The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics

PubMed Central

Wood, William B.; Knight, Jennifer K.

2008-01-01

We have designed, developed, and validated a 25-question Genetics Concept Assessment (GCA) to test achievement of nine broad learning goals in majors and nonmajors undergraduate genetics courses. Written in everyday language with minimal jargon, the GCA is intended for use as a pre- and posttest to measure student learning gains. The assessment was reviewed by genetics experts, validated by student interviews, and taken by >600 students at three institutions. Normalized learning gains on the GCA were positively correlated with averaged exam scores, suggesting that the GCA measures understanding of topics relevant to instructors. Statistical analysis of our results shows that differences in the item difficulty and item discrimination index values between different questions on pre- and posttests can be used to distinguish between concepts that are well or poorly learned during a course. PMID:19047428

Student learning style preferences in college-level biology courses: Implications for teaching and academic performance

NASA Astrophysics Data System (ADS)

Sitton, Jennifer Susan

Education research has focused on defining and identifying student learning style preferences and how to incorporate this knowledge into teaching practices that are effective in engaging student interest and transmitting information. One objective was determining the learning style preferences of undergraduate students in Biology courses at New Mexico State University by using the online VARK Questionnaire and an investigator developed survey (Self Assessed Learning Style Survey, LSS). Categories include visual, aural, read-write, kinesthetic, and multimodal. The courses differed in VARK single modal learning preferences (p = 0.035) but not in the proportions of the number of modes students preferred (p = 0.18). As elsewhere, the majority of students were multimodal. There were similarities and differences between LSS and VARK results and between students planning on attending medical school and those not. Preferences and modalities tended not to match as expected for ratings of helpfulness of images and text. To detect relationships between VARK preferred learning style and academic performance, ANOVAs were performed using modality preferences and normalized learning gains from pre and post tests over material taught in the different modalities, as well as on end of semester laboratory and lecture grades. Overall, preference did not affect the performance for a given modality based activity, quiz, or final lecture or laboratory grades (p > 0.05). This suggests that a student's preference does not predict an improved performance when supplied with material in that modality. It is recommended that methods be developed to aid learning in a variety of modalities, rather than catering to individual learning styles. Another topic that is heavily debated in the field of education is the use of simulations or videos to replace or supplement dissections. These activities were compared using normalized learning gains from pre and post tests, as well as attitude surveys. Results indicate no differences in average student learning gain based on the activity types tested, although students do rate dissections higher in terms of interest and enthusiasm. Dissections also offer a different type of learning. Therefore, it is suggested that simulations and videos be used as supplements for dissections and not as replacements.

The effect of multiple intelligence-based learning towards students’ concept mastery and interest in learning matter

NASA Astrophysics Data System (ADS)

Pratiwi, W. N.; Rochintaniawati, D.; Agustin, R. R.

2018-05-01

This research was focused on investigating the effect of multiple intelligence -based learning as a learning approach towards students’ concept mastery and interest in learning matter. The one-group pre-test - post-test design was used in this research towards a sample which was according to the suitable situation of the research sample, n = 13 students of the 7th grade in a private school in Bandar Seri Begawan. The students’ concept mastery was measured using achievement test and given at the pre-test and post-test, meanwhile the students’ interest level was measured using a Likert Scale for interest. Based on the analysis of the data, the result shows that the normalized gain was .61, which was considered as a medium improvement. in other words, students’ concept mastery in matter increased after being taught using multiple intelligence-based learning. The Likert scale of interest shows that most students have a high interest in learning matter after being taught by multiple intelligence-based learning. Therefore, it is concluded that multiple intelligence – based learning helped in improving students’ concept mastery and gain students’ interest in learning matter.

Childhood Obesity Demands New Approaches.

ERIC Educational Resources Information Center

Satter, Ellyn

1991-01-01

Health professionals suggest creating achievable goals in childhood obesity. The article recommends correcting factors that distort normal growth and providing positive eating and exercise management to slow weight gain. Rather than trying for weight loss, children must learn positive lifelong eating and exercise patterns and attitudes toward self…

Alteration of a motor learning rule under mirror-reversal transformation does not depend on the amplitude of visual error.

PubMed

Kasuga, Shoko; Kurata, Makiko; Liu, Meigen; Ushiba, Junichi

2015-05-01

Human's sophisticated motor learning system paradoxically interferes with motor performance when visual information is mirror-reversed (MR), because normal movement error correction further aggravates the error. This error-increasing mechanism makes performing even a simple reaching task difficult, but is overcome by alterations in the error correction rule during the trials. To isolate factors that trigger learners to change the error correction rule, we manipulated the gain of visual angular errors when participants made arm-reaching movements with mirror-reversed visual feedback, and compared the rule alteration timing between groups with normal or reduced gain. Trial-by-trial changes in the visual angular error was tracked to explain the timing of the change in the error correction rule. Under both gain conditions, visual angular errors increased under the MR transformation, and suddenly decreased after 3-5 trials with increase. The increase became degressive at different amplitude between the two groups, nearly proportional to the visual gain. The findings suggest that the alteration of the error-correction rule is not dependent on the amplitude of visual angular errors, and possibly determined by the number of trials over which the errors increased or statistical property of the environment. The current results encourage future intensive studies focusing on the exact rule-change mechanism. Copyright © 2014 Elsevier Ireland Ltd and the Japan Neuroscience Society. All rights reserved.

Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities.

PubMed

Iuculano, Teresa; Rosenberg-Lee, Miriam; Richardson, Jennifer; Tenison, Caitlin; Fuchs, Lynn; Supekar, Kaustubh; Menon, Vinod

2015-09-30

Competency with numbers is essential in today's society; yet, up to 20% of children exhibit moderate to severe mathematical learning disabilities (MLD). Behavioural intervention can be effective, but the neurobiological mechanisms underlying successful intervention are unknown. Here we demonstrate that eight weeks of 1:1 cognitive tutoring not only remediates poor performance in children with MLD, but also induces widespread changes in brain activity. Neuroplasticity manifests as normalization of aberrant functional responses in a distributed network of parietal, prefrontal and ventral temporal-occipital areas that support successful numerical problem solving, and is correlated with performance gains. Remarkably, machine learning algorithms show that brain activity patterns in children with MLD are significantly discriminable from neurotypical peers before, but not after, tutoring, suggesting that behavioural gains are not due to compensatory mechanisms. Our study identifies functional brain mechanisms underlying effective intervention in children with MLD and provides novel metrics for assessing response to intervention.

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

NASA Astrophysics Data System (ADS)

Wutchana, U.; Emarat, N.

2011-06-01

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

The role of visual representation in physics learning: dynamic versus static visualization

NASA Astrophysics Data System (ADS)

Suyatna, Agus; Anggraini, Dian; Agustina, Dina; Widyastuti, Dini

2017-11-01

This study aims to examine the role of visual representation in physics learning and to compare the learning outcomes of using dynamic and static visualization media. The study was conducted using quasi-experiment with Pretest-Posttest Control Group Design. The samples of this research are students of six classes at State Senior High School in Lampung Province. The experimental class received a learning using dynamic visualization and control class using static visualization media. Both classes are given pre-test and post-test with the same instruments. Data were tested with N-gain analysis, normality test, homogeneity test and mean difference test. The results showed that there was a significant increase of mean (N-Gain) learning outcomes (p <0.05) in both experimental and control classes. The averages of students’ learning outcomes who are using dynamic visualization media are significantly higher than the class that obtains learning by using static visualization media. It can be seen from the characteristics of visual representation; each visualization provides different understanding support for the students. Dynamic visual media is more suitable for explaining material related to movement or describing a process, whereas static visual media is appropriately used for non-moving physical phenomena and requires long-term observation.

A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction

NASA Astrophysics Data System (ADS)

Rudolph, Alexander; Prather, E. E.; Brissenden, G.; Schlingman, W. M.; CATS

2009-01-01

We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 30 institutions around the United States completed (pre- and post-instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N<10) to large (N 180) and were from all types of institutions, including both 2-year and 4-year colleges and universities. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of total classroom time that was dedicated to the use of interactive learning strategies. Pre-instruction LSCI scores were clustered around 25% (24±2%), independent of class size and institution type; however, the normalized gains for these classes varied from about (-)0.07-0.50. These two results suggest that the differences in gain were due to instruction in the classroom, not the size of class or type of institution. Interactivity Assessment Scores (IAS's) ranged from 0%-50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactive instruction. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for the higher interactivity classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gains. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

Escape the Black Hole of Lecturing: Put Collaborative Ranking Tasks on Your Event Horizon

NASA Astrophysics Data System (ADS)

Hudgins, D. W.; Prather, E. E.; Grayson, D. J.

2005-05-01

At the University of Arizona, we have been developing and testing a new type of introductory astronomy curriculum material called Ranking Tasks. Ranking Tasks are a form of conceptual exercise that presents students with four to six physical situations, usually by pictures or diagrams, and asks students to rank order the situations based on some resulting effect. Our study developed design guidelines for Ranking Tasks based on learning theory and classroom pilot studies. Our research questions were: Do in-class collaborative Ranking Task exercises result in student conceptual gains when used in conjunction with traditional lecture-based instruction? And are these gains sufficient to justify implementing them into the astronomy classroom? We conducted a single-group repeated measures experiment across eight core introductory astronomy topics with 250 students at the University of Arizona in the Fall of 2004. The study found that traditional lecture-based instruction alone produced statistically significant gains - raising test scores to 61% post-lecture from 32% on the pretest. While significant, we find these gains to be unsatisfactory from a teaching and learning perspective. The study data shows that adding a collaborative learning component to the class structured around Ranking Task exercises helped students achieve statistically significant gains - with post-Ranking Task scores over the eight astronomy topic rising to 77%. Interestingly, we found that the normalized gain from the Ranking Tasks was equal to the entire previous gain from traditional instruction. Further analysis of the data revealed that Ranking Tasks equally benefited both genders; they also equally benefited both high and low-scoring median groups based on their pretest scores. Based on these results, we conclude that adding collaborative Ranking Task exercises to traditional lecture-based instruction can significantly improve student conceptual understanding of core topics in astronomy.

Creating a New Normal: Language Education for All

ERIC Educational Resources Information Center

Moeller, Aleidine J.; Abbott, Martha G.

2018-01-01

How close are we to the reality of all students having the opportunity to learn another language and gaining support for these efforts from the general public? The answer has a long history, which we point out by referencing articles that span the 50-year history of "Foreign Language Annals." From the 1979 President's Commission on…

Modification of saccadic gain by reinforcement

PubMed Central

Paeye, Céline; Wallman, Josh

2011-01-01

Control of saccadic gain is often viewed as a simple compensatory process in which gain is adjusted over many trials by the postsaccadic retinal error, thereby maintaining saccadic accuracy. Here, we propose that gain might also be changed by a reinforcement process not requiring a visual error. To test this hypothesis, we used experimental paradigms in which retinal error was removed by extinguishing the target at the start of each saccade and either an auditory tone or the vision of the target on the fovea was provided as reinforcement after those saccades that met an amplitude criterion. These reinforcement procedures caused a progressive change in saccade amplitude in nearly all subjects, although the rate of adaptation differed greatly among subjects. When we reversed the contingencies and reinforced those saccades landing closer to the original target location, saccade gain changed back toward normal gain in most subjects. When subjects had saccades adapted first by reinforcement and a week later by conventional intrasaccadic step adaptation, both paradigms yielded similar degrees of gain changes and similar transfer to new amplitudes and to new starting positions of the target step as well as comparable rates of recovery. We interpret these changes in saccadic gain in the absence of postsaccadic retinal error as showing that saccade adaptation is not controlled by a single error signal. More generally, our findings suggest that normal saccade adaptation might involve general learning mechanisms rather than only specialized mechanisms for motor calibration. PMID:21525366

Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities

PubMed Central

Iuculano, Teresa; Rosenberg-Lee, Miriam; Richardson, Jennifer; Tenison, Caitlin; Fuchs, Lynn; Supekar, Kaustubh; Menon, Vinod

2015-01-01

Competency with numbers is essential in today's society; yet, up to 20% of children exhibit moderate to severe mathematical learning disabilities (MLD). Behavioural intervention can be effective, but the neurobiological mechanisms underlying successful intervention are unknown. Here we demonstrate that eight weeks of 1:1 cognitive tutoring not only remediates poor performance in children with MLD, but also induces widespread changes in brain activity. Neuroplasticity manifests as normalization of aberrant functional responses in a distributed network of parietal, prefrontal and ventral temporal–occipital areas that support successful numerical problem solving, and is correlated with performance gains. Remarkably, machine learning algorithms show that brain activity patterns in children with MLD are significantly discriminable from neurotypical peers before, but not after, tutoring, suggesting that behavioural gains are not due to compensatory mechanisms. Our study identifies functional brain mechanisms underlying effective intervention in children with MLD and provides novel metrics for assessing response to intervention. PMID:26419418

Peer Teaching to Foster Learning in Physiology.

PubMed

Srivastava, Tripti K; Waghmare, Lalitbhushan S; Mishra, Ved Prakash; Rawekar, Alka T; Quazi, Nazli; Jagzape, Arunita T

2015-08-01

Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness; deliberate practice, and self-explanation. Coupled with immediate feedback and reflective exercises, learning can be measurably enhanced along with improved teaching skills.

Peer Teaching to Foster Learning in Physiology

PubMed Central

Srivastava, Tripti K; Waghmare, Lalitbhushan S.; Mishra, Ved Prakash; Rawekar, Alka T; Quazi, Nazli; Jagzape, Arunita T

2015-01-01

Introduction Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Materials and Methods Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. Results The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Conclusion Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness; deliberate practice, and self-explanation. Coupled with immediate feedback and reflective exercises, learning can be measurably enhanced along with improved teaching skills. PMID:26435969

Cross-entropy optimization for neuromodulation.

PubMed

Brar, Harleen K; Yunpeng Pan; Mahmoudi, Babak; Theodorou, Evangelos A

2016-08-01

This study presents a reinforcement learning approach for the optimization of the proportional-integral gains of the feedback controller represented in a computational model of epilepsy. The chaotic oscillator model provides a feedback control systems view of the dynamics of an epileptic brain with an internal feedback controller representative of the natural seizure suppression mechanism within the brain circuitry. Normal and pathological brain activity is simulated in this model by adjusting the feedback gain values of the internal controller. With insufficient gains, the internal controller cannot provide enough feedback to the brain dynamics causing an increase in correlation between different brain sites. This increase in synchronization results in the destabilization of the brain dynamics, which is representative of an epileptic seizure. To provide compensation for an insufficient internal controller an external controller is designed using proportional-integral feedback control strategy. A cross-entropy optimization algorithm is applied to the chaotic oscillator network model to learn the optimal feedback gains for the external controller instead of hand-tuning the gains to provide sufficient control to the pathological brain and prevent seizure generation. The correlation between the dynamics of neural activity within different brain sites is calculated for experimental data to show similar dynamics of epileptic neural activity as simulated by the network of chaotic oscillators.

Scientific reasoning abilities of nonscience majors in physics-based courses

NASA Astrophysics Data System (ADS)

Moore, J. Christopher; Rubbo, Louis J.

2012-06-01

We have found that non-STEM (science, technology, engineering, and mathematics) majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower preinstruction on the Lawson’s Classroom Test of Scientific Reasoning (LCTSR) in comparison to national average STEM majors. Based on LCTSR score, the majority of non-STEM students can be classified as either concrete operational or transitional reasoners in Piaget’s theory of cognitive development, whereas in the STEM population formal operational reasoners are far more prevalent. In particular, non-STEM students demonstrate significant difficulty with proportional and hypothetico-deductive reasoning. Prescores on the LCTSR are correlated with normalized learning gains on various concept inventories. The correlation is strongest for content that can be categorized as mostly theoretical, meaning a lack of directly observable exemplars, and weakest for content categorized as mostly descriptive, where directly observable exemplars are abundant. Although the implementation of research-verified, interactive engagement pedagogy can lead to gains in content knowledge, significant gains in theoretical content (such as force and energy) are more difficult with non-STEM students. We also observe no significant gains on the LCTSR without explicit instruction in scientific reasoning patterns. These results further demonstrate that differences in student populations are important when comparing normalized gains on concept inventories, and the achievement of significant gains in scientific reasoning requires a reevaluation of the traditional approach to physics for non-STEM students.

Vergence-dependent adaptation of the vestibulo-ocular reflex

NASA Technical Reports Server (NTRS)

Lewis, Richard F.; Clendaniel, Richard A.; Zee, David S.; Shelhamer, M. J. (Principal Investigator)

2003-01-01

The gain of the vestibulo-ocular reflex (VOR) normally depends on the distance between the subject and the visual target, but it remains uncertain whether vergence angle can be linked to changes in VOR gain through a process of context-dependent adaptation. In this study, we examined this question with an adaptation paradigm that modified the normal relationship between vergence angle and retinal image motion. Subjects were rotated sinusoidally while they viewed an optokinetic (OKN) stimulus through either diverging or converging prisms. In three subjects the diverging prisms were worn while the OKN stimulus moved out of phase with the head, and the converging prisms were worn when the OKN stimulus moved in-phase with the head. The relationship between the vergence angle and OKN stimulus was reversed in the fourth subject. After 2 h of training, the VOR gain at the two vergence angles changed significantly in all of the subjects, evidenced by the two different VOR gains that could be immediately accessed by switching between the diverged and converged conditions. The results demonstrate that subjects can learn to use vergence angle as the contextual cue that retrieves adaptive changes in the angular VOR.

Universal Design for Learning to Support Access to the General Education Curriculum for Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Al Hazmi, Adnan Nasser; Ahmad, Aznan Che

2018-01-01

The issue concerned with enhancing support to the intellectually disabled students for enabling them to access the general education has gained significant importance in the recent years all over the world. The intellectually disabled students suffer from neurodevelopmental disorders that acts as a barrier to the normal functioning of the brain…

Speech Motor Sequence Learning: Acquisition and Retention in Parkinson Disease and Normal Aging.

PubMed

Whitfield, Jason A; Goberman, Alexander M

2017-06-10

The aim of the current investigation was to examine speech motor sequence learning in neurologically healthy younger adults, neurologically healthy older adults, and individuals with Parkinson disease (PD) over a 2-day period. A sequential nonword repetition task was used to examine learning over 2 days. Participants practiced a sequence of 6 monosyllabic nonwords that was retested following nighttime sleep. The speed and accuracy of the nonword sequence were measured, and learning was inferred by examining performance within and between sessions. Though all groups exhibited comparable improvements of the nonword sequence performance during the initial session, between-session retention of the nonword sequence differed between groups. Younger adult controls exhibited offline gains, characterized by an increase in the speed and accuracy of nonword sequence performance across sessions, whereas older adults exhibited stable between-session performance. Individuals with PD exhibited offline losses, marked by an increase in sequence duration between sessions. The current results demonstrate that both PD and normal aging affect retention of speech motor learning. Furthermore, these data suggest that basal ganglia dysfunction associated with PD may affect the later stages of speech motor learning. Findings from the current investigation are discussed in relation to studies examining consolidation of nonspeech motor learning.

Assessing Student Learning about the Earth through the InTeGrate Project

NASA Astrophysics Data System (ADS)

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

2016-12-01

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

Assessment of learning gains in a flipped biochemistry classroom.

PubMed

Ojennus, Deanna Dahlke

2016-01-01

The flipped classroom has become an increasingly popular pedagogical approach to teaching and learning. In this study, learning gains were assessed in a flipped biochemistry course and compared to gains in a traditional lecture. Although measured learning gains were not significantly different between the two courses, student perception of learning gains did differ and indicates a higher level of satisfaction with the flipped lecture format. © 2015 The International Union of Biochemistry and Molecular Biology.

Assessment of Learning Gains in a Flipped Biochemistry Classroom

ERIC Educational Resources Information Center

Ojennus, Deanna Dahlke

2016-01-01

The flipped classroom has become an increasingly popular pedagogical approach to teaching and learning. In this study, learning gains were assessed in a flipped biochemistry course and compared to gains in a traditional lecture. Although measured learning gains were not significantly different between the two courses, student perception of…

What drives sleep-dependent memory consolidation: greater gain or less loss?

PubMed

Fenn, Kimberly M; Hambrick, David Z

2013-06-01

When memory is tested after a delay, performance is typically better if the retention interval includes sleep. However, it is unclear what accounts for this well-established effect. It is possible that sleep enhances the retrieval of information, but it is also possible that sleep protects against memory loss that normally occurs during waking activity. We developed a new research approach to investigate these possibilities. Participants learned a list of paired-associate items and were tested on the items after a 12-h interval that included waking or sleep. We analyzed the number of items gained versus the number of items lost across time. The sleep condition showed more items gained and fewer items lost than did the wake condition. Furthermore, the difference between the conditions (favoring sleep) in lost items was greater than the difference in gain, suggesting that loss prevention may primarily account for the effect of sleep on declarative memory consolidation. This finding may serve as an empirical constraint on theories of memory consolidation.

Developing students’ learning achievement and experimental skills on buoyancy and the involvement of Newton’s third law through experimental sets

NASA Astrophysics Data System (ADS)

Chokchai, Jaewijarn; Khanti, Toedtanya; Sura, Wuttiprom

2017-09-01

The purposes of this research were: to construct packages of operations on buoyancy and the involvement of Newton’s third law, to enhance achievement score of students on buoyancy and the involvement of Newton’s third law, to enhance experimental skills on buoyancy and the involvement of Newton’s third law and to evaluate students’ attitude towards the packages of operations on buoyancy and the involvement of Newton’s third law using inquiry method. The samples were 42 grade 11 students in academic year 2016 at Hatyaiwittayalai School, Hatyai, Songkhla. The research method was one group pretest-posttest design. The research tools consisted of experimental set on buoyancy and the involvement of Newton’s third law, the learning achievement test on buoyancy and the involvement of Newton’s third law and the students’ attitude questionnaires. The experimental skills of most students was in a good level . The satisfaction of most students was in a good level. The research showed the learning achievement after instruction higher than that before instruction using experimental set at the significant level of 0.05 and the class average normalized gain is in the medium gain

Adaptive Inverse Control for Rotorcraft Vibration Reduction

NASA Technical Reports Server (NTRS)

Jacklin, Stephen A.

1985-01-01

This thesis extends the Least Mean Square (LMS) algorithm to solve the mult!ple-input, multiple-output problem of alleviating N/Rev (revolutions per minute by number of blades) helicopter fuselage vibration by means of adaptive inverse control. A frequency domain locally linear model is used to represent the transfer matrix relating the higher harmonic pitch control inputs to the harmonic vibration outputs to be controlled. By using the inverse matrix as the controller gain matrix, an adaptive inverse regulator is formed to alleviate the N/Rev vibration. The stability and rate of convergence properties of the extended LMS algorithm are discussed. It is shown that the stability ranges for the elements of the stability gain matrix are directly related to the eigenvalues of the vibration signal information matrix for the learning phase, but not for the control phase. The overall conclusion is that the LMS adaptive inverse control method can form a robust vibration control system, but will require some tuning of the input sensor gains, the stability gain matrix, and the amount of control relaxation to be used. The learning curve of the controller during the learning phase is shown to be quantitatively close to that predicted by averaging the learning curves of the normal modes. For higher order transfer matrices, a rough estimate of the inverse is needed to start the algorithm efficiently. The simulation results indicate that the factor which most influences LMS adaptive inverse control is the product of the control relaxation and the the stability gain matrix. A small stability gain matrix makes the controller less sensitive to relaxation selection, and permits faster and more stable vibration reduction, than by choosing the stability gain matrix large and the control relaxation term small. It is shown that the best selections of the stability gain matrix elements and the amount of control relaxation is basically a compromise between slow, stable convergence and fast convergence with increased possibility of unstable identification. In the simulation studies, the LMS adaptive inverse control algorithm is shown to be capable of adapting the inverse (controller) matrix to track changes in the flight conditions. The algorithm converges quickly for moderate disturbances, while taking longer for larger disturbances. Perfect knowledge of the inverse matrix is not required for good control of the N/Rev vibration. However it is shown that measurement noise will prevent the LMS adaptive inverse control technique from controlling the vibration, unless the signal averaging method presented is incorporated into the algorithm.

Analysis of the Astronomy Diagnostic Test

NASA Astrophysics Data System (ADS)

Brogt, Erik; Sabers, Darrell; Prather, Edward E.; Deming, Grace L.; Hufnagel, Beth; Slater, Timothy F.

Seventy undergraduate class sections were examined from the database of Astronomy Diagnostic Test (ADT) results of Deming and Hufnagel to determine if course format correlated with ADT normalized gain scores. Normalized gains were calculated for four different classroom scenarios: lecture, lecture with discussion, lecture with lab, and lecture with both lab and discussion. Statistical analysis shows that there are no significant differences in normalized gain among the self- reported classroom formats. Prerequisites related to mathematics courses did show differences in normalized gain. Of all reported course activities, only the lecture and the readings for the course correlate significantly with the normalized gain. This analysis suggests that the ADT may not have enough sensitivity to measure differences in the effectiveness of different course formats because of the wide range of topics that the ADT addresses with few questions. Different measures of gain and their biases are discussed. We argue that the use of the normalized gain is not always warranted because of its strong bias toward high pretest scores.

Measuring learning gain: Comparing anatomy drawing screencasts and paper-based resources.

PubMed

Pickering, James D

2017-07-01

The use of technology-enhanced learning (TEL) resources is now a common tool across a variety of healthcare programs. Despite this popular approach to curriculum delivery there remains a paucity in empirical evidence that quantifies the change in learning gain. The aim of the study was to measure the changes in learning gain observed with anatomy drawing screencasts in comparison to a traditional paper-based resource. Learning gain is a widely used term to describe the tangible changes in learning outcomes that have been achieved after a specific intervention. In regard to this study, a cohort of Year 2 medical students voluntarily participated and were randomly assigned to either a screencast or textbook group to compare changes in learning gain across resource type. Using a pre-test/post-test protocol, and a range of statistical analyses, the learning gain was calculated at three test points: immediate post-test, 1-week post-test and 4-week post-test. Results at all test points revealed a significant increase in learning gain and large effect sizes for the screencast group compared to the textbook group. Possible reasons behind the difference in learning gain are explored by comparing the instructional design of both resources. Strengths and weaknesses of the study design are also considered. This work adds to the growing area of research that supports the effective design of TEL resources which are complimentary to the cognitive theory of multimedia learning to achieve both an effective and efficient learning resource for anatomical education. Anat Sci Educ 10: 307-316. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Mathematical vs. conceptual understanding: Where do we draw the line?

NASA Astrophysics Data System (ADS)

Sadaghiani, Homeyra; Aguilera, Nicholas

2013-01-01

This research involved high school physics students and how they learn to understand Newton's laws as they relate to falling bodies and projectile motion. Students in introductory, algebra-based, high school physics classes were evaluated based on their prior knowledge through a pretest, designed to assess their initial comprehension of the motion of falling bodies and projectiles. Groups were divided and taught separately with an emphasis on either mathematical derivation of equations, followed by brief conceptual discussions, or on thorough conceptual analysis, followed by a brief mathematical verification. After a posttest was given, an evaluation of the responses and explanations of each group of students was used to determine which method of instruction was more effective. Results indicate that after the conceptual group and math groups achieved similar scores on the pretest, the conceptual group obtained a slightly higher normalized gain of 25% on the posttest, compared to the mathematical group's normalized gain of 16% (unpaired two-tailed t-test P value for posttest results was 0.1037) and, while within standard deviations, also achieved higher overall scores on all posttest questions and higher normalized gains on all but one posttest question. Further, most students, even thoes in the mathematically-instructed group, were more inclined to give conceptually-based responses on postest questions than mathematically-based ones. In the context of this topic, the dominating difficulty for both groups was in analyzing two-dimensional projectile motion and, more specifically, the behavior of each onedimensional component of such motion.

STEM learning on electricity using arduino-phet based experiment to improve 8th grade students’ STEM literacy

NASA Astrophysics Data System (ADS)

Prima, E. C.; Oktaviani, T. D.; Sholihin, H.

2018-05-01

Technology is the application of scientific knowledge for practical purposes, especially in industry. One way to support the development of the technology is by integrating the use of technology and build the technology with the learning process in the form of STEM (science, technology, engineering, mathematics) Learning approach. Applying STEM Learning could improve Students’ STEM Literacy. The learning approach is applied in every aspect of Learning including the application of STEM Learning in the lesson plan and worksheet. The method used in this research is weak experimental method. One group class (N=15) is taken and learn using STEM Learning approach. The topic choosen is the electricity topic which is separated into electrical circuit and parameters. The learning process is separated into 3 meetings. 15 Students are given a STEM Literacy test item before and after the lesson. The result of the normalized gain shows there are improvement in students’ STEM Literacy by < \\overline{g}> 0.16 categorieed as low improvement. The most higher improvement is the students’ technology literacy, because students learn using the same technology in every meeting. This factor influences students’ technology literacy so the result is higher than another.

The Effectiveness of Using Interactive Multimedia in Improving the Concept of Fashion Design and Its Application in The Making of Digital Fashion Design

NASA Astrophysics Data System (ADS)

Wiana, W.

2018-02-01

This research is related to the effort to design a more representative learning system to improve the learning result of digital fashion design, through the development of interactive multimedia based on motion graphic. This research is aimed to know the effect of interactive multimedia application based on motion graphic to increase the mastery of the concept and skill of the students to making fashion designing in digital format. The research method used is quasi experiment with research design of Non-equivalent Control Group Design. The lectures are conducted in two different classes, namely class A as the Experimental Class and class B as the Control Class. From the calculation result after interpreted using Normalize Gain, there is an increase of higher learning result in student with interactive learning based on motion graphic, compared with student achievement on conventional learning. In this research, interactive multimedia learning based on motion graphic is effective toward the improvement of student learning in concept mastering indicator and on the aspect of making fashion design in digital format.

Perceptual Learning in Children With Infantile Nystagmus: Effects on 2D Oculomotor Behavior.

PubMed

Huurneman, Bianca; Boonstra, F Nienke; Goossens, Jeroen

2016-08-01

To determine changes in oculomotor behavior after 10 sessions of perceptual learning on a letter discrimination task in children with infantile nystagmus (IN). Children with IN (18 children with idiopathic IN and 18 with oculocutaneous albinism accompanied by IN) aged 6 to 11 years were divided into two training groups matched on diagnosis: an uncrowded training group (n = 18) and a crowded training group (n = 18). Target letters always appeared briefly (500 ms) at an eccentric location, forcing subjects to quickly redirect their gaze. Training occurred twice per week for 5 consecutive weeks (3500 trials total). Norm data and test-retest values were collected from children with normal vision (n = 11). Outcome measures were: nystagmus characteristics (amplitude, frequency, intensity, and the expanded nystagmus acuity function); fixation stability (the bivariate contour ellipse area and foveation time); and saccadic eye movements (latencies and accuracy) made during a simple saccade task and a crowded letter-identification task. After training, saccadic responses of children with IN improved on the saccade task (latencies decreased by 14 ± 4 ms and gains increased by 0.03 ± 0.01), but not on the crowded letter task. There were also no training-induced changes in nystagmus characteristics and fixation stability. Although children with normal vision had shorter latencies in the saccade task (47 ± 14 ms at baseline), test-retest changes in their saccade gains and latencies were almost equal to the training effects observed in children with IN. Our results suggest that the improvement in visual performance after perceptual learning in children with IN is primarily due to improved sensory processing rather than improved two-dimensional oculomotor behavior.

Online instructional anatomy videos: Student usage, self-efficacy, and performance in upper limb regional anatomy assessment.

PubMed

Langfield, Tracey; Colthorpe, Kay; Ainscough, Louise

2017-12-04

Allied health professionals concur that a sound knowledge of practical gross anatomy is vital for the clinician, however, human anatomy courses in allied health programs have been identified as high-risk for attrition and failure. While anatomists and clinicians agree that learning anatomy via human cadaveric instruction is the preferred method, students vary in their reaction to the cadaveric learning experience and have differing levels of anatomy self-efficacy. This study investigated whether student self-efficacy had an effect on student usage of supplemental instructional videos and whether the use of videos had an impact on student self-efficacy and/or learning. Anatomy self-efficacy differed based on gender and prior performance. Student usage of the videos varied widely and students with lower self-efficacy were more inclined to use the resources. The provision of the videos did not improve overall cohort performance as compared to a historical cohort, however, those students that accessed all video sets experienced a greater normalized learning gain compared to students that used none or one of the four sets of videos. Student reports and usage patterns indicate that the videos were primarily used for practical class preparation and revision. Potentially, the videos represent a passive mode of teaching whereas active learning has been demonstrated to result in greater learning gains. Adapting the videos into interactive tutorials which will provide opportunity for feedback and the development of students' self-evaluation may be more appropriate. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Measuring Learning Gain: Comparing Anatomy Drawing Screencasts and Paper-Based Resources

ERIC Educational Resources Information Center

Pickering, James D.

2017-01-01

The use of technology-enhanced learning (TEL) resources is now a common tool across a variety of healthcare programs. Despite this popular approach to curriculum delivery there remains a paucity in empirical evidence that quantifies the change in learning gain. The aim of the study was to measure the changes in learning gain observed with anatomy…

Association between neuroendocrinological parameters and learning and memory functions in adolescent anorexia nervosa before and after weight recovery.

PubMed

Buehren, Katharina; Konrad, Kerstin; Schaefer, Kerstin; Kratzsch, Juergen; Kahraman-Lanzerath, Berak; Lente, Christina; Herpertz-Dahlmann, Beate

2011-06-01

A growing body of evidence indicates that hormones play an important role in learning and memory functions as well as in mood modulation. During the acute stage of anorexia nervosa (AN), weight loss has a significant effect on serum levels of estrogen, thyroid hormones, and cortisol. Furthermore deficits in learning and memory functions are evident in patients with eating disorders during emaciation. Hormonal and neuropsychological alterations at least partly remit during weight restoration. We investigated the association between learning and memory functions as well as mood and neuroendocrinological parameters before and after weight gain in adolescent AN. Twenty-eight female subjects with AN, diagnosed according to DSM-IV, were examined before and after weight recovery. Both investigations took place while the patients were receiving hospital treatment, and the results were compared to a control group consisting of 18 age- and IQ-matched normal-weight female adolescents also tested twice within 4 months. Verbal memory and learning were assessed by a German paper-pencil-test (LGT). We performed correlation calculations between neuropsychological functions and depressive symptoms and estrogen, cortisol and free triiodothyronine (fT₃) in the plasma at both time points. Compared to normal controls adolescents with AN performed worse in one subtest of the LGT which requires the verbal reproduction of figural material across both time points. Verbal learning was positively correlated with estrogen levels after weight recovery. Depressive symptoms of AN patients significantly decreased during weight rehabilitation and correlated negatively with fT₃ at T₁. We did not find a relationship between cortisol levels and neuropsychological functions. We observed subtle memory impairments and depressive symptoms in subjects with adolescent AN associated with starvation-induced estrogen and triiodothyronine deficits, respectively. Normalization of body weight and resuming of menses is needed to restore learning and memory functions as well as to alleviate depressive symptoms.

Effects of Device on Video Head Impulse Test (vHIT) Gain.

PubMed

Janky, Kristen L; Patterson, Jessie N; Shepard, Neil T; Thomas, Megan L A; Honaker, Julie A

2017-10-01

Numerous video head impulse test (vHIT) devices are available commercially; however, gain is not calculated uniformly. An evaluation of these devices/algorithms in healthy controls and patients with vestibular loss is necessary for comparing and synthesizing work that utilizes different devices and gain calculations. Using three commercially available vHIT devices/algorithms, the purpose of the present study was to compare: (1) horizontal canal vHIT gain among devices/algorithms in normal control subjects; (2) the effects of age on vHIT gain for each device/algorithm in normal control subjects; and (3) the clinical performance of horizontal canal vHIT gain between devices/algorithms for differentiating normal versus abnormal vestibular function. Prospective. Sixty-one normal control adult subjects (range 20-78) and eleven adults with unilateral or bilateral vestibular loss (range 32-79). vHIT was administered using three different devices/algorithms, randomized in order, for each subject on the same day: (1) Impulse (Otometrics, Schaumberg, IL; monocular eye recording, right eye only; using area under the curve gain), (2) EyeSeeCam (Interacoustics, Denmark; monocular eye recording, left eye only; using instantaneous gain), and (3) VisualEyes (MicroMedical, Chatham, IL, binocular eye recording; using position gain). There was a significant mean difference in vHIT gain among devices/algorithms for both the normal control and vestibular loss groups. vHIT gain was significantly larger in the ipsilateral direction of the eye used to measure gain; however, in spite of the significant mean differences in vHIT gain among devices/algorithms and the significant directional bias, classification of "normal" versus "abnormal" gain is consistent across all compared devices/algorithms, with the exception of instantaneous gain at 40 msec. There was not an effect of age on vHIT gain up to 78 years regardless of the device/algorithm. These findings support that vHIT gain is significantly different between devices/algorithms, suggesting that care should be taken when making direct comparisons of absolute gain values between devices/algorithms. American Academy of Audiology

Interactive E-learning module in pharmacology: a pilot project at a rural medical college in India.

PubMed

Gaikwad, Nitin; Tankhiwale, Suresh

2014-01-01

Many medical educators are experimenting with innovative ways of E-learning. E-learning provides opportunities to students for self-directed learning in addition to other advantages. In this study, we designed and evaluated an interactive E-learning module in pharmacology for effectiveness, acceptability and feasibility, with the aim of promoting active learning in this fact-filled subject. A quasi-experimental single-group pre-test/post-test study was conducted with fourth-semester students of the second professionals course (II MBBS), selected using non-probability convenience sampling method. An E-learning module in endocrine pharmacology was designed to comprise three units of interactive PowerPoint presentations. The pre-validated presentations were uploaded on the website according to a predefined schedule and the 42 registered students were encouraged to self-learning using these interactive presentations. Cognitive gain was assessed using an online pre- and post-test for each unit. Students' perceptions were recorded using an online feedback questionnaire on a 5-point Likert scale. Finally, focused group discussion was conducted to further explore students' views on E-learning activity. Significant attrition was observed during the E-learning activity. Of the 42 registered students, only 16 students completed the entire E-learning module. The summed average score of all three units (entire module) was increased significantly from 38.42 % (summed average pre-test score: 11.56/30 ± 2.90) to 66.46 % (summed average post-test score: 19.94/30 ± 6.13). The class-average normalized gain for the entire module was 0.4542 (45.42). The students accepted this E-learning activity well as they perceived it to be innovative, convenient, flexible and useful. The average rating was between 4 (agree) and 5 (strongly agree). The interactive E-learning module in pharmacology was moderately effective and well perceived by the students. The simple, cost-effective and readily available Microsoft PowerPoint tool appealed to medical educators to use this kind of simple E-learning technology blended with traditional teaching to encourage active learning among students especially in a rural setup is attractive.

Cognitive stimulation intervention for elders with mild cognitive impairment compared with normal aged subjects: preliminary results.

PubMed

Wenisch, Emilie; Cantegreil-Kallen, Inge; De Rotrou, Jocelyne; Garrigue, Pia; Moulin, Florence; Batouche, Fériel; Richard, Aurore; De Sant'Anna, Martha; Rigaud, Anne Sophie

2007-08-01

Cognitive training programs have been developed for Alzheimer's disease patients and the healthy elderly population. Collective cognitive stimulation programs have been shown to be efficient for subjects with memory complaint. The aim of this study was to evaluate the benefit of such cognitive programs in populations with Mild Cognitive Impairment (MCI). Twelve patients with MCI and twelve cognitively normal elders were administered a cognitive stimulation program. Cognitive performance (Logical Memory, Word paired associative learning task, Trail Making Test, verbal fluency test) were collected before and after the intervention. A gain score [(post-score - pre-score)/ pre-score] was calculated for each variable and compared between groups. The analysis revealed a larger intervention size effect in MCI than in normal elders' performances on the associative learning task (immediate recall: p<0.05, delayed recall: p<0.01). The intervention was more beneficial in improving associative memory abilities in MCI than in normal subjects. At the end of the intervention, the MCI group had lower results than the normal group only for the delayed recall of Logical Memory. Although further studies are needed for more details on the impact of cognitive stimulation programs on MCI patients, this intervention is effective in compensating associative memory difficulties of these patients. Among non-pharmacological interventions, cognitive stimulation therapy is a repeatable and inexpensive collective method that can easily be provided to various populations with the aim of slowing down the rate of decline in elderly persons with cognitive impairment.

The influence of project-based learning on the student conception about kinematics and critical thinking skills

NASA Astrophysics Data System (ADS)

Handhika, J.; Cari, C.; Sunarno, W.; Suparmi, A.; Kurniadi, E.

2018-05-01

This research revealed the influence of project-based learning (PjBL) to increasing the level of the conception. The research method used the pre-experimental design with one group pre-test post-test. PjBL applied to students of physics education program of IKIP PGRI Madiun (23 Students). The test used to determine the level of conception is multiple choice tests and index of certainty. Activities on PjBL described. Obtained that the PjBL model can increase the level of conception and Critical thinking skills with the average normalized gain 0.49 and 0.57 (Medium category). It can be concluded that the PjBL could improve the level of conception and critical thinking ability of the students. Implementation of each model phase following learning objectives and needs analysis is the key to improve both.

Let's 'play' with molecular pharmacology.

PubMed

Choudhury, Supriyo; Pradhan, Richeek; Sengupta, Gairik; Das, Manisha; Chatterjee, Manojit; Roy, Ranendra Kumar; Chatterjee, Suparna

2015-01-01

Understanding concepts of molecular mechanisms of drug action involves sequential visualization of physiological processes and drug effects, a task that can be difficult at an undergraduate level. Role-play is a teaching-learning methodology whereby active participation of students as well as clear visualization of the phenomenon is used to convey complex physiological concepts. However, its use in teaching drug action, a process that demands understanding of a second level of complexity over the physiological process, has not been investigated. We hypothesized that role-play can be an effective and well accepted method for teaching molecular pharmacology. In an observational study, students were guided to perform a role-play on a selected topic involving drug activity. Students' gain in knowledge was assessed comparing validated pre- and post-test questionnaires as well as class average normalized gain. The acceptance of role-play among undergraduate medical students was evaluated by Likert scale analysis and thematic analysis of their open-ended written responses. Significant improvement in knowledge (P < 0.001) was noted in the pre- to post-test knowledge scores, while a high gain in class average normalized score was evident. In Likert scale analysis, most students (93%) expressed that role-play was an acceptable way of teaching. In a thematic analysis, themes of both strengths and weaknesses of the session emerged. Role-play can be effectively utilized while teaching selected topics of molecular pharmacology in undergraduate medical curricula.

[Cognitive mechanisms in risky decision-making in cannabis users].

PubMed

J R, Alameda-Bailén; M P, Salguero-Alcañiz; A, Merchán-Clavellino; S, Paíno-Quesada

2014-01-01

The relationship between the use of cannabis and the decision-making processes was explored. A computerized version of the Iowa Gambling Task (Cards Software) in its normal and reverse version was used, and the Prospect Valence Learning (PVL) model, which characterize the process of decision-making based on the parameters: Recency, Consistency, Loss aversion and Utility shape, was applied. Seventy-three cannabis consumers and a control group with 73 nonconsumers participated in the study. In the normal mode, subjects in the control group scored higher than cannabis consumers. Both groups showed consistent responses and aversion to loss. Nonconsumers showed greater influence of the gain-loss frequency, while consumers were more influenced by the magnitude of the gain-loss. The influence of immediate choices was higher among consumers who showed a quick oblivion while in the control group this process was more gradual. In the reverse mode, task performance was better among control group participants. Both groups showed consistency, loss aversion, more influenced by the magnitude of the gain-loss, and low influence of immediate elections. The results show the relationship between drug use and the decision-making processes, being consistent with the results obtained in other studies where consumers had worse results than control group. Moreover, the PVL parameters allow to adequately characterize decision-making. This confirms the relationship between drug use and decision-making by either the vulnerability prior to consumption or the neurotoxicity of drugs.

Critical Thinking Skills of Students through Mathematics Learning with ASSURE Model Assisted by Software Autograph

NASA Astrophysics Data System (ADS)

Kristianti, Y.; Prabawanto, S.; Suhendra, S.

2017-09-01

This study aims to examine the ability of critical thinking and students who attain learning mathematics with learning model ASSURE assisted Autograph software. The design of this study was experimental group with pre-test and post-test control group. The experimental group obtained a mathematics learning with ASSURE-assisted model Autograph software and the control group acquired the mathematics learning with the conventional model. The data are obtained from the research results through critical thinking skills tests. This research was conducted at junior high school level with research population in one of junior high school student in Subang Regency of Lesson Year 2016/2017 and research sample of class VIII student in one of junior high school in Subang Regency for 2 classes. Analysis of research data is administered quantitatively. Quantitative data analysis was performed on the normalized gain level between the two sample groups using a one-way anova test. The results show that mathematics learning with ASSURE assisted model Autograph software can improve the critical thinking ability of junior high school students. Mathematical learning using ASSURE-assisted model Autograph software is significantly better in improving the critical thinking skills of junior high school students compared with conventional models.

What do Seniors Remember from Freshman Physics?

NASA Astrophysics Data System (ADS)

Barrantes, Analia; Pawl, Andrew; Pritchard, David E.

2009-11-01

We have given a group of 56 MIT seniors who took mechanics as freshmen a written test similar to the final exam they took in their freshman course, plus the Mechanics Baseline Test (MBT) and Colorado Learning Attitudes about Science Survey (C-LASS) standard instruments. Students in majors unrelated to physics scored 60% lower on the written analytic part of the final than they did as freshmen. The mean score of all students on conceptual multiple choice questions included on the final also declined by about 60% relative to the scores of freshmen. The mean score of all participants on the MBT was insignificantly changed from the posttest taken as freshmen. More specifically, however, the students' performance on 9 of the 26 MBT items (with 6 of the 9 involving graphical kinematics) represents a gain over their freshman pretest score (a normalized gain of about 70%, double the gain achieved in the freshman course alone), while their performance on the remaining 17 questions is best characterized as a loss of approximately 50% of the material learned in the freshman course. Attitudinal survey results indicate that almost half the seniors feel the specific mechanics course content is unlikely to be useful to them, a significant majority (75-85%) feel that physics does teach valuable skills, and an overwhelming majority believe that mechanics should remain a required course at MIT.

Effect of levels of inquiry model of science teaching on scientific literacy domain attitudes

NASA Astrophysics Data System (ADS)

Achmad, Maulana; Suhandi, Andi

2017-05-01

The aim of this research was to obtain an overview of the increase scientific literacy attitudes domain in high school students as the effects of the Levels of Inquiry (LOI) model of science teaching. This research using a quasi-experimental methods and randomizedpretest-posttest control group design. The subject of this research was students of grade X in a senior high school in Purwakarta and it consists of two classes who were divided into experimental class (30 students) and control class (30 students). While experimental class was taught LOIand control class was taught Interactive Lecture Demonstration (ILD). Data were collected using an attitude scale scientific literacy test which is based on the Likert scale. Data were analyzed using normality test, homogeneity test, and t-test to the value of N-gain attitude of scientific literacy scale test. The result of percentage average N-gain experimental class and control are 49 and 31 that classified into medium improvement category. Based on the results of hypothesis testing on the N-gain value obtained by the Sig.(One-tailed) 0.000 < 0.050, it means that H1 was accepted. The results showed that scientific literacy domain attitude of students who got learning by LOI is higher than students who got learning by ILD. It can be concluded that the effect of LOI is better to improve scientific literacy domain attitudes significantly.

Adaptations and deficits in the vestibulo-ocular reflex after sixth nerve palsy.

PubMed

Wong, Agnes M F; Tweed, Douglas; Sharpe, James A

2002-01-01

The effects of paralytic strabismus on the vestibulo-ocular reflex (VOR) have not been systematically investigated in humans. The purpose of this study was to analyze the VOR in patients with unilateral peripheral sixth nerve palsy. Twenty-one patients with unilateral peripheral sixth nerve palsy (6 severe, 7 moderate, 8 mild) and 15 normal subjects were studied. Subjects made sinusoidal +/-10 degrees head-on-body rotations in yaw and pitch at approximately 0.5 and 2 Hz, and in roll at approximately 0.5, 1, and 2 Hz. Eye movement recordings were obtained using magnetic scleral search coils in each eye in darkness and during monocular viewing in light. Static torsional VOR gains, defined as change in torsional eye position divided by change in head position during sustained head roll, were also measured. In all patients, horizontal VOR gains in darkness were decreased in the paretic eye in both abduction and adduction, but remained normal in the nonparetic eye in both directions. In light, horizontal visually enhanced VOR (VVOR) gains were normal in both eyes in moderate and mild palsy. In severe palsy, horizontal VVOR gains remained low in the paretic eye during viewing with either eye, whereas those in the nonparetic eye were higher than normal when the paretic eye viewed. Vertical VOR and VVOR were normal, but dynamic and static torsional VOR and VVOR gains were reduced in both eyes in all patients. In darkness, horizontal VOR gains were reduced during abduction of the paretic eye in all patients, as anticipated in sixth nerve palsy. Gains were also reduced during adduction of the paretic eye, suggesting that innervation to the medial rectus has changed. After severe palsy, vision did not increase abducting or adducting horizontal VVOR gains to normal in the paretic eye, but caused secondary increase in VVOR gains to values above unity in the nonparetic eye, when the paretic eye fixated. In mild and moderate palsy, vision enhanced the VOR in the paretic eye but caused no change in the nonparetic eye, suggesting a monocular readjustment of innervation selectively to the paretic eye. Vertical VOR and VVOR gains were normal, indicating that the lateral rectus did not have significant vertical actions through the excursions that we tested (+/-10 degrees ). Reduced torsional VOR gains in the paretic eye can be explained by the esotropia in sixth nerve palsy. Torsional VOR gain normally varies with vergence. We attribute the reduced torsional gains in the paretic eye to the mechanism that normally lowers it during convergence. The low torsional gains in the nonparetic eye may be an adaptation to reduce torsional disparity between the two eyes.

Gain-adaptive vector quantization for medium-rate speech coding

NASA Technical Reports Server (NTRS)

Chen, J.-H.; Gersho, A.

1985-01-01

A class of adaptive vector quantizers (VQs) that can dynamically adjust the 'gain' of codevectors according to the input signal level is introduced. The encoder uses a gain estimator to determine a suitable normalization of each input vector prior to VQ coding. The normalized vectors have reduced dynamic range and can then be more efficiently coded. At the receiver, the VQ decoder output is multiplied by the estimated gain. Both forward and backward adaptation are considered and several different gain estimators are compared and evaluated. An approach to optimizing the design of gain estimators is introduced. Some of the more obvious techniques for achieving gain adaptation are substantially less effective than the use of optimized gain estimators. A novel design technique that is needed to generate the appropriate gain-normalized codebook for the vector quantizer is introduced. Experimental results show that a significant gain in segmental SNR can be obtained over nonadaptive VQ with a negligible increase in complexity.

The Influence of Country of Origin and Academic Level on Asian Students' Gains of Learning

ERIC Educational Resources Information Center

Bista, Krishna

2015-01-01

The author examines whether gains of learning of Asian students are the same or different if they are from (a) East Asia, (b) South and Central Asia, or (c) Southeast Asia at undergraduate and graduate levels. Results indicated that East Asian students' gains of learning in personal development, science and development, general education,…

Study on the Correlation between Metacognitive Skills and Concept Gaining of Biology at Several Learning Models

ERIC Educational Resources Information Center

Siswati, Bea Hana; Corebima, Aloysius Duran

2017-01-01

Many researches on the correlation between metacognitive skills and concept gaining have been widely carried out based on a particular learning model. It was uncovered that there was a significant positive correlation between metacognitive skills and concept gaining. Is it always so, related to one or several learning models? This survey study is…

Examining student performance in an introductory Physics for engineering course: A quantitative case study.

NASA Astrophysics Data System (ADS)

Valente, Diego; Savkar, Amit; Mokaya, Fridah; Wells, James

The Force Concept Inventory (FCI) has been analyzed and studied in various ways with regards to students' understanding of basic physics concepts. We present normalized learning gains and effect size calculations of FCI scores, taken in the context of large-scale classes in a 4-year public university and course instruction that incorporates elements of Just-In-Time teaching and active learning components. In addition, we will present here a novel way of using FCI pre- and post-test as a predictor of students' performance on midterm and final exams. Utilizing a taxonomy table of physics concepts, we will look at student performance broken down by topic, while also examining possible correlations between FCI post-test scores and other course assessments. College of Liberal Arts and Sciences (CLAS), UConn.

A Comparison of a Maximum Exertion Method and a Model-Based, Sub-Maximum Exertion Method for Normalizing Trunk EMG

PubMed Central

Cholewicki, Jacek; van Dieën, Jaap; Lee, Angela S.; Reeves, N. Peter

2011-01-01

The problem with normalizing EMG data from patients with painful symptoms (e.g. low back pain) is that such patients may be unwilling or unable to perform maximum exertions. Furthermore, the normalization to a reference signal, obtained from a maximal or sub-maximal task, tends to mask differences that might exist as a result of pathology. Therefore, we presented a novel method (GAIN method) for normalizing trunk EMG data that overcomes both problems. The GAIN method does not require maximal exertions (MVC) and tends to preserve distinct features in the muscle recruitment patterns for various tasks. Ten healthy subjects performed various isometric trunk exertions, while EMG data from 10 muscles were recorded and later normalized using the GAIN and MVC methods. The MVC method resulted in smaller variation between subjects when tasks were executed at the three relative force levels (10%, 20%, and 30% MVC), while the GAIN method resulted in smaller variation between subjects when the tasks were executed at the three absolute force levels (50 N, 100 N, and 145 N). This outcome implies that the MVC method provides a relative measure of muscle effort, while the GAIN-normalized EMG data gives an estimate of the absolute muscle force. Therefore, the GAIN-normalized EMG data tends to preserve the EMG differences between subjects in the way they recruit their muscles to execute various tasks, while the MVC-normalized data will tend to suppress such differences. The appropriate choice of the EMG normalization method will depend on the specific question that an experimenter is attempting to answer. PMID:21665489

A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part II: Analysis of Student Demographics

NASA Astrophysics Data System (ADS)

Prather, E. E.; Consiglio, D.; Rudolph, A. L.; Brissenden, G.

