Sample records for perceived learning environment

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

    ERIC Educational Resources Information Center

    Liaw, Shu-Sheng; Huang, Hsiu-Mei

    2013-01-01

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

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

    PubMed Central

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

    2016-01-01

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

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

    PubMed

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

    2016-05-20

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

  4. Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

    ERIC Educational Resources Information Center

    Gurley, Lisa E.

    2018-01-01

    Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments. How educators are prepared to teach potentially impacts the quality of instruction provided in blended and online learning courses. Teaching presence is essential to achieving student learning…

  5. Game-Based Learning in an OpenSim-Supported Virtual Environment on Perceived Motivational Quality of Learning

    ERIC Educational Resources Information Center

    Kim, Heesung; Ke, Fengfeng; Paek, Insu

    2017-01-01

    This experimental study was intended to examine whether game-based learning (GBL) that encompasses four particular game characteristics (challenges, a storyline, immediate rewards and the integration of game-play with learning content) in an OpenSimulator-supported virtual reality learning environment can improve perceived motivational quality of…

  6. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments

    ERIC Educational Resources Information Center

    Gray, Julie A.; DiLoreto, Melanie

    2016-01-01

    Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship…

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

    PubMed

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien

    2013-09-01

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

  8. The Relation between Finnish University Students' Perceived Level of Study-Related Burnout, Perceptions of the Teaching-Learning Environment and Perceived Achievement Motivation

    ERIC Educational Resources Information Center

    Meriläinen, Matti; Kuittinen, Matti

    2014-01-01

    This study examined the relation between university students' perceived level of study-related burnout (SRB) and their perceptions of the teaching-learning environment (TLE), as well as their perceived achievement motivation (AM). The data are based on a survey of nine Finnish universities in the spring of 2009. Altogether, 3035 university…

  9. The Effects of Instructor Control of Online Learning Environments on Satisfaction and Perceived Learning

    ERIC Educational Resources Information Center

    Costley, Jamie; Lange, Christopher

    2016-01-01

    Instructional design is important as it helps set the discourse, context, and content of learning in an online environment. Specific instructional design decisions do not only play a part in the discourse of the learners, but they can affect the learners' levels of satisfaction and perceived learning as well. Numerous studies have shown the value…

  10. Numerical-Technological Skills and Work Experience in the Perceived Usefulness in an Accounting Virtual Learning Environment

    ERIC Educational Resources Information Center

    Herrador-Alcaide, Teresa Carmen; Hernández-Solís, Montserrat

    2017-01-01

    The purpose of this study was to analyse the perceived usefulness of a set of Information and Communication Technologies (ICT) applied in a virtual learning environment (VLE) in a distance education model. We analysed whether the numerical and technological preferences of the students could explain the perceived usefulness related to the ICT…

  11. Learning through Blogging: Students' Perspectives in Collaborative Blog-Enhanced Learning Communities

    ERIC Educational Resources Information Center

    Kuo, Yu-Chun; Belland, Brian R.; Kuo, Yu-Tung

    2017-01-01

    This study employed a mixed method approach to investigate the relationships between learners' blogging self-efficacy, sense of community, perceived collaborative learning, and perceived learning in classroom environments. Learners' perspectives of group learning experiences in blog-enhanced settings were examined. Participants were minority adult…

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

    PubMed

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

    2009-08-01

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

  13. Augmented Reflective Learning and Knowledge Retention Perceived among Students in Classrooms Involving Virtual Laboratories

    ERIC Educational Resources Information Center

    Achuthan, Krishnashree; Francis, Saneesh P.; Diwakar, Shyam

    2017-01-01

    Learning theories converge on the principles of reflective learning processes and perceive them as fundamental to effective learning. Traditional laboratory education in science and engineering often happens in highly resource-constrained environments that compromise some of the learning objectives. This paper focuses on characterizing three…

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

    ERIC Educational Resources Information Center

    Yarrow, Allan; Millwater, Jan

    1995-01-01

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

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

    PubMed

    Gan, Runye; Snell, Linda

    2014-04-01

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

  16. Features of an effective operative dentistry learning environment: students' perceptions and relationship with performance.

    PubMed

    Suksudaj, N; Lekkas, D; Kaidonis, J; Townsend, G C; Winning, T A

    2015-02-01

    Students' perceptions of their learning environment influence the quality of outcomes they achieve. Learning dental operative techniques in a simulated clinic environment is characterised by reciprocal interactions between skills training, staff- and student-related factors. However, few studies have examined how students perceive their operative learning environments and whether there is a relationship between their perceptions and subsequent performance. Therefore, this study aimed to clarify which learning activities and interactions students perceived as supporting their operative skills learning and to examine relationships with their outcomes. Longitudinal data about examples of operative laboratory sessions that were perceived as effective or ineffective for learning were collected twice a semester, using written critical incidents and interviews. Emergent themes from these data were identified using thematic analysis. Associations between perceptions of learning effectiveness and performance were analysed using chi-square tests. Students indicated that an effective learning environment involved interactions with tutors and peers. This included tutors arranging group discussions to clarify processes and outcomes, providing demonstrations and constructive feedback. Feedback focused on mistakes, and not improvement, was reported as being ineffective for learning. However, there was no significant association between students' perceptions of the effectiveness of their learning experiences and subsequent performance. It was clear that learning in an operative technique setting involved various factors related not only to social interactions and observational aspects of learning but also to cognitive, motivational and affective processes. Consistent with studies that have demonstrated complex interactions between students, their learning environment and outcomes, other factors need investigation. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  17. Effects of Virtual Education on Academic Culture: Perceived Advantages and Disadvantages

    ERIC Educational Resources Information Center

    Jefferson, Renee N.; Arnold, Liz W.

    2009-01-01

    The perceived advantages and disadvantages of courses taught in online and face-to-face learning environments were explored for students taking an accounting and a data collection and analysis course. Both courses were taught in a face-to-face learning environment at the main or satellite campus. It was hypothesized that there would be…

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

    ERIC Educational Resources Information Center

    Magen-Nagar, Noga; Steinberger, Pnina

    2017-01-01

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

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

    ERIC Educational Resources Information Center

    Kang, M.; Im, T.

    2013-01-01

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

  20. Improving resident well-being and clinical learning environment through academic initiatives.

    PubMed

    Lee, Nathaniel; Appelbaum, Nital; Amendola, Michael; Dodson, Kelley; Kaplan, Brian

    2017-07-01

    Organizational effects on job satisfaction, burnout, work-life balance, and perceived support have not been studied in the context of the clinical learning environment. We evaluated the relationship between academic resources and resident well-being, the clinical learning environment, and in-service examination performance of surgical residents. Residents of general surgery and surgical specialty programs were recruited from March 2016 through June 2016 across the Southeast, Mid-Atlantic, and Northeast regions. Program directors were asked to allow distribution of a paper survey or to forward an electronic survey link onto residents. Five dichotomous questions were asked regarding access to academic resources. Validated measures were obtained assessing resident well-being and perceived clinical learning environment. Data were analyzed through t-tests and chi-squared test of independence. We received 276 respondents across 50 programs. Residents perceiving adequate support to succeed had less burnout (P = 0.008), better resilience (P = 0.009), better job satisfaction (P < 0.001), less work/life strain (P = 0.001), better workplace climate (P < 0.001), better organizational support (P < 0.001), and were more likely to have high performance on the in-service examination (P = 0.001). Specific resources including educational stipends, review questions, in-service board prep, and support for poor performers correlated with improved well-being and perceived clinical learning environment. Provision of academic resources has implications beyond in-service examination performance, correlating with improved resident well-being and perceptions of the clinical learning environment. Copyright © 2017 Elsevier Inc. All rights reserved.

  1. College Students' Perceived Learning Environment and Their Social Media Engagement in Activities Unrelated to Class Work

    ERIC Educational Resources Information Center

    Alt, Dorit

    2017-01-01

    The aim of this study was to assess the connection between students' perceived constructivist learning environment and their involvement in activities unrelated to class work via social media engagement (SME), while considering the moderating role of their openness to diversity and challenge (ODC) in explaining both variables. Another aim was to…

  2. The Influence of the Conduct System and Campus Environments on Student Learning

    ERIC Educational Resources Information Center

    Janosik, Steven M.; Stimpson, Matthew T.

    2017-01-01

    Researchers have demonstrated the influence of the perceived efficacy of a conduct system on student learning (King, 2012; Stimpson & Janosik, 2015). Multivariate Analysis of Variance (MANOVA) was used to test the relationship between perceived level of conduct system efficacy, institutional culture, and self-reported student learning. More…

  3. Student Perceptions of E-Learning Environments, Self-Regulated Learning and Academic Performance

    ERIC Educational Resources Information Center

    Covington, Keisha Casan Danielle

    2012-01-01

    Student perceptions of e-learning are potential causes of student dropout in online education. The social cognitive theoretical view was used to investigate the relationship between perceived e-learning environments, self-regulated learning (SRL), and academic performance in online education. This mixed methods study used a quantitative…

  4. Impact of Individual Perception of Organizational Culture on the Learning Transfer Environment

    ERIC Educational Resources Information Center

    Chatterjee, Aindrila; Pereira, Arun; Bates, Reid

    2018-01-01

    This research is an empirical study of the relationship between organization culture, as perceived by employees, and the work-environment-related learning transfer factors in organizations, which we call learning transfer environment (LTE). To measure perceptions of organization culture, we use the Organizational Culture Assessment Instrument and…

  5. Stimulating Autonomous Learning Environments: Considering Group Efficacy as Mediating the Relationship between Perceived Autonomy Support and Self- Determinism in the Learning Environment

    ERIC Educational Resources Information Center

    Hogan, Shannon L.

    2012-01-01

    This study researched 120 college students and professors to test the mediation of group efficacy between perceived autonomy support and self-determinism. The study provided surveys to students in eight different classes. Studying multiple classes offered an opportunity to understand the model more effectively and in a broader scope. The classes…

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

    PubMed Central

    Snell, Linda

    2014-01-01

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

  7. A Case of a Laptop Learning Campus: How Do Technology Choices Affect Perceptions?

    ERIC Educational Resources Information Center

    Percival, Jennifer; Percival, Nathan

    2009-01-01

    Laptop learning programs have been developed to create ubiquitous online learning environments. Given the infancy of many programs, there is little understanding of aspects of the program are perceived to provide value to faculty and students. This paper focuses on the value proposition (with respect to perceived benefits versus capital…

  8. Factors Influencing Learning Environments in an Integrated Experiential Program

    NASA Astrophysics Data System (ADS)

    Koci, Peter

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

  9. Predicting Girls' Learning Behaviour in Secondary School Mathematics Lessons from Motivational and Learning Environment Factors.

    ERIC Educational Resources Information Center

    Norwich, Brahm

    1994-01-01

    Reports on a study of 70 secondary female students in mathematics classes over a period of 7 weeks. Finds that self-efficacy was the best predictor of learning intentions. Recommends further research on the relationships between perceived learning environment, self-efficacy, and learning intentions. (CFR)

  10. Conceptualization, Development and Validation of an Instrument for Investigating Elements of Undergraduate Physics Laboratory Learning Environments: The UPLLES (Undergraduate Physics Laboratory Learning Environment Survey)

    ERIC Educational Resources Information Center

    Thomas, Gregory P; Meldrum, Al; Beamish, John

    2013-01-01

    First-year undergraduate physics laboratories are important physics learning environments. However, there is a lack of empirically informed literature regarding how students perceive their overall laboratory learning experiences. Recipe formats persist as the dominant form of instructional design in these sites, and these formats do not adequately…

  11. The Effects of Peer Competition-Based Science Learning Game on Secondary Students' Performance, Achievement Goals, and Perceived Ability

    ERIC Educational Resources Information Center

    Chen, Ching-Huei; Law, Victor; Chen, Wei-Yu

    2018-01-01

    The purpose of this study is to examine the effects of different modes of competition on science learning in a game-based learning (GBL) environment. Some key motivational constructs such as learning goals, performance goals, and perceived ability were also investigated. One hundred ninety-five students from a secondary school in Taiwan were…

  12. Incidental Learning in 3D Virtual Environments: Relationships to Learning Style, Digital Literacy and Information Display

    ERIC Educational Resources Information Center

    Thomas, Wayne W.; Boechler, Patricia M.

    2014-01-01

    With teachers taking more interest in utilizing 3D virtual environments for educational purposes, research is needed to understand how learners perceive and process information within virtual environments (Eschenbrenner, Nah, & Siau, 2008). In this study, the authors sought to determine if learning style or digital literacy predict incidental…

  13. Factors Affecting Study-Related Burnout among Finnish University Students: Teaching-Learning Environment, Achievement Motivation and the Meaning of Life

    ERIC Educational Resources Information Center

    Meriläinen, Matti

    2014-01-01

    This study of a large sample (n = 3035) examined relationships between study-related burnout and components of the teaching-learning environment, achievement motivation and the perceived meaning of life. The overall model, tested with structural equation modelling, revealed that the factor of the teaching-learning environment correlated with both…

  14. Rural Junior Secondary School Students' Perceptions of Classroom Learning Environments and Their Attitude and Achievement in Mathematics in West China

    ERIC Educational Resources Information Center

    Yang, Xinrong

    2015-01-01

    This paper reports findings from a survey of how rural junior secondary school students in the western part of China perceive their mathematics classroom learning environments and associations of learning environment with their attitudes toward mathematics and mathematics achievement. Using adaptations of the widely-used What Is Happening In this…

  15. An Evaluation of an Inquiry-Based Computer-Assisted Learning Environment.

    ERIC Educational Resources Information Center

    Maor, Dorit; Fraser, Barry

    1994-01-01

    This study focused on students' development of inquiry skills in a computerized learning environment. Seven Year-11 classes (n=120) interacted with a computerized database, "Birds of Antarctica," and curriculum materials while the teacher used an inquiry approach to learning. Students perceived their classes as more investigative and…

  16. Gender Gap in the Perception of Communication in Virtual Learning Environments

    ERIC Educational Resources Information Center

    von Neuforn, Daniela Stokar

    2007-01-01

    To support and continue the motivation of participants in virtual learning environments it is important to achieve a successful learning atmosphere. Therefore, it is necessary to reach the participants on a personal level and to perceive their personal needs and emotions when conversing with them. These factors of learning motivation depend on the…

  17. Evaluation of urology residents' perception of surgical theater educational environment.

    PubMed

    Binsaleh, Saleh; Babaeer, Abdulrahman; Rabah, Danny; Madbouly, Khaled

    2015-01-01

    To evaluate surgical theater learning environment perception in urology residents in Saudi Arabia and to investigate association of learning environment perception and stages of residency program, sectors of health care system, and regions of Saudi Arabia. A cross-sectional survey using the surgical theater educational environment measure (STEEM) inventory. The STEEM inventory was used to measure theater learning environment perception of urology residents in Saudi Arabia. Respondents' perception was compared regarding different residency stages, sectors of the health care system, and regions of Saudi Arabia. Internal reliability of the inventory was assessed using the Cronbach α coefficient. Correlation analysis was done using the Spearman ρ coefficient. Of 72 registered residents, 33 (45.8%) completed the questionnaire. The residents perceived their environment less than acceptable (135.9 ± 16.7, 67.95%). No significant differences in perception were found among residents of different program stages, different sectors of health care system, or different regions in Saudi Arabia. Residents from the eastern region perceived the training and teaching domain better (p = 0.025). The inventory showed a high internal consistency with a Cronbach α of 0.862. STEEM survey is an applicable and reliable instrument for assessing the learning environment and training skills of urology residency program in Saudi Arabia. Urology residents in Saudi Arabia perceived the theater learning environment as less than ideal. The perceptions of theater learning environment did not change significantly among different stages of the program, different sectors of health care system, or different training regions of Saudi Arabia assuring the uniformity of urology training all over Saudi Arabia. The training programs should address significant concerns and pay close attention to areas in surgical theater educational environment, which need development and enhancement, mainly planned fashion of training, supportive supervision and hospital environment, and proper coverage and management of workloads. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  18. Characteristics of the Learning Environment in Biology and Chemistry Classes as Perceived by Jewish and Arab High School Students in Israel.

