorithm for the transition probability matrix (TPM) of power-request is derived. The reinforcement learning (RL) is applied to calculate and update the control policy at regular time, adapting to the varying driving conditions. A facing-forward powertrain model is built in detail, including the engine-generator model, battery model and vehicle dynamical model. The robustness and adaptability of real-time energy management strategy are validated through the comparison with the stationary control strategy based on initial transition probability matrix (TPM) generated from a long naturalistic driving cycle in the simulation. Results indicate that proposed method has better fuel economy than stationary one and is more effective in real-time control. PMID:28671967
Implementation of real-time energy management strategy based on reinforcement learning for hybrid electric vehicles and simulation validation.

PubMed

Kong, Zehui; Zou, Yuan; Liu, Teng

2017-01-01

To further improve the fuel economy of series hybrid electric tracked vehicles, a reinforcement learning (RL)-based real-time energy management strategy is developed in this paper. In order to utilize the statistical characteristics of online driving schedule effectively, a recursive algorithm for the transition probability matrix (TPM) of power-request is derived. The reinforcement learning (RL) is applied to calculate and update the control policy at regular time, adapting to the varying driving conditions. A facing-forward powertrain model is built in detail, including the engine-generator model, battery model and vehicle dynamical model. The robustness and adaptability of real-time energy management strategy are validated through the comparison with the stationary control strategy based on initial transition probability matrix (TPM) generated from a long naturalistic driving cycle in the simulation. Results indicate that proposed method has better fuel economy than stationary one and is more effective in real-time control.
Developing Teaching Strategies in the EHR Era: A Survey of GME Experts.

PubMed

Atwater, Amber R; Rudd, Mariah; Brown, Audrey; Wiener, John S; Benjamin, Robert; Lee, W Robert; Rosdahl, Jullia A

2016-10-01

There is limited information on the impact of widespread adoption of the electronic health record (EHR) on graduate medical education (GME). To identify areas of consensus by education experts, where the use of EHR impacts GME, with the goal of developing strategies and tools to enhance GME teaching and learning in the EHR environment. Information was solicited from experienced US physician educators who use EPIC EHR following 3 steps: 2 rounds of online surveys using the Delphi technique, followed by telephone interviews. The survey contained 3 stem questions and 52 items with Likert-scale responses. Consensus was defined by predetermined cutoffs. A second survey reassessed items for which consensus was not initially achieved. Common themes to improve GME in settings with an EHR were compiled from the telephone interviews. The panel included 19 physicians in 15 states in Round 1, 12 in Round 2, and 10 for the interviews. Ten items were found important for teaching and learning: balancing focus on EHR documentation with patient engagement achieved 100% consensus. Other items achieving consensus included adequate learning time, balancing EHR data with verbal history and physical examination, communicating clinical thought processes, hands-on EHR practice, minimizing data repetition, and development of shortcuts and templates. Teaching strategies incorporating both online software and face-to-face solutions were identified during the interviews. New strategies are needed for effective teaching and learning of residents and fellows, capitalizing on the potential of the EHR, while minimizing any unintended negative impact on medical education.
Improving teaching strategies in an undergraduate community health nursing (CHN) program: implementation of a service-learning preceptor program.

PubMed

Kazemi, Donna; Behan, Jennifer; Boniauto, Maria

2011-08-01

A service-learning component was added to the existing preceptor practicum program at the University of North Carolina Charlotte's School of Nursing (UNCC SON) in the fall of 2007 for nursing students in the community health nursing (CHN) practicum course. The preceptorship model is commonly used in undergraduate nursing education. The aim of this study was to improve teaching strategies in the existing school health nursing (SHN) preceptor program by the addition of a service-learning community partnership. Adding the service-learning component was based on the Polvika model. A total of 27 nursing students and 33 preceptors participated in the study. Percentages, means, standard deviations, and rankings were used to analyze the data. The participants completed a multiple-choice survey and ranked a list of tasks. The students were able to fulfill their task responsibilities, and the service-learning preceptor program was cost effective for the SHN preceptors through hours saved by the nursing students. The preceptor role is associated with many factors, including perceived burden, which affects their willingness to work with students. The findings demonstrated that service learning is an effective teaching strategy in the CHN nursing students' learning by fostering the preceptors' benefits, rewards, support, and commitment to the role. Published by Elsevier Ltd.
One lens missing? Clarifying the clinical microsystem framework with learning theories.

PubMed

Norman, Ann-Charlott; Fritzen, Lena; Fridh, Marianne Lindblad

2013-01-01

The clinical microsystem (CMS) approach is widely used and is perceived as helpful in practice but, we ask the question: "Is its learning potential sufficiently utilized?" To scrutinize aspects of learning within the CMS framework and to clarify the learning aspects the framework includes and thereby support the framework with the enhanced learning perspective that becomes visible. Literature on the CMS framework was systematically searched and selected using inclusion criteria. An analytical tool was constructed in the form of a theoretical lens that was used to clarify learning aspects that are associated with the framework. The analysis revealed 3 learning aspects: (1) The CMS framework describes individual and social learning but not how to adapt learning strategies for purposes of change. (2) The metaphorical language of how to reach a holistic health care system for each patient has developed over time but can still be improved by naming social interactions to transcend organizational boundaries. (3) Power structures are recognized but not as a characteristic that restricts learning due to asymmetric communication. The "lens" perspective reveals new meanings to learning that enhance our understanding of health care as a social system and provides new practical learning strategies.
The shift from a response strategy to object-in-place strategy during learning is accompanied by a matching shift in neural firing correlates in the hippocampus.

PubMed

Lee, Inah; Kim, Jangjin

2010-08-01

Hippocampal-dependent tasks often involve specific associations among stimuli (including egocentric information), and such tasks are therefore prone to interference from irrelevant task strategies before a correct strategy is found. Using an object-place paired-associate task, we investigated changes in neural firing patterns in the hippocampus in association with a shift in strategy during learning. We used an object-place paired-associate task in which a pair of objects was presented in two different arms of a radial maze. Each object was associated with reward only in one of the arms, thus requiring the rats to consider both object identity and its location in the maze. Hippocampal neurons recorded in CA1 displayed a dynamic transition in their firing patterns during the acquisition of the task across days, and this corresponded to a shift in strategy manifested in behavioral data. Specifically, before the rats learned the task, they chose an object that maintained a particular egocentric relationship with their body (response strategy) irrespective of the object identity. However, as the animal acquired the task, it chose an object according to both its identity and the associated location in the maze (object-in-place strategy). We report that CA1 neurons in the hippocampus changed their prospective firing correlates according to the dominant strategy (i.e., response versus object-in-place strategy) employed at a given stage of learning. The results suggest that neural firing pattern in the hippocampus is heavily influenced by the task demand hypothesized by the animal and the firing pattern changes flexibly as the perceived task demand changes.
Why Johnny can't reengineer health care processes with information technology.

PubMed

Webster, C; McLinden, S; Begler, K

1995-01-01

Many educational institutions are developing curricula that integrate computer and business knowledge and skills concerning a specific industry, such as banking or health care. We have developed a curriculum that emphasizes, equally, medical, computer, and business management concepts. Along the way we confronted a formidable obstacle, namely the domain specificity of the reference disciplines. Knowledge within each domain is sufficiently different from other domains that it reduces the leverage of building on preexisting knowledge and skills. We review this problem from the point of view of cognitive science (in particular, knowledge representation and machine learning) to suggest strategies for coping with incommensurate domain ontologies. These strategies include reflective judgment, implicit learning, abstraction, generalization, analogy, multiple inheritance, project-orientation, selectivity, goal- and failure-driven learning, and case- and story-based learning.
The development of a primary dental care outreach course.

PubMed

Waterhouse, P; Maguire, A; Tabari, D; Hind, V; Lloyd, J

2008-02-01

The aim of this work was to develop the first north-east based primary dental care outreach (PDCO) course for clinical dental undergraduate students at Newcastle University. The process of course design will be described and involved review of the existing Bachelor of Dental Surgery (BDS) degree course in relation to previously published learning outcomes. Areas were identified where the existing BDS course did not meet fully these outcomes. This was followed by setting the PDCO course aims and objectives, intended learning outcomes, curriculum and structure. The educational strategy and methods of teaching and learning were subsequently developed together with a strategy for overall quality control of the teaching and learning experience. The newly developed curriculum was aligned with appropriate student assessment methods, including summative, formative and ipsative elements.
Learning Goals and Strategies in the Self-regulation of Learning

ERIC Educational Resources Information Center

Gaeta Gonzalez, Martha Leticia

2013-01-01

In order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate their learning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitional strategies). Students' effectiveness in their self-regulated learning process also varies depending on the academic…
Selected Papers from the National Conference on College Teaching and Learning (8th, Jacksonville, Florida, April 16-19, 1997).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

These 19 papers were selected from the Eighth National Conference on College Teaching and Learning and focus on the theme of "Teaching, Learning, and Technology: Creative Uses of the World Wide Web." Titles include: (1) "Guided Web Exploration for Teaching Critical Thinking" (Judith A. Baker); (2) "Top Ten Strategies for Using Humor as an…

Learning through Teaching: Challenges and Opportunities in Facilitating Student Learning in Food Science and Nutrition by Using the Interteaching Approach

ERIC Educational Resources Information Center

Goto, Keiko; Schneider, Julie

2010-01-01

Interteaching is a new pedagogical strategy for classroom instruction that demonstrates great effective student learning outcomes in the field of psychology. It is a 20 to 30 min student-to-student discussion addressing the main points in a specified body of reading materials. Interteaching includes elements such as reciprocal peer tutoring,…
Fostering the Development of Critical Thinking Skills, and Reading Comprehension of Undergraduates Using a Web 2.0 Tool Coupled with a Learning System

ERIC Educational Resources Information Center

Mendenhall, Anne; Johnson, Tristan E.

2010-01-01

A social annotation model learning system (SAM-LS) was created using multiple instructional strategies thereby supporting the student in improving in critical thinking, critical writing and related literacy. There are four mechanisms in which the SAM-LS methodology is believed to improve learning and performance. These mechanisms include providing…
Proceedings of Selected Research and Development Presentations at the 1997 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (19th, Albuquerque, NM, February 14-18, 1997).

ERIC Educational Resources Information Center

Abel, Omalley, Ed.; And Others

1997-01-01

This proceedings volume contains 57 papers. Subjects addressed include: cooperative technology education; children's learning strategies with hypermedia lessons; problem-based learning; instructional methodologies for lifelong learning; interactive television (ITV) design; theoretical bases for Human Performance Technology (HPT); use of cognitive…
Improving student learning and views of physics in a large enrollment introductory physics class

NASA Astrophysics Data System (ADS)

Salehzadeh Einabad, Omid

Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage students to engage with each other and with physics concepts and to be actively involved in their own learning. These methods have been shown to be effective in introductory physics classes with small group recitations. This study examined student learning and views of physics in a large enrollment course that included IE methods with no separate, small-group recitations. In this study, a large, lecture-based course included activities that had students explaining their reasoning both verbally and in writing, revise their ideas about physics concepts, and apply their reasoning to various problems. The questions addressed were: (a) What do students learn about physics concepts and how does student learning in this course compare to that reported in the literature for students in a traditional course?, (b) Do students' views of physics change and how do students' views of physics compare to that reported in the literature for students in a traditional course?, and (c) Which of the instructional strategies contribute to student learning in this course? Data included: pre-post administration of the Force Concept Inventory (FCI), classroom exams during the term, pre-post administration of the Colorado Learning Attitudes About Science Survey (CLASS), and student work, interviews, and open-ended surveys. The average normalized gain (=0.32) on the FCI falls within the medium-gain range as reported in the physics education literature, even though the average pre-test score was very low (30%) and this was the instructor's first implementation of IE methods. Students' views of physics remained relatively unchanged by instruction. Findings also indicate that the interaction of the instructional strategies together contributed to student learning. Based on these results, IE methods should be adopted in introductory physics classes, particularly in classes where students have low pre-test scores. It is also important to provide support for instructors new to IE strategies.
Educating Parents on Developmentally Age-Appropriate Learning in Preschool.

ERIC Educational Resources Information Center

Brown, Mitzi C.

This practicum paper reports on a project undertaken to enhance the knowledge of age-appropriate learning for parents of 3-year-old preschoolers. The project implemented a variety of techniques and strategies to improve parent knowledge, including parent education classes, a monthly newsletter for parents that addressed current research on…
Self-Assessment as a Process for Inclusion

ERIC Educational Resources Information Center

Bourke, Roseanna; Mentis, Mandia

2013-01-01

There are multiple ways that assessment is positioned within education: as a method for accountability, a strategy to attract funding and an approach to support learning. Different assessment practices portray students in different ways and can serve to include or exclude them in their learning and assessment. Students are often categorised and…
A Test of Strategies for Enhanced Learning of AP Descriptive Chemistry

ERIC Educational Resources Information Center

Kotcherlakota, Suhasini; Brooks, David W.

2008-01-01

The Advanced Placement (AP) Descriptive Chemistry Website allows users to practice chemistry problems. This study involved the redesign of the Website using worked examples to enhance learner performance. The population sample for the study includes users (students and teachers) interested in learning descriptive chemistry materials. The users…
Teacher Perceptions towards ICT Integration: Professional Development through Blended Learning

ERIC Educational Resources Information Center

Qasem, Arwa Ahmed Abdo; Viswanathappa, G.

2016-01-01

Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators' attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions…
Innovation Abstracts: Volume XI, Numbers 1-30.

ERIC Educational Resources Information Center

Roueche, Suanne D., Ed.

1989-01-01

This series of one- to two-page abstracts highlights a variety of innovative approaches to teaching and learning in the community college. Topics covered in the abstracts include: (1) cooperative planning for institutional excellence; (2) rewarding scholarship among community college faculty; (3) in-class debates as a learning strategy; (4)…
Distance-Based and Distributed Learning: A Decision Tool for Education Leaders.

ERIC Educational Resources Information Center

McGraw, Tammy M.; Ross, John D.

This decision tool presents a progression of data collection and decision-making strategies that can increase the effectiveness of distance-based or distributed learning instruction. A narrative and flow chart cover the following steps: (1) basic assumptions, including purpose of instruction, market scan, and financial resources; (2) needs…
Online Formative Assessment in Higher Education: Its Pros and Cons

ERIC Educational Resources Information Center

Baleni, Zwelijongile Gaylard

2015-01-01

Online and blended learning have become common educational strategy in higher education. Lecturers have to re-theorise certain basic concerns of teaching, learning and assessment in non-traditional environments. These concerns include perceptions such as cogency and trustworthiness of assessment in online environments in relation to serving the…
Working towards Skills: Perspectives on Workforce Development in SMEs. Research Report.

ERIC Educational Resources Information Center

Hughes, Maria; Keddie, Vince; Webb, Peter; Corney, Mark

Research into workforce development (WD) considered the relationship between corporate assessments of workers' development needs and WD strategies; how learning at work takes place; and what learning methods are used and their effectiveness. Focus was on practice in small and medium-sized enterprises (SMEs). Methodology included a literature…
Wiki Laboratory Notebooks: Supporting Student Learning in Collaborative Inquiry-Based Laboratory Experiments

ERIC Educational Resources Information Center

Lawrie, Gwendolyn Angela; Grøndahl, Lisbeth; Boman, Simon; Andrews, Trish

2016-01-01

Recent examples of high-impact teaching practices in the undergraduate chemistry laboratory that include course-based undergraduate research experiences and inquiry-based experiments require new approaches to assessing individual student learning outcomes. Instructors require tools and strategies that can provide them with insight into individual…
Students' Perceptions of Vocabulary Knowledge and Learning in a Middle School Science Classroom

ERIC Educational Resources Information Center

Brown, Patrick L.; Concannon, James P.

2016-01-01

This study investigated eighth-grade science students' (13-14-year-olds) perceptions of their vocabulary knowledge, learning, and content achievement. Data sources included pre- and posttest of students' perceptions of vocabulary knowledge, students' perceptions of vocabulary and reading strategies surveys, and a content achievement test.…
Blended Learning: Deficits and Prospects in Higher Education

ERIC Educational Resources Information Center

Cuesta Medina, Liliana

2018-01-01

This article examines the nature and evolution of the term blended learning (BL), which encompasses numerous connotations, including its conception as a strategy, delivery mode, opportunity, educational shift, or pedagogical approach. Although much has been said in this field, very few studies examine the different types of blends behind their…
Multiple Learning Strategies Project. Medical Assistant. [Regular Vocational. Vol. 1.

ERIC Educational Resources Information Center

Varney, Beverly; And Others

This instructional package, one of four designed for regular vocational students, focuses on the vocational area of medical assistant. Contained in this document are twenty-six learning modules organized into three units: language; receptioning; and asepsis. Each module includes these elements: a performance objective page telling what will be…
Multiple Learning Strategies Project. Medical Assistant. [Regular Vocational. Vol. 3.

ERIC Educational Resources Information Center

Varney, Beverly; And Others

This instructional package, one of four designed for regular vocational students, focuses on the vocational area of medical assistant. Contained in this document are forty learning modules organized into four units: office surgery; telephoning; bandaging; and medications and treatments. Each module includes these elements: a performance objective…
Underserved Gifted Populations: Responding to Their Needs and Abilities. Perspectives on Creativity Research.

ERIC Educational Resources Information Center

Smutny, Joan Franklin, Ed.

Twenty-five papers address issues of the underserved gifted, including environmental influences, multicultural and global factors, special learning problems, and the highly gifted and creatively gifted. The papers are: "Twenty-five Teaching Strategies that Promote Learning Success for Underserved Gifted Populations" (Jerry Flack); "The Invisible…
Active Learning Strategies for Introductory Light and Optics

ERIC Educational Resources Information Center

Sokoloff, David R.

2016-01-01

There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among…
Authentic Practices as Contexts for Learning to Draw Inferences beyond Correlated Data

ERIC Educational Resources Information Center

Dierdorp, Adri; Bakker, Arthur; Eijkelhof, Harrie; van Maanen, Jan

2011-01-01

To support 11th-grade students' informal inferential reasoning, a teaching and learning strategy was designed based on authentic practices in which professionals use correlation or linear regression. These practices included identifying suitable physical training programmes, dyke monitoring, and the calibration of measurement instruments. The…

An adult learning perspective on disability and microfinance: The case of Katureebe.