2011-09-01

This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, non-science major, introductory astronomy courses (Astro 101). We report here on the analysis of how individual student characteristics affect student learning in these classes, and whether the demonstrated positive effect of interactive learning strategies on student learning differs based on these characteristics. This analysis was conducted using data from nearly 2000 students enrolled in 69 Astro 101 classes taught across the country. These students completed a 15-question demographic survey, in addition to completing the 26-question Light and Spectroscopy Concept Inventory (LSCI) pre- and post-instruction. The LSCI was used to determine student learning via a normalized gain calculated for each student. A multivariate regression analysis was conducted to determine how ascribed characteristics (personal demographic and family characteristics), obtained characteristics (academic achievement and student major), and the use of interactive learning strategies predict student learning in these classes. The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual characteristics. In addition, we find that the positive effects of interactive learning strategies are the same for strong and weak students, men and women, across ethnicities, and regardless of primary language. The research strongly suggests all students benefit from interactive learning strategies.

A game theory-reinforcement learning (GT-RL) method to develop optimal operation policies for multi-operator reservoir systems

NASA Astrophysics Data System (ADS)

Madani, Kaveh; Hooshyar, Milad

2014-11-01

Reservoir systems with multiple operators can benefit from coordination of operation policies. To maximize the total benefit of these systems the literature has normally used the social planner's approach. Based on this approach operation decisions are optimized using a multi-objective optimization model with a compound system's objective. While the utility of the system can be increased this way, fair allocation of benefits among the operators remains challenging for the social planner who has to assign controversial weights to the system's beneficiaries and their objectives. Cooperative game theory provides an alternative framework for fair and efficient allocation of the incremental benefits of cooperation. To determine the fair and efficient utility shares of the beneficiaries, cooperative game theory solution methods consider the gains of each party in the status quo (non-cooperation) as well as what can be gained through the grand coalition (social planner's solution or full cooperation) and partial coalitions. Nevertheless, estimation of the benefits of different coalitions can be challenging in complex multi-beneficiary systems. Reinforcement learning can be used to address this challenge and determine the gains of the beneficiaries for different levels of cooperation, i.e., non-cooperation, partial cooperation, and full cooperation, providing the essential input for allocation based on cooperative game theory. This paper develops a game theory-reinforcement learning (GT-RL) method for determining the optimal operation policies in multi-operator multi-reservoir systems with respect to fairness and efficiency criteria. As the first step to underline the utility of the GT-RL method in solving complex multi-agent multi-reservoir problems without a need for developing compound objectives and weight assignment, the proposed method is applied to a hypothetical three-agent three-reservoir system.

Comparison of machine learning and semi-quantification algorithms for (I123)FP-CIT classification: the beginning of the end for semi-quantification?

PubMed

Taylor, Jonathan Christopher; Fenner, John Wesley

2017-11-29

Semi-quantification methods are well established in the clinic for assisted reporting of (I123) Ioflupane images. Arguably, these are limited diagnostic tools. Recent research has demonstrated the potential for improved classification performance offered by machine learning algorithms. A direct comparison between methods is required to establish whether a move towards widespread clinical adoption of machine learning algorithms is justified. This study compared three machine learning algorithms with that of a range of semi-quantification methods, using the Parkinson's Progression Markers Initiative (PPMI) research database and a locally derived clinical database for validation. Machine learning algorithms were based on support vector machine classifiers with three different sets of features: Voxel intensities Principal components of image voxel intensities Striatal binding radios from the putamen and caudate. Semi-quantification methods were based on striatal binding ratios (SBRs) from both putamina, with and without consideration of the caudates. Normal limits for the SBRs were defined through four different methods: Minimum of age-matched controls Mean minus 1/1.5/2 standard deviations from age-matched controls Linear regression of normal patient data against age (minus 1/1.5/2 standard errors) Selection of the optimum operating point on the receiver operator characteristic curve from normal and abnormal training data Each machine learning and semi-quantification technique was evaluated with stratified, nested 10-fold cross-validation, repeated 10 times. The mean accuracy of the semi-quantitative methods for classification of local data into Parkinsonian and non-Parkinsonian groups varied from 0.78 to 0.87, contrasting with 0.89 to 0.95 for classifying PPMI data into healthy controls and Parkinson's disease groups. The machine learning algorithms gave mean accuracies between 0.88 to 0.92 and 0.95 to 0.97 for local and PPMI data respectively. Classification performance was lower for the local database than the research database for both semi-quantitative and machine learning algorithms. However, for both databases, the machine learning methods generated equal or higher mean accuracies (with lower variance) than any of the semi-quantification approaches. The gain in performance from using machine learning algorithms as compared to semi-quantification was relatively small and may be insufficient, when considered in isolation, to offer significant advantages in the clinical context.

The Impact of Cooperative Quizzes in a Large Introductory Astronomy Course for Non Science Majors

NASA Astrophysics Data System (ADS)

Zeilik, Michael; Morris, Vicky J.

In Astronomy 101 at the University of New Mexico, we carried out a repeated-items experiment on quizzes and tests to investigate the impact of cooperative testing. This trial was the only change in a reformed course format that had been refined over previous semesters. Our research questions were: Did cooperative quizzes result in gains for the class overall? Did these gains "stick" within the semester? In the spring and fall semesters of 2000, students took quizzes individually and in cooperative learning teams, and tests individually. Normalized gain, , on the quizzes averaged about 0.4, and effect size about 0.8 (approximately a 10% increase in class mean score). Repeating selected quiz items on a subsequent test demonstrated that the gain was sustained over a month in both semesters. In addition, we compared demographics of UNM students with those of the National Astronomy Diagnostic Test project. We found that UNM students are similar to the national sample, except in ethnicity (more Hispanic American, fewer White). Based on these results, we judge that our cooperative quiz strategy will likely succeed in other "Astro 101" classes.

The implementation of discovery learning model based on lesson study to increase student's achievement in colloid

NASA Astrophysics Data System (ADS)

Suyanti, Retno Dwi; Purba, Deby Monika

2017-03-01

The objectives of this research are to get the increase student's achievement on the discovery learning model based on lesson study. Beside of that, this research also conducted to know the cognitive aspect. This research was done in three school that are SMA N 3 Medan. Population is all the students in SMA N 11 Medan which taken by purposive random sampling. The research instruments are achievement test instruments that have been validated. The research data analyzed by statistic using Ms Excell. The result data shows that the student's achievement taught by discovery learning model based on Lesson study higher than the student's achievement taught by direct instructional method. It can be seen from the average of gain and also proved with t-test, the normalized gain in experimental class of SMA N 11 is (0.74±0.12) and control class (0.45±0.12), at significant level α = 0.05, Ha is received and Ho is refused where tcount>ttable in SMA N 11 (9.81>1,66). Then get the improvement cognitive aspect from three of school is C2 where SMA N 11 is 0.84(high). Then the observation sheet result of lesson study from SMA N 11 92 % of student working together while 67% less in active using media.

A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

ERIC Educational Resources Information Center

Soneral, Paula A. G.; Wyse, Sara A.

2017-01-01

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey…

Brain mapping in cognitive disorders: a multidisciplinary approach to learning the tools and applications of functional neuroimaging

PubMed Central

Kelley, Daniel J; Johnson, Sterling C

2007-01-01

Background With rapid advances in functional imaging methods, human studies that feature functional neuroimaging techniques are increasing exponentially and have opened a vast arena of new possibilities for understanding brain function and improving the care of patients with cognitive disorders in the clinical setting. There is a growing need for medical centers to offer clinically relevant functional neuroimaging courses that emphasize the multifaceted and multidisciplinary nature of this field. In this paper, we describe the implementation of a functional neuroimaging course focusing on cognitive disorders that might serve as a model for other medical centers. We identify key components of an active learning course design that impact student learning gains in methods and issues pertaining to functional neuroimaging that deserve consideration when optimizing the medical neuroimaging curriculum. Methods Learning gains associated with the course were assessed using polychoric correlation analysis of responses to the SALG (Student Assessment of Learning Gains) instrument. Results Student gains in the functional neuroimaging of cognition as assessed by the SALG instrument were strongly associated with several aspects of the course design. Conclusion Our implementation of a multidisciplinary and active learning functional neuroimaging course produced positive learning outcomes. Inquiry-based learning activities and an online learning environment contributed positively to reported gains. This functional neuroimaging course design may serve as a useful model for other medical centers. PMID:17953758

The CREATE Method Does Not Result in Greater Gains in Critical Thinking than a More Traditional Method of Analyzing the Primary Literature †

PubMed Central

Segura-Totten, Miriam; Dalman, Nancy E.

2013-01-01

Analysis of the primary literature in the undergraduate curriculum is associated with gains in student learning. In particular, the CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret the data, and Think of the next Experiment) method is associated with an increase in student critical thinking skills. We adapted the CREATE method within a required cell biology class and compared the learning gains of students using CREATE to those of students involved in less structured literature discussions. We found that while both sets of students had gains in critical thinking, students who used the CREATE method did not show significant improvement over students engaged in a more traditional method for dissecting the literature. Students also reported similar learning gains for both literature discussion methods. Our study suggests that, at least in our educational context, the CREATE method does not lead to higher learning gains than a less structured way of reading primary literature. PMID:24358379

Chronic Allopurinol Treatment during the Last Trimester of Pregnancy in Sows: Effects on Low and Normal Birth Weight Offspring

PubMed Central

Gieling, Elise T.; Antonides, Alexandra; Fink-Gremmels, Johanna; ter Haar, Kim; Kuller, Wikke I.; Meijer, Ellen; Nordquist, Rebecca E.; Stouten, Jacomijn M.; Zeinstra, Elly; van der Staay, Franz Josef

2014-01-01

Low-birth-weight (LBW) children are born with several risk factors for disease, morbidity and neonatal mortality, even if carried to term. Placental insufficiency leading to hypoxemia and reduced nutritional supply is the main cause for LBW. Brain damage and poor neurological outcome can be the consequence. LBW after being carried to term gives better chances for survival, but these children are still at risk for poor health and the development of cognitive impairments. Preventive therapies are not yet available. We studied the risk/efficacy of chronic prenatal treatment with the anti-oxidative drug allopurinol, as putative preventive treatment in piglets. LBW piglets served as a natural model for LBW. A cognitive holeboard test was applied to study the learning and memory abilities of these allopurinol treated piglets after weaning. Preliminary analysis of the plasma concentrations in sows and their piglets suggested that a daily dose of 15 mg.kg−1 resulted in effective plasma concentration of allopurinol in piglets. No adverse effects of chronic allopurinol treatment were found on farrowing, birth weight, open field behavior, learning abilities, relative brain, hippocampus and spleen weights. LBW piglets showed increased anxiety levels in an open field test, but cognitive performance was not affected by allopurinol treatment. LBW animals treated with allopurinol showed the largest postnatal compensatory body weight gain. In contrast to a previous study, no differences in learning abilities were found between LBW and normal-birth-weight piglets. This discrepancy might be attributable to experimental differences. Our results indicate that chronic prenatal allopurinol treatment during the third trimester of pregnancy is safe, as no adverse side effects were observed. Compensatory weight gain of treated piglets is a positive indication for the chronic prenatal use of allopurinol in these animals. Further studies are needed to assess the possible preventive effects of allopurinol on brain functions in LBW piglets. PMID:24466072

Mobility scooter driving ability in visually impaired individuals.

PubMed

Cordes, Christina; Heutink, Joost; Brookhuis, Karel A; Brouwer, Wiebo H; Melis-Dankers, Bart J M

2018-06-01

To investigate how well visually impaired individuals can learn to use mobility scooters and which parts of the driving task deserve special attention. A mobility scooter driving skill test was developed to compare driving skills (e.g. reverse driving, turning) between 48 visually impaired (very low visual acuity = 14, low visual acuity = 10, peripheral field defects = 11, multiple visual impairments = 13) and 37 normal-sighted controls without any prior experience with mobility scooters. Performance on this test was rated on a three-point scale. Furthermore, the number of extra repetitions on the different elements were noted. Results showed that visually impaired participants were able to gain sufficient driving skills to be able to use mobility scooters. Participants with visual field defects combined with low visual acuity showed most problems learning different skills and needed more training. Reverse driving and stopping seemed to be most difficult. The present findings suggest that visually impaired individuals are able to learn to drive mobility scooters. Mobility scooter allocators should be aware that these individuals might need more training on certain elements of the driving task. Implications for rehabilitation Visual impairments do not necessarily lead to an inability to acquire mobility scooter driving skills. Individuals with peripheral field defects (especially in combination with reduced visual acuity) need more driving ability training compared to normal-sighted people - especially to accomplish reversing. Individual assessment of visually impaired people is recommended, since participants in this study showed a wide variation in ability to learn driving a mobility scooter.

Development, Validation, and Application of the Microbiology Concept Inventory †

PubMed Central

Paustian, Timothy D.; Briggs, Amy G.; Brennan, Robert E.; Boury, Nancy; Buchner, John; Harris, Shannon; Horak, Rachel E. A.; Hughes, Lee E.; Katz-Amburn, D. Sue; Massimelli, Maria J.; McDonald, Ann H.; Primm, Todd P.; Smith, Ann C.; Stevens, Ann M.; Yung, Sunny B.

2017-01-01

If we are to teach effectively, tools are needed to measure student learning. A widely used method for quickly measuring student understanding of core concepts in a discipline is the concept inventory (CI). Using the American Society for Microbiology Curriculum Guidelines (ASMCG) for microbiology, faculty from 11 academic institutions created and validated a new microbiology concept inventory (MCI). The MCI was developed in three phases. In phase one, learning outcomes and fundamental statements from the ASMCG were used to create T/F questions coupled with open responses. In phase two, the 743 responses to MCI 1.0 were examined to find the most common misconceptions, which were used to create distractors for multiple-choice questions. MCI 2.0 was then administered to 1,043 students. The responses of these students were used to create MCI 3.0, a 23-question CI that measures students’ understanding of all 27 fundamental statements. MCI 3.0 was found to be reliable, with a Cronbach’s alpha score of 0.705 and Ferguson’s delta of 0.97. Test item analysis demonstrated good validity and discriminatory power as judged by item difficulty, item discrimination, and point-biserial correlation coefficient. Comparison of pre- and posttest scores showed that microbiology students at 10 institutions showed an increase in understanding of concepts after instruction, except for questions probing metabolism (average normalized learning gain was 0.15). The MCI will enable quantitative analysis of student learning gains in understanding microbiology, help to identify misconceptions, and point toward areas where efforts should be made to develop teaching approaches to overcome them. PMID:29854042

Estimating learning outcomes from pre- and posttest student self-assessments: a longitudinal study.

PubMed

Schiekirka, Sarah; Reinhardt, Deborah; Beißbarth, Tim; Anders, Sven; Pukrop, Tobias; Raupach, Tobias

2013-03-01

Learning outcome is an important measure for overall teaching quality and should be addressed by comprehensive evaluation tools. The authors evaluated the validity of a novel evaluation tool based on student self-assessments, which may help identify specific strengths and weaknesses of a particular course. In 2011, the authors asked 145 fourth-year students at Göttingen Medical School to self-assess their knowledge on 33 specific learning objectives in a pretest and posttest as part of a cardiorespiratory module. The authors compared performance gain calculated from self-assessments with performance gain derived from formative examinations that were closely matched to these 33 learning objectives. Eighty-three students (57.2%) completed the assessment. There was good agreement between performance gain derived from subjective data and performance gain derived from objective examinations (Pearson r=0.78; P<.0001) on the group level. The association between the two measures was much weaker when data were analyzed on the individual level. Further analysis determined a quality cutoff for performance gain derived from aggregated student self-assessments. When using this cutoff, the evaluation tool was highly sensitive in identifying specific learning objectives with favorable or suboptimal objective performance gains. The tool is easy to implement, takes initial performance levels into account, and does not require extensive pre-post testing. By providing valid estimates of actual performance gain obtained during a teaching module, it may assist medical teachers in identifying strengths and weaknesses of a particular course on the level of specific learning objectives.

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Content, Social, and Metacognitive Statements: An Empirical Study Comparing Human-Human and Human-Computer Tutorial Dialogue

DTIC Science & Technology

2010-01-01

for each participant using the formula gain = ( posttest − pretest )/(1− pretest ). 6.2 Content-Learning Correlations The summary of language statistics...differences also affect which factors are correlated with learning gain and user satisfaction. We argue that ITS designers should pay particular...factors are correlated with learning gain and user satisfaction. We argue that ITS designers should pay particular attention to strategies for dealing

Ventral and Dorsal Striatum Networks in Obesity: Link to Food Craving and Weight Gain.

PubMed

Contreras-Rodríguez, Oren; Martín-Pérez, Cristina; Vilar-López, Raquel; Verdejo-Garcia, Antonio

2017-05-01

The food addiction model proposes that obesity overlaps with addiction in terms of neurobiological alterations in the striatum and related clinical manifestations (i.e., craving and persistence of unhealthy habits). Therefore, we aimed to examine the functional connectivity of the striatum in excess-weight versus normal-weight subjects and to determine the extent of the association between striatum connectivity and individual differences in food craving and changes in body mass index (BMI). Forty-two excess-weight participants (BMI > 25) and 39 normal-weight participants enrolled in the study. Functional connectivity in the ventral and dorsal striatum was indicated by seed-based analyses on resting-state data. Food craving was indicated with subjective ratings of visual cues of high-calorie food. Changes in BMI between baseline and 12 weeks follow-up were assessed in 28 excess-weight participants. Measures of connectivity in the ventral striatum and dorsal striatum were compared between groups and correlated with craving and BMI change. Participants with excess weight displayed increased functional connectivity between the ventral striatum and the medial prefrontal and parietal cortices and between the dorsal striatum and the somatosensory cortex. Dorsal striatum connectivity correlated with food craving and predicted BMI gains. Obesity is linked to alterations in the functional connectivity of dorsal striatal networks relevant to food craving and weight gain. These neural alterations are associated with habit learning and thus compatible with the food addiction model of obesity. Copyright © 2016 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

Nursing and midwifery students' perception of learning enablers and gains in the first semester of their BSc programmes: A cross sectional study.

PubMed

Redmond, Catherine; Davies, Carmel; Halligan, Phil; Joye, Regina; Carroll, Lorraine; Frawley, Timothy

2018-06-01

The student experience in the first year of university is fundamental to successful adaption to the higher education environment and shapes student engagement with their chosen degree. Students' feedback on this experience is essential when designing or reviewing curricula. The aim of this study was to explore students' perceptions of their learning gains to identify factors that support student learning and identify elements that need improvement if specific learning needs are to be met. A cross sectional descriptive study. A large urban university in Ireland that provides undergraduate nursing and midwifery degree programmes. The study was conducted using the Student Assessment of Learning Gains (SALG) questionnaire. This instrument consists of a series of closed questions which explore perceived student gains in skills, cognitions and attitudes. The questionnaire was adapted for a semester rather than a module evaluation. The tool also includes a series of open questions inviting students to comment in each section. Students (n = 206) positively evaluated teaching and learning approaches used. The greatest enablers of learning were clinical skills laboratory small group teaching and support followed by online learning materials and multiple choice formative assessment questions. They reported gains in knowledge, generic skills development and an increase in confidence and enthusiasm for their chosen career. The feedback gained in this study provides valuable knowledge about the elements that support nursing and midwifery students learning and highlights areas that require attention. This is particularly useful for faculty who are involved in curriculum review and enhancement and in student engagement and retention. Copyright © 2018 Elsevier Ltd. All rights reserved.

Excessive Gestational Weight Gain in the First Trimester among Women with Normal Glucose Tolerance and Resulting Neonatal Adiposity

PubMed Central

Josefson, Jami L.; Simons, Hannah; Zeiss, Dinah M.; Metzger, Boyd E.

2016-01-01

Objective To assess whether weight gain above or below Institute of Medicine (IOM) recommended amounts in an ethnically diverse obstetric population with normal glucose tolerance is associated with differences in neonatal adiposity. Study Design In this prospective cohort study, healthy women with normal glucose tolerance based on the International Association of Diabetes and Pregnancy Study Groups guidelines were enrolled. Gestational weight at multiple time points were collected. Neonatal adiposity was measured by air displacement plethysmography at 24-72 hours of life. Analyses included Fisher's exact test, ANOVA, and a trajectory analysis using a group-based weight gain trajectory model with a censored normal distribution. Result Overweight and obese women were more likely to exceed IOM weight gain guidelines. Regardless, there was no significant difference in %body fat of neonates born to mothers who either met or exceeded gestational weight gain guidelines. Gestational weight gain timing influenced neonatal anthropometrics: women who gained excessively by the first prenatal visit had neonates with significantly higher birth weight (3.91 kg vs. 3.45 kg, p<0.001), and %body fat (13.7% vs. 10.9%, p=0.0001) compared to women who had steady, moderate gestational weight gain. Conclusion Avoidance of excessive gestational weight gain in the first trimester may prevent high amounts of neonatal adiposity. PMID:27583397

Multi-layer network utilizing rewarded spike time dependent plasticity to learn a foraging task

PubMed Central

2017-01-01

Neural networks with a single plastic layer employing reward modulated spike time dependent plasticity (STDP) are capable of learning simple foraging tasks. Here we demonstrate advanced pattern discrimination and continuous learning in a network of spiking neurons with multiple plastic layers. The network utilized both reward modulated and non-reward modulated STDP and implemented multiple mechanisms for homeostatic regulation of synaptic efficacy, including heterosynaptic plasticity, gain control, output balancing, activity normalization of rewarded STDP and hard limits on synaptic strength. We found that addition of a hidden layer of neurons employing non-rewarded STDP created neurons that responded to the specific combinations of inputs and thus performed basic classification of the input patterns. When combined with a following layer of neurons implementing rewarded STDP, the network was able to learn, despite the absence of labeled training data, discrimination between rewarding patterns and the patterns designated as punishing. Synaptic noise allowed for trial-and-error learning that helped to identify the goal-oriented strategies which were effective in task solving. The study predicts a critical set of properties of the spiking neuronal network with STDP that was sufficient to solve a complex foraging task involving pattern classification and decision making. PMID:28961245

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.

Validating the Learning Cycle Models of Business Simulation Games via Student Perceived Gains in Skills and Knowledge

ERIC Educational Resources Information Center

Tao, Yu-Hui; Yeh, C. Rosa; Hung, Kung Chin

2015-01-01

Several theoretical models have been constructed to determine the effects of buisness simulation games (BSGs) on learning performance. Although these models agree on the concept of learning-cycle effect, no empirical evidence supports the claim that the use of learning cycle activities with BSGs produces an effect on incremental gains in knowledge…

Video Head Impulse Test for Early Diagnosis of Vestibular Neuritis Among Acute Vertigo.

PubMed

Guan, Qiongfeng; Zhang, Lisan; Hong, Wenke; Yang, Yi; Chen, Zhaoying; Lu, Peilin; Zhang, Dan; Hu, Xingyue

2017-09-01

This study assesses the value of the video head impulse test (vHIT) for early diagnosis of vestibular neuritis (VN) among acute vertigo. Thirty-three cases of vestibular neuritis (VN), 96 patients with other acute vertigo (AV), and 50 cases of normal controls used vHIT to quantitatively test a pair of horizontal vestibulo-ocular reflection (VOR) gains, two pairs of vertical VOR gains, and the corresponding three pairs of VOR gain asymmetry. The peculiarity of VOR gains in VN and the differences between VN and other AV, normal controls by vHIT, were collected and analyzed. There were statistically significant differences in the three pairs of VOR gains asymmetry between VN and other AV, and normal controls (P<0.01). The sensitivity was 87.9% and specificity was 94.3% in differentiating VN from normal and other acute vertigo by vHIT. This study shows vHIT has advantages in the diagnosis of VN in acute vertigo with good sensitivity and specificity and indicates a widespread clinical application.

Life Span Differences in Electrophysiological Correlates of Monitoring Gains and Losses during Probabilistic Reinforcement Learning

ERIC Educational Resources Information Center

Hammerer, Dorothea; Li, Shu-Chen; Muller, Viktor; Lindenberger, Ulman

2011-01-01

By recording the feedback-related negativity (FRN) in response to gains and losses, we investigated the contribution of outcome monitoring mechanisms to age-associated differences in probabilistic reinforcement learning. Specifically, we assessed the difference of the monitoring reactions to gains and losses to investigate the monitoring of…

Design of optimally normal minimum gain controllers by continuation method

NASA Technical Reports Server (NTRS)

Lim, K. B.; Juang, J.-N.; Kim, Z. C.

1989-01-01

A measure of the departure from normality is investigated for system robustness. An attractive feature of the normality index is its simplicity for pole placement designs. To allow a tradeoff between system robustness and control effort, a cost function consisting of the sum of a norm of weighted gain matrix and a normality index is minimized. First- and second-order necessary conditions for the constrained optimization problem are derived and solved by a Newton-Raphson algorithm imbedded into a one-parameter family of neighboring zero problems. The method presented allows the direct computation of optimal gains in terms of robustness and control effort for pole placement problems.

Investigating College Learning Gain: Exploring a Propensity Score Weighting Approach

ERIC Educational Resources Information Center

Liu, Ou Lydia; Liu, Huili; Roohr, Katrina Crotts; McCaffrey, Daniel F.

2016-01-01

Learning outcomes assessment has been widely used by higher education institutions both nationally and internationally. One of its popular uses is to document learning gains of students. Prior studies have recognized the potential imbalance between freshmen and seniors in terms of their background characteristics and their prior academic…

Learning about Professional Growth through Listening to Teachers

ERIC Educational Resources Information Center

Taylor, Phil

2017-01-01

This article explores teacher learning and development, drawing on insights gained during two study visits and an international collaborative project. The article also charts a phase in the author's own learning, reflecting a growing recognition of the complexities of professional growth, gained through listening to teachers. A tentative process…

Comprehension through cooperation: Medical students and physiotherapy apprentices learn in teams - Introducing interprofessional learning at the University Medical Centre Mannheim, Germany.

PubMed

Mette, Mira; Dölken, Mechthild; Hinrichs, Jutta; Narciß, Elisabeth; Schüttpelz-Brauns, Katrin; Weihrauch, Ute; Fritz, Harald M

2016-01-01

In order to better prepare future health care professionals for interprofessional cooperation, interprofessional learning sessions for medical students and physiotherapy apprentices were developed at the University Medical Centre Mannheim, Germany. The experience gained from designing, implementing and evaluating these learning sessions is presented and discussed. A total of 265 medical students and 43 physiotherapy apprentices attended five interprofessional learning sessions. Of these, 87-100% responded to closed and open-ended questions on a self-developed questionnaire (24 items). The responses regarding self-reported learning gains, benefit, motivation and satisfaction with the sessions were analyzed separately by professions. The learning sessions were well received by both groups. More than 75% of all participants were of the opinion that they could not have learned the new material in a better way. Significant differences between the medical students and the physiotherapy apprentices were mainly found with regard to perceived learning gains, which physiotherapy apprentices reported as being lower. Positive aspects of interprofessionalism were most often emphasized in the responses to the open-ended questions. Most frequently criticized were organizational aspects and a lack of perceived learning gains. The introduction of interprofessional learning entails great effort in terms of organizational and administrative challenges. However, the project is considered worthwhile because the interprofessional aspects of the learning sessions were indeed valued by the participants. Permanently including and expanding interprofessional learning in the curricula of both professions longitudinally is therefore something to strive for.

Active Learning in the Physics Classroom

NASA Astrophysics Data System (ADS)

Naron, Carol

Many students enter physics classes filled with misconceptions about physics concepts. Students tend to retain these misconceptions into their adult lives, even after physics instruction. Constructivist researchers have found that students gain understanding through their experiences. Researchers have also found that active learning practices increase conceptual understanding of introductory physics students. This project study sought to examine whether incorporating active learning practices in an advanced placement physics classroom increased conceptual understanding as measured by the force concept inventory (FCI). Physics students at the study site were given the FCI as both a pre- and posttest. Test data were analyzed using two different methods---a repeated-measures t test and the Hake gain method. The results of this research project showed that test score gains were statistically significant, as measured by the t test. The Hake gain results indicated a low (22.5%) gain for the class. The resulting project was a curriculum plan for teaching the mechanics portion of Advanced Placement (AP) physics B as well as several active learning classroom practices supported by the research. This project will allow AP physics teachers an opportunity to improve their curricular practices. Locally, the results of this project study showed that research participants gained understanding of physics concepts. Social change may occur as teachers implement active learning strategies, thus creating improved student understanding of physics concepts.

Grammar Predicts Procedural Learning and Consolidation Deficits in Children with Specific Language Impairment

PubMed Central

Hedenius, Martina; Persson, Jonas; Tremblay, Antoine; Adi-Japha, Esther; Veríssimo, João; Dye, Cristina D.; Alm, Per; Jennische, Margareta; Tomblin, J. Bruce; Ullman, Michael T.

2011-01-01

The Procedural Deficit Hypothesis (PDH) posits that Specific Language Impairment (SLI) can be largely explained by abnormalities of brain structures that subserve procedural memory. The PDH predicts impairments of procedural memory itself, and that such impairments underlie the grammatical deficits observed in the disorder. Previous studies have indeed reported procedural learning impairments in SLI, and have found that these are associated with grammatical difficulties. The present study extends this research by examining the consolidation and longer-term procedural sequence learning in children with SLI. The Alternating Serial Reaction Time (ASRT) task was given to children with SLI and typically-developing (TD) children in an initial learning session and an average of three days later to test for consolidation and longer-term learning. Although both groups showed evidence of initial sequence learning, only the TD children showed clear signs of consolidation, even though the two groups did not differ in longer-term learning. When the children were re-categorized on the basis of grammar deficits rather than broader language deficits, a clearer pattern emerged. Whereas both the grammar impaired and normal grammar groups showed evidence of initial sequence learning, only those with normal grammar showed consolidation and longer-term learning. Indeed, the grammar-impaired group appeared to lose any sequence knowledge gained during the initial testing session. These findings held even when controlling for vocabulary or a broad non-grammatical language measure, neither of which were associated with procedural memory. When grammar was examined as a continuous variable over all children, the same relationships between procedural memory and grammar, but not vocabulary or the broader language measure, were observed. Overall, the findings support and further specify the PDH. They suggest that consolidation and longer-term procedural learning are impaired in SLI, but that these impairments are specifically tied to the grammatical deficits in the disorder. The possibility that consolidation and longer-term learning are problematic in the disorder suggests a locus of potential study for therapeutic approaches. In sum, this study clarifies our understanding of the underlying deficits in SLI, and suggests avenues for further research. PMID:21840165

Biological classification with RNA-Seq data: Can alternatively spliced transcript expression enhance machine learning classifier?

PubMed

Johnson, Nathan T; Dhroso, Andi; Hughes, Katelyn J; Korkin, Dmitry

2018-06-25

The extent to which the genes are expressed in the cell can be simplistically defined as a function of one or more factors of the environment, lifestyle, and genetics. RNA sequencing (RNA-Seq) is becoming a prevalent approach to quantify gene expression, and is expected to gain better insights to a number of biological and biomedical questions, compared to the DNA microarrays. Most importantly, RNA-Seq allows to quantify expression at the gene and alternative splicing isoform levels. However, leveraging the RNA-Seq data requires development of new data mining and analytics methods. Supervised machine learning methods are commonly used approaches for biological data analysis, and have recently gained attention for their applications to the RNA-Seq data. In this work, we assess the utility of supervised learning methods trained on RNA-Seq data for a diverse range of biological classification tasks. We hypothesize that the isoform-level expression data is more informative for biological classification tasks than the gene-level expression data. Our large-scale assessment is done through utilizing multiple datasets, organisms, lab groups, and RNA-Seq analysis pipelines. Overall, we performed and assessed 61 biological classification problems that leverage three independent RNA-Seq datasets and include over 2,000 samples that come from multiple organisms, lab groups, and RNA-Seq analyses. These 61 problems include predictions of the tissue type, sex, or age of the sample, healthy or cancerous phenotypes and, the pathological tumor stage for the samples from the cancerous tissue. For each classification problem, the performance of three normalization techniques and six machine learning classifiers was explored. We find that for every single classification problem, the isoform-based classifiers outperform or are comparable with gene expression based methods. The top-performing supervised learning techniques reached a near perfect classification accuracy, demonstrating the utility of supervised learning for RNA-Seq based data analysis. Published by Cold Spring Harbor Laboratory Press for the RNA Society.

Towards a Quality Assessment Method for Learning Preference Profiles in Negotiation

NASA Astrophysics Data System (ADS)

Hindriks, Koen V.; Tykhonov, Dmytro

In automated negotiation, information gained about an opponent's preference profile by means of learning techniques may significantly improve an agent's negotiation performance. It therefore is useful to gain a better understanding of how various negotiation factors influence the quality of learning. The quality of learning techniques in negotiation are typically assessed indirectly by means of comparing the utility levels of agreed outcomes and other more global negotiation parameters. An evaluation of learning based on such general criteria, however, does not provide any insight into the influence of various aspects of negotiation on the quality of the learned model itself. The quality may depend on such aspects as the domain of negotiation, the structure of the preference profiles, the negotiation strategies used by the parties, and others. To gain a better understanding of the performance of proposed learning techniques in the context of negotiation and to be able to assess the potential to improve the performance of such techniques a more systematic assessment method is needed. In this paper we propose such a systematic method to analyse the quality of the information gained about opponent preferences by learning in single-instance negotiations. The method includes measures to assess the quality of a learned preference profile and proposes an experimental setup to analyse the influence of various negotiation aspects on the quality of learning. We apply the method to a Bayesian learning approach for learning an opponent's preference profile and discuss our findings.

Placement and Achievement of Urban Hispanic Middle Schoolers with Specific Learning Disabilities

ERIC Educational Resources Information Center

Barrocas, Lisa; Cramer, Elizabeth D.

2014-01-01

This study examined achievement gains in reading and math for Hispanic middle school students with specific learning disabilities in inclusive versus segregated settings in a large urban school district. The authors report learning gains for students with and without disabilities in inclusive versus segregated settings. Results indicate no…

Students' Experiences of Learning: Orientations to Learning, Perceptions of Gains, and Development as Learners.

ERIC Educational Resources Information Center

Morgan, Alistair; And Others

Students' orientations to learning, their perceptions of gain from their studies at Great Britain's Open University, and their development as learners were studied. Thirty students were followed from their first university course, the Social Science Foundation Course, through their two subsequent years of study, using in-depth interviews to…

Using the Blended Learning Approach in a Quantitative Literacy Course

ERIC Educational Resources Information Center

Botts, Ryan T.; Carter, Lori; Crockett, Catherine

2018-01-01

The efforts to improve the quantitative reasoning (quantitative literacy) skills of college students in the United States have been gaining momentum in recent years. At the same time, the blended learning approach to course delivery has gained in popularity, promising better learning with flexible modalities and pace. This paper presents the…

Enrolment Purposes, Instructional Activities, and Perceptions of Attitudinal Learning in a Human Trafficking MOOC

ERIC Educational Resources Information Center

Watson, Sunnie Lee; Kim, Woori

2016-01-01

This study examines learner enrolment purposes, perceptions on instructional activities and their relationship to learning gains in a Massive Open Online Course (MOOC) for attitudinal change regarding human trafficking. Using an author-developed survey, learners reported their perceptions on instructional activities and learning gains within the…

Student Learning in Science Simulations: Design Features that Promote Learning Gains

ERIC Educational Resources Information Center

Scalise, Kathleen; Timms, Michael; Moorjani, Anita; Clark, LaKisha; Holtermann, Karen; Irvin, P. Shawn

2011-01-01

This research examines science-simulation software available for grades 6-12 science courses. The study presented, funded by the National Science Foundation, had two objectives: a literature synthesis and a product review. The literature synthesis examines research findings on grade 6-12 student learning gains and losses using virtual laboratories…

The Learning Outcomes Race: The Value of Self-Reported Gains in Large Research Universities

ERIC Educational Resources Information Center

Douglass, John Aubrey; Thomson, Gregg; Zhao, Chun-Mei

2012-01-01

Throughout the world, measuring "learning outcomes" is viewed by many stakeholders as a relatively new method to judge the "value added" of colleges and universities. The potential to accurately measure learning gains is also a diagnostic tool for institutional self-improvement. This essay discussed the marketisation of…

Addressing Gender Disparity in Introductory Physics Courses: Are existing reforms enough?

NASA Astrophysics Data System (ADS)

Finkelstein, Noah; Pollock, Steven; Dubson, Michael

2007-03-01

Previously researchers have reported that by transforming teaching practices in introductory physics, it is possible to eliminate the disparity in achievement of males and females on measures of conceptual learning. [1] We follow-up on the studies of the original researchers by comparing achievement of male and female students on measures of conceptual learning in the introductory physics courses at a large public research university. Just as the original authors find, we observe that reform teaching practices, such as the use of Peer Instruction [2] increase the learning gains of all students in introductory physics. Additionally, we observe a significant reduction in this gender gap in learning gains in some but not all of our transformed courses. Notably, however, the gender gap does not completely disappear in any of our courses. In addition to discussing learning gains, we analyze shifts in student beliefs [3] and examine correlations between student beliefs and learning gains. [1] Lorenzo, M et al. (2006).Am. J. Phys. 74(2): 118-122 [2] Mazur, E. (1997). Peer Instruction (Prentice Hall). [3] Adams, W.K et al. Physical Review, ST:PER. 2,1,010101.

Tracking Porters: Learning the Craft of Techno-Anthropology.

PubMed

Bruun, Maja Hojer; Krause-Jensen, Jakob; Saltofte, Margit

2015-01-01

Anthropology attempts to gain insight into people's experiential life-worlds through long-term fieldwork. The quality of anthropological knowledge production, however, does not depend solely on the duration of the stay in the field, but also on a particular way of seeing social situations. The anthropological perspective is grounded in socio-cultural theory and forged by a distinct relativist or contextualist epistemological stance. The point is to understand events, concepts and phenomena from the insiders' point of view and to show how this view relates to the particular social and cultural context. In this chapter, we argue that although anthropology has its specific methodology - including a myriad of ethnographic data-gathering tools, techniques, analytical approaches and theories - it must first and foremost be understood as a craft. Anthropology as craft requires a specific 'anthropological sensibility' that differs from the standardized procedures of normal science. To establish our points we use an example of problem-based project work conducted by a group of Techno-Anthropology students at Aalborg University, we focus on key aspects of this craft and how the students began to learn it: For two weeks the students followed the work of a group of porters. Drawing on anthropological concepts and research strategies the students gained crucial insights about the potential effects of using tracking technologies in the hospital.

Cabri 3D - assisted collaborative learning to enhance junior high school students’ spatial ability

NASA Astrophysics Data System (ADS)

Muntazhimah; Miatun, A.

2018-01-01

The main purpose of this quasi-experimental study was to determine the enhancement of spatial ability of junior high school students who learned through Cabri-3D assisted collaborative learning. The methodology of this study was the nonequivalent group that was conducted to students of the eighth grade in a junior high school as a population. Samples consisted one class of the experimental group who studied with Cabri-3D assisted collaborative learning and one class as a control group who got regular learning activity. The instrument used in this study was a spatial ability test. Analyzing normalized gain of students’ spatial ability based on mathemathical prior knowledge (MPK) and its interactions was tested by two-way ANOVA at a significance level of 5% then continued with using Post Hoc Scheffe test. The research results showed that there was significant difference in enhancement of the spatial ability between students who learnt with Cabri 3D assisted collaborative learning and students who got regular learning, there was significant difference in enhancement of the spatial ability between students who learnt with cabri 3D assisted collaborative learning and students who got regular learning in terms of MPK and there is no significant interaction between learning (Cabri-3D assisted collaborative learning and regular learning) with students’ MPK (high, medium, and low) toward the enhancement of students’ spatial abilities. From the above findings, it can be seen that cabri-3D assisted collaborative learning could enhance spatial ability of junior high school students.

Comprehension through cooperation: Medical students and physiotherapy apprentices learn in teams – Introducing interprofessional learning at the University Medical Centre Mannheim, Germany

PubMed Central

Mette, Mira; Dölken, Mechthild; Hinrichs, Jutta; Narciß, Elisabeth; Schüttpelz-Brauns, Katrin; Weihrauch, Ute; Fritz, Harald M.

2016-01-01

Aim: In order to better prepare future health care professionals for interprofessional cooperation, interprofessional learning sessions for medical students and physiotherapy apprentices were developed at the University Medical Centre Mannheim, Germany. The experience gained from designing, implementing and evaluating these learning sessions is presented and discussed. Method: A total of 265 medical students and 43 physiotherapy apprentices attended five interprofessional learning sessions. Of these, 87-100% responded to closed and open-ended questions on a self-developed questionnaire (24 items). The responses regarding self-reported learning gains, benefit, motivation and satisfaction with the sessions were analyzed separately by professions. Results: The learning sessions were well received by both groups. More than 75% of all participants were of the opinion that they could not have learned the new material in a better way. Significant differences between the medical students and the physiotherapy apprentices were mainly found with regard to perceived learning gains, which physiotherapy apprentices reported as being lower. Positive aspects of interprofessionalism were most often emphasized in the responses to the open-ended questions. Most frequently criticized were organizational aspects and a lack of perceived learning gains. Conclusion: The introduction of interprofessional learning entails great effort in terms of organizational and administrative challenges. However, the project is considered worthwhile because the interprofessional aspects of the learning sessions were indeed valued by the participants. Permanently including and expanding interprofessional learning in the curricula of both professions longitudinally is therefore something to strive for. PMID:27280142

Deaf/hard-of-hearing and other postsecondary learners' retention of STEM content with tablet computer-based notes.

PubMed

Stinson, Michael S; Elliot, Lisa B; Easton, Donna

2014-04-01

Four groups of postsecondary students, 25 who were deaf/hard of hearing (D/HH), 25 with a learning disability, 25 who were English language learners (ELLs), and 25 without an identified disability studied notes that included text and graphical information based on a physics or a marine biology lecture. The latter 3 groups were normally hearing. All groups had higher scores on post- than on pretests for each lecture, with each group showing generally similar gains in amount of material learned from the pretest to the posttest. For each lecture, the D/HH students scored lower on the pre- and posttests than the other 3 groups of participants. Results indicated that students acquired measurable amounts of information from studying these types of notes for relatively short periods and that the notes have equal potential to support the acquisition of information by each of these groups of students.

Measuring Student Effort and Engagement in an Introductory Physics Course

NASA Astrophysics Data System (ADS)

Bonham, Scott

2007-11-01

Multiple scales reflecting student effort were developed using factor and scale analysis on data from an introductory physics course. This data included interactions with an on-line homework system. One of the scales displays many characteristics of a metric of the individual level of engagement in the course. This scale is shown to be a good predictor of performance on class exams and the Force Concept Inventory (FCI). Furthermore, normalized learning gains on the FCI are well predicted by this scale while pre-instructional FCI scores provide no additional predictive ability, agreeing with observations by Richard Hake. This scale also correlates strongly with epistemological beliefs that learning is related to effort and is the responsibility of the student. The factors that enter into this scale, writing and mastering expert-like problem-solving, are consistent with this being a measure of individual levels of class engagement.

WebQuest Learning as Perceived by Higher-Education Learners

ERIC Educational Resources Information Center

Zheng, Robert; Stucky, Bradd; McAlack, Matt; Menchaca, Mike; Stoddart, Sue

2005-01-01

The WebQuest as an inquiry-oriented approach in web learning has gained considerable attention from educators and has been integrated widely into curricula in K-12 and higher education. It is considered to be an effective way to organize chaotic internet resources and help learners gain new knowledge through a guided learning environment.…

Undergraduates' Perceived Gains and Ideas about Teaching and Learning Science from Participating in Science Education Outreach Programs

ERIC Educational Resources Information Center

Carpenter, Stacey L.

2015-01-01

This study examined what undergraduate students gain and the ideas about science teaching and learning they develop from participating in K-12 science education outreach programs. Eleven undergraduates from seven outreach programs were interviewed individually about their experiences with outreach and what they learned about science teaching and…

Comparative Analysis of Nursing Students' Perspectives toward Avatar Learning Modality: Gain Pre-Clinical Experience via Self-Paced Cognitive Tool

ERIC Educational Resources Information Center

Commendador, Kathleen; Chi, Robert

2013-01-01

This study was undertaken to better understand the nature of nursing students' perspectives toward simulative learning modality for gaining pre-clinical experience via self-paced cognitive tool--Avatar. Findings indicates that participants engaged in synchronous Avatar learning environment had higher levels of appreciation toward Avatar learning…

Comparison of Student Performance in Video Game Format vs. Traditional Approach in Introductory Astronomy Classes

NASA Astrophysics Data System (ADS)

Barringer, Daniel; Kregenow, Julia M.; Palma, Christopher; Plummer, Julia

2015-01-01

In Spring of 2014, Penn State debuted an online Introductory Astronomy (AST 001) section that was designed as a video game. Previous studies have shown that well-designed games help learners to build accurate understanding of embedded concepts and processes and aid learner motivation, which strongly contributes to a student's willingness to learn. We start by presenting the learning gains as measured with the Test of Astronomy Standards (TOAST) from this new course design. We further compare the learning gains from the video game section with learning gains measured from more traditional online formats and in-person lecture sections of AST 001 taught at Penn State over the last five years to evaluate the extent to which this new medium for online Astronomy education supports student learning.

Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression

NASA Astrophysics Data System (ADS)

JW, Schramm; Jin, H.; Keeling, EG; Johnson, M.; Shin, HJ

2017-05-01

This paper reports on our use of a fine-grained learning progression to assess secondary students' reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th-12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level.

Offline eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction.

PubMed

Rasmussen, Kristine; Belisario, José Marcano; Wark, Petra A; Molina, Joseph Antonio; Loong, Stewart Lee; Cotic, Ziva; Papachristou, Nikos; Riboli-Sasco, Eva; Tudor Car, Lorainne; Musulanov, Eve Marie; Kunz, Holger; Zhang, Yanfeng; George, Pradeep Paul; Heng, Bee Hoon; Wheeler, Erica Lynette; Al Shorbaji, Najeeb; Svab, Igor; Atun, Rifat; Majeed, Azeem; Car, Josip

2014-06-01

The world is short of 7.2 million health-care workers and this figure is growing. The shortage of teachers is even greater, which limits traditional education modes. eLearning may help overcome this training need. Offline eLearning is useful in remote and resource-limited settings with poor internet access. To inform investments in offline eLearning, we need to establish its effectiveness in terms of gaining knowledge and skills, students' satisfaction and attitudes towards eLearning. We conducted a systematic review of offline eLearning for students enrolled in undergraduate, health-related university degrees. We included randomised controlled trials that compared offline eLearning to traditional learning or an alternative eLearning method. We searched the major bibliographic databases in August 2013 to identify articles that focused primarily on students' knowledge, skills, satisfaction and attitudes toward eLearning, and health economic information and adverse effects as secondary outcomes. We also searched reference lists of relevant studies. Two reviewers independently extracted data from the included studies. We synthesized the findings using a thematic summary approach. Forty-nine studies, including 4955 students enrolled in undergraduate medical, dentistry, nursing, psychology, or physical therapy studies, met the inclusion criteria. Eleven of the 33 studies testing knowledge gains found significantly higher gains in the eLearning intervention groups compared to traditional learning, whereas 21 did not detect significant differences or found mixed results. One study did not test for differences. Eight studies detected significantly higher skill gains in the eLearning intervention groups, whilst the other 5 testing skill gains did not detect differences between groups. No study found offline eLearning as inferior. Generally no differences in attitudes or preference of eLearning over traditional learning were observed. No clear trends were found in the comparison of different modes of eLearning. Most of the studies were small and subject to several biases. Our results suggest that offline eLearning is equivalent and possibly superior to traditional learning regarding knowledge, skills, attitudes and satisfaction. Although a robust conclusion cannot be drawn due to variable quality of the evidence, these results justify further investment into offline eLearning to address the global health care workforce shortage.

Offline eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction

PubMed Central

Rasmussen, Kristine; Belisario, José Marcano; Wark, Petra A; Molina, Joseph Antonio; Loong, Stewart Lee; Cotic, Ziva; Papachristou, Nikos; Riboli–Sasco, Eva; Car, Lorainne Tudor; Musulanov, Eve Marie; Kunz, Holger; Zhang, Yanfeng; George, Pradeep Paul; Heng, Bee Hoon; Wheeler, Erica Lynette; Al Shorbaji, Najeeb; Svab, Igor; Atun, Rifat; Majeed, Azeem; Car, Josip

2014-01-01

Background The world is short of 7.2 million health–care workers and this figure is growing. The shortage of teachers is even greater, which limits traditional education modes. eLearning may help overcome this training need. Offline eLearning is useful in remote and resource–limited settings with poor internet access. To inform investments in offline eLearning, we need to establish its effectiveness in terms of gaining knowledge and skills, students’ satisfaction and attitudes towards eLearning. Methods We conducted a systematic review of offline eLearning for students enrolled in undergraduate, health–related university degrees. We included randomised controlled trials that compared offline eLearning to traditional learning or an alternative eLearning method. We searched the major bibliographic databases in August 2013 to identify articles that focused primarily on students’ knowledge, skills, satisfaction and attitudes toward eLearning, and health economic information and adverse effects as secondary outcomes. We also searched reference lists of relevant studies. Two reviewers independently extracted data from the included studies. We synthesized the findings using a thematic summary approach. Findings Forty–nine studies, including 4955 students enrolled in undergraduate medical, dentistry, nursing, psychology, or physical therapy studies, met the inclusion criteria. Eleven of the 33 studies testing knowledge gains found significantly higher gains in the eLearning intervention groups compared to traditional learning, whereas 21 did not detect significant differences or found mixed results. One study did not test for differences. Eight studies detected significantly higher skill gains in the eLearning intervention groups, whilst the other 5 testing skill gains did not detect differences between groups. No study found offline eLearning as inferior. Generally no differences in attitudes or preference of eLearning over traditional learning were observed. No clear trends were found in the comparison of different modes of eLearning. Most of the studies were small and subject to several biases. Conclusions Our results suggest that offline eLearning is equivalent and possibly superior to traditional learning regarding knowledge, skills, attitudes and satisfaction. Although a robust conclusion cannot be drawn due to variable quality of the evidence, these results justify further investment into offline eLearning to address the global health care workforce shortage. PMID:24976964

A learning flight control system for the F8-DFBW aircraft. [Digital Fly-By-Wire

NASA Technical Reports Server (NTRS)

Montgomery, R. C.; Mekel, R.; Nachmias, S.

1978-01-01

This report contains a complete description of a learning control system designed for the F8-DFBW aircraft. The system is parameter-adaptive with the additional feature that it 'learns' the variation of the control system gains needed over the flight envelope. It, thus, generates and modifies its gain schedule when suitable data are available. The report emphasizes the novel learning features of the system: the forms of representation of the flight envelope and the process by which identified parameters are used to modify the gain schedule. It contains data taken during piloted real-time 6 degree-of-freedom simulations that were used to develop and evaluate the system.

The effectiveness of collaborative problem based physics learning (CPBPL) model to improve student’s self-confidence on physics learning

NASA Astrophysics Data System (ADS)

Prahani, B. K.; Suprapto, N.; Suliyanah; Lestari, N. A.; Jauhariyah, M. N. R.; Admoko, S.; Wahyuni, S.

2018-03-01

In the previous research, Collaborative Problem Based Physic Learning (CPBPL) model has been developed to improve student’s science process skills, collaborative problem solving, and self-confidence on physics learning. This research is aimed to analyze the effectiveness of CPBPL model towards the improvement of student’s self-confidence on physics learning. This research implemented quasi experimental design on 140 senior high school students who were divided into 4 groups. Data collection was conducted through questionnaire, observation, and interview. Self-confidence measurement was conducted through Self-Confidence Evaluation Sheet (SCES). The data was analyzed using Wilcoxon test, n-gain, and Kruskal Wallis test. Result shows that: (1) There is a significant score improvement on student’s self-confidence on physics learning (α=5%), (2) n-gain value student’s self-confidence on physics learning is high, and (3) n-gain average student’s self-confidence on physics learning was consistent throughout all groups. It can be concluded that CPBPL model is effective to improve student’s self-confidence on physics learning.

75 FR 15696 - Office of Elementary and Secondary Education; Overview Information; Migrant Education Even Start...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-30

... learning gains on measures of English language acquisition; (3) the percentage of school-age adults who... learning gains on measures of language development; (6) the average number of letters preschool-age...

Trained Inquiry Skills on Heat and Temperature Concepts

NASA Astrophysics Data System (ADS)

Hasanah, U.; Hamidah, I.; Utari, S.

2017-09-01

Inquiry skills are skills that aperson needs in developing concepts, but the results of the study suggest that these skills haven’t yet been trained along with the development of concepts in science feeding, found the difficulties of students in building the concept scientifically. Therefore, this study aims to find ways that are effective in training inquiry skills trough Levels of Inquiry (LoI) learning. Experimental research with one group pretest-postest design, using non-random sampling samples in one of vocational high school in Cimahi obtained purposively 33 students of X class. The research using the inquiry skills test instrument in the form of 15questions multiple choice with reliability in very high category. The result of data processing by using the normalized gain value obtained an illustration that the ways developed in the LoI are considered effective trained inquiry skills in the middle category. Some of the ways LoI learning are considered effective in communicating aspects through discovery learning, predicting trough interactive demonstration, hypotheses through inquiry lesson, and interpreting data through inquiry lab, but the implementation of LoI learning in this study hasn’t found a way that is seen as effective for trespassing aspects of designing an experiment.

The effectiveness of problem-based learning on students’ problem solving ability in vector analysis course

NASA Astrophysics Data System (ADS)

Mushlihuddin, R.; Nurafifah; Irvan

2018-01-01

The student’s low ability in mathematics problem solving proved to the less effective of a learning process in the classroom. Effective learning was a learning that affects student’s math skills, one of which is problem-solving abilities. Problem-solving capability consisted of several stages: understanding the problem, planning the settlement, solving the problem as planned, re-examining the procedure and the outcome. The purpose of this research was to know: (1) was there any influence of PBL model in improving ability Problem solving of student math in a subject of vector analysis?; (2) was the PBL model effective in improving students’ mathematical problem-solving skills in vector analysis courses? This research was a quasi-experiment research. The data analysis techniques performed from the test stages of data description, a prerequisite test is the normality test, and hypothesis test using the ANCOVA test and Gain test. The results showed that: (1) there was an influence of PBL model in improving students’ math problem-solving abilities in vector analysis courses; (2) the PBL model was effective in improving students’ problem-solving skills in vector analysis courses with a medium category.