    ERIC Educational Resources Information Center

    Tamir, Pinchas; Caridin, Hani

    1993-01-01

    Describes a study designed to achieve the following goals: (1) compare the perceptions of learning environment in biology and chemistry classrooms by Jewish and Arab students; (2) identify gender effects in the Arab sample on learning environments; and (3) compare the perceptions of Arab students in rural and city schools. (ZWH)

  19. What Learning Environments Best Address 21st-Century Students' Perceived Needs at the Secondary Level of Instruction?

    ERIC Educational Resources Information Center

    Lemley, J. Brett; Schumacher, Gary; Vesey, Winona

    2014-01-01

    The purpose of a recent study was to determine what learning environments best address the needs of 21st-century students at the secondary level. This study concluded that the presence of a positive 21st-century learning environment is related to student satisfaction and student-teacher relationships. While the majority of the literature on…

  20. A Pilot Study: Facilitating Cross-Cultural Understanding with Project-Based Collaborative Learning in an Online Environment

    ERIC Educational Resources Information Center

    Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min

    2015-01-01

    This study investigated three aspects: how project-based collaborative learning facilitates cross-cultural understanding; how students perceive project-based collaborative learning implementation in a collaborative cyber community (3C) online environment; and what types of communication among students are used. A qualitative case study approach…

  1. Transformational and Passive Leadership: An Initial Investigation of University Instructors as Leaders in a Virtual Learning Environment

    ERIC Educational Resources Information Center

    Bogler, Ronit; Caspi, Avner; Roccas, Sonia

    2013-01-01

    The study investigated whether students perceive their university instructors in a virtual learning environment as leaders. Referring to the full range leadership theory (FRLT), we examined the effects of transformational and passive leadership styles of university instructors on students' satisfaction and learning outcomes. Completed web-based…

  2. Collaborative Blended Learning Writing Environment: Effects on EFL Students' Writing Apprehension and Writing Performance

    ERIC Educational Resources Information Center

    Challob, Ala'a Ismael; Bakar, Nadzrah Abu; Latif, Hafizah

    2016-01-01

    This study examined the effects of collaborative blended learning writing environment on students' writing apprehension and writing performance as perceived by a selected group of EFL students enrolled in one of the international schools in Malaysia. Qualitative case study method was employed using semi-structured interview, learning diaries and…

  3. Does the Medium Dictate the Message? Cultivating E-Communication in an Asynchronous Environment.

    ERIC Educational Resources Information Center

    Kiernan, Mary; Thomas, Pete; Woodroffe, Mark

    Virtual learning environments (VLEs) are often perceived by education establishments as an opportunity to widen access without traditional overheads. An integral part of most VLEs is asynchronous computer conferencing and on-line moderators must help students migrate quickly to the new virtual environment to minimize learning disruption. This…

  4. Digital Affordances on WeChat: Learning Chinese as a Second Language

    ERIC Educational Resources Information Center

    Jin, Li

    2018-01-01

    Different from the traditional term language input, affordance, an ecological term, has been deployed to analyze the perceived opportunities for second language (L2) learning an environment provides to L2 learners. L2 learning occurs only when the semiotic resources in the environment resonate with the learner's capacities such as their abilities,…

  5. Communicator Style as a Predictor of Cyberbullying in a Hybrid Learning Environment

    ERIC Educational Resources Information Center

    Dursun, Ozcan Ozgur; Akbulut, Yavuz

    2012-01-01

    This study aimed to describe the characteristics of undergraduate students in a hybrid learning environment with regard to their communicator styles and cyberbullying behaviors. Moreover, relationships between cyberbullying victimization and learners' perceived communicator styles were investigated. Cyberbullying victimization was measured through…

  6. Validation of the Clinical Learning Environment Inventory.

    PubMed

    Chan, Dominic S

    2003-08-01

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

  7. How Do Students Learn Theology?

    ERIC Educational Resources Information Center

    Saines, Don

    2009-01-01

    This paper explores the way students learn theology through a small qualitative research project. It is undertaken in conversation with current higher education learning theory. This learning theory suggests that it is important to discover how a student conceptualizes learning and how they perceive the teaching environment. Students interviewed…

  8. Presence and Perceived Learning in Different Higher Education Blended Learning Environments

    ERIC Educational Resources Information Center

    Khodabandelou, Rouhollah; Jalil, Habibah Ab; Ali, Wan Zah Wan; Daud, Shaffe Mohd

    2015-01-01

    Blended learning as "third generation" of distance learning has the potential to offer multimethod instruction through the blend, to leverage the strengths of current online and traditional instructions. Therefore, higher education institutions having recognized the fact that blended learning is beneficial, adopted this alternative…

  9. Why Some Teachers Easily Learn to Use a New Virtual Learning Environment: A Technology Acceptance Perspective

    ERIC Educational Resources Information Center

    Rienties, Bart; Giesbers, Bas; Lygo-Baker, Simon; Ma, Hoi Wah Serena; Rees, Roger

    2016-01-01

    After a decade of virtual learning environments (VLEs) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how technology acceptance and support materials influence (perceived and actual) task performance. In an…

  10. The Contribution of Perceived Classroom Learning Environment and Motivation to Student Engagement in Science

    ERIC Educational Resources Information Center

    Tas, Yasemin

    2016-01-01

    This study investigated middle school students' engagement in science in relation to students' perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical…

  11. Child-Initiated Learning, the Outdoor Environment and the "Underachieving" Child

    ERIC Educational Resources Information Center

    Maynard, Trisha; Waters, Jane; Clement, Jennifer

    2013-01-01

    The Foundation Phase for Wales advocates an experiential, play-based approach to learning for children aged three to seven years that includes child-initiated activity within the outdoor environment. In previous research, Foundation Phase practitioners maintained that children perceived to be "underachieving" within the classroom came…

  12. Doctoral Students' Identity Positioning in Networked Learning Environments

    ERIC Educational Resources Information Center

    Koole, Marguerite; Stack, Sara

    2016-01-01

    In this study, the authors explored identity positioning as perceived by doctoral learners in online, networked-learning environments. The study examined two distance doctoral programs at a Canadian university. It was a qualitative study based on methodologies involving open coding and discourse analysis. The social positioning cycle, based on…

  13. Developing a Supportive Learning Environment in a Newly Formed Organisation

    ERIC Educational Resources Information Center

    Lancaster, Sue; Di Milia, Lee

    2015-01-01

    Purpose: The aim of this study was to examine the factors that employees perceived were important in creating a supportive learning environment in a recently merged organisation. The study provides rich qualitative data from the employees' perspective. Design/methodology/approach: This case study used a qualitative phenomenological constructivist…

  14. Different Children's Perspectives on Their Learning Environment

    ERIC Educational Resources Information Center

    Sandberg, Gunilla

    2017-01-01

    This article reports and discusses findings from an ethnographic case study, aiming to gain a deeper understanding of how different children perceive their learning environment in the first grade of primary school, with regard to social as well as academic aspects. The theoretical framework is based on an interactional perspective, where…

  15. Parents of children with Asperger syndrome or with learning disabilities: family environment and social support.

    PubMed

    Heiman, Tali; Berger, Ornit

    2008-01-01

    The study examined the family environment and perceived social support of 33 parents with a child diagnosed with Asperger syndrome and 43 parents with a child with learning disability, which were compared to 45 parents of children without disabilities as a control group. Parents completed the Family Environment Scale and Social Support Scale questionnaires. The comparison revealed significant differences for expressiveness and family system organization and for social support. Parents with an Asperger child perceived their family's expressive feelings as lower and the family organization as higher, and perceived their friendships and other support as lower than the other groups of parent. Parents of the control group reported the highest family support. The study highlighted the need for additional social support for parents with a child with special needs, and accentuated the importance of developing awareness and intervention programs to facilitate parents' coping abilities and their family interactions.

  16. Measuring Sports Class Learning Climates: The Development of the Sports Class Environment Scale

    ERIC Educational Resources Information Center

    Dowdell, Trevor; Tomson, L. Mich; Davies, Michael

    2011-01-01

    The development and validation of a new and unique learning climate instrument, the Sports Class Environment Scale (SCES), was the focus of this study. We began with a consolidation of the dimensions and items of the Perceived Motivational Climate in Sport Questionnaire-2 and the Classroom Environment Scale. Field-testing of the SCES involved 204…

  17. Parents of Children with Asperger Syndrome or with Learning Disabilities: Family Environment and Social Support

    ERIC Educational Resources Information Center

    Heiman, Tali; Berger, Ornit

    2008-01-01

    The study examined the family environment and perceived social support of 33 parents with a child diagnosed with Asperger syndrome and 43 parents with a child with learning disability, which were compared to 45 parents of children without disabilities as a control group. Parents completed the Family Environment Scale and Social Support Scale…

  18. Residents' perceived barriers to communication skills learning: comparing two medical working contexts in postgraduate training.

    PubMed

    van den Eertwegh, Valerie; van Dalen, Jan; van Dulmen, Sandra; van der Vleuten, Cees; Scherpbier, Albert

    2014-04-01

    Contextual factors are known to influence the acquisition and application of communication skills in clinical settings. Little is known about residents' perceptions of these factors. This article aims to explore residents' perceptions of contextual factors affecting the acquisition and application of communication skills in the medical workplace. We conducted an exploratory study comprising seven focus groups with residents in two different specialities: general practice (n=23) and surgery (n=18). Residents perceive the use of summative assessment checklists that reduce communication skills to behavioural components as impeding the learning of their communication skills. Residents perceive encouragement to deliberately practise in an environment in which the value of communication skills is recognised and support is institutionalised with appropriate feedback from role models as the most important enhancing factors in communication skills learning. To gradually realise a clinical working environment in which the above results are incorporated, we propose to use transformative learning theory to guide further studies. Provided it is used continuously, an approach that combines self-directed learning with observation and discussion of resident-patient consultations seems an effective method for transformative learning of communication skills. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  19. The Relationship Between Levels of Fidelity in Simulation, Traditional Clinical Experiences and Objectives.

    PubMed

    Gore, Teresa

    2017-06-15

    The purpose of this study was to explore the relationship of baccalaureate nursing students' (BSN) perceived learning effectiveness using the Clinical Learning Environments Comparison Survey of different levels of fidelity simulation and traditional clinical experiences. A convenience sample of 103 first semester BSN enrolled in a fundamental/assessment clinical course and 155 fifth semester BSN enrolled in a leadership clinical course participated in this study. A descriptive correlational design was used for this cross-sectional study to evaluate students' perceptions after a simulation experience and the completion of the traditional clinical experiences. The subscales measured were communication, nursing leadership, and teaching-learning dyad. No statistical differences were noted based on the learning objectives. The communication subscale showed a tendency toward preference for traditional clinical experiences in meeting students perceived learning for communication. For student perceived learning effectiveness, faculty should determine the appropriate level of fidelity in simulation based on the learning objectives.

  20. Virtual Learning Effectiveness: An Examination of the Process

    ERIC Educational Resources Information Center

    Stonebraker, Peter W.; Hazeltine, James E.

    2004-01-01

    This study defines, examines, and measures the effectiveness of a corporate virtual learning program. Initially, distinctions between traditional and virtual learning and university and corporate programs are defined. Then, based on the literature, an integrative model of the perceived effectiveness of a virtual learning environment is developed…

  1. Nurses' Internet self-efficacy and attitudes toward web-based continuing learning.

    PubMed

    Liang, Jyh-Chong; Wu, Szu-Hsien; Tsai, Chin-Chung

    2011-11-01

    There are increasing opportunities for nurses to engage in continuing learning via the Internet; hence, it is important to explore nurses' attitudes toward web-based continuing learning. This paper explores 267 Taiwanese clinical nurses' attitudes toward web-based continuing learning. In addition, the role of the nurses' Internet self-efficacy in their attitudes is investigated. This study utilizes two questionnaires to respectively survey the nurses' Internet self-efficacy and their attitudes toward web-based continuing learning. In particular, the Internet Self-efficacy Survey includes two scales: 'Basic self-efficacy' (the perceived confidence of using basic Internet functions, such as the confidence in using a web browser or searching for online information) and 'Advanced self-efficacy' (the perceived confidence of using advanced Internet functions, such as the confidence in online discussion or making online payments). Exploratory factor analyses indicated adequate reliability and validity of the two questionnaires. The regression analyses revealed that both nurses' basic and advanced Internet self-efficacy can positively explain the perceived usefulness, ease of use and friendly feeling when using web-based continuing learning environments, whereas nurses' advanced Internet self-efficacy was the only predictor to explain how they intend to use web-based continuing learning environments more. Copyright © 2010 Elsevier Ltd. All rights reserved.

  2. The Relationship between the Perceptions of the Fairness of the Learning Environment and the Level of Alienation

    ERIC Educational Resources Information Center

    Çaglar, Çaglar

    2013-01-01

    Problem Statement: The phenomenon of justice, which is defined as conformity to what is right and legal, is conceptualized into three aspects: "distributive justice," "procedural justice" and "interactional justice" in educational organizations. The more students perceive their learning environment to be fair, the…

  3. Student Teachers' Proactive Strategies and Experienced Learning Environment for Reducing Study-Related Burnout

    ERIC Educational Resources Information Center

    Väisänen, Sanna; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina

    2018-01-01

    The study aims to gain a better understanding of the interrelation and the development of student teachers' proactive coping strategies, i.e., self-regulative and co-regulative strategies, perceived learning environment and study-related burnout. Longitudinal data were utilized with three annual measurements during bachelor studies. Altogether,…

  4. Interaction in Asynchronous Web-Based Learning Environments

    ERIC Educational Resources Information Center

    Woo, Younghee; Reeves, Thomas C.

    2008-01-01

    Because of the perceived advantages and the promotion of Web-based learning environments (WBLEs) by commercial interests as well as educational technologists, knowing how to develop and implement WBLEs will probably not be a choice, but a necessity for most educators and trainers in the future. However, many instructors still don't understand the…

  5. Attentive Facework during Instructional Feedback: Key to Perceiving Mentorship and an Optimal Learning Environment

    ERIC Educational Resources Information Center

    Kerssen-Griep, Jeff; Trees, April R.; Hess, Jon A.