PubMed

Nuwagaba, Ephraim L; Rule, Peter N

2016-01-01

Despite Uganda's progress in promoting affirmative action for persons with disabilities and its strategy of using microfinance to fight poverty, access to microfinance services by persons with disabilities is still problematic due to barriers, characterised by discrepancies between policies and practices. Regarding education, the affirmative action in favour of learners with disabilities has not translated into actual learning opportunities due to personal and environmental barriers. The study on which this article is based investigated the non-formal and informal adult learning practices regarding microfinance that persons with disabilities engaged in. This article seeks to illuminate the barriers that a person with a visual impairment encountered while learning about and engaging with microfinance and the strategies that he developed to overcome them. This was a case study, framed within the social model of disability and critical research paradigm. Data were collected through in-depth interviews of a person with visual impairment and observations of the environment in which adult learning and engagement with Savings and Credit Cooperative Organisations (SACCOs) occurred. Findings indicate that the person with a visual disability faced barriers to learning about microfinance services. He experienced barriers in an integrated manner and developed strategies to overcome these barriers. The barriers and strategies are theorised using the social model of disability. The case of a person with visual impairment suggests that persons with disabilities face multiple barriers regarding microfinance, including social, psychological and educational. However, his own agency and attitudes were also of importance as they influenced his learning. Viewing these barriers as blockades can lead to non-participation in learning and engagement with microfinance whereas viewing them as surmountable hurdles can potentially motivate participants to succeed in learning about and engaging with microfinance.
An adult learning perspective on disability and microfinance: The case of Katureebe

PubMed Central

Nuwagaba, Ephraim L.

2016-01-01

Background Despite Uganda’s progress in promoting affirmative action for persons with disabilities and its strategy of using microfinance to fight poverty, access to microfinance services by persons with disabilities is still problematic due to barriers, characterised by discrepancies between policies and practices. Regarding education, the affirmative action in favour of learners with disabilities has not translated into actual learning opportunities due to personal and environmental barriers. Objectives The study on which this article is based investigated the non-formal and informal adult learning practices regarding microfinance that persons with disabilities engaged in. This article seeks to illuminate the barriers that a person with a visual impairment encountered while learning about and engaging with microfinance and the strategies that he developed to overcome them. Methods This was a case study, framed within the social model of disability and critical research paradigm. Data were collected through in-depth interviews of a person with visual impairment and observations of the environment in which adult learning and engagement with Savings and Credit Cooperative Organisations (SACCOs) occurred. Results Findings indicate that the person with a visual disability faced barriers to learning about microfinance services. He experienced barriers in an integrated manner and developed strategies to overcome these barriers. The barriers and strategies are theorised using the social model of disability. Conclusion The case of a person with visual impairment suggests that persons with disabilities face multiple barriers regarding microfinance, including social, psychological and educational. However, his own agency and attitudes were also of importance as they influenced his learning. Viewing these barriers as blockades can lead to non-participation in learning and engagement with microfinance whereas viewing them as surmountable hurdles can potentially motivate participants to succeed in learning about and engaging with microfinance. PMID:28730047
Strategies for Learners with Special Needs in Automobile Mechanics.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Missouri LINC.

This Vocational Instructional Management System (VIMS) module illustrates instructional and cognitive strategies that can be used to teach and learn vocational competencies in automobile mechanics. Seven definitions, seven frequently asked questions, and nine references are included. The following questions are answered: Is it important to teach…
Pictures as Prose-Learning Devices.

ERIC Educational Resources Information Center

Levin, Joel R.

Most popular strategies, including illustrations, for improving prose processing consist of procedures that force attention either to the text's macrostructure or to the organization and interconnections of its propositions. These strategies are assumed to enhance students' comprehension of the text as encoded, as well as to afford students an…
The Race against Time: Winning Strategies for Librarians.

ERIC Educational Resources Information Center

Lankford, Mary D.

1993-01-01

Discusses time management strategies that are particularly useful for school librarians. Highlights include setting realistic goals; active participation in learning and practicing time management skills; the use of day planners to help focus on goals and priorities; decision making for handling papers; controlling interruptions; and delegating…
Denny's: Communicating Amidst a Discrimination Case.

ERIC Educational Resources Information Center

Chin, Teresa; Naidu, Sharmila; Ringel, Jonathan; Snipes, Wayne; DeSilva, Jean; Bienvenu, Sherron Kenton

1998-01-01

Presents a case study for use in business communication classes to help students understand and learn both the context and the strategies for communication with business and management. Looks at communication strategies employed by Denny's during its crisis caused by charges of racial discrimination. Includes actual communications instrumental in…
Developing Supply Chain Management Program: A Competency Model

ERIC Educational Resources Information Center

Sauber, Matthew H.; McSurely, Hugh B.; Tummala, V. M. Rao

2008-01-01

Purpose: This paper aims to show the process of designing and measuring learning competencies in program development. Design/methodology/approach: The paper includes cross-sectoral comparisons to draw on programmatic and pedagogical strategies, more commonly utilized in vocational education, and transfer the application of these strategies into…
Revealing teacher agendas: An examination of teacher motivations and strategies for conducting museum fieldtrips

NASA Astrophysics Data System (ADS)

Kisiel, James Francis

The purpose of this investigation was to identify the motivations and strategies that comprise teachers' agendas when leading a student fieldtrip to a museum or similar site. Two data collection methods were used. A survey regarding field trip experiences and rationale was mailed to upper elementary teachers, resulting in a variety of open-ended responses that were analyzed and coded to identify recurring themes. In addition, ten teachers accompanying students during a school trip to a natural history museum were interviewed and observed. Data collected from these in-depth studies were used to verify findings from the survey instrument and to refine and enhance the definitions and descriptions of actual practice. Eight fieldtrip motivations were identified including to connection with the classroom curriculum, to provide a general learning experience, to encourage lifelong learning, to enhance interest and motivation, to provide exposure to new experiences, to provide a change in setting or routine, for enjoyment, and to meet school expectations. Fieldtrip strategies used by teachers could be divided into pre-visit, during-visit or post-visit strategies. The commonly reported pre-visit strategies included familiarization and supervision preparation. During-visit strategies focused on structured student engagement strategies (such as worksheets or guided tours) and unstructured strategies (such as interpretation, connecting, facilitation, label-reading, advance organizers and free exploration), as well as event documentation and supervision tactics (such as keeping track and refocusing). Post-visit strategies included review and discussion, documentation , and assessment. Comparison of stated motivations and observed strategies revealed few links. However, results indicated that connecting to the classroom curriculum was an important consideration, even though teachers had different interpretations of what this meant. Providing hands-on experiences was also critical for many teachers, although the meaning of "hands-on" was more closely related to authentic experience rather than a component of inquiry-based learning. Further examination of the teachers' agendas suggested the influence of contexts, including that of the school (restrictions, curricular pressures), the teacher's personal context (teaching and museum experiences), and the museum site itself. These findings lead to suggestions through which museums might better facilitate school visits by considering the contexts that influence the teachers' fieldtrip perspectives and agendas.
Interactions of spatial strategies producing generalization gradient and blocking: A computational approach

PubMed Central

Dollé, Laurent; Chavarriaga, Ricardo

2018-01-01

We present a computational model of spatial navigation comprising different learning mechanisms in mammals, i.e., associative, cognitive mapping and parallel systems. This model is able to reproduce a large number of experimental results in different variants of the Morris water maze task, including standard associative phenomena (spatial generalization gradient and blocking), as well as navigation based on cognitive mapping. Furthermore, we show that competitive and cooperative patterns between different navigation strategies in the model allow to explain previous apparently contradictory results supporting either associative or cognitive mechanisms for spatial learning. The key computational mechanism to reconcile experimental results showing different influences of distal and proximal cues on the behavior, different learning times, and different abilities of individuals to alternatively perform spatial and response strategies, relies in the dynamic coordination of navigation strategies, whose performance is evaluated online with a common currency through a modular approach. We provide a set of concrete experimental predictions to further test the computational model. Overall, this computational work sheds new light on inter-individual differences in navigation learning, and provides a formal and mechanistic approach to test various theories of spatial cognition in mammals. PMID:29630600
Empowering Students with Language Learning Strategies: A Critical Review of Current Issues

ERIC Educational Resources Information Center

Rivera-Mills, Susanna V.; Plonsky, Luke

2007-01-01

This article analyzes the body of research literature that has brought us to the state of our current knowledge regarding learning strategies in general and learning strategies Instruction as they relate to second language acquisition (SLA). Three categories are discussed: (1) types of learning strategies, (2) learning autonomy and strategy…
The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program.

PubMed

Bierer, S Beth; Dannefer, Elaine F

2016-11-01

The move toward competency-based education will require medical schools and postgraduate training programs to restructure learning environments to motivate trainees to take personal ownership for learning. This qualitative study explores how medical students select and implement study strategies while enrolled in a unique, nontraditional program that emphasizes reflection on performance and competence rather than relying on high-stakes examinations or grades to motivate students to learn and excel. Fourteen first-year medical students volunteered to participate in three, 45-minute interviews (42 overall) scheduled three months apart during 2013-2014. Two medical educators used structured interview guides to solicit students' previous assessment experiences, preferred learning strategies, and performance monitoring processes. Interviews were digitally recorded and transcribed verbatim. Participants confirmed accuracy of transcripts. Researchers independently read transcripts and met regularly to discuss transcripts and judge when themes achieved saturation. Medical students can adopt an assessment for learning mind-set with faculty guidance and implement appropriate study strategies for mastery-learning demands. Though students developed new strategies at different rates during the year, they all eventually identified study and performance monitoring strategies to meet learning needs. Students who had diverse learning experiences in college embraced mastery-based study strategies sooner than peers after recognizing that the learning environment did not reward performance-based strategies. Medical students can take ownership for their learning and implement specific strategies to regulate behavior when learning environments contain building blocks emphasized in self-determination theory. Findings should generalize to educational programs seeking strategies to design learning environments that promote self-regulated learning.
A Task-Based Language Teaching Approach to Developing Metacognitive Strategies for Listening Comprehension

ERIC Educational Resources Information Center

Chou, Mu-Hsuan

2017-01-01

In second (L2) or foreign language (FL) learning, learning strategies help learners perform tasks, solve specific problems, and compensate for learning deficits. Of the strategy types, metacognitive strategies manage and regulate the construction of L2 or FL knowledge. Although learning strategies are frequently taught via teacher demonstration,…
Empowering Students with Word-Learning Strategies: Teach a Child to Fish

ERIC Educational Resources Information Center

Graves, Michael F.; Schneider, Steven; Ringstaff, Cathy

2018-01-01

This article on word-learning strategies describes a theory- and research-based set of procedures for teaching students to use word-learning strategies--word parts, context clues, the dictionary, and a combined strategy--to infer the meanings of unknown words. The article begins with a rationale for teaching word-learning strategies, particularly…
Facilitated Learning to Advance Geriatrics: Increasing the Capacity of Nurse Faculty to Teach Students About Caring for Older Adults.

PubMed

Krichbaum, Kathleen; Kaas, Merrie J; Wyman, Jean F; Van Son, Catherine R

2015-06-01

The Facilitated Learning to Advance Geriatrics program (FLAG) was designed to increase the numbers of nurse faculty in prelicensure programs with basic knowledge about aging and teaching effectiveness to prepare students to provide safe, high quality care for older adults. Using a framework to improve transfer of learning, FLAG was designed to include: (a) a workshop to increase basic knowledge of aging and common geriatric syndromes, and effective use of evidence-based teaching/learning strategies; (b) a year-long mentoring program to support application of workshop learning and leading change in participants' schools to ensure that geriatrics is a priority. Both formative and summative evaluation methods were used, and included self-assessment of objectives, program satisfaction, and teaching self-efficacy. FLAG achieved its overall purpose by enrolling 152 participants from 19 states including 23 faculty from associate degree programs and 102 from baccalaureate programs. Self-rated teaching effectiveness improved significantly from pre- to post-workshop each year. Achievement of learning objectives was rated highly as was satisfaction. Transfer of learning was evidenced by implementation of educational projects in home schools supported by mentoring. The FLAG program provided opportunities for nurse educators to learn to teach geriatrics more effectively and to transfer learning to their work environment. Future FLAG programs will be offered in a shortened format, incorporating online content and strategies, adding other health professionals to the audience with the same goal of increasing the knowledge and abilities of educators to prepare learners to provide competent care for older adults. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
Enhancing traditional, televised, and videotaped courses with Web-based technologies: a comparison of student satisfaction.

PubMed

Sole, M L; Lindquist, M

2001-01-01

Varied distance learning strategies can be used to deliver nursing courses, including interactive television, videotape, and Web-based approaches. (1) To assess student assess student satisfaction with a critical care elective course offered simultaneously via traditional and distance learning formats in which Web-based strategies were added, and (2) to compare satisfaction of students taking the traditional course versus those taking the class via distance technology. Students (n = 113) who took the course during the spring 1998 and 1999 semesters completed a teacher-constructed evaluation at the end of the semester. Mean ratings on the evaluation were positive. Ratings of interaction, communication with instructor, and facilitation of learning were higher from students who took the traditional course. The application of Web-based technologies may be one factor for the overall course satisfaction. However, it is important to continue to evaluate strategies that work best for students taking courses via distance technology.
School nurse book clubs: an innovative strategy for lifelong learning.

PubMed

Greenawald, Deborah A; Adams, Theresa M

2008-04-01

Recognizing the ongoing need for continuing education for school nurses, the authors discuss the use of school nurse book clubs as an innovative lifelong-learning strategy. Current research supports the use of literature in nursing education. This article discusses the benefits of book club participation for school nurses and includes suggested fiction and nonfiction books that can be used to enhance nursing knowledge and practice. Through reading and discussion, school nurses can increase their knowledge of nursing history and current health care issues, thus becoming better prepared to address challenging issues that arise in practice. In addition, the use of literature as a learning strategy allows school nurses to broaden their understanding of unique cultural factors that influence the health beliefs and practices of students and their families. Book club participation can also assist school nurses in honing leadership and communication skills and becoming energized to become better advocates for children and families.
A conceptual approach to the development of motivational strategies.

PubMed

Wong, J; Wong, S; Mensah, L L

1983-03-01

Teachers in both general and professional education are well aware of the importance of motivation as the basis of effective teaching. Heidgerken maintains that a major problem that faces nursing educators is to select the right type of motivation and to know how to effect motivation. The authors propose a conceptual model for developing strategies to deal with motivational problems. This model is an application of Vroom's value/expectancy theory and Rotter's social learning theory, and is based on the premise that nursing faculty are in strategic positions to enhance student motivation for learning by manipulating variables that are believed to influence motivation. These suggested strategies include: enhancing student's need value by rewarding them with rewards that they value the most; increasing student's perceptions of a strong link between performance and rewards; providing students with consistent and clear role perceptions; improving student satisfaction towards learning.
The Neural Correlates of Implicit Sequence Learning in Schizophrenia

PubMed Central

Marvel, Cherie L.; Turner, Beth M.; O’Leary, Daniel S.; Johnson, Hans J.; Pierson, Ronald K.; Boles Ponto, Laura L.; Andreasen, Nancy C.

2009-01-01

Twenty-seven schizophrenia spectrum patients and 25 healthy controls performed a probabilistic version of the serial reaction time task (SRT) that included sequence trials embedded within random trials. Patients showed diminished, yet measurable, sequence learning. Postexperimental analyses revealed that a group of patients performed above chance when generating short spans of the sequence. This high-generation group showed SRT learning that was similar in magnitude to that of controls. Their learning was evident from the very 1st block; however, unlike controls, learning did not develop further with continued testing. A subset of 12 patients and 11 controls performed the SRT in conjunction with positron emission tomography. High-generation performance, which corresponded to SRT learning in patients, correlated to activity in the premotor cortex and parahippocampus. These areas have been associated with stimulus-driven visuospatial processing. Taken together, these results suggest that a subset of patients who showed moderate success on the SRT used an explicit stimulus-driven strategy to process the sequential stimuli. This adaptive strategy facilitated sequence learning but may have interfered with conventional implicit learning of the overall stimulus pattern. PMID:17983290
Outdoor Biology Instructional Strategies Trial Edition. Set I.

ERIC Educational Resources Information Center

Fairwell, Kay, Ed.; And Others

The Outdoor Biology Instructional Strategies (OBIS) Trial Edition Set I contains 24 varied activities which make use of crafts, simulations, and basic investigative techniques to provide introductory learning experiences in outdoor biology for children aged 10 to 15. The individual water-resistant folio for each activity includes biological…
Identifying Proactive Collaboration Strategies for Teacher Readiness for Marginalized Students

ERIC Educational Resources Information Center

Akin, Imani; Neumann, Crystal

2013-01-01

This research discusses the value of collaborating to develop strategies that enhance teacher readiness for the marginalized student and the use of qualitative data that can lead to student academic and social success. Education domains include the learning environment, technology, and building parent and community connections. This research…

Demonstrating Empathy: A Phenomenological Study of Instructional Designers Making Instructional Strategy Decisions for Adult Learners

ERIC Educational Resources Information Center

Vann, Linda S.

2017-01-01

Instructional designers are tasked with making instructional strategy decisions to facilitate achievement of learning outcomes as part of their professional responsibilities. While the instructional design process includes learner analysis, that analysis alone does not embody opportunities to assist instructional designers with demonstrations of…
Reaching Students in Online Courses Using Alternative Formats

ERIC Educational Resources Information Center

Fidaldo, Patricia; Thormann, Joan

2017-01-01

This research was conducted to explore whether students enrolled in graduate level courses found some Universal Design for Learning (UDL) strategies useful and if they actually used them. The strategies we investigated were presenting course information in alternative formats including PowerPoints with voiceover, screencasts, and videos as an…
Whole-Language Strategies for Integrating Technology into Language Arts.