Global Learning Communities: A Comparison of Online Domestic and International Science Class Partnerships

NASA Astrophysics Data System (ADS)

Kerlin, Steven C.; Carlsen, William S.; Kelly, Gregory J.; Goehring, Elizabeth

2013-08-01

The conception of Global Learning Communities (GLCs) was researched to discover potential benefits of the use of online technologies that facilitated communication and scientific data sharing outside of the normal classroom setting. 1,419 students in 635 student groups began the instructional unit. Students represented the classrooms of 33 teachers from the USA, 6 from Thailand, 7 from Australia, and 4 from Germany. Data from an international environmental education project were analyzed to describe grades 7-9 student scientific writing in domestic US versus international-US classroom online partnerships. The development of an argument analytic and a research model of exploratory data analysis followed by statistical testing were used to discover and highlight different ways students used evidence to support their scientific claims about temperature variation at school sites and deep-sea hydrothermal vents. Findings show modest gains in the use of some evidentiary discourse components by US students in international online class partnerships compared to their US counterparts in domestic US partnerships. The analytic, research model, and online collaborative learning tools may be used in other large-scale studies and learning communities. Results provide insights about the benefits of using online technologies and promote the establishment of GLCs.

Teaching Physics with Basketball

NASA Astrophysics Data System (ADS)

Chanpichai, N.; Wattanakasiwich, P.

2010-07-01

Recently, technologies and computer takes important roles in learning and teaching, including physics. Advance in technologies can help us better relating physics taught in the classroom to the real world. In this study, we developed a module on teaching a projectile motion through shooting a basketball. Students learned about physics of projectile motion, and then they took videos of their classmates shooting a basketball by using the high speed camera. Then they analyzed videos by using Tracker, a video analysis and modeling tool. While working with Tracker, students learned about the relationships between three kinematics graphs. Moreover, they learned about a real projectile motion (with an air resistance) through modeling tools. Students' abilities to interpret kinematics graphs were investigated before and after the instruction by using the Test of Understanding Graphs in Kinematics (TUG-K). The maximum normalized gain or is 0.77, which indicated students' improvement in determining displacement from the velocity-time graph. The minimum is 0.20, which indicated that most students still have difficulties interpreting the change in velocity from the acceleration-time graph. Results from evaluation questionnaires revealed that students also satisfied with the instructions that related physics contents to shooting basketball.

Notch signaling modulates sleep homeostasis and learning after sleep deprivation in Drosophila.

PubMed

Seugnet, Laurent; Suzuki, Yasuko; Merlin, Gabriel; Gottschalk, Laura; Duntley, Stephen P; Shaw, Paul J

2011-05-24

The role of the transmembrane receptor Notch in the adult brain is poorly understood. Here, we provide evidence that bunched, a negative regulator of Notch, is involved in sleep homeostasis. Genetic evidence indicates that interfering with bunched activity in the mushroom bodies (MBs) abolishes sleep homeostasis. Combining bunched and Delta loss-of-function mutations rescues normal homeostasis, suggesting that Notch signaling may be involved in regulating sensitivity to sleep loss. Preventing the downregulation of Delta by overexpressing a wild-type transgene in MBs reduces sleep homeostasis and, importantly, prevents learning impairments induced by sleep deprivation. Similar resistance to sleep loss is observed with Notch(spl-1) gain-of-function mutants. Immunohistochemistry reveals that the Notch receptor is expressed in glia, whereas Delta is localized in neurons. Importantly, the expression in glia of the intracellular domain of Notch, a dominant activated form of the receptor, is sufficient to prevent learning deficits after sleep deprivation. Together, these results identify a novel neuron-glia signaling pathway dependent on Notch and regulated by bunched. These data highlight the emerging role of neuron-glia interactions in regulating both sleep and learning impairments associated with sleep loss. Copyright © 2011 Elsevier Ltd. All rights reserved.

Integrating the ACR Appropriateness Criteria Into the Radiology Clerkship: Comparison of Didactic Format and Group-Based Learning.

PubMed

Stein, Marjorie W; Frank, Susan J; Roberts, Jeffrey H; Finkelstein, Malka; Heo, Moonseong

2016-05-01

The aim of this study was to determine whether group-based or didactic teaching is more effective to teach ACR Appropriateness Criteria to medical students. An identical pretest, posttest, and delayed multiple-choice test was used to evaluate the efficacy of the two teaching methods. Descriptive statistics comparing test scores were obtained. On the posttest, the didactic group gained 12.5 points (P < .0001), and the group-based learning students gained 16.3 points (P < .0001). On the delayed test, the didactic group gained 14.4 points (P < .0001), and the group-based learning students gained 11.8 points (P < .001). The gains in scores on both tests were statistically significant for both groups. However, the differences in scores were not statistically significant comparing the two educational methods. Compared with didactic lectures, group-based learning is more enjoyable, time efficient, and equally efficacious. The choice of educational method can be individualized for each institution on the basis of group size, time constraints, and faculty availability. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Meta-analysis of teaching methods: a 50k+ student study

NASA Astrophysics Data System (ADS)

Sayre, Eleanor; Archibeque, Benjamin; Gomez, K. Alison; Heckendorf, Tyrel; Madsen, Adrian M.; McKagan, Sarah B.; Schenk, Edward W.; Shepard, Chase; Sorell, Lane; von Korff, Joshua

2015-04-01

The Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE) are the two most widely-used conceptual tests in introductory mechanics. Because they are so popular, they provide an excellent avenue to compare different teaching methods at different kinds of institutions with varying student populations. We conducted a secondary analysis of all peer-reviewed papers which publish data from US and Canadian colleges and universities. Our data include over fifty thousand students drawn from approximately 100 papers; papers were drawn from Scopus, ERIC, ComPADRE, and journal websites. We augment published data about teaching methods with institutional data such as Carnegie Classification and average SAT scores. We statistically determine the effectiveness of different teaching methods as measured by FCI and FMCE gains and mediated by institutional and course factors. As in the landmark 1998 Hake study, we find that classes using interactive engagement (IE) have significantly larger learning gains than classes using traditional instruction. However, we find a broader distribution of normalized gains occurs in each of traditional and IE classes, and the differences between IE and traditional instruction have changed over time and are more context dependent.

Effects of lifestyle intervention on dietary intake, physical activity level, and gestational weight gain in pregnant women with different pre-pregnancy Body Mass Index in a randomized control trial.

PubMed

Hui, Amy Leung; Back, Lisa; Ludwig, Sora; Gardiner, Phillip; Sevenhuysen, Gustaaf; Dean, Heather J; Sellers, Elisabeth; McGavock, Jonathan; Morris, Margaret; Jiang, Depeng; Shen, Garry X

2014-09-24

The objectives of this study were to assess the efficacy of lifestyle intervention on gestational weight gain in pregnant women with normal and above normal body mass index (BMI) in a randomized controlled trial. A total of 116 pregnant women (<20 weeks of pregnancy) without diabetes were enrolled and 113 pregnant women completed the program. Participants were randomized into intervention and control groups. Women in the intervention group received weekly trainer-led group exercise sessions, instructed home exercise for 3-5-times/week during 20-36 weeks of gestation, and dietary counseling twice during pregnancy. Participants in the control group did not receive the intervention. All participants completed a physical activity questionnaire and a 3-day food record at enrolment and 2 months after enrolment. The participants in the intervention group with normal pre-pregnancy BMI (≤24.9 kg/M2, n = 30) had lower gestational weight gain (GWG), offspring birth weight and excessive gestational weight gain (EGWG) on pregnancy weight gain compared to the control group (n = 27, p < 0.05). Those weight related-changes were not detected between the intervention (n = 27) and control group (n = 29) in the above normal pre-pregnancy BMI participants. Intervention reduced total calorie, total fat, saturated fat and cholesterol intake were detected in women with normal or above normal pre-pregnancy BMI compared to the control group (p < 0.05 or 0.01). Increased physical activity and reduced carbohydrate intake were detected in women with normal (p < 0.05), but not above normal, pre-pregnancy BMI at 2 months after the onset of the intervention compared to the control group. The results of the present study demonstrated that the lifestyle intervention program decreased EGWG, GWG, offspring birth weight in pregnant women with normal, but not above normal, pre-pregnancy BMI, which was associated with increased physical activity and decreased carbohydrate intake. NCT00486629.

The Contribution of Schooling to Learning Gains of Pupils in Years 1 to 6

ERIC Educational Resources Information Center

Luyten, Hans; Merrell, Christine; Tymms, Peter

2017-01-01

By means of a regression-discontinuity approach with multiple cut-off points, the effects of age and schooling on learning gains in English primary schools are estimated. The analyses relate to over 3,500 pupils in 20, predominantly independently funded, schools and focus on 4 different learning outcomes. In order to take into account delayed and…

Fast Back-Propagation Learning Using Steep Activation Functions and Automatic Weight

Treesearch

Tai-Hoon Cho; Richard W. Conners; Philip A. Araman

1992-01-01

In this paper, several back-propagation (BP) learning speed-up algorithms that employ the ãgainä parameter, i.e., steepness of the activation function, are examined. Simulations will show that increasing the gain seemingly increases the speed of convergence and that these algorithms can converge faster than the standard BP learning algorithm on some problems. However,...

Christian Learner: Wisdom and Gaining Knowledge Equals Joy

ERIC Educational Resources Information Center

Nagle, Bonne

2012-01-01

When a Christian learner gains insight that learning is needed and takes the appropriate action to learn the knowledge and apply it, there will be joy and satisfaction with learning. The premise for this paper is in the Bible verse Ecclesiastes 2:26: (NASB) "For to a person who is good in His sight He has given wisdom and knowledge and joy..."…

A Latent Consolidation Phase in Auditory Identification Learning: Time in the Awake State Is Sufficient

ERIC Educational Resources Information Center

Roth, Daphne Ari-Even; Kishon-Rabin, Liat; Hildesheimer, Minka; Karni, Avi

2005-01-01

Large gains in performance, evolving hours after practice has terminated, were reported in a number of visual and some motor learning tasks, as well as recently in an auditory nonverbal discrimination task. It was proposed that these gains reflect a latent phase of experience-triggered memory consolidation in human skill learning. It is not clear,…

Training of Students’ Critical Thinking Skills through the implementation of a Modified Free Inquiry Model

NASA Astrophysics Data System (ADS)

Hadi, S. A.; Susantini, E.; Agustini, R.

2018-01-01

This research aimed at training students’ critical thinking skills through the implementation of a modified free inquiry learning model. The subjects of this research were 21 students of Mathematics Semester II. Using One-Group Pretest-Posttest Design, the data were analyzed descriptively using N-gain indicator. The results indicate that the modified free inquiry learning model was effective to train students’ critical thinking skills. The increase in the students’ critical thinking skills viewed from the value of N-Gain has a range of values with the categories of medium and high with a score between 0,25-0,95. Overall, the change in N-Gain score of each student and each indicator of critical thinking skills is as increasing with a moderate category. The increase of N-Gain value is resulted from the fact that the students were directly involved in organizing their learning process. These criteria indicate that the modified free inquiry learning model can be used to train students’ critical thinking skills on photosynthesis and cellular respiration materials. The results of this research are expected to be nationally implemented to familiarize students with andragogy learning style which places the students as the subjects of learning.

Impact of Maternal Glucose and Gestational Weight Gain on Child Obesity over the First Decade of Life in Normal Birth Weight Infants.

PubMed

Hillier, Teresa A; Pedula, Kathryn L; Vesco, Kimberly K; Oshiro, Caryn E S; Ogasawara, Keith K

2016-08-01

Objective To determine, among children with normal birth weight, if maternal hyperglycemia and weight gain independently increase childhood obesity risk in a very large diverse population. Methods Study population was 24,141 individuals (mothers and their normal birth weight offspring, born 1995-2003) among a diverse population with universal GDM screening [50-g glucose-challenge test (GCT); 3 h. 100 g oral glucose tolerance test (OGTT) if GCT+]. Among the 13,037 full-term offspring with normal birth weight (2500-4000 g), annual measured height/weight was ascertained between ages 2 and 10 years to calculate gender-specific BMI-for-age percentiles using USA norms (1960-1995 standard). Results Among children who began life with normal birth weight, we found a significant trend for developing both childhood overweight (>85 %ile) and obesity (>95 %ile) during the first decade of life with both maternal hyperglycemia (normal GCT, GCT+ but no GDM, GDM) and excessive gestational weight gain [>40 pounds (18.1 kg)]; p < 0.0001 for both trends. These maternal glucose and/or weight gain effects to imprint for childhood obesity in the first decade remained after adjustment for potential confounders including maternal age, parity, as well as pre-pregnancy BMI. The attributable risk (%) for childhood obesity was 28.5 % (95 % CI 15.9-41.1) for GDM and 16.4 % (95 % CI 9.4-23.2) for excessive gestational weight gain. Conclusions for Practice Both maternal hyperglycemia and excessive weight gain have independent effects to increase childhood obesity risk. Future research should focus on prevention efforts during pregnancy as a potential window of opportunity to reduce childhood obesity.

Assessing Learning outside the Classroom

ERIC Educational Resources Information Center

Tutt, Betty R.; McCarthy, Sherry

2006-01-01

In "The Other Curriculum: Out-of-Class Experiences Associated with Student Learning and Personal Development," George Kuh (1995) cites numerous benefits associated with a college education, including gains in knowledge, autonomy, social maturation, and personal acceptance; modest gains in verbal and quantitative skills, cognitive…

Higher order thinking skills: using e-portfolio in project-based learning

NASA Astrophysics Data System (ADS)

Lukitasari, M.; Handhika, J.; Murtafiah, W.

2018-03-01

The purpose of this research is to describe students' higher-order thinking skills through project-based learning using e-portfolio. The method used in this research is descriptive qualitative method. The research instruments used were test, unstructured interview, and documentation. Research subjects were students of mathematics, physics and biology education department who take the Basics Physics course. The result shows that through project-based learning using e-portfolio the students’ ability to: analyze (medium category, N-Gain 0.67), evaluate (medium category, N-Gain 0.51), and create (medium Category, N-Gain 0.44) are improved.

Low Cognitive Impulsivity Is Associated with Better Gain and Loss Learning in a Probabilistic Decision-Making Task

PubMed Central

Cáceres, Pablo; San Martín, René

2017-01-01

Many advances have been made over the last decades in describing, on the one hand, the link between reward-based learning and decision-making, and on the other hand, the link between impulsivity and decision-making. However, the association between reward-based learning and impulsivity remains poorly understood. In this study, we evaluated the association between individual differences in loss-minimizing and gain-maximizing behavior in a learning-based probabilistic decision-making task and individual differences in cognitive impulsivity. We found that low cognitive impulsivity was associated both with a better performance minimizing losses and maximizing gains during the task. These associations remained significant after controlling for mathematical skills and gender as potential confounders. We discuss potential mechanisms through which cognitive impulsivity might interact with reward-based learning and decision-making. PMID:28261137

Low Cognitive Impulsivity Is Associated with Better Gain and Loss Learning in a Probabilistic Decision-Making Task.

PubMed

Cáceres, Pablo; San Martín, René

2017-01-01

Many advances have been made over the last decades in describing, on the one hand, the link between reward-based learning and decision-making, and on the other hand, the link between impulsivity and decision-making. However, the association between reward-based learning and impulsivity remains poorly understood. In this study, we evaluated the association between individual differences in loss-minimizing and gain-maximizing behavior in a learning-based probabilistic decision-making task and individual differences in cognitive impulsivity. We found that low cognitive impulsivity was associated both with a better performance minimizing losses and maximizing gains during the task. These associations remained significant after controlling for mathematical skills and gender as potential confounders. We discuss potential mechanisms through which cognitive impulsivity might interact with reward-based learning and decision-making.

College physics students' epistemological self-reflection and its relationship to conceptual learning

NASA Astrophysics Data System (ADS)

May, David B.; Etkina, Eugenia

2002-12-01

Students should develop self-reflection skills and appropriate views about knowledge and learning, both for their own sake and because these skills and views may be related to improvements in conceptual understanding. We explored the latter issue in the context of an introductory physics course for first-year engineering honors students. As part of the course, students submitted weekly reports, in which they reflected on how they learned specific physics content. The reports by 12 students were analyzed for the quality of reflection and some of the epistemological beliefs they exhibited. Students' conceptual learning gains were measured with standard survey instruments. We found that students with high conceptual gains tend to show reflection on learning that is more articulate and epistemologically sophisticated than students with lower conceptual gains. Some implications for instruction are suggested.

Pre-Pregnancy Body Mass Index, Gestational Weight Gain, and Birth Weight: A Cohort Study in China.

PubMed

Yang, Shaoping; Peng, Anna; Wei, Sheng; Wu, Jing; Zhao, Jinzhu; Zhang, Yiming; Wang, Jing; Lu, Yuan; Yu, Yuzhen; Zhang, Bin

2015-01-01

To assess whether pre-pregnancy body mass index (BMI) modify the relationship between gestational weight gain (GWG) and child birth weight (specifically, presence or absence of low birth weight (LBW) or presence of absence of macrosomia), and estimates of the relative risk of macrosomia and LBW based on pre-pregnancy BMI were controlled in Wuhan, China. From June 30, 2011 to June 30, 2013. All data was collected and available from the perinatal health care system. Logistic regression models were used to estimate the independent association among pregnancy weight gain, LBW, normal birth weight, and macrosomia within different pre-pregnancy BMI groups. We built different logistic models for the 2009 Institute of Medicine (IOM) Guidelines and Chinese-recommended GWG which was made from this sample. The Chinese-recommended GWG was derived from the quartile values (25th-75th percentiles) of weight gain at the time of delivery in the subjects which comprised our sample. For LBW children, using the recommended weight gain of the IOM and Chinese women as a reference, the OR for a pregnancy weight gain below recommendations resulted in a positive relationship for lean and normal weight women, but not for overweight and obese women. For macrosomia, considering the IOM's recommended weight gain as a reference, the OR magnitude for pregnancy weight gain above recommendations resulted in a positive correlation for all women. The OR for a pregnancy weight gain below recommendations resulted in a negative relationship for normal BMI and lean women, but not for overweight and obese women based on the IOM recommendations, significant based on the recommended pregnancy weight gain for Chinese women. Of normal weight children, 56.6% were above the GWG based on IOM recommendations, but 26.97% of normal weight children were above the GWG based on Chinese recommendations. A GWG above IOM recommendations might not be helpful for Chinese women. We need unified criteria to classify adult BMI and to expand the sample size to improve representation and to elucidate the relationship between GWG and related outcomes for developing a Chinese GWG recommendation.

Pre-Pregnancy Body Mass Index, Gestational Weight Gain, and Birth Weight: A Cohort Study in China

PubMed Central

Wei, Sheng; Wu, Jing; Zhao, Jinzhu; Zhang, Yiming; Wang, Jing; Lu, Yuan; Yu, Yuzhen; Zhang, Bin

2015-01-01

Objective To assess whether pre-pregnancy body mass index (BMI) modify the relationship between gestational weight gain (GWG) and child birth weight (specifically, presence or absence of low birth weight (LBW) or presence of absence of macrosomia), and estimates of the relative risk of macrosomia and LBW based on pre-pregnancy BMI were controlled in Wuhan, China. Methods From June 30, 2011 to June 30, 2013. All data was collected and available from the perinatal health care system. Logistic regression models were used to estimate the independent association among pregnancy weight gain, LBW, normal birth weight, and macrosomia within different pre-pregnancy BMI groups. We built different logistic models for the 2009 Institute of Medicine (IOM) Guidelines and Chinese-recommended GWG which was made from this sample. The Chinese-recommended GWG was derived from the quartile values (25th-75th percentiles) of weight gain at the time of delivery in the subjects which comprised our sample. Results For LBW children, using the recommended weight gain of the IOM and Chinese women as a reference, the OR for a pregnancy weight gain below recommendations resulted in a positive relationship for lean and normal weight women, but not for overweight and obese women. For macrosomia, considering the IOM’s recommended weight gain as a reference, the OR magnitude for pregnancy weight gain above recommendations resulted in a positive correlation for all women. The OR for a pregnancy weight gain below recommendations resulted in a negative relationship for normal BMI and lean women, but not for overweight and obese women based on the IOM recommendations, significant based on the recommended pregnancy weight gain for Chinese women. Of normal weight children, 56.6% were above the GWG based on IOM recommendations, but 26.97% of normal weight children were above the GWG based on Chinese recommendations. Conclusions A GWG above IOM recommendations might not be helpful for Chinese women. We need unified criteria to classify adult BMI and to expand the sample size to improve representation and to elucidate the relationship between GWG and related outcomes for developing a Chinese GWG recommendation. PMID:26115015

Impact of Target Distance, Target Size, and Visual Acuity on the Video Head Impulse Test.

PubMed

Judge, Paul D; Rodriguez, Amanda I; Barin, Kamran; Janky, Kristen L

2018-05-01

The video head impulse test (vHIT) assesses the vestibulo-ocular reflex. Few have evaluated whether environmental factors or visual acuity influence the vHIT. The purpose of this study was to evaluate the influence of target distance, target size, and visual acuity on vHIT outcomes. Thirty-eight normal controls and 8 subjects with vestibular loss (VL) participated. vHIT was completed at 3 distances and with 3 target sizes. Normal controls were subdivided on the basis of visual acuity. Corrective saccade frequency, corrective saccade amplitude, and gain were tabulated. In the normal control group, there were no significant effects of target size or visual acuity for any vHIT outcome parameters; however, gain increased as target distance decreased. The VL group demonstrated higher corrective saccade frequency and amplitude and lower gain as compared with controls. In conclusion, decreasing target distance increases gain for normal controls but not subjects with VL. Preliminarily, visual acuity does not affect vHIT outcomes.

Acquisition and generalization of visuomotor transformations by nonhuman primates.

PubMed

Paz, Rony; Nathan, Chen; Boraud, Thomas; Bergman, Hagai; Vaadia, Eilon

2005-02-01

The kinematics of straight reaching movements can be specified vectorially by the direction of the movement and its extent. To explore the representation in the brain of these two properties, psychophysical studies have examined learning of visuomotor transformations of either rotation or gain and their generalization. However, the neuronal substrates of such complex learning are only beginning to be addressed. As an initial step in ensuring the validity of such investigations, it must be shown that monkeys indeed learn and generalize visuomotor transformations in the same manner as humans. Here, we analyze trajectories and velocities of movements as monkeys adapt to either rotational or gain transformations. We used rotations with different signs and magnitudes, and gains with different signs, and analyzed transfer of learning to untrained movements. The results show that monkeys can adapt to both types of transformation with a time course that resembles human learning. Analysis of the aftereffects reveals that rotation is learned locally and generalizes poorly to untrained directions, whereas gain is learned more globally and can be transferred to other amplitudes. The results lend additional support to the hypothesis that reaching movements are learned locally but can be easily rescaled to other magnitudes by scaling the peak velocity. The findings also indicate that reaching movements in monkeys are planned and executed very similarly to those in humans. This validates the underlying presumption that neuronal recordings in primates can help elucidate the mechanisms of motor learning in particular and motor planning in general.

An Extended Normalization Model of Attention Accounts for Feature-Based Attentional Enhancement of Both Response and Coherence Gain

PubMed Central

Krishna, B. Suresh; Treue, Stefan

2016-01-01

Paying attention to a sensory feature improves its perception and impairs that of others. Recent work has shown that a Normalization Model of Attention (NMoA) can account for a wide range of physiological findings and the influence of different attentional manipulations on visual performance. A key prediction of the NMoA is that attention to a visual feature like an orientation or a motion direction will increase the response of neurons preferring the attended feature (response gain) rather than increase the sensory input strength of the attended stimulus (input gain). This effect of feature-based attention on neuronal responses should translate to similar patterns of improvement in behavioral performance, with psychometric functions showing response gain rather than input gain when attention is directed to the task-relevant feature. In contrast, we report here that when human subjects are cued to attend to one of two motion directions in a transparent motion display, attentional effects manifest as a combination of input and response gain. Further, the impact on input gain is greater when attention is directed towards a narrow range of motion directions than when it is directed towards a broad range. These results are captured by an extended NMoA, which either includes a stimulus-independent attentional contribution to normalization or utilizes direction-tuned normalization. The proposed extensions are consistent with the feature-similarity gain model of attention and the attentional modulation in extrastriate area MT, where neuronal responses are enhanced and suppressed by attention to preferred and non-preferred motion directions respectively. PMID:27977679

The direction of bilateral transfer depends on the performance parameter.

PubMed

Pan, Zhujun; van Gemmert, Arend W A

2013-10-01

To acquire a more comprehensive understanding of the learning benefits associated with bilateral transfer and to gain knowledge of possible mechanisms behind bilateral transfer, we investigated the transfer direction of several parameters which are assumed to represent important features of movement control in a visuo-motor task. During the study, participants learned a multidirectional point-to-point drawing task in which the visual feedback was rotated 45° and the gain was increased. Performance changes of the untrained hand in movement time, trajectory length, normalized jerk, initial direction error, ratio of the primary sub-movement time to the total movement time, and the accuracy of the aiming movement after the primary sub-movement were investigated as indices of learning from bilateral transfer. The results showed that performance parameters related to the initial production of the movement, such as the initial direction, ratio of primary sub-movement to the total movement time, and movement accuracy after the primary sub-movement, only transferred to the non-dominant, while hand performance variables related to the overall outcome, such as movement duration, movement smoothness, and trajectory length, transferred in both directions. The findings of the current study support the basic principle of the "dynamic dominance model" because it is suggested that overall improvements in the non-dominant system are controlled by trajectory parameters in visuo-motor tasks, which resulted in transference of the afore mentioned production parameters to rather occur to the non-dominant hand as opposed to transference to the dominant hand. Published by Elsevier B.V.

A guided note taking strategy supports student learning in the large lecture classes

NASA Astrophysics Data System (ADS)

Tanamatayarat, J.; Sujarittham, T.; Wuttiprom, S.; Hefer, E.

2017-09-01

In higher education, lecturing has been found to be the most prevalent teaching format for large classes. Generally, this format tends not to result in effective learning outcomes. Therefore, to support student learning in these large lecture classes, we developed guided notes containing quotations, blank spaces, pictures, and problems. A guided note taking strategy was selected and has been used in our introductory physics course for many years. In this study, we investigated the results of implementing the guided note taking strategy to promote student learning on electrostatics. The samples were three groups of first-year students from two universities: 163 and 224 science students and 147 engineering students. All of the students were enrolled in the introductory physics course in the second semester. To assess the students’ understanding, we administered pre- and post-tests to the students by using the electrostatics test. The questions were selected from the conceptual survey of electricity and magnetism (CSEM) and some leading physics textbooks. The results of the students’ understanding were analyzed by the average normalized gains (). The value of each group was 0.61, 0.55, and 0.54, respectively. Furthermore, the students’ views on learning with the guided note taking strategy were explored by using the five-point rating scale survey. Most students perceived that the strategy helped support their active learning and engagement in the lectures.

Evaluation of an Intelligent Tutoring System in Pathology: Effects of External Representation on Performance Gains, Metacognition, and Acceptance

PubMed Central

Crowley, Rebecca S.; Legowski, Elizabeth; Medvedeva, Olga; Tseytlin, Eugene; Roh, Ellen; Jukic, Drazen

2007-01-01

Objective Determine effects of computer-based tutoring on diagnostic performance gains, meta-cognition, and acceptance using two different problem representations. Describe impact of tutoring on spectrum of diagnostic skills required for task performance. Identify key features of student-tutor interaction contributing to learning gains. Design Prospective, between-subjects study, controlled for participant level of training. Resident physicians in two academic pathology programs spent four hours using one of two interfaces which differed mainly in external problem representation. The case-focused representation provided an open-learning environment in which students were free to explore evidence-hypothesis relationships within a case, but could not visualize the entire diagnostic space. The knowledge-focused representation provided an interactive representation of the entire diagnostic space, which more tightly constrained student actions. Measurements Metrics included results of pretest, post-test and retention-test for multiple choice and case diagnosis tests, ratios of performance to student reported certainty, results of participant survey, learning curves, and interaction behaviors during tutoring. Results Students had highly significant learning gains after one tutoring session. Learning was retained at one week. There were no differences between the two interfaces in learning gains on post-test or retention test. Only students in the knowledge-focused interface exhibited significant metacognitive gains from pretest to post-test and pretest to retention test. Students rated the knowledge-focused interface significantly higher than the case-focused interface. Conclusions Cognitive tutoring is associated with improved diagnostic performance in a complex medical domain. The effect is retained at one-week post-training. Knowledge-focused external problem representation shows an advantage over case-focused representation for metacognitive effects and user acceptance. PMID:17213494

Evaluation of an intelligent tutoring system in pathology: effects of external representation on performance gains, metacognition, and acceptance.

PubMed

Crowley, Rebecca S; Legowski, Elizabeth; Medvedeva, Olga; Tseytlin, Eugene; Roh, Ellen; Jukic, Drazen

2007-01-01

Determine effects of computer-based tutoring on diagnostic performance gains, meta-cognition, and acceptance using two different problem representations. Describe impact of tutoring on spectrum of diagnostic skills required for task performance. Identify key features of student-tutor interaction contributing to learning gains. Prospective, between-subjects study, controlled for participant level of training. Resident physicians in two academic pathology programs spent four hours using one of two interfaces which differed mainly in external problem representation. The case-focused representation provided an open-learning environment in which students were free to explore evidence-hypothesis relationships within a case, but could not visualize the entire diagnostic space. The knowledge-focused representation provided an interactive representation of the entire diagnostic space, which more tightly constrained student actions. Metrics included results of pretest, post-test and retention-test for multiple choice and case diagnosis tests, ratios of performance to student reported certainty, results of participant survey, learning curves, and interaction behaviors during tutoring. Students had highly significant learning gains after one tutoring session. Learning was retained at one week. There were no differences between the two interfaces in learning gains on post-test or retention test. Only students in the knowledge-focused interface exhibited significant metacognitive gains from pretest to post-test and pretest to retention test. Students rated the knowledge-focused interface significantly higher than the case-focused interface. Cognitive tutoring is associated with improved diagnostic performance in a complex medical domain. The effect is retained at one-week post-training. Knowledge-focused external problem representation shows an advantage over case-focused representation for metacognitive effects and user acceptance.

Mathematics Prerequisites for Introductory Geoscience Courses: Using Technology to Help Solve the Problem

NASA Astrophysics Data System (ADS)

Burn, H. E.; Wenner, J. M.; Baer, E. M.

2011-12-01

The quantitative components of introductory geoscience courses can pose significant barriers to students. Many academic departments respond by stripping courses of their quantitative components or by attaching prerequisite mathematics courses [PMC]. PMCs cause students to incur additional costs and credits and may deter enrollment in introductory courses; yet, stripping quantitative content from geoscience courses masks the data-rich, quantitative nature of geoscience. Furthermore, the diversity of math skills required in geoscience and students' difficulty with transferring mathematical knowledge across domains suggest that PMCs may be ineffective. Instead, this study explores an alternative strategy -- to remediate students' mathematical skills using online modules that provide students with opportunities to build contextual quantitative reasoning skills. The Math You Need, When You Need It [TMYN] is a set of modular online student resources that address mathematical concepts in the context of the geosciences. TMYN modules are online resources that employ a "just-in-time" approach - giving students access to skills and then immediately providing opportunities to apply them. Each module places the mathematical concept in multiple geoscience contexts. Such an approach illustrates the immediate application of a principle and provides repeated exposure to a mathematical skill, enhancing long-term retention. At the same time, placing mathematics directly in several geoscience contexts better promotes transfer of learning by using similar discourse (words, tools, representations) and context that students will encounter when applying mathematics in the future. This study uses quantitative and qualitative data to explore the effectiveness of TMYN modules in remediating students' mathematical skills. Quantitative data derive from ten geoscience courses that used TMYN modules during the fall 2010 and spring 2011 semesters; none of the courses had a PMC. In all courses, students completed a pretest, the assigned modules, and a posttest. Success in remediation was measured using normalized gain scores, which measures the change in score divided by the maximum possible increase: (posttest-pretest)/(1-pretest). To compare across courses, normalized gain scores were standardized. Additional analysis included disaggregating normalized gain scores by quartiles based on pretest scores. The results were supplemented by qualitative data from faculty interviews and information provided by faculty on a web form upon completion of the course. Results suggest TMYN modules remediate mathematical skills effectively, and that normalized gains tend to be higher for students in the lower quartiles on the pretest. Students indicate finding the modules helpful, though sometimes difficult. Faculty interview data triangulate these findings and provide further evidence that online, modularized remediation is an effective alternative to assigning prerequisite mathematical courses to remediate mathematical skills.

Analysis of the Astronomy Diagnostic Test

ERIC Educational Resources Information Center

Brogt, Erik; Sabers, Darrell; Prather, Edward E.; Deming, Grace L.; Hufnagel, Beth; Slater, Timothy F.

2007-01-01

Seventy undergraduate class sections were examined from the database of Astronomy Diagnostic Test (ADT) results of Deming and Hufnagel to determine if course format correlated with ADT normalized gain scores. Normalized gains were calculated for four different classroom scenarios: lecture, lecture with discussion, lecture with lab, and lecture…

Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

NASA Astrophysics Data System (ADS)

Monet, Julie A.; Etkina, Eugenia

2008-10-01

This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.

Fall detection algorithms for real-world falls harvested from lumbar sensors in the elderly population: a machine learning approach.

PubMed

Bourke, Alan K; Klenk, Jochen; Schwickert, Lars; Aminian, Kamiar; Ihlen, Espen A F; Mellone, Sabato; Helbostad, Jorunn L; Chiari, Lorenzo; Becker, Clemens

2016-08-01

Automatic fall detection will promote independent living and reduce the consequences of falls in the elderly by ensuring people can confidently live safely at home for linger. In laboratory studies inertial sensor technology has been shown capable of distinguishing falls from normal activities. However less than 7% of fall-detection algorithm studies have used fall data recorded from elderly people in real life. The FARSEEING project has compiled a database of real life falls from elderly people, to gain new knowledge about fall events and to develop fall detection algorithms to combat the problems associated with falls. We have extracted 12 different kinematic, temporal and kinetic related features from a data-set of 89 real-world falls and 368 activities of daily living. Using the extracted features we applied machine learning techniques and produced a selection of algorithms based on different feature combinations. The best algorithm employs 10 different features and produced a sensitivity of 0.88 and a specificity of 0.87 in classifying falls correctly. This algorithm can be used distinguish real-world falls from normal activities of daily living in a sensor consisting of a tri-axial accelerometer and tri-axial gyroscope located at L5.

Eye and head motion during head turns in spaceflight

NASA Technical Reports Server (NTRS)

Thornton, William E.; Uri, John J.; Moore, Thomas P.; Pool, Sam L.

1988-01-01

Eye-head motion was studied pre-, in- and postflight during single voluntary head turns. A transient increase in vestibulo-ocular reflex (VOR) gain occurred early in the flight, but later trended toward normal. This increased gain was produced by a relative increase in eye counterrotation velocity. Asymmetries in gain with right and left turns also occurred, caused by asymmetries in eye counterrotation velocities. These findings were remarkably similar to those from Soviet primate studies using gaze fixation targets, except the human study trended more rapidly toward normal. These findings differ substantially from those measuring VOR gain by head oscillation, in which no significant changes were found inflight. No visual disturbances were noted in either test condition or in normal activities. These head turn studies are the only ones to date documenting any functional change in VOR in weightlessness.

Cheating experience: Guiding novices to adopt the gaze strategies of experts expedites the learning of technical laparoscopic skills.

PubMed

Vine, Samuel J; Masters, Rich S W; McGrath, John S; Bright, Elizabeth; Wilson, Mark R

2012-07-01

Previous research has demonstrated that trainees can be taught (via explicit verbal instruction) to adopt the gaze strategies of expert laparoscopic surgeons. The current study examined a software template designed to guide trainees to adopt expert gaze control strategies passively, without being provided with explicit instructions. We examined 27 novices (who had no laparoscopic training) performing 50 learning trials of a laparoscopic training task in either a discovery-learning (DL) group or a gaze-training (GT) group while wearing an eye tracker to assess gaze control. The GT group performed trials using a surgery-training template (STT); software that is designed to guide expert-like gaze strategies by highlighting the key locations on the monitor screen. The DL group had a normal, unrestricted view of the scene on the monitor screen. Both groups then took part in a nondelayed retention test (to assess learning) and a stress test (under social evaluative threat) with a normal view of the scene. The STT was successful in guiding the GT group to adopt an expert-like gaze strategy (displaying more target-locking fixations). Adopting expert gaze strategies led to an improvement in performance for the GT group, which outperformed the DL group in both retention and stress tests (faster completion time and fewer errors). The STT is a practical and cost-effective training interface that automatically promotes an optimal gaze strategy. Trainees who are trained to adopt the efficient target-locking gaze strategy of experts gain a performance advantage over trainees left to discover their own strategies for task completion. Copyright © 2012 Mosby, Inc. All rights reserved.

Implementation literacy strategies on health technology theme Learning to enhance Indonesian Junior High School Student's Physics Literacy

NASA Astrophysics Data System (ADS)

Feranie, Selly; Efendi, Ridwan; Karim, Saeful; Sasmita, Dedi

2016-08-01

The PISA results for Indonesian Students are lowest among Asian countries in the past two successive results. Therefore various Innovations in science learning process and its effectiveness enhancing student's science literacy is needed to enrich middle school science teachers. Literacy strategies have been implemented on health technologies theme learning to enhance Indonesian Junior high school Student's Physics literacy in three different health technologies e.g. Lasik surgery that associated with application of Light and Optics concepts, Ultra Sonographer (USG) associated with application of Sound wave concepts and Work out with stationary bike and walking associated with application of motion concepts. Science learning process involves at least teacher instruction, student learning and a science curriculum. We design two main part of literacy strategies in each theme based learning. First part is Integrated Reading Writing Task (IRWT) is given to the students before learning process, the second part is scientific investigation learning process design packed in Problem Based Learning. The first part is to enhance student's science knowledge and reading comprehension and the second part is to enhance student's science competencies. We design a transformation from complexity of physics language to Middle school physics language and from an expensive and complex science investigation to a local material and simply hands on activities. In this paper, we provide briefly how literacy strategies proposed by previous works is redesigned and applied in classroom science learning. Data were analysed using t- test. The increasing value of mean scores in each learning design (with a significance level of p = 0.01) shows that the implementation of this literacy strategy revealed a significant increase in students’ physics literacy achievement. Addition analysis of Avarage normalized gain show that each learning design is in medium-g courses effectiveness category according to Hake's classification.

Work, Train, Win: Work-Based Learning Design and Management for Productivity Gains. OECD Education Working Papers, No. 135

ERIC Educational Resources Information Center

Kis, Viktoria

2016-01-01

Realising the potential of work-based learning schemes as a driver of productivity requires careful design and support. The length of work-based learning schemes should be adapted to the profile of productivity gains. A scheme that is too long for a given skill set might be unattractive for learners and waste public resources, but a scheme that is…

Case study teaching method improves student performance and perceptions of learning gains.

PubMed

Bonney, Kevin M

2015-05-01

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

Online technology for teaching and learning-gains and losses.

PubMed

Cann, Alan

2015-07-01

This commentary describes recent developments in the use of online technologies, in particular social media and mobile devices, for teaching and learning and considers what has been gained and lost. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors.

PubMed

Nesbitt, Kimberly Turner; Farran, Dale Clark; Fuhs, Mary Wagner

2015-07-01

Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten (pre-K) predict their learning-related behaviors in the classroom and whether these behaviors then mediate associations between children's executive function skills and their pre-K literacy, language, and mathematic gains. Learning-related behaviors were quantified in terms of (a) higher levels of involvement in learning opportunities; (b) greater frequency of participation in activities that require sequential steps; (c) more participation in social-learning interactions; and (d) less instances of being unoccupied, disruptive, or in time out. Results indicated that children's learning-related behaviors mediated associations between executive function skills and literacy and mathematics gains through children's level of involvement, sequential learning behaviors, and disengagement from the classroom. The implications of the findings for early childhood education are discussed. (c) 2015 APA, all rights reserved).

But Are They Learning? Getting Started in Classroom Evaluation

PubMed Central

Dancy, Melissa H; Beichner, Robert J

2002-01-01

There are increasing numbers of traditional biologists, untrained in educational research methods, who want to develop and assess new classroom innovations. In this article we argue the necessity of formal research over normal classroom feedback. We also argue that traditionally trained biologists can make significant contributions to biology pedagogy. We then offer some guidance to the biologist with no formal educational research training who wants to get started. Specifically, we suggest ways to find out what others have done, we discuss the difference between qualitative and quantitative research, and we elaborate on the process of gaining insights from student interviews. We end with an example of a project that has used many different research techniques. PMID:12459792

What do seniors remember from freshman physics?

NASA Astrophysics Data System (ADS)

Pawl, Andrew; Barrantes, Analia; Pritchard, David E.; Mitchell, Rudolph

2012-12-01

We have given a group of 56 Massachusetts Institute of Technology (MIT) seniors who took mechanics as freshmen a written test similar to the final exam they took in their freshman course as well as the Mechanics Baseline Test (MBT) and the Colorado Learning Attitudes about Science Survey (CLASS). Students in majors unrelated to physics scored 60% lower on the written analytic part of the final than they would have as freshmen. The mean score of all participants on the MBT was insignificantly changed from their average on the posttest they took as freshmen. However, the students’ performance on 9 of the 26 MBT items (with 6 of the 9 involving graphical kinematics) represents a gain over their freshman posttest score (a normalized gain of about 70%), while their performance on the remaining 17 questions is best characterized as a loss of approximately 50% of the material learned in the freshman course. On multiple-choice questions covering advanced physics concepts, the mean score of the participants was about 50% lower than the average performance of freshmen. Although attitudinal survey results indicate that almost half the seniors feel the specific mechanics course content is unlikely to be useful to them, a significant majority (75%-85%) feel that physics does teach valuable problem solving skills, and an overwhelming majority believe that mechanics should remain a required course at MIT.

Efficacy of changing physics misconceptions held by ninth grade students at varying developmental levels through teacher addition of a prediction phase to the learning cycle

NASA Astrophysics Data System (ADS)

Oglesby, Michael L.

This study examines the efficacy in correcting student misconceptions about science concepts by using the pedagogical method of asking students to make a prediction in science laboratory lessons for students within pre-formal, transitional, or formal stages of cognitive development. The subjects were students (n = 235) enrolled in ninth grade physical science classes (n=15) in one high school of an urban profile school district. The four freshmen physical science teachers who were part of the study routinely taught the concepts in the study as a part of the normal curriculum during the time of the school year in which the research was conducted. Classrooms representing approximately half of the students were presented with a prediction phase at the start of each of ten learning cycle lesson. The other classrooms were not presented with a prediction phase. Students were pre and post tested using a 40 question instrument based on the Force Concept Inventory augmented with questions on the concepts taught during the period of the study. Students were also tested using the Test of Scientific Reasoning to determine their cognitive developmental level. Results showed 182 of the students to be cognitively pre-formal, 50 to be transitional, and only 3 to be cognitively formal. There were significantly higher gains (p < .05) for the formal group over the transitional group and for the transitional group over the Pre-formal group. However, there were not significantly higher gains (p > .05) for the total students having a prediction phase compared to those not having a prediction phase. Neither were there significant gains (p > .05) within the pre-formal group or within the transitional group. There were too few students within the formal group for meaningful results.

Statistical Mechanical Analysis of Online Learning with Weight Normalization in Single Layer Perceptron

NASA Astrophysics Data System (ADS)

Yoshida, Yuki; Karakida, Ryo; Okada, Masato; Amari, Shun-ichi

2017-04-01

Weight normalization, a newly proposed optimization method for neural networks by Salimans and Kingma (2016), decomposes the weight vector of a neural network into a radial length and a direction vector, and the decomposed parameters follow their steepest descent update. They reported that learning with the weight normalization achieves better converging speed in several tasks including image recognition and reinforcement learning than learning with the conventional parameterization. However, it remains theoretically uncovered how the weight normalization improves the converging speed. In this study, we applied a statistical mechanical technique to analyze on-line learning in single layer linear and nonlinear perceptrons with weight normalization. By deriving order parameters of the learning dynamics, we confirmed quantitatively that weight normalization realizes fast converging speed by automatically tuning the effective learning rate, regardless of the nonlinearity of the neural network. This property is realized when the initial value of the radial length is near the global minimum; therefore, our theory suggests that it is important to choose the initial value of the radial length appropriately when using weight normalization.

A Study of Two Instructional Sequences Informed by Alternative Learning Progressions in Genetics

NASA Astrophysics Data System (ADS)

Duncan, Ravit Golan; Choi, Jinnie; Castro-Faix, Moraima; Cavera, Veronica L.

2017-12-01

Learning progressions (LPs) are hypothetical models of how learning in a domain develops over time with appropriate instruction. In the domain of genetics, there are two independently developed alternative LPs. The main difference between the two progressions hinges on their assumptions regarding the accessibility of classical (Mendelian) versus molecular genetics and the order in which they should be taught. In order to determine the relative difficulty of the different genetic ideas included in the two progressions, and to test which one is a better fit with students' actual learning, we developed two modules in classical and molecular genetics and alternated their sequence in an implementation study with 11th grade students studying biology. We developed a set of 56 ordered multiple-choice items that collectively assessed both molecular and classical genetic ideas. We found significant gains in students' learning in both molecular and classical genetics, with the largest gain relating to understanding the informational content of genes and the smallest gain in understanding modes of inheritance. Using multidimensional item response modeling, we found no statistically significant differences between the two instructional sequences. However, there was a trend of slightly higher gains for the molecular-first sequence for all genetic ideas.

Assessing Learning Gains in Political Science

ERIC Educational Resources Information Center

Axelrod, Robert

1976-01-01

Discusses the systematic assessment of student learning gains by means of pretest and posttest comparisons. This type of assessment is found to be a time consuming procedure but can be a valuable guide to teaching effectiveness when studied in conjunction with a questionnaire which provides feedback about students' opinions. (DB)

Making Work-Based Learning Work

ERIC Educational Resources Information Center

Cahill, Charlotte

2016-01-01

Americans seeking employment often face a conundrum: relevant work experience is a prerequisite for many jobs, but it is difficult to gain the required experience without being in the workplace. Work-based learning--activities that occur in workplaces through which youth and adults gain the knowledge, skills, and experience needed for entry or…

Superior Gain in Knowledge by Podcasts Versus Text-Based Learning in Teaching Orthopedics: A Randomized Controlled Trial.

PubMed

Back, David Alexander; von Malotky, Jennifer; Sostmann, Kai; Hube, Robert; Peters, Harm; Hoff, Eike

Digital learning (e-learning) has become a firm part of surgical undergraduate education. However, there is still a lack in analyzing e-learning tools in experimental settings without potentially biasing curricular influences. This study should compare students' learning outcome with podcasts versus book texts under laboratory conditions in the field of orthopedics. Voluntary medical students were randomly assigned for learning either with a book chapter or a podcast about common orthopedic diseases in an isolated computer room. Before and after intervention, students answered multiple-choice tests and questionnaires about their attitudes and satisfaction. The study was conducted from November 2012 to February 2013. Totally, 130 students were included (55 text users and 75 podcast users, 52 males and 78 females). There was a significant increase in the overall knowledge for both groups (p < 0.001). Podcast users scored significantly better in the posttests (p < 0.021) and achieved a significantly higher gain of knowledge compared to text users (p < 0.001). The evaluation also showed a significantly higher approval of podcasts regarding comprehensibility, teaching efficacy, or fun learning with it (p < 0.05). Females gained significantly more knowledge by the use of texts than males did (p = 0.04), without any sex difference when using podcasts. This study showed a significantly higher gain of knowledge and higher satisfaction from learning with podcasts compared to book texts among students. Podcasts seem to be beneficial when teaching defined orthopedic topics to medical students. Sex plays an additional independent role in the impact of e-learning tools on students' learning outcome. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Learning style and concept acquisition of community college students in introductory biology

NASA Astrophysics Data System (ADS)

Bobick, Sandra Burin

This study investigated the influence of learning style on concept acquisition within a sample of community college students in a general biology course. There are two subproblems within the larger problem: (1) the influence of demographic variables (age, gender, number of college credits, prior exposure to scientific information) on learning style, and (2) the correlations between prior scientific knowledge, learning style and student understanding of the concept of the gene. The sample included all students enrolled in an introductory general biology course during two consecutive semesters at an urban community college. Initial data was gathered during the first week of the semester, at which time students filled in a short questionnaire (age, gender, number of college credits, prior exposure to science information either through reading/visual sources or a prior biology course). Subjects were then given the Inventory of Learning Processes-Revised (ILP-R) which measures general preferences in five learning styles; Deep Learning; Elaborative Learning, Agentic Learning, Methodical Learning and Literal Memorization. Subjects were then given the Gene Conceptual Knowledge pretest: a 15 question objective section and an essay section. Subjects were exposed to specific concepts during lecture and laboratory exercises. At the last lab, students were given the Genetics Conceptual Knowledge Posttest. Pretest/posttest gains were correlated with demographic variables and learning styles were analyzed for significant correlations. Learning styles, as the independent variable in a simultaneous multiple regression, were significant predictors of results on the gene assessment tests, including pretest, posttest and gain. Of the learning styles, Deep Learning accounted for the greatest positive predictive value of pretest essay and pretest objective results. Literal Memorization was a significant negative predictor for posttest essay, essay gain and objective gain. Simultaneous multiple regression indicated that demographic variables were significant positive predictors for Methodical, Deep and Elaborative Learning Styles. Stepwise multiple regression resulted in number of credits, Read Science and gender (female) as significant predictors of learning styles. The findings of this study emphasize the importance of learning styles in conceptual understanding of the gene and the correlation of nonformal exposure to science information with learning style and conceptual understanding.

Low-income women's reproductive weight patterns empirically based clusters of prepregnant, gestational, and postpartum weights.

PubMed

Walker, Lorraine O

2009-01-01

Women have varying weight responses to pregnancy and the postpartum period. The purpose of this study was to derive sub-groups of women based on differing reproductive weight clusters; to validate clusters by reference to adequacy of gestational weight gain (GWG) and postpartum incremental weight shifts; and to examine associations between clusters and demographic, behavioral, and psychosocial variables. A cluster analysis was conducted of a multi-ethnic/racial sample of low-income women (n = 247). Clusters were derived from three weight variables: prepregnant body mass index, GWG, and postpartum retained weight. Five clusters were derived: Cluster 1, normal weight-high prenatal gain-average retain; cluster 2, normal weight-low prenatal gain-zero retain; cluster 3, high normal weight-high prenatal gain-high retain; cluster 4, obese-low prenatal gain-average retain; and cluster 5, overweight-very high prenatal gain-very high retain. Clusters differed with regard to postpartum weight shifts (p < .001), with clusters 3, 4, and 5, mostly gaining weight between 6 weeks and 12 months postpartum, whereas clusters 1 and 2 were losing weight. Clusters were also associated with race/ethnicity (p < .01), breastfeeding immediately postdelivery (p < .01), smoking at 12 months (p < .05), and reaching weight goals at 6 and 12 months (p < .001), but not depressive symptoms, fat intake habits, or physical activity. In a five-cluster solution, postpartum weight shifts, ethnicity, and initial breastfeeding were among factors associated with clusters. Monitoring of weight and appropriate intervention beyond the 6 weeks after birth is needed for low-income women in high normal weight, overweight, and obese clusters.

Inadequate gestational weight gain and adverse pregnancy outcomes among normal weight women in China

PubMed Central

Wen, Tingyuan; Lv, Yanwei

2015-01-01

Objective: The objective of the paper is to find the association between inadequate gestational weight gain and pregnancy outcomes in normal weight women in China. Method: A retrospective study was conducted among 13,776 normal weight pregnant women who received antenatal care and delivered singleton infants at the participating hospital during August, 2009 to July, 2013. Adverse pregnancy outcomes like low birth weight (LBW), preterm birth, birth asphyxia, neonatal intensive care unit (NICU) admission and length of hospital stay were compared and analyzed between two groups with inadequate and adequate gestational weight gain. Results: According to the IOM recommendations, inadequate gestational weight gain was found to be 14.7% in this study. Women with inadequate gestational weight gain (GWG) were found to be at a higher risk for LBW (aOR = 2.13, 95% CI: 1.75, 2.86) and preterm birth (aOR = 1.44, 95% CI: 1.21, 1.67) than those in the adequate gestational weight gain group, after adjusting for monthly family income, maternal education, occupation, and whether they received any advice regarding benefits of gestational weight gain and residential area. However, inadequate GWG was not associated with longer hospital stay (aOR = 1.13, 95% CI: 0.91-1.43) in adjusted model. In addition, the rate of birth asphyxia and NICU admission were similar in both groups (P > 0.05). Conclusions: Normal weight pregnant women with GWG below the recommended AIOM 2009 guidelines were found to be at an increased risk of low birth weight and preterm birth. PMID:25932249

Inadequate gestational weight gain and adverse pregnancy outcomes among normal weight women in China.

PubMed

Wen, Tingyuan; Lv, Yanwei

2015-01-01

The objective of the paper is to find the association between inadequate gestational weight gain and pregnancy outcomes in normal weight women in China. A retrospective study was conducted among 13,776 normal weight pregnant women who received antenatal care and delivered singleton infants at the participating hospital during August, 2009 to July, 2013. Adverse pregnancy outcomes like low birth weight (LBW), preterm birth, birth asphyxia, neonatal intensive care unit (NICU) admission and length of hospital stay were compared and analyzed between two groups with inadequate and adequate gestational weight gain. According to the IOM recommendations, inadequate gestational weight gain was found to be 14.7% in this study. Women with inadequate gestational weight gain (GWG) were found to be at a higher risk for LBW (aOR = 2.13, 95% CI: 1.75, 2.86) and preterm birth (aOR = 1.44, 95% CI: 1.21, 1.67) than those in the adequate gestational weight gain group, after adjusting for monthly family income, maternal education, occupation, and whether they received any advice regarding benefits of gestational weight gain and residential area. However, inadequate GWG was not associated with longer hospital stay (aOR = 1.13, 95% CI: 0.91-1.43) in adjusted model. In addition, the rate of birth asphyxia and NICU admission were similar in both groups (P > 0.05). Normal weight pregnant women with GWG below the recommended AIOM 2009 guidelines were found to be at an increased risk of low birth weight and preterm birth.

Maternal obesity and gestational weight gain are risk factors for infant death

PubMed Central

Bodnar, Lisa M.; Siminerio, Lara L.; Himes, Katherine P.; Hutcheon, Jennifer A.; Lash, Timothy L.; Parisi, Sara M.; Abrams, Barbara

2015-01-01

Objective To assess the joint and independent relationships of gestational weight gain and prepregnancy body mass index (BMI) on risk of infant mortality. Methods We used Pennsylvania linked birth-infant death records (2003–2011) from infants without anomalies to underweight (n=58,973), normal weight (n=610,118), overweight (n=296,630), grade 1 obese (n=147,608), grade 2 obese (n=71,740), and grade 3 obese (n=47,277) mothers. Multivariable logistic regression models stratified by BMI category were used to estimate dose-response associations between z-scores of gestational weight gain and infant death after confounder adjustment. Results Infant mortality risk was lowest among normal weight women and increased with rising BMI category. For all BMI groups except for grade 3 obesity, there were U-shaped associations between gestational weight gain and risk of infant death. Weight loss and very low weight gain among women with grade 1 and 2 obesity were associated with high risks of infant mortality. However, even when gestational weight gain in women with obesity was optimized, the predicted risk of infant death remained higher than that of normal weight women. Conclusions Interventions aimed at substantially reducing preconception weight among women with obesity and avoiding very low or very high gestational weight gain may reduce risk of infant death. PMID:26572932

Normal Aging and Decision Making: The Role of Motivation

ERIC Educational Resources Information Center

Depping, Miriam K.; Freund, Alexandra M.