    2008-01-01

    This study investigated how the face threat mitigation students received from their teachers during feedback influenced their judgments about mentored relationships with their teachers and the supportiveness of the classroom learning environment. Public speaking students (N=345) at three universities completed an online survey about the speech…

  6. A Model for Learning Development

    ERIC Educational Resources Information Center

    Kilfoil, W. R.

    2008-01-01

    This article looks at the way in which people perceive learning and the impact of these perceptions on teaching methods within the context of learning development in distance education. The context could, in fact, be any type of teaching and learning environment. The point is to balance approaches to teaching and learning depending on student…

  7. Relationship between Online Learning Readiness and Structure and Interaction of Online Learning Students

    ERIC Educational Resources Information Center

    Demir Kaymak, Zeliha; Horzum, Mehmet Baris

    2013-01-01

    Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning…

  8. Modifying the Learning Environment of Students To Enhance Personal Learning.

    ERIC Educational Resources Information Center

    Dart, Barry C.; Clarke, John A.

    The aim of this project is to increase teacher education students' understanding of the learning process by focusing on their own learning experiences. In 1990, 67 preservice teacher education students in 4 classes completed measures of academic locus of control, perceived competencies in self-directed learning, and study processes before and…

  9. Adolescents' Involvement in Cyber Bullying and Perceptions of School: The Importance of Perceived Peer Acceptance for Female Adolescents.

    PubMed

    Betts, Lucy R; Spenser, Karin A; Gardner, Sarah E

    2017-01-01

    Young people are spending increasing amounts of time using digital technology and, as such, are at great risk of being involved in cyber bullying as a victim, bully, or bully/victim. Despite cyber bullying typically occurring outside the school environment, the impact of being involved in cyber bullying is likely to spill over to school. Fully 285 11- to 15-year-olds (125 male and 160 female, M age  = 12.19 years, SD  = 1.03) completed measures of cyber bullying involvement, self-esteem, trust, perceived peer acceptance, and perceptions of the value of learning and the importance of school. For young women, involvement in cyber bullying as a victim, bully, or bully/victim negatively predicted perceptions of learning and school, and perceived peer acceptance mediated this relationship. The results indicated that involvement in cyber bullying negatively predicted perceived peer acceptance which, in turn, positively predicted perceptions of learning and school. For young men, fulfilling the bully/victim role negatively predicted perceptions of learning and school. Consequently, for young women in particular, involvement in cyber bullying spills over to impact perceptions of learning. The findings of the current study highlight how stressors external to the school environment can adversely impact young women's perceptions of school and also have implications for the development of interventions designed to ameliorate the effects of cyber bullying.

  10. Achieving diversity in nursing through multicontextual learning environments.

    PubMed

    Giddens, Jean Foret

    2008-01-01

    Attempts to increase diversity within the nursing profession have resulted in the admission of more ethnically diverse students into nursing education programs. However, traditional curricular and pedagogical practices seen in many nursing programs do not accommodate the learning needs of diverse learners. Nurse educators are encouraged to adopt learner-centered pedagogical approaches and embrace multicontextual learning environments. The purpose of this article is to describe the concept of multicontextuality and to introduce an exemplar of a multicontextual learning environment that has been recently developed and implemented in an undergraduate nursing program. The virtual community, known as The Neighborhood, presents nursing concepts in a rich personal and community context through stories and supplemental multimedia. The perceived benefit is enhancement of conceptual learning in a student-oriented learning environment.

  11. Perceived Best Practices for Faculty Training in Distance Education

    ERIC Educational Resources Information Center

    McVey, Michael G.

    2014-01-01

    Student learning style differences have been widely researched in both traditional face-to-face and online learning environments (Irani, Scherler & Harrington, 2003;Steinbronn, 2007; Williamson & Watson, 2007; Ugur, Akkoyunlu & Kurbanoglu, 2001). After conducting a literature review of adult student learning styles and teaching method…

  12. [Working environment and educational environment are two sides of the same coin].

    PubMed

    Kannegaard, Pia Nimann; Holm, Ellen Astrid

    2014-01-20

    Educational environment is of major importance for job satisfaction and it consists of several components including curriculum and values of the organization. Educational climate is the environment, as the individual physicians perceive it. Motivation is important for job satisfaction as well as for learning. Autonomy, responsibility, supervision, feedback are all important factors influencing motivation and learning. These factors must be supported through appropriate organization of work in hospital departments and in general practice.

  13. The Classroom Learning Environment as Perceived by Students in Arab Elementary Schools

    ERIC Educational Resources Information Center

    Khalil, Mahmood; Saar, Vered

    2009-01-01

    In this study, students' perceptions of the classroom learning environment in Arab elementary schools were investigated. The sample included 261 students from Grades 5 and 6. The questionnaire was developed at an Arab college of teacher education by 16 fourth-year student teachers who were completing their studies toward a BEd degree. Articles on…

  14. Teachers' Conceptions and Their Approaches to Teaching in Virtual Reality and Simulation-Based Learning Environments

    ERIC Educational Resources Information Center

    Keskitalo, Tuulikki

    2011-01-01

    This research article focuses on virtual reality (VR) and simulation-based training, with a special focus on the pedagogical use of the Virtual Centre of Wellness Campus known as ENVI (Rovaniemi, Finland). In order to clearly understand how teachers perceive teaching and learning in such environments, this research examines the concepts of…

  15. Research on Webbed Connectivity in a Web-Based Learning Environment: Online Social Work Education

    ERIC Educational Resources Information Center

    Noble, Dorinda; Russell, Amy Catherine

    2013-01-01

    This paper describes the preliminary data and analysis of how students in an online MSW program perceive their experiences, interactions, and responses to learning structure, material, and technology in the Web environment. The student perceptions, which have been used to refine the online program, highlight how important it is to students to feel…

  16. Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences

    ERIC Educational Resources Information Center

    Rhode, Jason F.

    2009-01-01

    This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction…

  17. Do Junior High School Students Perceive Their Learning Environment as Constructivist?

    ERIC Educational Resources Information Center

    Moustafa, Asely; Ben-Zvi-Assaraf, Orit; Eshach, Haim

    2013-01-01

    The purpose of this study is to examine the manner in which the features of a constructivist learning environment, and the mechanisms at its base, are expressed in junior high school students' conceptions. Our research is based on an integration of quantitative and qualitative approaches, deigned to provide a wider ranging and deeper…

  18. Architecture Students' Perceptions of Their Learning Environment and Their Academic Performance

    ERIC Educational Resources Information Center

    Oluwatayo, Adedapo Adewunmi; Aderonmu, Peter A.; Aduwo, Egidario B.

    2015-01-01

    Scholars have agreed that the way in which students perceive their learning environments influences their academic performance. Empirical studies that focus on architecture students, however, have been very scarce. This is the gap that an attempt is filled in this study. A questionnaire survey of 273 students in a school of architecture in Nigeria…

  19. Factors Affecting Nursing Students' Readiness and Perceptions Toward the Use of Mobile Technologies for Learning.

    PubMed

    Zayim, Nese; Ozel, Deniz

    2015-10-01

    The purpose of this study was to determine the current usage of mobile devices, preferences of mobile learning environments and examine the readiness of nursing students in a public university. In order to investigate preferences and attitudes with respect to mobile technology use in nursing education, 387 students at a state university have been surveyed. It has been observed that while students preferred their current portable laptops, those in higher classes were more inclined to favor mobile phones. The common problems of battery life and high cost of communication, both in smartphones and tablet systems, suggest that hardware quality and financial constraints seem to be two main factors in determining these technologies. While more than half of students expressed readiness for mobile learning, one quarter indicated indecision. Through multivariate regression analysis, readiness to use mobile learning can be described in terms of perceived ease of use, perceived usefulness, personal innovativeness, self-management of learning, perceived device limitation, and availability. Class level, perceived ease of use, personal innovativeness, and self-management of learning explain intention to use mobile learning. Findings obtained from these results can provide guidance in the development and application of mobile learning systems.

  20. Pre-Service Visual Art Teachers' Perceptions of Assessment in Online Learning

    ERIC Educational Resources Information Center

    Allen, Jeanne Maree; Wright, Suzie; Innes, Maureen

    2014-01-01

    This paper reports on a study conducted into how one cohort of Master of Teaching pre-service visual art teachers perceived their learning in a fully online learning environment. Located in an Australian urban university, this qualitative study provided insights into a number of areas associated with higher education online learning, including…

  1. Do Junior High School Students Perceive Their Learning Environment as Constructivist?

    NASA Astrophysics Data System (ADS)

    Moustafa, Asely; Ben-Zvi-Assaraf, Orit; Eshach, Haim

    2013-08-01

    The purpose of this study is to examine the manner in which the features of a constructivist learning environment, and the mechanisms at its base, are expressed in junior high school students' conceptions. Our research is based on an integration of quantitative and qualitative approaches, deigned to provide a wider ranging and deeper understanding. Eight hundred and forty eighth- and ninth-grade students from over 15 schools participated in the study. Of the 840 students who completed the questionnaire, the explanations of 200 well-written questionnaires were further analyzed qualitatively. The findings of the study are presented in terms of the four scales employed in the CLES, namely the autonomy scale, the prior knowledge scale, the negotiation scale, and the student-centeredness scale. The quantitative results achieved here concur with parallel studies conducted around the world. The findings indicate that a considerable portion of the students perceive their learning environment as a constructivist one and report positive attitudes toward the way they are being taught. In terms of the qualitative results, however, it appears that in some cases, the students' explanations reveal that in fact, and contrary to the bare quantitative results, some students do not perceive their learning environment as being constructivist. This raises the question of whether the fact that students recognize the factors associated with constructivist teaching is indeed an indication that such teaching exists in practice. This finding emphasizes the importance of combining qualitative and quantitative methods for arriving at a balanced view of classroom occurrences.

  2. Medical Students’ Perception of Their Educational Environment

    PubMed Central

    Pai, Preethi G; Menezes, Vishma; Srikanth; Subramanian, Atreya M.; Shenoy, Jnaneshwara P.

    2014-01-01

    Background: Students’ perception of the environment within which they study has shown to have a significant impact on their behavior, academic progress and sense of well-being. This study was undertaken to evaluate the students’ perception of their learning environment in an Indian medical school following traditional curricula and to study differences, if any, between the students according to the stages of medical education, i.e., the pre-clinical and clinical stages. Methodology: In the present study, the Dundee Ready Education Environment Measure (DREEM) inventory was administered to undergraduate medical students of first (n = 227), third (n = 175), fifth (n = 171) and seventh (n = 123) semesters. Scores obtained were expressed as mean ± Standard Deviation (SD) and analyzed using one-way ANOVA and Dunnett’s test. P-value < 0.05 was considered as significant. Results: The mean DREEM score for our medical school was 123/200.The first-year students were found to be more satisfied with learning environment (indicated by their higher DREEM score) compared to other semester students. Progressive decline in scores with each successive semester was observed. Evaluating the sub-domains of perception, the registrars in all semesters had a more positive perception of learning (Average mean score: 29.44), their perception of course organizers moved in the right direction (Average mean score: 26.86), their academic self-perception was more on the positive side (Average mean score: 20.14), they had a more positive perception of atmosphere (Average mean score: 29.07) and their social self-perception could be graded as not too bad (Average mean score: 17.02). Conclusion: The present study revealed that all the groups of students perceived their learning environment positively. However, a few problematic areas of learning environment were perceived such as: students were stressed more often; they felt that the course organizers were authoritarian and emphasized factual learning. Implementing more problem-based learning, student counseling and workshops on teaching-learning for educators might enable us to remedy and enrich our learning environment. PMID:24596737

  3. A Review of Predictive Factors of Student Success in and Satisfaction with Online Learning

    ERIC Educational Resources Information Center

    Kauffman, Heather

    2015-01-01

    Students perceive online courses differently than traditional courses. Negative perceptions can lead to unfavourable learning outcomes including decreased motivation and persistence. Throughout this review, a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners will be examined…

  4. Designing the Learning Context in School for Talent Development

    ERIC Educational Resources Information Center

    Hertzog, Nancy B.

    2017-01-01

    This article explores the learning context for talent development in public schools. Total aspects of the environment from physical space, affective elements, and pedagogical approaches affect learning. How teachers believe and perceive their roles as teachers influence instructional design and decision making. In this article, the optimal…

  5. An Ethnographic Case Study on the Phenomena of Blended Learning Teachers

    ERIC Educational Resources Information Center

    Tiell, Lauren Renae

    2017-01-01

    This study determined the teacher-perceived experiences within the blended learning environment to fill a void in previous data. The three research questions defined blended learning, explained strengths and challenges, and provided feedback on teaching programs. This qualitative case study used an ethnographic framework through interviews,…

  6. Differences in Learning Styles and Satisfaction between Traditional Face-to-Face and Online Web-Based Sport Management Studies Students

    ERIC Educational Resources Information Center

    West, Ellen Jo

    2010-01-01

    Each student has a unique learning style or individual way of perceiving, interacting, and responding to a learning environment. The purpose of this study was to identify and compare the prevalence of learning styles among undergraduate Sport Management Studies (SMS) students at California University of Pennsylvania (Cal U). Learning style…

  7. The Impacts of System and Human Factors on Online Learning Systems Use and Learner Satisfaction

    ERIC Educational Resources Information Center

    Alshare, Khaled A.; Freeze, Ronald D.; Lane, Peggy L.; Wen, H. Joseph

    2011-01-01

    Success in an online learning environment is tied to both human and system factors. This study illuminates the unique contributions of human factors (comfort with online learning, self-management of learning, and perceived Web self-efficacy) to online learning system success, which is measured in terms of usage and satisfaction. The research model…

  8. How Does the Neighborhood "Come through the Door?" Concentrated Disadvantage, Residential Instability, and the Home Environment for Preschoolers.

    PubMed

    May, Emily M; Azar, Sandra T; Matthews, Stephen A

    2018-03-01

    Living in a disadvantaged neighborhood is associated with heightened risk for poor school readiness and health outcomes in early childhood, and the home environment is thought to be a primary mechanism by which neighborhood context impacts preschoolers. This study examined the effects of neighborhood concentrated disadvantage and neighborhood residential instability on the home physical environment and home learning environment for preschoolers in economically disadvantaged families (N = 187). Using structural equation modeling, mothers' perceived neighborhood disorder and depressive symptoms were examined as mechanisms by which neighborhood context "comes through the door." Mothers' neighborhood social embeddedness was also explored as a protective factor. Results showed that concentrated disadvantage was negatively associated with the quality of the home physical environment, and residential instability was negatively associated with the quality of the home learning environment. Concentrated disadvantage had an indirect effect on the home learning environment through mothers' perceived neighborhood disorder and depressive symptoms. The effects of concentrated disadvantage on the home environment were buffered by mothers' neighborhood social embeddedness. Study findings advance understanding of socioeconomic- and place-based disparities in developmental outcomes and identify potential targets for interventions aimed at lessening effects of neighborhood disadvantage on families with young children. © Society for Community Research and Action 2018.