ERIC Educational Resources Information Center

Stuhlmann, Janice; Taylor, Harriet

This paper presents proven strategies and benefits of integrating technology into the language-arts curriculum and instruction. Benefits include creating a risk-free learning environment; increasing student empowerment; providing the opportunity for students to practice skills in meaningful contexts; and increasing interest in reading and writing.…
Pacesetting Schools Share Successful Strategies to Prepare Students for the Future. Best Practices Newsletter

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2013

2013-01-01

Pacesetting high schools, middle grades schools and technology centers have changed classroom and other practices to prepare students to meet postsecondary requirements and rising workplace needs. The strategies include raising expectations, project-based learning, guidance and advisement, improving students' reading and writing skills,…
The Use of Vocabulary Learning Strategies in Teaching Turkish as a Second Language

ERIC Educational Resources Information Center

Baskin, Sami; Iscan, Adem; Karagoz, Beytullah; Birol, Gülnur

2017-01-01

Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a…
Language Learning Strategies Used by Distance Learners of English: A Study with a Group of Turkish Distance Learners of EFL

ERIC Educational Resources Information Center

Altunay, Dilek

2014-01-01

Use of language learning strategies is important for language learning. Some researchers state that language learning strategies are important because their use affects the development of communicative competence (Lessard-Clouston, 1997 & Oxford, 1990). Effective use of language learning strategies has particular importance for distance…
[Teaching practices and learning strategies in health careers].

PubMed

Carrasco Z, Constanza; Pérez V, Cristhian; Torres A, Graciela; Fasce H, Eduardo

2016-09-01

Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers ways to cope with learning. To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities. The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females). Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching. Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.
Modified Team-Based Learning Strategy to Improve Human Anatomy Learning: A Pilot Study at the Universidad Del Norte in Barranquilla, Colombia

ERIC Educational Resources Information Center

Martínez, Emilio G.; Tuesca, Rafael

2014-01-01

As part of an institutional program sponsored by the Centre for Teaching Excellence at the Universidad del Norte, Barranquilla, Colombia, we developed an educational research study on two sessions of human anatomy in which we combined team-based learning (TBL) and the use of iPads. Study data included the TBL, assessments applied during the…
Variable Memory Strategy Use in Children's Adaptive Intratask Learning Behavior: Developmental Changes and Working Memory Influences in Free Recall

ERIC Educational Resources Information Center

Lehmann, Martin; Hasselhorn, Marcus

2007-01-01

Variability in strategy use within single trials in free recall was analyzed longitudinally from second to fourth grades (ages 8-10 years). To control for practice effects another sample of fourth graders was included (age 10 years). Video analyses revealed that children employed different strategies when preparing for free recall. A gradual shift…
Teachers' Discoursal Strategies in Providing Positive Feedback to Student Responses: A Study of Four English Immersion Teachers in People's Republic of China

ERIC Educational Resources Information Center

Pei, Miao

2012-01-01

This paper investigates the discoursal strategies of four teachers in providing feedback to student responses in English classrooms in Xi'an, People's Republic of China. The findings indicate that the teachers provide positive feedback for students English learning in various ways, including using the most common strategies such as accepting,…
Metacognition and Successful Learning Strategies in Higher Education

ERIC Educational Resources Information Center

Railean, Elena, Ed.; Alev Elçi, Ed.; Elçi, Atilla, Ed.

2017-01-01

Metacognition plays an important role in numerous aspects of higher educational learning strategies. When properly integrated in the educational system, schools are better equipped to build more efficient and successful learning strategies for students in higher education. "Metacognition and Successful Learning Strategies in Higher…
Learning Strategy Preference and Personality Type: Are They Related?

ERIC Educational Resources Information Center

Conti, Gary J.; McNeil, Rita C.

2011-01-01

This study investigated the relationship of learning strategy preference to personality type. Learning strategy preference was identified with the "A"ssessing "T"he "L"earning Strategies of "A"dult"S" (ATLAS), and personality type was measured with the Myers-Briggs Type Indicator (MBTI). The…
Striatal dysfunction during reversal learning in unmedicated schizophrenia patients☆

PubMed Central

Schlagenhauf, Florian; Huys, Quentin J.M.; Deserno, Lorenz; Rapp, Michael A.; Beck, Anne; Heinze, Hans-Joachim; Dolan, Ray; Heinz, Andreas

2014-01-01

Subjects with schizophrenia are impaired at reinforcement-driven reversal learning from as early as their first episode. The neurobiological basis of this deficit is unknown. We obtained behavioral and fMRI data in 24 unmedicated, primarily first episode, schizophrenia patients and 24 age-, IQ- and gender-matched healthy controls during a reversal learning task. We supplemented our fMRI analysis, focusing on learning from prediction errors, with detailed computational modeling to probe task solving strategy including an ability to deploy an internal goal directed model of the task. Patients displayed reduced functional activation in the ventral striatum (VS) elicited by prediction errors. However, modeling task performance revealed that a subgroup did not adjust their behavior according to an accurate internal model of the task structure, and these were also the more severely psychotic patients. In patients who could adapt their behavior, as well as in controls, task solving was best described by cognitive strategies according to a Hidden Markov Model. When we compared patients and controls who acted according to this strategy, patients still displayed a significant reduction in VS activation elicited by informative errors that precede salient changes of behavior (reversals). Thus, our study shows that VS dysfunction in schizophrenia patients during reward-related reversal learning remains a core deficit even when controlling for task solving strategies. This result highlights VS dysfunction is tightly linked to a reward-related reversal learning deficit in early, unmedicated schizophrenia patients. PMID:24291614
The Effects of Program Embedded Learning Strategies, Using an Imagery Cue Strategy and an Attention Directing Strategy, to Improve Learning from Micro Computer Based Instruction (MCBI).

ERIC Educational Resources Information Center

Taylor, William; And Others

The effects of the Attention Directing Strategy and Imagery Cue Strategy as program embedded learning strategies for microcomputer-based instruction (MCBI) were examined in this study. Eight learning conditions with identical instructional content on the parts and operation of the human heart were designed: either self-paced or externally-paced,…
Professional development that works: Impacting elementary science teachers' learning and practice during the implementation of an inquiry-oriented science curriculum

NASA Astrophysics Data System (ADS)

Schlang, Jodi A.

One of the most important factors for developing science literacy for all students is teacher knowledge of science content and pedagogy. This study was designed to evaluate the impact of professional development on teacher learning, changes in teacher behavior, and student learning. The goal was to develop a deeper understanding of how the Elementary Science Teaching and Learning (ESTL) program affected teacher learning and changed teacher behavior in the classroom. This study also provided insight into the effect of the ESTL program on student learning during the first year of the professional development. This mixed method case study was used to examine the link between participation in the ESTL program, teacher learning, changes in teacher classroom behavior, and student learning. Qualitative observations and videotaped sessions provided rich description of the professional development and implementation of inquiry-oriented strategies in participant's classrooms. Artifacts and interviews provided evidence of teacher learning and changes in teacher behaviors. Quantitative data included self-report survey data examining changes in teacher behavior and the measurement of student learning used both science district assessment scores and CSAP writing scores. Key findings include: (1) teacher learning was reported in the areas of questioning and scope and sequence of the curriculum occurred; (2) statistically significant changes teacher behavior were reported and were noted in teacher interviews; (3) participation in the ESTL program did not positively impact student learning; (4) unanticipated findings include the role of camaraderie in professional development and the role of additional training in teacher's confidence in both their own teaching and in helping others; and, (5) teacher's perceptions identified the role of inquiry-based science curriculum as providing the rich experiences necessary for improved student writing. Overall participation in the ESTL program increased the implementation of inquiry-oriented strategies and it strengthened teacher inquiry-based science teaching in the classroom even though no increases were found in student test scores.
Immediate response strategy and shift to place strategy in submerged T-maze.

PubMed

Asem, Judith S A; Holland, Peter C

2013-12-01

A considerable amount of research has demonstrated that animals can use different strategies when learning about, and navigating within, their environment. Since the influential research of Packard and McGaugh (1996), it has been widely accepted that, early in learning, rats use a flexible dorsal hippocampal-dependent place strategy. As learning progresses, they switch to a less effortful and more automatic dorsolateral caudate-dependent response strategy. However, supporting literature is dominated by the use of appetitively motivated tasks, using food reward. Because motivation often plays a crucial role in guiding learning, memory, and behavior, we examined spatial learning strategies of rats in an escape-motivated submerged T-maze. In Experiment 1, we observed rapid learning and the opposite pattern as that reported in appetitively motivated tasks. Rats exhibited a response strategy early in learning before switching to a place strategy, which persisted over extensive training. In Experiment 2, we replicated Packard and McGaugh's (1996) observations, using the apparatus and procedures as in Experiment 1, but with food reward instead of water escape. Mechanisms for, and implications of, this motivational modulation of spatial learning strategy are considered.
Mobile Learning in Medical Education: Review.

PubMed

Walsh, Kieran

2015-10-01

In the past several years, mobile learning made rapid inroads into the provision of medical education. There are significant advantages associated with mobile learning. These include high access, low cost, more situated and contextual learning, convenience for the learner, continuous communication and interaction between learner and tutor and between learner and other learners, and the ability to self-assess themselves while learning. Like any other form of medical pedagogy, mobile learning has its downsides. Disadvantages of mobile learning include: inadequate technology, a risk of distraction from learning by using a device that can be used for multiple purposes, and the potential for breakdown in barriers between personal usage of the mobile device and professional or educational use. Despite these caveats, there is no question but that mobile learning offers much potential. In the future, it is likely that the strategy of mobile first, whereby providers of e-learning think of the user experience on a mobile first, will result in learners who increasingly expect that all e-learning provision will work seamlessly on a mobile device.
The Development and Impact of POWERSOURCE[c]: Year 5. CRESST Report 792

ERIC Educational Resources Information Center

Phelan, Julia; Vendlinski, Terry; Choi, Kilchan; Dai, Yunyun; Herman, Joan; Baker, Eva L.

2011-01-01

The POWERSOURCE[c] intervention is intended as a generalizable and powerful formative assessment strategy that can be integrated with any mathematics curriculum. POWERSOURCE[c] includes both a system of learning-based assessments and an infrastructure to support teachers' use of those assessments to improve student learning. The core undertaking…
Instructional Strategy: Didactic Media Presentation to Optimize Student Learning

ERIC Educational Resources Information Center

Schilling, Jim

2017-01-01

Context: Subject matter is presented to athletic training students in the classroom using various modes of media. The specific type of mode and when to use it should be considered to maximize learning effectiveness. Other factors to consider in this process include a student's knowledge base and the complexity of material. Objective: To introduce…
Expanding Opportunities to Learn to Support Inclusive Education through Drama-Enhanced Literacy Practices

ERIC Educational Resources Information Center

Kilinc, Sultan; Farrand, Kathleen; Chapman, Kathryn; Kelley, Michael; Millinger, Jenny; Adams, Korbi

2017-01-01

This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year-long programme that integrates drama strategies into literacy practices within…

Students' Resistance to Change in Learning Strategies Courses

ERIC Educational Resources Information Center

Dembo, Myron H.; Seli, Helena Praks

2004-01-01

Research findings indicate that many students fail to benefit from academic support services and courses. The paper discusses reasons why some students resist changing their academic behaviors and links the reasons to learning and motivation variables. The explanations for failure to change include: (1) students believe they can't change; (2)…
Secrets for Secondary School Teachers: How To Succeed in Your First Year.

ERIC Educational Resources Information Center

Kottler, Ellen; Kottler, Jeffrey A.; Kottler, Cary J.

This book presents practical strategies to help secondary teachers succeed in their first year of teaching. The 16 chapters include the following: (1) Learning Your Way Around the School (getting oriented, making friends, learning rules and traditions, meeting others); (2) Organizing Your Room (taking inventory and assessing flow, movement, space,…
Professional Development for E-Learning: Researching a Strategy for New Zealand's Tertiary Education Sector

ERIC Educational Resources Information Center

Shephard, Kerry; Mansvelt, Juliana; Stein, Sarah; Suddaby, Gordon; Harris, Irene; O'Hara, Duncan

2011-01-01

This collaborative research project devised a framework to support professional development for e-learning within New Zealand's diverse and integrated tertiary education sector. The research was supported by New Zealand's Ministry of Education. The research included reviews of developments in the United Kingdom, Australia and New Zealand and a…
Innovative Techniques for Large-Group Instruction. An NSTA Press Journals Collection.

ERIC Educational Resources Information Center

Cusick, Judy, Ed.

This document presents instructional strategies for college faculty on how to stimulate active learning with groups of more than 50 students. Contents include: (1) "How Do College Students Best Learn Science: An Assessment of Popular Teaching Styles and Their Effectiveness" (William H. Leonard); (2) "Are We Cultivating 'Couch Potatoes' in Our…
Alternative Assessment--Can Real-World Skills Be Tested? Policy Briefs.

ERIC Educational Resources Information Center

Simon, Karen; Gregg, Soleil

Many educators are shifting their teaching strategies and approaches to include more emphasis on critical thinking skills, the communication of ideas, a variety of approaches to content emphasizing varied student learning styles, and the need to draw explicit connections among topics for retention of learning. Real-world assessment measures, then,…
Online Formative Assessment in Higher Education: A Review of the Literature

ERIC Educational Resources Information Center

Gikandi, J. W.; Morrow, D.; Davis, N. E.

2011-01-01

As online and blended learning has become common place educational strategy in higher education, educators need to reconceptualise fundamental issues of teaching, learning and assessment in non traditional spaces. These issues include concepts such as validity and reliability of assessment in online environments in relation to serving the intended…
Effects of a Technology-Assisted Reading Comprehension Intervention for English Learners with Learning Disabilities

ERIC Educational Resources Information Center

Jozwik, Sara L.; Douglas, Karen H.

2017-01-01

This study integrated technology tools into a reading comprehension intervention that used explicit instruction to teach strategies (i.e., asking questions, making connections, and coding the text to monitor for meaning) to mixed-ability small groups, which included four English Learners with learning disabilities in a fourth-grade general…
Innovative and Creative K-12 Engineering Strategies: Implications of Pre-Service Teacher Survey

ERIC Educational Resources Information Center

Mativo, John M.; Park, Jae H.

2012-01-01

This study sought to find student perceptions of how the engineering design process is learned and applied by pre-service teachers at the University of Georgia. The course description read "demonstration and hands-on learning, including problem solving, designing, construction and testing of prototypes, and activities that increase aesthetic,…
A Test of the Spirit: The Duquesne University Shootings

ERIC Educational Resources Information Center

Guskey, Audrey

2013-01-01

In September 2006, five key Duquesne University basketball players were shot on the campus by an outside visitor after a school dance. This case explores how students learned firsthand Crisis Management 101--how to survive and thrive during a crisis. Student learning activities included writing journals, discussions of the university's strategies,…
Perceived Competence and Autonomy as Moderators of the Effects of Achievement Goal Orientations

ERIC Educational Resources Information Center

Cho, YoonJung; Weinstein, Claire Ellen; Wicker, Frank

2011-01-01

The primary purpose of this study was to investigate the roles of two moderators--perceived competence and perceived autonomy--in the relationships of achievement goal orientations with a broad range of learning-related variables, including interest, effort, learning strategy use and academic achievement. Perceived competence and autonomy played…
The Compatibility of Action Learning with Inner Game Coaching

ERIC Educational Resources Information Center

Aitkenhead, Andy

2009-01-01

Using "inner game" coaching techniques in the remediation of a challenged programme at a Global Investment Bank the environment was transformed into a delivery focused culture. The techniques included group sessions that would be familiar to anyone aware of action learning and were an integral part of the strategy to ensure sustainable…
Language Learning Strategies and Its Training Model

ERIC Educational Resources Information Center

Liu, Jing

2010-01-01

This paper summarizes and reviews the literature regarding language learning strategies and it's training model, pointing out the significance of language learning strategies to EFL learners and an applicable and effective language learning strategies training model, which is beneficial both to EFL learners and instructors, is badly needed.
The use of multimodal strategies for distance education in the GRECCs.

PubMed

Kresevic, Denise; Burant, Christopher; Denton, Jennifer; Heath, Barbara; Kypriotakis, George

2011-01-01

The Department of Veterans Affairs (VA) has found distance education to be particularly valuable as a means to disseminate information to large numbers of busy learners in geographically diverse settings. Specifically, Geriatric Research, Education and Clinical Centers (GRECCs) of the VA have used various forms of distance learning to provide geriatrics-focused education to diverse health care providers. Such formats allow programs to be available to audiences regardless of distance or time. Although the distance-learning format has clear benefits, there are also some barriers that have hindered its wider adoption, including technical difficulties and ease of use. Organizers of distance education programs are challenged to overcome these barriers to provide a quality learning experience for the audience. The GRECCs will likely continue to be leaders in exploring innovative distance-learning strategies to accomplish their mission of quality geriatric education.
Change Management in Dental Education: A Professional Learning Community.

PubMed

Palatta, Anthony M

2018-06-01

Professional learning communities (PLCs) are defined as "a group of people sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive, learning-oriented, growth-promoting way." PLCs have been found to be an effective change management strategy in business and education when confronted by rapid change. The American Dental Education Association's Commission on Change and Innovation in Dental Education new national program-ADEA CCI 2.0-includes the development of a PLC. By employing an "engage and learn" model PLC centered on continuous quality improvement and systems thinking, dental faculty can identify internal and external barriers to change that could lead to innovative solutions to complex issues. This article argues that a PLC is a viable change management strategy to counteract the effect of multiple external forces impacting dental education and thus to develop future-ready faculty.
The art and learning patterns of knowing in nursing.