2011-01-01

The main argument of this review is that motivational development associated with normal aging affects decision making. With increasing age, the ratio of gains to losses becomes more and more unfavorable. Reflecting the increasing losses in resources, goal orientation changes from a predominant orientation towards gains in young adulthood to an…

Learning to walk with an adaptive gain proportional myoelectric controller for a robotic ankle exoskeleton.

PubMed

Koller, Jeffrey R; Jacobs, Daniel A; Ferris, Daniel P; Remy, C David

2015-11-04

Robotic ankle exoskeletons can provide assistance to users and reduce metabolic power during walking. Our research group has investigated the use of proportional myoelectric control for controlling robotic ankle exoskeletons. Previously, these controllers have relied on a constant gain to map user's muscle activity to actuation control signals. A constant gain may act as a constraint on the user, so we designed a controller that dynamically adapts the gain to the user's myoelectric amplitude. We hypothesized that an adaptive gain proportional myoelectric controller would reduce metabolic energy expenditure compared to walking with the ankle exoskeleton unpowered because users could choose their preferred control gain. We tested eight healthy subjects walking with the adaptive gain proportional myoelectric controller with bilateral ankle exoskeletons. The adaptive gain was updated each stride such that on average the user's peak muscle activity was mapped to maximal power output of the exoskeleton. All subjects participated in three identical training sessions where they walked on a treadmill for 50 minutes (30 minutes of which the exoskeleton was powered) at 1.2 ms(-1). We calculated and analyzed metabolic energy consumption, muscle recruitment, inverse kinematics, inverse dynamics, and exoskeleton mechanics. Using our controller, subjects achieved a metabolic reduction similar to that seen in previous work in about a third of the training time. The resulting controller gain was lower than that seen in previous work (β=1.50±0.14 versus a constant β=2). The adapted gain allowed users more total ankle joint power than that of unassisted walking, increasing ankle power in exchange for a decrease in hip power. Our findings indicate that humans prefer to walk with greater ankle mechanical power output than their unassisted gait when provided with an ankle exoskeleton using an adaptive controller. This suggests that robotic assistance from an exoskeleton can allow humans to adopt gait patterns different from their normal choices for locomotion. In our specific experiment, subjects increased ankle power and decreased hip power to walk with a reduction in metabolic cost. Future exoskeleton devices that rely on proportional myolectric control are likely to demonstrate improved performance by including an adaptive gain.

How online learning modules can improve the representational fluency and conceptual understanding of university physics students

NASA Astrophysics Data System (ADS)

Hill, M.; Sharma, M. D.; Johnston, H.

2015-07-01

The use of online learning resources as core components of university science courses is increasing. Learning resources range from summaries, videos, and simulations, to question banks. Our study set out to develop, implement, and evaluate research-based online learning resources in the form of pre-lecture online learning modules (OLMs). The aim of this paper is to share our experiences with those using, or considering implementing, online learning resources. Our first task was to identify student learning issues in physics to base the learning resources on. One issue with substantial research is conceptual understanding, the other with comparatively less research is scientific representations (graphs, words, equations, and diagrams). We developed learning resources on both these issues and measured their impact. We created weekly OLMs which were delivered to first year physics students at The University of Sydney prior to their first lecture of the week. Students were randomly allocated to either a concepts stream or a representations stream of online modules. The programme was first implemented in 2013 to trial module content, gain experience and process logistical matters and repeated in 2014 with approximately 400 students. Two validated surveys, the Force and Motion Concept Evaluation (FMCE) and the Representational Fluency Survey (RFS) were used as pre-tests and post-tests to measure learning gains while surveys and interviews provided further insights. While both streams of OLMs produced similar positive learning gains on the FMCE, the representations-focussed OLMs produced higher gains on the RFS. Conclusions were triangulated with student responses which indicated that they have recognized the benefit of the OLMs for their learning of physics. Our study shows that carefully designed online resources used as pre-instruction can make a difference in students’ conceptual understanding and representational fluency in physics, as well as make them more aware of their learning processes. In particular, the representations-focussed modules offer more advantages.

Gestational weight gain according to Institute of Medicine recommendations in relation to infant size and body composition.

PubMed

Henriksson, P; Eriksson, B; Forsum, E; Löf, M

2015-10-01

Intrauterine life may be a critical period for programming childhood obesity; however, there is insufficient knowledge concerning how gestational weight gain (GWG) affects infant fat mass (FM) and fat-free mass (FFM). The aim of this study was to investigate relationships between GWG according to Institute of Medicine (IOM) recommendations and infant size, FM and FFM. We also investigated if the associations were different for normal-weight and overweight/obese women. This study included 312 healthy Swedish mother-infant pairs. Infant body composition at 1 week of age was assessed using air-displacement plethysmography. Maternal GWG was defined as below, within or above the 2009 IOM recommendations. Multiple regression analyses were used. Compared with women whose weight gain was within IOM recommendations, women with weight gain below the recommendations had infants that were shorter (-0.7 cm, P = 0.008) when adjusting for confounders. Normal-weight women exceeding IOM recommendations had infants with higher FM (+58 g, P = 0.008) compared with normal-weight women who gained within the recommendations. No corresponding association was observed for overweight/obese women. Inadequate GWG was associated with shorter infants, while excessive GWG was associated with greater infant FM for women who were of normal weight before pregnancy. © 2014 World Obesity.

Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction

PubMed Central

George, Pradeep Paul; Papachristou, Nikos; Belisario, José Marcano; Wang, Wei; Wark, Petra A; Cotic, Ziva; Rasmussen, Kristine; Sluiter, René; Riboli–Sasco, Eva; Car, Lorainne Tudor; Musulanov, Eve Marie; Molina, Joseph Antonio; Heng, Bee Hoon; Zhang, Yanfeng; Wheeler, Erica Lynette; Al Shorbaji, Najeeb; Majeed, Azeem; Car, Josip

2014-01-01

Background Health systems worldwide are facing shortages in health professional workforce. Several studies have demonstrated the direct correlation between the availability of health workers, coverage of health services, and population health outcomes. To address this shortage, online eLearning is increasingly being adopted in health professionals’ education. To inform policy–making, in online eLearning, we need to determine its effectiveness. Methods We performed a systematic review of the effectiveness of online eLearning through a comprehensive search of the major databases for randomised controlled trials that compared online eLearning to traditional learning or alternative learning methods. The search period was from January 2000 to August 2013. We included articles which primarily focused on students' knowledge, skills, satisfaction and attitudes toward eLearning and cost-effectiveness and adverse effects as secondary outcomes. Two reviewers independently extracted data from the included studies. Due to significant heterogeneity among the included studies, we presented our results as a narrative synthesis. Findings Fifty–nine studies, including 6750 students enrolled in medicine, dentistry, nursing, physical therapy and pharmacy studies, met the inclusion criteria. Twelve of the 50 studies testing knowledge gains found significantly higher gains in the online eLearning intervention groups compared to traditional learning, whereas 27 did not detect significant differences or found mixed results. Eleven studies did not test for differences. Six studies detected significantly higher skill gains in the online eLearning intervention groups, whilst 3 other studies testing skill gains did not detect differences between groups and 1 study showed mixed results. Twelve studies tested students' attitudes, of which 8 studies showed no differences in attitudes or preferences for online eLearning. Students' satisfaction was measured in 29 studies, 4 studies showed higher satisfaction for online eLearning and 20 studies showed no difference in satisfaction between online eLearning and traditional learning. Risk of bias was high for several of the included studies. Conclusion The current evidence base suggests that online eLearning is equivalent, possibly superior to traditional learning. These findings present a potential incentive for policy makers to cautiously encourage its adoption, while respecting the heterogeneity among the studies. PMID:24976965

Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction.

PubMed

George, Pradeep Paul; Papachristou, Nikos; Belisario, José Marcano; Wang, Wei; Wark, Petra A; Cotic, Ziva; Rasmussen, Kristine; Sluiter, René; Riboli-Sasco, Eva; Tudor Car, Lorainne; Musulanov, Eve Marie; Molina, Joseph Antonio; Heng, Bee Hoon; Zhang, Yanfeng; Wheeler, Erica Lynette; Al Shorbaji, Najeeb; Majeed, Azeem; Car, Josip

2014-06-01

Health systems worldwide are facing shortages in health professional workforce. Several studies have demonstrated the direct correlation between the availability of health workers, coverage of health services, and population health outcomes. To address this shortage, online eLearning is increasingly being adopted in health professionals' education. To inform policy-making, in online eLearning, we need to determine its effectiveness. We performed a systematic review of the effectiveness of online eLearning through a comprehensive search of the major databases for randomised controlled trials that compared online eLearning to traditional learning or alternative learning methods. The search period was from January 2000 to August 2013. We included articles which primarily focused on students' knowledge, skills, satisfaction and attitudes toward eLearning and cost-effectiveness and adverse effects as secondary outcomes. Two reviewers independently extracted data from the included studies. Due to significant heterogeneity among the included studies, we presented our results as a narrative synthesis. Fifty-nine studies, including 6750 students enrolled in medicine, dentistry, nursing, physical therapy and pharmacy studies, met the inclusion criteria. Twelve of the 50 studies testing knowledge gains found significantly higher gains in the online eLearning intervention groups compared to traditional learning, whereas 27 did not detect significant differences or found mixed results. Eleven studies did not test for differences. Six studies detected significantly higher skill gains in the online eLearning intervention groups, whilst 3 other studies testing skill gains did not detect differences between groups and 1 study showed mixed results. Twelve studies tested students' attitudes, of which 8 studies showed no differences in attitudes or preferences for online eLearning. Students' satisfaction was measured in 29 studies, 4 studies showed higher satisfaction for online eLearning and 20 studies showed no difference in satisfaction between online eLearning and traditional learning. Risk of bias was high for several of the included studies. The current evidence base suggests that online eLearning is equivalent, possibly superior to traditional learning. These findings present a potential incentive for policy makers to cautiously encourage its adoption, while respecting the heterogeneity among the studies.

Visual and Auditory Learning Processes in Normal Children and Children with Specific Learning Disabilities. Final Report.

ERIC Educational Resources Information Center

McGrady, Harold J.; Olson, Don A.

To describe and compare the psychosensory functioning of normal children and children with specific learning disabilities, 62 learning disabled and 68 normal children were studied. Each child was given a battery of thirteen subtests on an automated psychosensory system representing various combinations of auditory and visual intra- and…

Parents' Perceptions of Primary Health Care Physiotherapy With Preterm Infants: Normalization, Clarity, and Trust.

PubMed

Håkstad, Ragnhild B; Obstfelder, Aud; Øberg, Gunn Kristin

2016-08-01

Having a preterm infant is a life-altering event for parents. The use of interventions intended to support the parents is recommended. In this study, we investigated how parents' perceptions of physiotherapy in primary health care influenced their adaptation to caring for a preterm child. We conducted 17 interviews involving parents of seven infants, at infants' corrected age (CA) 3, 6, and 12 months. The analysis was a systematic text condensation, connecting to theory of participatory sense-making. The parents described a progression toward a new normalcy in the setting of persistent uncertainty. Physiotherapists can ameliorate this uncertainty and support the parents' progression toward normalization, by providing knowledge and acknowledging both the child as subject and the parent-child relationship. Via embodied interaction and the exploration of their child's capacity, the parents learn about their children's individuality and gain the confidence necessary to support and care for their children in everyday life. © The Author(s) 2015.

Variation in external representations as part of the classroom lecture:An investigation of virtual cell animations in introductory photosynthesis instruction.

PubMed

Goff, Eric E; Reindl, Katie M; Johnson, Christina; McClean, Phillip; Offerdahl, Erika G; Schroeder, Noah L; White, Alan R

2017-05-01

The use of external representations (ERs) to introduce concepts in undergraduate biology has become increasingly common. Two of the most prevalent are static images and dynamic animations. While previous studies comparing static images and dynamic animations have resulted in somewhat conflicting findings in regards to learning outcomes, the benefits of each have been shown individually. Using ERs developed by the Virtual Cell Animation project, we aim to further investigate student learning using different ERs as part of an introductory biology lecture. We focus our study on the topic of photosynthesis as reports have noted that students struggle with a number of basic photosynthesis concepts. Students (n = 167) in ten sections of introductory biology laboratory were introduced to photosynthesis concepts by instructional lectures differing only in the format of the embedded ERs. Normalized gain scores were calculated, showing that students who learned with dynamic animations outperformed students who learned from static images on the posttest. The results of this study provide possible instructional guidelines for those delivering photosynthesis instruction in the introductory biology classroom. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(3):226-234, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

Susan Loucks-Horsley learning model in light pollution theme: based on a new taxonomy for science education

NASA Astrophysics Data System (ADS)

Liliawati, W.; Utama, J. A.; Fauziah, H.

2016-08-01

The curriculum in Indonesia recommended that science teachers in the elementary and intermediate schools should have interdisciplinary ability in science. However, integrated learning still has not been implemented optimally. This research is designing and applying integrated learning with Susan Loucks-Horsley model in light pollution theme. It can be showed how the student's achievements based on new taxonomy of science education with five domains: knowing & understanding, science process skill, creativity, attitudinal and connecting & applying. This research use mixed methods with concurrent embedded design. The subject is grade 8 of junior high school students in Bandung as many as 27 students. The Instrument have been employed has 28 questions test mastery of concepts, observations sheet and moral dilemma test. The result shows that integrated learning with model Susan Loucks-Horsley is able to increase student's achievement and positive characters on light pollution theme. As the results are the average normalized gain of knowing and understanding domain reach in lower category, the average percentage of science process skill domain reach in good category, the average percentage of creativity and connecting domain reach respectively in good category and attitudinal domain the average percentage is over 75% in moral knowing and moral feeling.

Scientific method by argumentation design: learning process for maintaining student’s retention

NASA Astrophysics Data System (ADS)

Siswanto; Yusiran; Asriyadin; Gumilar, S.; Subali, B.

2018-03-01

The purpose of this research describes the effect of scientific methods designed by argumentation in maintaining retention of pre-service physics teachers (students) in mechanical concept. This learning consists of five stages including the first two stages namely observing and questioning. While the next three stages of reasoning, trying, and communicating are made of argumentation design. To know the effectiveness of treatment, students are given pre-test and post-test in one time. On the other hand, students were given advanced post-test to know the durability of retention as many as four times in four months. The results show that there was mean difference between pre-test and post-test based on the Wilcoxon test (z = -3.4, p=0.001). While the effectiveness of treatment is in the high category based on normalized gain values ( = 0.86). Meanwhile, mean difference of all post-test is significantly different based on Analysis of Varian (F = 365.63, p = 0.00). However, in the fourth month, students retention rates began to stabilize based on Tuckey’s HSD (p=0.074) for comparison of mean difference between fourth and fifth post-test. Overall, learning designed can maintain students retention within 4 months after the learning finish.

The Development of a Physics Knowledge Enrichment Book “Optical Instrument Equipped with Augmented Reality” to Improve Students’ Learning Outcomes

NASA Astrophysics Data System (ADS)

Astra, I. M.; Saputra, F.

2018-05-01

This study aims to develop a physics knowledge enrichment book which is provided with augmented reality focusing on the proper optical instruments as the subject to improve students’ learning outcomes. This physics knowledge enrichment book entitled “Alat Optikyang dilengkapi dengan Augmented Reality” discusses some optical instruments seeing from its history, physics concepts, and types. This study used method Research and Development which is developed as Model Pengembangan Instruksional. In the previous study has been done feasibility test to the material and media experts with the percentage by each experts are 88,50% and 88,90%. In this study, we did the trial run of product use was carried out to a physics teacher and 25 students of SMAN 33 Jakarta. This trial run got the average percentage of 88.10% from the physics teacher while the result of the students was 82.80% and the gain normalized test result of 0.71 which meant the students’ learning outcomes had increased in cognitive domain with high interpretation. Based on the result of this study, the physics knowledge enrichment book entitled “Alat Optik yang dilengkapi dengan Augmented Reality” is a proper book in order to improve students’ learning outcomes in cognitive domain with high interpretation.

Web-based Homework and Quiz Systems

NASA Astrophysics Data System (ADS)

Pritchard, David

2005-05-01

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

Comparing Learning Gains: Audio Versus Text-based Instructor Communication in a Blended Online Learning Environment

NASA Astrophysics Data System (ADS)

Shimizu, Dominique

Though blended course audio feedback has been associated with several measures of course satisfaction at the postsecondary and graduate levels compared to text feedback, it may take longer to prepare and positive results are largely unverified in K-12 literature. The purpose of this quantitative study was to investigate the time investment and learning impact of audio communications with 228 secondary students in a blended online learning biology unit at a central Florida public high school. A short, individualized audio message regarding the student's progress was given to each student in the audio group; similar text-based messages were given to each student in the text-based group on the same schedule; a control got no feedback. A pretest and posttest were employed to measure learning gains in the three groups. To compare the learning gains in two types of feedback with each other and to no feedback, a controlled, randomized, experimental design was implemented. In addition, the creation and posting of audio and text feedback communications were timed in order to assess whether audio feedback took longer to produce than text only feedback. While audio feedback communications did take longer to create and post, there was no difference between learning gains as measured by posttest scores when student received audio, text-based, or no feedback. Future studies using a similar randomized, controlled experimental design are recommended to verify these results and test whether the trend holds in a broader range of subjects, over different time frames, and using a variety of assessment types to measure student learning.

Measuring Student Learning in Social Statistics: A Pretest-Posttest Study of Knowledge Gain

ERIC Educational Resources Information Center

Delucchi, Michael

2014-01-01

This study used a pretest-posttest design to measure student learning in undergraduate statistics. Data were derived from 185 students enrolled in six different sections of a social statistics course taught over a seven-year period by the same sociology instructor. The pretest-posttest instrument reveals statistically significant gains in…

Early Undergraduate Research Experiences Lead to Similar Learning Gains for STEM and Non-STEM Undergraduates

ERIC Educational Resources Information Center

Stanford, Jennifer S.; Rocheleau, Suzanne E.; Smith, Kevin P. W.; Mohan, Jaya

2017-01-01

Undergraduate research is touted as a high-impact educational practice yielding important benefits such as increased retention and notable learning gains. Large-scale studies describing benefits of mentored research programs have focused primarily on outcomes for science, technology, engineering and mathematics (STEM) undergraduates. The Students…

The Effects of Framing Grades on Student Learning and Preferences

ERIC Educational Resources Information Center

Bies-Hernandez, Nicole J.

2012-01-01

Two experiments examined whether framing effects, in terms of losses and gains, can be extended to student learning and grading preferences. In Experiment 1, participants rated psychology course syllabi to investigate preferences for differently framed grading systems: a loss versus gain grading system. The results showed a clear framing effect…

Reliability and Factor Structure of the Attitude toward Tutoring Agent Scale (ATTAS)

ERIC Educational Resources Information Center

Adcock, Amy B.; Van Eck, Richard N.

2005-01-01

Pedagogical agents are gaining acceptance as effective learning tools (Baylor & Ryu, 2003; Moreno, Mayer, Spires & Lester 2001; Moreno, 2004). The increase in the use of agents highlights the need for standardized measurements for evaluating user performance in these environments. While learning gains are a primary variable of interest in such…

One-Minute Paper: Student Perception of Learning Gains

ERIC Educational Resources Information Center

Anderson, Deborah; Burns, Shari

2013-01-01

The purpose of this study was to determine students' perceptions of learning gains when using the one-minute paper. Thirty-one students from the Physical Therapy (PT) and Nurse Anesthesia (NA) programs participated in this study. Students completed the one-minute paper in three classes. An email to students clarified the "muddy" points…

7 Principles for Effective Work-Based Learning

ERIC Educational Resources Information Center

Cahill, Charlotte

2016-01-01

Americans seeking employment often face a conundrum: relevant work experience is a prerequisite for many jobs, but it is difficult to gain the required experience without being in the workplace. Work-based learning--activities that occur in workplaces through which youth and adults gain the knowledge, skills, and experience needed for entry or…

Learning Experiences and Gains from Continuing Professional Education and Their Applicability to Work for Japanese Government Officials

ERIC Educational Resources Information Center

Noda, Ayaka; Kim, Mikyong Minsun

2014-01-01

This study aims to understand the perceived learning experiences and gains for Japanese government officials from US and Japanese graduate and professional schools, and how applicable their continuing professional education (CPE) is to professional performance. Interview participants were drawn from long-term overseas and domestic fellowship…

Metacognitive Monitoring and Learning Gain in Foundation Chemistry

ERIC Educational Resources Information Center

Mathabathe, Kgadi C.; Potgieter, Marietjie

2014-01-01

The ability to make realistic judgments of one's performance is a demonstration of the possession of strong metacognitive skills. In this study we investigate the relationship between accuracy of self-evaluation as an expression of metacognitive skill, and learning gain in stoichiometry. The context is an academic development programme at a South…

Using problem-based learning to improve students' creative thinking skills on water purification

NASA Astrophysics Data System (ADS)

Wahyu, Wawan; Kurnia, Eli, Rohaeni Nur

2016-02-01

The aim of this study is to obtain information about the using Problem-based Learning (PBL) to improve students' creative thinking skills on water purification. The research adopted quasi-experimental method with one group pre-test-post-test design, involving 31students of class XI in one SMK in Cimahi as the subjects of study. The students were divided into three groups categories: high, medium, and low based on the average grades of daily tests. The used instruments in this study were essay, observation sheet, questionnaire (Likert scale), and interview sheet Aspects of creative thinking skills are developed including: fluency, flexibility, originality, detailing (elaborative), and judging (evaluative). To identify the improvement of students' creative thinking skills on water purification, "normalized gain" or of the pre-test and post-test scores was calculated. The results showed that PBL can enhance students' creative thinking skills by means high category (percentage of = 70.12%). This nformation can be used as an input to teachers in the school and teacher education programs.

What do Seniors Remember from Freshman Physics?

NASA Astrophysics Data System (ADS)

Barrantes, Analia; Pawl, Andrew; Pritchard, David E.

2009-10-01

We have given a group of 56 MIT seniors who took mechanics as freshmen a written test similar to the final exam they took in their freshman course, plus the MBT and C-LASS standard instruments. Students in majors unrelated to physics scored 60% lower on the written analytic part of the final than they did as freshmen. The mean score of all students on conceptual multiple choice questions included on the final declined by approximately 50% relative to the scores of freshmen. The mean score of all participants on the MBT was insignificantly changed from the posttest taken as freshmen. More specifically, however, the students' performance on 9 of the 26 MBT items (with 6 of the 9 involving graphical kinematics) represents a gain over their freshman pretest score (a normalized gain of about 70%, double the gain achieved in the freshman course alone), while their performance on the remaining 17 questions is best characterized as a loss of approximately 50% of the material learned in the freshman course. Attitudinal survey results indicate that almost half the seniors feel the specific mechanics course content is unlikely to be useful to them, a significant majority (75-85%) feel that physics does teach valuable skills, and an overwhelming majority believe that mechanics should remain a required course at MIT.

Proceedings of the Annual Conference of the Military Testing Association (22nd) held in Toronto, Ontario, Canada, 27-31 October 1980. Volume 2.

DTIC Science & Technology

1980-12-01

instructional skills and tasks viewed in greater accord with student learning and retention performance objectives, their instruction has gained added...research reports to evaluate higher levels of cognitive learning and communications abilities . However, the primary interest of this paper is the use of...would gain freedom of expression in answering items. c. Students could better demonstrate higher levels of cognitive learning . d. Students could

Functional connectivity between somatosensory and motor brain areas predicts individual differences in motor learning by observing.

PubMed

McGregor, Heather R; Gribble, Paul L

2017-08-01

Action observation can facilitate the acquisition of novel motor skills; however, there is considerable individual variability in the extent to which observation promotes motor learning. Here we tested the hypothesis that individual differences in brain function or structure can predict subsequent observation-related gains in motor learning. Subjects underwent an anatomical MRI scan and resting-state fMRI scans to assess preobservation gray matter volume and preobservation resting-state functional connectivity (FC), respectively. On the following day, subjects observed a video of a tutor adapting her reaches to a novel force field. After observation, subjects performed reaches in a force field as a behavioral assessment of gains in motor learning resulting from observation. We found that individual differences in resting-state FC, but not gray matter volume, predicted postobservation gains in motor learning. Preobservation resting-state FC between left primary somatosensory cortex and bilateral dorsal premotor cortex, primary motor cortex, and primary somatosensory cortex and left superior parietal lobule was positively correlated with behavioral measures of postobservation motor learning. Sensory-motor resting-state FC can thus predict the extent to which observation will promote subsequent motor learning. NEW & NOTEWORTHY We show that individual differences in preobservation brain function can predict subsequent observation-related gains in motor learning. Preobservation resting-state functional connectivity within a sensory-motor network may be used as a biomarker for the extent to which observation promotes motor learning. This kind of information may be useful if observation is to be used as a way to boost neuroplasticity and sensory-motor recovery for patients undergoing rehabilitation for diseases that impair movement such as stroke. Copyright © 2017 the American Physiological Society.

How are learning physics and student beliefs about learning physics connected? Measuring epistemological self-reflection in an introductory course and investigating its relationship to conceptual learning

NASA Astrophysics Data System (ADS)

May, David B.

2002-11-01

To explore students' epistemological beliefs in a variety of conceptual domains in physics, and in a specific and novel context of measurement, this Dissertation makes use of Weekly Reports, a class assignment in which students reflect in writing on what they learn each week and how they learn it. Reports were assigned to students in the introductory physics course for honors engineering majors at The Ohio State University in two successive years. The Weekly Reports of several students from the first year were analyzed for the kinds of epistemological beliefs exhibited therein, called epistemological self-reflection, and a coding scheme was developed for categorizing and quantifying this reflection. The connection between epistemological self-reflection and conceptual learning in physics seen in a pilot study was replicated in a larger study, in which the coded reflections from the Weekly Reports of thirty students were correlated with their conceptual learning gains. Although the total amount of epistemological self-reflection was not found to be related to conceptual gain, different kinds of epistemological self-reflection were. Describing learning physics concepts in terms of logical reasoning and making personal connections were positively correlated with gains; describing learning from authority figures or by observing phenomena without making inferences were negatively correlated. Linear regression equations were determined in order to quantify the effects on conceptual gain of specific ways of describing learning. In an experimental test of this model, the regression equations and the Weekly Report coding scheme developed from the first year's data were used to predict the conceptual gains of thirty students from the second year. The prediction was unsuccessful, possibly because these students were not given as much feedback on their reflections as were the first-year students. These results show that epistemological beliefs are important factors affecting the conceptual learning of physics students. Also, getting students to reflect meaningfully on their knowledge and learning is difficult and requires consistent feedback. Research into the epistemological beliefs of physics students in different contexts and from different populations can help us develop more complete models of epistemological beliefs, and ultimately improve the conceptual and epistemological knowledge of all students.

Using optimal combination of teaching-learning methods (open book assignment and group tutorials) as revision exercises to improve learning outcome in low achievers in biochemistry.

PubMed

Rajappa, Medha; Bobby, Zachariah; Nandeesha, H; Suryapriya, R; Ragul, Anithasri; Yuvaraj, B; Revathy, G; Priyadarssini, M

2016-07-08

Graduate medical students of India are taught Biochemistry by didactic lectures and they hardly get any opportunity to clarify their doubts and reinforce the concepts which they learn in these lectures. We used a combination of teaching-learning (T-L) methods (open book assignment followed by group tutorials) to study their efficacy in improving the learning outcome. About 143 graduate medical students were classified into low (<50%: group 1, n = 23), medium (50-75%: group 2, n = 74), and high (>75%: group 3, n = 46) achievers, based on their internal assessment marks. After the regular teaching module on the topics "Vitamins and Enzymology", all the students attempted an open book assignment without peer consultation. Then all the students participated in group tutorials. The effects on the groups were evaluated by pre and posttests at the end of each phase, with the same set of MCQs. Gain from group tutorials and overall gain was significantly higher in the low achievers, compared to other groups. High and medium achievers obtained more gain from open book assignment, than group tutorials. The overall gain was significantly higher than the gain obtained from open book assignment or group tutorials, in all three groups. All the three groups retained the gain even after 1 week of the exercise. Hence, optimal use of novel T-L methods (open book assignment followed by group tutorials) as revision exercises help in strengthening concepts in Biochemistry in this oft neglected group of low achievers in graduate medical education. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):321-325, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

Dissipative vector soliton in a dispersion-managed fiber laser with normal dispersion.

PubMed

Wang, Siming; Fan, Xuliang; Zhao, Luming; Wang, Yong; Tang, Dingyuan; Shen, Deyuan

2014-12-10

We numerically study the vector dynamics of dissipative solitons (DSs) in a 2 μm dispersion-managed fiber laser mode locked by a semiconductor saturable absorber mirror and operated in the normal dispersion regime. It is shown that the effective gain bandwidth is crucial for the DS generation. The steep spectral edges of DSs are the consequence of the interaction among the normal dispersion, fiber nonlinearity, gain and loss, and gain dispersion effect, etc. We numerically duplicate the experimental results and further explore the vector features of the generated DSs. Two DSs formed along the two orthogonal polarization directions which, incoherently coupled with each other, could propagate in the birefringent cavity with the same group velocity.

The impact of a Classroom Performance System on learning gains in a biology course for science majors

NASA Astrophysics Data System (ADS)

Marin, Nilo Eric

This study was conducted to determine if the use of the technology known as Classroom Performance System (CPS), specifically referred to as "Clickers", improves the learning gains of students enrolled in a biology course for science majors. CPS is one of a group of developing technologies adapted for providing feedback in the classroom using a learner-centered approach. It supports and facilitates discussion among students and between them and teachers, and provides for participation by passive students. Advocates, influenced by constructivist theories, claim increased academic achievement. In science teaching, the results have been mixed, but there is some evidence of improvements in conceptual understanding. The study employed a pretest-posttest, non-equivalent groups experimental design. The sample consisted of 226 participants in six sections of a college biology course at a large community college in South Florida with two instructors trained in the use of clickers. Each instructor randomly selected their sections into CPS (treatment) and non-CPS (control) groups. All participants filled out a survey that included demographic data at the beginning of the semester. The treatment group used clicker questions throughout, with discussions as necessary, whereas the control groups answered the same questions as quizzes, similarly engaging in discussion where necessary. The learning gains were assessed on a pre/post-test basis. The average learning gains, defined as the actual gain divided by the possible gain, were slightly better in the treatment group than in the control group, but the difference was statistically non-significant. An Analysis of Covariance (ANCOVA) statistic with pretest scores as the covariate was conducted to test for significant differences between the treatment and control groups on the posttest. A second ANCOVA was used to determine the significance of differences between the treatment and control groups on the posttest scores, after controlling for sex, GPA, academic status, experience with clickers, and instructional style. The results indicated a small increase in learning gains but these were not statistically significant. The data did not support an increase in learning based on the use of the CPS technology. This study adds to the body of research that questions whether CPS technology merits classroom adaptation.

A Mouse Model of Visual Perceptual Learning Reveals Alterations in Neuronal Coding and Dendritic Spine Density in the Visual Cortex.

PubMed

Wang, Yan; Wu, Wei; Zhang, Xian; Hu, Xu; Li, Yue; Lou, Shihao; Ma, Xiao; An, Xu; Liu, Hui; Peng, Jing; Ma, Danyi; Zhou, Yifeng; Yang, Yupeng

2016-01-01

Visual perceptual learning (VPL) can improve spatial vision in normally sighted and visually impaired individuals. Although previous studies of humans and large animals have explored the neural basis of VPL, elucidation of the underlying cellular and molecular mechanisms remains a challenge. Owing to the advantages of molecular genetic and optogenetic manipulations, the mouse is a promising model for providing a mechanistic understanding of VPL. Here, we thoroughly evaluated the effects and properties of VPL on spatial vision in C57BL/6J mice using a two-alternative, forced-choice visual water task. Briefly, the mice underwent prolonged training at near the individual threshold of contrast or spatial frequency (SF) for pattern discrimination or visual detection for 35 consecutive days. Following training, the contrast-threshold trained mice showed an 87% improvement in contrast sensitivity (CS) and a 55% gain in visual acuity (VA). Similarly, the SF-threshold trained mice exhibited comparable and long-lasting improvements in VA and significant gains in CS over a wide range of SFs. Furthermore, learning largely transferred across eyes and stimulus orientations. Interestingly, learning could transfer from a pattern discrimination task to a visual detection task, but not vice versa. We validated that this VPL fully restored VA in adult amblyopic mice and old mice. Taken together, these data indicate that mice, as a species, exhibit reliable VPL. Intrinsic signal optical imaging revealed that mice with perceptual training had higher cut-off SFs in primary visual cortex (V1) than those without perceptual training. Moreover, perceptual training induced an increase in the dendritic spine density in layer 2/3 pyramidal neurons of V1. These results indicated functional and structural alterations in V1 during VPL. Overall, our VPL mouse model will provide a platform for investigating the neurobiological basis of VPL.

Increased Learning Observed in Redesigned Introductory Biology Course that Employed Web-enhanced, Interactive Pedagogy

PubMed Central

Lister, Bradford C.; Hanna, Michael H.; Roy, Harry

2007-01-01

Our Introduction to Biology course (BIOL 1010) changed in 2004 from a standard instructor-centered, lecture-homework-exam format to a student-centered format that used Web-enhanced, interactive pedagogy. To measure and compare conceptual learning gains in the traditional course in fall 2003 with a section of the interactive course in fall 2004, we created concept inventories for both evolution and ecology. Both classes were taught by the same instructor who had taught BIOL 1010 since 1976, and each had a similar student composition with comparable biological knowledge. A significant increase in learning gain was observed with the Web-enhanced, interactive pedagogy in evolution (traditional, 0.10; interactive, 0.19; p = 0.024) and ecology (traditional, −0.05; interactive, 0.14; p = 0.000009) when assessment was made unannounced and for no credit in the last week of classes. These results strengthen the case for augmenting or replacing instructor-centered teaching with Web-enhanced, interactive, student-centered teaching. When assessment was made using the final exam in the interactive course, for credit and after studying, significantly greater learning gains were made in evolution (95%, 0.37, p = 0.0001) and ecology (143%, 0.34, p = 0.000003) when compared with learning gains measured without credit or study in the last week of classes. PMID:17785407

Maternal obesity and gestational weight gain are risk factors for infant death.

PubMed

Bodnar, Lisa M; Siminerio, Lara L; Himes, Katherine P; Hutcheon, Jennifer A; Lash, Timothy L; Parisi, Sara M; Abrams, Barbara

2016-02-01

Assessment of the joint and independent relationships of gestational weight gain and prepregnancy body mass index (BMI) on risk of infant mortality was performed. This study used Pennsylvania linked birth-infant death records (2003-2011) from infants without anomalies born to mothers with prepregnancy BMI categorized as underweight (n = 58,973), normal weight (n = 610,118), overweight (n = 296,630), grade 1 obesity (n = 147,608), grade 2 obesity (n = 71,740), and grade 3 obesity (n = 47,277). Multivariable logistic regression models stratified by BMI category were used to estimate dose-response associations between z scores of gestational weight gain and infant death after confounder adjustment. Infant mortality risk was lowest among normal-weight women and increased with rising BMI category. For all BMI groups except for grade 3 obesity, there were U-shaped associations between gestational weight gain and risk of infant death. Weight loss and very low weight gain among women with grades 1 and 2 obesity were associated with high risks of infant mortality. However, even when gestational weight gain in women with obesity was optimized, the predicted risk of infant death remained higher than that of normal-weight women. Interventions aimed at substantially reducing preconception weight among women with obesity and avoiding very low or very high gestational weight gain may reduce risk of infant death. © 2015 The Obesity Society.

Comparison of Video Head Impulse Test (vHIT) Gains Between Two Commercially Available Devices and by Different Gain Analytical Methods.

PubMed

Lee, Sang Hun; Yoo, Myung Hoon; Park, Jun Woo; Kang, Byung Chul; Yang, Chan Joo; Kang, Woo Suk; Ahn, Joong Ho; Chung, Jong Woo; Park, Hong Ju

2018-06-01

To evaluate whether video head impulse test (vHIT) gains are dependent on the measuring device and method of analysis. Prospective study. vHIT was performed in 25 healthy subjects using two devices simultaneously. vHIT gains were compared between these instruments and using five different methods of comparing position and velocity gains during head movement intervals. The two devices produced different vHIT gain results with the same method of analysis. There were also significant differences in the vHIT gains measured using different analytical methods. The gain analytic method that compares the areas under the velocity curve (AUC) of the head and eye movements during head movements showed lower vHIT gains than a method that compared the peak velocities of the head and eye movements. The former method produced the vHIT gain with the smallest standard deviation among the five procedures tested in this study. vHIT gains differ in normal subjects depending on the device and method of analysis used, suggesting that it is advisable for each device to have its own normal values. Gain calculations that compare the AUC of the head and eye movements during the head movements show the smallest variance.

Measuring Longitudinal Gains in Student Learning: A Comparison of Rasch Scoring and Summative Scoring Approaches

ERIC Educational Resources Information Center

Zhao, Yue; Huen, Jenny M. Y.; Chan, Y. W.

2017-01-01

This study pioneers a Rasch scoring approach and compares it to a conventional summative approach for measuring longitudinal gains in student learning. In this methodological note, our proposed methodology is demonstrated using an example of rating scales in a student survey as part of a higher education outcome assessment. Such assessments have…

Is It the Intervention or the Students? Using Linear Regression to Control for Student Characteristics in Undergraduate STEM Education Research

ERIC Educational Resources Information Center

Theobald, Roddy; Freeman, Scott

2014-01-01

Although researchers in undergraduate science, technology, engineering, and mathematics education are currently using several methods to analyze learning gains from pre- and posttest data, the most commonly used approaches have significant shortcomings. Chief among these is the inability to distinguish whether differences in learning gains are due…

Faculty and Staff Member Benefits from Involvement in Living-Learning Programs

ERIC Educational Resources Information Center

Haynes, Cliff; Janosik, Steven M.

2012-01-01

The purpose of this study was to identify the benefits that faculty and student affairs staff gain from being involved in Living-Learning Programs (LLPs) and to explore any differences between the two groups. Faculty and student affairs staff (N = 268) report gaining intrinsic benefits more often than extrinsic benefits from their involvement in…

Mediating Content Area Learning through the Use of Flip-Flop Study Guides.

ERIC Educational Resources Information Center

Chalmers, Lynne

1995-01-01

Students with learning disabilities may gain from use of "flip-flop" study guides to gain key vocabulary and concepts. Rather than providing definitions for terms, the student provides terms for definitions and concepts in the study guide. Such guides allow the teacher to focus on particular concepts and provide repetition of information for…

Early Disparities in Mathematics Gains among Poor and Non-Poor Children: Examining the Role of Behavioral Engagement in Learning

ERIC Educational Resources Information Center

Robinson, Keith

2013-01-01

Multilevel modeling was used to investigate the relationship between poverty status, mathematics achievement gains, and behavioral engagement in learning over kindergarten. Data included information on 11,680 poor, low-income, and non-poor kindergartners from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-1999 (ECLS-K). Results…

Associations of maternal pre-pregnancy underweight with small-for-gestational-age and spontaneous preterm birth, and optimal gestational weight gain in Japanese women.

PubMed

Fujiwara, Kana; Aoki, Shigeru; Kurasawa, Kentaro; Okuda, Mika; Takahashi, Tsuneo; Hirahara, Fumiki

2014-04-01

To determine associations of maternal pre-pregnancy underweight with poor outcomes and evaluate how gestational weight gain affects risks for such outcomes in pre-pregnancy underweight Japanese women. By analyzing the January 2001-December 2012 hospital database, we retrospectively identified 6954 women with pre-pregnancy normal weights (body mass index, 18.5-24.9 kg/m²) and 1057 pre-pregnancy underweight women (body mass index, <18.5 kg/m²) who delivered at the Perinatal Maternity and Neonatal Center of Yokohama City University. These women were stratified by weekly weight gain during the second/third trimesters to investigate associations of gestational weight gain with spontaneous preterm birth and small for gestational age (SGA). Spontaneous preterm birth and SGA incidences were compared with those of women meeting Institute of Medicine (IO M) guidelines to determine optimal weight gain in Japanese women. Preterm birth and SGA incidences were significantly higher in pre-pregnancy underweight than in pre-pregnancy normal weight women (4.6% vs 2.4% [P=0.005] and 13.9% vs 9.7% [P = 0.003], respectively). For pre-pregnancy normal weight women, preterm birth incidence was significantly higher in those with weight gain of less than 0.2 kg/week than in those IOM guidelines. For pre-pregnancy underweight women, preterm birth and SGA incidences were significantly higher in those with weight gain of less than 0.3 kg/week than in those meeting IOM guidelines. Preterm birth and SGA incidences did not differ significantly between pre-pregnancy normal weight women with weight gain of 0.2 kg/week or more and pre-pregnancy underweight women with weight gain of 0.3 kg/week or more, as compared to women meeting IOM guidelines. These results suggest that IOM guidelines for gestational weight gain may lack external validity in Japanese women. © 2014 The Authors. Journal of Obstetrics and Gynaecology Research © 2014 Japan Society of Obstetrics and Gynecology.

Neonatal Body Composition According to the Revised Institute of Medicine Recommendations for Maternal Weight Gain

PubMed Central

Huston-Presley, Larraine; Catalano, Patrick M.

2012-01-01

Background: In 2009, the Institute of Medicine (IOM) released revised pregnancy weight gain guidelines. There are limited data regarding the effect of maternal weight gain on newborn adiposity. Objective: The aim of this study was to estimate neonatal fat mass, lean body mass, and percentage body fat according to current Institute of Medicine (IOM) pregnancy weight gain guidelines. Design: This is a secondary analysis of a prospective observational cohort study of neonates delivered at least 36 wk gestation and evaluated for fat mass, lean body mass, and percentage body fat. Women with abnormal glucose tolerance testing and other known medical disorders or pregnancies with known fetal anomalies were excluded. Pregravid body mass index (BMI) was categorized as normal weight (<25 kg/m2), overweight (25–30 kg/m2), or obese (>30 kg/m2). Maternal weight gain was quantified as less than, equal to, or greater than current IOM guidelines. Newborn body composition measurements were compared according to weight gain and BMI categories. Results: A total of 439 maternal-newborn pairs were evaluated; 19.8% (n = 87) of women gained less than IOM guidelines; 31.9% (n = 140), equal to IOM guidelines; and 48.3% (n = 212), greater than IOM guidelines. Significant differences for each component of body composition were found when evaluated by IOM weight gain categories (all ANOVA, P < 0.001). When controlling for pregravid BMI, only weight gain for women who were of normal weight before pregnancy remained significant. Conclusion: Maternal weight gain during pregnancy is a significant contributor to newborn body composition, particularly for women who are of normal weight before pregnancy. PMID:22821895

Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses

PubMed Central

Andrews, T. M.; Leonard, M. J.; Colgrove, C. A.; Kalinowski, S. T.

2011-01-01

Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning. PMID:22135373

Toward the optimization of normalized graph Laplacian.

PubMed

Xie, Bo; Wang, Meng; Tao, Dacheng

2011-04-01

Normalized graph Laplacian has been widely used in many practical machine learning algorithms, e.g., spectral clustering and semisupervised learning. However, all of them use the Euclidean distance to construct the graph Laplacian, which does not necessarily reflect the inherent distribution of the data. In this brief, we propose a method to directly optimize the normalized graph Laplacian by using pairwise constraints. The learned graph is consistent with equivalence and nonequivalence pairwise relationships, and thus it can better represent similarity between samples. Meanwhile, our approach, unlike metric learning, automatically determines the scale factor during the optimization. The learned normalized Laplacian matrix can be directly applied in spectral clustering and semisupervised learning algorithms. Comprehensive experiments demonstrate the effectiveness of the proposed approach.

48 CFR 9904.412-60.1 - Illustrations-CAS Pension Harmonization Rule.

Code of Federal Regulations, 2013 CFR

2013-10-01

... by segment or aggregation of segments. The actuarial gain and loss recognition of changes between... recognition of the asset gain or loss, which is the difference between the expected income, based on the...,100,000 $14,225,000 1 Normal Cost 910,700 89,100 821,600 1 Expense Load on Normal Cost 1, 2 Note 1...

48 CFR 9904.412-60.1 - Illustrations-CAS Pension Harmonization Rule.

Code of Federal Regulations, 2012 CFR

2012-10-01

... by segment or aggregation of segments. The actuarial gain and loss recognition of changes between... recognition of the asset gain or loss, which is the difference between the expected income, based on the...,100,000 $14,225,000 1 Normal Cost 910,700 89,100 821,600 1 Expense Load on Normal Cost 1, 2 Note 1...

48 CFR 9904.412-60.1 - Illustrations-CAS Pension Harmonization Rule.

Code of Federal Regulations, 2014 CFR

2014-10-01

... by segment or aggregation of segments. The actuarial gain and loss recognition of changes between... recognition of the asset gain or loss, which is the difference between the expected income, based on the...,100,000 $14,225,000 1 Normal Cost 910,700 89,100 821,600 1 Expense Load on Normal Cost 1, 2 Note 1...

Artificial sweeteners produce the counterintuitive effect of inducing metabolic derangements

PubMed Central

Swithers, Susan E.

2013-01-01

The negative impact of consuming sugar-sweetened beverages on weight and other health outcomes has been increasingly recognized; therefore, many people have turned to high-intensity sweeteners like aspartame, sucralose, and saccharin as a way to reduce the risk of these consequences. However, accumulating evidence suggests that frequent consumers of these sugar substitutes may also be at increased risk of excessive weight gain, metabolic syndrome, type 2 diabetes, and cardiovascular disease. This paper discusses these findings and considers the hypothesis that consuming sweet-tasting but noncaloric or reduced-calorie food and beverages interferes with learned responses that normally contribute to glucose and energy homeostasis. Because of this interference, frequent consumption of high-intensity sweeteners may have the counterintuitive effect of inducing metabolic derangements. PMID:23850261

Spiral and Project-Based Learning with Peer Assessment in a Computer Science Project Management Course

NASA Astrophysics Data System (ADS)

Jaime, Arturo; Blanco, José Miguel; Domínguez, César; Sánchez, Ana; Heras, Jónathan; Usandizaga, Imanol

2016-06-01

Different learning methods such as project-based learning, spiral learning and peer assessment have been implemented in science disciplines with different outcomes. This paper presents a proposal for a project management course in the context of a computer science degree. Our proposal combines three well-known methods: project-based learning, spiral learning and peer assessment. Namely, the course is articulated during a semester through the structured (progressive and incremental) development of a sequence of four projects, whose duration, scope and difficulty of management increase as the student gains theoretical and instrumental knowledge related to planning, monitoring and controlling projects. Moreover, the proposal is complemented using peer assessment. The proposal has already been implemented and validated for the last 3 years in two different universities. In the first year, project-based learning and spiral learning methods were combined. Such a combination was also employed in the other 2 years; but additionally, students had the opportunity to assess projects developed by university partners and by students of the other university. A total of 154 students have participated in the study. We obtain a gain in the quality of the subsequently projects derived from the spiral project-based learning. Moreover, this gain is significantly bigger when peer assessment is introduced. In addition, high-performance students take advantage of peer assessment from the first moment, whereas the improvement in poor-performance students is delayed.

The Initiation of Smooth Pursuit is Delayed in Anisometropic Amblyopia.

PubMed

Raashid, Rana Arham; Liu, Ivy Ziqian; Blakeman, Alan; Goltz, Herbert C; Wong, Agnes M F

2016-04-01

Several behavioral studies have shown that the reaction times of visually guided movements are slower in people with amblyopia, particularly during amblyopic eye viewing. Here, we tested the hypothesis that the initiation of smooth pursuit eye movements, which are responsible for accurately keeping moving objects on the fovea, is delayed in people with anisometropic amblyopia. Eleven participants with anisometropic amblyopia and 14 visually normal observers were asked to track a step-ramp target moving at ±15°/s horizontally as quickly and as accurately as possible. The experiment was conducted under three viewing conditions: amblyopic/nondominant eye, binocular, and fellow/dominant eye viewing. Outcome measures were smooth pursuit latency, open-loop gain, steady state gain, and catch-up saccade frequency. Participants with anisometropic amblyopia initiated smooth pursuit significantly slower during amblyopic eye viewing (206 ± 20 ms) than visually normal observers viewing with their nondominant eye (183 ± 17 ms, P = 0.002). However, mean pursuit latency in the anisometropic amblyopia group during binocular and monocular fellow eye viewing was comparable to the visually normal group. Mean open-loop gain, steady state gain, and catch-up saccade frequency were similar between the two groups, but participants with anisometropic amblyopia exhibited more variable steady state gain (P = 0.045). This study provides evidence of temporally delayed smooth pursuit initiation in anisometropic amblyopia. After initiation, the smooth pursuit velocity profile in anisometropic amblyopia participants is similar to visually normal controls. This finding differs from what has been observed previously in participants with strabismic amblyopia who exhibit reduced smooth pursuit velocity gains with more catch-up saccades.

A Normalization Framework for Emotional Attention

PubMed Central

Zhang, Xilin; Japee, Shruti; Safiullah, Zaid; Ungerleider, Leslie G.

2016-01-01

The normalization model of attention proposes that attention can affect performance by response- or contrast-gain changes, depending on the size of the stimulus and attention field. Here, we manipulated the attention field by emotional valence, negative faces versus positive faces, while holding stimulus size constant in a spatial cueing task. We observed changes in the cueing effect consonant with changes in response gain for negative faces and contrast gain for positive faces. Neuroimaging experiments confirmed that subjects’ attention fields were narrowed for negative faces and broadened for positive faces. Importantly, across subjects, the self-reported emotional strength of negative faces and positive faces correlated, respectively, both with response- and contrast-gain changes and with primary visual cortex (V1) narrowed and broadened attention fields. Effective connectivity analysis showed that the emotional valence-dependent attention field was closely associated with feedback from the dorsolateral prefrontal cortex (DLPFC) to V1. These findings indicate a crucial involvement of DLPFC in the normalization processes of emotional attention. PMID:27870851

A Normalization Framework for Emotional Attention.

PubMed

Zhang, Xilin; Japee, Shruti; Safiullah, Zaid; Mlynaryk, Nicole; Ungerleider, Leslie G

2016-11-01

The normalization model of attention proposes that attention can affect performance by response- or contrast-gain changes, depending on the size of the stimulus and attention field. Here, we manipulated the attention field by emotional valence, negative faces versus positive faces, while holding stimulus size constant in a spatial cueing task. We observed changes in the cueing effect consonant with changes in response gain for negative faces and contrast gain for positive faces. Neuroimaging experiments confirmed that subjects' attention fields were narrowed for negative faces and broadened for positive faces. Importantly, across subjects, the self-reported emotional strength of negative faces and positive faces correlated, respectively, both with response- and contrast-gain changes and with primary visual cortex (V1) narrowed and broadened attention fields. Effective connectivity analysis showed that the emotional valence-dependent attention field was closely associated with feedback from the dorsolateral prefrontal cortex (DLPFC) to V1. These findings indicate a crucial involvement of DLPFC in the normalization processes of emotional attention.

Second teaching: An exploration of cognitive factors in small group physics learning

NASA Astrophysics Data System (ADS)

Novemsky, Lisa Forman

This inquiry was focused on an exploration of introductory physics teaching. Alan Van Heuvelen's Overview Case Study (OCS) physics was the pedagogical approach involving guided small group problem solving and stressing concepts first, before mathematics. Second teaching is a new pedagogical construct based on Vygotsky's ideas. Structured small group activity follows traditional instruction facilitating learning for non-traditional students. It is a model of structured small group activity designed to follow traditional instruction to facilitate the learning process for students who find a physics optic (way of seeing) and physics language foreign. In informal small group settins students describe, explain, elaborate, test, and defend ideas in their own familiar vernacular as they collaborate in solving problems. Collective wisdom of a collaborative group, somewhat beyond the level for each individual member, is created then recreated through self-correction. Students improved significantly in physics knowledge. In a classroom setting, small groups of non-traditional physics students engaged in second teaching were observed. Written explanations to conceptual physics questions were analyzed. Development of language usage in relationship to introductory physics concept learning was studied. Overall physics learning correlated positively with gains in language clarity thus confirming the hypothesis that language development can be linked with gains in physics knowledge. Males and females were found to be significantly different in this respect. Male gains in language clarity were closely coupled with physics learning whereas female gains in the two measures were not coupled. Physics discourse, particularly in relationship to force and motion, seems to resonate with natural developmentally acquired sex-typical male but not female discourse. Thus, for males but not for females, physics learning proceeds in a seamless fashion wherein knowledge gains are coupled with language development. Average frequency in use of the indeterminate pronoun it per person decreased. Reificiation of qualifying terms appeared in the form of a word-form problem. In the process of reifying adjectival properties students may be recapitulating the language-bound history of natural science.

Cortical Auditory Evoked Potentials in (Un)aided Normal-Hearing and Hearing-Impaired Adults

PubMed Central

Van Dun, Bram; Kania, Anna; Dillon, Harvey

2016-01-01

Cortical auditory evoked potentials (CAEPs) are influenced by the characteristics of the stimulus, including level and hearing aid gain. Previous studies have measured CAEPs aided and unaided in individuals with normal hearing. There is a significant difference between providing amplification to a person with normal hearing and a person with hearing loss. This study investigated this difference and the effects of stimulus signal-to-noise ratio (SNR) and audibility on the CAEP amplitude in a population with hearing loss. Twelve normal-hearing participants and 12 participants with a hearing loss participated in this study. Three speech sounds—/m/, /g/, and /t/—were presented in the free field. Unaided stimuli were presented at 55, 65, and 75 dB sound pressure level (SPL) and aided stimuli at 55 dB SPL with three different gains in steps of 10 dB. CAEPs were recorded and their amplitudes analyzed. Stimulus SNRs and audibility were determined. No significant effect of stimulus level or hearing aid gain was found in normal hearers. Conversely, a significant effect was found in hearing-impaired individuals. Audibility of the signal, which in some cases is determined by the signal level relative to threshold and in other cases by the SNR, is the dominant factor explaining changes in CAEP amplitude. CAEPs can potentially be used to assess the effects of hearing aid gain in hearing-impaired users. PMID:27587919

An online learning module focused on smoking education and prevention for college students: implications for college health instructors and allied health professionals.