  9. Dental Students’ Educational Environment and Perceived Stress: The University of Malaya Experience

    PubMed Central

    Myint, Kyaimon; See-Ziau, Hoe; Husain, Ruby; Ismail, Rosnah

    2016-01-01

    Background An equitable and positive learning environment fosters deep self-directed learning in students and, consequently, good practice in their profession. Although demotivating weaknesses may lead to repeated day-to-day stress with a cascade of deleterious consequences at both personal and professional levels, a possible relationship between these parameters has not been reported. This study was undertaken to determine the relationship between students’ perceptions of their educational environment and their stress levels. Methods Sixty-one first year students at the Dental Faculty, University of Malaya, Malaysia participated. The Dundee Ready Education Environment Measure (DREEM) was used to determine educational environment while self-rated perceived stress level was measured by the Depression Anxiety Stress Scale (DASS). Results Most students (62.39%) showed positive perceptions for the total and five domains of DREEM. The highest percentage was observed for “Students perception of learning” (64.04%) while the lowest was for “Students’ social self-perception” (60.32%). At the same time, 61% of students showed high perceived stress levels. However, this was not associated with their DREEM scores. Conclusion Although a positive perception of their educational environment was found, minor corrective measures need to be implemented. Furthermore, longitudinal studies on an annual basis would provide useful input for strategic planning purposes. PMID:27418869

  10. The Effects of Computer-Mediated Communication Anxiety on Student Perceptions of Instructor Behaviors, Perceived Learning, and Quiz Performance

    ERIC Educational Resources Information Center

    Wombacher, Kevin A.; Harris, Christina J.; Buckner, Marjorie M.; Frisby, Brandi; Limperos, Anthony M.

    2017-01-01

    Online environments increasingly serve as contexts for learning. Hence, it is important to understand how student characteristics, such as student computer-mediated communication anxiety (CMCA) affects learning outcomes in mediated classrooms. To better understand how student CMCA may influence student online learning experiences, we tested a…

  11. MOOC & B-Learning: Students' Barriers and Satisfaction in Formal and Non-Formal Learning Environments

    ERIC Educational Resources Information Center

    Gutiérrez-Santiuste, Elba; Gámiz-Sánchez, Vanesa-M.; Gutiérrez-Pérez, Jose

    2015-01-01

    The study presents a comparative analysis of two virtual learning formats: one non-formal through a Massive Open Online Course (MOOC) and the other formal through b-learning. We compare the communication barriers and the satisfaction perceived by the students (N = 249) by developing a qualitative analysis using semi-structured questionnaires and…

  12. The Perceived Impact of 1:1 iPad Implementation on Teaching and Learning: A Pedagogical Case Study

    ERIC Educational Resources Information Center

    Neaves, Amy Marie

    2015-01-01

    This study aimed to examine teachers' perceptions of technology and its impact on their lesson planning and implementation as well as student learning in a one-to-one iPad environment. While student achievement was an intended goal of the initiative, the evolving role of the teacher within this environment had a potentially large impact on its…

  13. Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates’ Attitudes toward Science in Inquiry-Based Biology Laboratory Classes

    PubMed Central

    Gormally, Cara

    2017-01-01

    For science learning to be successful, students must develop attitudes toward support future engagement with challenging social issues related to science. This is especially important for increasing participation of students from underrepresented populations. This study investigated how participation in inquiry-based biology laboratory classes affected students’ attitudes toward science, focusing on deaf, hard-of-hearing, and hearing signing students in bilingual learning environments (i.e., taught in American Sign Language and English). Analysis of reflection assignments and interviews revealed that the majority of students developed positive attitudes toward science and scientific attitudes after participating in inquiry-based biology laboratory classes. Attitudinal growth appears to be driven by student value of laboratory activities, repeated direct engagement with scientific inquiry, and peer collaboration. Students perceived that hands-on experimentation involving peer collaboration and a positive, welcoming learning environment were key features of inquiry-based laboratories, affording attitudinal growth. Students who did not perceive biology as useful for their majors, careers, or lives did not develop positive attitudes. Students highlighted the importance of the climate of the learning environment for encouraging student contribution and noted both the benefits and pitfalls of teamwork. Informed by students’ characterizations of their learning experiences, recommendations are made for inquiry-based learning in college biology. PMID:28188279

  14. Challenging the Western Stereotype: Do Chinese International Foundation Students Learn by Rote?

    ERIC Educational Resources Information Center

    Mathias, Jinhua; Bruce, Megan; Newton, Douglas P.

    2013-01-01

    The dissonance between Eastern and Western learning approaches is regarded as an obstacle for Chinese students in adjusting to Western education environments, and one of the reasons is the lack of an understanding of Chinese learning approaches, that is, Chinese learners are uncritically perceived as rote learners. This paper investigates Chinese…

  15. Students' Perceived Impact of Learning and Satisfaction with Blogs

    ERIC Educational Resources Information Center

    Ifinedo, Princely

    2017-01-01

    Purpose: Students' use of blogging tools in learning environments is increasing across the world. The purpose of this paper is to contribute to the literature by examining the effects of relevant factors that engender satisfaction and positive impacts of the technology for learning. Design/methodology/approach A cross-sectional survey was used to…

  16. Use of Resources, People and Approaches by Accounting Students in a Blending Learning Environment

    ERIC Educational Resources Information Center

    O'Keefe, Patricia; Rienks, Jane H.; Smith, Bernadette

    2014-01-01

    This research investigates how students used or "blended" the various learning resources, including people,while studying a compulsory, first year accounting unit. The unit design incorporated a blended learning approach. The study was motivated by perceived low rates of attendance and low levels of communication with lecturers which…

  17. Factors Affecting Corporate Image from the Perspective of Distance Learning Students in Public Higher Education Institutions

    ERIC Educational Resources Information Center

    da Costa, Fábio Reis; Pelissari, Anderson Soncini

    2016-01-01

    New information technologies enable different interactions in the educational environment, affecting how the image of educational institutions adopting distance-learning programmes is perceived. This article identifies factors affecting the perception of corporate image from the viewpoint of distance-learning students at public higher education…

  18. Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan.

    PubMed

    Chen, Hong-Ren; Tseng, Hsiao-Fen

    2012-08-01

    Web-based e-learning is not restricted by time or place and can provide teachers with a learning environment that is flexible and convenient, enabling them to efficiently learn, quickly develop their professional expertise, and advance professionally. Many research reports on web-based e-learning have neglected the role of the teacher's perspective in the acceptance of using web-based e-learning systems for in-service education. We distributed questionnaires to 402 junior high school teachers in central Taiwan. This study used the Technology Acceptance Model (TAM) as our theoretical foundation and employed the Structure Equation Model (SEM) to examine factors that influenced intentions to use in-service training conducted through web-based e-learning. The results showed that motivation to use and Internet self-efficacy were significantly positively associated with behavioral intentions regarding the use of web-based e-learning for in-service training through the factors of perceived usefulness and perceived ease of use. The factor of computer anxiety had a significantly negative effect on behavioral intentions toward web-based e-learning in-service training through the factor of perceived ease of use. Perceived usefulness and motivation to use were the primary reasons for the acceptance by junior high school teachers of web-based e-learning systems for in-service training. Copyright © 2011 Elsevier Ltd. All rights reserved.

  19. Comparing the Cultural Dimensions and Learners' Perceived Effectiveness of Online Learning Systems (OLS) among American and Malaysian Learners

    ERIC Educational Resources Information Center

    Keng, Seng C.

    2010-01-01

    With the rapid and exponential growth of Internet use worldwide, online learning has become one of the most widely used learning paradigms in the education environment. Yet despite the rapidly increasing cultural diversity of online learners, few studies have investigated the effectiveness of cross-cultural Online Learning Systems (OLS) using a…

  20. Design Issues Related to the Evaluation of Learner--Computer Interaction in a Web-Based Environment: Activities v. Tasks

    ERIC Educational Resources Information Center

    Hemard, Dominique

    2006-01-01

    If web-based technology is increasingly becoming the central plank of contemporary teaching and learning processes, there is still too little evidence to suggest that it is delivering purposeful learning activities beyond its widely perceived potential as a learning resource providing content and learning objects. This is due in part to the…

  1. Interprofessional learning at work: what spatial theory can tell us about workplace learning in an acute care ward.

    PubMed

    Gregory, Linda Rosemary; Hopwood, Nick; Boud, David

    2014-05-01

    It is widely recognized that every workplace potentially provides a rich source of learning. Studies focusing on health care contexts have shown that social interaction within and between professions is crucial in enabling professionals to learn through work, address problems and cope with challenges of clinical practice. While hospital environments are beginning to be understood in spatial terms, the links between space and interprofessional learning at work have not been explored. This paper draws on Lefebvre's tri-partite theoretical framework of perceived, conceived and lived space to enrich understandings of interprofessional learning on an acute care ward in an Australian teaching hospital. Qualitative analysis was undertaken using data from observations of Registered Nurses at work and semi-structured interviews linked to observed events. The paper focuses on a ward round, the medical workroom and the Registrar's room, comparing and contrasting the intended (conceived), practiced (perceived) and pedagogically experienced (lived) spatial dimensions. The paper concludes that spatial theory has much to offer understandings of interprofessional learning in work, and the features of work environments and daily practices that produce spaces that enable or constrain learning.

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

    PubMed

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

    2014-11-01

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

  3. The Effect of Perceived Psychological Need Support on Amotivation in Physical Education

    ERIC Educational Resources Information Center

    Jackson-Kersey, Rachel; Spray, Christopher

    2016-01-01

    Physical educators have a responsibility to create a learning environment that is viewed as supportive of students' psychological needs and which helps reduce amotivation. The aim of the current study was to examine the effects of students' perceived need support on four dimensions of amotivation in physical education (PE) ("deficiency in…

  4. Technology Enhanced Agricultural Education Learning Environments: An Assessment of Student Perceptions

    ERIC Educational Resources Information Center

    Alston, Antoine J.; English, Chastity Warren

    2007-01-01

    The purpose of this descriptive research study was to evaluate the effectiveness of Web-enhanced agricultural education pedagogy as perceived by students in a collegiate agricultural education program. Overall, respondents agreed there were many benefits to Web-enhanced courses and perceived all Web site components under study to be very useful.…

  5. The Importance of Social Learning Environment Factors for Affective Well-Being among Students

    ERIC Educational Resources Information Center

    Idsoe, Ella Maria Cosmovici

    2016-01-01

    We investigated whether perceived inclusion and exclusion with peers at school, as well as self-reported bullying exposure, affected positive and negative affect among 1161 students from grades five through seven. Positive affect was significantly, but only weakly, affected by perceived exclusion and inclusion. Negative affect was not related to…

  6. Do Learning Environments Differ across Subjects and Nations: Case Studies in Hawaii and Singapore Using the WIHIC Questionnaire

    ERIC Educational Resources Information Center

    Singh, Malkeet; McNeil, Jan Torbet

    2014-01-01

    The purpose of this study was to survey a sample of high school students in Hawaii and Singapore about what they perceive to be helpful aspects of classroom environments in their learning of science and humanities subjects. The What Is Happening In this Class? (WIHIC) questionnaire was administered in the fall of 2003 to 73 high school students in…

  7. Improvement of Self-regulated Learning in Mathematics through a Hypermedia Application: Differences based on Academic Performance and Previous Knowledge.

    PubMed

    Cueli, Marisol; Rodríguez, Celestino; Areces, Débora; García, Trinidad; González-Castro, Paloma

    2017-12-04

    Self-regulation on behalf of the student is crucial in learning Mathematics through hypermedia applications and is an even greater challenge in these IT environments. Two aims are formulated. First, to analyze the effectiveness of a hypermedia tool in improving perceived knowledge of self-regulatory strategies and the perceived usage of the planning, executing and assessment strategy on behalf of students with low, medium and high levels of academic performance. Second, to analyze the effectiveness of the hypermedia tool in improving perceived usage of the strategy for planning, monitoring and evaluating on behalf of students with a perceived knowledge (low, medium and high). Participants were 624 students (aged 10-13), classified into a treatment group (TG; 391) and a comparative group (CG; 233). They completed a questionnaire on perceived knowledge (Perceived Knowledge of Self-Regulatory Strategies) and another one on perceived usage of the strategy for planning, performing and evaluating (Inventory of Self-regulatory Learning Processes). Univariate covariance analyses (ANCOVAs) and Student-t tests were used. ANCOVA results were not statistically significant. However, the linear contrast indicated a significant improvement in perceived knowledge of strategies among the TG with low, medium and high academic performance (p ≤ .001). Results are discussed in the light of past and future research.

  8. Students' Perceived Challenges in an Online Collaborative Learning Environment: A Case of Higher Learning Institutions in Nairobi, Kenya

    ERIC Educational Resources Information Center

    Muuro, Maina Elizaphan; Wagacha, Waiganjo Peter; Oboko, Robert; Kihoro, John

    2014-01-01

    Earlier forms of distance education were characterized by minimal social interaction like correspondence, television, video and radio. However, the World Wide Web (WWW) and online learning introduced the opportunity for much more social interaction, particularly among learners, and this has been further made possible through social media in Web…

  9. 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.…

  10. Distance Education in Dental Hygiene Bachelor of Science Degree Completion Programs: As Perceived by Students and Faculty

    ERIC Educational Resources Information Center

    Tsokris, Maureen

    2010-01-01

    This study investigated student and faculty perceptions of their experiences with online learning in dental hygiene Bachelor of Science degree completion programs on the dimensions of: quality of learning, connectedness to the learning environment, technology factors and student satisfaction. The experiences of dental hygiene students who took…

  11. Dietetic Professionals' Perceptions of the Learning Environment, Perceived Learning, and Actual Learning of Online and Face-to-Face Journal Clubs

    ERIC Educational Resources Information Center

    Schumacher, Julie Raeder

    2009-01-01

    A journal club is defined as a group of individuals who meet regularly to discuss current trends in literature and have been advocated to bridge the gap of research and practice. With the popularity of the Internet, there are a variety of tools available for online learning through journal clubs including asynchronous discussions, which the…

  12. A Comparison of Actual and Preferred Classroom Environments as Perceived by Middle School Students

    ERIC Educational Resources Information Center

    Lai, Hsiang-Ru; Chou, Wei-Lun; Miao, Nae-Fang; Wu, Yu-Ping; Lee, Pi-Hsia; Jwo, Jiunn-Chern

    2015-01-01

    Background: A good classroom environment can promote students' learning motivation and affect their academic efficacy and adaptation. This study compares the perceptions of Taiwanese middle school students regarding actual and preferred classroom environments and explores the association with sex and grade level. Methods: Data were collected using…

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

    PubMed

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

    2011-11-01

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

  14. Learned helplessness and learned prevalence: exploring the causal relations among perceived controllability, reward prevalence, and exploration.