PubMed

Baixinho, Cristina Lavareda; Ferraz, Isabel Carvalho Beato; Ferreira, Óscar Manuel Ramos; Rafael, Helga Marilia da Silva

2014-12-01

Objective To identify the perception of the students about the use of art as a pedagogical strategy in learning the patterns of knowing in nursing; to identify the dimensions of each pattern valued in the analysis of pieces of art. Method Descriptive mixed study. Data collection used a questionnaire applied to 31 nursing students. Results In the analysis of the students' discourse, it was explicit that empirical knowledge includes scientific knowledge, tradition and nature of care. The aesthetic knowledge implies expressiveness, subjectivity and sensitivity. Self-knowledge, experience, reflective attitude and relationships with others are the subcategories of personal knowledge and the moral and ethics support ethical knowledge. Conclusion It is possible to learn patterns of knowledge through art, especially the aesthetic, ethical and personal. It is necessary to investigate further pedagogical strategies that contribute to the learning patterns of nursing knowledge.
A Study of the Role of Rote Learning in Vocabulary Learning Strategies of Burmese Students

ERIC Educational Resources Information Center

Sinhaneti, Kantatip; Kyaw, Ei Kalayar

2012-01-01

This study was conducted to investigate the role of RL (rote learning) in VLSs (vocabulary learning strategies) of Burmese EFL (English as a foreign language) students. The research addresses the need of the concrete understanding of the role of RL strategy in vocabulary learning as well as Burmese EFL learners' perspectives on RL strategy among…
Successful Transfer of a Motor Learning Strategy to a Novel Sport.

PubMed

Kearney, Philip E; Judge, Phil

2017-10-01

This study investigated whether secondary school students who were taught a motor learning strategy could transfer their knowledge of the strategy to learning a novel task. Twenty adolescents were randomly allocated to a strategy or control group. The strategy group was taught Singer's five-step learning strategy, while the control group received information on the evolution and biomechanics of the basketball free throw. Both groups received three 1-hour practice sessions on a modified basketball shooting task. After one month, participants were introduced to the transfer task, golf putting. Performance accuracy was recorded for all tasks, and participants completed questionnaires regarding strategy use during practice. Participants taught the five-step learning strategy successfully recalled and applied it after a 1-month interval, and they demonstrated superior performance on both acquisition and transfer tasks, relative to the control group. Physical education teachers and coaches should consider using this learning strategy to enhance the learning of closed motor skills.
Framework for e-learning assessment in dental education: a global model for the future.

PubMed

Arevalo, Carolina R; Bayne, Stephen C; Beeley, Josie A; Brayshaw, Christine J; Cox, Margaret J; Donaldson, Nora H; Elson, Bruce S; Grayden, Sharon K; Hatzipanagos, Stylianos; Johnson, Lynn A; Reynolds, Patricia A; Schönwetter, Dieter J

2013-05-01

The framework presented in this article demonstrates strategies for a global approach to e-curricula in dental education by considering a collection of outcome assessment tools. By combining the outcomes for overall assessment, a global model for a pilot project that applies e-assessment tools to virtual learning environments (VLE), including haptics, is presented. Assessment strategies from two projects, HapTEL (Haptics in Technology Enhanced Learning) and UDENTE (Universal Dental E-learning), act as case-user studies that have helped develop the proposed global framework. They incorporate additional assessment tools and include evaluations from questionnaires and stakeholders' focus groups. These measure each of the factors affecting the classical teaching/learning theory framework as defined by Entwistle in a standardized manner. A mathematical combinatorial approach is proposed to join these results together as a global assessment. With the use of haptic-based simulation learning, exercises for tooth preparation assessing enamel and dentine were compared to plastic teeth in manikins. Equivalence for student performance for haptic versus traditional preparation methods was established, thus establishing the validity of the haptic solution for performing these exercises. Further data collected from HapTEL are still being analyzed, and pilots are being conducted to validate the proposed test measures. Initial results have been encouraging, but clearly the need persists to develop additional e-assessment methods for new learning domains.
Learning to choose: Cognitive aging and strategy selection learning in decision making.

PubMed

Mata, Rui; von Helversen, Bettina; Rieskamp, Jörg

2010-06-01

Decision makers often have to learn from experience. In these situations, people must use the available feedback to select the appropriate decision strategy. How does the ability to select decision strategies on the basis of experience change with age? We examined younger and older adults' strategy selection learning in a probabilistic inference task using a computational model of strategy selection learning. Older adults showed poorer decision performance compared with younger adults. In particular, older adults performed poorly in an environment favoring the use of a more cognitively demanding strategy. The results suggest that the impact of cognitive aging on strategy selection learning depends on the structure of the decision environment. (c) 2010 APA, all rights reserved
Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study.

PubMed

Cadorin, L; Rei, A; Dante, A; Bulfone, T; Viera, G; Palese, A

2015-06-01

In accordance with Knowles's theory, self-directed learning (SDL) may be improved with tutorial strategies focused on guided reflection and critical analysis of the learning process. No evidence on effects on SDL abilities of different tutorial strategies offered to nursing students during the 1st clinical experience is available. To evaluate the effect of different tutorial strategies offered to nursing students on their SDL abilities. A pre-post intervention non-equivalent control group design was adopted in 2013. For the treatment group, structured and intensive tutorial interventions including different strategies such as briefing, debriefing, peer support, Socratic questioning, performed by university tutors were offered during the 1st clinical experience; for the control group, unstructured and non-intensive tutorial strategies were instead offered. Two Bachelor of Nursing Degree. Students awaiting their clinical experience (n=238) were the target sample. Those students who have completed the pre- and the post-intervention evaluation (201; 84.4%) were included in the analysis. SDL abilities were measured with the SRSSDL_ITA (Self Rating Scale of Self Directed Learning-Italian Version). A multiple linear regression analysis was developed to explore the predictive effect of individual, contextual and intervention variables. Three main factors explained the 36.8% of the adjusted variance in SDL scores have emerged: a) having received a lower clinical nurse-to-student supervision (B 9.086, β 2.874), b) having received higher level and structured tutorial intervention by university tutors (B 8.011, β 2.741), and c) having reported higher SDL scores at the baseline (B .550, β .556). A lower clinical nurse-to-student ratio (1:4), accompanied by unstructured and non-intensive tutorial intervention adopted by university tutors, seemed to be equivalent to an intensive clinical supervision (1:1) accompanied by higher level and structured tutorial strategies activated by the university tutors. Copyright © 2015 Elsevier Ltd. All rights reserved.

Evaluating the effect of three teaching strategies on student nurses' moral sensitivity.

PubMed

Lee, Hsiao Lu; Huang, Shu-He; Huang, Chiu-Mieh

2017-09-01

The Taiwan Nursing Accreditation Council has proposed eight core professional nursing qualities including ethical literacy. Consequently, nursing ethics education is a required course for student nurses. These courses are intended to improve the ethical literacy. Moral sensitivity is the cornerstone of ethical literacy, and learning moral sensitivity is the initial step towards developing ethical literacy. To explore the effect of nursing ethics educational interventions based on multiple teaching strategies on student nurses moral sensitivity. Based on the visual, auditory and kinaesthetic model, three strategies were developed for determining the programme components and corresponding learning styles. This was a quasi-experimental study. A total of 234 junior-college student nurses participated in this study. All participants were aged 18-19 years. Ethical considerations: The study protocol was approved by the institutional review boards of Kaohsiung Veterans General Hospital. Only the participants who signed an informed consent form took part in the study. The participants were permitted to withdraw from the study at any point if they wished to do so without affecting their academic score. The scores of Modified Moral Sensitivity Questionnaire for Student Nurses were significantly improved after the intervention of integrating multiple teaching strategies ( p = .042). Significant relationships were observed between the satisfaction scores of two teaching strategies and moral sensitivity. The results indicated that using multiple teaching strategies is effective for promoting nursing ethics learning. This strategy was consistent with the student nurses' preferred learning style and was used to correct their erroneous ethical conceptions, assisting in developing their ethical knowledge.
Learning Strategy Training in English Teaching

ERIC Educational Resources Information Center

Arulselvi, M. Evangelin

2016-01-01

The fundamental task of schools is to endow students with strategies, which enable them to elaborate, transform, contrast and critically rebuild knowledge, that develops strategic knowledge. Learning strategy is the specific action to make the students better in learning a second language. Learning Strategy Training is based on problems the…
Do Language Proficiency Levels Correspond to Language Learning Strategy Adoption?

ERIC Educational Resources Information Center

Gharbavi, Abdullah; Mousavi, Seyyed Ahmad

2012-01-01

The primary focus of research on employment of language learning strategies has been on identification of adoption of different learning strategies. However, the relationship between language learning strategies and proficiency levels was ignored in previous research. The present study was undertaken to find out whether there are any relationship…
Associations between Chinese EFL Graduate Students' Beliefs and Language Learning Strategies

ERIC Educational Resources Information Center

Tang, Mailing; Tian, Jianrong

2015-01-01

This study, using Horwitz's Beliefs about Language Learning Inventory and Oxford's Strategy Inventory for Language Learning, investigated learners' beliefs about language learning and their choice of strategy categories among 546 graduate students in China. The correlation between learners' beliefs and their strategy categories use was examined.…
Learning strategies and general cognitive ability as predictors of gender- specific academic achievement

PubMed Central

Ruffing, Stephanie; Wach, F. -Sophie; Spinath, Frank M.; Brünken, Roland; Karbach, Julia

2015-01-01

Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students’ academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development. PMID:26347698
Learning strategies and general cognitive ability as predictors of gender- specific academic achievement.

PubMed

Ruffing, Stephanie; Wach, F-Sophie; Spinath, Frank M; Brünken, Roland; Karbach, Julia

2015-01-01

Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students' academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development.
Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

NASA Astrophysics Data System (ADS)

Han, Alyson Kim

According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning strategy, constructivist learning strategy, learning cycle strategy, SCALE technique strategy, conceptual change strategy, inquiry-based strategy, cognitive academic language learning approach (CALLA) strategy, and learning from text strategy provide effective science teaching instruction to English learners. These science instructional strategies assist elementary science teachers by providing additional support to make science instruction more comprehensible for English learners.
Implementing a strategy to promote lifelong learning in the primary care workforce: an evaluation of leadership roles, change management approaches, interim challenges and achievements.

PubMed

McLaren, Susan; Woods, Leslie; Boudioni, Markella; Lemma, Ferew; Tavabie, Abdol

2008-01-01

To identify and explore leadership roles and responsibilities for implementing the workforce development strategy; to identify approaches used to implement and disseminate the strategy; and to identify and explore challenges and achievements in the first 18 months following implementation. A formative evaluation with qualitative methods was used. Documentary analysis, interviews (n = 29) and two focus groups (n = 12) were conducted with a purposive sample of individuals responsible for strategy implementation. Data were transcribed and analysed thematically using framework analysis. Regional health area in Kent, Surrey and Sussex: 24 primary care trusts (PCTs) and 900 general practices. Primary care workforce tutors, lifelong learning advisors, GP tutors, patch associate GP deans and chairs of PCT education committees all had vital leadership roles, some existing and others newly developed. Approaches used to implement the strategy encompassed working within and across organisational boundaries, communication and dissemination of information. Challenges encountered by implementers were resistance to change - evident in some negative attitudes to uptake of training and development opportunities - and role diversity and influence. Achievements included successes in embedding appraisal and protected learning time, and changes in educational practices and services. The use of key leadership roles and change-management approaches had brought about early indications of positive transition in lifelong learning cultures.
Do Young Learners Exploit the Same Learning Strategies as Adults?

ERIC Educational Resources Information Center

Hrozková, Ivana

2015-01-01

Learning strategies are considered to be one of the key factors affecting the learning process, its effectiveness and study results. They are important for lifelong learning of foreign languages and as a learning skill they represent a priority in the process of European globalization and integration. Moreover, learning strategies as a foreign…
Comparing Problem-Based Learning Students to Students in a Lecture-Based Curriculum: Learning Strategies and the Relation with Self-Study Time

ERIC Educational Resources Information Center

Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten; van der Molen, Henk

2017-01-01

In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one's own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational…
Learning Strategies in Web-Supported Collaborative Project

ERIC Educational Resources Information Center

ChanLin, Lih-Juan

2012-01-01

Web-based learning promotes computer-mediated interaction and student-centred learning in most higher education institutions. To fulfil their academic requirements, students develop appropriate strategies to support learning. Purposes of this study were to: (1) examine the relationship between students study strategies (assessed by Learning and…
Presenting the Students’ Academic Achievement Causal Model based on Goal Orientation

PubMed Central

NASIRI, EBRAHIM; POUR-SAFAR, ALI; TAHERI, MAHDOKHT; SEDIGHI PASHAKY, ABDULLAH; ASADI LOUYEH, ATAOLLAH

2017-01-01

Introduction: Several factors play a role in academic achievement, individual's excellence and capability to do actions and tasks that the learner is in charge of in learning areas. The main goal of this study was to present academic achievement causal model based on the dimensions of goal orientation and learning approaches among the students of Medical Science and Dentistry courses in Guilan University of Medical Sciences in 2013. Methods: This study is based on a cross-sectional model. The participants included 175 first and second students of the Medical and Dentistry schools in Guilan University of Medical Sciences selected by random cluster sampling [121 persons (69%) Medical Basic Science students and 54 (30.9%) Dentistry students]. The measurement tool included the Goal Orientation Scale of Bouffard and Study Process Questionnaire of Biggs) and the students’ Grade Point Average. The study data were analyzed using Pearson correlation coefficient and structural equations modeling. SPSS 14 and Amos were used to analyze the data. Results: The results indicated a significant relationship between goal orientation and learning strategies (P<0.05). In addition, the results revealed that a significant relationship exists between learning strategies[Deep Learning (r=0.37, P<0.05), Surface Learning (r=-0.21,P<0.05)], and academic achievement.The suggested model of research is fitted to the data of the research. Conclusion: Results showed that the students' academic achievement model fits with experimental data, so it can be used in learning principles which lead to students’ achievement in learning. PMID:28979914
Differentiating for Struggling Readers and Writers: Improving Motivation and Metacognition through Multisensory Methods & Explicit Strategy Instruction

ERIC Educational Resources Information Center

Walet, Jennifer

2011-01-01

This paper examines the issue of struggling readers and writers, and offers suggestions to help teachers increase struggling students' motivation and metacognition. Suggestions include multisensory methods that make use of the visual, auditory and kinesthetic learning pathways, as well as explicit strategy instruction to improve students' ability…
Stochastic Frontier Estimation of Efficient Learning in Video Games

ERIC Educational Resources Information Center

Hamlen, Karla R.

2012-01-01

Stochastic Frontier Regression Analysis was used to investigate strategies and skills that are associated with the minimization of time required to achieve proficiency in video games among students in grades four and five. Students self-reported their video game play habits, including strategies and skills used to become good at the video games…
The Likelihood of Use of Social Power Strategies by School Psychologists when Consulting with Teachers

ERIC Educational Resources Information Center

Wilson, Kristen E.; Erchul, William P.; Raven, Bertram H.

2008-01-01

The Interpersonal Power Inventory (IPI) has been applied previously to investigate school psychologists engaged in problem-solving consultation with teachers concerning students having various learning and adjustment problems. Relevant prior findings include (a) consultants and teachers both perceive soft power strategies as more effective than…
Capacity Building for Online Education in a Dual Mode Higher Education Institution

ERIC Educational Resources Information Center

Kuboni, Olabisi

2013-01-01

This paper outlines the strategies employed by the Graduate Programmes Department of the University of the West Indies Open Campus to build capacity among academic staff to facilitate their transition to online teaching and learning. The strategies covered relate to course development and delivery, including activities that emerge at the interface…
Promoting Interactive Learning: A Classroom Exercise to Explore Foraging Strategies

ERIC Educational Resources Information Center

Beaumont, Ellen S.; Rowe, Graham; Mikhaylov, Natalie S.

2012-01-01

We describe a classroom exercise to allow students to explore foraging strategies in higher vertebrates. The exercise includes an initial interactive session in which students act as predators and are guided through foraging simulations, and a subsequent student-led session where classmates are employed as experimental subjects. Students rated the…
Surveillance and response for high-risk populations: what can malaria elimination programmes learn from the experience of HIV?

PubMed

Jacobson, Jerry O; Cueto, Carmen; Smith, Jennifer L; Hwang, Jimee; Gosling, Roly; Bennett, Adam

2017-01-18

To eliminate malaria, malaria programmes need to develop new strategies for surveillance and response appropriate for the changing epidemiology that accompanies transmission decline, in which transmission is increasingly driven by population subgroups whose behaviours place them at increased exposure. Conventional tools of malaria surveillance and response are likely not sufficient in many elimination settings for accessing high-risk population subgroups, such as mobile and migrant populations (MMPs), given their greater likelihood of asymptomatic infections, illegal risk behaviours, limited access to public health facilities, and high mobility including extended periods travelling away from home. More adaptive, targeted strategies are needed to monitor transmission and intervention coverage effectively in these groups. Much can be learned from HIV programmes' experience with "second generation surveillance", including how to rapidly adapt surveillance and response strategies to changing transmission patterns, biological and behavioural surveys that utilize targeted sampling methods for specific behavioural subgroups, and methods for population size estimation. This paper reviews the strategies employed effectively for HIV programmes and offers considerations and recommendations for adapting them to the malaria elimination context.
Students' approaches to learning in a clinical practicum: A psychometric evaluation based on item response theory.

PubMed

Zhao, Yue; Kuan, Hoi Kei; Chung, Joyce O K; Chan, Cecilia K Y; Li, William H C

2018-07-01

The investigation of learning approaches in the clinical workplace context has remained an under-researched area. Despite the validation of learning approach instruments and their applications in various clinical contexts, little is known about the extent to which an individual item, that reflects a specific learning strategy and motive, effectively contributes to characterizing students' learning approaches. This study aimed to measure nursing students' approaches to learning in a clinical practicum using the Approaches to Learning at Work Questionnaire (ALWQ). Survey research design was used in the study. A sample of year 3 nursing students (n = 208) who undertook a 6-week clinical practicum course participated in the study. Factor analyses were conducted, followed by an item response theory analysis, including model assumption evaluation (unidimensionality and local independence), item calibration and goodness-of-fit assessment. Two subscales, deep and surface, were derived. Findings suggested that: (a) items measuring the deep motive from intrinsic interest and deep strategies of relating new ideas to similar situations, and that of concept mapping served as the strongest discriminating indicators; (b) the surface strategy of memorizing facts and details without an overall picture exhibited the highest discriminating power among all surface items; and, (c) both subscales appeared to be informative in assessing a broad range of the corresponding latent trait. The 21-item ALWQ derived from this study presented an efficient, internally consistent and precise measure. Findings provided a useful psychometric evaluation of the ALWQ in the clinical practicum context, added evidence to the utility of the ALWQ for nursing education practice and research, and echoed the discussions from previous studies on the role of the contextual factors in influencing student choices of different learning strategies. They provided insights for clinical educators to measure nursing students' approaches to learning and facilitate their learning in the clinical practicum setting. Copyright © 2018. Published by Elsevier Ltd.
An Examination of Strategy Implementation During Abstract Nonlinguistic Category Learning in Aphasia.