PubMed

D'Abundo, Michelle Lee; Marinaro, Laura Marie; Fiala, Kelly Ann

2010-01-01

The purpose of this research was to pilot-test the effectiveness of an online learning module focused on smoking for an undergraduate general education fitness and wellness course. Students enrolled in a required fitness and wellness course were given the opportunity to participate. Participants (n = 510) completed a brief demographic questionnaire and a 10-question pretest about the effects of smoking before viewing a 15-minute presentation about the effects of smoking and completing the same 10 questions as a post-test. Repeated measures ANOVAs were conducted to evaluate knowledge gains. An overall time effect was observed (pretest score 4.9 +/- 1.3, post-test score 7.2 +/- 2.1). Significantly greater knowledge gains were found in nonsmokers (2.1 +/- 2.2) than in smokers (1.1 +/- 2.2). Females (2.3 +/- 2.3) had significantly greater knowledge gains than males (1.5 +/- 2.2). Evidence supporting the effectiveness of the online learning module included significant knowledge gains for both smokers and nonsmokers, and the participants who smoked agreed the online learning module encouraged them to quit. In this research, students were also grouped by major (health-related majors vs non-health-related). There were 118 health-related majors in the sample, with 110 of those students completing the entire learning module. In this research, a learning module for college students was developed, but practical applications are provided not only for college health instructors but also for allied health professionals.

Long-term effects of controllability or the lack of it on coping abilities and stress resilience in the rat.

PubMed

Lucas, Morgan; Ilin, Yana; Anunu, Rachel; Kehat, Orli; Xu, Lin; Desmedt, Aline; Richter-Levin, Gal

2014-09-01

Findings suggest that stress-induced impaired learning and coping abilities may be attributed more to the psychological nature of the stressor, rather than its physical properties. It has been proposed that establishing controllability over stressors can ameliorate some of its effects on cognition and behavior. Gaining controllability was suggested to be associated with the development of stress resilience. Based on repeated exposure to the two-way shuttle avoidance task, we previously developed and validated a behavioral task that leads to a strict dissociation between gaining controllability (to the level that the associated fear is significantly reduced) and a fearful state of uncontrollability. Employing this protocol, we investigated here the impact of gaining or failing to gain emotional controllability on indices of anxiety and depression and on subsequent abilities to cope with positively or negatively reinforcing learning experiences. In agreement with previous studies, rats exposed to the uncontrollable protocol demonstrated high concentration of sera corticosterone, increased immobility, reduced duration of struggling in the forced swim test and impaired ability to acquire subsequent learning tasks. Achieving emotional controllability resulted in resilience to stress as was indicated by longer duration of struggling in the forced swim test, and enhanced learning abilities. Our prolonged training protocol, with the demonstrated ability of rats to gain emotional controllability, is proposed as a useful tool to study the neurobiological mechanisms of stress resilience.

System Quality Characteristics for Selecting Mobile Learning Applications

ERIC Educational Resources Information Center

Sarrab, Mohamed; Al-Shihi, Hafedh; Al-Manthari, Bader

2015-01-01

The majority of M-learning (Mobile learning) applications available today are developed for the formal learning and education environment. These applications are characterized by the improvement in the interaction between learners and instructors to provide high interaction and flexibility to the learning process. M-learning is gaining increased…

Mobile Learning in the Theater Arts Classroom

ERIC Educational Resources Information Center

Li, Zihao

2017-01-01

Mobile learning (m-learning) challenges the traditional definition of teaching and learning. M-learning concept is gaining popularity because it enables learning across multiple contexts and disciplines by using portable mobile devices. In recent years, it has attracted increasing attention at the tertiary level as some institutions adopt Bring…

A Blended Mobile Learning Environment for Museum Learning

ERIC Educational Resources Information Center

Hou, Huei-Tse; Wu, Sheng-Yi; Lin, Peng-Chun; Sung, Yao-Ting; Lin, Jhe-Wei; Chang, Kuo-En

2014-01-01

The use of mobile devices for informal learning has gained attention over recent years. Museum learning is also regarded as an important research topic in the field of informal learning. This study explored a blended mobile museum learning environment (BMMLE). Moreover, this study applied three blended museum learning modes: (a) the traditional…

Creating a Model for High Impact Practices at a Large, Regional, Comprehensive University: A Case Study

ERIC Educational Resources Information Center

McMahan, Shari

2008-01-01

Student engagement in High Impact Practices (HIPs) has been gaining the attention of higher education leaders and researchers. When students are actively engaged in the learning process they report greater gains in learning and personal development. Students involved in HIPs show better retention, higher GPA and succeed in graduating college in a…

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

ERIC Educational Resources Information Center

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

2006-01-01

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

The Effects of Nine-Week Summer Vacation: Losses in Mathematics and Gains in Reading

ERIC Educational Resources Information Center

Paechter, Manuela; Luttenberger, Silke; Macher, Daniel; Berding, Florian; Papousek, Ilona; Weiss, Elisabeth M.; Fink, Andreas

2015-01-01

Summer vacations interrupt the rhythm of learning and may result in a loss of knowledge and skills. This study investigates summer learning losses in an Austrian sample with nine-week summer vacations. The results show losses as well as gains for students in lower secondary education (182 students between 10 and 12 years old). Students experienced…

Does the Flipped Classroom Lead to Increased Gains on Learning Outcomes in ESL/EFL Contexts?

ERIC Educational Resources Information Center

Webb, Marie; Doman, Evelyn

2016-01-01

This research investigates whether the flipped classroom can lead students to increased gains on learning outcomes in 2 ESL/EFL contexts in Macau, China, and the US. A pretest posttest quasi-experimental mixed-methods design (N = 64) was used to determine any differences in student achievement that might be associated with the flipped approach…

Preliminary Findings of Learning Gains for Adult Learners with Developmental Disabilities. Research Brief No. 6

ERIC Educational Resources Information Center

Posey, Virginia; Jacobsen, Jared

2007-01-01

Public perception of adults with developmental disabilities realizing learning gains often remains illusive. This paper highlights key findings in achievement in basic skills for adults with mental retardation on a functional assessment in a life skills context for three program years (2003-2006). In this study the time period between the pre- and…

A Grounded Research Perspective for Motivating College Students' Self-Regulated Learning Behaviors: Preparing and Gaining the Cooperation, Commitment of Teachers.

ERIC Educational Resources Information Center

Talbot, Gilles L.

This paper suggests that the processes one would have college teachers use to motivate students closely parallel those that should be used to gain the cooperation, commitment, and preparation of teachers for this task. It discusses the "learning orientation" versus "grading orientation" of students, along with "class-side manners" that college…

The modality and redundancy effects in multimedia learning in children with dyslexia.

PubMed

Knoop-van Campen, Carolien A N; Segers, Eliane; Verhoeven, Ludo

2018-05-01

The present study aimed to examine the modality and redundancy effects in multimedia learning in children with dyslexia in order to find out whether their learning benefits from written and/or spoken text with pictures. We compared study time and knowledge gain in 26 11-year-old children with dyslexia and 38 typically reading peers in a within-subjects design. All children were presented with a series of user-paced multimedia lessons in 3 conditions: pictorial information presented with (a) written text, (b) audio, or (c) combined text and audio. We also examined whether children's learning outcomes were related to their working memory. With respect to study time, we found modality and reversed redundancy effects. Children with dyslexia spent more time learning in the text condition, compared with the audio condition and the combined text-and-audio condition. Regarding knowledge gain, no modality or redundancy effects were evidenced. Although the groups differed on working memory, it did not influence the modality or redundancy effect on study time or knowledge gain. In multimedia learning, it thus is more efficient to provide children with dyslexia with audio or with auditory support. Copyright © 2018 John Wiley & Sons, Ltd.

Influence of Student Engagement, Moods and Completed Assignments with on Normalized Gains and Growth in Reading Literature Using iPads

ERIC Educational Resources Information Center

Hepworth, A. J.

2014-01-01

The purpose of this study was to investigate how engagement, mood and number of assignments completed on computerized differentiated homework using an iPad in a one-to-one mobile device environment influenced the growth index and normalized gain in reading literature benchmark assessments of students in grades five, six, and seven. Furthermore,…

26 CFR 1.901-2 - Income, war profits, or excess profits tax paid or accrued.

Code of Federal Regulations, 2014 CFR

2014-04-01

... section, the foreign tax is likely to reach net gain in the normal circumstances in which it applies, (ii... income tax liability to another country. (b) Net gain—(1) In general. A foreign tax is likely to reach net gain in the normal circumstances in which it applies if and only if the tax, judged on the basis...

26 CFR 1.901-2 - Income, war profits, or excess profits tax paid or accrued.

Code of Federal Regulations, 2013 CFR

2013-04-01

... section, the foreign tax is likely to reach net gain in the normal circumstances in which it applies, (ii... income tax liability to another country. (b) Net gain—(1) In general. A foreign tax is likely to reach net gain in the normal circumstances in which it applies if and only if the tax, judged on the basis...

[A dose-response analysis on the association of gestational weight gain rate and the normal term neonate birth weight].

PubMed

Mao, Yuanyuan; Hu, Wenbin; Liu, Qin; Liu, Li; Li, Yuanming; Shen, Yueping

2015-08-01

To examine the dose-response relationship between gestational weight gain rate and the neonate birth weight. A total of 18 868 women with singleton gestations who delivered between January 2006 and December 2013 were included in this study. Maternal and neonate details of these women were drawn from the Perinatal Monitoring System database. Gestational weight gain rate was defined as the total weight gain during the last and first prenatal care visits divided by the interval weeks. Both Multiple logistic regression analysis and restricted cubic spline methods were performed. Confounding factors included maternal age, education, pre-pregnancy body mass index (BMI), state of residence, parity, gestational weeks of prenatal care entry, and sex of the neonate. The adjusted odds ratio for macrosomia was associated with gestational weight gain rate in lower pre-pregnancy BMI (OR = 3.15, 95% CI: 1.40-7.07), normal (OR = 3.64, 95% CI: 2.84-4.66) or overweight (OR = 2.37, 95% CI: 1.71-3.27). The odds ratios of low birth weight appeared a decrease in those women with lower pre-pregnancy BMI (OR = 0.28, 95% CI: 0.13-0.61) while the normal weight (OR = 0.37, 95% CI: 0.22-0.64) group with gestational weight gain, the rate showed an increase. Association of gestational weight gain rate for macrosomia was found a S-curve in those term delivery women (non-linearity test P < 0.000 1). However, L-curve was observed for low birth weight and gestational weight gain rate in term births (non-linearity test P < 0.000 1). A S-curve was seen between gestational weight gain rate and term delivered macrosomia while L-curve was observed among term delivered low birth weight neonates.

The impact of recombination on short-term selection gain in plant breeding experiments.

PubMed

McClosky, Benjamin; Tanksley, Steven D

2013-09-01

Recombination is a requirement for response to selection, but researchers still debate whether increasing recombination beyond normal levels will result in significant gains in short-term selection. We tested this hypothesis, in the context of plant breeding, through a series of simulation experiments comparing short-term selection response (≤20 cycles) between populations with normal levels of recombination and similar populations with unconstrained recombination (i.e., free recombination). We considered additive and epistatic models and examined a wide range of values for key design variables: selection cycles, QTL number, heritability, linkage phase, selection intensity and population size. With few exceptions, going from normal to unconstrained levels of recombination produced only modest gains in response to selection (≈11 % on average). We then asked how breeders might capture some of this theoretical gain by increasing recombination through either (1) extra rounds of mating or (2) selection of highly recombinant individuals via use of molecular markers/maps. All methods tested captured less than half of the potential gain, but our analysis indicates that the most effective method is to select for increased recombination and the trait simultaneously. This recommendation is based on evidence of a favorable interaction between trait selection and the impact of recombination on selection gains. Finally, we examined the relative contributions of the two components of meiotic recombination, chromosome assortment and crossing over, to short-term selection gain. Depending primarily on the presence of trait selection pressure, chromosome assortment alone accounted for 40-75 % of gain in response to short-term selection.

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

Using a Learning Activity Sequence in Large-Enrollment Physical Geology Classes: Supporting the Needs of Underserved Students While Motivating Interest, Learning, and Success

NASA Astrophysics Data System (ADS)

Pun, A.; Smith, G. A.

2011-12-01

The learning activity sequence (LAS) strategy is a student-focused pedagogy that emphasizes active classroom learning to promote learning among all students, and in particular, those with diverse backgrounds. Online assessments both set the stage for active learning and help students synthesize material during their learning. UNM is one of only two Carnegie Research University Very High institutions also designated as Hispanic-serving and the only state flagship university that is also a majority-minority undergraduate institution. In 2010 Hispanics comprised 40% of 20,655 undergraduates (and 49% of freshmen), 37% of undergraduates were Pell Grant recipients (the largest proportion of any public flagship research university; J. Blacks Higher Ed., 2009) and 44% of incoming freshmen were first-generation students. To maximize student learning in this environment rich in traditionally underserved students, we designed a LAS for nonmajor physical geology (enrollments 100-160) that integrates in-class instruction with structured out-of-class learning. The LAS has 3 essential parts: Students read before class to acquire knowledge used during in-class collaborative, active-learning activities that build conceptual understanding. Lastly, students review notes and synthesize what they've learned before moving on to the next topic. The model combines online and in-class learning and assessment: Online reading assessments before class; active-learning experiences during class; online learning assessments after class. Class sessions include short lectures, peer instruction "clickers", and small-group problem solving (lecture tutorials). Undergraduate Peer-Learning Facilitators are available during class time to help students with problem solving. Effectiveness of the LAS approach is reflected in three types of measurements. (1) Using the LAS strategy, the overall rate of students earning a grade of C or higher is higher than compared to the average for all large-enrollment department sections taught during the same period. (2) Anonymous student surveys show that: 97% of students do at least some of the assigned reading before class while 58% indicate they would not do the reading if online reading assessments were not assigned; 72% indicate post-lecture online assessments prepare them for exams; greater than 80% of students feel that they learn more in the LAS approach than with traditional instruction; 90% favor active learning in the classroom to only lecture; learning opportunities motivate 82% to attend class to participate in peer instruction and in-class exercises, even if these assignments did not contribute at all to their grade. Notably, first-generation students show disproportionately greater preference for active in-class learning. (3) Learning gains were assessed with the geoscience concept inventory (GCI) of Libarkin and Anderson (2005, J Geo Ed 53(4):395-401). Paired pre- and post-test scores (n=404) in 5 classes show an improvement from 46% to 52% (11% normalized gain), within the target goal that McConnell et al. (2008, GSA Abst Prog 41(1):49) propose for introductory geology courses that produce improved conceptual geoscience learning.

Impaired associative taste learning and abnormal brain activation in kinase-defective eEF2K mice.

PubMed

Gildish, Iness; Manor, David; David, Orit; Sharma, Vijendra; Williams, David; Agarwala, Usha; Wang, Xuemin; Kenney, Justin W; Proud, Chris G; Rosenblum, Kobi

2012-02-24

Memory consolidation is defined temporally based on pharmacological interventions such as inhibitors of mRNA translation (molecular consolidation) or post-acquisition deactivation of specific brain regions (systems level consolidation). However, the relationship between molecular and systems consolidation are poorly understood. Molecular consolidation mechanisms involved in translation initiation and elongation have previously been studied in the cortex using taste-learning paradigms. For example, the levels of phosphorylation of eukaryotic elongation factor 2 (eEF2) were found to be correlated with taste learning in the gustatory cortex (GC), minutes following learning. In order to isolate the role of the eEF2 phosphorylation state at Thr-56 in both molecular and system consolidation, we analyzed cortical-dependent taste learning in eEF2K (the only known kinase for eEF2) ki mice, which exhibit reduced levels of eEF2 phosphorylation but normal levels of eEF2 and eEF2K. These mice exhibit clear attenuation of cortical-dependent associative, but not of incidental, taste learning. In order to gain a better understanding of the underlying mechanisms, we compared brain activity as measured by MEMRI (manganese-enhanced magnetic resonance imaging) between eEF2K ki mice and WT mice during conditioned taste aversion (CTA) learning and observed clear differences between the two but saw no differences under basal conditions. Our results demonstrate that adequate levels of phosphorylation of eEF2 are essential for cortical-dependent associative learning and suggest that malfunction of memory processing at the systems level underlies this associative memory impairment. © 2012 Cold Spring Harbor Laboratory Press

Pregnant women lack accurate knowledge of their BMI and recommended gestational weight gain.

PubMed

Jeffs, Emma; Haszard, Jillian J; Sharp, Benjamin; Gullam, Joanna; Paterson, Helen

2016-08-05

To investigate pregnant women's knowledge of their body mass index (BMI) and their knowledge of gestational weight gain guidelines. Participants were recruited when attending their nuchal translucency scan at between 11 and 13 weeks, 6-days gestation in Dunedin or Christchurch, New Zealand. Recruitment staff measured participants' weight and height. By way of a self-administered, paper-based survey, participants were asked to identify their body size (including: underweight (BMI <18.5 kg/m2); normal weight (18.5-24.9); overweight (25-29.9); and obese (≥30)), and recommended gestational weight gain (including the 2009 Institute of Medicine guidelines for healthy weight gain in pregnancy, along with the options: "I should not gain any weight in my pregnancy", plus "It does not matter how much weight I gain"). Participant-measured BMI was compared to responses for perceived BMI and recommended gestational weight gain to assess accuracy. Demographic predictors of accuracy were also investigated. In total, 644 women were included. Sixty-six percent of these correctly identified their BMI category, however only 31% identified their correct gestational weight gain recommendation. Overweight and obese women were much more likely to underestimate their BMI than normal weight women (p<0.001 for both). Overweight and obese women were also more likely to overestimate their weight gain recommendation (OR=4, p<0.001; OR=18, p<0.001, respectively) while normal weight women were more likely to underestimate their weight gain recommendation (p<0.001). Independent of BMI, women of New Zealand European ethnicity were less likely to underestimate their recommended gestational weight gain compared to other women of non-Māori/non-Pacific Island ethnicity (p=0.001), whereas younger women (p=0.012) were more likely to underestimate recommended gestational weight gain. The present study indicates that New Zealand women, particularly those who are overweight and obese, lack accurate knowledge of their own body size, and this may lead to an under- or over-estimation of appropriate gestational weight gain, which may in turn lead to increased risk of poor health outcomes in pregnancy. Education strategies related to healthy weight gain in pregnancy are urgently required.

Implementation and outcomes of inquiry-based learning in mathematics content courses for pre-service teachers

NASA Astrophysics Data System (ADS)

Laursen, Sandra L.; Hassi, Marja-Liisa; Hough, Sarah

2016-02-01

This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities, separately targeting elementary and secondary pre-service teachers. Classroom observation established that the courses were taught with student-centred methods that were comparable to those used in IBL courses for students in mathematics-intensive fields at the same institutions. To measure pre-service teachers' gains in mathematical knowledge for teaching, we administered the Learning Mathematics for Teaching (LMT) instrument developed by Hill, Ball and Schilling for in-service teacher professional development. Results from the LMT show that pre-service teachers made significant score gains from beginning to end of their course, while data from interviews and from surveys of learning gains show that pre-service teachers viewed their gains as relevant to their future teaching work. Measured changes on pre-/post-surveys of attitudes and beliefs were generally supportive of learning mathematics but modest in magnitude. The study is distinctive in applying the LMT to document pre-service teachers' growth in mathematical knowledge for teaching. The study also suggests IBL is an approach well suited to mathematics departments seeking to strengthen their pre-service teacher preparation offerings in ways consistent with research-based recommendations.

Disengagement Detection in Online Learning: Validation Studies and Perspectives

ERIC Educational Resources Information Center

Cocea, M.; Weibelzahl, S.

2011-01-01

Learning environments aim to deliver efficacious instruction, but rarely take into consideration the motivational factors involved in the learning process. However, motivational aspects like engagement play an important role in effective learning-engaged learners gain more. E-Learning systems could be improved by tracking students' disengagement…

Creating a Learning Organization: A Case Study of Outcomes and Lessons Learned.

ERIC Educational Resources Information Center

Bierema, Laura L.; Berdish, David M.

1999-01-01

Discusses how organizations are gaining a competitive edge in a global business environment through learning and highlights a learning organization implementation case study of a division of Ford Motor Company. Examines the strategic initiative; performance improvement results; individual learning, including interpersonal development and…

Weight satisfaction, management strategies and health beliefs in knee osteoarthritis patients attending an outpatient clinic.

PubMed

Ekram, A R M S; Cicuttini, F M; Teichtahl, A J; Crammond, B R; Lombard, C B; Liew, S M; Urquhart, D M; Wluka, A E

2016-04-01

Although weight control is important in managing knee osteoarthritis (OA), it is difficult to achieve. Understanding beliefs regarding weight management in people with knee OA may improve weight control. To examine differences in bodyweight satisfaction, weight management strategies and weight-related health-beliefs in obese, overweight and normal weight people with knee OA. The beliefs and attitudes to weight in 102 people with symptomatic knee OA were ascertained. Participants were classified as being obese, overweight or of normal weight. Although obese and overweight participants were less satisfied with their bodyweight, they were more likely to want to lose weight and to report dieting compared with normal weight participants(P < 0.001 for all) and also more likely to report weight gain in the past 6 months (P < 0.001). While most participants rated food intake to be a main determinant of health, this belief was more common in normal weight participants (P = 0.04). When asked about their own weight gain, obese participants more frequently believed genetic and metabolic factors to be important than normal and overweight participants (P = 0.01). While 51 (53%) believed that increasing activity was more important than dietary change to avoid weight gain, this was more commonly believed by obese and overweight participants (P < 0.05). Despite desiring and attempting to lose weight, obese people with symptomatic knee OA more commonly reported weight gain. Overweight and obese participants attributed weight gain to non-modifiable factors but believed physical activity is more important than dietary change in weight management. Thus, education regarding the importance of diet as compared with non-modifiable factors and physical activity may improve weight management in obese people with knee OA. © 2016 Royal Australasian College of Physicians.

Signatures of post-zygotic structural genetic aberrations in the cells of histologically normal breast tissue that can predispose to sporadic breast cancer

PubMed Central

Forsberg, Lars A.; Rasi, Chiara; Pekar, Gyula; Davies, Hanna; Piotrowski, Arkadiusz; Absher, Devin; Razzaghian, Hamid Reza; Ambicka, Aleksandra; Halaszka, Krzysztof; Przewoźnik, Marcin; Kruczak, Anna; Mandava, Geeta; Pasupulati, Saichand; Hacker, Julia; Prakash, K. Reddy; Dasari, Ravi Chandra; Lau, Joey; Penagos-Tafurt, Nelly; Olofsson, Helena M.; Hallberg, Gunilla; Skotnicki, Piotr; Mituś, Jerzy; Skokowski, Jaroslaw; Jankowski, Michal; Śrutek, Ewa; Zegarski, Wojciech; Tiensuu Janson, Eva; Ryś, Janusz; Tot, Tibor; Dumanski, Jan P.

2015-01-01

Sporadic breast cancer (SBC) is a common disease without robust means of early risk prediction in the population. We studied 282 females with SBC, focusing on copy number aberrations in cancer-free breast tissue (uninvolved margin, UM) outside the primary tumor (PT). In total, 1162 UMs (1–14 per breast) were studied. Comparative analysis between UM(s), PT(s), and blood/skin from the same patient as a control is the core of the study design. We identified 108 patients with at least one aberrant UM, representing 38.3% of cases. Gains in gene copy number were the principal type of mutations in microscopically normal breast cells, suggesting that oncogenic activation of genes via increased gene copy number is a predominant mechanism for initiation of SBC pathogenesis. The gain of ERBB2, with overexpression of HER2 protein, was the most common aberration in normal cells. Five additional growth factor receptor genes (EGFR, FGFR1, IGF1R, LIFR, and NGFR) also showed recurrent gains, and these were occasionally present in combination with the gain of ERBB2. All the aberrations found in the normal breast cells were previously described in cancer literature, suggesting their causative, driving role in pathogenesis of SBC. We demonstrate that analysis of normal cells from cancer patients leads to identification of signatures that may increase risk of SBC and our results could influence the choice of surgical intervention to remove all predisposing cells. Early detection of copy number gains suggesting a predisposition toward cancer development, long before detectable tumors are formed, is a key to the anticipated shift into a preventive paradigm of personalized medicine for breast cancer. PMID:26430163

Stories of Practitioner Enquiry: Using Narrative Interviews to Explore Teachers' Perspectives of Learning to Learn

ERIC Educational Resources Information Center

Thomas, Ulrike; Tiplady, Lucy; Wall, Kate

2014-01-01

The Campaign for Learning's Learning to Learn Phase 4 was a research project in which teachers undertook practitioner enquiry to explore innovative pedagogies under the umbrella term of learning to learn. In 2008, to gain greater understanding of what this process meant to the participating teachers the research team at Newcastle University…

Design of Learning Spaces: Emotional and Cognitive Effects of Learning Environments in Relation to Child Development

ERIC Educational Resources Information Center

Arndt, Petra A.

2012-01-01

The design of learning spaces is rightly gaining more and more pedagogical attention, as they influence the learning climate and learning results in multiple ways. General structural characteristics influence the willingness to learn through emotional well-being and a sense of security. Specific structural characteristics influence cognitive…

Conceptualizing On-the-Job Learning Styles

ERIC Educational Resources Information Center

Berings, Marjolein G. M. C.; Poell, Rob F.; Simons, P. Robert-Jan

2005-01-01

The broad aims of this study are to gain insight into employees' on-the-job learning activities to help them improve their on-the-job learning. The authors define on-the-job learning styles and operationalize the concept to include both mental and overt learning styles and both interpersonal and intrapersonal learning styles. Organizations and…

Execution of excursions: The development of educational trails with(out) Geocaching - a comparison

NASA Astrophysics Data System (ADS)

Kisser, Thomas

2014-05-01

"Geo" stems from the Greek language and means earth. "Together with the English word "Cache" the term Geocache points out to a hideout on the earth. The principally easy hide and seek is a modern version of scavenger hunt, motivates and is the attraction of Geocaching. Methodical skills are trained subliminally during the search. Installed Geocaches are an inherent part of recreational activities which gain in amount and popularity constantly. GPS devices are common use in the daily life and are used in geography classes increasingly often. Presently, specialist literature is merely descriptive and thematically reduced to the function of orientation. The questions whether they are an applicable tool for teaching geographical circumstances and if the lasting learning success shows any differences compared to normal lessons hold in a class room haven't been answered. Educational trails request the person walking them to be active and secure the results. This activity-orientated experience leads to better learning results because the user has to do more than only reading and accepting. Neurobiological and teaching psychological knowledge support the idea that pupils completing the educational trail will learn more sustainable compared to pupils in a "normal" class: A successful contextualization of modern geomedia stimulates the motivation. Geocaches are also suitable for didactical structuration. Their order is chosen in a way that the content of teaching is being displayed adequate. The students feel addressed affectively due to the real-life encounters and experience their environment consciously. A more comprehensively addressing of the senses takes place and the pupils get connected to the place emotionally. As the learning motivation is topical and gender referred different learning effects are expected. The formal curriculum for gymnasia in Baden-Würtemberg offers, in reference to explorative methods, the possibility to deviate knowledge of regions on the basic of educational trails, to work further with the gained knowledge and to use it for transfer. In order to get two groups with characteristics as different as possible, due to their developmental psychology, age-related education of cognitive and methodical competence, classes from grade 5 (11 years old) and 11 (17 years old) have been chosen. The different cognitive states of development require different didactical approaches. For the 11 grade the topic "Umgestaltung von Flusslandschaften" (rearrangements of fluvial topography) is a possible one. Using the example of anthropogenic rearrangements of the Rheinaue wetlands near Karlsruhe the interdependency between human and environment can be shown. The "Nördlinger Ries" between the Swabian and the Franconian Jura has been chosen for grade 5. The typical elements of the Swabian Jura (karst formation, hydrogeology, typical vegetation) are provided just as well as the impressive special form of the impact tectonics. The sustainability of educational trails using GPS is evaluated by the learning effect of the 441 probands. The sustainability of trails is evaluated through an anonym, unheralded test in both grades, which prompt the cognitive competence. The learning effect of the educational trail groups is compared to groups that completed the particular topics in a carousel activity.

Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial

PubMed Central

Chao, Yi-Ping; Huang, Chung-Guei; Fang, Ji-Tseng; Wang, Shu-Ling; Chuang, Cheng-Keng; Kang, Chung-Jan; Hsin, Li-Jen; Lin, Wan-Ni; Fang, Tuan-Jen; Li, Hsueh-Yu

2018-01-01

Background Electronic learning (e-learning) through mobile technology represents a novel way to teach emergent otorhinolaryngology-head and neck surgery (ORL-HNS) disorders to undergraduate medical students. Whether a cognitive style of education combined with learning modules can impact learning outcomes and satisfaction in millennial medical students is unknown. Objective The aim of this study was to assess the impact of cognitive styles and learning modules using mobile e-learning on knowledge gain, competence gain, and satisfaction for emergent ORL-HNS disorders. Methods This randomized controlled trial included 60 undergraduate medical students who were novices in ORL-HNS at an academic teaching hospital. The cognitive style of the participants was assessed using the group embedded figures test. The students were randomly assigned (1:1) to a novel interactive multimedia (IM) group and conventional Microsoft PowerPoint show (PPS) group matched by age, sex, and cognitive style. The content for the gamified IM module was derived from and corresponded to the textbook-based learning material of the PPS module (video lectures). The participants were unblinded and used fully automated courseware containing the IM or PPS module on a 7-inch tablet for 100 min. Knowledge and competence were assessed using multiple-choice questions and multimedia situation tests, respectively. Each participant also rated their global satisfaction. Results All of the participants (median age 23 years, range 22-26 years; 36 males and 24 females) received the intended intervention after randomization. Overall, the participants had significant gains in knowledge (median 50%, interquartile range [IQR]=17%-80%, P<.001) and competence (median 13%, IQR=0%-33%, P=.006). There were no significant differences in knowledge gain (40%, IQR=13%-76% vs 60%, IQR=20%-100%, P=.42) and competence gain (0%, IQR= −21% to 38% vs 25%, IQR=0%-33%, P=.16) between the IM and PPS groups. However, the IM group had a higher satisfaction score (8, IQR=6-9 vs 6, IQR=4-7, P=.01) compared with the PPS group. Using Friedman’s two-way nonparametric analysis of variance, cognitive styles (field-independent, field-intermediate, or field-dependent classification) and learning modules (IM or PPS) had significant effects on both knowledge gain (both adjusted P<.001) and satisfaction (both adjusted P<.001). Conclusions Mobile e-learning is an effective modality to improve knowledge of emergent ORL-HNS in millennial undergraduate medical students. Our findings suggest the necessity of developing various modules for undergraduate medical students with different cognitive styles. Trial Registration Clinicaltrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV) PMID:29439943

Comparisons between students' learning achievements of their conventional instruction and the science, technology and social conceptual instructional design on digestion system issue of secondary students at the 10th grade level

NASA Astrophysics Data System (ADS)

Wichalek, Supattra; Chayaburakul, Kanokporn; Santiboon, Toansakul

2018-01-01

The purposes of this action research study were 1) to develop learning activities according to the instructional designing model of science, technology, and social (STS) on Digestion Issue, 2) to compare students' learning achievements between their learning activities with the conventional instructional (CIM) and conceptual instructional designing methods of science, technology, and social (STS) on digestion system of secondary students at the 10th grade level with a sample size of 35 experimental student group of their STS learning method, and 91 controlling group in two classes in the first semester in academic year 2016. Using the 4-Instructional Innovative Lesson Plans, the Students' Learning Behaviour Observing Form, the Questionnaire on Teacher Behaviour Interaction (QTBI), the Researcher's Recording Form, the Learning Activity Form, and the Parallel Learning Achievement Test (LAT) were assessed. The results of this research have found that; the Index of Item Objective Congruence (IOC) value ranged from 0.67 to 1.00; the difficulty values were 0.47 and 0.79 for the CIM and STS methods, respectively, the discriminative validity for the LAT was ranged from 0.20 to 0.75. The reliability of the QTBI was 0.79. Students' responses of their learning achievements with the average means scores indicted of the normalized gain values of 0.79 for the STS group, and 0.50 and 0.36 for the CIM groups, respectively. Students' learning achievements of their post-test indicated that of a higher than pre-test, the pre-test and post-test assessments were also differentiated evidence at the 0.05 levels for the STS and CIM groups, significantly. The 22-students' learning outcomes from the STS group evidences at a high level, only of the 9-students' responses in a moderate level were developed of their learning achievements, responsibility.

Learning style impact on knowledge gains in human patient simulation.

PubMed

Shinnick, Mary Ann; Woo, Mary A

2015-01-01

Human patient simulation (HPS) is a widely used method of teaching in nursing education. While it is believed that a student's learning style impacts knowledge gains in HPS, there is little evidence to support this. This study sought to determine the impact of learning style on knowledge gains after a heart failure (HF) simulation experience in pre-licensure nursing students. A convenience sample of four cohorts of prelicensure nursing students (n=161) were recruited from three Baccalaureate Schools of Nursing at the same point in their curriculum (age 25.7±6.6 years; gender=85.5% female) and participated in HPS using a HF simulation on a high-fidelity manikin. Learning style was assessed by the Kolb Learning Style Inventory (LSI) and pre- and post-HPS knowledge measured by parallel, validated, knowledge tests. The LSI identifies 4 learning styles, (Assimilating Diverging, Accommodating, and Converging). In some cases, learners present a balanced learning profile-an emphasis of all four equally. Statistical analysis consisted of t-tests and ANOVA. HF knowledge scores post-HPS compared to pre-HPS scores revealed a mean improvement of 7 points (p<0.001) showing evidence of learning. Within group score increases between the pre-test and post-test were seen for the Assimilating (66.68±20.87 to 83.35±12.59; p=0.07), Diverging (61.95±11.08 to 69.86±12.33; p<0.01) and balanced profiles (64.4±12.45 to 71.8±10.14; p<0.01), but not for Converging or Accommodating profiles (73% of sample). Post-hoc paired t-tests revealed a large effect size for the Assimilators (0.91) and moderate effect sizes for both the Divergers and balanced profiles (0.67 and 0.65, respectively). These findings confirm that knowledge gains occur with HPS and provide evidence that HPS is an effective teaching methodology for nursing students identifying with most types of learning styles. Copyright © 2014 Elsevier Ltd. All rights reserved.

Young Children's Affective Decision-Making in a Gambling Task: Does Difficulty in Learning the Gain/Loss Schedule Matter?

ERIC Educational Resources Information Center

Gao, Shan; Wei, Yonggang; Bai, Junjie; Lin, Chongde; Li, Hong

2009-01-01

This research investigated the development of affective decision-making (ADM) during early childhood, in particular role of difficulty in learning a gain/loss schedule. In Experiment 1, we administrated the Children's Gambling Task (CGT) to 60 Chinese children aged 3 and 4, replicating the results obtained by Kerr and Zelazo [Kerr, A., & Zelazo,…

Identifying disease-related subnetwork connectome biomarkers by sparse hypergraph learning.

PubMed

Zu, Chen; Gao, Yue; Munsell, Brent; Kim, Minjeong; Peng, Ziwen; Cohen, Jessica R; Zhang, Daoqiang; Wu, Guorong

2018-06-14

The functional brain network has gained increased attention in the neuroscience community because of its ability to reveal the underlying architecture of human brain. In general, majority work of functional network connectivity is built based on the correlations between discrete-time-series signals that link only two different brain regions. However, these simple region-to-region connectivity models do not capture complex connectivity patterns between three or more brain regions that form a connectivity subnetwork, or subnetwork for short. To overcome this current limitation, a hypergraph learning-based method is proposed to identify subnetwork differences between two different cohorts. To achieve our goal, a hypergraph is constructed, where each vertex represents a subject and also a hyperedge encodes a subnetwork with similar functional connectivity patterns between different subjects. Unlike previous learning-based methods, our approach is designed to jointly optimize the weights for all hyperedges such that the learned representation is in consensus with the distribution of phenotype data, i.e. clinical labels. In order to suppress the spurious subnetwork biomarkers, we further enforce a sparsity constraint on the hyperedge weights, where a larger hyperedge weight indicates the subnetwork with the capability of identifying the disorder condition. We apply our hypergraph learning-based method to identify subnetwork biomarkers in Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). A comprehensive quantitative and qualitative analysis is performed, and the results show that our approach can correctly classify ASD and ADHD subjects from normal controls with 87.65 and 65.08% accuracies, respectively.

Learning biology through connecting mathematics to scientific mechanisms: Student outcomes and teacher supports

NASA Astrophysics Data System (ADS)

Schuchardt, Anita

Integrating mathematics into science classrooms has been part of the conversation in science education for a long time. However, studies on student learning after incorporating mathematics in to the science classroom have shown mixed results. Understanding the mixed effects of including mathematics in science has been hindered by a historical focus on characteristics of integration tangential to student learning (e.g., shared elements, extent of integration). A new framework is presented emphasizing the epistemic role of mathematics in science. An epistemic role of mathematics missing from the current literature is identified: use of mathematics to represent scientific mechanisms, Mechanism Connected Mathematics (MCM). Building on prior theoretical work, it is proposed that having students develop mathematical equations that represent scientific mechanisms could elevate their conceptual understanding and quantitative problem solving. Following design and implementation of an MCM unit in inheritance, a large-scale quantitative analysis of pre and post implementation test results showed MCM students, compared to traditionally instructed students) had significantly greater gains in conceptual understanding of mathematically modeled scientific mechanisms, and their ability to solve complex quantitative problems. To gain insight into the mechanism behind the gain in quantitative problem solving, a small-scale qualitative study was conducted of two contrasting groups: 1) within-MCM instruction: competent versus struggling problem solvers, and 2) within-competent problem solvers: MCM instructed versus traditionally instructed. Competent MCM students tended to connect their mathematical inscriptions to the scientific phenomenon and to switch between mathematical and scientifically productive approaches during problem solving in potentially productive ways. The other two groups did not. To address concerns about teacher capacity presenting barriers to scalability of MCM approaches, the types and amount of teacher support needed to achieve these types of student learning gains were investigated. In the context of providing teachers with access to educative materials, students achieved learning gains in both areas in the absence of face-to-face teacher professional development. However, maximal student learning gains required the investment of face-to-face professional development. This finding can govern distribution of scarce resources, but does not preclude implementation of MCM instruction even where resource availability does not allow for face-to-face professional development.

Comparison of computer-assisted instruction (CAI) versus traditional textbook methods for training in abdominal examination (Japanese experience).

PubMed

Qayumi, A K; Kurihara, Y; Imai, M; Pachev, G; Seo, H; Hoshino, Y; Cheifetz, R; Matsuura, K; Momoi, M; Saleem, M; Lara-Guerra, H; Miki, Y; Kariya, Y

2004-10-01

This study aimed to compare the effects of computer-assisted, text-based and computer-and-text learning conditions on the performances of 3 groups of medical students in the pre-clinical years of their programme, taking into account their academic achievement to date. A fourth group of students served as a control (no-study) group. Participants were recruited from the pre-clinical years of the training programmes in 2 medical schools in Japan, Jichi Medical School near Tokyo and Kochi Medical School near Osaka. Participants were randomly assigned to 4 learning conditions and tested before and after the study on their knowledge of and skill in performing an abdominal examination, in a multiple-choice test and an objective structured clinical examination (OSCE), respectively. Information about performance in the programme was collected from school records and students were classified as average, good or excellent. Student and faculty evaluations of their experience in the study were explored by means of a short evaluation survey. Compared to the control group, all 3 study groups exhibited significant gains in performance on knowledge and performance measures. For the knowledge measure, the gains of the computer-assisted and computer-assisted plus text-based learning groups were significantly greater than the gains of the text-based learning group. The performances of the 3 groups did not differ on the OSCE measure. Analyses of gains by performance level revealed that high achieving students' learning was independent of study method. Lower achieving students performed better after using computer-based learning methods. The results suggest that computer-assisted learning methods will be of greater help to students who do not find the traditional methods effective. Explorations of the factors behind this are a matter for future research.

Sleep and motor learning: Is there room for consolidation?

PubMed

Pan, Steven C; Rickard, Timothy C

2015-07-01

It is widely believed that sleep is critical to the consolidation of learning and memory. In some skill domains, performance has been shown to improve by 20% or more following sleep, suggesting that sleep enhances learning. However, recent work suggests that those performance gains may be driven by several factors that are unrelated to sleep consolidation, inviting a reconsideration of sleep's theoretical role in the consolidation of procedural memories. Here we report the first comprehensive investigation of that possibility for the case of motor sequence learning. Quantitative meta-analyses involving 34 articles, 88 experimental groups and 1,296 subjects confirmed the empirical pattern of a large performance gain following sleep and a significantly smaller gain following wakefulness. However, the results also confirm strong moderating effects of 4 previously hypothesized variables: averaging in the calculation of prepost gain scores, build-up of reactive inhibition over training, time of testing, and training duration, along with 1 supplemental variable, elderly status. With those variables accounted for, there was no evidence that sleep enhances learning. Thus, the literature speaks against, rather than for, the enhancement hypothesis. Overall there was relatively better performance after sleep than after wakefulness, suggesting that sleep may stabilize memory. That effect, however, was not consistent across different experimental designs. We conclude that sleep does not enhance motor learning and that the role of sleep in the stabilization of memory cannot be conclusively determined based on the literature to date. We discuss challenges and opportunities for the field, make recommendations for improved experimental design, and suggest approaches to data analysis that eliminate confounds due to averaging over online learning. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Control of linear modes in cylindrical resistive magnetohydrodynamics with a resistive wall, plasma rotation, and complex gain

NASA Astrophysics Data System (ADS)

Brennan, D. P.; Finn, J. M.

2014-10-01

Feedback stabilization of magnetohydrodynamic (MHD) modes in a tokamak is studied in a cylindrical model with a resistive wall, plasma resistivity, viscosity, and toroidal rotation. The control is based on a linear combination of the normal and tangential components of the magnetic field just inside the resistive wall. The feedback includes complex gain, for both the normal and for the tangential components, and it is known that the imaginary part of the feedback for the former is equivalent to plasma rotation [J. M. Finn and L. Chacon, Phys. Plasmas 11, 1866 (2004)]. The work includes (1) analysis with a reduced resistive MHD model for a tokamak with finite β and with stepfunction current density and pressure profiles, and (2) computations with a full compressible visco-resistive MHD model with smooth decreasing profiles of current density and pressure. The equilibria are stable for β = 0 and the marginal stability values βrp,rw < βrp,iw < βip,rw < βip,iw (resistive plasma, resistive wall; resistive plasma, ideal wall; ideal plasma, resistive wall; and ideal plasma, ideal wall) are computed for both models. The main results are: (a) imaginary gain with normal sensors or plasma rotation stabilizes below βrp,iw because rotation suppresses the diffusion of flux from the plasma out through the wall and, more surprisingly, (b) rotation or imaginary gain with normal sensors destabilizes above βrp,iw because it prevents the feedback flux from entering the plasma through the resistive wall to form a virtual wall. A method of using complex gain Gi to optimize in the presence of rotation in this regime with β > βrp,iw is presented. The effect of imaginary gain with tangential sensors is more complicated but essentially destabilizes above and below βrp,iw.

The Initiation of Smooth Pursuit is Delayed in Anisometropic Amblyopia

PubMed Central

Raashid, Rana Arham; Liu, Ivy Ziqian; Blakeman, Alan; Goltz, Herbert C.; Wong, Agnes M. F.

2016-01-01

Purpose Several behavioral studies have shown that the reaction times of visually guided movements are slower in people with amblyopia, particularly during amblyopic eye viewing. Here, we tested the hypothesis that the initiation of smooth pursuit eye movements, which are responsible for accurately keeping moving objects on the fovea, is delayed in people with anisometropic amblyopia. Methods Eleven participants with anisometropic amblyopia and 14 visually normal observers were asked to track a step-ramp target moving at ±15°/s horizontally as quickly and as accurately as possible. The experiment was conducted under three viewing conditions: amblyopic/nondominant eye, binocular, and fellow/dominant eye viewing. Outcome measures were smooth pursuit latency, open-loop gain, steady state gain, and catch-up saccade frequency. Results Participants with anisometropic amblyopia initiated smooth pursuit significantly slower during amblyopic eye viewing (206 ± 20 ms) than visually normal observers viewing with their nondominant eye (183 ± 17 ms, P = 0.002). However, mean pursuit latency in the anisometropic amblyopia group during binocular and monocular fellow eye viewing was comparable to the visually normal group. Mean open-loop gain, steady state gain, and catch-up saccade frequency were similar between the two groups, but participants with anisometropic amblyopia exhibited more variable steady state gain (P = 0.045). Conclusions This study provides evidence of temporally delayed smooth pursuit initiation in anisometropic amblyopia. After initiation, the smooth pursuit velocity profile in anisometropic amblyopia participants is similar to visually normal controls. This finding differs from what has been observed previously in participants with strabismic amblyopia who exhibit reduced smooth pursuit velocity gains with more catch-up saccades. PMID:27070109

Optical implementation of neural learning algorithms based on cross-gain modulation in a semiconductor optical amplifier

NASA Astrophysics Data System (ADS)

Li, Qiang; Wang, Zhi; Le, Yansi; Sun, Chonghui; Song, Xiaojia; Wu, Chongqing

2016-10-01

Neuromorphic engineering has a wide range of applications in the fields of machine learning, pattern recognition, adaptive control, etc. Photonics, characterized by its high speed, wide bandwidth, low power consumption and massive parallelism, is an ideal way to realize ultrafast spiking neural networks (SNNs). Synaptic plasticity is believed to be critical for learning, memory and development in neural circuits. Experimental results have shown that changes of synapse are highly dependent on the relative timing of pre- and postsynaptic spikes. Synaptic plasticity in which presynaptic spikes preceding postsynaptic spikes results in strengthening, while the opposite timing results in weakening is called antisymmetric spike-timing-dependent plasticity (STDP) learning rule. And synaptic plasticity has the opposite effect under the same conditions is called antisymmetric anti-STDP learning rule. We proposed and experimentally demonstrated an optical implementation of neural learning algorithms, which can achieve both of antisymmetric STDP and anti-STDP learning rule, based on the cross-gain modulation (XGM) within a single semiconductor optical amplifier (SOA). The weight and height of the potentitation and depression window can be controlled by adjusting the injection current of the SOA, to mimic the biological antisymmetric STDP and anti-STDP learning rule more realistically. As the injection current increases, the width of depression and potentitation window decreases and height increases, due to the decreasing of recovery time and increasing of gain under a stronger injection current. Based on the demonstrated optical STDP circuit, ultrafast learning in optical SNNs can be realized.

Using Learning Communities to Build Faculty Support for Pedagogical Innovation: A Multi-Campus Study

ERIC Educational Resources Information Center

Furco, Andrew; Moely, Barbara E.

2012-01-01

To encourage greater adoption of a pedagogical innovation (service-learning), semester long faculty learning communities were established at eight institutions. These learning community experiences produced gains in participants' (N = 152) self-assessed expertise with service-learning, ability to collaborate with community partners, and…

Trainees as Teachers in Team-Based Learning

ERIC Educational Resources Information Center

Ravindranath, Divy; Gay, Tamara L.; Riba, Michelle B.

2010-01-01

Objective: Team-based learning is an active learning modality that is gaining popularity in medical education. The authors studied the effect of using trainees as facilitators of team-based learning sessions. Methods: Team-based learning modules were developed and implemented by faculty members and trainees for the third-year medical student…

Learning Path Recommendation Based on Modified Variable Length Genetic Algorithm

ERIC Educational Resources Information Center

Dwivedi, Pragya; Kant, Vibhor; Bharadwaj, Kamal K.

2018-01-01

With the rapid advancement of information and communication technologies, e-learning has gained a considerable attention in recent years. Many researchers have attempted to develop various e-learning systems with personalized learning mechanisms for assisting learners so that they can learn more efficiently. In this context, curriculum sequencing…

How the Brain Learns: Research, Theory, and Application.

ERIC Educational Resources Information Center

Smilkstein, Rita

2001-01-01

Describes the author's research on learning and brain activity, which involved more than 5,000 students and faculty members. Explores six stages of learning: (1) preparing to learn; (2) starting to learn; (3) consolidation; (4) branching out; (5) gaining fluency; and (6) continued improving. States that merging educational research with…

The Concept Mastery in the Perspective of Gender of Junior High School Students on Eclipse Theme in Multiple Intelligences-based of Integrated Earth and Space Science Learning

NASA Astrophysics Data System (ADS)

Liliawati, W.; Utama, J. A.; Mursydah, L. S.

2017-03-01

The purpose of this study is to identify gender-based concept mastery differences of junior high school students after the implementation of multiple intelligences-based integrated earth and space science learning. Pretest-posttest group design was employed to two different classes at one of junior high school on eclipse theme in Tasikmalaya West Java: one class for boys (14 students) and one class of girls (18 students). The two-class received same treatment. The instrument of concepts mastery used in this study was open-ended eight essay questions. Reliability test result of this instrument was 0.9 (category: high) while for validity test results were high and very high category. We used instruments of multiple intelligences identification and learning activity observation sheet for our analysis. The results showed that normalized N-gain of concept mastery for boys and girls were improved, respectively 0.39 and 0.65. Concept mastery for both classes differs significantly. The dominant multiple intelligences for boys were in kinesthetic while girls dominated in the rest of multiple intelligences. Therefor we concluded that the concept mastery was influenced by gender and student’s multiple intelligences. Based on this finding we suggested to considering the factor of gender and students’ multiple intelligences given in the learning activity.

Peer Instruction in introductory physics: A method to bring about positive changes in students' attitudes and beliefs

NASA Astrophysics Data System (ADS)

Zhang, Ping; Ding, Lin; Mazur, Eric

2017-06-01

This paper analyzes pre-post matched gains in the epistemological views of science students taking the introductory physics course at Beijing Normal University (BNU) in China. In this study we examined the attitudes and beliefs of science majors (n =441 ) in four classes, one taught using traditional (lecture) teaching methods, and the other three taught with Peer Instruction (PI). In two of the PI classes, student peer groups were constantly changing throughout the semester, while in the other PI class student groups remained fixed for the duration of the semester. The results of the pre- and post-test using the Colorado Learning Attitudes about Science Survey showed that students in traditional lecture settings became significantly more novicelike in their beliefs about physics and learning physics over the course of a semester, a result consistent with what was reported in the literature. However, all three of the classes taught using the PI method improved student attitudes and beliefs about physics and learning physics. In the PI class with fixed peer groups, students exhibited a greater positive shift in attitudes and beliefs than in the other PI class with changing peer groups. The study also looked at gender differences in student learning attitudes. Gender results revealed that female science majors in the PI classes achieved a greater positive shift in attitudes and beliefs after instruction than did male students.

Machine learning and social network analysis applied to Alzheimer's disease biomarkers.

PubMed

Di Deco, Javier; González, Ana M; Díaz, Julia; Mato, Virginia; García-Frank, Daniel; Álvarez-Linera, Juan; Frank, Ana; Hernández-Tamames, Juan A

2013-01-01

Due to the fact that the number of deaths due Alzheimer is increasing, the scientists have a strong interest in early stage diagnostic of this disease. Alzheimer's patients show different kind of brain alterations, such as morphological, biochemical, functional, etc. Currently, using magnetic resonance imaging techniques is possible to obtain a huge amount of biomarkers; being difficult to appraise which of them can explain more properly how the pathology evolves instead of the normal ageing. Machine Learning methods facilitate an efficient analysis of complex data and can be used to discover which biomarkers are more informative. Moreover, automatic models can learn from historical data to suggest the diagnostic of new patients. Social Network Analysis (SNA) views social relationships in terms of network theory consisting of nodes and connections. The resulting graph-based structures are often very complex; there can be many kinds of connections between the nodes. SNA has emerged as a key technique in modern sociology. It has also gained a significant following in medicine, anthropology, biology, information science, etc., and has become a popular topic of speculation and study. This paper presents a review of machine learning and SNA techniques and then, a new approach to analyze the magnetic resonance imaging biomarkers with these techniques, obtaining relevant relationships that can explain the different phenotypes in dementia, in particular, different stages of Alzheimer's disease.

Bringing Grand Canyon to the College Campus: Assessment of Student Learning in the Geosciences Through Virtual Field Trip Games for Mobile Smart-Devices

NASA Astrophysics Data System (ADS)

Bursztyn, N.; Walker, A.; Shelton, B.; Pederson, J. L.

2015-12-01

Geoscience educators have long considered field trips to be the most effective way of attracting students into the discipline. A solution for bringing student-driven, engaging, kinesthetic field experiences to a broader audience lies in ongoing advances in mobile-communication technology. This NSF-TUES funded project developed three virtual field trip experiences for smartphones and tablets (on geologic time, geologic structures, and hydrologic processes), and then tested their performance in terms of student interest in geoscience as well as gains in learning. The virtual field trips utilize the GPS capabilities of smartphones and tablets, requiring the students to navigate outdoors in the real world while following a map on their smart device. This research, involving 873 students at five different college campuses, used analysis of covariance (ANCOVA) and multiple regression for statistical methods. Gains in learning across all participants are minor, and not statistically different between intervention and control groups. Predictors of gains in content comprehension for all three modules are the students' initial interest in the subject and their base level knowledge. For the Geologic Time and Structures modules, being a STEM major is an important predictor of student success. Most pertinent for this research, for Geologic Time and Hydrologic Processes, gains in student learning can be predicted by having completed those particular virtual field trips. Gender and race had no statistical impact, indicating that the virtual field trip modules have broad reach across student demographics. In related research, these modules have been shown to increase student interest in the geosciences more definitively than the learning gains here. Thus, future work should focus on improving the educational impact of mobile-device field trips, as their eventual incorporation into curricula is inevitable.

A Comparison of Emotional-Motivational (A-R-D Theory) Personality Characteristics in Learning Disabled, Normal Achieving, and High Achieving Children.

ERIC Educational Resources Information Center

Hufano, Linda D.

The study examined emotional-motivational personality characteristics of 15 learning disabled, 15 normal achieving, and 15 high achieving students (grades 3-5). The study tested the hypothesis derived from the A-R-D (attitude-reinforcer-discriminative) theory of motivation that learning disabled (LD) children differ from normal and high achieving…

Effects of musicality and motivational orientation on auditory category learning: a test of a regulatory-fit hypothesis.