    PubMed

    Teodorescu, Kinneret; Erev, Ido

    2014-10-01

    Exposure to uncontrollable outcomes has been found to trigger learned helplessness, a state in which the agent, because of lack of exploration, fails to take advantage of regained control. Although the implications of this phenomenon have been widely studied, its underlying cause remains undetermined. One can learn not to explore because the environment is uncontrollable, because the average reinforcement for exploring is low, or because rewards for exploring are rare. In the current research, we tested a simple experimental paradigm that contrasts the predictions of these three contributors and offers a unified psychological mechanism that underlies the observed phenomena. Our results demonstrate that learned helplessness is not correlated with either the perceived controllability of one's environment or the average reward, which suggests that reward prevalence is a better predictor of exploratory behavior than the other two factors. A simple computational model in which exploration decisions were based on small samples of past experiences captured the empirical phenomena while also providing a cognitive basis for feelings of uncontrollability. © The Author(s) 2014.

  15. Clinical learning environment at Shiraz Medical School.

    PubMed

    Rezaee, Rita; Ebrahimi, Sedigheh

    2013-01-01

    Clinical learning occurs in the context of a dynamic environment. Learning environment found to be one of the most important factors in determining the success of an effective teaching program. To investigate, from the attending and resident's perspective, factors that may affect student leaning in the educational hospital setting at Shiraz University of Medical Sciences (SUMS). This study combined qualitative and quantitative methods to determine factors affecting effective learning in clinical setting. Residents evaluated the perceived effectiveness of the university hospital learning environment. Fifty two faculty members and 132 residents participated in this study. Key determinants that contribute to an effective clinical teaching were autonomy, supervision, social support, workload, role clarity, learning opportunity, work diversity and physical facilities. In a good clinical setting, residents should be appreciated and given appropriate opportunities to study in order to meet their objectives. They require a supportive environment to consolidate their knowledge, skills and judgment. © 2013 Tehran University of Medical Sciences. All rights reserved.

  16. In Our Learners' Shoes. A Language Teacher's Reflections on Language Learning.

    ERIC Educational Resources Information Center

    Cervi, David A.

    1989-01-01

    A language teacher's Japanese-language learning experiences in educational and immersion environments lead to assertions about the ineffectiveness of exclusive use of traditional instructional methodologies; exclusive dependence on osmosis for developing fluency; instructional materials that students perceive as beneath them; and assumptions that…

  17. Understanding Faculty Perceptions in Undergraduate Online Math Courses

    ERIC Educational Resources Information Center

    Bertram, Mary

    2017-01-01

    The purpose of this qualitative descriptive case study was to understand how online undergraduate math instructors perceive student learning in the online learning environment. With significantly higher attrition rates in online math courses, researchers should seek to identify instructional elements that could potentially lead to increased…

  18. Student perceptions of a virtual learning environment for a problem-based learning undergraduate medical curriculum.

    PubMed

    de Leng, Bas A; Dolmans, Diana H J M; Muijtjens, Arno M M; van der Vleuten, Cees P M

    2006-06-01

    To investigate the effects of a virtual learning environment (VLE) on group interaction and consultation of information resources during the preliminary phase, self-study phase and reporting phase of the problem-based learning process in an undergraduate medical curriculum. A questionnaire was administered to 355 medical students in Years 1 and 2 to ask them about the perceived usefulness of a virtual learning environment that was created with Blackboard for group interaction and the use of learning resources. The students indicated that the VLE supported face-to-face interaction in the preliminary discussion and in the reporting phase but did not stimulate computer-mediated distance interaction during the self-study phase. They perceived that the use of multimedia in case presentations led to a better quality of group discussion than if case presentations were exclusively text-based. They also indicated that the information resources that were hyperlinked in the VLE stimulated the consultation of these resources during self-study, but not during the reporting phase. Students indicated that the use of a VLE in the tutorial room and the inclusion of multimedia in case presentations supported processes of active learning in the tutorial groups. However, if we want to exploit the full potential of asynchronous computer-mediated communication to initiate in-depth discussion during the self-study phase, its application will have to be selective and deliberate. Students indicated that the links in the VLE to selected information in library repositories supported their learning.

  19. Learning to perceive in the sensorimotor approach: Piaget’s theory of equilibration interpreted dynamically

    PubMed Central

    Di Paolo, Ezequiel Alejandro; Barandiaran, Xabier E.; Beaton, Michael; Buhrmann, Thomas

    2014-01-01

    Learning to perceive is faced with a classical paradox: if understanding is required for perception, how can we learn to perceive something new, something we do not yet understand? According to the sensorimotor approach, perception involves mastery of regular sensorimotor co-variations that depend on the agent and the environment, also known as the “laws” of sensorimotor contingencies (SMCs). In this sense, perception involves enacting relevant sensorimotor skills in each situation. It is important for this proposal that such skills can be learned and refined with experience and yet up to this date, the sensorimotor approach has had no explicit theory of perceptual learning. The situation is made more complex if we acknowledge the open-ended nature of human learning. In this paper we propose Piaget’s theory of equilibration as a potential candidate to fulfill this role. This theory highlights the importance of intrinsic sensorimotor norms, in terms of the closure of sensorimotor schemes. It also explains how the equilibration of a sensorimotor organization faced with novelty or breakdowns proceeds by re-shaping pre-existing structures in coupling with dynamical regularities of the world. This way learning to perceive is guided by the equilibration of emerging forms of skillful coping with the world. We demonstrate the compatibility between Piaget’s theory and the sensorimotor approach by providing a dynamical formalization of equilibration to give an explicit micro-genetic account of sensorimotor learning and, by extension, of how we learn to perceive. This allows us to draw important lessons in the form of general principles for open-ended sensorimotor learning, including the need for an intrinsic normative evaluation by the agent itself. We also explore implications of our micro-genetic account at the personal level. PMID:25126065

  20. Web-based learning resources - new opportunities for competency development.

    PubMed

    Moen, Anne; Nygård, Kathrine A; Gauperaa, Torunn

    2009-01-01

    Creating web-based learning environments holds great promise for on the job training and competence development in nursing. The web-based learning environment was designed and customized by four professional development nurses. We interviewed five RNs that pilot tested the web-based resource. Our findings give some insight into how the web-based design tool are perceived and utilized, and how content is represented in the learning environment. From a competency development perspective, practicing authentic tasks in a web-based learning environment can be useful to train skills and keep up important routines. The approach found in this study also needs careful consideration. Emphasizing routines and skills can be important to reduce variation and ensure more streamlined practice from an institution-wide quality improvement efforts. How the emphasis on routines and skills plays out towards the individual's overall professional development needs further careful studies.

  1. Group Work in a Technology-Rich Environment

    ERIC Educational Resources Information Center

    Penner, Nikolai; Schulze, Mathias

    2010-01-01

    This paper addresses several components of successful language-learning methodologies--group work, task-based instruction, and wireless computer technologies--and examines how the interplay of these three was perceived by students in a second-year university foreign-language course. The technology component of our learning design plays a central…

  2. Welcoming Design--Hosting a Hospitable Online Course

    ERIC Educational Resources Information Center

    Ascough, Richard S.

    2007-01-01

    A discussion about how instructors can host a hospitable online learning environment can address one of the fundamental philosophical and theological concerns frequently expressed about online learning--the loss of face-to-face interaction and, with it, the loss of community building (cf. Delamarter 2005, 138). This perceived link between physical…

  3. Assessing Blackboard: Improving Online Instructional Delivery

    ERIC Educational Resources Information Center

    Chawdhry, Adnan A.; Paullet, Karen; Benjamin, Daniel

    2011-01-01

    Universities and colleges have been offering online classes without assessing the tools used for online learning management to determine student perceptions. An understanding of the benefits and concerns as perceived by the student population is essential to implementing an online education environment that is conducive to a student's learning.…

  4. Defense Acquisition Review Journal. Volume 16, Number 3, Issue 52

    DTIC Science & Technology

    2009-10-01

    This is also theorized to lead to increased ability for a student to transfer that learning experience into their everyday workplace experiences. In...hands-on, apprenticeship -type learning environment, increased motivation, and increased relevance for students through interactivity and...vation to learn and increasing perceived relevance of the instruction . This article covers the use of games and simulations in three different

  5. Utilization of virtual learning environments in the allied health professions.

    PubMed

    Butina, Michelle; Brooks, Donna; Dominguez, Paul J; Mahon, Gwendolyn M

    2013-01-01

    Multiple technology based tools have been used to enhance skill development in allied health education, which now includes virtual learning environments. The purpose of this study was to explore whether, and how, this latest instructional technology is being adapted in allied health education. An online survey was circulated to all Association of Schools of Allied Health Professions (ASAHP) member institutions and focused on three broad areas of virtual learning environments: the uses of, the perceived pros and cons of, and the outcomes of utilizing them. Results show 40% (17 of 42) of the respondent use some form of the technology. The use of virtual learning technology in other healthcare professions (e.g., medicine) demonstrates the potential benefits to allied health education.

  6. Learner Engagement Strategies in Online Class Environment

    ERIC Educational Resources Information Center

    Chakraborty, Misha

    2017-01-01

    This dissertation explores the area of student engagement. Precisely, the dissertation attempts to find out the importance, roles, significance and factors involved in online student engagement and their consequences in achieving a positive learning environment. The first stream of inquiry investigated the perceived links between students'…

  7. The Influence of Parental Self-Efficacy and Perceived Control on the Home Learning Environment of Young Children.

    PubMed

    Peacock-Chambers, Elizabeth; Martin, Justin T; Necastro, Kelly A; Cabral, Howard J; Bair-Merritt, Megan

    2017-03-01

    To: 1) examine sociodemographic factors associated with high parental self-efficacy and perceived control, and 2) determine how self-efficacy and control relate to the home learning environment (HLE), including whether they mediate the relationship between sociodemographic characteristics and HLE, among low-income parents of young children. Cross-sectional survey of English- and Spanish-speaking parents, 18 years of age and older, with children 15 to 36 months old, to assess parental self-efficacy, perceived control, HLE, and sociodemographic characteristics. Bivariate analysis identified sociodemographic predictors of high self-efficacy and control. Separate multivariate linear regression models were used to examine associations between self-efficacy, control, and the HLE. Formal path analysis was used to assess whether self-efficacy and control mediate the relationship between sociodemographic characteristics and HLE. Of 144 participants, 25% were white, 65% were immigrants, and 35% completed the survey in Spanish. US-born subjects, those who completed English surveys, or who had higher educational levels had significantly higher mean self-efficacy and perceived control scores (P < .05). Higher self-efficacy and perceived control were associated with a positive change in HLE score in separate multivariate models (self-efficacy β = .7 [95% confidence interval (CI), 0.5-0.9]; control β = .5 [95% CI, 0.2-0.8]). Self-efficacy acted as a mediator such that low self-efficacy explained part of the association between parental depressive symptoms, immigrant status, and less optimal HLE (P = .04 and < .001, respectively). High parental self-efficacy and perceived control positively influence HLEs of young children. Self-efficacy alone mediates the relationship between parental depressive symptoms, immigrant status, and less optimal early home learning. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  8. Evaluation of the learning experiences afforded through multipractice learning in primary care: a project in the development of a multiprofessional learning organisation.

    PubMed

    Layzell, Sarah

    2012-11-01

    This mixed methods study used questionnaires and focus groups to evaluate a multiprofessional learning environment in which undergraduate pharmacy students were attached to general practices to learn alongside general practice specialist trainees (GPSTRs). All 27 of the first cohort of third-year undergraduate pharmacists elected to take part in the study. Mean Interdisciplinary Education Perception Scale (IEPS) scores showed little change between pre- and post-attachment questionnaires in the four domains: competency and autonomy; perceived need for cooperation; perception of actual cooperation and understanding of others' values. Individual paired tests showed an increase in understanding the values of others, which did not achieve statistical significance. The questionnaires further identified issues of trainee pharmacists' perceived low status, and feeling undervalued. Focus groups increased understanding of the perceptions and identified what the trainees saw as the unique learning experiences of their attachements: opportunities to practice their professional roles; to explore professional boundaries; and to achieve a better understanding of the organisation of primary care. However, full participation in interprofessional learning was limited by the interactions of powerplay between doctors and other team members and the perceived differences in professional standing.

  9. The learning environment of paediatric interns in South Africa.

    PubMed

    Naidoo, Kimesh L; Van Wyk, Jacqueline M; Adhikari, Miriam

    2017-11-29

    South African (SA) paediatric interns (recently qualified medical graduates) work in a high disease burdened and resource deficient environment for two years, prior to independent practice. Perceptions of this learning environment (LE) influences their approaches to training as well as the outcomes of this period of development. Obstacles to creating a supportive LE and supervisor interaction affects the quality of this training. Measuring perceptions of the LE with validated instruments can help inform improvements in learning during this crucial period of medical education. The aims of this study was to determine the psychometric qualities of the Postgraduate Hospital Educational Environment Measure (PHEEM) amongst paediatric interns across four hospital complexes in South Africa and to measure the LE as perceived by both interns and their supervisors. Construct validity was tested using factor analysis and internal consistency was measured with Cronbach's alpha. A total of 209 interns and 60 supervisors (69% intern response rate) responded to the questionnaire. The PHEEM was found to be very reliable with an overall Cronbach's alpha of 0.943 and 0.874 for intern and supervisors respectively. Factor analysis using a 3-factor solution accounted for 42% of the variance with the teaching subscale having the best fit compared with the other sub-scales of the original tool. Most interns perceived the learning environment as being more positive than negative however, their perceptions differed significantly from that of their supervisors. Poor infrastructural support from institutions, excessive workloads and inadequate supervision were factors preventing optimal training of paediatric interns. The SA version of the PHEEM tool used was found to be a reliable and valid instrument for use in interns amongst high disease burdened contexts. Various obstacles to creating an ideal learning environment for paediatric interns were identified to be in need of urgent review. Key differences in perceptions of an ideal learning environment between interns and their supervisors need to be fully explored as these may result in sub-optimal supervision and mentoring.

  10. What Do Medical Students Perceive as Meaningful in the Psychiatry Clerkship Learning Environment? A Content Analysis of Critical Incident Narratives.

    PubMed

    Gathright, Molly M; Thrush, Carol; Guise, J Benjamin; Krain, Lewis; Clardy, James

    2016-04-01

    In order to better understand the professional development of medical students during their psychiatry clerkship, this study identifies common themes and characteristics of students' critical incident narratives which are designed to capture a recount of clerkship experiences they perceived as meaningful. A total of 205 narratives submitted by psychiatry clerkship students in 2010-2011 were subjected to a thematic analysis using a methodological approach and adaptation of categories derived from prior similar research. Descriptive content analysis was also carried out to assess the valence of the narrative content, characters involved, and whether there was evidence that the experience changed students' perspectives in some way. Narratives contained a variety of positive (19%) and negative content (24%) and many contained a hybrid of both (57%). The most common theme (29%) concerned issues of respect and disrespect in patient, clinical, and coworker interactions. In general, the majority (68%) of students' meaningful experience narratives reflected a change in their perspective (e.g., I learned that...). Narratives containing positive and hybrid content were associated with a change in students' perspective (χ(2) = 10.61, df = 2, p < 0.005). Medical students are keenly aware of the learning environment. Positive and hybrid critical incident narratives were associated with a stated change in their beliefs, attitudes, or behaviors due to the experience. Understanding the events that are meaningful to students can also provide rich feedback to medical educators regarding the ways in which students perceive clinical learning environments and how to best foster their professional development.