PubMed

Vallila-Rohter, Sofia; Kiran, Swathi

2015-08-01

Our purpose was to study strategy use during nonlinguistic category learning in aphasia. Twelve control participants without aphasia and 53 participants with aphasia (PWA) completed a computerized feedback-based category learning task consisting of training and testing phases. Accuracy rates of categorization in testing phases were calculated. To evaluate strategy use, strategy analyses were conducted over training and testing phases. Participant data were compared with model data that simulated complex multi-cue, single feature, and random pattern strategies. Learning success and strategy use were evaluated within the context of standardized cognitive-linguistic assessments. Categorization accuracy was higher among control participants than among PWA. The majority of control participants implemented suboptimal or optimal multi-cue and single-feature strategies by testing phases of the experiment. In contrast, a large subgroup of PWA implemented random patterns, or no strategy, during both training and testing phases of the experiment. Person-to-person variability arises not only in category learning ability but also in the strategies implemented to complete category learning tasks. PWA less frequently developed effective strategies during category learning tasks than control participants. Certain PWA may have impairments of strategy development or feedback processing not captured by language and currently probed cognitive abilities.

Learning Strategies of Physics Teacher Candidates: Relationships with Physics Achievement and Class Level

NASA Astrophysics Data System (ADS)

Selçuk, Gamze S.; Çalişkan, Serap; Erol, Mustafa

2007-04-01

Learning strategy concept was introduced in the education field from the development of cognitive psychology. Learning strategies are behaviors and thoughts that a learner engages in during learning which are intended to influence the learner's encoding process. Literature on learning strategies in physics field is very scarce. Participants of the research consist of teacher candidates (n=137) from 1st, 2nd, 3rd, 4th and 5th grade attending Department of Physics Education, Education Faculty of Buca, Dokuz Eylül University in Turkey. Data of this research was collected by ``Scale of Learning Strategies Usage in Physics'' (Cronbach's Alpha=0.93). Mean, Standard Deviation, Analysis of Variance were used to analyze the research data. This paper reports on teacher candidates' learning strategies used in physics education The paper investigates the relationships between learning strategies and physics achievement, class level. Some important outcomes of the research are presented, discussed and certain suggestions are made.
The effectiveness of a learning strategies program for university students.

PubMed

Roces Montero, Cristina; Sierra Y Arizmendiarrieta, Beatriz

2017-11-01

University lecturers often complain about their students’ lack of learning strategies, but not many universities in Spain offer specific courses in this area. Studies on their effectiveness are also rare. This study presents the results of a Learning Strategies Course implemented at the School of Teacher Training and Education, University of Oviedo, Spain. A quasi-experimental design was used with an experi-mental (n = 60) and a control group (n = 57) of students on the Educational Psychology course. A Spanish adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ): the CEAMR2 was used as a pre and post-test measure. Group A (EG) received training in learning strategies, while group B (CG) received no training. Post-test measures showed significant differences in five out of the ten learning strategies assessed: elaboration, organization, repetition, self-questioning and study space, and also an improvement in one out of the six motivational scales: control of learning beliefs. The results suggest that learning strategies courses with proven effectiveness should be offered to university students.
UK Higher Education Institutions' Technology-Enhanced Learning Strategies from the Perspective of Disruptive Innovation

ERIC Educational Resources Information Center

Flavin, Michael; Quintero, Valentina

2018-01-01

The publication of institutional strategies for learning, teaching and assessment in UK higher education is practically ubiquitous. Strategies for technology-enhanced learning are also widespread. This article examines 44 publicly available UK university strategies for technology-enhanced learning, aiming to assess the extent to which…
Memory Strategy Instruction, Contextual Learning and ESP Vocabulary Recall

ERIC Educational Resources Information Center

Atay, Derin; Ozbulgan, Cengiz

2007-01-01

In the last decades there has been an increasing interest in vocabulary learning strategies given that they are found to facilitate second/foreign language vocabulary learning and recall. As many learners do not develop sufficient mastery of the strategy repertoire, explicit instruction on vocabulary learning strategies may help them to become…
The Influence of Pronunciation Learning Strategies on Mastering English Vowels

ERIC Educational Resources Information Center

Rokoszewska, Katarzyna

2012-01-01

The present paper focuses on the role of strategies in learning the pronunciation of the target language. First, an outline of various general classifications of language learning strategies is provided. Next, pronunciation learning strategies are defined and their various taxonomies are presented. This is followed by the description of the study…
Achievement Goal Orientations and Self-Reported Study Strategies as Predictors of Online Studying Activities

ERIC Educational Resources Information Center

Adesope, Olusola O.; Zhou, Mingming; Nesbit, John C.

2015-01-01

The purpose of this study was to investigate whether achievement motivations influence the adoption of learning strategies and learning strategies influence studying behavior in an online learning environment. The Goal Orientation Questionnaire was used to measure achievement motives, and the Motivated Strategies for Learning Questionnaire was…
Career Education and Learning Strategies: Project CELSIM, 1988-89. Evaluation Section Report. OREA Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Adelman, Deborah

Project CELSIM (Career Education and Learning Strategies Implementation Model) had as its primary goal the provision of supplemental bilingual special education with a particular emphasis on the acquisition of learning strategies. The learning strategies approach was designed to improve cognitive functions, infuse career awareness, and help…
Language Learning Strategies of Turkish and Arabic Students: A Cross-Cultural Study

ERIC Educational Resources Information Center

Köksal, Dinçay; Ulum, Ömer Gökhan

2016-01-01

This study investigates the language learning strategy use of Turkish and Arabic students enrolled in middle schools and having different cultural and linguistic backgrounds. Using a strategy inventory for language learning, the study examines the cross-cultural differences in strategy use of the mentioned students while learning English as a…
Self-Regulated Learning in the Museum: Understanding the Relationship of Visitor's Goals, Learning Strategies, and Appraisals

ERIC Educational Resources Information Center

Zhou, Ji; Urhahne, Detlef

2017-01-01

Self-regulated learning (SRL) in the museum was explored by 2 investigations. The first one investigated 233 visitors on their goals and intended learning strategies by questionnaire before they visited the science museum. Results indicated visitors' learning goals can predict their intended deep-learning strategy. Moreover, visitors can be…
How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking.

PubMed

Catrysse, Leen; Gijbels, David; Donche, Vincent; De Maeyer, Sven; Lesterhuis, Marije; Van den Bossche, Piet

2018-03-01

Up until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures. This study aimed at extending current research on students' learning strategies by combining general and task-specific measurements of students' learning strategies using both offline and online measures. We want to clarify how students process learning contents and to what extent this is related to their self-report of learning strategies. Twenty students with different generic learning profiles (according to self-report questionnaires) read an expository text, while their eye movements were registered to answer questions on the content afterwards. Eye-tracking data were analysed with generalized linear mixed-effects models. The results indicate that students with an all-high profile, combining both deep and surface learning strategies, spend more time on rereading the text than students with an all-low profile, scoring low on both learning strategies. This study showed that we can use eye-tracking to distinguish very strategic students, characterized using cognitive processing and regulation strategies, from low strategic students, characterized by a lack of cognitive and regulation strategies. These students processed the expository text according to how they self-reported. © 2017 The British Psychological Society.
Prenatal stress changes learning strategies in adulthood.

PubMed

Schwabe, Lars; Bohbot, Veronique D; Wolf, Oliver T

2012-11-01

It is well known that stressful experiences may shape hippocampus-dependent learning and memory processes. However, although most studies focused on the impact of stress at the time of learning or memory testing, very little is known about how stress during critical periods of brain development affects learning and memory later in life. In this study, we asked whether prenatal stress exposure may influence the engagement of hippocampus-dependent spatial learning strategies and caudate nucleus-dependent response learning strategies in later life. To this end, we tested healthy participants whose mothers had experienced major negative life events during their pregnancy in a virtual navigation task that can be solved by spatial and response strategies. We found that young adults with prenatal stress used rigid response learning strategies more often than flexible spatial learning strategies compared with participants whose mothers did not experience major negative life events during pregnancy. Individual differences in acute or chronic stress do not account for these findings. Our data suggest that the engagement of hippocampal and nonhippocampal learning strategies may be influenced by stress very early in life. Copyright © 2012 Wiley Periodicals, Inc.
Novice medical students: individual patterns in the use of learning strategies and how they change during the first academic year.

PubMed

Fabry, Götz; Giesler, Marianne

2012-01-01

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

PubMed Central

Fabry, Götz; Giesler, Marianne

2012-01-01

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

ERIC Educational Resources Information Center

Chee-kwong, Kenneth Chao

1996-01-01

Discusses effective tutor monitoring strategies based on experiences at the Open Learning Institute of Hong Kong. Highlights include key performance and strategic control points; situational factors, including tutor expectations and relevant culture; Theory X versus Theory Y leadership theories; and monitoring relationships with tutors. (LRW)
Conceptions, Self-Regulation, and Strategies of Learning Science among Chinese High School Students

ERIC Educational Resources Information Center

Li, Mang; Zheng, Chunping; Liang, Jyh-Chong; Zhang, Yun; Tsai, Chin-Chung

2018-01-01

This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for…
Teaching and learning recursive programming: a review of the research literature

NASA Astrophysics Data System (ADS)

McCauley, Renée; Grissom, Scott; Fitzgerald, Sue; Murphy, Laurie

2015-01-01

Hundreds of articles have been published on the topics of teaching and learning recursion, yet fewer than 50 of them have published research results. This article surveys the computing education research literature and presents findings on challenges students encounter in learning recursion, mental models students develop as they learn recursion, and best practices in introducing recursion. Effective strategies for introducing the topic include using different contexts such as recurrence relations, programming examples, fractal images, and a description of how recursive methods are processed using a call stack. Several studies compared the efficacy of introducing iteration before recursion and vice versa. The paper concludes with suggestions for future research into how students learn and understand recursion, including a look at the possible impact of instructor attitude and newer pedagogies.
Listening to middle-school Spanish-speaking English language learners: A qualitative study of their perspectives of science

NASA Astrophysics Data System (ADS)

Lopez-Ferrao, Julio E.

The purpose of this study is to contribute to the understanding and explanation of the science achievement gap between Spanish-speaking English language learners (ELLs) and their mainstream peers. The sample of purposefully selected participants (N = 23) included students representing eight Spanish-speaking countries who attended three middle schools (grades 6th-8th), 11 boys and 12 girls, with different years of schooling in the United States, English proficiency levels, and science achievement levels. Data gathering strategies included individual interviews with participants, classroom observations, and analysis of secondary data sources on students' English language proficiency and science achievement. Data interpretation strategies using a critical-interpretive perspective consisted of coding and narrative analysis, including analyses of excerpts and case studies. Two major findings emerge from the study: (1) An inverse relation between participants' number of years of exposure to science learning in an English-only learning environment and their science achievement levels; and (2) specific participant-identified problems, such as learning the science vocabulary, writing in science, the use of mathematics in science, and the lack of sense making in the science classroom. Key recommendations comprise: (1) Acknowledging the value of dual language education; (2) supporting the science-literacy connection; (3) ensuring high-quality science through research-informed instructional strategies; and (4) assessing ELLs' science achievement.
Effective pedagogies for teaching math to nursing students: a literature review.

PubMed

Hunter Revell, Susan M; McCurry, Mary K

2013-11-01

Improving mathematical competency and problem-solving skills in undergraduate nursing students has been an enduring challenge for nurse educators. A number of teaching strategies have been used to address this problem with varying degrees of success. This paper discusses a literature review which examined undergraduate nursing student challenges to learning math, methods used to teach math and problem-solving skills, and the use of innovative pedagogies for teaching. The literature was searched using the Cumulative Index of Nursing and Allied Health Literature and Education Resource Information Center databases. Key search terms included: math*, nurs*, nursing student, calculation, technology, medication administration, challenges, problem-solving, personal response system, clickers, computer and multi-media. Studies included in the review were published in English from 1990 to 2011. Results support four major themes which include: student challenges to learning, traditional pedagogies, curriculum strategies, and technology and integrative methods as pedagogy. The review concludes that there is a need for more innovative pedagogical strategies for teaching math to student nurses. Nurse educators in particular play a central role in helping students learn the conceptual basis, as well as practical hands-on methods, to problem solving and math competency. It is recommended that an integrated approach inclusive of technology will benefit students through better performance, increased understanding, and improved student satisfaction. Copyright © 2012 Elsevier Ltd. All rights reserved.
Supporting Learning of High-School Genetics Using Authentic Research Practices: The Teacher's Role

ERIC Educational Resources Information Center

Gelbart, Hadas; Yarden, Anat

2011-01-01

In this study we describe the support provided by a biology teacher during learning using a web-based research simulation that makes use of authentic research practices in genetics, including the use of a heuristic strategy to compare mutated and normal versions of a character at all the organisational levels. Authentic scientific practices…
Seniors Online: Online Literacy and Learning by Senior Citizens in Rural Centres.

ERIC Educational Resources Information Center

Millar, Pat; Falk, Ian

The learning needs of older adults living in rural Tasmania, Australia, and the potential of online technologies to foster local literacy and community well-being were examined. The study used a qualitative inquiry strategy that included visits to three sites to investigate the literacy and numeracy implications of senior citizens' use of online…

Information Technology & Multimedia in English Language Teaching. Selected Papers from the ITMELT '99 Conference (Hong Kong, November 6-7, 1999).

ERIC Educational Resources Information Center

Morrison, Bruce, Ed.; Cruikshank, Don, Ed.; Gardner, David, Ed.; James, Jeff, Ed.; Keobke, Ken, Ed.

This edited volume of conference papers includes the following: "The Mystery Photo Album: Defining a CALL Paradigm" (Ken Keobke); "Lexicon-Driven Learning on the Internet: A Design Strategy for a World Wide Web 'Virtual Language Learning Classroom'" (Chris Greaves); "Giving Students Something To Do with Concordance…
How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education

ERIC Educational Resources Information Center

Morris, Neil P.

2014-01-01

Digital technologies are revolutionizing all parts of society, including higher education. Universities are rapidly adapting to the prevalence of staff and student mobile devices, digital tools and services on campus, and are developing strategies to harness these technologies to enhance student learning. In this paper, I explore the use of…
Achievement Together: The Development of an Intervention Using Relationship-Based Strategies to Promote Positive Learning Habits

ERIC Educational Resources Information Center

Earhart, James; Zamora, Irina

2015-01-01

This pilot study describes the development and initial implementation of a treatment program that uses relationship-based techniques as a basis for promoting characteristics important in learning and emotional regulation. A case example has been included as an illustration of the theoretical framework of this intervention, along with preliminary…
Organizational Learning as an Organization Development Intervention in Six High-Technology Firms in Taiwan: An Exploratory Case Study

ERIC Educational Resources Information Center

Lien, Bella Ya-Hui; Hung, Richard Y.; McLean, Gary N.

2007-01-01

Organizational learning (OL) is about how individuals collect, absorb, and transform information into organizational memory and knowledge. This case study explored how six high-technology firms in Taiwan chose OL as an organization development intervention strategy. Issues included how best to implement OL; how individuals, teams, and…
Lectura y Vida: Revista Latinoamericana de Lectura (Reading and Life: Latin American Reading Magazine). 1996.

ERIC Educational Resources Information Center

Lectura y Vida: Revista Latinoamericana de Lectura, 1996

1996-01-01

The four 1996 issues of the journal, written entirely in Spanish and intended for reading teachers, include articles on these topics: design of the school and classroom environment for reading; a university experiment in cooperative learning and learning strategies; use of portfolios for evaluation of student work; evaluation of reading…
The Nature and Use of Individualized Learning Plans as a Promising Career Intervention Strategy

ERIC Educational Resources Information Center

Solberg, V. Scott; Phelps, L. Allen; Haakenson, Kristin A.; Durham, Julie F.; Timmons, Joe

2012-01-01

Individualized learning plans (ILPs) are being implemented in high schools throughout the United States as strategic planning tools that help students align course plans with career aspirations and often include the development of postsecondary plans. Initial indications are that ILPs may be an important method for helping students achieve both…
Comparison of the Mathematics Expectations Related to Number and Quantity for Student Learning

ERIC Educational Resources Information Center

Chen, Jung-chih; Chen, Chia-huang

2011-01-01

In the study reported here, the authors examined the LEs (learning expectations) related to Grades 1 to 8 number and quantity in mathematics across several US states and high performing TIMSS (Third International Mathematics and Science Study) Asian countries, including Singapore, Taiwan and Japan. The general strategy used is based on the topic…
From theory to practice: integrating instructional technology into veterinary medical education.

PubMed

Wang, Hong; Rush, Bonnie R; Wilkerson, Melinda; Herman, Cheryl; Miesner, Matt; Renter, David; Gehring, Ronette

2013-01-01

Technology has changed the landscape of teaching and learning. The integration of instructional technology into teaching for meaningful learning is an issue for all educators to consider. In this article, we introduce educational theories including constructivism, information-processing theory, and dual-coding theory, along with the seven principles of good practice in undergraduate education. We also discuss five practical instructional strategies and the relationship of these strategies to the educational theories. From theory to practice, the purpose of the article is to share our application of educational theory and practice to work toward more innovative teaching in veterinary medical education.
Survey of Analysis of Crime Detection Techniques Using Data Mining and Machine Learning

NASA Astrophysics Data System (ADS)

Prabakaran, S.; Mitra, Shilpa

2018-04-01

Data mining is the field containing procedures for finding designs or patterns in a huge dataset, it includes strategies at the convergence of machine learning and database framework. It can be applied to various fields like future healthcare, market basket analysis, education, manufacturing engineering, crime investigation etc. Among these, crime investigation is an interesting application to process crime characteristics to help the society for a better living. This paper survey various data mining techniques used in this domain. This study may be helpful in designing new strategies for crime prediction and analysis.
Mental Time Travel, Memory and the Social Learning Strategies Tournament

ERIC Educational Resources Information Center

Fogarty, L.; Rendell, L.; Laland, K. N.