PubMed

McAuley, J Devin; Henry, Molly J; Wedd, Alan; Pleskac, Timothy J; Cesario, Joseph

2012-02-01

Two experiments investigated the effects of musicality and motivational orientation on auditory category learning. In both experiments, participants learned to classify tone stimuli that varied in frequency and duration according to an initially unknown disjunctive rule; feedback involved gaining points for correct responses (a gains reward structure) or losing points for incorrect responses (a losses reward structure). For Experiment 1, participants were told at the start that musicians typically outperform nonmusicians on the task, and then they were asked to identify themselves as either a "musician" or a "nonmusician." For Experiment 2, participants were given either a promotion focus prime (a performance-based opportunity to gain entry into a raffle) or a prevention focus prime (a performance-based criterion that needed to be maintained to avoid losing an entry into a raffle) at the start of the experiment. Consistent with a regulatory-fit hypothesis, self-identified musicians and promotion-primed participants given a gains reward structure made more correct tone classifications and were more likely to discover the optimal disjunctive rule than were musicians and promotion-primed participants experiencing losses. Reward structure (gains vs. losses) had inconsistent effects on the performance of nonmusicians, and a weaker regulatory-fit effect was found for the prevention focus prime. Overall, the findings from this study demonstrate a regulatory-fit effect in the domain of auditory category learning and show that motivational orientation may contribute to musician performance advantages in auditory perception.

Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms

PubMed Central

Anderman, Eric M.; O’Connell, Ann A.

2011-01-01

In the present study (N = 633), we examine the role of teacher credibility and teacher affinity in classrooms. We explore the relations among these two characteristics and student gains in knowledge and valuing of learning about HIV and pregnancy prevention across high school classrooms. Results marshaled support for the notion that teacher characteristics are associated with classroom-level gains in learning outcomes. Above and beyond student-level predictors, teacher credibility (aggregated to the classroom level) was positively related to increases in knowledge across classrooms, whereas aggregated teacher affinity was positively related to an increased valuing of learning about HIV and pregnancy prevention across classrooms. Future directions and implications for practice are discussed. PMID:24876800

"Mastery Learning" Como Metodo Psicoeducativo para Ninos con Problemas Especificos de Aprendizaje. ("Mastery Learning" as a Psychoeducational Method for Children with Specific Learning Problems.)

ERIC Educational Resources Information Center

Coya, Liliam de Barbosa; Perez-Coffie, Jorge

1982-01-01

"Mastery Learning" was compared with the "conventional" method of teaching reading skills to Puerto Rican children with specific learning disabilities. The "Mastery Learning" group showed significant gains in the cognitive and affective domains. Results suggested Mastery Learning is a more effective method of teaching…

The association between inadequate gestational weight gain and infant mortality among U.S. infants born in 2002.

PubMed

Davis, Regina R; Hofferth, Sandra L

2012-01-01

The purpose of this study was to determine the relative importance of inadequate gestational weight gain as a cause of infant mortality. Birth and infant death certificate data were obtained from a random sample of 100,000 records from the National Center for Health Statistics (NCHS) 2002 Birth Cohort Linked Birth/Infant Death Data File. Descriptive and proportional hazards regression analyses were used to assess the odds of infant mortality associated with inadequate gestational weight gain compared to normal weight gain. Nearly 30% of women experienced inadequate weight gain. Infants born to women with inadequate gestational weight gain had odds of infant death that were 2.23 times the odds for infants born to women with normal weight gain. Increased odds remained after adjustment for gestational age, low birth weight, maternal age, maternal education, and maternal race. Among racial or ethnic subgroups, African American women were 1.3 times as likely as white women to have an infant die, but they were no more likely to have an infant die than white women if they had inadequate weight gain. There is a substantial and significant association between inadequate gestational weight gain and infant death that does not differ by race, ethnic group membership, or maternal age.

A new vestibulo-ocular reflex recording system designed for routine vestibular clinical use.

PubMed

Funabiki, K; Naito, Y; Matsuda, K; Honjo, I

1999-01-01

A new vestibulo-ocular reflex (VOR) recording system was developed, which consists of an infrared eye camera, a small velocity sensor and a frequency modulator. Using this system, the head velocity signal was frequency modulated and simultaneously recorded as a sound signal on the audio track of a Hi8 video recorder with eye images. This device enabled recording of the VOR response in routine vestibular clinical practice. The reliability and effectiveness of this system were estimated by recording and analysing the VOR response against manually controlled rotation in normal subjects (n = 22) and in patients with unilateral severe vestibular hypofunction (n = 11). VOR gain on clockwise rotation viewed from the top was defined as R gain, and counterclockwise rotation as L gain. Directional preponderance (DP%) was also calculated. VOR gain towards the diseased side was significantly lower than that towards the intact side, and also significantly lower than that of normal subjects. DP% of unilateral vestibular hypofunction cases was significantly larger than that of normal subjects. These findings indicate that this VOR recording system reliably detects severe unilateral vestibular hypofunction.

Do Gains in Secondary Teachers’ Content Knowledge Provide an ASSET to Student Learning?

NASA Astrophysics Data System (ADS)

Hites, Travis

2015-01-01

During the Summer of 2013, a group of East Texas middle and high school science teachers attended the first year of the Astronomy Summer School of East Texas (ASSET), a two-week NASA funded workshop. This workshop focused on providing area teachers with a rigorous two-week experience loaded with interactive content lessons combined with hands-on activities, all relating to the universal laws of astronomy as well as solar system concepts.The effectiveness of this workshop was gauged in part through a series of content surveys given to each participating educator at the beginning and end of the workshop. Similar content surveys were also administered to each teacher's students as pre/post-content surveys in an effort to determine the extent to which teacher gains were transferred into student gains, as well as to judge the effectiveness of the teachers' lessons in conveying these concepts to the students.Overall, students performed best on concepts where teachers exhibited the highest gains in their learning and focused most of their emphasis. A question-by-question analysis, though, suggests that a broad analysis paints an incomplete picture of student learning. We will present an item analysis of student gains by topic along with a comparison of content coverage and teacher gains. Looking beyond these numbers will present results that demonstrate that giving secondary teachers professional development opportunities to increase content knowledge, and tools to present such knowledge to their students, can improve student learning and performance, but is dependent on teacher confidence and level of coverage.This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction

NASA Astrophysics Data System (ADS)

Prather, E. E.; Rudolph, A. L.; Brissenden, G.; Schlingman, W. M.

2011-09-01

We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 31 institutions completed (pre- and post- instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N < 10) to large (N˜180) and were from all types of institutions, including both 2-year and 4-year colleges and universities. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of classroom time spent on learner- centered, active-engagement instruction such as Peer Instruction and collaborative tutorials. Pre-instruction LSCI scores were clustered around ˜25% (24 ± 2%), independent of class size and institution type; however, the gains measured varied from about (-)0.07-0.50. The distribution of gain scores indicates that differences were due to instruction in the classroom, not the type of class or institution. Interactivity Assessment Scores (IAS's) ranged from 0%-50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactivity. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for both groups of classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gain.

LEARNING-RELATED SOCIAL SKILLS AS A MEDIATOR BETWEEN TEACHER INSTRUCTION AND CHILD ACHIEVEMENT IN HEAD START

PubMed Central

Gershoff, Elizabeth

2015-01-01

Using a subsample of the Family and Child Experiences Survey (FACES) 2006, this study examined the associations between the amount of teacher instruction in 292 Head Start classrooms with changes in young children’s (n = 936) early academic achievement and learning-related social skills from ages 3 to 5. In general, during the early years, children exhibited relatively stable academic and learning-related social skills. Although the amount of teacher instruction did not predict children’s short-term academic growth directly, it did predict it indirectly through improvements in learning-related social skills, with benefits lasting through the end of kindergarten. These findings demonstrate that gains in children’s learning-related social skills may be necessary before academic gains can be realized. PMID:26692657

Maternal Determinants of Birth Weight in Northern Ghana

PubMed Central

Abubakari, Abdulai; Kynast-Wolf, Gisela; Jahn, Albrecht

2015-01-01

Objectives Weight at birth is usually considered as an indicator of the health status of a given society. As a result this study was designed to investigate the association between birth weight and maternal factors such as gestational weight gain, pre—pregnancy BMI and socio—economic status in Northern Ghana. Methods The study was a facility-based cross-sectional survey conducted in two districts in the Northern region of Ghana. These districts were purposively sampled to represent a mix of urban, peri—urban and rural population. The current study included 419 mother-infant pairs who delivered at term (37–42 weeks). Mother’s height, pre-pregnancy weight and weight changes were generated from the antenatal records. Questionnaires were administered to establish socio-economic and demographic information of respondents. Maternal factors associated with birth weight were examined using multiple and univariate regressions. Results The mothers were generally well nourished before conception (Underweight 3.82%, Normal 57.76%, Overweight 25.06% and Obesity 13.37%) but approximately half of them could not gain adequate weight according to Institute of Medicine recommendations (Low weight gain 49.64%, Adequate weight gain 42.96% and Excessive weight gain 7.40%). Infants whose mothers had excess weight gain were 431g (95% CI 18–444) heavier compared to those whose mothers gained normal weight, while those whose mothers gained less were 479g (95% CI -682– (-276) lighter. Infants of mothers who were overweight and obese before conception were 246g (95% CI 87–405) and 595g (95% CI 375–815) respectively heavier than those of normal mothers, whereas those whose mothers were underweight were 305g (95% CI -565 –(-44) lighter. The mean birth weight observed was 2.98 ± 0.68 kg. Conclusion Our findings show that pre-pregnancy body mass index and weight gain during pregnancy influence birth weight. Therefore, emphasis should be placed on counseling and assisting pregnant women to stay within the recommended weight gain ranges. PMID:26281013

Spatial frequency discrimination learning in normal and developmentally impaired human vision

PubMed Central

Astle, Andrew T.; Webb, Ben S.; McGraw, Paul V.

2010-01-01

Perceptual learning effects demonstrate that the adult visual system retains neural plasticity. If perceptual learning holds any value as a treatment tool for amblyopia, trained improvements in performance must generalise. Here we investigate whether spatial frequency discrimination learning generalises within task to other spatial frequencies, and across task to contrast sensitivity. Before and after training, we measured contrast sensitivity and spatial frequency discrimination (at a range of reference frequencies 1, 2, 4, 8, 16 c/deg). During training, normal and amblyopic observers were divided into three groups. Each group trained on a spatial frequency discrimination task at one reference frequency (2, 4, or 8 c/deg). Normal and amblyopic observers who trained at lower frequencies showed a greater rate of within task learning (at their reference frequency) compared to those trained at higher frequencies. Compared to normals, amblyopic observers showed greater within task learning, at the trained reference frequency. Normal and amblyopic observers showed asymmetrical transfer of learning from high to low spatial frequencies. Both normal and amblyopic subjects showed transfer to contrast sensitivity. The direction of transfer for contrast sensitivity measurements was from the trained spatial frequency to higher frequencies, with the bandwidth and magnitude of transfer greater in the amblyopic observers compared to normals. The findings provide further support for the therapeutic efficacy of this approach and establish general principles that may help develop more effective protocols for the treatment of developmental visual deficits. PMID:20832416

Scrum-Based Learning Environment: Fostering Self-Regulated Learning

ERIC Educational Resources Information Center

Linden, Tanya

2018-01-01

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

Artificial sweeteners produce the counterintuitive effect of inducing metabolic derangements.

PubMed

Swithers, Susan E

2013-09-01

The negative impact of consuming sugar-sweetened beverages on weight and other health outcomes has been increasingly recognized; therefore, many people have turned to high-intensity sweeteners like aspartame, sucralose, and saccharin as a way to reduce the risk of these consequences. However, accumulating evidence suggests that frequent consumers of these sugar substitutes may also be at increased risk of excessive weight gain, metabolic syndrome, type 2 diabetes, and cardiovascular disease. This paper discusses these findings and considers the hypothesis that consuming sweet-tasting but noncaloric or reduced-calorie food and beverages interferes with learned responses that normally contribute to glucose and energy homeostasis. Because of this interference, frequent consumption of high-intensity sweeteners may have the counterintuitive effect of inducing metabolic derangements. Copyright © 2013 Elsevier Ltd. All rights reserved.

Learning Together; part 2: training costs and health gain - a cost analysis.

PubMed

Cullen, Katherine; Riches, Wendy; Macaulay, Chloe; Spicer, John

2017-01-01

Learning Together is a complex educational intervention aimed at improving health outcomes for children and young people. There is an additional cost as two doctors are seeing patients together for a longer appointment than a standard general practice (GP) appointment. Our approach combines the impact of the training clinics on activity in South London in 2014-15 with health gain, using NICE guidance and standards to allow comparison of training options. Activity data was collected from Training Practices hosting Learning Together. A computer based model was developed to analyse the costs of the Learning Together intervention compared to usual training in a partial economic evaluation. The results of the model were used to value the health gain required to make the intervention cost effective. Data were returned for 363 patients booked into 61 clinics across 16 Training Practices. Learning Together clinics resulted in an increase in costs of £37 per clinic. Threshold analysis illustrated one child with a common illness like constipation needs to be well for two weeks, in one Practice hosting four training clinics for the clinics to be considered cost effective. Learning Together is of minimal training cost. Our threshold analysis produced a rubric that can be used locally to test cost effectiveness at a Practice or Programme level.

Cooperative learning in science: intervention in the secondary school

NASA Astrophysics Data System (ADS)

Topping, K. J.; Thurston, A.; Tolmie, A.; Christie, D.; Murray, P.; Karagiannidou, E.

2011-04-01

The use of cooperative learning in secondary school is reported - an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university science courses. In this study the intervention group was 259 pupils aged 12-14 years in nine secondary schools, taught by 12 self-selected teachers. Comparison pupils came from both intervention and comparison schools (n = 385). Intervention teachers attended three continuing professional development days, in which they received information, engaged with resource packs and involved themselves in cooperative learning. Measures included both general and specific tests of science, attitudes to science, sociometry, self-esteem, attitudes to cooperative learning and transferable skills (all for pupils) and observation of implementation fidelity. There were increases during cooperative learning in pupil formulation of propositions, explanations and disagreements. Intervened pupils gained in attainment, but comparison pupils gained even more. Pupils who had experienced cooperative learning in primary school had higher pre-test scores in secondary education irrespective of being in the intervention or comparison group. On sociometry, comparison pupils showed greater affiliation to science work groups for work, but intervention pupils greater affiliation to these groups at break and out of school. Other measures were not significant. The results are discussed in relation to practice and policy implications.

Exploring the Robustness of Cross-Situational Learning under Zipfian Distributions

ERIC Educational Resources Information Center

Vogt, Paul

2012-01-01

Cross-situational learning has recently gained attention as a plausible candidate for the mechanism that underlies the learning of word-meaning mappings. In a recent study, Blythe and colleagues have studied how many trials are theoretically required to learn a human-sized lexicon using cross-situational learning. They show that the level of…

Facilitating Learning Organizations. Making Learning Count.

ERIC Educational Resources Information Center

Marsick, Victoria J.; Watkins, Karen E.

This book offers advice to facilitators and change agents who wish to build systems-level learning to create knowledge that can be used to gain a competitive advantage. Chapter 1 describes forces driving companies to build, sustain, and effectively use systems-level learning and presents and links a working definition of the learning organization…

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…

Effective Summer Programming: What Educators and Policymakers Should Know

ERIC Educational Resources Information Center

McEachin, Andrew; Augustine, Catherine H.; McCombs, Jennifer

2018-01-01

The evidence suggests that many types of summer learning programs have the potential to reduce summer learning losses and perhaps create learning gains. However, implementing a summer program does not guarantee positive effects on students' learning. A key question then is: What factors make a summer learning program effective? This article, drawn…

The Delivery of Recreation Programs: Students Gain Entry Level Management Skills through Service Learning

ERIC Educational Resources Information Center

Zimmermann, Jo An M.; Dupree, Jessica; Hodges, Jan S.

2014-01-01

Service learning is a well established pedagogy within higher education. Specifically, service learning allows students to engage in "real world" activities to practice skills and reflect upon their own competence. To enhance the effectiveness of service learning, instructors need to consider a multitude of learning influences. This…

Understanding How Service Learning Pedagogy Impacts Student Learning Objectives

ERIC Educational Resources Information Center

Wang, Liz; Calvano, Lisa

2018-01-01

Service learning (SL) is gaining popularity in business schools as a way to supplement traditional pedagogies. Research indicates that SL improves particular learning outcomes, but little is known about how this happens. Using Kolb's theory of experiential learning, the authors develop and test a conceptual model that explains how SL activates the…

Improving Students’ Science Process Skills through Simple Computer Simulations on Linear Motion Conceptions

NASA Astrophysics Data System (ADS)

Siahaan, P.; Suryani, A.; Kaniawati, I.; Suhendi, E.; Samsudin, A.

2017-02-01

The purpose of this research is to identify the development of students’ science process skills (SPS) on linear motion concept by utilizing simple computer simulation. In order to simplify the learning process, the concept is able to be divided into three sub-concepts: 1) the definition of motion, 2) the uniform linear motion and 3) the uniformly accelerated motion. This research was administered via pre-experimental method with one group pretest-posttest design. The respondents which were involved in this research were 23 students of seventh grade in one of junior high schools in Bandung City. The improving process of students’ science process skill is examined based on normalized gain analysis from pretest and posttest scores for all sub-concepts. The result of this research shows that students’ science process skills are dramatically improved by 47% (moderate) on observation skill; 43% (moderate) on summarizing skill, 70% (high) on prediction skill, 44% (moderate) on communication skill and 49% (moderate) on classification skill. These results clarify that the utilizing simple computer simulations in physics learning is be able to improve overall science skills at moderate level.

The Impact of Maternal Obesity and Gestational Weight Gain on Early and Mid-Pregnancy Lipid Profiles

PubMed Central

Scifres, Christina M.; Catov, Janet M.; Simhan, Hyagriv N.

2015-01-01

Objective We evaluated the impact of maternal overweight/obesity and excessive weight gain on maternal serum lipids in the first and second trimester of pregnancy. Design and Methods Prospective data were collected for 225 women. Maternal serum lipids and fatty acids were measured at <13 weeks and between 24–28 weeks. Analyses were stratified by normal weight versus overweight/obese status and excessive vs. non-excessive weight gain. Results Overweight/obese women had higher baseline cholesterol (161.3±29.6 vs 149.4±26.8 mg/dL, p<0.01), LDL (80.0±19.9 vs 72.9 ±18.8 mg/dL, p<0.01) and triglycerides ( 81.7±47.2 vs 69.7±40.3 mg/dL, p=0.05) when compared to normal weight women, while HDL (43.6 ±10.4 47.6±11.5 mg/dL, p<0.01) was lower. However, cholesterol and LDL increased at a higher weekly rate in normal weight women, resulting in higher total cholesterol in normal weight women (184.1±28.1 vs. 176.0 ±32.1 mg/dL, p=0.05) at 24–28 weeks. Excessive weight gain did not affect the rate of change in lipid profiles in either group. Overweight/obese women had higher levels of arachidonic acid at both time points. Conclusions Overweight/obese women have significantly more atherogenic lipid profiles than normal weight women during the period of early pregnancy, delineating one physiologic pathway that could explain differences in pregnancy outcomes between normal weight and overweight/obese women. PMID:23853155

Playing off the curve - testing quantitative predictions of skill acquisition theories in development of chess performance.

PubMed

Gaschler, Robert; Progscha, Johanna; Smallbone, Kieran; Ram, Nilam; Bilalić, Merim

2014-01-01

Learning curves have been proposed as an adequate description of learning processes, no matter whether the processes manifest within minutes or across years. Different mechanisms underlying skill acquisition can lead to differences in the shape of learning curves. In the current study, we analyze the tournament performance data of 1383 chess players who begin competing at young age and play tournaments for at least 10 years. We analyze the performance development with the goal to test the adequacy of learning curves, and the skill acquisition theories they are based on, for describing and predicting expertise acquisition. On the one hand, we show that the skill acquisition theories implying a negative exponential learning curve do a better job in both describing early performance gains and predicting later trajectories of chess performance than those theories implying a power function learning curve. On the other hand, the learning curves of a large proportion of players show systematic qualitative deviations from the predictions of either type of skill acquisition theory. While skill acquisition theories predict larger performance gains in early years and smaller gains in later years, a substantial number of players begin to show substantial improvements with a delay of several years (and no improvement in the first years), deviations not fully accounted for by quantity of practice. The current work adds to the debate on how learning processes on a small time scale combine to large-scale changes.

Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†

PubMed Central

Bonney, Kevin M.

2015-01-01

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses. PMID:25949753

[Investigation into the clinical suitability of Institute of Medicine 2009 guidelines regarding weight gain during pregnancy for women with full term singleton fetus in China].

PubMed

Yang, Yan-dong; Yang, Hui-xia

2012-09-01

To study whether the current Institute of Medicine (IOM) pregnancy weight gain recommendations vary by pre-pregnancy body mass index (BMI) was suitable to Chinese people. A study was conducted on 4736 term singleton live birth gravidas, who were diagnosed normal glucose metabolism and delivered in Peking University First Hospital in 2005 and 2009, by reviewing the medical records. Based on the pre-pregnant BMI, the selected cases were divided into 3 groups: low body mass group (BMI < 18.5 kg/m(2), n = 465), normal body mass group (BMI 18.5 - 24.9 kg/m(2), n = 3549), over body mass group (BMI ≥ 25 kg/m(2), n = 722). All the cases were divided into 3 subgroups based on pregnancy weight gain as below, within, and above the IOM recommendations in each pre-pregnant BMI group. Totally 4736 newborns were divided by birth weight into 3 groups: normal birth weight group (weight 2500 - 4000 g, n = 4339), macrosomia group (weight ≥ 4000 g, n = 359) and low birth weight group (weight < 2500 g, n = 38). The difference of age, gestational age, pre-pregnant weight, pre-pregnant BMI and history of delivery of cases between 2005 and 2009 were analyzed. The difference of pregnancy outcome of women whose gestational weight gain was below, within, and above the IOM recommendations was analyzed. (1) Compared to mothers with pregnancy weight gain within IOM recommendations in low body mass group, risk of low birth weight in offspring was elevated tendency with pregnancy weight gain below IOM recommendations (OR = 3.71, 95%CI: 0.97 - 14.12, P = 0.055). (2) In normal body mass group, compared to women with pregnancy weight gain within IOM recommendations, risk of macrosomia in offspring was elevated with pregnancy weight gain above IOM recommendations (OR = 2.14, 95%CI: 1.62 - 2.83, P < 0.01). (3) In over body mass group, compared to women with pregnancy weight gain within IOM recommendations, risk of macrosomia in offspring was elevated (OR = 3.25, 95%CI: 1.65 - 6.39, P = 0.001) and risk of hypertensive disorders complicating pregnancy was high (OR = 1.79, 95%CI: 1.04 - 3.09, P = 0.037) in women with pregnancy weight gain above IOM recommendations. The current IOM pregnancy weight gain recommendations vary by pre-pregnancy BMI may be suitable to Chinese people.

Influence of Joyful Learning on Elementary School Students’ Attitudes Toward Science

NASA Astrophysics Data System (ADS)

Anggoro, S.; Sopandi, W.; Sholehuddin, M.

2017-02-01

This study investigated the effects of joyful learning approach on elementary school students’ attitudes toward science. The method used is quasy experiment with the participants were divided into two groups. Thirty three of 4th grade students volunteered as an experimental group, and the other forty two act as a control group. The data was collected by questionnaire that are given before and after the lesson, observation sheet, and interview. The effect of joyful learning on students’ attitude was obtained by determining the n-gain and independent t-test. Observation and interview results were used to triangulate and support the quantitative findings. The data showed that the gain scores of the experimental group students’ attitudes toward science were significantly higher than the gain scores of control group. In addition, the experimental group made significantly greater progress in their cognitive, affective and conative experiences. Interviews and observations indicated that their attitude toward science changed over the intervention. This indicated that joyful learning approach can enhance the elementary school students’ attitudes toward science. According to these findings, it can be concluded that joyful learning approach can be used as an alternative approach to improve student’s attitude toward science.

Undergraduate research experiences support science career decisions and active learning.

PubMed

Lopatto, David

2007-01-01

The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.

Effects of learning-style environmental and tactal/kinesthetic preferences on the understanding of scientific terms and attitude test scores of fifth-grade students

NASA Astrophysics Data System (ADS)

Sullivan, Angela Tirino

This investigator analyzed the effects of learning-style environmental and tactual/kinesthetic preferences on the understanding of scientific terms and attitude test scores of fifth-grade students. To identify individual preferences, the Learning-Styles Inventory (Dunn, Dunn & Price, 1996) was administered to students who attended a suburban elementary school. Forty-six general education students were given instruction through the gradual establishment of an environmentally- and perceptually-responsive learning-style classroom. Instructional units were divided into three phases of two weeks each. The units of scientific terms were instructed for varied learning-style preferences and were gradually introduced during these instructional phases: Phase 1: Electricity was taught with traditional teaching methods; Phase 2: The Source of Energy was taught with accommodations for sound, light, temperature, design elements; Phase 3: Pollution was taught with accommodations for tactual/kinesthetic modalities. Pre and Post-tests, were administered in each of the three phases to determine scientific term gains. A repeated measures ANOVA and General Linear Model were employed to compare mean gains from phase to phase. Post-hoc comparisons were performed using the Bonferroni method and similar procedures were conducted on the Semantic Differential Scales (Pizzo, 1981). Correlations of relative gain scores during each phase were assessed by means of Pearson-product-moment correlations. Differences in the strengths of correlated correlations were evaluated by means of t-tests for related correlation coefficients. Significant gains were found when students were instructed employing incremental learning-styles strategies. To determine attitudinal changes toward science terms, the Semantic Differential Scale (Pizzo, 1981) was administered three times throughout this study: after Phase 1, traditional teaching; Phases 2 and 3, after learning-styles intervention. Statistically higher significance was achieved in both achievement (p < .001) and attitude (p < .001) as each sequential phase was introduced. Thus, the more the instruction and environment responded to students' instructional learning-styles, the better they performed and the more they liked learning. These data confirmed the importance of matching learning-styles with complementary instructional strategies and environments.

The effectiveness of multi modal representation text books to improve student's scientific literacy of senior high school students

NASA Astrophysics Data System (ADS)

Zakiya, Hanifah; Sinaga, Parlindungan; Hamidah, Ida

2017-05-01

The results of field studies showed the ability of science literacy of students was still low. One root of the problem lies in the books used in learning is not oriented toward science literacy component. This study focused on the effectiveness of the use of textbook-oriented provisioning capability science literacy by using multi modal representation. The text books development method used Design Representational Approach Learning to Write (DRALW). Textbook design which was applied to the topic of "Kinetic Theory of Gases" is implemented in XI grade students of high school learning. Effectiveness is determined by consideration of the effect and the normalized percentage gain value, while the hypothesis was tested using Independent T-test. The results showed that the textbooks which were developed using multi-mode representation science can improve the literacy skills of students. Based on the size of the effect size textbooks developed with representation multi modal was found effective in improving students' science literacy skills. The improvement was occurred in all the competence and knowledge of scientific literacy. The hypothesis testing showed that there was a significant difference on the ability of science literacy between class that uses textbooks with multi modal representation and the class that uses the regular textbook used in schools.

[Adiponectin levels in breast milk of overweight/obese and normal weight mothers in the metropolitan area of Monterrey, México].

PubMed

Galindo Gómez, Abelardo; Flores Scheufler, Pamela; Quevedo Escobar, Yamile; González Magaña, Regina; Rodríguez De Ita, Julieta

Given the current epidemic of childhood obesity, it has become increasingly important to understand the risks and protective factors associated with this disease. Breastfeeding has been identified as a protective factor; however, the mechanism responsible has not been elucidated. One of the current theories analyzes the role of hormones in breast milk, with special emphasis on adiponectin. This study aims to compare adiponectin levels in breast milk of mothers with normal weight with those in breast milk of overweight/obese mothers as well as to correlate these levels with the infant's weight gain. Forty samples of breast milk were analyzed for adiponectin levels using ELISA, 20 from mothers with normal weight and 20 from overweight/obese mothers. Adiponectin levels were lower in breast milk obtained from overweight/obese mothers than in breast milk from mothers with normal weight (p <0.05). When comparing infant weight gain, those fed with breast milk containing higher concentrations of adiponectin had a lower weight gain than those fed with breast milk containing low levels of the hormone (p <0.05). There is a strong negative correlation between mothers' BMI and adiponectin levels in breast milk. Mothers with a higher BMI had lower adiponectin levels in their breast milk. There is also a negative relationship between adiponectin levels in breast milk and weight gain of breastfed infants. Infants breast fed with adiponectin-rich breast milk had a lower weight gain. Copyright © 2015 Hospital Infantil de México Federico Gómez. Publicado por Masson Doyma México S.A. All rights reserved.

Optical beam classification using deep learning: a comparison with rule- and feature-based classification

NASA Astrophysics Data System (ADS)

Alom, Md. Zahangir; Awwal, Abdul A. S.; Lowe-Webb, Roger; Taha, Tarek M.

2017-08-01

Deep-learning methods are gaining popularity because of their state-of-the-art performance in image classification tasks. In this paper, we explore classification of laser-beam images from the National Ignition Facility (NIF) using a novel deeplearning approach. NIF is the world's largest, most energetic laser. It has nearly 40,000 optics that precisely guide, reflect, amplify, and focus 192 laser beams onto a fusion target. NIF utilizes four petawatt lasers called the Advanced Radiographic Capability (ARC) to produce backlighting X-ray illumination to capture implosion dynamics of NIF experiments with picosecond temporal resolution. In the current operational configuration, four independent short-pulse ARC beams are created and combined in a split-beam configuration in each of two NIF apertures at the entry of the pre-amplifier. The subaperture beams then propagate through the NIF beampath up to the ARC compressor. Each ARC beamlet is separately compressed with a dedicated set of four gratings and recombined as sub-apertures for transport to the parabola vessel, where the beams are focused using parabolic mirrors and pointed to the target. Small angular errors in the compressor gratings can cause the sub-aperture beams to diverge from one another and prevent accurate alignment through the transport section between the compressor and parabolic mirrors. This is an off-normal condition that must be detected and corrected. The goal of the off-normal check is to determine whether the ARC beamlets are sufficiently overlapped into a merged single spot or diverged into two distinct spots. Thus, the objective of the current work is three-fold: developing a simple algorithm to perform off-normal classification, exploring the use of Convolutional Neural Network (CNN) for the same task, and understanding the inter-relationship of the two approaches. The CNN recognition results are compared with other machine-learning approaches, such as Deep Neural Network (DNN) and Support Vector Machine (SVM). The experimental results show around 96% classification accuracy using CNN; the CNN approach also provides comparable recognition results compared to the present feature-based off-normal detection. The feature-based solution was developed to capture the expertise of a human expert in classifying the images. The misclassified results are further studied to explain the differences and discover any discrepancies or inconsistencies in current classification.

Autonomy Supported, Learner-Controlled or System-Controlled Learning in Hypermedia Environments and the Influence of Academic Self-Regulation Style

ERIC Educational Resources Information Center

Gorissen, Chantal J. J.; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

2015-01-01

This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This research was performed to gain more insight in the…

Evidence of Knowledge Acquisition in a Cognitive Flexibility-Based Computer Learning Environment

PubMed Central

Heath, Scott; Higgs, John; Ambruso, Daniel R.

2008-01-01

Background A computer-based learning experience was developed using cognitive flexibility theory to overcome the pitfalls often encountered in existing medical education. An earlier study (not published) showed significant pretest-posttest increase in scores, as well as a significant positive correlation between choosing to complete the module individually or in pairs. Method This experience was presented as part of a second-year course in medical school with randomized assignment for students to complete the program as pairs or individuals. Results Sixty-six scores of 101 medical students (31 from students working as singles and 35 from 70 working in pairs) were analyzed. Out of 47 possible points, the mean pretest score was 15.1 (SD = 6.4, range 13.7-15.9). The mean posttest score was 22.9 (SD = 5.2, range 21.1-24.2). Posttest scores were statistically significantly higher than pretest scores (p<.001, Cohen's d = 1.17, average gain 7.8 points). Both pairs and singles showed pre-to-post test score gains, but the score gains of pairs and singles were not significantly different. Conclusion This learning module served as an effective instructional intervention. However, the effect of collaboration, measured by score gains for pairs, was not significantly different from score gains of students completing the assignment individually. PMID:20165544

The vestibulo-ocular reflex in fourth nerve palsy: deficits and adaptation.

PubMed

Wong, Agnes M F; Sharpe, James A; Tweed, Douglas

2002-08-01

The effects of fourth nerve palsy on the vestibulo-ocular reflex (VOR) had not been systematically investigated. We used the magnetic scleral search coil technique to study the VOR in patients with unilateral fourth nerve palsy during sinusoidal head rotations in yaw, pitch and roll at different frequencies. In darkness, VOR gains are reduced during incyclotorsion, depression and abduction of the paretic eye, as anticipated from paresis of the superior oblique muscle. VOR gains during excyclotorsion, elevation and adduction of the paretic eye are also reduced, whereas gains in the non-paretic eye remain normal, indicating a selective adjustment of innervation to the paretic eye. In light, torsional visually enhanced VOR (VVOR) gains in the paretic eye remain reduced; however, visual input increases vertical and horizontal VVOR gains to normal in the paretic eye, without a conjugate increase in VVOR gains in the non-paretic eye, providing further evidence of selective adaptation in the paretic eye. Motions of the eyes after fourth nerve palsy exemplify monocular adaptation of the VOR, in response to peripheral neuromuscular deficits.

A Framework for Measuring Student Learning Gains and Engagement in an Introductory Computing Course: A Preliminary Report of Findings

ERIC Educational Resources Information Center

Lim, Billy; Hosack, Bryan; Vogt, Paul

2012-01-01

This paper describes a framework for measuring student learning gains and engagement in a Computer Science 1 (CS 1) / Information Systems 1 (IS 1) course. The framework is designed for a CS1/IS1 course as it has been traditionally taught over the years as well as when it is taught using a new pedagogical approach with Web services. It enables the…

How Much Input Do You Need to Learn the Most Frequent 9,000 Words?

ERIC Educational Resources Information Center

Nation, Paul

2014-01-01

This study looks at how much input is needed to gain enough repetition of the 1st 9,000 words of English for learning to occur. It uses corpora of various sizes and composition to see how many tokens of input would be needed to gain at least twelve repetitions and to meet most of the words at eight of the nine 1000 word family levels. Corpus sizes…

Discrimination Learning and the Effects of Interference on Short and Long Term Retention Process of Retarded and Normal Children. Final Report.

ERIC Educational Resources Information Center

Stukuls, Henry I.

Eighteen retarded Ss (mean IQ 50 and mean age 14 years) and 18 normal Ss (mean IQ 100 and mean age 7 years) participated in a study to isolate variables that differentially control discrimination learning and retention processes, and to evaluate contrasting theories on discrimination learning and menory processes of retarded and normal children.…

Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial.

PubMed

Lee, Li-Ang; Chao, Yi-Ping; Huang, Chung-Guei; Fang, Ji-Tseng; Wang, Shu-Ling; Chuang, Cheng-Keng; Kang, Chung-Jan; Hsin, Li-Jen; Lin, Wan-Ni; Fang, Tuan-Jen; Li, Hsueh-Yu

2018-02-13

Electronic learning (e-learning) through mobile technology represents a novel way to teach emergent otorhinolaryngology-head and neck surgery (ORL-HNS) disorders to undergraduate medical students. Whether a cognitive style of education combined with learning modules can impact learning outcomes and satisfaction in millennial medical students is unknown. The aim of this study was to assess the impact of cognitive styles and learning modules using mobile e-learning on knowledge gain, competence gain, and satisfaction for emergent ORL-HNS disorders. This randomized controlled trial included 60 undergraduate medical students who were novices in ORL-HNS at an academic teaching hospital. The cognitive style of the participants was assessed using the group embedded figures test. The students were randomly assigned (1:1) to a novel interactive multimedia (IM) group and conventional Microsoft PowerPoint show (PPS) group matched by age, sex, and cognitive style. The content for the gamified IM module was derived from and corresponded to the textbook-based learning material of the PPS module (video lectures). The participants were unblinded and used fully automated courseware containing the IM or PPS module on a 7-inch tablet for 100 min. Knowledge and competence were assessed using multiple-choice questions and multimedia situation tests, respectively. Each participant also rated their global satisfaction. All of the participants (median age 23 years, range 22-26 years; 36 males and 24 females) received the intended intervention after randomization. Overall, the participants had significant gains in knowledge (median 50%, interquartile range [IQR]=17%-80%, P<.001) and competence (median 13%, IQR=0%-33%, P=.006). There were no significant differences in knowledge gain (40%, IQR=13%-76% vs 60%, IQR=20%-100%, P=.42) and competence gain (0%, IQR= -21% to 38% vs 25%, IQR=0%-33%, P=.16) between the IM and PPS groups. However, the IM group had a higher satisfaction score (8, IQR=6-9 vs 6, IQR=4-7, P=.01) compared with the PPS group. Using Friedman's two-way nonparametric analysis of variance, cognitive styles (field-independent, field-intermediate, or field-dependent classification) and learning modules (IM or PPS) had significant effects on both knowledge gain (both adjusted P<.001) and satisfaction (both adjusted P<.001). Mobile e-learning is an effective modality to improve knowledge of emergent ORL-HNS in millennial undergraduate medical students. Our findings suggest the necessity of developing various modules for undergraduate medical students with different cognitive styles. Clinicaltrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV). ©Li-Ang Lee, Yi-Ping Chao, Chung-Guei Huang, Ji-Tseng Fang, Shu-Ling Wang, Cheng-Keng Chuang, Chung-Jan Kang, Li-Jen Hsin, Wan-Ni Lin, Tuan-Jen Fang, Hsueh-Yu Li. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 13.02.2018.

Learning Transfer and Its Intentionality in Adult and Continuing Education

ERIC Educational Resources Information Center

Foley, Jeffrey M.; Kaiser, Leann M. R.

2013-01-01

Broad (1997) defined learning transfer as the "effective and continuing application by learners--to their performance of jobs or other individual, organizational, or community responsibilities--of knowledge and skills gained in the learning activities" (p. 2). This chapter offers an introduction to learning transfer and the major concepts related…

Peer Interaction in Three Collaborative Learning Environments

ERIC Educational Resources Information Center

Staarman, Judith Kleine; Krol, Karen; Meijden, Henny van der

2005-01-01

The aim of the study was to gain insight into the occurrence of different types of peer interaction and particularly the types of interaction beneficial for learning in different collaborative learning environments. Based on theoretical notions related to collaborative learning and peer interaction, a coding scheme was developed to analyze the…

Transformative Learning: A Case for Using Grounded Theory as an Assessment Analytic

ERIC Educational Resources Information Center

Patterson, Barbara A. B.; Munoz, Leslie; Abrams, Leah; Bass, Caroline

2015-01-01

Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for gaining and producing it. Students develop a…

Development and Determination of Reliability and Validity of Professional Learning Community Collaborative Team Survey (CTS)

ERIC Educational Resources Information Center

Colvin, Joshua A.

2013-01-01

The study of transformative learning within collaborative teams was conducted to gain new applicable knowledge used to influence overall school improvement and implementation of professional learning communities. To obtain this new knowledge, the Professional Learning Community Collaborative Team Survey (CTS) was developed and psychometrically…

Mobile Learning: From Single Project Status into the Mainstream?

ERIC Educational Resources Information Center

Zawacki-Richter, Olaf; Brown, Tom; Delport, Rhena

2009-01-01

During recent years, many distance teaching as well as residential institutions have started to experiment with mobile learning through pilot projects as part of their e-learning and technology enhanced learning environments. The practical experience gained with the employment of strategies and approaches within distance education can assist with…

Greeting You Online: Selecting Web-Based Conferencing Tools for Instruction in E-Learning Mode

ERIC Educational Resources Information Center

Li, Judy

2014-01-01

Academic distance learning programs have gained popularity and added to the demand for online library services. Librarians are now conducting instruction for distance learning students beyond their traditional work. Technology advancements have enhanced the delivery mode in distance learning across academic disciplines. Online conference tools…

Preparing Students for Flipped or Team-Based Learning Methods

ERIC Educational Resources Information Center

Balan, Peter; Clark, Michele; Restall, Gregory

2015-01-01

Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…

Cooperative Learning in Science: Follow-up from primary to high school

NASA Astrophysics Data System (ADS)

Thurston, Allen; Topping, Keith J.; Tolmie, Andrew; Christie, Donald; Karagiannidou, Eleni; Murray, Pauline

2010-03-01

This paper reports a two-year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science, and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary schools to 16 high schools. Cognitive, affective, and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed.

Gestational Weight Gain: Association with Adverse Pregnancy Outcomes.

PubMed

Hannaford, Karen E; Tuuli, Methodius G; Odibo, Linda; Macones, George A; Odibo, Anthony O

2017-01-01

Background  It is unclear how adherence to the Institute of Medicine's (IOM) guidelines for weight gain affects pregnancy outcomes. Objective  We investigated how weight gain outside the IOM's recommendations affects the risks of adverse pregnancy outcomes. Study Design  We performed a secondary analysis of a prospective cohort study including singleton, nonanomalous fetuses. The risks of small for gestational age (SGA), macrosomia, preeclampsia, cesarean delivery, gestational diabetes, or preterm birth were calculated for patients who gained weight below or above the IOM's recommendations based on body mass index category. A time-to-event analysis was performed to account for gestational age at delivery. A Cox proportional model was fit to estimate hazard ratios accounting for possible confounders. Results  Women who gained weight below recommendations were 2.5 times more likely to deliver SGA and twice as likely to deliver preterm. Normal-weight patients who gained below recommendations were 2.5 times more likely to deliver SGA and twice as likely to deliver preterm. Obese patients who gained inadequate weight were 2.5 times more likely to deliver SGA. Conclusion  Among normal-weight patients, adhering to IOM recommendations may prevent growth abnormalities and preterm delivery. Among obese patients, a minimum weight gain requirement may prevent SGA infants. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Implementation of problem-based learning in geometry lessons

NASA Astrophysics Data System (ADS)

Ahamad, S. N. S. H.; Li, H.-C.; Shahrill, M.; Prahmana, R. C. I.

2017-12-01

The aim of this study is twofold. Firstly, it aims to examine the effects of the Problem-Based Learning (PBL) approach on students’ performance in the learning of geometry. Secondly, it seeks to gain insights from the students regarding the implementation of PBL in geometry lessons. The participants were 22 students from one Year 10 class in a co-educational secondary school in Brunei Darussalam. A mixed method design was employed with data collected from the pre-, post- and retention tests, and interviews. The findings from this study revealed positive influences on students’ performance in learning geometry as gain and retention of knowledge was observed. Meanwhile, mixed responses from the interviews implied that in terms of 1) learning attitudes, students favoured the idea of independent learning but some critiqued that the process of PBL might be time-consuming; 2) learning difficulties, some students struggled in assimilating information leading to poor decision- making; and 3) knowledge and skills, some students believed to have nurtured some skills such as communication and research skills.

Strengthening Deeper Learning through Virtual Teams in E-Learning: A Synthesis of Determinants and Best Practices

ERIC Educational Resources Information Center

Makani, Joyline; Durier-Copp, Martine; Kiceniuk, Deborah; Blandford, Alieda

2016-01-01

Globally, e-learning is gaining popularity as its potential contributions to economic and social development are recognised. However, its full potential has not been realised, as most e-learning practices merely replicate traditional existing teaching methods and have not fully exploited the interactive and social components of peer learning.…

Perceiving and Traversing In-Class and Out-of-Class Learning: Accounts from Foreign Language Learners in Hong Kong

ERIC Educational Resources Information Center

Lai, Chun

2015-01-01

Learning takes place across different social contexts, and understanding how learners perceive and traverse different learning contexts enables educators to gain a more comprehensive view of their learning processes and to support their learning better. This study examined how undergraduate foreign language learners perceived their learning…

An Intelligent Learning Diagnosis System for Web-Based Thematic Learning Platform

ERIC Educational Resources Information Center

Huang, Chenn-Jung; Liu, Ming-Chou; Chu, San-Shine; Cheng, Chih-Lun

2007-01-01

This work proposes an intelligent learning diagnosis system that supports a Web-based thematic learning model, which aims to cultivate learners' ability of knowledge integration by giving the learners the opportunities to select the learning topics that they are interested, and gain knowledge on the specific topics by surfing on the Internet to…

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…

Deconstructing Interocular Suppression: Attention and Divisive Normalization

PubMed Central

Li, Hsin-Hung; Carrasco, Marisa; Heeger, David J.

2015-01-01

In interocular suppression, a suprathreshold monocular target can be rendered invisible by a salient competitor stimulus presented in the other eye. Despite decades of research on interocular suppression and related phenomena (e.g., binocular rivalry, flash suppression, continuous flash suppression), the neural processing underlying interocular suppression is still unknown. We developed and tested a computational model of interocular suppression. The model included two processes that contributed to the strength of interocular suppression: divisive normalization and attentional modulation. According to the model, the salient competitor induced a stimulus-driven attentional modulation selective for the location and orientation of the competitor, thereby increasing the gain of neural responses to the competitor and reducing the gain of neural responses to the target. Additional suppression was induced by divisive normalization in the model, similar to other forms of visual masking. To test the model, we conducted psychophysics experiments in which both the size and the eye-of-origin of the competitor were manipulated. For small and medium competitors, behavioral performance was consonant with a change in the response gain of neurons that responded to the target. But large competitors induced a contrast-gain change, even when the competitor was split between the two eyes. The model correctly predicted these results and outperformed an alternative model in which the attentional modulation was eye specific. We conclude that both stimulus-driven attention (selective for location and feature) and divisive normalization contribute to interocular suppression. PMID:26517321

Deconstructing Interocular Suppression: Attention and Divisive Normalization.

PubMed

Li, Hsin-Hung; Carrasco, Marisa; Heeger, David J

2015-10-01

In interocular suppression, a suprathreshold monocular target can be rendered invisible by a salient competitor stimulus presented in the other eye. Despite decades of research on interocular suppression and related phenomena (e.g., binocular rivalry, flash suppression, continuous flash suppression), the neural processing underlying interocular suppression is still unknown. We developed and tested a computational model of interocular suppression. The model included two processes that contributed to the strength of interocular suppression: divisive normalization and attentional modulation. According to the model, the salient competitor induced a stimulus-driven attentional modulation selective for the location and orientation of the competitor, thereby increasing the gain of neural responses to the competitor and reducing the gain of neural responses to the target. Additional suppression was induced by divisive normalization in the model, similar to other forms of visual masking. To test the model, we conducted psychophysics experiments in which both the size and the eye-of-origin of the competitor were manipulated. For small and medium competitors, behavioral performance was consonant with a change in the response gain of neurons that responded to the target. But large competitors induced a contrast-gain change, even when the competitor was split between the two eyes. The model correctly predicted these results and outperformed an alternative model in which the attentional modulation was eye specific. We conclude that both stimulus-driven attention (selective for location and feature) and divisive normalization contribute to interocular suppression.

Comparisons of auditory brainstem response and sound level tolerance in tinnitus ears and non-tinnitus ears in unilateral tinnitus patients with normal audiograms.

PubMed

Shim, Hyun Joon; An, Yong-Hwi; Kim, Dong Hyun; Yoon, Ji Eun; Yoon, Ji Hyang

2017-01-01

Recently, "hidden hearing loss" with cochlear synaptopathy has been suggested as a potential pathophysiology of tinnitus in individuals with a normal hearing threshold. Several studies have demonstrated that subjects with tinnitus and normal audiograms show significantly reduced auditory brainstem response (ABR) wave I amplitudes compared with control subjects, but normal wave V amplitudes, suggesting increased central auditory gain. We aimed to reconfirm the "hidden hearing loss" theory through a within-subject comparison of wave I and wave V amplitudes and uncomfortable loudness level (UCL), which might be decreased with increased central gain, in tinnitus ears (TEs) and non-tinnitus ears (NTEs). Human subjects included 43 unilateral tinnitus patients (19 males, 24 females) with normal and symmetric hearing thresholds and 18 control subjects with normal audiograms. The amplitudes of wave I and V from the peak to the following trough were measured twice at 90 dB nHL and we separately assessed UCLs at 500 Hz and 3000 Hz pure tones in each TE and NTE. The within-subject comparison between TEs and NTEs showed no significant differences in wave I and wave V amplitude, or wave V/I ratio in both the male and female groups. Individual data revealed increased V/I amplitude ratios > mean + 2 SD in 3 TEs, but not in any control ears. We found no significant differences in UCL at 500 Hz or 3000 Hz between the TEs and NTEs, but the UCLs of both TEs and NTEs were lower than those of the control ears. Our ABR data do not represent meaningful evidence supporting the hypothesis of cochlear synaptopathy with increased central gain in tinnitus subjects with normal audiograms. However, reduced sound level tolerance in both TEs and NTEs might reflect increased central gain consequent on hidden synaptopathy that was subsequently balanced between the ears by lateral olivocochlear efferents.

Comparisons of auditory brainstem response and sound level tolerance in tinnitus ears and non-tinnitus ears in unilateral tinnitus patients with normal audiograms

PubMed Central

An, Yong-Hwi; Kim, Dong Hyun; Yoon, Ji Eun; Yoon, Ji Hyang

2017-01-01

Objective Recently, “hidden hearing loss” with cochlear synaptopathy has been suggested as a potential pathophysiology of tinnitus in individuals with a normal hearing threshold. Several studies have demonstrated that subjects with tinnitus and normal audiograms show significantly reduced auditory brainstem response (ABR) wave I amplitudes compared with control subjects, but normal wave V amplitudes, suggesting increased central auditory gain. We aimed to reconfirm the “hidden hearing loss” theory through a within-subject comparison of wave I and wave V amplitudes and uncomfortable loudness level (UCL), which might be decreased with increased central gain, in tinnitus ears (TEs) and non-tinnitus ears (NTEs). Subjects and methods Human subjects included 43 unilateral tinnitus patients (19 males, 24 females) with normal and symmetric hearing thresholds and 18 control subjects with normal audiograms. The amplitudes of wave I and V from the peak to the following trough were measured twice at 90 dB nHL and we separately assessed UCLs at 500 Hz and 3000 Hz pure tones in each TE and NTE. Results The within-subject comparison between TEs and NTEs showed no significant differences in wave I and wave V amplitude, or wave V/I ratio in both the male and female groups. Individual data revealed increased V/I amplitude ratios > mean + 2 SD in 3 TEs, but not in any control ears. We found no significant differences in UCL at 500 Hz or 3000 Hz between the TEs and NTEs, but the UCLs of both TEs and NTEs were lower than those of the control ears. Conclusions Our ABR data do not represent meaningful evidence supporting the hypothesis of cochlear synaptopathy with increased central gain in tinnitus subjects with normal audiograms. However, reduced sound level tolerance in both TEs and NTEs might reflect increased central gain consequent on hidden synaptopathy that was subsequently balanced between the ears by lateral olivocochlear efferents. PMID:29253030

The Development of Inquiry Learning Materials to Complete Content Life System Organization in Junior High School Students

NASA Astrophysics Data System (ADS)

Mayasari, F.; Raharjo; Supardi, Z. A. I.

2018-01-01

This research aims to develop the material eligibility to complete the inquiry learning of student in the material organization system of junior high school students. Learning materials developed include syllabi, lesson plans, students’ textbook, worksheets, and learning achievement test. This research is the developmental research which employ Dick and Carey model to develop learning material. The experiment was done in Junior High School 4 Lamongan regency using One Group Pretest-Posttest Design. The data collection used validation, observation, achievement test, questionnaire administration, and documentation. Data analysis techniques used quantitative and qualitative descriptive.The results showed that the developed learning material was valid and can be used. Learning activity accomplished with good category, where student activities were observed. The aspects of attitudes were observed during the learning process are honest, responsible, and confident. Student learning achievement gained an average of 81, 85 in complete category, with N-Gain 0, 75 for a high category. The activities and student response to learning was very well categorized. Based on the results, this researcher concluded that the device classified as feasible of inquiry-based learning (valid, practical, and effective) system used on the material organization of junior high school students.

Guided-inquiry laboratory experiments to improve students' analytical thinking skills

NASA Astrophysics Data System (ADS)

Wahyuni, Tutik S.; Analita, Rizki N.

2017-12-01

This study aims to improve the experiment implementation quality and analytical thinking skills of undergraduate students through guided-inquiry laboratory experiments. This study was a classroom action research conducted in three cycles. The study has been carried out with 38 undergraduate students of the second semester of Biology Education Department of State Islamic Institute (SII) of Tulungagung, as a part of Chemistry for Biology course. The research instruments were lesson plans, learning observation sheets and undergraduate students' experimental procedure. Research data were analyzed using quantitative-descriptive method. The increasing of analytical thinking skills could be measured using gain score normalized and statistical paired t-test. The results showed that guided-inquiry laboratory experiments model was able to improve both the experiment implementation quality and the analytical thinking skills. N-gain score of the analytical thinking skills was increased, in spite of just 0.03 with low increase category, indicated by experimental reports. Some of undergraduate students have had the difficulties in detecting the relation of one part to another and to an overall structure. The findings suggested that giving feedback the procedural knowledge and experimental reports were important. Revising the experimental procedure that completed by some scaffolding questions were also needed.

Differential Gains in Oral Proficiency during Study Abroad: The Role of Language Learning Aptitudes

ERIC Educational Resources Information Center

Anderson, Sheri Lynn

2012-01-01

This inquiry analyzed the relationships between individual differences and gains made in oral proficiency of adult, second language learners of Spanish during one semester studying abroad. Oral proficiency was measured using a pre/post-SA Computerized Oral Proficiency Instrument (COPI, CAL, 2009). Gain scores were correlated with two cognitive…

[Association between mothers' body mass index before pregnancy or weight gain during pregnancy and autism in children].