  11. How Do Students Perceive the Enhancement of their Own Learning? A Comparison of Two Education Faculties' Experiences in Building an Online Learning Community for Bachelor of Music Education and Bachelor of Education Students

    ERIC Educational Resources Information Center

    Rowley, Jennifer; O'Dea, Jennifer

    2009-01-01

    Enhancing learning and teaching in blended learning environments is a strategic goal of The University of Sydney as eLearning continues to grow. Blackboard (WebCT) was integrated into the undergraduate Bachelor of Education program curricula through e-readings, discussion boards, lectures and online assessment tasks. The study was undertaken among…

  12. A Study of the Pre-Licensure Nursing Students' Perception of the Simulation Learning Environment as Helpful in Achieving Clinical Competencies and Their Perception of the Impact of the Level of Fidelity

    ERIC Educational Resources Information Center

    Crary, Wendy M.

    2012-01-01

    The research question of this study was: to what degree do nursing students perceive using the High Fidelity Simulation (HFS) learning environment to be helpful in their ability to achieve clinical competency. The research sub-questions (7) explored the students' demographics as an influence on rating of reality and helpfulness and the…

  13. The CLEM Model: Path Analysis of the Mediating Effects of Attitudes and Motivational Beliefs on the Relationship between Perceived Learning Environment and Course Performance in an Undergraduate Non-Major Biology Course

    ERIC Educational Resources Information Center

    Partin, Matthew L.; Haney, Jodi J.

    2012-01-01

    In this study, the following questions were addressed in an undergraduate non-major biology course using a large lecture format: Is there a relationship between students' perceptions of their learning environment and course performance, and what roles do motivation and attitudes play in mediating that relationship? The purpose of this study was to…

  14. Perceived Teacher Affective Support in Relation to Emotional and Motivational Variables in Elementary School Science Classrooms in Turkey

    ERIC Educational Resources Information Center

    Sakiz, Gonul

    2017-01-01

    Background: In recent research, affective learning environments and affective support have been receiving increasing attention for their roles in stimulating students' learning outcomes. Despite its raising importance, little is known about affective support in educational contexts in developing countries. Moreover, international student…

  15. Sequencing Language and Activities in Teaching High School Chemistry. A Report to the National Science Foundation.

    ERIC Educational Resources Information Center

    Abraham, Michael R.; Renner, John W.

    A learning cycle consists of three phases: exploration; conceptual invention; and expansion of an idea. These phases parallel Piaget's functioning model of assimilation, disequilibrium and accomodation, and organization respectively. The learning cycle perceives students as actors rather than reactors to the environment. Inherent in that…

  16. Developing a Global Mindset: Learning of Global Leaders

    ERIC Educational Resources Information Center

    Cseh, Maria; Davis, Elizabeth B.; Khilji, Shaista E.

    2013-01-01

    Purpose: The purpose of this qualitative research study was to explore the requirements of leading in a global environment as perceived by the leaders participating in this study as well as the way these leaders learn and develop their global mindset. Design/methodology/approach: The research methodology informed by social constructivism included…

  17. Teachers' Perceptions of the Dimensions of the Psychosocial School Environment in Primary Schools in Trinidad and Tobago

    ERIC Educational Resources Information Center

    Gowrie, George; Ramdass, Mala

    2014-01-01

    The study explored some of the important psycho-social factors in the primary school environment that impact on students' learning as perceived by teachers. It also attempted to identify, describe and develop conceptual categories as separate dimensions of the social and emotional environment. The sample consisted of 187 teachers and 53 schools…

  18. Category Learning Research in the Interactive Online Environment Second Life

    NASA Technical Reports Server (NTRS)

    Andrews, Jan; Livingston, Ken; Sturm, Joshua; Bliss, Daniel; Hawthorne, Daniel

    2011-01-01

    The interactive online environment Second Life allows users to create novel three-dimensional stimuli that can be manipulated in a meaningful yet controlled environment. These features suggest Second Life's utility as a powerful tool for investigating how people learn concepts for unfamiliar objects. The first of two studies was designed to establish that cognitive processes elicited in this virtual world are comparable to those tapped in conventional settings by attempting to replicate the established finding that category learning systematically influences perceived similarity . From the perspective of an avatar, participants navigated a course of unfamiliar three-dimensional stimuli and were trained to classify them into two labeled categories based on two visual features. Participants then gave similarity ratings for pairs of stimuli and their responses were compared to those of control participants who did not learn the categories. Results indicated significant compression, whereby objects classified together were judged to be more similar by learning than control participants, thus supporting the validity of using Second Life as a laboratory for studying human cognition. A second study used Second Life to test the novel hypothesis that effects of learning on perceived similarity do not depend on the presence of verbal labels for categories. We presented the same stimuli but participants classified them by selecting between two complex visual patterns designed to be extremely difficult to label. While learning was more challenging in this condition , those who did learn without labels showed a compression effect identical to that found in the first study using verbal labels. Together these studies establish that at least some forms of human learning in Second Life parallel learning in the actual world and thus open the door to future studies that will make greater use of the enriched variety of objects and interactions possible in simulated environments compared to traditional experimental situations.

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

    PubMed

    Veerapen, Kiran; McAleer, Sean

    2010-09-24

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

  20. Simulated learning environments in speech-language pathology: an Australian response.

    PubMed

    MacBean, Naomi; Theodoros, Deborah; Davidson, Bronwyn; Hill, Anne E

    2013-06-01

    The rising demand for health professionals to service the Australian population is placing pressure on traditional approaches to clinical education in the allied health professions. Existing research suggests that simulated learning environments (SLEs) have the potential to increase student placement capacity while providing quality learning experiences with comparable or superior outcomes to traditional methods. This project investigated the current use of SLEs in Australian speech-language pathology curricula, and the potential future applications of SLEs to the clinical education curricula through an extensive consultative process with stakeholders (all 10 Australian universities offering speech-language pathology programs in 2010, Speech Pathology Australia, members of the speech-language pathology profession, and current student body). Current use of SLEs in speech-language pathology education was found to be limited, with additional resources required to further develop SLEs and maintain their use within the curriculum. Perceived benefits included: students' increased clinical skills prior to workforce placement, additional exposure to specialized areas of speech-language pathology practice, inter-professional learning, and richer observational experiences for novice students. Stakeholders perceived SLEs to have considerable potential for clinical learning. A nationally endorsed recommendation for SLE development and curricula integration was prepared.

  1. The Role of Pre-Service Teachers' Perceived Instrumentality, Goal Commitment, and Motivation in Their Self-Regulation Strategies for Learning in Teacher Education Courses

    ERIC Educational Resources Information Center

    Lee, Jumi; Turner, Jeannine

    2017-01-01

    This study investigated the influence of pre-service teachers' (n = 142) perceived endogenous/exogenous instrumentality, goal commitment, and intrinsic/extrinsic motivation on their use of self-regulation strategies (effort regulation, management of time and study environment) for their teacher-education courses. Data were drawn from a customised…

  2. A Social and Self-Reflective Approach to MALL

    ERIC Educational Resources Information Center

    Ros i Sole, Cristina; Calic, Jelena; Neijmann, Daisy

    2010-01-01

    There is a growing recognition that learning is increasingly taking place on the move and located beyond educational environments, "in the gaps of daily life" (Sharples et al., 2007). And yet, language learners have mostly been perceived as being fixed in particular contexts, whether in the educational environment, abroad, or in their…

  3. Journey into the Problem-Solving Process: Cognitive Functions in a PBL Environment

    ERIC Educational Resources Information Center

    Chua, B. L.; Tan, O. S.; Liu, W. C.

    2016-01-01

    In a PBL environment, learning results from learners engaging in cognitive processes pivotal in the understanding or resolution of the problem. Using Tan's cognitive function disc, this study examines the learner's perceived cognitive functions at each stage of PBL, as facilitated by the PBL schema. The results suggest that these learners…

  4. Faculty Satisfaction and Motivation: How Faculty Perceive Themselves in the Institutional Environment. ASHE Annual Meeting Paper.

    ERIC Educational Resources Information Center

    Spencer, Melinda G.; And Others

    The effect of the institutional culture on faculty commitment, motivation, and satisfaction when filtered through other factors in the organizational environment was investigated. Preliminary findings from research on "The Organizational Context for Teaching and Learning" at the National Center for Research to Improve Postsecondary…

  5. Cultural learning environment of upper secondary science students

    NASA Astrophysics Data System (ADS)

    Dhindsa, Harkirat S.

    2005-05-01

    The aims of this research were to validate the Cultural Learning Environment Questionnaire in the Brunei context and to evaluate culturally sensitive factors (gender equity, collaboration, deference, competition, teacher authority, modelling and congruence) of upper secondary students’ learning environment. The subjects of this study were 831 upper secondary science students from coeducational schools in Brunei. The data were collected by administering the Cultural Learning Environment Instrument developed by Fisher and Waldrip. Factor analysis and reliability results showed that the instrument was suitable for evaluating the six culturally sensitive factors associated with the cultural learning environment of Bruneian upper secondary students. The results also suggested that students believed both genders were treated equally in their classes. The students viewed that they were to some extent dependent learners; however, they were willing to give their independent views in their classes. The data also suggest that students perceived that they were equally cooperative and competitive. The culturally sensitive factors of the students’ cultural learning environment were not influenced by their gender, but regional variations in values for some of these factors were observed. Further research has been recommended to investigate how the students were equally cooperative and competitive, as well as what factors contributed to the regional differences.

  6. Multiple Views of Space: Continuous Visual Flow Enhances Small-Scale Spatial Learning

    ERIC Educational Resources Information Center

    Holmes, Corinne A.; Marchette, Steven A.; Newcombe, Nora S.

    2017-01-01

    In the real word, we perceive our environment as a series of static and dynamic views, with viewpoint transitions providing a natural link from one static view to the next. The current research examined if experiencing such transitions is fundamental to learning the spatial layout of small-scale displays. In Experiment 1, participants viewed a…

  7. Self-Regulation during E-Learning: Using Behavioural Evidence from Navigation Log Files

    ERIC Educational Resources Information Center

    Jeske, D.; Backhaus, J.; Stamov Roßnagel, C.

    2014-01-01

    The current paper examined the relationship between perceived characteristics of the learning environment in an e-module in relation to test performance among a group of e-learners. Using structural equation modelling, the relationship between these variables is further explored in terms of the proposed double mediation as outlined by Ning and…

  8. Impact of Cultural Differences on Students' Participation, Communication, and Learning in an Online Environment

    ERIC Educational Resources Information Center

    Yang, Dazhi; Olesova, Larissa; Richardson, Jennifer C.

    2010-01-01

    Being aware of cultural differences and knowing how to deal with related differences is critical for the success of online learning and training that involves learners from multiple countries and cultures. This study examines the perceived differences of participants from two different cultures on (1) students' participation behaviors; (2)…

  9. Constructivist Learning and Openness to Diversity and Challenge in Higher Education Environments

    ERIC Educational Resources Information Center

    Alt, Dorit

    2017-01-01

    The increasing calls for diversity research signal a need to explore contemporary learning and instruction strategies that respond to diversity in courses and curricula. The major objective of this research was to measure the level of openness to diversity and challenge (ODC) among college students as a function of their perceived constructivist…

  10. Impact of Bilingualism on Infants' Ability to Learn from Talking and Nontalking Faces

    ERIC Educational Resources Information Center

    Fort, Mathilde; Ayneto-Gimeno, Alba; Escrichs, Anira; Sebastian-Galles, Nuria

    2018-01-01

    To probably overcome the challenge of learning two languages at the same time, infants raised in a bilingual environment pay more attention to the mouth of talking faces than same-age monolinguals. Here we examined the consequences of such preference for monolingual and bilingual infants' ability to perceive nonspeech information coming from the…

  11. Relationships between High School Chemistry Students' Perceptions of a Constructivist Learning Environment and their STEM Career Expectations

    NASA Astrophysics Data System (ADS)

    Wild, Andrew

    2015-09-01

    Considerable attention has been devoted to factors affecting the persistence of women and historically underrepresented ethnic groups in their science education trajectories. The literature has focused more on structural factors that affect longitudinal outcomes rather than classroom experiences. This exploratory survey study described relationships among high school chemistry students' perceptions of a constructivist learning environment (CLE) and STEM career expectations. The sample included 693 students from 7 public high schools within the San Francisco Bay Area. Students' perceptions of a CLE predicted their expectations of entering a science career, but not engineering, computer, health, or mathematics-related careers. When all groups of students perceived the learning environment as more constructivist, they were more likely to expect science careers.

  12. The patient as experience broker in clinical learning.

    PubMed

    Stockhausen, Lynette J

    2009-05-01

    A review of the literature reveals deficit information on patient's involvement in student's learning. The study presented in this paper investigates how the educationally unprepared patient engages with students and experienced clinicians to become involved in learning and teaching encounters. As a qualitative study 14 adult patients were interviewed to determine how they perceived experienced clinicians and students engage in learning and teaching moments and how the patient contributes to students learning to care. Revealed is a new and exciting dimension in learning and teaching in the clinical environment. Patients as experience brokers are positioned in a unique learning triad as they mediate and observe teaching and learning to care between students and experienced clinicians whilst also becoming participants in teaching to care. Further investigation is warranted to determine the multi-dimensional aspects of patients' involvement in student learning in various clinical environments. Future studies have the potential to represent a new educational perspective (andragogy).

  13. Cause or effect? The relationship between student perception of the medical school learning environment and academic performance on USMLE Step 1.

    PubMed

    Wayne, Sharon J; Fortner, Sally A; Kitzes, Judith A; Timm, Craig; Kalishman, Summers

    2013-05-01

    A school's learning environment is believed to influence academic performance yet few studies have evaluated this association controlling for prior academic ability, an important factor since students who do well in school tend to rate their school's environment more highly than students who are less academically strong. To evaluate the effect of student perception of the learning environment on their performance on a standardized licensing test while controlling for prior academic ability. We measured perception of the learning environment after the first year of medical school in 267 students from five consecutive classes and related that measure to performance on United States Medical Licensing Examination (USMLE) Step 1, taken approximately six months later. We controlled for prior academic performance by including Medical College Admission Test score and undergraduate grade point average in linear regression models. Three of the five learning environment subscales were statistically associated with Step 1 performance (p < 0.05): meaningful learning environment, emotional climate, and student-student interaction. A one-point increase in the rating of the subscales (scale of 1-4) was associated with increases of 6.8, 6.6, and 4.8 points on the Step 1 exam. Our findings provide some evidence for the widely held assumption that a positively perceived learning environment contributes to better academic performance.

  14. Exploring perceptions of the educational environment among undergraduate physiotherapy students

    PubMed Central

    Lindquist, Ingrid; Sundberg, Tobias; Nilsson, Gunnar H.; Laksov, Klara B.