2012-01-01

The social learning strategies tournament was an open computer-based tournament investigating the best way to learn in a changing environment. Here we present an analysis of the impact of memory on the ability of strategies entered into the social learning strategies tournament (Rendell, Boyd, et al., 2010) to modify their own behavior to suit a…
The Relationship between Learning Style Preferences and Memory Strategy use in Adults.

PubMed

Dirette, Diane Powers; Anderson, Michele A

2016-07-01

Deficits in working memory are pervasive, resistant to remediation and significantly impact a persons ability to perform activities of daily living. Internal strategies are effective for improving working memory. Learning style preferences may influence the use of various internal working memory strategies. This study compares the use of internal working memory strategies among four different learning style preferences; converger, diverger, assimilator and accommodator. A non-experimental group design was used to compare the use of internal working memory strategies and learning style preferences among 110 adults. There were some significant differences in the types of strategies used according to learning style preferences. Knowing the learning style preference of clients may help occupational therapists better tailor cognitive rehabilitation treatments to meet the client's needs.
Conceptualizing Ecology: A Learning Cycle Approach.

ERIC Educational Resources Information Center

Lauer, Thomas E.

2003-01-01

Proposes a teaching strategy to teach ecological concepts and terminology through the use of games and simulations. Includes examples from physiological ecology, population ecology, and ecosystem ecology. (Author/SOE)
A multicontext approach to promoting transfer of strategy use and self regulation after brain injury: An exploratory study.

PubMed

Toglia, Joan; Johnston, Mark V; Goverover, Yael; Dain, Barry

2010-01-01

Persons with brain injury frequently demonstrate decreased ability to monitor and apply strategies learned in treatment to everyday situations. The aim of this study is to refine, explore and provide preliminary testing of the multicontext approach in promoting strategy use across situations and increasing self-regulation, awareness and functional performance. This study used a single-subject design with repeated measures pre- and post-intervention, with data analysed descriptively and graphically. Four persons with difficulty following multi-step directions, 3-5 years post-TBI, received a nine session intervention programme. Outcome measures included the Awareness Questionnaire, Self-Regulation Skills Interview, Behavior Rating Inventory of Executive Function, Multiple Errands Test and an Executive Function Performance Test sub-task. The process of change within each treatment session was examined with strategy and awareness ratings. All participants demonstrated positive changes in self-regulatory skills and strategy use that was observed across tasks. As expected, general awareness of deficits remained unchanged. Examination of individual participants revealed important, varying patterns of change in strategy use, learning transfer and self-awareness across intervention. Results provide preliminary support for the feasibility and efficacy of the multicontext approach in promoting transfer of strategy use to enhance functional performance and selective aspects of awareness. Further investigation, including a larger controlled study, is needed to confirm or limit these observations.
Language Learning Strategies and Beliefs about Language Learning in High-School Students and Students Attending English Institutes: Are They Different?

ERIC Educational Resources Information Center

Saeb, Fateme; Zamani, Elham

2013-01-01

This paper reports a comparative study exploring language learning strategy use and beliefs about language learning of high-school students and students attending English institutes. Oxford's (1990) strategy inventory for language learning (SILL) and Horwitz's (1987) beliefs about language learning inventory (BALLI), were used to collect data.…
Using Facebook to enhance commencing student confidence in clinical skill development: A phenomenological hermeneutic study.

PubMed

Watson, Bernadette; Cooke, Marie; Walker, Rachel

2016-01-01

The purpose of this study was to explore commencing nursing students' experience of Facebook as an adjunct to on-campus course delivery to determine its impact as a learning strategy for improving confidence in clinical skill development. Approaches supporting nursing students in the development of clinical skills have relied on 'real-life' clinical placements and simulated on-campus clinical laboratories. However students continue to report a lack of confidence in their clinical skills for practice. Social networking sites including Facebook are being used as a learning strategy to stimulate active and collaborative learning approaches. A hermeneutic phenomenological approach was used to provide an understanding of the experience of confidence in clinical skills development for nursing students. Data were collected through in-depth interviews with commencing students about their experience as learners using Facebook and their perceptions of the impact on their clinical skill development. Ten first-year student nurses at one university in south-east Queensland, Australia. Four themes emerged from the data including: 'We're all in this together'; 'I can do this'; 'This is about my future goals and success'; and, 'Real time is not fast enough!'. These themes provide new meaningful insights demonstrating students' sense of confidence in clinical skills was increased through engagement with a dedicated Facebook page. The findings of this study have relevance to academics in the design of learning strategies for clinical courses to further support student confidence and engagement through peer collaboration and active learning processes. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.
Development and Psychometric Testing of the Strategy Inventory for Language Learning (SILL)

DTIC Science & Technology

1986-11-01

language training is over. Learning strategies , i.e., steps taken by the learner that are intended to facilitate the acquisi- tion, retention, and...Learning strategies have been defined as "cognitions or behaviors that a learner engages in during learning that are intended to influence the encoding...definition describes learning strategies as steps taken by the learner to facilitate the acquisition, storage, retrieval, or use of information (O’Malley
Problem solving strategies used by RN-to-BSN students in an online problem-based learning course.

PubMed

Oldenburg, Nancy L; Hung, Wei-Chen

2010-04-01

It is essential that nursing students develop the problem solving and critical thinking skills required in the current health care environment. Problem-based learning has been promoted as a way to help students acquire those skills; however, gaps exist in the knowledge base of the strategies used by learners. The purpose of this case study was to gain insight into the problem solving experience of a group of six RN-to-BSN students in an online problem-based learning course. Data, including discussion transcripts, reflective papers, and interview transcripts, were analyzed using a qualitative approach. Students expanded their use of resources and resolved the cases, identifying relevant facts and clinical applications. They had difficulty communicating their findings, establishing the credibility of sources, and offering challenging feedback. Increased support and direction are needed to facilitate the development of problem solving abilities of students in the problem-based learning environment.
The relationships between the use of self-regulated learning strategies and depression among medical students: an accelerated prospective cohort study.

PubMed

Van Nguyen, Hung; Laohasiriwong, Wongsa; Saengsuwan, Jiamjit; Thinkhamrop, Bandit; Wright, Pamela

2015-01-01

We conducted this study to determine the relationships between the use of self-regulated learning strategies (SRL) and depression scores among medical students. An accelerated prospective cohort study among 623 students at a public medical university in Vietnam was carried out during the academic year 2012-2013. The Depression, Anxiety and Stress Scales (21 items) was used to measure depression scores as the primary research outcome, and to measure anxiety and stress scores as the confounding variables. Fourteen SRL subscales including intrinsic/extrinsic goal orientation, task value, self-efficacy for learning, control of learning beliefs, rehearsal, elaboration, organization, critical thinking, meta-cognitive strategies, time and study environment, effort regulation, peer learning, and help seeking were measured using the Motivated Strategies for Learning Questionnaire. Data were collected at two points in time (once each semester). There were 744 responses at the first time (95.88%) and 623 at time two (drop-out rate of 16.26%). The generalized estimating equation was applied to identify any relationships between the use of each SRL subscale and depression scores at time 2, adjusting for the effects of depression at time 1, anxiety, stress, within cluster correlation, and potential demographic covariates. Separate multivariate GEE analysis indicated that all SRL subscales were significantly negatively associated with depression scores, except for extrinsic goal orientation and peer learning. Whereas full multivariate GEE analysis revealed that self-efficacyT1, help-seekingT1, time and study environmentT2 were found to be significantly negatively associated with depressionT2, adjusting for the effects of depressionT1, anxiety, stress, and demographic covariates. The results should be used to provide appropriate support for medical students to reduce depression.
Disseminating Innovations in Teaching Value-Based Care Through an Online Learning Network.

PubMed

Gupta, Reshma; Shah, Neel T; Moriates, Christopher; Wallingford, September; Arora, Vineet M

2017-08-01

A national imperative to provide value-based care requires new strategies to teach clinicians about high-value care. We developed a virtual online learning network aimed at disseminating emerging strategies in teaching value-based care. The online Teaching Value in Health Care Learning Network includes monthly webinars that feature selected innovators, online discussion forums, and a repository for sharing tools. The learning network comprises clinician-educators and health system leaders across North America. We conducted a cross-sectional online survey of all webinar presenters and the active members of the network, and we assessed program feasibility. Six months after the program launched, there were 277 learning community members in 22 US states. Of the 74 active members, 50 (68%) completed the evaluation. Active members represented independently practicing physicians and trainees in 7 specialties, nurses, educators, and health system leaders. Nearly all speakers reported that the learning network provided them with a unique opportunity to connect with a different audience and achieve greater recognition for their work. Of the members who were active in the learning network, most reported that strategies gleaned from the network were helpful, and some adopted or adapted these innovations at their home institutions. One year after the program launched, the learning network had grown to 364 total members. The learning network helped participants share and implement innovations to promote high-value care. The model can help disseminate innovations in emerging areas of health care transformation, and is sustainable without ongoing support after a period of start-up funding.
Local Learning Strategies for Wake Identification

NASA Astrophysics Data System (ADS)

Colvert, Brendan; Alsalman, Mohamad; Kanso, Eva

2017-11-01

Swimming agents, biological and engineered alike, must navigate the underwater environment to survive. Tasks such as autonomous navigation, foraging, mating, and predation require the ability to extract critical cues from the hydrodynamic environment. A substantial body of evidence supports the hypothesis that biological systems leverage local sensing modalities, including flow sensing, to gain knowledge of their global surroundings. The nonlinear nature and high degree of complexity of fluid dynamics makes the development of algorithms for implementing localized sensing in bioinspired engineering systems essentially intractable for many systems of practical interest. In this work, we use techniques from machine learning for training a bioinspired swimmer to learn from its environment. We demonstrate the efficacy of this strategy by learning how to sense global characteristics of the wakes of other swimmers measured only from local sensory information. We conclude by commenting on the advantages and limitations of this data-driven, machine learning approach and its potential impact on broader applications in underwater sensing and navigation.

The neural correlates of implicit sequence learning in schizophrenia.

PubMed

Marvel, Cherie L; Turner, Beth M; O'Leary, Daniel S; Johnson, Hans J; Pierson, Ronald K; Ponto, Laura L Boles; Andreasen, Nancy C

2007-11-01

Twenty-seven schizophrenia spectrum patients and 25 healthy controls performed a probabilistic version of the serial reaction time task (SRT) that included sequence trials embedded within random trials. Patients showed diminished, yet measurable, sequence learning. Postexperimental analyses revealed that a group of patients performed above chance when generating short spans of the sequence. This high-generation group showed SRT learning that was similar in magnitude to that of controls. Their learning was evident from the very 1st block; however, unlike controls, learning did not develop further with continued testing. A subset of 12 patients and 11 controls performed the SRT in conjunction with positron emission tomography. High-generation performance, which corresponded to SRT learning in patients, correlated to activity in the premotor cortex and parahippocampus. These areas have been associated with stimulus-driven visuospatial processing. Taken together, these results suggest that a subset of patients who showed moderate success on the SRT used an explicit stimulus-driven strategy to process the sequential stimuli. This adaptive strategy facilitated sequence learning but may have interfered with conventional implicit learning of the overall stimulus pattern. PsycINFO Database Record (c) 2007 APA, all rights reserved.
Facilitating the use of implicit memory and learning in the physical therapy management of individuals with Alzheimer disease: a case series.

PubMed

White, Laura; Ford, Matthew P; Brown, Cynthia J; Peel, Claire; Triebel, Kristen L

2014-01-01

Physical rehabilitation of individuals with Alzheimer disease (AD) is often complicated by impairments in explicit memory and learning. Rehabilitation strategies that facilitate the use of the preserved implicit memory system may be effective in treating patients with AD. The purpose of this case series is to describe the application of these strategies, including high-repetition practice, errorless learning (EL), and spaced retrieval, to the physical therapy management of individuals with moderate AD. Three women aged 89 to 95 years with moderate AD who resided in an assisted living facility participated in physical therapy to address their mobility limitations. Twelve physical therapy sessions were scheduled over a period of 4 weeks. Interventions were individually designed to address the mobility needs of each patient, and rehabilitation strategies based on implicit learning principles were integrated into the interventions. All patients participated in at least 10 of the 12 physical therapy sessions. Improvements in performance of objective measures of balance were observed in all patients, although only 1 patient's balance score exceeded the minimal detectable change. No significant clinical change was observed in any patients on the Timed Up and Go Test or self-selected gait speed. Principles of implicit learning were integrated into the interventions for these patients with moderate AD. However, the feasibility of applying the EL paradigm was limited. Further research on the effectiveness of EL, spaced retrieval, and other rehabilitation strategies that facilitate implicit learning of mobility skills in patients with AD is needed to promote optimal physical therapy outcomes in this patient population.
The Interaction of Motivation, Self-Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups

ERIC Educational Resources Information Center

Kormos, Judit; Csizér, Kata

2014-01-01

Autonomous learning and effective self-regulatory strategies are increasingly important in foreign language learning; without these, students might not be able to exploit learning opportunities outside language classrooms. This study investigated the influence of motivational factors and self-regulatory strategies on autonomous learning behavior.…
Conducting qualitative interviews by telephone: Lessons learned from a study of alcohol use among sexual minority and heterosexual women.

PubMed

Drabble, Laurie; Trocki, Karen F; Salcedo, Brenda; Walker, Patricia C; Korcha, Rachael A

2016-01-01

This study explored effective interviewer strategies and lessons-learned based on collection of narrative data by telephone with a sub-sample of women from a population-based survey, which included sexual minority women. Qualitative follow-up, in-depth life history interviews were conducted over the telephone with 48 women who had participated in the 2009-2010 National Alcohol Survey. Questions explored the lives and experiences of women, including use of alcohol and drugs, social relationships, identity, and past traumatic experiences. Strategies for success in interviews emerged in three overarching areas: 1) cultivating rapport and maintaining connection, 2) demonstrating responsiveness to interviewee content, concerns, and 3) communicating regard for the interviewee and her contribution. Findings underscore both the viability and value of telephone interviews as a method for collecting rich narrative data on sensitive subjects among women, including women who may be marginalized.
Conducting qualitative interviews by telephone: Lessons learned from a study of alcohol use among sexual minority and heterosexual women

PubMed Central

Trocki, Karen F.; Salcedo, Brenda; Walker, Patricia C.; Korcha, Rachael A.

2015-01-01

This study explored effective interviewer strategies and lessons-learned based on collection of narrative data by telephone with a sub-sample of women from a population-based survey, which included sexual minority women. Qualitative follow-up, in-depth life history interviews were conducted over the telephone with 48 women who had participated in the 2009–2010 National Alcohol Survey. Questions explored the lives and experiences of women, including use of alcohol and drugs, social relationships, identity, and past traumatic experiences. Strategies for success in interviews emerged in three overarching areas: 1) cultivating rapport and maintaining connection, 2) demonstrating responsiveness to interviewee content, concerns, and 3) communicating regard for the interviewee and her contribution. Findings underscore both the viability and value of telephone interviews as a method for collecting rich narrative data on sensitive subjects among women, including women who may be marginalized. PMID:26811696
Strategies for active learning in online continuing education.

PubMed

Phillips, Janet M

2005-01-01

Online continuing education and staff development is on the rise as the benefits of access, convenience, and quality learning are continuing to take shape. Strategies to enhance learning call for learner participation that is self-directed and independent, thus changing the educator's role from expert to coach and facilitator. Good planning of active learning strategies promotes optimal learning whether the learning content is presented in a course or a just-in-time short module. Active learning strategies can be used to enhance online learning during all phases of the teaching-learning process and can accommodate a variety of learning styles. Feedback from peers, educators, and technology greatly influences learner satisfaction and must be harnessed to provide effective learning experiences. Outcomes of active learning can be assessed online and implemented conveniently and successfully from the initiation of the course or module planning to the end of the evaluation process. Online learning has become accessible and convenient and allows the educator to track learner participation. The future of online education will continue to grow, and using active learning strategies will ensure that quality learning will occur, appealing to a wide variety of learning needs.
Developing Native School Boards: Facilitators and Impediments.

ERIC Educational Resources Information Center

Isherwood, Geoffrey B.

1997-01-01

Effective strategies for assisting Canadian Native communities to develop school boards included encouraging an unhurried adaptive learning process, providing guidance to achieve consensus, and allowing for an incubation period. Impediments to development included community members' avoidance of leadership roles, cross-cultural misunderstandings,…
An Examination of Strategy Implementation During Abstract Nonlinguistic Category Learning in Aphasia

PubMed Central

Kiran, Swathi

2015-01-01

Purpose Our purpose was to study strategy use during nonlinguistic category learning in aphasia. Method Twelve control participants without aphasia and 53 participants with aphasia (PWA) completed a computerized feedback-based category learning task consisting of training and testing phases. Accuracy rates of categorization in testing phases were calculated. To evaluate strategy use, strategy analyses were conducted over training and testing phases. Participant data were compared with model data that simulated complex multi-cue, single feature, and random pattern strategies. Learning success and strategy use were evaluated within the context of standardized cognitive–linguistic assessments. Results Categorization accuracy was higher among control participants than among PWA. The majority of control participants implemented suboptimal or optimal multi-cue and single-feature strategies by testing phases of the experiment. In contrast, a large subgroup of PWA implemented random patterns, or no strategy, during both training and testing phases of the experiment. Conclusions Person-to-person variability arises not only in category learning ability but also in the strategies implemented to complete category learning tasks. PWA less frequently developed effective strategies during category learning tasks than control participants. Certain PWA may have impairments of strategy development or feedback processing not captured by language and currently probed cognitive abilities. PMID:25908438
Esophageal Cancer Prevention (PDQ®)—Patient Version

Cancer.gov

Esophageal cancer prevention strategies include avoiding risk factors like alcohol and tobacco. Learn more about risk factors and possible protective factors for esophageal cancer in this expert-reviewed summary.
Analysis of e-learning implementation readiness based on integrated elr model

NASA Astrophysics Data System (ADS)

Adiyarta, K.; Napitupulu, D.; Rahim, R.; Abdullah, D.; Setiawan, MI

2018-04-01

E-learning nowadays has become a requirement for institutions to support their learning activities. To adopt e-learning, an institution requires a large strategy and resources for optimal application. Unfortunately, not all institutions that have used e-learning got the desired results or expectations. This study aims to identify the extent of the level of readiness of e-learning implementation in institution X. The degree of institutional readiness will determine the success of future e-learning utilization. In addition, institutional readiness measurement are needed to evaluate the effectiveness of strategies in e-learning development. The research method used is survey with questionnaire designed based on integration of 8 best practice ELR (e-learning readiness) model. The results showed that from 13 factors of integrated ELR model being measured, there are 3 readiness factors included in the category of not ready and needs a lot of work. They are human resource (2.57), technology skill (2.38) and content factors (2.41). In general, e-learning implementation in institutions is in the category of not ready but needs some of work (3.27). Therefore, the institution should consider which factors or areas of ELR factors are considered still not ready and needs improvement in the future.
The collision between research and teaching: destructive crash or beneficial fusion?