PubMed

Ling, Ziyu; Wang, Jianmin; Li, Xia; Zhong, Yan; Qin, Yuanyuan; Xie, Shengnan; Yang, Senbei; Zhang, Jing

2015-09-01

To explore the relationship between mothers' body mass index (BMI) before pregnancy or weight gain during pregnancy and autism in children. From 2013 to 2014, the 181 children with autism and 181 healthy children matched by sex and age from same area were included in this study. According to mothers' BMI before pregnancy, the selected cases were divided into 3 groups: low, normal and high group. Then 3 groups were divided into 3 subgroups based on mother' s weight gain during pregnancy: low, normal and high group, according to the recommendations of Institute of Medicine. Logistic regression analysis and χ(2) test were conducted with SPSS 18.0 software to analysis the relationship between mothers' BMI before pregnancy or weight gain during pregnancy and autism in children. The age and sex distributions of case group and control group were consistent (χ(2)=0.434, P>0.05). The mothers' BMI before pregnancy of case group was higher than that of control group (χ(2)=9.580, P<0.05) ,which was (21.28±3.80) kg/m(2) for case group and (19.87±2.83) kg/m(2) for control group. The proportion of cases in high BMI group (10.5%) was much higher than that in control group (2.8%) . The risk of children with autism in high BMI group was 3.7 times higher than that in normal BMI group (OR=3.71, 95% CI: 1.34-10.24). In normal BMI group, the proportion of mothers who had excessive weight gain during pregnancy was higher in case group (44.1%) than in control group (33.9%). In high BMI group, the proportion of mothers who had excessive weight gain was higher in case group (52.6%) than in control group (20.0%) . In normal BMI group (χ(2) =8.690, P<0.05) and high BMI group (χ(2)=4.775, P<0.05), the weight gain during pregnancy was associated with autism in children. Logistic regression analysis showed that mothers' BMI before pregnancy (unadjusted OR=1.89, 95% CI: 1.26-2.85, adjusted OR=1.52, 95% CI: 1.19-2.27) and weight gain during pregnancy were the risk factors for autism in children (unadjusted OR=1.63, 95% CI: 1.08-1.25, adjusted OR=1.64, 95% CI: 1.21-2.21). Overweight or obesity before pregnancy and excessive weight gain during pregnancy were associated with autism in children, suggesting that women who plan to be pregnant should pay attention to body weight control.

A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement

ERIC Educational Resources Information Center

Nortvig, Anne-Mette; Petersen, Anne Kristine; Balle, Søren Hattesen

2018-01-01

In higher education, e-learning is gaining more and more impact, especially in the format of blended learning, and this new kind of traditional teaching and learning can be practiced in many ways. Several studies have compared face-to-face teaching to online learning and/or blended learning in order to try to define which of the formats provides,…

Assessing the Risk of Having Small for Gestational Age Newborns Among Lebanese Underweight and Normal Pre-pregnancy Weight Women.

PubMed

Rafei, Rym El; Abbas, Hussein A; Alameddine, Hind; Bizri, Ayah Al; Melki, Imad; Yunis, Khalid A

2018-01-01

Introduction It has been established that underweight women with low gestational weight gain (GWG) are at a higher risk of having Small for Gestational Age (SGA) newborns. However, the association remains poorly studied in Middle Eastern societies exhibiting different ethnic groups, genetic predisposing factors along with differences in nutritional food intake during pregnancy. The aim of this study is to assess the risk of having a SGA newborn among underweight and normal weight BMI women while studying the role of GWG in this association. Methods This is a retrospective cross-sectional study of 62,351 singleton pregnancies from the National Collaborative Perinatal Neonatal Network between 2001 and 2009 from 27 hospitals across Lebanon. Women who had underweight and normal pre-pregnancy BMI were included. Results A total of 8.6% newborns were SGA and 6.6% of women were underweight. Among women with normal and underweight pre-pregnancy BMI, 8.6 and 12.4% had SGA births respectively. Overall, the adjusted OR of having SGA newborns was significantly higher among underweight women (OR = 1.448; 95%CI = 1.287-1.630) compared to normal pre-pregnancy BMI. Below normal weight gain significantly increased the odds of SGA for both normal and underweight pre-pregnancy BMI women, with adjusted ORs of 1.535 (95% CI = 1.418-1.661) and 1.970 (95%CI = 1.515-2.560) respectively. Discussion Higher risks of SGA newborns in underweight and normal BMI women with low GWG were observed. In addition, normal weight gain couldn't protect underweight women of having risk for SGA newborns. Hence, all pregnant women should be encouraged to maintain healthy BMI before pregnancy and attain adequate GWG.

The Development and Evaluation of a Reading Comprehension Strategy with Learning Disabled Students.

ERIC Educational Resources Information Center

Flaro, Lloyd

1987-01-01

Discusses a learning strategy, employing imaginal processes and verbal mediations procedures, designed to improve reading comprehension in 24 learning disabled students. Indicates significant gains and improvement in reading comprehension over a 15 week treatment period. (MM)

Learning through Participatory Action Research for Community Ecotourism Planning.

ERIC Educational Resources Information Center

Guevara, Jose Roberto Q.

1996-01-01

Ecologically sound tourism planning and policy require an empowering community participation. The participatory action research model helps a community gain understanding of its social reality, learn how to learn, initiate dialog, and discover new possibilities for addressing its situation. (SK)

Increasing Metacomprehension in Learning Disabled and Normally Achieving Students through Self-Questioning Training.

ERIC Educational Resources Information Center

Wong, Bernice Y. L.; Jones, Wayne

1982-01-01

Training to self-monitor reading comprehension was undertaken with 120 learning disabled eighth and ninth graders and normally achieving sixth graders. It was hypothesized that insufficient metacomprehension is one possible cause underlying learning disabled adolescents' comprehension problems. (Author/SEW)

Assessment of Clicker Training for Shelter Cats

PubMed Central

Kogan, Lori

2017-01-01

Simple Summary Living conditions in animal shelters can be stressful for cats. Clicker training might be able to alleviate this stress, by giving cats an opportunity to learn new behaviors and interact with humans. In this study, we assessed the initial ability of 100 shelter cats to perform four cued behaviors: touching a target, sitting, spinning, and giving a high-five. Each cat completed 15, five-min training sessions over a two-week span. At the end of the program, we assessed the cats’ ability to perform the same behaviors. On average, the cats performed better on all four behaviors after clicker training, suggesting that the cats could learn to perform specific behaviors on cue. Individual cats with a higher level of interest in food showed greater gains in learning for two of the behaviors (high-five and touching a target). Cats with a bolder temperament at post-assessment demonstrated greater gains in learning than those classified as shy. We suggest that clicker training can be used to enhance cats’ well-being while they are housed in shelters, and that the learned behaviors might make them more desirable to adopters. Abstract Clicker training has the potential to mitigate stress among shelter cats by providing environmental enrichment and human interaction. This study assessed the ability of cats housed in a shelter-like setting to learn new behaviors via clicker training in a limited amount of time. One hundred shelter cats were enrolled in the study. Their baseline ability to perform four specific behaviors touching a target, sitting, spinning, and giving a high-five was assessed, before exposing them to 15, five-min clicker training sessions, followed by a post-training assessment. Significant gains in performance scores were found for all four cued behaviors after training (p = 0.001). A cat’s age and sex did not have any effect on successful learning, but increased food motivation was correlated with greater gains in learning for two of the cued behaviors: high-five and targeting. Temperament also correlated with learning, as bolder cats at post assessment demonstrated greater gains in performance scores than shyer ones. Over the course of this study, 79% of cats mastered the ability to touch a target, 27% mastered sitting, 60% mastered spinning, and 31% mastered high-fiving. Aside from the ability to influence the cats’ well-being, clicker training also has the potential to make cats more desirable to adopters. PMID:28937608

Abnormal Auditory Gain in Hyperacusis: Investigation with a Computational Model

PubMed Central

Diehl, Peter U.; Schaette, Roland

2015-01-01

Hyperacusis is a frequent auditory disorder that is characterized by abnormal loudness perception where sounds of relatively normal volume are perceived as too loud or even painfully loud. As hyperacusis patients show decreased loudness discomfort levels (LDLs) and steeper loudness growth functions, it has been hypothesized that hyperacusis might be caused by an increase in neuronal response gain in the auditory system. Moreover, since about 85% of hyperacusis patients also experience tinnitus, the conditions might be caused by a common mechanism. However, the mechanisms that give rise to hyperacusis have remained unclear. Here, we have used a computational model of the auditory system to investigate candidate mechanisms for hyperacusis. Assuming that perceived loudness is proportional to the summed activity of all auditory nerve (AN) fibers, the model was tuned to reproduce normal loudness perception. We then evaluated a variety of potential hyperacusis gain mechanisms by determining their effects on model equal-loudness contours and comparing the results to the LDLs of hyperacusis patients with normal hearing thresholds. Hyperacusis was best accounted for by an increase in non-linear gain in the central auditory system. Good fits to the average patient LDLs were obtained for a general increase in gain that affected all frequency channels to the same degree, and also for a frequency-specific gain increase in the high-frequency range. Moreover, the gain needed to be applied after subtraction of spontaneous activity of the AN, which is in contrast to current theories of tinnitus generation based on amplification of spontaneous activity. Hyperacusis and tinnitus might therefore be caused by different changes in neuronal processing in the central auditory system. PMID:26236277

Using Neuroplasticity-Based Auditory Training to Improve Verbal Memory in Schizophrenia

PubMed Central

Fisher, Melissa; Holland, Christine; Merzenich, Michael M.; Vinogradov, Sophia

2009-01-01

Objective Impaired verbal memory in schizophrenia is a key rate-limiting factor for functional outcome, does not respond to currently available medications, and shows only modest improvement after conventional behavioral remediation. The authors investigated an innovative approach to the remediation of verbal memory in schizophrenia, based on principles derived from the basic neuroscience of learning-induced neuroplasticity. The authors report interim findings in this ongoing study. Method Fifty-five clinically stable schizophrenia subjects were randomly assigned to either 50 hours of computerized auditory training or a control condition using computer games. Those receiving auditory training engaged in daily computerized exercises that placed implicit, increasing demands on auditory perception through progressively more difficult auditory-verbal working memory and verbal learning tasks. Results Relative to the control group, subjects who received active training showed significant gains in global cognition, verbal working memory, and verbal learning and memory. They also showed reliable and significant improvement in auditory psychophysical performance; this improvement was significantly correlated with gains in verbal working memory and global cognition. Conclusions Intensive training in early auditory processes and auditory-verbal learning results in substantial gains in verbal cognitive processes relevant to psychosocial functioning in schizophrenia. These gains may be due to a training method that addresses the early perceptual impairments in the illness, that exploits intact mechanisms of repetitive practice in schizophrenia, and that uses an intensive, adaptive training approach. PMID:19448187

The effectiveness of a clinically integrated e-learning course in evidence-based medicine: a cluster randomised controlled trial.

PubMed

Kulier, Regina; Coppus, Sjors F P J; Zamora, Javier; Hadley, Julie; Malick, Sadia; Das, Kausik; Weinbrenner, Susanne; Meyerrose, Berrit; Decsi, Tamas; Horvath, Andrea R; Nagy, Eva; Emparanza, Jose I; Arvanitis, Theodoros N; Burls, Amanda; Cabello, Juan B; Kaczor, Marcin; Zanrei, Gianni; Pierer, Karen; Stawiarz, Katarzyna; Kunz, Regina; Mol, Ben W J; Khan, Khalid S

2009-05-12

To evaluate the educational effects of a clinically integrated e-learning course for teaching basic evidence-based medicine (EBM) among postgraduates compared to a traditional lecture-based course of equivalent content. We conducted a cluster randomised controlled trial in the Netherlands and the UK involving postgraduate trainees in six obstetrics and gynaecology departments. Outcomes (knowledge gain and change in attitude towards EBM) were compared between the clinically integrated e-learning course (intervention) and the traditional lecture based course (control). We measured change from pre- to post-intervention scores using a validated questionnaire assessing knowledge (primary outcome) and attitudes (secondary outcome). There were six clusters involving teaching of 61 postgraduate trainees (28 in the intervention and 33 in the control group). The intervention group achieved slightly higher scores for knowledge gain compared to the control, but these results were not statistically significant (difference in knowledge gain: 3.5 points, 95% CI -2.7 to 9.8, p = 0.27). The attitudinal changes were similar for both groups. A clinically integrated e-learning course was at least as effective as a traditional lecture based course and was well accepted. Being less costly than traditional teaching and allowing for more independent learning through materials that can be easily updated, there is a place for incorporating e-learning into postgraduate EBM curricula that offer on-the-job training for just-in-time learning. ACTRN12609000022268.

Word Learning in Deaf Children with Cochlear Implants: Effects of Early Auditory Experience

ERIC Educational Resources Information Center

Houston, Derek M.; Stewart, Jessica; Moberly, Aaron; Hollich, George; Miyamoto, Richard T.

2012-01-01

Word-learning skills were tested in normal-hearing 12- to 40-month-olds and in deaf 22- to 40-month-olds 12 to 18 months after cochlear implantation. Using the Intermodal Preferential Looking Paradigm (IPLP), children were tested for their ability to learn two novel-word/novel-object pairings. Normal-hearing children demonstrated learning on this…

Using the stress and adversity inventory as a teaching tool leads to significant learning gains in two courses on stress and health.

PubMed

Slavich, George M; Toussaint, Loren

2014-10-01

The ability to measure cumulative stress exposure is important for research and teaching in stress and health, but until recently, no structured system has existed for assessing exposure to stress over the lifespan. Here, we report the results of two experimental studies that examined the pedagogical efficacy of using an automated system for assessing life stress, called the Stress and Adversity Inventory (STRAIN), for teaching courses on stress and health. In Study 1, a randomized, wait-list controlled experiment was conducted with 20 college students to test whether the STRAIN, coupled with a related lecture and discussion, promoted learning about stress and health. Results showed that this experiential lesson led to significant learning gains. To disentangle the effects of completing the STRAIN from participating in the lecture and discussion, we subsequently conducted Study 2 on 144 students using a 2 (STRAIN versus control activity) by 2 (STRAIN-specific lecture versus general stress lecture) repeated-measures design. Although the STRAIN-specific lecture was sufficient for promoting learning, completing the STRAIN also generated significant learning gains when paired with only the general stress lecture. Together, these studies suggest that the STRAIN is an effective tool for promoting experiential learning and teaching students about stress and health. Copyright © 2013 John Wiley & Sons, Ltd.

The decay of motor adaptation to novel movement dynamics reveals an asymmetry in the stability of motion state-dependent learning

PubMed Central

Hosseini, Eghbal A.; Nguyen, Katrina P.; Joiner, Wilsaan M.

2017-01-01

Motor adaptation paradigms provide a quantitative method to study short-term modification of motor commands. Despite the growing understanding of the role motion states (e.g., velocity) play in this form of motor learning, there is little information on the relative stability of memories based on these movement characteristics, especially in comparison to the initial adaptation. Here, we trained subjects to make reaching movements perturbed by force patterns dependent upon either limb position or velocity. Following training, subjects were exposed to a series of error-clamp trials to measure the temporal characteristics of the feedforward motor output during the decay of learning. The compensatory force patterns were largely based on the perturbation kinematic (e.g., velocity), but also showed a small contribution from the other motion kinematic (e.g., position). However, the velocity contribution in response to the position-based perturbation decayed at a slower rate than the position contribution to velocity-based training, suggesting a difference in stability. Next, we modified a previous model of motor adaptation to reflect this difference and simulated the behavior for different learning goals. We were interested in the stability of learning when the perturbations were based on different combinations of limb position or velocity that subsequently resulted in biased amounts of motion-based learning. We trained additional subjects on these combined motion-state perturbations and confirmed the predictions of the model. Specifically, we show that (1) there is a significant separation between the observed gain-space trajectories for the learning and decay of adaptation and (2) for combined motion-state perturbations, the gain associated to changes in limb position decayed at a faster rate than the velocity-dependent gain, even when the position-dependent gain at the end of training was significantly greater. Collectively, these results suggest that the state-dependent adaptation associated with movement velocity is relatively more stable than that based on position. PMID:28481891

Teacher Leadership Enactment in Professional Learning Community Contexts: Towards a Better Understanding of the Phenomenon

ERIC Educational Resources Information Center

Hairon, Salleh; Goh, Jonathan Wee Pin; Chua, Catherine Siew Kheng

2015-01-01

Professional learning communities (PLCs) have gained considerable attention in education. However, PLCs are dependent on how group members collectively work and learn towards shared goals on improving teaching and learning. This would require leadership to support meaningful and productive interactions within PLC contexts, and hence, the…

Investigating the Relationship between Curiosity Level and Computer Self Efficacy Beliefs of Elementary Teachers Candidates

ERIC Educational Resources Information Center

Gulten, Dilek Cagirgan; Yaman, Yavuz; Deringol, Yasemin; Ozsari, Ismail

2011-01-01

Nowadays, "lifelong learning individual" concept is gaining importance in which curiosity is one important feature that an individual should have as a requirement of learning. It is known that learning will naturally occur spontaneously when curiosity instinct is awakened during any learning-teaching process. Computer self-efficacy…

Mobile Learning: A Framework and Evaluation

ERIC Educational Resources Information Center

Motiwalla, Luvai F.

2007-01-01

Wireless data communications in form of Short Message Service (SMS) and Wireless Access Protocols (WAP) browsers have gained global popularity, yet, not much has been done to extend the usage of these devices in electronic learning (e-learning). This project explores the extension of e-learning into wireless/handheld (W/H) computing devices with…

Learning via Video in Higher Education: An Exploration of Instructor and Student Perceptions

ERIC Educational Resources Information Center

Miner, Steven; Stefaniak, Jill E.

2018-01-01

The purpose of this study was to compare instructors and students perceptions regarding the use of video during instruction. Background research exploring student opinions regarding their "perceived gains" in learning may identify learning behaviors that could be exploited by those providing instruction to increase student learning. The…

Assessment for Closing the Achievement Gap. Research Brief

ERIC Educational Resources Information Center

Muir, Mike

2005-01-01

Assessment "for" learning is not the same as assessment "of" learning. Assessment of learning is assessment for accountability purposes, to determine a student's level of performance on a specific task or at the conclusion of a unit of teaching and learning. The information gained from this kind of assessment is often used in reporting. Assessment…

Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning

ERIC Educational Resources Information Center

Izci, Kemal

2016-01-01

Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus reviewing the factors that limit or support teachers' practices of…

Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning

ERIC Educational Resources Information Center

Izci, Kemal

2016-01-01

Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus, reviewing the factors that limit or support teachers' practices of…

Learning to Use an Alphabetic Writing System

ERIC Educational Resources Information Center

Treiman, Rebecca; Kessler, Brett

2013-01-01

Gaining facility with spelling is an important part of becoming a good writer. Here we review recent work on how children learn to spell in alphabetic writing systems. Statistical learning plays an important role in this process. Young children learn about some of the salient graphic characteristics of written texts and attempt to reproduce these…

The Implementation of Service-Learning in Graduate Instructional Design Coursework

ERIC Educational Resources Information Center

Stefaniak, Jill E.

2015-01-01

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

Guidelines towards the Facilitation of Interactive Online Learning Programmes in Higher Education

ERIC Educational Resources Information Center

Mbati, Lydia; Minnaar, Ansie

2015-01-01

The creation of online platforms that establish new learning environments has led to the proliferation of institutions offering online learning programmes. However, the use of technologies for teaching and learning requires sound content specialization, as well as grounding in pedagogy. While gains made by constructivism and observational learning…

Collaborative Learning Using a Project across Multiple Business Courses: A Cognitive Load and Knowledge Convergence Approach

ERIC Educational Resources Information Center

Bhowmick, Sandeep; Chandra, Aruna; Harper, Jeffrey S.; Sweetin, Vernon

2015-01-01

Four business professors at a state university in the Midwestern United States launched a collaborative learning project grounded in cognitive learning theory and knowledge convergence theory with the objective of assessing student learning gains in cross-functional knowledge (CFK), course-related knowledge (CRK), and overall satisfaction with…

Evaluating the Influence of Peer Learning on Psychological Well-Being

ERIC Educational Resources Information Center

Hanson, Jana M.; Trolian, Teniell L.; Paulsen, Michael B.; Pascarella, Ernest T.

2016-01-01

The scholarship of teaching and learning in higher education is concerned with advancing pedagogical knowledge and teaching practice to improve student learning and associated outcomes in higher education. This study used data from the Wabash National Study of Liberal Arts Education to examine the effects of peer learning experiences on gains in…

Gaining Insight into Business Telecommunications Students through the Assessment of Learning Styles

ERIC Educational Resources Information Center

Sandman, Thomas E.

2009-01-01

The assessment of student learning styles can be of significant value for developing and evaluating an appropriate mix of pedagogical techniques and activities. With this in mind, learning style preferences were collected from over 300 undergraduate business telecommunications students. These set of data show that a breadth of learning style…

Evaluation of Two Teaching Programs Based on Structural Learning Principles.

ERIC Educational Resources Information Center

Haussler, Peter

1978-01-01

Structural learning theory and the Rasch model measured learning gain, retention, and transfer in 1,037 students, grades 7-10. Students learned nine functional relationships with either spontaneous or synthetic algorithms. The Rasch model gave the better description of the data. The hypothesis that the synthetic method was superior was refuted.…

Gaining Skills or Just Paying the Bills? Workplace Learning in Low-Level Retail Employment

ERIC Educational Resources Information Center

Roberts, Steven

2013-01-01

This paper analyses the workplace learning experiences of young male retail employees. Deeming formal education highly unattractive, the pursuit of lifelong learning and continuous development for such people relies on workplace learning. Their experiences, however, over several years and across various retailers painted a grim reality.…

Perceptions of Special Education Teachers' Professional Learning Experiences in Arkansas

ERIC Educational Resources Information Center

Rose-Greer, Paula

2017-01-01

Professional learning is gaining credence as a best practice for staff development. The change in terms from professional training to professional development may be an improvement; however, responding to the needs of the learners to support a teacher's need to learn themselves requires professional "learning" (Easton, 2008). Studies are…

The Effects of Self-Paced Blended Learning of Mathematics

ERIC Educational Resources Information Center

Balentyne, Phoebe; Varga, Mary Alice

2016-01-01

As online and blended learning gain more popularity in education, it becomes more important to understand their effects on student learning. The purpose of this study was to explore the effects of self-paced blended learning of mathematics on the attitudes and achievement of 26 high ability middle school students, and investigate the relationship…

A Self-instructional Model to Teach Systems-based Practice and Practice-based Learning and Improvement

PubMed Central

Kimura, Joe; Ladden, MaryJoan D.; March, Elizabeth; Moore, Gordon T.

2008-01-01

Background When mandated as resident competencies in 1999, systems-based practice (SBP) and practice-based learning and improvement (PBLI) were new concepts to many. Objective To describe and evaluate a 4-week clinical elective (Achieving Competence Today—ACT) to teach residents SBP and PBLI. Design ACT consisted of a four-week active learning course and follow-up teaching experience, guided and supported by web-based materials. The curriculum included readings, scheduled activities, work products including an improvement project, and weekly meetings with a non-expert preceptor. The evaluation used a before–after cross-comparison of ACT residents and their peers. Participants Seventy-eight residents and 42 faculty in 18 US Internal Medicine residency programs participated between 2003 and 2005. Results and Main Measurements All residents and faculty preceptors responded to a knowledge test, survey of attitudes, and self-assessment of competency to do 15 tasks related to SBP/PBLI. All measures were normalized to a 100-point scale. Each program’s principal investigator (PI) identified aspects of ACT that were most and least effective in enhancing resident learning. ACT residents’ gains in knowledge (4.4 on a 100-point scale) and self-assessed competency (11.3) were greater than controls’ (−1.9, −8.0), but changes in attitudes were not significantly different. Faculty preceptors’ knowledge scores did not change, but their attitudes became more positive (15.8). PIs found a ready-to-use curriculum effective (rated 8.5 on a 10-point scale). Conclusions ACT increased residents’ knowledge and self-assessment of their own competency and raised faculty’s assessment of the importance of residents’ learning SBP/PBLI. Faculty content expertise is not required for residents to learn SBP/PBLI. PMID:18612719

A self-instructional model to teach systems-based practice and practice-based learning and improvement.

PubMed

Peters, Antoinette S; Kimura, Joe; Ladden, Maryjoan D; March, Elizabeth; Moore, Gordon T

2008-07-01

When mandated as resident competencies in 1999, systems-based practice (SBP) and practice-based learning and improvement (PBLI) were new concepts to many. To describe and evaluate a 4-week clinical elective (Achieving Competence Today-ACT) to teach residents SBP and PBLI. ACT consisted of a four-week active learning course and follow-up teaching experience, guided and supported by web-based materials. The curriculum included readings, scheduled activities, work products including an improvement project, and weekly meetings with a non-expert preceptor. The evaluation used a before-after cross-comparison of ACT residents and their peers. Seventy-eight residents and 42 faculty in 18 US Internal Medicine residency programs participated between 2003 and 2005. RESULTS AND MAIN MEASUREMENTS: All residents and faculty preceptors responded to a knowledge test, survey of attitudes, and self-assessment of competency to do 15 tasks related to SBP/PBLI. All measures were normalized to a 100-point scale. Each program's principal investigator (PI) identified aspects of ACT that were most and least effective in enhancing resident learning. ACT residents' gains in knowledge (4.4 on a 100-point scale) and self-assessed competency (11.3) were greater than controls' (-1.9, -8.0), but changes in attitudes were not significantly different. Faculty preceptors' knowledge scores did not change, but their attitudes became more positive (15.8). PIs found a ready-to-use curriculum effective (rated 8.5 on a 10-point scale). ACT increased residents' knowledge and self-assessment of their own competency and raised faculty's assessment of the importance of residents' learning SBP/PBLI. Faculty content expertise is not required for residents to learn SBP/PBLI.

False-Positive Head-Impulse Test in Cerebellar Ataxia

PubMed Central

Kremmyda, Olympia; Kirchner, Hanni; Glasauer, Stefan; Brandt, Thomas; Jahn, Klaus; Strupp, Michael

2012-01-01

The objective of this study was to compare the findings of the bedside head-impulse test (HIT), passive head rotation gain, and caloric irrigation in patients with cerebellar ataxia (CA). In 16 patients with CA and bilaterally pathological bedside HIT, vestibuloocular reflex (VOR) gains were measured during HIT and passive head rotation by scleral search coil technique. Eight of the patients had pathologically reduced caloric responsiveness, while the other eight had normal caloric responses. Those with normal calorics showed a slightly reduced HIT gain (mean ± SD: 0.73 ± 0.15). In those with pathological calorics, gains 80 and 100 ms after the HIT as well as the passive rotation VOR gains were significantly lower. The corrective saccade after head turn occurred earlier in patients with pathological calorics (111 ± 62 ms after onset of the HIT) than in those with normal calorics (191 ± 17 ms, p = 0.0064). We identified two groups of patients with CA: those with an isolated moderate HIT deficit only, probably due to floccular dysfunction, and those with combined HIT, passive rotation, and caloric deficit, probably due to a peripheral vestibular deficit. From a clinical point of view, these results show that the bedside HIT alone can be false-positive for establishing a diagnosis of a bilateral peripheral vestibular deficit in patients with CA. PMID:23162531

Promoting Independent Learning by Curriculum Design and Assessment

ERIC Educational Resources Information Center

Marshall, Gill

2007-01-01

Purpose: This paper evaluates whether the revalidated Magnetic Resonance Imaging (MRI) programme encourages independent learning by its curriculum design, delivery and assessment. Results: Evidence regarding the promotion of independent learning was gained from learners and external examiners. The scientific publications, presentations and posters…

Adapting the Speed of Reproduction of Audio Content and Using Text Reinforcement for Maximizing the Learning Outcome though Mobile Phones

ERIC Educational Resources Information Center

Munoz-Organero, M.; Munoz-Merino, P. J.; Kloos, Carlos Delgado

2011-01-01

The use of technology in learning environments should be targeted at improving the learning outcome of the process. Several technology enhanced techniques can be used for maximizing the learning gain of particular students when having access to learning resources. One of them is content adaptation. Adapting content is especially important when…

The Impact of Supported and Annotated Mobile Learning on Achievement and Cognitive Load

ERIC Educational Resources Information Center

Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min; Liu, Tzu-Yu

2015-01-01

We designed activities for learning English as a foreign language in a mobile learning environment with familiar authentic support for this study. Students learned at school and then applied their newly gained knowledge to solve daily life problems by first using a tablet to take pictures of objects they wished to learn about, then describing them…

An active-learning strategies primer for achieving ability-based educational outcomes.

PubMed

Gleason, Brenda L; Peeters, Michael J; Resman-Targoff, Beth H; Karr, Samantha; McBane, Sarah; Kelley, Kristi; Thomas, Tyan; Denetclaw, Tina H

2011-11-10

Active learning is an important component of pharmacy education. By engaging students in the learning process, they are better able to apply the knowledge they gain. This paper describes evidence supporting the use of active-learning strategies in pharmacy education and also offers strategies for implementing active learning in pharmacy curricula in the classroom and during pharmacy practice experiences.

Stress Management: Being Assertive

MedlinePlus

... assertively can help you: Gain self-confidence and self-esteem Understand and recognize your feelings Earn respect from others Improve communication Create win-win situations Improve your decision-making skills Create honest relationships Gain more job satisfaction Learning ...

Control of linear modes in cylindrical resistive magnetohydrodynamics with a resistive wall, plasma rotation, and complex gain

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

Brennan, D. P.; Finn, J. M.

2014-10-15

Feedback stabilization of magnetohydrodynamic (MHD) modes in a tokamak is studied in a cylindrical model with a resistive wall, plasma resistivity, viscosity, and toroidal rotation. The control is based on a linear combination of the normal and tangential components of the magnetic field just inside the resistive wall. The feedback includes complex gain, for both the normal and for the tangential components, and it is known that the imaginary part of the feedback for the former is equivalent to plasma rotation [J. M. Finn and L. Chacon, Phys. Plasmas 11, 1866 (2004)]. The work includes (1) analysis with a reducedmore » resistive MHD model for a tokamak with finite β and with stepfunction current density and pressure profiles, and (2) computations with a full compressible visco-resistive MHD model with smooth decreasing profiles of current density and pressure. The equilibria are stable for β = 0 and the marginal stability values β{sub rp,rw} < β{sub rp,iw} < β{sub ip,rw} < β{sub ip,iw} (resistive plasma, resistive wall; resistive plasma, ideal wall; ideal plasma, resistive wall; and ideal plasma, ideal wall) are computed for both models. The main results are: (a) imaginary gain with normal sensors or plasma rotation stabilizes below β{sub rp,iw} because rotation suppresses the diffusion of flux from the plasma out through the wall and, more surprisingly, (b) rotation or imaginary gain with normal sensors destabilizes above β{sub rp,iw} because it prevents the feedback flux from entering the plasma through the resistive wall to form a virtual wall. A method of using complex gain G{sub i} to optimize in the presence of rotation in this regime with β > β{sub rp,iw} is presented. The effect of imaginary gain with tangential sensors is more complicated but essentially destabilizes above and below β{sub rp,iw}.« less

Measuring the Accuracy of Simple Evolving Connectionist System with Varying Distance Formulas

NASA Astrophysics Data System (ADS)

Al-Khowarizmi; Sitompul, O. S.; Suherman; Nababan, E. B.

2017-12-01

Simple Evolving Connectionist System (SECoS) is a minimal implementation of Evolving Connectionist Systems (ECoS) in artificial neural networks. The three-layer network architecture of the SECoS could be built based on the given input. In this study, the activation value for the SECoS learning process, which is commonly calculated using normalized Hamming distance, is also calculated using normalized Manhattan distance and normalized Euclidean distance in order to compare the smallest error value and best learning rate obtained. The accuracy of measurement resulted by the three distance formulas are calculated using mean absolute percentage error. In the training phase with several parameters, such as sensitivity threshold, error threshold, first learning rate, and second learning rate, it was found that normalized Euclidean distance is more accurate than both normalized Hamming distance and normalized Manhattan distance. In the case of beta fibrinogen gene -455 G/A polymorphism patients used as training data, the highest mean absolute percentage error value is obtained with normalized Manhattan distance compared to normalized Euclidean distance and normalized Hamming distance. However, the differences are very small that it can be concluded that the three distance formulas used in SECoS do not have a significant effect on the accuracy of the training results.

Gestational Weight Gain Trend and Population Attributable Risks of Adverse Fetal Growth Outcomes in Ohio.

PubMed

Chen, Aimin; Xu, Fan; Xie, Changchun; Wu, Tianying; Vuong, Ann M; Miao, Maohua; Yuan, Wei; DeFranco, Emily A

2015-07-01

The trend of gestational weight gain (GWG) in relation to the Institute of Medicine (IOM) guidelines and the population attributable risks (PARs) of GWG on fetal growth outcomes remain unclear. We analysed Ohio birth certificates from 2006 to 2012 to examine GWG trend by prepregnancy body mass index, to calculate the risk of small- and large-for-gestational age (SGA and LGA), and macrosomia (birthweight >4000 g or >4500 g) infants, and to estimate the PARs of GWG below or above the guidelines. Of 869,531 women who delivered singleton live births at 22-44 weeks of gestation, 4.5% were underweight, 48.9% were normal weight, 23.9% were overweight, and 22.7% were obese before pregnancy. About 36.5% of underweight, 52.6% of normal weight, 72.5% of overweight, and 62.4% of obese women gained weight above the guidelines, with only slight changes from 2006 to 2012. Also, 34.9% of underweight, 20.1% of normal weight, 16.3% of overweight, and 27.0% of obese women gained weight below the guidelines. The PAR of GWG below or above the guidelines was -13% for SGA, 32.6% for LGA, 28.1% for macrosomia >4000 g, and 48.3% for macrosomia >4500 g, mostly driven by currently GWG above the guidelines in normal weight, overweight, and obese women. A high percentage of pregnant women gained weight outside of the current IOM GWG guidelines; however, changes from 2006 to 2012 were small. GWG above the IOM guidelines significantly contributed to a large proportion of LGA and macrosomic infants in the general population. © 2015 John Wiley & Sons Ltd.

Association between gestational weight gain according to body mass index and postpartum weight in a large cohort of Danish women.

PubMed

Rode, Line; Kjærgaard, Hanne; Ottesen, Bent; Damm, Peter; Hegaard, Hanne K

2012-02-01

Our aim was to investigate the association between gestational weight gain (GWG) and postpartum weight retention (PWR) in pre-pregnancy underweight, normal weight, overweight or obese women, with emphasis on the American Institute of Medicine (IOM) recommendations. We performed secondary analyses on data based on questionnaires from 1,898 women from the "Smoke-free Newborn Study" conducted 1996-1999 at Hvidovre Hospital, Denmark. Relationship between GWG and PWR was examined according to BMI as a continuous variable and in four groups. Association between PWR and GWG according to IOM recommendations was tested by linear regression analysis and the association between PWR ≥ 5 kg (11 lbs) and GWG by logistic regression analysis. Mean GWG and mean PWR were constant for all BMI units until 26-27 kg/m(2). After this cut-off mean GWG and mean PWR decreased with increasing BMI. Nearly 40% of normal weight, 60% of overweight and 50% of obese women gained more than recommended during pregnancy. For normal weight and overweight women with GWG above recommendations the OR of gaining ≥ 5 kg (11 lbs) 1-year postpartum was 2.8 (95% CI 2.0-4.0) and 2.8 (95% CI 1.3-6.2, respectively) compared to women with GWG within recommendations. GWG above IOM recommendations significantly increases normal weight, overweight and obese women's risk of retaining weight 1 year after delivery. Health personnel face a challenge in prenatal counseling as 40-60% of these women gain more weight than recommended for their BMI. As GWG is potentially modifiable, our study should be followed by intervention studies focusing on GW.

Career Development and Learning Pathways of Paralympic Coaches With a Disability.

PubMed

Douglas, Scott; Falcão, William R; Bloom, Gordon A

2018-01-01

The purpose of this study was to gain an understanding of the career development and learning pathways of Paralympic head coaches who previously competed as Paralympic athletes. Each coach participated in a semistructured interview. A thematic analysis of the data revealed three higher order themes, which were called becoming a coach, learning to coach, and lifelong learning and teaching. Across these themes, participants discussed interactions with other coaches and athletes with a disability, learning from mentors and coaching clinics, as well as limited formal educational opportunities they experienced transitioning from athlete to head coach. The findings revealed that they acquired most of their knowledge from a combination of knowledge gained as athletes and informal sources, including trial and error. They also stressed the need for enhanced recruiting of parasport coaches and parasport coach education opportunities that would enhance programs for athletes with physical disabilities, from grassroots to Paralympic levels.

Causes of learning disability and epilepsy: a review.

PubMed

Prince, Elizabeth; Ring, Howard

2011-04-01

Although the association between learning disability and epilepsy is well known, until relatively recently specific processes underlying this association were relatively poorly understood. However, scientific advances in molecular biology are starting to guide researchers towards descriptions of genetic and pathophysiological processes that may explain why syndromes of epilepsy and learning disability often co-exist. This article will focus largely on three areas of advancing knowledge: insights gained from wider use of genome-wide array comparative genomic hybridization (aCGH), specific insights gained from detailed study of Rett syndrome and the role of abnormalities of astrocytic function in predisposing to both epilepsy and learning disability. The enormous complexity of the biological underpinnings of the co-occurrence of epilepsy and learning disability are becoming apparent. In the future it is likely that research into therapeutic approaches will include, amongst other approaches, investigations of gene structure and expression, the role of astrocytes and the stability of dendritic spines.

Discrete time learning control in nonlinear systems

NASA Technical Reports Server (NTRS)

Longman, Richard W.; Chang, Chi-Kuang; Phan, Minh

1992-01-01

In this paper digital learning control methods are developed primarily for use in single-input, single-output nonlinear dynamic systems. Conditions for convergence of the basic form of learning control based on integral control concepts are given, and shown to be satisfied by a large class of nonlinear problems. It is shown that it is not the gross nonlinearities of the differential equations that matter in the convergence, but rather the much smaller nonlinearities that can manifest themselves during the short time interval of one sample time. New algorithms are developed that eliminate restrictions on the size of the learning gain, and on knowledge of the appropriate sign of the learning gain, for convergence to zero error in tracking a feasible desired output trajectory. It is shown that one of the new algorithms can give guaranteed convergence in the presence of actuator saturation constraints, and indicate when the requested trajectory is beyond the actuator capabilities.

Learning from negative feedback in patients with major depressive disorder is attenuated by SSRI antidepressants.

PubMed

Herzallah, Mohammad M; Moustafa, Ahmed A; Natsheh, Joman Y; Abdellatif, Salam M; Taha, Mohamad B; Tayem, Yasin I; Sehwail, Mahmud A; Amleh, Ivona; Petrides, Georgios; Myers, Catherine E; Gluck, Mark A

2013-01-01

One barrier to interpreting past studies of cognition and major depressive disorder (MDD) has been the failure in many studies to adequately dissociate the effects of MDD from the potential cognitive side effects of selective serotonin reuptake inhibitors (SSRIs) use. To better understand how remediation of depressive symptoms affects cognitive function in MDD, we evaluated three groups of subjects: medication-naïve patients with MDD, medicated patients with MDD receiving the SSRI paroxetine, and healthy control (HC) subjects. All were administered a category-learning task that allows for dissociation between learning from positive feedback (reward) vs. learning from negative feedback (punishment). Healthy subjects learned significantly better from positive feedback than medication-naïve and medicated MDD groups, whose learning accuracy did not differ significantly. In contrast, medicated patients with MDD learned significantly less from negative feedback than medication-naïve patients with MDD and healthy subjects, whose learning accuracy was comparable. A comparison of subject's relative sensitivity to positive vs. negative feedback showed that both the medicated MDD and HC groups conform to Kahneman and Tversky's (1979) Prospect Theory, which expects losses (negative feedback) to loom psychologically slightly larger than gains (positive feedback). However, medicated MDD and HC profiles are not similar, which indicates that the state of medicated MDD is not "normal" when compared to HC, but rather balanced with less learning from both positive and negative feedback. On the other hand, medication-naïve patients with MDD violate Prospect Theory by having significantly exaggerated learning from negative feedback. This suggests that SSRI antidepressants impair learning from negative feedback, while having negligible effect on learning from positive feedback. Overall, these findings shed light on the importance of dissociating the cognitive consequences of MDD from those of SSRI treatment, and from cognitive evaluation of MDD subjects in a medication-naïve state before the administration of antidepressants. Future research is needed to correlate the mood-elevating effects and the cognitive balance between reward- and punishment-based learning related to SSRIs.

The effect of flipped teaching combined with modified team-based learning on student performance in physiology.

PubMed

Gopalan, Chaya; Klann, Megan C

2017-09-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. Copyright © 2017 the American Physiological Society.

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

NASA Astrophysics Data System (ADS)

Kaw, Autar; Yalcin, Ali

2012-06-01

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

Developing Visualization Support System for Teaching/Learning Database Normalization

ERIC Educational Resources Information Center

Folorunso, Olusegun; Akinwale, AdioTaofeek

2010-01-01

Purpose: In tertiary institution, some students find it hard to learn database design theory, in particular, database normalization. The purpose of this paper is to develop a visualization tool to give students an interactive hands-on experience in database normalization process. Design/methodology/approach: The model-view-controller architecture…

Collaborative group work: effects of group size and assignment structure on learning gain, student satisfaction and perceived participation.

PubMed

Kooloos, Jan G M; Klaassen, Tim; Vereijken, Mayke; Van Kuppeveld, Sascha; Bolhuis, Sanneke; Vorstenbosch, Marc

2011-01-01

Collaborative group sessions in Nijmegen include 15 students who work all together on a group assignment. Sometimes, the group is split-up in three and every subgroup elaborates a part of the assignment. At the end, they peer-teach each other. It is believed that the split-up enhances participation and therefore learning gain. To establish the effect of group size and structure of the assignment on the perceived participation, the satisfaction and learning gain of collaborative group sessions. In this study, 27 groups of 15 students were equally divided into: A-group: all 15 students working on the complete assignment. B-group: subgroups of 5 students working on the complete assignment. C-group: subgroups of 5 students working on a smaller part, and peer-teaching each other at the end of the group session. All students took a pre-test, a post-test and a follow-up test and completed a questionnaire. Questionnaires were analyzed with a one-way analysis of variance (ANOVA) and post hoc by multiple comparisons. Learning gain was analyzed using a repeated measures ANOVA. A group size effect is observed in favor of working in subgroups. Perceived participation of the students differs between A and B (p ≤ 0.001) and between A and C (p ≤ 0.001), but not between B and C. Also, an assignment effect is found in favor of the smaller assignment combined with peer-teaching. The students' satisfaction differs between A and C (p ≤ 0.003) and between B and C (p ≤ 0.001), but not between A and B. The C-group also shows higher test results (p ≤ 0.043). The students prefer smaller groups as well as smaller assignments including peer-teaching. A possible larger learning gain of this format needs to be re-investigated.

Graduate Students Gain Hands-On PV Experience from NREL Researchers | News

Science.gov Websites

PV Experience (HOPE) Workshop, learning from top solar scientists at the U.S. Department of Energy's | NREL Graduate Students Gain Hands-On PV Experience from NREL Researchers Graduate Students Gain Hands-On PV Experience from NREL Researchers August 10, 2017 Two students, one standing, one

Transition Program: The Challenges Faced by Special Needs Students in Gaining Work Experience

ERIC Educational Resources Information Center

Alias, Aliza

2014-01-01

Transition program for special needs students is known to open opportunities for students with learning disabilities to gain work experience in actual work environment. The program provides training activities and also an opportunity to go for internship to gain work experience. Therefore, this study is to identify the challenges faced by special…

Relationship between gestational weight gain and birthweight among clients enrolled in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), Hawaii, 2003-2005.

PubMed

Chihara, Izumi; Hayes, Donald K; Chock, Linda R; Fuddy, Loretta J; Rosenberg, Deborah L; Handler, Arden S

2014-07-01

To investigate the relationship between gestational weight gain (GWG) and birthweight outcomes among a low-income population in Hawaii using GWG recommendations from the 2009 Institute of Medicine (IOM) guidelines. Data were analyzed for 19,130 mother-infant pairs who participated in Hawaii's Special Supplemental Nutrition Program for Women, Infants, and Children from 2003 through 2005. GWG was categorized as inadequate, adequate, or excessive on the basis of GWG charts in the guidelines. Generalized logit models assessed the relationship between mothers' GWG and their child's birthweight category (low birthweight [LBW: < 2,500 g], normal birthweight [2,500 g ≤ BW < 4,000 g], or high birthweight [HBW: ≥ 4,000 g]). Final models were stratified by prepregnancy body mass index (underweight, normal weight, overweight, or obese) and adjusted for maternal age, education, race/ethnicity, smoking status, parity, and marital status. Overall, 62% of the sample had excessive weight gain and 15% had inadequate weight gain. Women with excessive weight gain were more likely to deliver a HBW infant; this relationship was observed for women in all prepregnancy weight categories. Among women with underweight or normal weight prior to pregnancy, those with inadequate weight gain during pregnancy were more likely to deliver a LBW infant. Among the low-income population of Hawaii, women with GWG within the range recommended in the 2009 IOM guidelines had better birthweight outcomes than those with GWG outside the recommended range. Further study is needed to identify optimal GWG goals for women with an obese BMI prior to pregnancy.

The Influence of Using Momentum and Impulse Computer Simulation to Senior High School Students’ Concept Mastery

NASA Astrophysics Data System (ADS)

Kaniawati, I.; Samsudin, A.; Hasopa, Y.; Sutrisno, A. D.; Suhendi, E.

2016-08-01

This research is based on students’ lack of mastery of physics abstract concepts. Thus, this study aims to improve senior high school students’ mastery of momentum and impulse concepts with the use of computer simulation. To achieve these objectives, the research method employed was pre experimental design with one group pre-test post-test. A total of 36 science students of grade 11 in one of public senior high school in Bandung became the sample in this study. The instruments utilized to determine the increase of students’ concept mastery were pretest and posttest in the form of multiple choices. After using computer simulations in physics learning, students’ mastery of momentum and impulse concept has increased as indicated by the normalized gain of 0.64 with the medium category.

Transformative Learning, Enactivism, and Affectivity

ERIC Educational Resources Information Center

Maiese, Michelle

2017-01-01

Education theorists have emphasized that transformative learning is not simply a matter of students gaining access to new knowledge and information, but instead centers upon personal transformation: it alters students' perspectives, interpretations, and responses. How should learning that brings about this sort of self-transformation be understood…

Virtual Museum Learning

ERIC Educational Resources Information Center

Prosser, Dominic; Eddisford, Susan

2004-01-01

This paper examines children's and adults' attitudes to virtual representations of museum objects. Drawing on empirical research data gained from two web-based digital learning environments. The paper explores the characteristics of on-line learning activities that move children from a sense of wonder into meaningful engagement with objects and…

The Power of Real-World Application

ERIC Educational Resources Information Center

Stam, Brad

2011-01-01

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

Resource-Based Learning.

ERIC Educational Resources Information Center

Brown, Sally, Ed.; Smith, Brenda, Ed.

The selections in this book encompass a broad spectrum of resource-based learning experiences, and are intended to help teachers and administrators gain a better understanding of the concepts and devise effective and efficient ways to use these materials. Titles include: "Introducing Resources for Learning" (Sally Brown and Brenda…

Attitudinal Effects of a Student-Centered Active Learning Environment

NASA Astrophysics Data System (ADS)

Oliver-Hoyo, Maria T.; Allen, Deedee

2005-06-01

The importance of attitudes toward science has risen from widely accepted assumptions that achievement and attitude are positively interdependent and that affective variables are as important as cognitive variables in molding student learning. This report examines the effect on student attitudes toward learning chemistry in an active learning environment that has incorporated elements believed to positively influence student attitudes toward science including cooperative learning, hands-on activities, real-world applications, and engaging technology. These elements were considered for synergetic effects and not as individual contributors to the overall results. Two different sections of the same general chemistry course participated. The lecture setting was used as the control. Residualized gain scores were used to compare net changes in student attitudes. Data were analyzed for possible differences in gain for different academic majors. Anxiety in chemistry was monitored for the two class settings in three areas, learning in chemistry, chemistry evaluation, and chemical handling. Qualitative student feedback was also collected and is summarized in this report on the attitudinal aspects of instruction.

Utilization of blended learning to teach preclinical endodontics.

PubMed

Maresca, Cristina; Barrero, Carlos; Duggan, Dereck; Platin, Enrique; Rivera, Eric; Hannum, Wallace; Petrola, Frank

2014-08-01

Blended learning (BL) is the integration of classroom learning with an online environment. The purpose of this study was to determine whether dental students who experienced BL in a preclinical endodontic course demonstrated better manual skills, conceptual knowledge, and learning experience compared to those experiencing traditional learning. All eighty-one students (100 percent) in a preclinical endodontics course agreed to participate and were assigned to either the traditional or BL group. A root canal procedure was used to determine the level of manual skills gained by each group. Pre- and post-intervention quizzes were given to all students to evaluate conceptual knowledge gained, and the students' perspectives on the methods were evaluated with a survey. The BL group scored better than the traditional group on the manual skills exercise at a statistically significant level (p=0.0067). There were no differences in the post-intervention quiz scores between the two groups, and the students' opinions were positive regarding BL. With BL, the students were able to learn and demonstrate dental skills at a high level.

Anomalous Transient Amplification of Waves in Non-normal Photonic Media

NASA Astrophysics Data System (ADS)

Makris, K. G.; Ge, L.; Türeci, H. E.

2014-10-01

Dissipation is a ubiquitous phenomenon in dynamical systems encountered in nature because no finite system is fully isolated from its environment. In optical systems, a key challenge facing any technological application has traditionally been the mitigation of optical losses. Recent work has shown that a new class of optical materials that consist of a precisely balanced distribution of loss and gain can be exploited to engineer novel functionalities for propagating and filtering electromagnetic radiation. Here we show a generic property of optical systems that feature an unbalanced distribution of loss and gain, described by non-normal operators, namely, that an overall lossy optical system can transiently amplify certain input signals by several orders of magnitude. We present a mathematical framework to analyze the dynamics of wave propagation in media with an arbitrary distribution of loss and gain, and we construct the initial conditions to engineer such non-normal power amplifiers. Our results point to a new design space for engineered optical systems employed in photonics and quantum optics.

Reward value-based gain control: divisive normalization in parietal cortex.

PubMed

Louie, Kenway; Grattan, Lauren E; Glimcher, Paul W

2011-07-20

The representation of value is a critical component of decision making. Rational choice theory assumes that options are assigned absolute values, independent of the value or existence of other alternatives. However, context-dependent choice behavior in both animals and humans violates this assumption, suggesting that biological decision processes rely on comparative evaluation. Here we show that neurons in the monkey lateral intraparietal cortex encode a relative form of saccadic value, explicitly dependent on the values of the other available alternatives. Analogous to extra-classical receptive field effects in visual cortex, this relative representation incorporates target values outside the response field and is observed in both stimulus-driven activity and baseline firing rates. This context-dependent modulation is precisely described by divisive normalization, indicating that this standard form of sensory gain control may be a general mechanism of cortical computation. Such normalization in decision circuits effectively implements an adaptive gain control for value coding and provides a possible mechanistic basis for behavioral context-dependent violations of rationality.

Gravity and perceptual stability during translational head movement on earth and in microgravity.

PubMed

Jaekl, P; Zikovitz, D C; Jenkin, M R; Jenkin, H L; Zacher, J E; Harris, L R

2005-01-01

We measured the amount of visual movement judged consistent with translational head movement under normal and microgravity conditions. Subjects wore a virtual reality helmet in which the ratio of the movement of the world to the movement of the head (visual gain) was variable. Using the method of adjustment under normal gravity 10 subjects adjusted the visual gain until the visual world appeared stable during head movements that were either parallel or orthogonal to gravity. Using the method of constant stimuli under normal gravity, seven subjects moved their heads and judged whether the virtual world appeared to move "with" or "against" their movement for several visual gains. One subject repeated the constant stimuli judgements in microgravity during parabolic flight. The accuracy of judgements appeared unaffected by the direction or absence of gravity. Only the variability appeared affected by the absence of gravity. These results are discussed in relation to discomfort during head movements in microgravity. c2005 Elsevier Ltd. All rights reserved.

Inferring Selective Constraint from Population Genomic Data Suggests Recent Regulatory Turnover in the Human Brain

PubMed Central

Schrider, Daniel R.; Kern, Andrew D.

2015-01-01

The comparative genomics revolution of the past decade has enabled the discovery of functional elements in the human genome via sequence comparison. While that is so, an important class of elements, those specific to humans, is entirely missed by searching for sequence conservation across species. Here we present an analysis based on variation data among human genomes that utilizes a supervised machine learning approach for the identification of human-specific purifying selection in the genome. Using only allele frequency information from the complete low-coverage 1000 Genomes Project data set in conjunction with a support vector machine trained from known functional and nonfunctional portions of the genome, we are able to accurately identify portions of the genome constrained by purifying selection. Our method identifies previously known human-specific gains or losses of function and uncovers many novel candidates. Candidate targets for gain and loss of function along the human lineage include numerous putative regulatory regions of genes essential for normal development of the central nervous system, including a significant enrichment of gain of function events near neurotransmitter receptor genes. These results are consistent with regulatory turnover being a key mechanism in the evolution of human-specific characteristics of brain development. Finally, we show that the majority of the genome is unconstrained by natural selection currently, in agreement with what has been estimated from phylogenetic methods but in sharp contrast to estimates based on transcriptomics or other high-throughput functional methods. PMID:26590212

Self-Organizing Feature Maps Identify Proteins Critical to Learning in a Mouse Model of Down Syndrome.

PubMed

Higuera, Clara; Gardiner, Katheleen J; Cios, Krzysztof J

2015-01-01

Down syndrome (DS) is a chromosomal abnormality (trisomy of human chromosome 21) associated with intellectual disability and affecting approximately one in 1000 live births worldwide. The overexpression of genes encoded by the extra copy of a normal chromosome in DS is believed to be sufficient to perturb normal pathways and normal responses to stimulation, causing learning and memory deficits. In this work, we have designed a strategy based on the unsupervised clustering method, Self Organizing Maps (SOM), to identify biologically important differences in protein levels in mice exposed to context fear conditioning (CFC). We analyzed expression levels of 77 proteins obtained from normal genotype control mice and from their trisomic littermates (Ts65Dn) both with and without treatment with the drug memantine. Control mice learn successfully while the trisomic mice fail, unless they are first treated with the drug, which rescues their learning ability. The SOM approach identified reduced subsets of proteins predicted to make the most critical contributions to normal learning, to failed learning and rescued learning, and provides a visual representation of the data that allows the user to extract patterns that may underlie novel biological responses to the different kinds of learning and the response to memantine. Results suggest that the application of SOM to new experimental data sets of complex protein profiles can be used to identify common critical protein responses, which in turn may aid in identifying potentially more effective drug targets.

Self-Organizing Feature Maps Identify Proteins Critical to Learning in a Mouse Model of Down Syndrome

PubMed Central

Higuera, Clara; Gardiner, Katheleen J.; Cios, Krzysztof J.