    2014-01-01

    Objectives The aim of this study was to explore areas of strength and weakness in the educational environment as perceived by undergraduate physiotherapy students and to investigate these areas in relation to the respondents’ demographic characteristics. Methods This study utilized a cross-sectional study design and employed the Dundee Ready Education Environment Measure, a 50-item, self-administered inventory relating to a variety of topics directly pertinent to educational environments. Convenience sampling was used, and the scores were compared across demographic variables. All undergraduate physiotherapy students in their first five terms of the programme in a major Swedish university were invited to participate in the study. Results A total of 222 students (80%) completed the inventory. With an overall score of 150/200 (75%), the students rated the educational environment in this institution as “more positive than negative”. Two items consistently received deprived scores - authoritarian teachers and teaching with an overemphasis on factual learning. Students in term 4 differed significantly from others, and students with earlier university education experience perceived the atmosphere more negatively than their counterparts. There were no significant differences with regards to other demographic variables. Conclusions This study provides valuable insight into how undergraduate physiotherapy students perceive their educational environment. In general, students perceived that their educational programme fostered a sound educational environment. However, some areas require remedial measures in order to enhance the educational experience. PMID:25341223

  15. Exploring perceptions of the educational environment among undergraduate physiotherapy students.

    PubMed

    Palmgren, Per J; Lindquist, Ingrid; Sundberg, Tobias; Nilsson, Gunnar H; Laksov, Klara B

    2014-07-19

    The aim of this study was to explore areas of strength and weakness in the educational environment as perceived by undergraduate physiotherapy students and to investigate these areas in relation to the respondents' demographic characteristics. This study utilized a cross-sectional study design and employed the Dundee Ready Education Environment Measure, a 50-item, self-administered inventory relating to a variety of topics directly pertinent to educational environments. Convenience sampling was used, and the scores were compared across demographic variables. All undergraduate physiotherapy students in their first five terms of the programme in a major Swedish university were invited to participate in the study. A total of 222 students (80%) completed the inventory. With an overall score of 150/200 (75%), the students rated the educational environment in this institution as "more positive than negative". Two items consistently received deprived scores - authoritarian teachers and teaching with an overemphasis on factual learning. Students in term 4 differed significantly from others, and students with earlier university education experience perceived the atmosphere more negatively than their counterparts. There were no significant differences with regards to other demographic variables. This study provides valuable insight into how undergraduate physiotherapy students perceive their educational environment. In general, students perceived that their educational programme fostered a sound educational environment. However, some areas require remedial measures in order to enhance the educational experience.

  16. Evaluation of the learning environment of urology residency training using the postgraduate hospital educational environment measure inventory.

    PubMed

    Binsaleh, Saleh; Babaeer, Abdulrahman; Alkhayal, Abdullah; Madbouly, Khaled

    2015-01-01

    The educational environment plays a crucial role in the learning process. We aimed to evaluate the educational-environment perceptions of Saudi urology residents using the postgraduate hospital educational environment measure (PHEEM) inventory, and to investigate associations of their perception with stages of residency program, regions of Saudi Arabia, and main sectors of the health care system. We used PHEEM to measure the educational environment of Saudi urology residents. Respondents' perception was compared regarding different levels of residency training, regions of Saudi Arabia, and sectors of the health care system. Internal reliability of the inventory was assessed using Cronbach's alpha coefficient. Out of 72 registered residents, 38 (53%) completed the questionnaire. The residents did not perceive their environment positively (77.7±16.5). No significant differences in perception were found among residents of different program stages or Saudi regions. Residents from different health care sectors differed significantly regarding the total PHEEM score (P=0.024) and the teaching subscale (P=0.017). The inventory showed a high internal consistency with Cronbach's alpha of 0.892. Saudi urology residents perceived the educational environment as less than satisfactory. Perception of the educational environment did not change significantly among different stages of the program or different regions of Saudi Arabia. However, some sectors of the health care system are doing better than others.

  17. The learning environment and resident burnout: a national study.

    PubMed

    van Vendeloo, Stefan N; Prins, David J; Verheyen, Cees C P M; Prins, Jelle T; van den Heijkant, Fleur; van der Heijden, Frank M M A; Brand, Paul L P

    2018-04-01

    Concerns exist about the negative impact of burnout on the professional and personal lives of residents. It is suggested that the origins of burnout among residents are rooted in the learning environment. We aimed to evaluate the association between the learning environment and burnout in a national sample of Dutch residents. We conducted a cross-sectional online survey among all Dutch residents in September 2015. We measured the learning environment using the three domain scores on content, organization, and atmosphere from the Scan of Postgraduate Educational Environment Domains (SPEED) and burnout using the Dutch version of the Maslach Burnout Inventory (UBOS-C). Of 1,231 responding residents (33 specialties), 185 (15.0%) met criteria for burnout. After adjusting for demographic (age, gender and marital status) and work-related factors (year of training, type of teaching hospital and type of specialty), we found a consistent inverse association between SPEED scores and the risk of burnout (aOR 0.54, 95% CI 0.46 to 0.62, p < 0.001). We found a strong and consistent inverse association between the perceived quality of the learning environment and burnout among residents. This suggests that the learning environment is of key importance in preventing resident burnout.

  18. Impact of technology-infused interactive learning environments on college professors' instructional decisions and practices

    NASA Astrophysics Data System (ADS)

    Kuda Malwathumullage, Chamathca Priyanwada

    Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors' perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students' academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors' pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors' instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the 'SCALE-UP model' participated in this study. Major data sources included classroom observations, interviews and questionnaires. An enumerative approach and the constant comparative method were utilized to analyze the data. According to the results obtained, all the participating college professors of this study employed a variety of instructional technologies and learning space features to actively engage their students in classroom activities. Participants were largely influenced by the instructional technology and the learning space features at lesson planning and execution stages whereas this influence was less notable at the student assessment stage. Overall, college professors perceive technology-infused interactive learning environments to be advantageous in terms of enabling flexibility and creativity along with easy facilitation of classroom activities. However, they felt challenged when designing effective classroom activities and preferred continuous professional development support. Overall, college professors' pedagogical decision making process, their perceived benefits and challenges seemed to be interrelated and centered on the learners and the learning process. Primary implication of this study is to implement effective professional development programs for college professors which enable them to familiarize themselves with student-centered pedagogy and effective classroom activity design along with the novel trends in learning space design and instructional technologies. Furthermore, higher education institutions need to devise incentives and recognition measures to appreciate college professors' contributions to advance scholarship of teaching and learning.

  19. Institutional Level Identity Control Strategies in the Distance Education Environment: A Survey of Administrative Staff

    ERIC Educational Resources Information Center

    Amigud, Alexander

    2013-01-01

    Physical separation of students and instructors creates the gap of anonymity and limited control over the remote learning environment. The ability of academic institutions to authenticate students and validate authorship of academic work at various points during a course is necessary for preserving not only perceived credibility but also public…

  20. Perception of Transfer Climate Factors in the Macro and Micro Organizational Work Environment

    ERIC Educational Resources Information Center

    Diggs, Byron Kenneth

    2011-01-01

    This qualitative study was designed to provide insight on the perceived transfer climate factors in the macro and micro organizational work environment that may influence an employee's willingness to transfer what was learned in a training program to the job. More specifically, the purpose of the study was to delineate descriptive patterns and…

  1. The Evaluation of the Performed Activities According to ELVES Method

    ERIC Educational Resources Information Center

    Erdem, Aliye

    2018-01-01

    Listening habit has an important share in the individual perceiving his/her environment and the world properly and complying with the social environment he/she lives. Because listening is an important skill which enables the individual to use the communication skills he/she learned both at school and out of school properly and to understand…

  2. Beyond the Desk. The ACTFL Foreign Language Education Series, Vol. 10.

    ERIC Educational Resources Information Center

    Christensen, Clay Ben

    The outer environment entails all the physical properties a person can perceive or sense from the exterior; the inner environment resides within the individual and may consist of two major properties: (1) one's degree of awareness and perceptual finesse; and (2) the affective domain. Because all of these factors influence learning, one part of…

  3. I Scratch and Sense but Can I Program? An Investigation of Learning with a Block Based Programming Language

    ERIC Educational Resources Information Center

    Simpkins, N. K.

    2014-01-01

    This article reports an investigation into undergraduate student experiences and views of a visual or "blocks" based programming language and its environment. An additional and central aspect of this enquiry is to substantiate the perceived degree of transferability of programming skills learnt within the visual environment to a typical…

  4. Developing Skills: Realistic Work Environments in Further Education. FEDA Reports.

    ERIC Educational Resources Information Center

    Armstrong, Paul; Hughes, Maria

    To establish the prevalence and perceived value of realistic work environments (RWEs) in colleges and their use as learning resources, all further education (FE) sector colleges in Great Britain were surveyed in the summer of 1998. Of 175 colleges that responded to 2 questionnaires for senior college managers and RWE managers, 127 had at least 1…

  5. Medical students' learning orientation regarding interracial interactions affects preparedness to care for minority patients: a report from Medical Student CHANGES.

    PubMed

    Burgess, Diana J; Burke, Sara E; Cunningham, Brooke A; Dovidio, John F; Hardeman, Rachel R; Hou, Yuefeng; Nelson, David B; Perry, Sylvia P; Phelan, Sean M; Yeazel, Mark W; van Ryn, Michelle

    2016-09-29

    There is a paucity of evidence on how to train medical students to provide equitable, high quality care to racial and ethnic minority patients. We test the hypothesis that medical schools' ability to foster a learning orientation toward interracial interactions (i.e., that students can improve their ability to successfully interact with people of another race and learn from their mistakes), will contribute to white medical students' readiness to care for racial minority patients. We then test the hypothesis that white medical students who perceive their medical school environment as supporting a learning orientation will benefit more from disparities training. Prospective observational study involving web-based questionnaires administered during first (2010) and last (2014) semesters of medical school to 2394 white medical students from a stratified, random sample of 49 U.S. medical schools. Analysis used data from students' last semester to build mixed effects hierarchical models in order to assess the effects of medical school interracial learning orientation, calculated at both the school and individual (student) level, on key dependent measures. School differences in learning orientation explained part of the school difference in readiness to care for minority patients. However, individual differences in learning orientation accounted for individual differences in readiness, even after controlling for school-level learning orientation. Individual differences in learning orientation significantly moderated the effect of disparities training on white students' readiness to care for minority patients. Specifically, white medical students who perceived a high level of learning orientation in their medical schools regarding interracial interactions benefited more from training to address disparities. Coursework aimed at reducing healthcare disparities and improving the care of racial minority patients was only effective when white medical students perceived their school as having a learning orientation toward interracial interactions. Results suggest that medical school faculty should present interracial encounters as opportunities to practice skills shown to reduce bias, and faculty and students should be encouraged to learn from one another about mistakes in interracial encounters. Future research should explore aspects of the medical school environment that contribute to an interracial learning orientation.

  6. Learning to perceive in the sensorimotor approach: Piaget's theory of equilibration interpreted dynamically.

    PubMed

    Di Paolo, Ezequiel Alejandro; Barandiaran, Xabier E; Beaton, Michael; Buhrmann, Thomas

    2014-01-01

    if understanding is required for perception, how can we learn to perceive something new, something we do not yet understand? According to the sensorimotor approach, perception involves mastery of regular sensorimotor co-variations that depend on the agent and the environment, also known as the "laws" of sensorimotor contingencies (SMCs). In this sense, perception involves enacting relevant sensorimotor skills in each situation. It is important for this proposal that such skills can be learned and refined with experience and yet up to this date, the sensorimotor approach has had no explicit theory of perceptual learning. The situation is made more complex if we acknowledge the open-ended nature of human learning. In this paper we propose Piaget's theory of equilibration as a potential candidate to fulfill this role. This theory highlights the importance of intrinsic sensorimotor norms, in terms of the closure of sensorimotor schemes. It also explains how the equilibration of a sensorimotor organization faced with novelty or breakdowns proceeds by re-shaping pre-existing structures in coupling with dynamical regularities of the world. This way learning to perceive is guided by the equilibration of emerging forms of skillful coping with the world. We demonstrate the compatibility between Piaget's theory and the sensorimotor approach by providing a dynamical formalization of equilibration to give an explicit micro-genetic account of sensorimotor learning and, by extension, of how we learn to perceive. This allows us to draw important lessons in the form of general principles for open-ended sensorimotor learning, including the need for an intrinsic normative evaluation by the agent itself. We also explore implications of our micro-genetic account at the personal level.

  7. The perceived stress and approach to learning effects on academic performance among Sudanese medical students.

    PubMed

    Mirghni, Hyder Osman; Elnour, Mohammed Adam Ahmed

    2017-04-01

    There is an increasing awareness of the perceived stress and approach to learning effects on academic achievement. This study aimed to assess the educational environment and approach to learning in clinical phase medical students. This comparative cross-sectional study was conducted among fifty-nine clinical stage medical students at Omdurman Islamic University (Khartoum, Sudan) during the period from June to August 2016. All the participants signed a written informed consent, then responded to a structured questionnaire to collect demographic data, the two process study questionnaires and the perceived stress questionnaire. The ethical committee of Omdurman Islamic University approved the research, and the Statistical Package for Social Sciences was used to compare the students based on sex, class, and their grades. Data were analyzed by SPSS version 22, using descriptive statistics and t-test. There were fifty-nine medical students, of whom 41.5% were males with a mean age of 22.62±1.84 years. Stress was evident in the majority of medical students (88.1%). The students are using the deep approach to learning more than the superficial approach (The total score was 29.49±6.39 for the deep approach, while it was 20.81±6.94 for the superficial approach). In the current study, no differences were found regarding sex, class, or grades apart from the superficial approach which was used less among women. The perceived stress was prevalent among medical students in Omdurman Islamic University, Sudan, the students used the deep approach to learning more than the superficial, no differences were evident in the perceived stress and the learning approach in relation to sex, class level or grades apart from less superficial approach among women.

  8. An Examination of the Impact of Computer-Based Animations and Visualization Sequence on Student Understanding of Hadley Cells in Atmospheric Circulation

    ERIC Educational Resources Information Center

    Harris, Daniel Wyatt

    2012-01-01

    Research examining animation use for student learning has been conducted in the last two decades across a multitude of instructional environments and content areas. The extensive construction and implementation of animations in learning resulted from the availability of powerful computing systems and the perceived advantages the novel medium…

  9. Students' Reception of Peer Assessment of Group-Work Contributions: Problematics in Terms of Race and Gender Emerging from a South African Case Study

    ERIC Educational Resources Information Center

    Thondhlana, Gladman; Belluigi, Dina Zoe

    2017-01-01

    Participatory assessment is increasingly employed in higher education worldwide as a formative mechanism to support students' active learning. But do students in an increasingly relationally diverse environment perceive that peer assessment of individuals' contributions to group-work tasks enhances their learning? Recognising the impact of…

  10. Exploring the Perceived Benefits and Limitations of a School-Based Social-Emotional Learning Program: A Concept Map Evaluation

    ERIC Educational Resources Information Center

    Haymovitz, Ethan; Houseal-Allport, Pia; Lee, R. Scott; Svistova, Juliana

    2018-01-01

    Schools today are faced with the challenge of equipping students with the skills they need to succeed in life outside the classroom while also teaching the academic material required. More often, teachers are called on to establish environments in which students learn social and emotional skills alongside academics. With increased recognition that…

  11. Gifted Achievers and Gifted Underachievers: The Impact of Learning Style Preferences in the Classroom.

    ERIC Educational Resources Information Center

    Rayneri, Letty J.; Gerber, Brian L.; Wiley, Larry P.