NASA Astrophysics Data System (ADS)

Wieman, Carl

2005-04-01

Every research active faculty member struggles to balance the time demands of research and classroom teaching. I will discuss how to minimize the inevitable conflict by finding ideas and strategies by which one activity can benefit the other. On the teaching side, examples include: 1) knowing the research literature (on learning) and using the research model of saving time and improving success by copying and building on past work; 2) making expert (i. e. your) reasoning, problem-solving strategies, and meaningful problems a major part of teaching; and 3) using technology effectively. On the research side, examples include using the research on learning and teaching both to improve the training of graduate research assistants and to present your research results in a more engaging meaningful fashion.
Designing and evaluating a STEM teacher learning opportunity in the research university.

PubMed

Hardré, Patricia L; Ling, Chen; Shehab, Randa L; Herron, Jason; Nanny, Mark A; Nollert, Matthias U; Refai, Hazem; Ramseyer, Christopher; Wollega, Ebisa D

2014-04-01

This study examines the design and evaluation strategies for a year-long teacher learning and development experience, including their effectiveness, efficiency and recommendations for strategic redesign. Design characteristics include programmatic features and outcomes: cognitive, affective and motivational processes; interpersonal and social development; and performance activities. Program participants were secondary math and science teachers, partnered with engineering faculty mentors, in a research university-based education and support program. Data from multiple sources demonstrated strengths and weaknesses in design of the program's learning environment, including: face-to-face and via digital tools; on-site and distance community interactions; and strategic evaluation tools and systems. Implications are considered for the strategic design and evaluation of similar grant-funded research experiences intended to support teacher learning, development and transfer. Copyright © 2013 Elsevier Ltd. All rights reserved.
Examination of Strategies Fine Arts High School Students Use during the Practice and Learning of Instrumental Music

ERIC Educational Resources Information Center

Uygun, Mehtap Aydiner; Kilinçer, Özlem

2017-01-01

Like every field of learning, it is important to use various strategies in instrumental music to learn it easily and permanently and to attain the skills to learn independently. This requires determining the strategies used by students studying instrument education. The purpose of this study was to examine the strategies fine arts high school…
Vocabulary Learning Strategies Used by EAP Learners: The Case of the Students of Social Sciences

ERIC Educational Resources Information Center

Haghi, Eshrat Bazarmaj; Pasand, Parastou Gholami

2013-01-01

The significance of using language learning strategies in general and vocabulary learning strategies in particular is quite clear to both language learners and language specialists. Being familiar with and making use of a range of different vocabulary learning strategies is a great aid for EAP learners in dealing with unknown words. The present…
An Initial Field Trial of an Instrument for Measuring Learning Strategies of Middle School Students. Research Report. ETS RR-08-03

ERIC Educational Resources Information Center

Liu, Ou Lydia; Jackson, Teresa; Ling, Guangming

2008-01-01

Learning strategies have been increasingly recognized as a useful tool to promote effective learning. In response to the lack of available learning strategies measures for middle school students, this study designed an instrument for these students, assessing behavioral, cognitive, and metacognitive strategies. This instrument, the Middle School…
A mediation analysis of achievement motives, goals, learning strategies, and academic achievement.

PubMed

Diseth, Age; Kobbeltvedt, Therese

2010-12-01

Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarchical model. Participants were 229 undergraduate students (mean age: 21.2 years) of psychology and economics at the University of Bergen, Norway. Variables were measured by means of items from the Achievement Motives Scale (AMS), the Approaches and Study Skills Inventory for Students, and an achievement goal scale. Correlation analysis showed that academic achievement (examination grade) was positively correlated with performance-approach goal, mastery goal, and strategic learning strategies, and negatively correlated with performance-avoidance goal and surface learning strategy. A path analysis (structural equation model) showed that achievement goals were mediators between achievement motives and learning strategies, and that strategic learning strategies mediated the relationship between achievement goals and academic achievement. This study integrated previous findings from several studies and provided new evidence on the direct and indirect effects of different types of motives and learning strategies as predictors of academic achievement.
Collaboration Strategies in Nontraditional Community-Based Participatory Research Partnerships: Lessons From an Academic–Community Partnership With Autistic Self-Advocates

PubMed Central

Nicolaidis, Christina; Raymaker, Dora; McDonald, Katherine; Dern, Sebastian; Ashkenazy, Elesia; Boisclair, Cody; Robertson, Scott; Baggs, Amanda

2012-01-01

Background Most community-based participatory research (CBPR) projects involve local communities defined by race, ethnicity, geography, or occupation. Autistic self-advocates, a geographically dispersed community defined by disability, experience issues in research similar to those expressed by more traditional minorities. Objectives We sought to build an academic–community partnership that uses CBPR to improve the lives of people on the autistic spectrum. Methods The Academic Autistic Spectrum Partnership in Research and Education (AASPIRE) includes representatives from academic, self-advocate, family, and professional communities. We are currently conducting several studies about the health care experiences and well-being of autistic adults. Lessons Learned We have learned a number of strategies that integrate technology and process to successfully equalize power and accommodate diverse communication and collaboration needs. Conclusions CBPR can be conducted successfully with autistic self-advocates. Our strategies may be useful to other CBPR partnerships, especially ones that cannot meet in person or that include people with diverse communication needs. PMID:21623016
Self-Regulated Learning Procedure for University Students: The "Meaningful Text-Reading" Strategy

ERIC Educational Resources Information Center

Roman Sanchez, Jose Maria

2004-01-01

Introduction: Experimental validation of a self-regulated learning procedure for university students, i.e. the "meaningful text-reading" strategy, is reported in this paper. The strategy's theoretical framework is the "ACRA Model" of learning strategies. The strategy consists of a flexible, recurring sequence of five mental operations of written…
Strategies to Enhance Online Learning Teams. Team Assessment and Diagnostics Instrument and Agent-based Modeling

DTIC Science & Technology

2010-08-12

Strategies to Enhance Online Learning Teams Team Assessment and Diagnostics Instrument and Agent-based Modeling Tristan E. Johnson, Ph.D. Learning ...REPORT DATE AUG 2010 2. REPORT TYPE 3. DATES COVERED 00-00-2010 to 00-00-2010 4. TITLE AND SUBTITLE Strategies to Enhance Online Learning ...TeamsTeam Strategies to Enhance Online Learning Teams: Team Assessment and Diagnostics Instrument and Agent-based Modeling 5a. CONTRACT NUMBER 5b. GRANT
Addressing the surveillance goal in the National Strategy for Suicide Prevention: the Department of Defense Suicide Event Report.

PubMed

Gahm, Gregory A; Reger, Mark A; Kinn, Julie T; Luxton, David D; Skopp, Nancy A; Bush, Nigel E

2012-03-01

The US National Strategy for Suicide Prevention (National Strategy) described 11 goals across multiple areas, including suicide surveillance. Consistent with these goals, the Department of Defense (DoD) has engaged aggressively in the area of suicide surveillance. The DoD's population-based surveillance system, the DoD Suicide Event Report (DoDSER) collects information on suicides and suicide attempts for all branches of the military. Data collected includes suicide event details, treatment history, military and psychosocial history, and psychosocial stressors at the time of the event. Lessons learned from the DoDSER program are shared to assist other public health professionals working to address the National Strategy objectives.

The impact of E-learning in medical education.

PubMed

Ruiz, Jorge G; Mintzer, Michael J; Leipzig, Rosanne M

2006-03-01

The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for implementation, evaluation strategies for e-learning and its technology, and how e-learning might be considered evidence of academic scholarship. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning appears to be at least as effective as traditional instructor-led methods such as lectures. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. A developing infrastructure to support e-learning within medical education includes repositories, or digital libraries, to manage access to e-learning materials, consensus on technical standardization, and methods for peer review of these resources. E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting scholarship. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with others (collaborative learning), and transforming the role of the teacher. The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning and assessors of competency.
More than one way to see it: Individual heuristics in avian visual computation

PubMed Central

Ravignani, Andrea; Westphal-Fitch, Gesche; Aust, Ulrike; Schlumpp, Martin M.; Fitch, W. Tecumseh

2015-01-01

Comparative pattern learning experiments investigate how different species find regularities in sensory input, providing insights into cognitive processing in humans and other animals. Past research has focused either on one species’ ability to process pattern classes or different species’ performance in recognizing the same pattern, with little attention to individual and species-specific heuristics and decision strategies. We trained and tested two bird species, pigeons (Columba livia) and kea (Nestor notabilis, a parrot species), on visual patterns using touch-screen technology. Patterns were composed of several abstract elements and had varying degrees of structural complexity. We developed a model selection paradigm, based on regular expressions, that allowed us to reconstruct the specific decision strategies and cognitive heuristics adopted by a given individual in our task. Individual birds showed considerable differences in the number, type and heterogeneity of heuristic strategies adopted. Birds’ choices also exhibited consistent species-level differences. Kea adopted effective heuristic strategies, based on matching learned bigrams to stimulus edges. Individual pigeons, in contrast, adopted an idiosyncratic mix of strategies that included local transition probabilities and global string similarity. Although performance was above chance and quite high for kea, no individual of either species provided clear evidence of learning exactly the rule used to generate the training stimuli. Our results show that similar behavioral outcomes can be achieved using dramatically different strategies and highlight the dangers of combining multiple individuals in a group analysis. These findings, and our general approach, have implications for the design of future pattern learning experiments, and the interpretation of comparative cognition research more generally. PMID:26113444
Adult Learning in the Queer Nation: A Foucauldian Analysis of Educational Strategies for Social Change

ERIC Educational Resources Information Center

Walker, Wayland

2009-01-01

Adult education for social change can occur within social movements, and the fight for Lesbian, Gay, Bisexual, Transgendered and Queer (LGBTQ) rights has included educational strategies designed to challenge heterosexist and homophobic systems of power. This article explores how the Queer Nation movement of the early 1990s deployed a Foucauldian…
Homework in the 21st Century: The Antiquated and Ineffectual Implementation of a Time Honored Educational Strategy

ERIC Educational Resources Information Center

Simplicio, Joseph S. C.

2005-01-01

Homework had been a mainstay teacher strategy since education first began. When used properly, study after study show that homework, from the elementary through the university level, is an effective method for reinforcing educational learning goals. Studies that include original research, surveys, interviews, and literature reviews, conducted by…
Global History. A Curriculum Guide. Second Semester. Theme V: The Industrial Revolution Had Global Impact. Teacher Strategies. Experimental Edition.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

Designed to assist teachers and supervisors in the implementation of the global history course, this bulletin presents learning activities which include the rationale, performance objectives, and teaching strategies related to Theme V entitled, "The Industrial Revolution Had Global Impact." This theme has seven subthemes: (1)…
Implementing and Assessing the Effects of Theatre Infused Reading Instruction in Sixth, Seventh, and Eighth Grade Middle School English Classrooms

ERIC Educational Resources Information Center

Eyerly, William J., Jr.

2017-01-01

Theatre instructional techniques, including reader's theatre and process drama teaching strategies, have been employed as instructional strategies in classrooms to enhance reading comprehension and vocabulary learning in students. In this era of increasing accountability for educational outcomes, quantifying what, if any, impact such instructional…
The Practice of Information Processing Model in the Teaching of Cognitive Strategies

ERIC Educational Resources Information Center

Ozel, Ali

2009-01-01

In this research, the differentiation condition of teaching the learning strategies depending on the time which the first grade of primary school teachers carried out to form an information-process skeleton on student is tried to be found out. This process including the efforts of 260 teachers in this direction consists of whether the adequate…
Detective Questions: A Strategy for Improving Inference-Making in Children With Mild Disabilities

ERIC Educational Resources Information Center

Jiménez-Fernández, Gracia

2015-01-01

One of the most frequent problems in reading comprehension is the difficulty in making inferences from the text, especially for students with mild disabilities (i.e., children with learning disabilities or with high-functioning autism). It is essential, therefore, that educators include the teaching of reading strategies to improve their students'…
Using the Biodatamation(TM) strategy to learn introductory college biology: Value-added effects on selected students' conceptual understanding and conceptual integration of the processes of photosynthesis and cellular respiration

NASA Astrophysics Data System (ADS)

Reuter, Jewel Jurovich

The purpose of this exploratory research was to study how students learn photosynthesis and cellular respiration and to determine the value added to the student's learning by each of the three technology-scaffolded learning strategy components (animated concept presentations and WebQuest-style activities, data collection, and student-constructed animations) of the BioDatamation(TM) (BDM) Program. BDM learning strategies utilized the Theory of Interacting Visual Fields(TM) (TIVF) (Reuter & Wandersee, 2002a, 2002b; 2003a, 2003b) which holds that meaningful knowledge is hierarchically constructed using the past, present, and future visual fields, with visual metacognitive components that are derived from the principles of Visual Behavior (Jones, 1995), Human Constructivist Theory (Mintzes & Wandersee, 1998a), and Visual Information Design Theory (Tufte, 1990, 1997, 2001). Student alternative conceptions of photosynthesis and cellular respiration were determined by the item analysis of 263,267 Biology Advanced Placement Examinations and were used to develop the BDM instructional strategy and interview questions. The subjects were 24 undergraduate students of high and low biology prior knowledge enrolled in an introductory-level General Biology course at a major research university in the Deep South. Fifteen participants received BDM instruction which included original and innovative learning materials and laboratories in 6 phases; 8 of the 15 participants were the subject of in depth, extended individual analysis. The other 9 participants received traditional, non-BDM instruction. Interviews which included participants' creation of concept maps and visual field diagrams were conducted after each phase. Various content analyses, including Chi's Verbal Analysis and quantitizing/qualitizing were used for data analysis. The total value added to integrative knowledge during BDM instruction with the three visual fields was an average increase of 56% for cellular respiration and 62% increase for photosynthesis knowledge, improved long-term memory of concepts, and enhanced biological literacy to the multidimensional level, as determined by the BSCS literacy model. WebQuest-style activities and data collection provided for animated prior knowledge in the past visual field, and detailed content knowledge construction in the present visual field. During student construction of animated presentations, layering required participants to think by rearranging words and images for improved hierarchical organization of knowledge with real-life applications.
The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study

ERIC Educational Resources Information Center

Ergen, Binnur; Kanadli, Sedat

2017-01-01

Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students' academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant…
Working with grocers to reduce dietary sodium: lessons learned from the Broome County Sodium Reduction in Communities pilot project.

PubMed

Johnston, Yvonne A; McFadden, Mary; Lamphere, Marissa; Buch, Karen; Stark, Beth; Salton, Judith Lynn

2014-01-01

The purpose of this article is to describe implementation of and lessons learned from the Broome County Sodium Reduction in Communities grocery store initiative. This pilot project was conducted in collaboration with a regional supermarket chain and endeavored to develop population-based strategies for reducing sodium intake. Key interventions included marketing strategies, taste test demonstrations, and a public media campaign. Project staff worked closely with corporate registered dietitian nutritionists, a nutrition specialist, and an advertising agency in its development and implementation. A social marketing approach was used to educate consumers about the hidden sources of dietary sodium, to raise awareness of the adverse health effects of excess sodium intake, to encourage consumers to read food labels, and to urge them to purchase food items lower in sodium. The lessons learned from this experience may be of assistance to other communities that seek to implement similar sodium-reduction strategies in the grocery store environment.
Effects of student choice on engagement and understanding in a junior high science class

NASA Astrophysics Data System (ADS)

Foreback, Laura Elizabeth

The purpose of this study was to determine the effects of increasing individual student choice in assignments on student engagement and understanding of content. It was predicted that if students are empowered to choose learning activities based on individual readiness, learning style, and interests, they would be more engaged in the curriculum and consequently would develop deeper understanding of the material. During the 2009--2010 school year, I implemented differentiated instructional strategies that allowed for an increased degree of student choice in five sections of eighth grade science at DeWitt Junior High School. These strategies, including tiered lessons and student-led, project-based learning, were incorporated into the "Earth History and Geologic Time Scale" unit of instruction. The results of this study show that while offering students choices can be used as an effective motivational strategy, their academic performance was not increased compared to their performance during an instructional unit that did not offer choice.
Do job demands and job control affect problem-solving?

PubMed

Bergman, Peter N; Ahlberg, Gunnel; Johansson, Gun; Stoetzer, Ulrich; Aborg, Carl; Hallsten, Lennart; Lundberg, Ingvar

2012-01-01

The Job Demand Control model presents combinations of working conditions that may facilitate learning, the active learning hypothesis, or have detrimental effects on health, the strain hypothesis. To test the active learning hypothesis, this study analysed the effects of job demands and job control on general problem-solving strategies. A population-based sample of 4,636 individuals (55% women, 45% men) with the same job characteristics measured at two times with a three year time lag was used. Main effects of demands, skill discretion, task authority and control, and the combined effects of demands and control were analysed in logistic regressions, on four outcomes representing general problem-solving strategies. Those reporting high on skill discretion, task authority and control, as well as those reporting high demand/high control and low demand/high control job characteristics were more likely to state using problem solving strategies. Results suggest that working conditions including high levels of control may affect how individuals cope with problems and that workplace characteristics may affect behaviour in the non-work domain.
Defeating crypsis: detection and learning of camouflage strategies.