2015-01-01

Down syndrome (DS) is a chromosomal abnormality (trisomy of human chromosome 21) associated with intellectual disability and affecting approximately one in 1000 live births worldwide. The overexpression of genes encoded by the extra copy of a normal chromosome in DS is believed to be sufficient to perturb normal pathways and normal responses to stimulation, causing learning and memory deficits. In this work, we have designed a strategy based on the unsupervised clustering method, Self Organizing Maps (SOM), to identify biologically important differences in protein levels in mice exposed to context fear conditioning (CFC). We analyzed expression levels of 77 proteins obtained from normal genotype control mice and from their trisomic littermates (Ts65Dn) both with and without treatment with the drug memantine. Control mice learn successfully while the trisomic mice fail, unless they are first treated with the drug, which rescues their learning ability. The SOM approach identified reduced subsets of proteins predicted to make the most critical contributions to normal learning, to failed learning and rescued learning, and provides a visual representation of the data that allows the user to extract patterns that may underlie novel biological responses to the different kinds of learning and the response to memantine. Results suggest that the application of SOM to new experimental data sets of complex protein profiles can be used to identify common critical protein responses, which in turn may aid in identifying potentially more effective drug targets. PMID:26111164

Mental Transformation Skill in Young Children: The Role of Concrete and Abstract Motor Training.

PubMed

Levine, Susan C; Goldin-Meadow, Susan; Carlson, Matthew T; Hemani-Lopez, Naureen

2018-05-01

We examined the effects of three different training conditions, all of which involve the motor system, on kindergarteners' mental transformation skill. We focused on three main questions. First, we asked whether training that involves making a motor movement that is relevant to the mental transformation-either concretely through action (action training) or more abstractly through gestural movements that represent the action (move-gesture training)-resulted in greater gains than training using motor movements irrelevant to the mental transformation (point-gesture training). We tested children prior to training, immediately after training (posttest), and 1 week after training (retest), and we found greater improvement in mental transformation skill in both the action and move-gesture training conditions than in the point-gesture condition, at both posttest and retest. Second, we asked whether the total gain made by retest differed depending on the abstractness of the movement-relevant training (action vs. move-gesture), and we found that it did not. Finally, we asked whether the time course of improvement differed for the two movement-relevant conditions, and we found that it did-gains in the action condition were realized immediately at posttest, with no further gains at retest; gains in the move-gesture condition were realized throughout, with comparable gains from pretest-to-posttest and from posttest-to-retest. Training that involves movement, whether concrete or abstract, can thus benefit children's mental transformation skill. However, the benefits unfold differently over time-the benefits of concrete training unfold immediately after training (online learning); the benefits of more abstract training unfold in equal steps immediately after training (online learning) and during the intervening week with no additional training (offline learning). These findings have implications for the kinds of instruction that can best support spatial learning. Copyright © 2018 Cognitive Science Society, Inc.

Effect of normalization methods on the performance of supervised learning algorithms applied to HTSeq-FPKM-UQ data sets: 7SK RNA expression as a predictor of survival in patients with colon adenocarcinoma.

PubMed

Shahriyari, Leili

2017-11-03

One of the main challenges in machine learning (ML) is choosing an appropriate normalization method. Here, we examine the effect of various normalization methods on analyzing FPKM upper quartile (FPKM-UQ) RNA sequencing data sets. We collect the HTSeq-FPKM-UQ files of patients with colon adenocarcinoma from TCGA-COAD project. We compare three most common normalization methods: scaling, standardizing using z-score and vector normalization by visualizing the normalized data set and evaluating the performance of 12 supervised learning algorithms on the normalized data set. Additionally, for each of these normalization methods, we use two different normalization strategies: normalizing samples (files) or normalizing features (genes). Regardless of normalization methods, a support vector machine (SVM) model with the radial basis function kernel had the maximum accuracy (78%) in predicting the vital status of the patients. However, the fitting time of SVM depended on the normalization methods, and it reached its minimum fitting time when files were normalized to the unit length. Furthermore, among all 12 learning algorithms and 6 different normalization techniques, the Bernoulli naive Bayes model after standardizing files had the best performance in terms of maximizing the accuracy as well as minimizing the fitting time. We also investigated the effect of dimensionality reduction methods on the performance of the supervised ML algorithms. Reducing the dimension of the data set did not increase the maximum accuracy of 78%. However, it leaded to discovery of the 7SK RNA gene expression as a predictor of survival in patients with colon adenocarcinoma with accuracy of 78%. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com

Student Support in E-Learning Courses in Higher Education--Insights from a Metasynthesis "A Pedagogy of Panic Attacks"

ERIC Educational Resources Information Center

Minnaar, A.

2011-01-01

E-learning includes the use of the internet for accessing learning materials, interacting with learning content and with instructors and students to obtain support during the learning process in order to gain knowledge and personal meaning and to grow. It occurs when students have electronic access to resources and where they are in regular online…

Use of Presage-Pedagogy-Process-Product Model to Assess the Effectiveness of Case Study Methodology in Achieving Learning Outcomes

ERIC Educational Resources Information Center

Sankar, Chetan S.; Raju, P. K.

2011-01-01

In this paper, we integrate organizational, engineering education, and educational learning literature to develop a model of student learning so as to research how learning style, behavioral tendencies, gender, and race have the potential to act as facilitators or barriers to the learning process. We argue that the gains in higher-order cognitive…

An Active-Learning Strategies Primer for Achieving Ability-Based Educational Outcomes

PubMed Central

Gleason, Brenda L.; Peeters, Michael J.; Resman-Targoff, Beth H.; Karr, Samantha; McBane, Sarah; Kelley, Kristi; Thomas, Tyan

2011-01-01

Active learning is an important component of pharmacy education. By engaging students in the learning process, they are better able to apply the knowledge they gain. This paper describes evidence supporting the use of active-learning strategies in pharmacy education and also offers strategies for implementing active learning in pharmacy curricula in the classroom and during pharmacy practice experiences. PMID:22171114

Design Principles for Cell Phone Learning in EFL

ERIC Educational Resources Information Center

Wang, Feihong

2010-01-01

Cell phone learning (C-learning), as an instructional approach, has been gaining more and more attention in the field of teaching English as a foreign language (EFL) in the last 10 years. While studies have proved C-learning an effective instructional approach in research settings, a review of literature indicates the lack of design principles to…

Grades and Tests May Miss Measuring What Matters Most in Learning

ERIC Educational Resources Information Center

Berrett, Dan

2012-01-01

As pressure mounts on colleges to document what their students learn, it remains tough to judge from outside the classroom how much knowledge they gain from their academic experience. The traditional measure of learning is the course grade. Nothing says academic success more succinctly than an A. Alternative methods to document learning have…

Blended Learning: Creating the Right Delivery Systems to Solve Business Problems

ERIC Educational Resources Information Center

Knoll, Elisabeth; Berge, Zane

2007-01-01

This paper addresses the concept of blended learning, an approach that has been gaining popularity in recent years with the advancement of computer-mediated training solutions. It begins with an effort to define blended learning and a description of its historical context. A discussion of blended learning as a learner-centric approach follows,…

Mining Interactions in Immersive Learning Environments for Real-Time Student Feedback

ERIC Educational Resources Information Center

Kennedy, Gregor; Ioannou, Ioanna; Zhou, Yun; Bailey, James; O'Leary, Stephen

2013-01-01

The analysis and use of data generated by students' interactions with learning systems or programs--learning analytics--has recently gained widespread attention in the educational technology community. Part of the reason for this interest is based on the potential of learning analytic techniques such as data mining to find hidden patterns in…

Cross-Platform Learning: On the Nature of Children's Learning from Multiple Media Platforms

ERIC Educational Resources Information Center

Fisch, Shalom M.

2013-01-01

It is increasingly common for an educational media project to span several media platforms (e.g., TV, Web, hands-on materials), assuming that the benefits of learning from multiple media extend beyond those gained from one medium alone. Yet research typically has investigated learning from a single medium in isolation. This paper reviews several…

What Drives M-Learning? An Empirical Investigation of University Student Perceptions in Pakistan

ERIC Educational Resources Information Center

Iqbal, Shakeel; Bhatti, Zeeshan Ahmed

2017-01-01

M-learning is gaining popularity in formal and informal education, both in developed and developing countries. Specifically it can be an effective tool to overcome digital divide in developing countries. The success of m-learning at tertiary level depends on the perception of students towards this form of learning. A scientific approach was used…

E-learning, Dual-task, and Cognitive Load: The Anatomy of a Failed Experiment

ERIC Educational Resources Information Center

Van Nuland, Sonya E.; Rogers, Kem A.

2016-01-01

The rising popularity of commercial anatomy e-learning tools has been sustained, in part, due to increased annual enrollment and a reduction in laboratory hours across educational institutions. While e-learning tools continue to gain popularity, the research methodologies used to investigate their impact on learning remain imprecise. As new user…

Effects of Sharing Clickers in an Active Learning Environment

ERIC Educational Resources Information Center

Daniel, Todd; Tivener, Kristin

2016-01-01

Scientific research into learning enhancement gained by the use of clickers in active classrooms has largely focused on the use of individual clickers. In this study, we compared the learning experiences of participants in active learning groups in which an entire small group shared a single clicker to groups in which each member of the group had…

Personal Reflection: Reflective Learning as a Student and an Educator: Connecting the Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Tsang, Annetta

2009-01-01

This reflective essay describes my encounter with reflective learning as a student enrolled in the University of Queensland Graduate Certificate in Education (Higher Education) program and the application and integration of reflective learning in a clinical course within the Bachelor of Oral Health program as an educator. Insights gained and…

How Our Majors Believe They Learn: Student Learning Strategies in an Undergraduate Theory Course

ERIC Educational Resources Information Center

Pelton, Julie A.

2014-01-01

In this study, I set out to gain a better understanding of the learning strategies typically used by sociology majors, whether and to what extent they engage in metacognitive strategies, and whether teaching about learning results in students reporting greater use of self-regulatory behaviors. I discuss the importance of self-regulated learning…

An Empirical Study on Behavioural Intention to Reuse E-Learning Systems in Rural China

ERIC Educational Resources Information Center

Li, Yan; Duan, Yanqing; Fu, Zetian; Alford, Philip

2012-01-01

The learner's acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioural intention to reuse those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China,…

The Positive Influence of Active Learning in a Lecture Hall: An Analysis of Normalised Gain Scores in Introductory Environmental Engineering

ERIC Educational Resources Information Center

Kinoshita, Timothy J.; Knight, David B.; Gibbes, Badin

2017-01-01

Burgeoning college enrolments and insufficient funding to higher education have expanded the use of large lecture courses. As this trend continues, it is important to ensure that students can still learn in those challenging learning environments. Within education broadly and undergraduate engineering specifically, active learning pedagogies have…

News Writing Using Wiki: Impacts on Learning Experience of Student Journalists

ERIC Educational Resources Information Center

Ma, Will W. K.; Yuen, Allan H. K.

2008-01-01

Wiki empowers users in generating, revising, and organizing their own content. In this study, we review literature to gain theoretical support for wikis that impact learning. In a context of student journalists learning news writing, we design a two-phase field study: (1) Phase I--to examine learners' reflections on learning news writing in wiki…

Problem Solving and Game-Based Learning: Effects of Middle Grade Students' Hypothesis Testing Strategies on Learning Outcomes

ERIC Educational Resources Information Center

Spires, Hiller A.; Rowe, Jonathan P.; Mott, Bradford W.; Lester, James C.

2011-01-01

Targeted as a highly desired skill for contemporary work and life, problem solving is central to game-based learning research. In this study, middle grade students achieved significant learning gains from gameplay interactions that required solving a science mystery based on microbiology content. Student trace data results indicated that effective…

Taking an Instrumental Genesis Lens: New Insights into Collaborative Mobile Learning

ERIC Educational Resources Information Center

Cerratto Pargman, Teresa; Nouri, Jalal; Milrad, Marcelo

2018-01-01

In this paper, we argue that in order to gain a deeper understanding of collaborative mobile learning in schools, it is important to know not only how mobile devices affect collaborative learning but also how collaborative learning emerges and is mediated by these devices. We develop our argument by applying the instrumental genesis theory and the…

Tertiary Students' Understandings and Practices of Informal Learning: A New Zealand Case Study

ERIC Educational Resources Information Center

Lai, Kwok-Wing; Smith, Lee A.

2017-01-01

In 2013, we undertook research in a New Zealand University to gain insights into students' understandings of informal learning, its connection to formal learning and how they engaged in informal learning using digital and mobile technologies. A total of 765 students (postgraduate, undergraduate and first-year students) completed a questionnaire.…

A Workflow for Learning Objects Lifecycle and Reuse: Towards Evaluating Cost Effective Reuse

ERIC Educational Resources Information Center

Sampson, Demetrios G.; Zervas, Panagiotis

2011-01-01

Over the last decade Learning Objects (LOs) have gained a lot of attention as a common format for developing and sharing digital educational content in the field of technology-enhanced learning. The main advantage of LOs is considered to be their potential for component-based reuse in different learning settings supporting different learning…

Is Mobile Learning the Future of 21st Century Education? Educational Considerations from Various Perspectives

ERIC Educational Resources Information Center

Lahiri, Minakshi; Moseley, James L.

2012-01-01

One of the key trends currently affecting the practices of teaching, learning, and creative inquiry, as mentioned in "The 2011 Horizon Report," is that learners prefer flexibility and mobility. Mobile learning is gaining popularity as an emerging trend facilitating the process of teaching and learning in the 21st Century. Research indicates…

The Effect of Smartphone Video Camera as a Tool to Create Gigital Stories for English Learning Purposes

ERIC Educational Resources Information Center

Gromik, Nicolas A.

2015-01-01

The integration of smartphones in the language learning environment is gaining research interest. However, using a smartphone to learn to speak spontaneously has received little attention. The emergence of smartphone technology and its video recording feature are recognised as suitable learning tools. This paper reports on a case study conducted…

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

ERIC Educational Resources Information Center

Moely, Barbara E.; Ilustre, Vincent

2014-01-01

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

Practice of Adult Education--Older Adults, Tourism, and Learning in Yellowstone

ERIC Educational Resources Information Center

Roberson, Donald N., Jr.

2005-01-01

The purpose of this article is to present a program of learning for older adults in a national park. Because of the growing trend of tourism among retirees this learning during leisure is gaining prominence. The paper brings together the concepts of aging, self-directed learning, and tourism and leisure. In addition this paper presents a…

Learning in a Sheltered Internet Environment: The Use of WebQuests

ERIC Educational Resources Information Center

Segers, Eliane; Verhoeven, Ludo

2009-01-01

The present study investigated the effects on learning in a sheltered Internet environment using so-called WebQuests in elementary school classrooms in the Netherlands. A WebQuest is an assignment presented together with a series of web pages to help guide children's learning. The learning gains and quality of the work of 229 sixth graders…

In Support of Coaching Models of Management and Leadership: A Comparative Study of Empirically Derived Managerial Coaching/Facilitating Learning Behaviors

ERIC Educational Resources Information Center

Hamlin, Bob; Ellinger, Andrea D.; Beattie, Rona S.

2004-01-01

The concept of managers assuming developmental roles such as coaches and learning facilitators has gained considerable attention in recent years as organizations seek to leverage learning by creating infrastructures that foster employee learning and development. Despite the increased focus on coaching, the literature base remains atheoretical.…

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…

The Use of Mobile Learning in Science: A Systematic Review

ERIC Educational Resources Information Center

Crompton, Helen; Burke, Diane; Gregory, Kristen H.; Gräbe, Catharina

2016-01-01

The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This systematic review reveals the trends in mobile learning in science with a comprehensive analysis and synthesis of studies from…

Learning with Serious Games: Is Fun Playing the Game a Predictor of Learning Success?

ERIC Educational Resources Information Center

Iten, Nina; Petko, Dominik

2016-01-01

Serious games are generally considered to induce positive effects in the areas of learning motivation and learning gains. Yet few studies have examined how these factors are related. Therefore, an empirical study was conducted to test the relationship between anticipated enjoyment and willingness to play, as well as between game enjoyment,…

How the Young Generation Uses Digital Textbooks via Mobile Learning Terminals: Measurement of Elementary School Students in China

ERIC Educational Resources Information Center

Sun, Zhong; Jiang, Yuzhen

2015-01-01

Digital textbooks that offer multimedia features, interactive controls, e-annotation and learning process tracking are gaining increasing attention in today's mobile learning era, particularly with the rapid development of mobile learning terminals such as Apple's iPad series and Android-based models. Accordingly, this study explores how…

The Interactions among Information Technology Organizational Learning, Project Learning, and Project Success

ERIC Educational Resources Information Center

McKay, Donald S., II

2012-01-01

Knowledge gained from completed information technology (IT) projects was not often shared with emerging project teams. Learning lessons from other project teams was not pursued because people lack time, do not see value in learning, fear a potentially painful process, and had concerns that sharing knowledge will hurt their career. Leaders could…

Authoring Adaptive 3D Virtual Learning Environments

ERIC Educational Resources Information Center

Ewais, Ahmed; De Troyer, Olga

2014-01-01

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

Does Gender Influence Emotions Resulting from Positive Applause Feedback in Self-Assessment Testing? Evidence from Neuroscience

ERIC Educational Resources Information Center

Liu, Chia-Ju; Huang, Chin-Fei; Liu, Ming-Chi; Chien, Yu-Cheng; Lai, Chia-Hung; Huang, Yueh-Min

2015-01-01

Computerized self-assessment testing can help learners reflect on learning content and can also promote their motivation toward learning. However, a positive affective state is the key to achieving these learning goals. This study aims to examine learning gains and emotional reactions resulting from receiving emotional feedback in the form of…

Implementation of a Learning Assistant Program Improves Student Performance on Higher-Order Assessments

ERIC Educational Resources Information Center

Sellami, Nadia; Shaked, Shanna; Laski, Frank A.; Eagan, Kevin M.; Sanders, Erin R.

2017-01-01

Learning assistant (LA) programs have been implemented at a range of institutions, usually as part of a comprehensive curricular transformation accompanied by a pedagogical switch to active learning. While this shift in pedagogy has led to increased student learning gains, the positive effect of LAs has not yet been distinguished from that of…

Are Perceptions of Online Learning Indicative of Success?

ERIC Educational Resources Information Center

Bernola, Karen M.

2010-01-01

Online learning is a process that incorporates a "mind over matter" mentality of rigorous, intrinsic learning. The course design addresses what the mind has to know in order for it to matter. Online learning is not a new concept but its acceptance continues to be a daunting one. Many are plagued with the task of gaining knowledge within limited…

Building Student Trust in Online Learning Environments

ERIC Educational Resources Information Center

Wang, Ye Diana

2014-01-01

As online learning continues to gain widespread attention and thrive as a legitimate alternative to classroom instruction, educational institutions and online instructors face the challenge of building and sustaining student trust in online learning environments. The present study represents an attempt to address the challenge by identifying the…

Borderland Spaces for Learning Partnership: Opportunities, Benefits and Challenges

ERIC Educational Resources Information Center

Hill, Jennifer; Thomas, Greg; Diaz, Anita; Simm, David

2016-01-01

This paper uses case studies and secondary literature to critically examine how learning spaces inhabited by geographers might be used productively as borderland spaces for learning partnership. Borderland spaces are novel, challenging, permissive and liminal, destabilizing traditional power hierarchies. In these spaces, students gain confidence…

Developing Dialogic Learning Space: The Case of Online Undergraduate Research Journals

ERIC Educational Resources Information Center

Walkington, Helen

2012-01-01

This paper explores the learning spaces associated with two geography undergraduate research journals. Wikis provide dedicated spaces for postgraduate reviewers to collaboratively develop constructive feedback to authors creating a supportive online learning environment. In becoming published authors, undergraduates reported that they gained not…

Living and Learning Within a Limited Budget.

ERIC Educational Resources Information Center

Irwin, Martha

Financial problems may be beneficial to certain learning situations because they may provide the teachable moment for educators to gain deeper understandings of alternative curricular practices, such as more extensive use of local resources to provide inexpensive but meaningful learning experiences. Educators must encourage and help students to…

Using Verbatim Text Recordings to Enhance Reading Comprehension in Learning Disabled Adolescents.

ERIC Educational Resources Information Center

Torgesen, Joseph K.; And Others

1987-01-01

Three studies evaluated the effectiveness of using verbatim text recordings to increase learning disabled high school students' reading comprehension and learning ability. Use of the recordings did produce performance gains, especially when used in conjunction with completion of a related worksheet. (DB)

The Impact of Cognitive Dissonance on Learning Work Behavior

ERIC Educational Resources Information Center

Dechawatanapaisal, Decha; Siengthai, Sununta

2006-01-01

Purpose: This research proposes a framework, which identifies the underlying factors that shape learning behavior in the workplace. It takes organizational members' perspectives into consideration to gain better understanding on managing people and their behavior in the organizational learning process. Design/methodology/approach: Primary data…

Mobile Technology: Students Perceived Benefits of Apps for Learning Neuroanatomy

ERIC Educational Resources Information Center

Morris, N.P.; Lambe, J.; Ciccone, J.; Swinnerton, B.

2016-01-01

Technology-enhanced learning is expanding rapidly because of research showing the benefits for learners in terms of engagement, convenience, attainment and enjoyment. Mobile learning approaches are also gaining in popularity, particularly during practical classes and clinical settings. However, there are few systematic studies evaluating the…

Predicting Digital Informal Learning: An Empirical Study among Chinese University Students

ERIC Educational Resources Information Center

He, Tao; Zhu, Chang; Questier, Frederik

2018-01-01

Although the adoption of digital technology has gained considerable attention in higher education, currently research mainly focuses on implementation in formal learning contexts. Investigating what factors influence students' digital informal learning is still unclear and limited. To understand better university students' digital informal…

Who's at Risk in Reading?

ERIC Educational Resources Information Center

Vacca, Richard T.; Padak, Nancy D.

1990-01-01

Draws an analogy between the insurance business and at-risk students. Argues that being at-risk in reading means a failure to gain control over reading and reading to learn, leading to learned helplessness. Discusses factors associated with learned helplessness. Outlines what teachers can do for at-risk students. (RS)

Designing Instruction for the Distance Learner

ERIC Educational Resources Information Center

Asunda, Paul A.

2010-01-01

A changing education landscape, diverse learner needs and technological advancements make this the perfect time for online and distance learning. Distance learning is increasingly becoming a preferred means for individuals to gain access to education and job preparation opportunities; this meets the public's learning needs "and" that of an…

Explorations in Statistics: The Analysis of Ratios and Normalized Data

ERIC Educational Resources Information Center

Curran-Everett, Douglas

2013-01-01

Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This ninth installment of "Explorations in Statistics" explores the analysis of ratios and normalized--or standardized--data. As researchers, we compute a ratio--a numerator divided by a denominator--to compute a…

Cognitive Addition: Comparison of Learning Disabled and Academically Normal Children.

ERIC Educational Resources Information Center

Geary, David C.; And Others

To isolate the process deficits underlying a specific learning disability in mathematics achievement, 77 academically normal and 46 learning disabled (LD) students in second, fourth or sixth grade were presented 140 simple addition problems using a true-false reaction time verification paradigm. (The problems were on a video screen controlled by…

Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

PubMed Central

Ballen, Cissy J.; Wieman, Carl; Salehi, Shima; Searle, Jeremy B.; Zamudio, Kelly R.

2017-01-01

Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce. PMID:29054921

[Relationship between pre-pregnant body mass index, maternal weight gain and small for gestational age].

PubMed

Peng, Tingting; Yue, Fujuan; Wang, Fang; Feng, Yongliang; Wu, Weiwei; Wang, Suping; Zhang, Yawei; Yang, Hailan

2015-06-01

To investigate the relationship between maternal pre-pregnancy body mass index, weight gain during pregnancy and small for gestational age (SGA) birth so as to provide evidence for the development of comprehensive prevention programs on SGA birth. Between March, 2012 and July, 2014, 4 754 pregnant women were asked to fill in the questionnaires which were collected from the First Affiliated Hospital of Shanxi Medical University. Data related to general demographic characteristics, pregnancy and health status of those pregnant women was collected and maternal pre-pregnancy body mass index and maternal weight gain were calculated. Subjects were divided into different groups before the effect of maternal pre-pregnancy body mass index and weight gain during pregnancy on SGA birth were estimated. The overall incidence of SGA birth was 9.26% (440/4 754). Proportions of SGA birth from pre-pregnant, underweight group, normal weight group, overweight and obese groups were 9.85%, 8.54% and 9.45%, respectively. Results from multi-factor logistic regression analyses showed that after adjusting the confounding factors as age, history on pregnancies etc., women with high pre-pregnancy BMI showed a lower incidence of SGA than those under normal pre-pregnancy BMI (OR = 0.714, 95% CI: 0.535-0.953). Different weight gains during pregnancy were statistically significant (χ(2) = 8.811, P = 0.012). Incidence of SGA birth that was below the recommended range in the 2009 Institute of Medicine Guidelines (12.20%) was higher than those within (9.23%) or beyond (8.45%) the recommended range. Results from the multi-factor logistic regression analyses showed that, after adjusting the confounding factors as age, pregnancy history etc., factor as weight gain below the recommended level could increase the risk of SGA (OR = 1.999, 95% CI: 1.487-2.685). In the underweight, normal weight, overweight or obese groups, with weight gain during pregnancy below the range, the incidence of SGA showed an increase (OR = 2.558, 95% CI: 1.313-4.981, OR = 1.804, 95% CI: 1.258-2.587, OR = 3.108, 95% CI: 1.237-7.811). There was no interaction of addictive or multiplicative models between these two factors under 'interaction analysis'. Women with high pre-pregnancy BMI presented a lower incidence of SGA than those within the normal range. Insufficient weight gain during pregnancy could increase the risk of SGA delivery. These findings called for attention to be paid to the gestational weight gain, in order to decrease the risk of SGA.

To What Extent Might Role Play Be a Useful Tool for Learning Mathematics?

ERIC Educational Resources Information Center

Williams, Helen

2012-01-01

To most children in primary school role-play is just something you do, and something you enjoy. It is part-and-parcel of being at school, part of the normal classroom activity. So, why can it not just be a normal part of learning mathematics? Can we study learners "in role", and make judgments about what they learn, and how they learn? This is the…

Septo-Optic Dysplasia

MedlinePlus

... children with SOD have normal intelligence, others have learning disabilities. Most, however, are developmentally delayed due to vision ... children with SOD have normal intelligence, others have learning disabilities. Most, however, are developmentally delayed due to vision ...

Modafinil combined with cognitive training is associated with improved learning in healthy volunteers--a randomised controlled trial.

PubMed

Gilleen, J; Michalopoulou, P G; Reichenberg, A; Drake, R; Wykes, T; Lewis, S W; Kapur, S

2014-04-01

Improving cognition in people with neuropsychiatric disorders remains a major clinical target. By themselves pharmacological and non-pharmacological approaches have shown only modest effects in improving cognition. In the present study we tested a recently-proposed methodology to combine CT with a 'cognitive-enhancing' drug to improve cognitive test scores and expanded on previous approaches by delivering combination drug and CT, over a long intervention of repeated sessions, and used multiple tasks to reveal the cognitive processes being enhanced. We also aimed to determine whether gains from this combination approach generalised to untrained tests. In this proof of principle randomised-controlled trial thirty-three healthy volunteers were randomised to receive either modafinil or placebo combined with daily cognitive training over two weeks. Volunteers were trained on tasks of new-language learning, working memory and verbal learning following 200 mg modafinil or placebo for ten days. Improvements in trained and untrained tasks were measured. Rate of new-language learning was significantly enhanced with modafinil, and effects were greatest over the first five sessions. Modafinil improved within-day learning rather than between-day retention. No enhancement of gains with modafinil was observed in working memory nor rate of verbal learning. Gains in all tasks were retained post drug-administration, but transfer effects to broad cognitive abilities were not seen. This study shows that combining CT with modafinil specifically elevates learning over early training sessions compared to CT with placebo and provides a proof of principle experimental paradigm for pharmacological enhancement of cognitive remediation. Copyright © 2014 Elsevier B.V. and ECNP. All rights reserved.

Mirror reversal and visual rotation are learned and consolidated via separate mechanisms: recalibrating or learning de novo?

PubMed

Telgen, Sebastian; Parvin, Darius; Diedrichsen, Jörn

2014-10-08

Motor learning tasks are often classified into adaptation tasks, which involve the recalibration of an existing control policy (the mapping that determines both feedforward and feedback commands), and skill-learning tasks, requiring the acquisition of new control policies. We show here that this distinction also applies to two different visuomotor transformations during reaching in humans: Mirror-reversal (left-right reversal over a mid-sagittal axis) of visual feedback versus rotation of visual feedback around the movement origin. During mirror-reversal learning, correct movement initiation (feedforward commands) and online corrections (feedback responses) were only generated at longer latencies. The earliest responses were directed into a nonmirrored direction, even after two training sessions. In contrast, for visual rotation learning, no dependency of directional error on reaction time emerged, and fast feedback responses to visual displacements of the cursor were immediately adapted. These results suggest that the motor system acquires a new control policy for mirror reversal, which initially requires extra processing time, while it recalibrates an existing control policy for visual rotations, exploiting established fast computational processes. Importantly, memory for visual rotation decayed between sessions, whereas memory for mirror reversals showed offline gains, leading to better performance at the beginning of the second session than in the end of the first. With shifts in time-accuracy tradeoff and offline gains, mirror-reversal learning shares common features with other skill-learning tasks. We suggest that different neuronal mechanisms underlie the recalibration of an existing versus acquisition of a new control policy and that offline gains between sessions are a characteristic of latter. Copyright © 2014 the authors 0270-6474/14/3413768-12$15.00/0.

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

NASA Astrophysics Data System (ADS)

Villarreal-Stewart, Irene

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

Brainstem timing: implications for cortical processing and literacy.

PubMed

Banai, Karen; Nicol, Trent; Zecker, Steven G; Kraus, Nina

2005-10-26

The search for a unique biological marker of language-based learning disabilities has so far yielded inconclusive findings. Previous studies have shown a plethora of auditory processing deficits in learning disabilities at both the perceptual and physiological levels. In this study, we investigated the association among brainstem timing, cortical processing of stimulus differences, and literacy skills. To that end, brainstem timing and cortical sensitivity to acoustic change [mismatch negativity (MMN)] were measured in a group of children with learning disabilities and normal-learning children. The learning-disabled (LD) group was further divided into two subgroups with normal and abnormal brainstem timing. MMNs, literacy, and cognitive abilities were compared among the three groups. LD individuals with abnormal brainstem timing were more likely to show reduced processing of acoustic change at the cortical level compared with both normal-learning individuals and LD individuals with normal brainstem timing. This group was also characterized by a more severe form of learning disability manifested by poorer reading, listening comprehension, and general cognitive ability. We conclude that abnormal brainstem timing in learning disabilities is related to higher incidence of reduced cortical sensitivity to acoustic change and to deficient literacy skills. These findings suggest that abnormal brainstem timing may serve as a reliable marker of a subgroup of individuals with learning disabilities. They also suggest that faulty mechanisms of neural timing at the brainstem may be the biological basis of malfunction in this group.

The effects of concept and vee mappings under three learning modes on Jamaican eighth graders' knowledge of nutrition and plant reproduction

NASA Astrophysics Data System (ADS)

Ugwu, Okechukwu; Soyibo, Kola

2004-01-01

The first objective of this study was to investigate if the experimental students' post-test knowledge of nutrition and plant reproduction would be improved more significantly than that of their control group counterparts based on their treatment, attitudes to science, self-esteem, gender and socio-economic background. Treatment involved teaching the experimental students under three learning modes--pure cooperative, cooperative-competitive and individualistic whole class interpersonal competitive condition--using concept and vee mappings and the lecture method. The control groups received the same treatment but were not exposed to concept and vee mappings. This study's second objective was to determine which of the three learning modes would produce the highest post-test mean gain in the subjects' knowledge of the two biology concepts. The study's sample comprised 932 eighth graders (12-13-year-olds) in 14 co-educational comprehensive high schools randomly selected from two Jamaican parishes. An integrated science performance test, an attitudes to science questionnaire and a self-esteem questionnaire were used to collect data. The results indicated that the experimental students (a) under the three learning modes, (b) with high, moderate, and low attitudes to science, and (c) with high, moderate, and low self-esteem, performed significantly better than their control group counterparts. The individualist whole class learning mode engendered the highest mean gain on the experimental students' knowledge, while the cooperative-competitive learning mode generated the highest mean gain for the control group students.

Vowel perception by noise masked normal-hearing young adults

NASA Astrophysics Data System (ADS)

Richie, Carolyn; Kewley-Port, Diane; Coughlin, Maureen

2005-08-01

This study examined vowel perception by young normal-hearing (YNH) adults, in various listening conditions designed to simulate mild-to-moderate sloping sensorineural hearing loss. YNH listeners were individually age- and gender-matched to young hearing-impaired (YHI) listeners tested in a previous study [Richie et al., J. Acoust. Soc. Am. 114, 2923-2933 (2003)]. YNH listeners were tested in three conditions designed to create equal audibility with the YHI listeners; a low signal level with and without a simulated hearing loss, and a high signal level with a simulated hearing loss. Listeners discriminated changes in synthetic vowel tokens /smcapi e ɛ invv æ/ when F1 or F2 varied in frequency. Comparison of YNH with YHI results failed to reveal significant differences between groups in terms of performance on vowel discrimination, in conditions of similar audibility by using both noise masking to elevate the hearing thresholds of the YNH and applying frequency-specific gain to the YHI listeners. Further, analysis of learning curves suggests that while the YHI listeners completed an average of 46% more test blocks than YNH listeners, the YHI achieved a level of discrimination similar to that of the YNH within the same number of blocks. Apparently, when age and gender are closely matched between young hearing-impaired and normal-hearing adults, performance on vowel tasks may be explained by audibility alone.

Analyzing Engineering Design through the Lens of Computation

ERIC Educational Resources Information Center

Worsley, Marcelo; Blikstein, Paulo

2014-01-01

Learning analytics and educational data mining are introducing a number of new techniques and frameworks for studying learning. The scalability and complexity of these novel techniques has afforded new ways for enacting education research and has helped scholars gain new insights into human cognition and learning. Nonetheless, there remain some…

Digital Game-Based Learning: What's Literacy Got to Do With It?

ERIC Educational Resources Information Center

Spires, Hiller A.

2015-01-01

Just as literacy practices are contextualized in social situations and relationships, game players establish shared language and understandings within a game; in essence, they gain fluency in specialized languages. This commentary explores the importance of digital game-based learning for schooling, the relationship between game-based learning,…

Exploring Digital Badges in University Courses: Relationships between Quantity, Engagement, and Performance

ERIC Educational Resources Information Center

Fanfarelli, Joseph R.; McDaniel, Rudy

2017-01-01

Digital badging research is gaining momentum as instructors and administrators consider new models for assessing learning in nontraditional contexts (e.g., informal science learning programs, flexible online courses, adaptive learning systems). While many studies are examining the effectiveness of digital badges for pedagogical functions, such as…

Redesigning Learning Spaces: What Do Teachers Want for Future Classrooms?

ERIC Educational Resources Information Center

Pedro, Neuza

2017-01-01

The concepts of future classrooms, multimedia labs or active learning space has recently gained prominence in educational research. Evidence-based research has found that well-designed primary school classrooms can boost students' learning. Also, schools' principals, teachers and students are requesting for more flexible, reconfigurable and modern…

Assessment and Documentation Considerations for Postsecondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Lindstrom, Jennifer H.; Lindstrom, Will

2011-01-01

In order to gain access to accommodations and services at colleges and universities, students with learning disabilities must provide documentation of their disabilities, and as students with learning disabilities access higher education at increasing rates, the need for documentation of their disabilities and its impact becomes even more…

Promoting Residential Renewable Energy via Peer-to-Peer Learning

ERIC Educational Resources Information Center

Heiskanen, Eva; Nissilä, Heli; Tainio, Pasi

2017-01-01

Peer-to-peer learning is gaining increasing attention in nonformal community-based environmental education. This article evaluates a novel modification of a concept for peer-to-peer learning about residential energy solutions (Open Homes). We organized collective "Energy Walks" visiting several homes with novel energy solutions and…

User-Centered Design of Online Learning Communities

ERIC Educational Resources Information Center

Lambropoulos, Niki, Ed.; Zaphiris, Panayiotis, Ed.

2007-01-01

User-centered design (UCD) is gaining popularity in both the educational and business sectors. This is due to the fact that UCD sheds light on the entire process of analyzing, planning, designing, developing, using, evaluating, and maintaining computer-based learning. "User-Centered Design of Online Learning Communities" explains how…

Research Priorities in Mobile Learning: An International Delphi Study

ERIC Educational Resources Information Center

Hsu, Yu-Chang; Ching, Yu-Hui; Snelson, Chareen

2014-01-01

Along with advancing mobile technologies and proliferating mobile devices and applications, mobile learning research has gained great momentum in recent years. While there have been review articles summarizing past research, studies identifying mobile learning research priorities based on experts' latest insights have been lacking. This study…

Using Activity Theory to Understand Learning Design Requirements of Patient Self-Management Environments

ERIC Educational Resources Information Center

Schaffer, Scott P.; Reyes, Lisette; Kim, Hannah; Collins, Bart

2010-01-01

Learning designs aimed at supporting transformational change could significantly benefit from the adoption of socio-historical and socio-cultural analysis approaches. Such systemic perspectives are gaining more importance in education as they facilitate understanding of complex interactions between learning environments and human activity. The…

The Effects of Foreign Language Learning on Creativity

ERIC Educational Resources Information Center

Ghonsooly, Behzad; Showqi, Sara

2012-01-01

The present study investigates the possible influence of foreign language learning on individuals' divergent thinking abilities. Unlike the large body of research devoted to unfolding the effect of bilingualism on cognitive functions, foreign language learning has gained little attention. This study aimed at bringing into attention the distinctive…

Developing a Learning Classroom: Moving beyond Management through Relationships, Relevance, and Rigor

ERIC Educational Resources Information Center

Cooper, Nic; Garner, Betty K.

2012-01-01

All too often, managing a classroom means gaining control, dictating guidelines, and implementing rules. Designed for any teacher struggling with student behavior, motivation, and engagement, "Developing a Learning Classroom" explores how to create a thriving, learning-centered classroom through three critical concepts: relationships, relevance,…

Can Undergraduates Be Transdisciplinary? Promoting Transdisciplinary Engagement through Global Health Problem-Based Learning

ERIC Educational Resources Information Center

Hay, M. Cameron

2017-01-01

Undergraduate student learning focuses on the development of disciplinary strength in majors and minors so that students gain depth in particular fields, foster individual expertise, and learn problem solving from disciplinary perspectives. However, the complexities of real-world problems do not respect disciplinary boundaries. Complex problems…

"A Vital Role in Uncertain Times"

ERIC Educational Resources Information Center

Hunt, Melanie

2009-01-01

The adult learning and skills sector is a diverse world, encompassing adult and community learning, apprenticeships, Train to Gain, and contracted employment programmes. The learning and skills sector plays a vital role in uncertain times by giving greater opportunities for social mobility, for example by supporting progression to further and…

Using Non-Extension Volunteering as an Experiential Learning Activity for Extension Professionals

ERIC Educational Resources Information Center

Andrews, Kevin B.; Lockett, Landry L.

2013-01-01

Extension professionals can gain much-needed competencies in volunteer administration through experiential learning by participating in volunteer activities. Experiential learning is a means of behavior change that allows the individual learner to reflect on, abstract, and apply their experiences to new situations. This article expands on…

Team Learning: Building Shared Mental Models

ERIC Educational Resources Information Center

Van den Bossche, Piet; Gijselaers, Wim; Segers, Mien; Woltjer, Geert; Kirschner, Paul

2011-01-01

To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental models mediates the relation between team learning behaviors and team effectiveness. Analyses were…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

20 Ways To Promote Brain-Based Teaching and Learning.

ERIC Educational Resources Information Center

Prigge, Debra J.

2002-01-01

Based on current knowledge about cognitive processes, this article presents strategies for preparing the learner, managing the environment to motivate students, gaining and keeping learner attention, and increasing memory and recall by making learning personally relevant to students. Resources are listed for brain-based teaching and learning. (CR)

Recognising Non-Formal and Informal Learning: An Open Challenge

ERIC Educational Resources Information Center

Perulli, Elisabetta

2009-01-01

The social-institutional endorsement towards the perspective of recognising and enhancing learning acquired outside the formal education and training contexts (non-formal and informal learning), has been gaining strength and has entered policy agendas throughout Europe, but also in other major non-European countries. Nevertheless there are still…

All Work and No PLA Makes Jack a Dull Boy

ERIC Educational Resources Information Center

Popova-Gonci, Viktoria

2009-01-01

In this article, the author presents an assortment of approaches--building blocks--commonly used in Prior Learning Assessment (PLA) practices (this list is certainly not comprehensive): (1) course matching (comparing course requirements to a student's prior learning experiences); (2) student's ability to articulate learning gained from…

Exploring the Impact of Service Learning on Interprofessional Collaborative Practices of Occupational Therapists

ERIC Educational Resources Information Center

Jarrett, Lindsey G.

2015-01-01

Previous research has demonstrated that students in healthcare related disciplines, who experience service learning, gain professional skills necessary for their career (Flinn, Kloos, Teaford, Clark, & Szucs, 2009; Holsapple, 2012; Seif et al., 2014). Research connecting service learning and career outcomes has primarily focused on short term…

Using Visualisation to Enhance Learning

ERIC Educational Resources Information Center

Statham, Mick

2014-01-01

Learning to use visualisation techniques in the classroom enables pupils and teachers to gain new insights into how concepts are formed and how to strengthen them, but visualisation is sometimes not what it seems. Learning by constructing meaning is a long-standing principle underpinning much of today's school science. In "Primary Science…

Learning Organization and Transfer: Strategies for Improving Performance

ERIC Educational Resources Information Center

Weldy, Teresa G.

2009-01-01

Purpose: This study aims to explore a relationship between the learning organization and transfer of training as strategies for learning and managing knowledge to make performance improvements and gain or maintain a competitive advantage. Design/methodology/approach: Various similarities are identified in the literature that are indicative of a…

Learning the Ropes: A SpeyGrian Sailing Tale.

ERIC Educational Resources Information Center

McEwen, Christian

2003-01-01

Fourteen educators went Scottish island-hopping on a 100-year-old sailing boat to learn journal writing and new techniques in outdoor learning, gain confidence for teaching about controversial issues, and experience creative education in general. This narrative of their journey eloquently captures the essence and power of experiential, outdoor…

The Emerging Technology of Avatars: Some Educational Considerations

ERIC Educational Resources Information Center

Blake, Anne M.; Moseley, James L.

2010-01-01

Avatars are gaining popularity as an emerging technology to facilitate learning and instruction. Avatars can be used as agents of e-learning applications or as part of immersive learning environments such as Second Life. Research indicates that avatar use has numerous potential benefits, including increased student engagement and opportunities for…

Informal Spaces in Collaborations: Exploring the Edges/Boundaries of Professional Development

ERIC Educational Resources Information Center

Lom, Essie; Sullenger, Karen

2011-01-01

Self-directed, informal learning is a less recognized and understood form of professional development. Researching informal learning is almost an oxymoron. The process of studying learning contexts, such as informal, self-directed professional development, raises new challenges for researchers. Gaining insights into self-directed professional…

The Continuum of Teacher Learning

ERIC Educational Resources Information Center

Huebner, Tracy

2009-01-01

Many recent studies on teacher learning are grounded in the works of Rosenholtz (1989), Ball and Cohen (1999), and Putnam and Borko (2000). Their research, collectively, suggests that teacher learning occurs in at least two realms: the individual and the interpersonal. In the individual realm, teachers gain knowledge about content and pedagogy,…

Women Educational Leaders' Narratives: The Dynamics of Service Learning on Training and Transformation

ERIC Educational Resources Information Center

Davis, Dannielle Joy; Major, Amanda; Cook, Debra; Bell, Janel

2015-01-01

Service learning strengthens all involved: Students, faculty members, the community, and higher education institutions. Benefits of service learning for students include gaining real world experiences, personal and transformative outcomes (Conway, Amel, & Gerwien's, 2009), as well as higher order thinking from reflection on the experience…

Changes in the body weight of term infants, born in the tropics, during the first seven days of life.

PubMed

Turner, Claudia; Carrara, Verena; Thien, Naw Aye Mya; Paw, Naw Moo Ku; Rijken, Marcus; McGready, Rose; Nosten, François

2013-06-14

Identifying unwell neonates, particularly in the first week of life, is often subjective. If normal values are known, calculating the weight lost or gained from birth weight can be a useful adjunct in the evaluation of the health of a neonate. Serial body weights of well, term, breast fed infants who were attending for routine follow up, were recorded at the Shoklo Malaria Research Unit clinic in Maela Camp for displaced persons on the Thailand Myanmar border. Newborn examination was routine. Weight loss, expressed as percent weight lost from birth weight, and weight gain, expressed as a velocity (g/kg/day), was calculated for the first seven days of life. The results from normal birth weight infants, low birth weight infants (<2.5 kg) and small for gestational age infants (SGA) were examined. In the first week of life there were no significant differences in weight gained or lost across the three study groups. The maximum weight lost was 4.4% (95% CI 4.1 - 4.6%), which occurred on day three. Weight gain ranged from 13 g/kg/day [95% CI 10 - 16] on day four to 18 g/kg/day [95% CI 15 - 20] on days six and seven. Use of these normal values for weight gain and loss, allows infants falling outside of the expected range (95% CI) to be easily identified and subsequently highlighted as needing further medical review.

Learning a Language with Web 2.0: Exploring the Use of Social Networking Features of Foreign Language Learning Websites

ERIC Educational Resources Information Center

Stevenson, Megan P.; Liu, Min

2010-01-01

This paper presents the results of an online survey and a usability test performed on three foreign language learning websites that use Web 2.0 technology. The online survey was conducted to gain an understanding of how current users of language learning websites use them for learning and social purposes. The usability test was conducted to gain…

Work-Based Learning: A Practical Approach for Learning to Work and Working to Learn. A Case Study on Decision-Makers' Professional Development in Iran

ERIC Educational Resources Information Center

Arani, Mohammad Reza Sarkar; Alagamandan, Jafar; Tourani, Heidar

2004-01-01

The work-based learning model of human resource development has captured a great deal of attention and has gained increasing importance in higher education in recent years. Work-based learning is a powerful phenomenon that attempts to help policy-makers, managers and curriculum developers improve the quality of the decision and organizational…

Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

PubMed Central

Jensen, Jamie L.; Kummer, Tyler A.; Godoy, Patricia D. d. M.

2015-01-01

The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process. PMID:25699543

Weight change by baseline BMI from three-year observational data: findings from the Worldwide Schizophrenia Outpatient Health Outcomes Database.

PubMed

Bushe, Chris J; Slooff, Cees J; Haddad, Peter M; Karagianis, Jamie L

2013-04-01

The aim was to explore weight and body mass index (BMI) changes by baseline BMI in patients completing three years of monotherapy with various first- and second-generation antipsychotics in a large cohort in a post hoc analysis of three-year observational data. Data were analyzed by antipsychotic and three baseline BMI bands: underweight/normal weight (BMI <25 kg/m²), overweight (25-30 kg/m²) and obese (>30 kg/m²). Baseline BMI was associated with subsequent weight change irrespective of the antipsychotic given. Specifically, a smaller proportion of patients gained ≥7% baseline bodyweight, and a greater proportion of patients lost ≥7% baseline bodyweight with increasing baseline BMI. For olanzapine (the antipsychotic associated with highest mean weight gain in the total drug cohort), the percentage of patients gaining ≥7% baseline weight was 45% (95% CI: 43-48) in the underweight/normal weight BMI cohort and 20% (95% CI: 15-27) in the obese BMI cohort; 7% (95% CI: 6-8) of the underweight/normal cohort and 19% (95% CI: 13-27) of the obese cohort lost ≥7% baseline weight. BMI has an association with the likelihood of weight gain or loss and should be considered in analyses of antipsychotic weight change.

Neighborhood Built and Social Environments and Change in Weight Status over the Summer in Low-Income Elementary School Children.

PubMed

Miles, Rebecca; Wang, Yuxia; Johnson, Suzanne Bennett

2018-05-31

Neighborhoods can provide opportunities for children to maintain a healthy weight or encourage unhealthy weight gain. Which neighborhood characteristics matter most remains poorly understood. We investigated links between neighborhood characteristics and weight change over the summer in children from 12 elementary schools with a high proportion of children from low-income families, in a mid-sized city in the US South. Mixed models and objective measures of height and weight were used. Study participants were 2770 children (average age 8.3, range 5.6⁻12.6 years). Older and female children and those who were already overweight were more likely to gain weight over the summer compared to younger, male, and normal weight children. Overweight children who lived near 2 or more small grocery stores gained less weight than overweight children who lived near 0 (weight change, p = 0.0468; body mass index (BMI) change, p = 0.0209) or 1 store (weight change, p = 0.0136; BMI change, p = 0.0033). Normal weight children living in neighborhoods with more large multifamily buildings gained more weight over the summer, although this association only approached significance. Additional efforts to understand which neighborhood factors have greater significance for overweight compared to normal weight children are warranted.

Normal peer models and autistic children's learning.

PubMed Central

Egel, A L; Richman, G S; Koegel, R L

1981-01-01

Present research and legislation regarding mainstreaming autistic children into normal classrooms have raised the importance of studying whether autistic children can benefit from observing normal peer models. The present investigation systematically assessed whether autistic children's learning of discrimination tasks could be improved if they observed normal children perform the tasks correctly. In the context of a multiple baseline design, four autistic children worked on five discrimination tasks that their teachers reported were posing difficulty. Throughout the baseline condition the children evidenced very low levels of correct responding on all five tasks. In the subsequent treatment condition, when normal peers modeled correct responses, the autistic children's correct responding increased dramatically. In each case, the peer modeling procedure produced rapid achievement of the acquisition which was maintained after the peer models were removed. These results are discussed in relation to issues concerning observational learning and in relation to the implications for mainstreaming autistic children into normal classrooms. PMID:7216930

Implementation of an active instructional design for teaching the concepts of current, voltage and resistance

NASA Astrophysics Data System (ADS)

Orlaineta-Agüero, S.; Del Sol-Fernández, S.; Sánchez-Guzmán, D.; García-Salcedo, R.

2017-01-01

In the present work we show the implementation of a learning sequence based on an active learning methodology for teaching Physics, this proposal tends to promote a better learning in high school students with the use of a comic book and it combines the use of different low-cost experimental activities for teaching the electrical concepts of Current, Resistance and Voltage. We consider that this kind of strategy can be easily extrapolated to higher-education levels like Engineering-college/university level and other disciplines of Science. To evaluate this proposal, we used some conceptual questions from the Electric Circuits Concept Evaluation survey developed by Sokoloff and the results from this survey was analysed with the Normalized Conceptual Gain proposed by Hake and the Concentration Factor that was proposed by Bao and Redish, to identify the effectiveness of the methodology and the models that the students presented after and before the instruction, respectively. We found that this methodology was more effective than only the implementation of traditional lectures, we consider that these results cannot be generalized but gave us the opportunity to view many important approaches in Physics Education; finally, we will continue to apply the same experiment with more students, in the same and upper levels of education, to confirm and validate the effectiveness of this methodology proposal.

Online anatomy and physiology: piloting the use of an anatomy and physiology e-book-VLE hybrid in pre-registration and post-qualifying nursing programmes at the University of Salford.

PubMed

Raynor, Michael; Iggulden, Helen

2008-06-01

Anatomy and physiology (A&P) teaching and learning in nursing curricula poses problems for educators because of the often varying levels of students' background knowledge. This study reports on a pilot project that attempted to normalize these differentials by delivering A&P teaching using an online interactive e-book-virtual learning environment (VLE) hybrid. Evaluate the effectiveness of using an online interactive resource to deliver A&P teaching. Data were collected from pre-registration and post-qualifying students by questionnaire and observation, and from lecturers by structured interviews. Scale-up issues were identified and documented as part of support for the ongoing pilot. The pre-registration group encountered problems accessing the resource and yielded evidence to suggest that inexperienced learners require a high level of direction to use the resource effectively. The post-qualifying group benefited from the resource's interactive elements and 24/7 availability. There was clear evidence that the group were able to relate knowledge gained from the resource to practice. This hybrid has great potential to add value to A&P learning on nursing programmes at post-qualifying level. The resource could replace its printed equivalent; however, negotiations need to take place between institutions and publishers in order to resolve scale-up issues.

The Clementine mechanisms

NASA Technical Reports Server (NTRS)

Purdy, William; Hurley, Michael

1995-01-01

The Clementine spacecraft was developed under the 'faster, better, cheaper' theme. The constraints of a low budget coupled with an unusually tight schedule forced many departures from the normal spacecraft development methods. This paper discusses technical lessons learned about several of the mechanisms on the Clementine spacecraft as well as managerial lessons learned for the entire mechanisms subsystem. A quick overview of the Clementine mission is included; the mission schedule and environment during the mechanisms releases and deployment are highlighted. This paper then describes the entire mechanisms subsystem. The design and test approach and key philosophies for a fast-track program are discussed during the description of the mechanisms subsystem. The mechanism subsystem included a marman clamp separation system, a separation nut separation system, a solar panel deployment and pointing system, a high gain antenna feed deployment system, and two separate sensor cover systems. Each mechanism is briefly discussed. Additional technical discussion is given on the marman clamp design, the sensor cover designs, and the design and testing practices for systems driven by heated actuators (specifically paraffin actuators and frangibolts). All of the other mechanisms were of conventional designs and will receive less emphasis. Lessons learned are discussed throughout the paper as they applied to the systems being discussed. Since there is information on many different systems, this paper is organized so that information on a particular topic can be quickly referenced.

Layered Learning, Eustress, and Support: Impact of a Pre-Service-Learning Training on Students' Self-Efficacy in Teaching in the Community

ERIC Educational Resources Information Center

Cooke, Natalie K.; Pursifull, Anne K.; Jones, Kerry M.; Goodell, L. Suzanne

2017-01-01

Service-learning programs provide students with opportunities to gain discipline-specific skills, while providing community organizations with a steady pool of volunteers. However, because students may lack the skills needed to effectively serve the community, skills-based training may need to be incorporated into service-learning courses.…

The Organizational Performance of Learning Companies: A Longitudinal and Competitor Analysis Using Market and Accounting Financial Data

ERIC Educational Resources Information Center

Goh, Swee C.; Ryan, Peter J.

2008-01-01

Purpose: A growing body of literature on organizational learning suggests that companies or organizations with a learning capability can gain a competitive advantage. The argument is that learning organizations are better at knowledge transfer and generating new knowledge to solve problems. The objective of this study is to examine empirically if…