PubMed

Troscianko, Jolyon; Lown, Alice E; Hughes, Anna E; Stevens, Martin

2013-01-01

Camouflage is perhaps the most widespread defence against predators in nature and an active area of interdisciplinary research. Recent work has aimed to understand what camouflage types exist (e.g. background matching, disruptive, and distractive patterns) and their effectiveness. However, work has almost exclusively focused on the efficacy of these strategies in preventing initial detection, despite the fact that predators often encounter the same prey phenotype repeatedly, affording them opportunities to learn to find those prey more effectively. The overall value of a camouflage strategy may, therefore, reflect both its ability to prevent detection by predators and resist predator learning. We conducted four experiments with humans searching for hidden targets of different camouflage types (disruptive, distractive, and background matching of various contrast levels) over a series of touch screen trials. As with previous work, disruptive coloration was the most successful method of concealment overall, especially with relatively high contrast patterns, whereas potentially distractive markings were either neutral or costly. However, high contrast patterns incurred faster decreases in detection times over trials compared to other stimuli. In addition, potentially distractive markings were sometimes learnt more slowly than background matching markings, despite being found more readily overall. Finally, learning effects were highly dependent upon the experimental paradigm, including the number of prey types seen and whether subjects encountered targets simultaneously or sequentially. Our results show that the survival advantage of camouflage strategies reflects both their ability to avoid initial detection (sensory mechanisms) and predator learning (perceptual mechanisms).
Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study.

PubMed

Zhang, Yining; Lin, Chin-Hsi; Zhang, Dongbo; Choi, Yunjeong

2017-03-01

In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear. This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China. The participants were 107 tenth graders (68 females, 39 males) in China. The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth. Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive. The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts. © 2016 The British Psychological Society.
Learning Strategies Assessed by Journal Writing: Prediction of Learning Outcomes by Quantity, Quality, and Combinations of Learning Strategies

ERIC Educational Resources Information Center

Glogger, Inga; Schwonke, Rolf; Holzapfel, Lars; Nuckles, Matthias; Renkl, Alexander

2012-01-01

Recently, there have been efforts to rethink assessment. Instead of informing about (relatively stable) learner characteristics, assessment should assist instruction by looking at the learning process, facilitating feedback about what students' next step in learning could be. Similarly, new forms of strategy assessment aim at capturing…
Learning Strategies and Hypermedia Instruction.

ERIC Educational Resources Information Center

Hartley, Kendall

2001-01-01

Investigated the potential of incorporating learning strategy instruction into hypermedia learning materials in a high school computer class. Discusses results of a six-week intervention where the experimental group participated in learning strategy training in conjunction with hypermedia computer networking lessons and reports results of pre- and…
Assessment of Learning Strategies: Self-Report Questionnaire or Learning Task

ERIC Educational Resources Information Center

Kikas, Eve; Jõgi, Anna-Liisa

2016-01-01

Two types of assessment instruments were developed to assess middle school students' learning strategies, and their effectiveness in predicting various learning outcomes was examined. The participants were 565 middle school students. Three subscales (rehearsal, organization, elaboration) from the "Motivated Strategies for Learning…
Top Training Strategies: New Twists on Familiar Ideas.

ERIC Educational Resources Information Center

Ellis, Kristine

2003-01-01

Provides examples of how companies are using the following strategies in innovative ways: knowledge sharing using knowledge-management portals, informal learning, real-time learning, competency-based learning linked to business strategies, calculation of the return on investment in learning, and academic-corporate partnerships. (SK)
QRAC-the-Code: a comprehension monitoring strategy for middle school social studies textbooks.

PubMed

Berkeley, Sheri; Riccomini, Paul J

2013-01-01

Requirements for reading and ascertaining information from text increase as students advance through the educational system, especially in content-rich classes; hence, monitoring comprehension is especially important. However, this is a particularly challenging skill for many students who struggle with reading comprehension, including students with learning disabilities. A randomized pre-post experimental design was employed to investigate the effectiveness of a comprehension monitoring strategy (QRAC-the-Code) for improving the reading comprehension of 323 students in grades 6 and 7 in inclusive social studies classes. Findings indicated that both general education students and students with learning disabilities who were taught a simple comprehension monitoring strategy improved their comprehension of textbook content compared to students who read independently and noted important points. In addition, students in the comprehension monitoring condition reported using more reading strategies after the intervention. Implications for research and practice are discussed.

Colorectal Cancer Prevention (PDQ®)—Patient Version

Cancer.gov

Colorectal cancer prevention strategies can include avoiding known risk factors, having a healthy lifestyle, taking aspirin, and removing polyps. Learn more about preventing colorectal cancer in this expert-reviewed summary.
An Elective Course on Antimicrobial Stewardship.

PubMed

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

2015-12-25

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

NASA Astrophysics Data System (ADS)

Ampera, D.

2018-02-01

Clothing Business Management course is a subject delivering knowledge and skills about how to manage clothing business. This course requires students’ ethics, leadership, commitment, toughness, honesty, and the ability to take initiative, argue logically, and work together. However, students are not fully efficient in managing a business during practical task. The purpose of the study is to investigate: (1) the differences of students’ learning achievement between those receiving gradual and conventional learning strategy, (2)the effect of interactions between learning strategy and soft skills toward students learning achievement, (3) the differences of learning achievement of high soft skills students who receive gradual and conventional learning strategy, (4) the differences of learning achievement of low soft skills students who receive gradual and conventional learning strategy. The 2x2 treatment-by-level experimental study was carried out in Dressmaking Study Program. The result proved significantly that, overall, differences of students learning achievement exist, except of low soft skills students.
Technology, Learning, and Individual Differences

ERIC Educational Resources Information Center

Bear, Anne A. Ghost

2012-01-01

The learning needs for adults that result from the constant increase in technology are rooted in the adult learning concepts of (a) andragogy, (b) self-directed learning, (c) learning-how-to-learn, (d) real-life learning, and (e) learning strategies. This study described the learning strategies that adults use in learning to engage in an online…
A neurocomputational theory of how explicit learning bootstraps early procedural learning.

PubMed

Paul, Erick J; Ashby, F Gregory

2013-01-01

It is widely accepted that human learning and memory is mediated by multiple memory systems that are each best suited to different requirements and demands. Within the domain of categorization, at least two systems are thought to facilitate learning: an explicit (declarative) system depending largely on the prefrontal cortex, and a procedural (non-declarative) system depending on the basal ganglia. Substantial evidence suggests that each system is optimally suited to learn particular categorization tasks. However, it remains unknown precisely how these systems interact to produce optimal learning and behavior. In order to investigate this issue, the present research evaluated the progression of learning through simulation of categorization tasks using COVIS, a well-known model of human category learning that includes both explicit and procedural learning systems. Specifically, the model's parameter space was thoroughly explored in procedurally learned categorization tasks across a variety of conditions and architectures to identify plausible interaction architectures. The simulation results support the hypothesis that one-way interaction between the systems occurs such that the explicit system "bootstraps" learning early on in the procedural system. Thus, the procedural system initially learns a suboptimal strategy employed by the explicit system and later refines its strategy. This bootstrapping could be from cortical-striatal projections that originate in premotor or motor regions of cortex, or possibly by the explicit system's control of motor responses through basal ganglia-mediated loops.
Strategies of Learning Speaking Skill by Indonesian Learners of English and Their Contribution to Speaking Proficiency

ERIC Educational Resources Information Center

Mistar, Junaidi; Umamah, Atik

2014-01-01

This paper was a subset report of a research project on skill-based English learning strategies by Indonesian EFL learners. It focusses on the attempts to reveal: (1) the differences in the use of strategies of learning speaking skill by male and female learners, and (2) the contribution of strategies of learning speaking skill on the learners'…
Public and Private Interests in Networking Educational Services for Schools, Households, Communities.

ERIC Educational Resources Information Center

Sheekey, Arthur D.

1997-01-01

Discusses the networking of educational services for schools, homes, and communities. Highlights include equal access; the development of digital technologies; visions for electronic information services; the public sector; the private sector; creating learning communities; and future possibilities, including funding strategies. (LRW)
Evolution of learning strategies in temporally and spatially variable environments: A review of theory

PubMed Central

Aoki, Kenichi; Feldman, Marcus W.

2013-01-01

The theoretical literature from 1985 to the present on the evolution of learning strategies in variable environments is reviewed, with the focus on deterministic dynamical models that are amenable to local stability analysis, and on deterministic models yielding evolutionarily stable strategies. Individual learning, unbiased and biased social learning, mixed learning, and learning schedules are considered. A rapidly changing environment or frequent migration in a spatially heterogeneous environment favors individual learning over unbiased social learning. However, results are not so straightforward in the context of learning schedules or when biases in social learning are introduced. The three major methods of modeling temporal environmental change – coevolutionary, two-timescale, and information decay – are compared and shown to sometimes yield contradictory results. The so-called Rogers’ paradox is inherent in the two-timescale method as originally applied to the evolution of pure strategies, but is often eliminated when the other methods are used. Moreover, Rogers’ paradox is not observed for the mixed learning strategies and learning schedules that we review. We believe that further theoretical work is necessary on learning schedules and biased social learning, based on models that are logically consistent and empirically pertinent. PMID:24211681
Evolution of learning strategies in temporally and spatially variable environments: a review of theory.

PubMed

Aoki, Kenichi; Feldman, Marcus W

2014-02-01

The theoretical literature from 1985 to the present on the evolution of learning strategies in variable environments is reviewed, with the focus on deterministic dynamical models that are amenable to local stability analysis, and on deterministic models yielding evolutionarily stable strategies. Individual learning, unbiased and biased social learning, mixed learning, and learning schedules are considered. A rapidly changing environment or frequent migration in a spatially heterogeneous environment favors individual learning over unbiased social learning. However, results are not so straightforward in the context of learning schedules or when biases in social learning are introduced. The three major methods of modeling temporal environmental change--coevolutionary, two-timescale, and information decay--are compared and shown to sometimes yield contradictory results. The so-called Rogers' paradox is inherent in the two-timescale method as originally applied to the evolution of pure strategies, but is often eliminated when the other methods are used. Moreover, Rogers' paradox is not observed for the mixed learning strategies and learning schedules that we review. We believe that further theoretical work is necessary on learning schedules and biased social learning, based on models that are logically consistent and empirically pertinent. Copyright © 2013 Elsevier Inc. All rights reserved.
Creative teaching method as a learning strategy for student midwives: A qualitative study.

PubMed

Rankin, Jean; Brown, Val

2016-03-01

Traditional ways of teaching in Higher Education are enhanced with adult-based approaches to learning within the curriculum. Adult-based learning enables students to take ownership of their own learning, working in independence using a holistic approach. Introducing creative activities promotes students to think in alternative ways to the traditional learning models. The study aimed to explore student midwives perceptions of a creative teaching method as a learning strategy. A qualitative design was used adopting a phenomenological approach to gain the lived experience of students within this learning culture. Purposive sampling was used to recruit student midwives (n=30). Individual interviews were conducted using semi-structured interviews with open-ended questions to gain subjective information. Data were transcribed and analyzed into useful and meaningful themes and emerging themes using Colaizzi's framework for analyzing qualitative data in a logical and systematic way. Over 500 meaningful statements were identified from the transcripts. Three key themes strongly emerged from the transcriptions. These included'meaningful learning','inspired to learn and achieve', and 'being connected'. A deep meaningful learning experience was found to be authentic in the context of theory and practice. Students were inspired to learn and achieve and positively highlighted the safe learning environment. The abilities of the facilitators were viewed positively in supporting student learning. This approach strengthened the relationships and social engagement with others in the peer group and the facilitators. On a less positive note, tensions and conflict were noted in group work and indirect negative comments about the approach from the teaching team. Incorporating creative teaching activities is a positive addition to the healthcare curriculum. Creativity is clearly an asset to the range of contemporary learning strategies. In doing so, higher education will continue to keep abreast of the needs of graduating students in a complex and rapidly changing professional environment. Copyright © 2015 Elsevier Ltd. All rights reserved.
Learning Strategy Instruction Innovation Configuration

ERIC Educational Resources Information Center

Schumaker, Jean B.

2011-01-01

One way of helping students with learning disabilities and other struggling students to be independent life-long learners is to teach them how to use learning strategies in efficient ways. Learning strategy instruction can provide students the opportunity to succeed in today's schools and meet rigorous standards, transforming ineffective learners…
Interest in School and Learning: Quality Education Program Study. Booklet 4 (Description) and Booklet 4-A (Needs Assessment).

ERIC Educational Resources Information Center

Bucks County Public Schools, Doylestown, PA.

Categories of effective and ineffective behavior in regard to Goal Four of the Quality Education Program (regarding interest in school and learning) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)
Impact Assessment of a Department-Wide Science Education Initiative Using Students' Perceptions of Teaching and Learning Experiences

ERIC Educational Resources Information Center

Jones, Francis

2017-01-01

Evaluating major post-secondary education improvement projects involves multiple perspectives, including students' perceptions of their experiences. In the final year of a seven-year department-wide science education initiative, we asked students in 48 courses to rate the extent to which each of 39 teaching or learning strategies helped them learn…
Are Australian Universities Promoting Learning and Teaching Activity Effectively? An Assessment of the Effects on Science and Engineering Academics

ERIC Educational Resources Information Center

Cretchley, Patricia

2009-01-01

The Australian Federal Government and Australian universities have embarked on a bid to raise the profile of learning and teaching (L&T) in universities. Current strategies include increased funding of competitive grants for L&T projects, a wider range of teaching awards and fellowships and a controversial new national competitive Learning…
The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students

ERIC Educational Resources Information Center

Lencioni, Gina M.

2013-01-01

The purpose of this study was to investigate the effects of explicit direct instruction and cooperative learning on reading comprehension in fourth grade students. A quasi-experimental design was used. There were six cognitive and three affective measures used to collect quantitative data. Cognitive measures included California State Test scores,…
eMINTS Program Evaluation Report: An Investigation of Program Fidelity and Its Impact on Teacher Mastery and Student Achievement

ERIC Educational Resources Information Center

Martin, Wendy; Strother, Scott; Weatherholt, Tara; Dechaume, Merav

2008-01-01

The eMINTS professional development programs are designed to help teachers learn how to integrate technology into their teaching, using instructional strategies that promote inquiry-based learning and encourage collaboration and community building among students and teachers. The eMINTS programs considered in this evaluation include: (1) eMINTS…
ConfChem Conference on Select 2016 BCCE Presentations: Putting Your Own Personal Twist on a Flipped Organic Classroom and Selling the Idea to Students

ERIC Educational Resources Information Center

Thomas, Ashleigh L. P.

2017-01-01

This paper presents gradual implementation of active learning approaches in an organic chemistry classroom based on student feedback and strategies for getting students on-board with this new approach. Active learning techniques discussed include videos, online quizzes, reading assignments, and classroom activities. Preliminary findings indicate a…
The Prevalence of Pseudoscientific Ideas and Neuromyths Among Sports Coaches.

PubMed

Bailey, Richard P; Madigan, Daniel J; Cope, Ed; Nicholls, Adam R

2018-01-01

There has been an exponential growth in research examining the neurological basis of human cognition and learning. Little is known, however, about the extent to which sports coaches are aware of these advances. Consequently, the aim of the present study was to examine the prevalence of pseudoscientific ideas among British and Irish sports coaches. In total, 545 coaches from the United Kingdom and Ireland completed a measure that included questions about how evidence-based theories of the brain might enhance coaching and learning, how they were exposed to these different theories, and their awareness of neuromyths. Results revealed that the coaches believed that an enhanced understanding of the brain helped with their planning and delivery of sports sessions. Goal-setting was the most frequently used strategy. Interestingly, 41.6% of the coaches agreed with statements that promoted neuromyths. The most prevalent neuromyth was "individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, or kinesthetic)," which 62% of coaches believed. It is apparent that a relatively large percentage of coaches base aspects of their coaching practice on neuromyths and other pseudoscientific ideas. Strategies for addressing this situation are briefly discussed and include changing the content of coach education programs.
Motivation, learning strategies, participation and medical school performance.

PubMed

Stegers-Jager, Karen M; Cohen-Schotanus, Janke; Themmen, Axel P N

2012-07-01

Medical schools wish to better understand why some students excel academically and others have difficulty in passing medical courses. Components of self-regulated learning (SRL), such as motivational beliefs and learning strategies, as well as participation in scheduled learning activities, have been found to relate to student performance. Although participation may be a form of SRL, little is known about the relationships among motivational beliefs, learning strategies, participation and medical school performance. This study aimed to test and cross-validate a hypothesised model of relationships among motivational beliefs (value and self-efficacy), learning strategies (deep learning and resource management), participation (lecture attendance, skills training attendance and completion of optional study assignments) and Year 1 performance at medical school. Year 1 medical students in the cohorts of 2008 (n = 303) and 2009 (n = 369) completed a questionnaire on motivational beliefs and learning strategies (sourced from the Motivated Strategies for Learning Questionnaire) and participation. Year 1 performance was operationalised as students' average Year 1 course examination grades. Structural equation modelling was used to analyse the data. Participation and self-efficacy beliefs were positively associated with Year 1 performance (β = 0.78 and β = 0.19, respectively). Deep learning strategies were negatively associated with Year 1 performance (β =- 0.31), but positively related to resource management strategies (β = 0.77), which, in turn, were positively related to participation (β = 0.79). Value beliefs were positively related to deep learning strategies only (β = 0.71). The overall structural model for the 2008 cohort accounted for 47% of the variance in Year 1 grade point average and was cross-validated in the 2009 cohort. This study suggests that participation mediates the relationships between motivation and learning strategies, and medical school performance. However, participation and self-efficacy beliefs also made unique contributions towards performance. Encouraging participation and strengthening self-efficacy may help to enhance medical student performance. © Blackwell Publishing Ltd 2012.
Cancer Detection and Diagnosis Methods - Annual Plan

Cancer.gov

Early cancer detection is a proven life-saving strategy. Learn about the research opportunities NCI supports, including liquid biopsies and other less-invasive methods, for detecting early cancers and precancerous growths.

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