    2003-01-01

    A study involving 62 gifted students (grades 6-8) found many low-achievers (n=16) showed a strong need for tactile and kinesthetic modalities; intake of food, drinks, or both; sound in the learning environment; informal seating design; and dim lighting. The low achievers did not perceive themselves to be persistent. (Contains references.)…

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

    PubMed Central

    Veerapen, Kiran; McAleer, Sean

    2010-01-01

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

  13. Learning in the real place: medical students' learning and socialization in clerkships at one medical school.

    PubMed

    Han, Heeyoung; Roberts, Nicole K; Korte, Russell

    2015-02-01

    To understand medical students' learning experiences in clerkships: learning expectations (what they expect to learn), learning process (how they learn), and learning outcomes (what they learn). Using a longitudinal qualitative research design, the authors followed the experiences of 12 participants across their clerkship year (2011-2012) at the Southern Illinois University School of Medicine. Interview data from each participant were collected at three points (preclerkship, midclerkship, and postclerkship) and analyzed using a grounded theory approach. Additionally, the authors observed participants through a full clerkship day to augment the interviews. Before clerkships, students expected to have more hands-on experiences and become more knowledgeable by translating textbook knowledge to real patients and practicing diagnostic thinking. During clerkships, students experienced ambiguity and subjectivity of attending physicians' expectations and evaluation criteria. They perceived that impression management was important to ensure that they received learning opportunities and good evaluations. After clerkships, students perceived that their confidence increased in navigating the health care environments and interacting with patients, attendings, and residents. However, they felt that there were limited opportunities to practice diagnostic thinking. Students could not clearly discern the decision-making processes used by attending physicians. Although they saw many patients, they perceived that their learning was at the surface level. Students' experiential learning in clerkships occurred through impression management as a function of dynamic social and reciprocal relationships between students and attendings or residents. Students reported that they did not learn comprehensive clinical reasoning skills to the degree they expected in clerkships.

  14. Teaching Theory in Occupational Therapy Using a Cooperative Learning: A Mixed-Methods Study.

    PubMed

    Howe, Tsu-Hsin; Sheu, Ching-Fan; Hinojosa, Jim

    2018-01-01

    Cooperative learning provides an important vehicle for active learning, as knowledge is socially constructed through interaction with others. This study investigated the effect of cooperative learning on occupational therapy (OT) theory knowledge attainment in professional-level OT students in a classroom environment. Using a pre- and post-test group design, 24 first-year, entry-level OT students participated while taking a theory course in their second semester of the program. Cooperative learning methods were implemented via in-class group assignments. The students were asked to complete two questionnaires regarding their attitudes toward group environments and their perception toward group learning before and after the semester. MANCOVA was used to examine changes in attitudes and perceived learning among groups. Students' summary sheets for each in-class assignment and course evaluations were collected for content analysis. Results indicated significant changes in students' attitude toward working in small groups regardless of their prior group experience.

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

    NASA Astrophysics Data System (ADS)

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

    2013-06-01

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

  16. Effect of Practice Ownership on Work Environment, Learning Culture, Psychological Safety, and Burnout.

    PubMed

    Cuellar, Alison; Krist, Alex H; Nichols, Len M; Kuzel, Anton J

    2018-04-01

    Physicians have joined larger groups and hospital systems in the face of multiple environmental challenges. We examine whether there are differences across practice ownership in self-reported work environment, a practice culture of learning, psychological safety, and burnout. Using cross-sectional data from staff surveys of small and medium-size practices that participated in EvidenceNOW in Virginia, we tested for differences in work environment, culture of learning, psychological safety, and burnout by practice type. We conducted weighted multivariate linear regression of outcomes on ownership, controlling for practice size, specialty mix, payer mix, and whether the practice was located in a medically underserved area. We further analyzed clinician and staff responses separately. Participating were 104 hospital-owned and 61 independent practices and 24 federally qualified health centers (FQHCs). We analyzed 2,005 responses from practice clinicians and staff, a response rate of 49%. Working in a hospital-owned practice was associated with favorable ratings of work environment, psychological safety, and burnout compared with independent practices. When we examined separately the responses of clinicians vs staff, however, the association appears to be largely driven by staff. Hospital ownership was associated with positive perceptions of practice work environment and lower burnout for staff relative to independent ownership, whereas clinicians in FQHCs perceive a more negative, less joyful work environment and burnout. Our findings are suggestive that clinician and nonclinician staff perceive practice adaptive reserve differently, which may have implications for creating the energy for ongoing quality improvement work. © 2018 Annals of Family Medicine, Inc.

  17. The Effects of a Robot Game Environment on Computer Programming Education for Elementary School Students

    ERIC Educational Resources Information Center

    Shim, Jaekwoun; Kwon, Daiyoung; Lee, Wongyu

    2017-01-01

    In the past, computer programming was perceived as a task only carried out by computer scientists; in the 21st century, however, computer programming is viewed as a critical and necessary skill that everyone should learn. In order to improve teaching of problem-solving abilities in a computing environment, extensive research is being done on…

  18. Predicting academic performance of dental students using perception of educational environment.

    PubMed

    Al-Ansari, Asim A; El Tantawi, Maha M A

    2015-03-01

    Greater emphasis on student-centered education means that students' perception of their educational environment is important. The ultimate proof of this importance is its effect on academic performance. The aim of this study was to assess the predictability of dental students' grades as indicator of academic performance through their perceptions of the educational environment. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to assess dental students' perceptions of their educational environment at the University of Dammam, Saudi Arabia, in academic year 2012-13. Aggregate grades in courses were collected at the end of the semester and related to levels of perception of the five DREEM domains using regression analysis. The response rate was 87.1% among all students in Years 2-6. As the number of students perceiving excellence in learning increased, the number of students with A grades increased. Perception of an environment with problems in the atmosphere and social life increased the number of students with D and F grades. There was no relation between any of the DREEM domains and past academic performance as measured by GPA. This study concludes that these students' academic performance was affected by various aspects of perceiving the educational environment. Improved perception of learning increased the number of high achievers, whereas increased perception of problems in atmosphere and social life increased the number of low achievers and failing students.

  19. College Students' Perceptions of Personal Learning Environments through the Lens of Digital Tools, Processes and Spaces

    ERIC Educational Resources Information Center

    Dabbagh, Nada; Fake, Helen

    2017-01-01

    A review of the literature reveals there is a gap in the research regarding how students currently perceive PLEs and how they structure their PLEs to support their learning goals. The purpose of this study was to establish an understanding of college students' perceptions of PLEs and what digital tools are currently being used to structure PLEs in…

  20. Undergraduate Social Work Students: Learning Interviewing Skills in a Hybrid Practice Class

    ERIC Educational Resources Information Center

    Barclay, Barbara

    2012-01-01

    This action research case study explored undergraduate social work students' perceived learning of interviewing skills in a hybrid environment course delivery. The single case study consisted of 19 students enrolled in a practice course blending web-based and face-to-face (f2f) meetings (4 of 15 f2f) within a large urban college. As part of…

  1. Communication and Control in Organizations: Applying the Work of James Thompson and Gregory Bateson to Interpretive Research.

    DTIC Science & Technology

    1985-07-01

    learning ’, ’adaptations’, ’process’, and ’ abstraction ...hierarchy. Rather, he argues through a combina- tion of cybernetic epistemology, learning theory, and cognitive models, that patterned collective...systemic ability to perceive and respond to pattern and variance in the ’environment’. Each level of abstraction can be considered a ’meta’

  2. The Neglected Importance of Feedback Perception in Learning: An Analysis of Children and Adults' Uptake of Quantitative Feedback in a Mathematics Simulation Environment

    ERIC Educational Resources Information Center

    Blair, Kristen Pilner

    2009-01-01

    Research addressing the effectiveness of feedback for learning has focused on many dimensions of feedback, including the timing (Kulik & Kulik, 1988), type (Mory, 2004), and amount of available information (Dempsey et. al, 1993). Much of the feedback research in education has tacitly assumed that the available information is perceived, and any…

  3. If You Go down to the Woods Today...: Developing a Whole-School Culture Where It Is Safe to Take Risks

    ERIC Educational Resources Information Center

    Peacock, Alison

    2008-01-01

    Children have much to learn from the natural environment and from working in partnership with each other. This article explores the real-life challenges of encouraging creative adventurous play within the perceived confines of the primary curriculum. The author shares the story of a whole-school learning adventure and aims to remind us of the…

  4. Changes in Perceived Supervision Quality After Introduction of Competency-Based Orthopedic Residency Training: A National 6-Year Follow-Up Study.

    PubMed

    van Vendeloo, Stefan N; Brand, Paul L P; Kollen, Boudewijn J; Verheyen, Cees C P M

    2018-04-27

    To evaluate the perceived quality of the learning environment, before and after introduction of competency-based postgraduate orthopedic education. From 2009 to 2014, we conducted annual surveys among Dutch orthopedic residents. The validated Dutch Residency Educational Climate Test (D-RECT, 50 items on 11 subscales) was used to assess the quality of the learning environment. Scores range from 1 (poor) to 5 (excellent). Dynamic cohort follow-up study. All Dutch orthopedic residents were surveyed during annual compulsory courses. Over the 6-year period, 641 responses were obtained (response rate 92%). Scores for "supervision" (95% CI for difference 0.06-0.28, p = 0.002) and "coaching and assessment" (95% CI 0.11-0.35, p < 0.001) improved significantly after introduction of competency-based training. There was no significant change in score on the other subscales of the D-RECT. After the introduction of some of the core components of competency-based postgraduate orthopedic education the perceived quality of "supervision" and "coaching and assessment" improved significantly. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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

    PubMed

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

    2016-06-01

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

  6. Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates' Attitudes toward Science in Inquiry-Based Biology Laboratory Classes.

    PubMed

    Gormally, Cara

    2017-01-01

    For science learning to be successful, students must develop attitudes toward support future engagement with challenging social issues related to science. This is especially important for increasing participation of students from underrepresented populations. This study investigated how participation in inquiry-based biology laboratory classes affected students' attitudes toward science, focusing on deaf, hard-of-hearing, and hearing signing students in bilingual learning environments (i.e., taught in American Sign Language and English). Analysis of reflection assignments and interviews revealed that the majority of students developed positive attitudes toward science and scientific attitudes after participating in inquiry-based biology laboratory classes. Attitudinal growth appears to be driven by student value of laboratory activities, repeated direct engagement with scientific inquiry, and peer collaboration. Students perceived that hands-on experimentation involving peer collaboration and a positive, welcoming learning environment were key features of inquiry-based laboratories, affording attitudinal growth. Students who did not perceive biology as useful for their majors, careers, or lives did not develop positive attitudes. Students highlighted the importance of the climate of the learning environment for encouraging student contribution and noted both the benefits and pitfalls of teamwork. Informed by students' characterizations of their learning experiences, recommendations are made for inquiry-based learning in college biology. © 2017 C. Gormally. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  7. An application of the TROFLEI in secondary-school science classes in New Zealand

    NASA Astrophysics Data System (ADS)

    Bhan Koul, Rekha; Fisher, D. L.; Shaw, Toni

    2011-07-01

    Background and purpose: The present study reports on the findings of a study conducted in New Zealand using the actual and preferred forms of a classroom environment instrument, the Technology-Rich Outcomes-focussed Learning Environment Inventory (TROFLEI) and three affective outcome scales. Main aims of this study were to validate the instrument for use in New Zealand; to investigate differences between students' perceptions of (a) actual and preferred learning environments, (b) year levels and (c) gender; and to investigate associations between science classroom learning environment, attitude and self-efficacy. Sample TROFLEI was administered to 1027 high-school students from 30 classes. Design and method The 80-item TROFLEI assesses 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, equity, differentiation, computer usage and young adult ethos. The three affective outcome scales used in the study are attitude to subject, attitude to computers and academic efficacy. Results The validity and reliability of the TROFLEI and three affective outcome scales for use in New Zealand were established. Differences in actual and preferred scores confirmed that students participating in the study sought better learning environments. Female students generally perceived their technology-related learning environment more positively. Year-13 students had consistently higher means for most (8 out of 13) of the learning environment dimensions. Statistically significant associations were found between the scales of TROLFLEI and three affective outcome scales. Conclusions The results of this study assist us in understanding the psychosocial learning environments in New Zealand in a technology-supported classroom and to determine its effectiveness in terms of selected learner outcomes.

  8. Undergraduate educational environment, perceived preparedness for postgraduate clinical training, and pass rate on the National Medical Licensure Examination in Japan.

    PubMed

    Tokuda, Yasuharu; Goto, Eiji; Otaki, Junji; Jacobs, Joshua; Omata, Fumio; Obara, Haruo; Shapiro, Mina; Soejima, Kumiko; Ishida, Yasushi; Ohde, Sachiko; Takahashi, Osamu; Fukui, Tsuguya

    2010-05-20

    We investigated the views of newly graduating physicians on their preparedness for postgraduate clinical training, and evaluated the relationship of preparedness with the educational environment and the pass rate on the National Medical Licensure Examination (NMLE). Data were obtained from 2429 PGY-1 physicians-in-training (response rate, 36%) using a mailed cross-sectional survey. The Dundee Ready Education Environment Measure (DREEM) inventory was used to assess the learning environment at 80 Japanese medical schools. Preparedness was assessed based on 6 clinical areas related to the Association of American Medical Colleges Graduation Questionnaire. Only 17% of the physicians-in-training felt prepared in the area of general clinical skills, 29% in basic knowledge of diagnosis and management of common conditions, 48% in communication skills, 19% in skills associated with evidence-based medicine, 54% in professionalism, and 37% in basic skills required for a physical examination. There were substantial differences among the medical schools in the perceived preparedness of their graduates. Significant positive correlations were found between preparedness for all clinical areas and a better educational environment (all p < 0.01), but there were no significant associations between the pass rate on the NMLE and perceived preparedness for any clinical area, as well as pass rate and educational environment (all p > 0.05). Different educational environments among universities may be partly responsible for the differences in perceived preparedness of medical students for postgraduate clinical training. This study also highlights the poor correlation between self-assessed preparedness for practice and the NMLE.

  9. Undergraduate educational environment, perceived preparedness for postgraduate clinical training, and pass rate on the National Medical Licensure Examination in Japan

    PubMed Central

    2010-01-01

    Background We investigated the views of newly graduating physicians on their preparedness for postgraduate clinical training, and evaluated the relationship of preparedness with the educational environment and the pass rate on the National Medical Licensure Examination (NMLE). Methods Data were obtained from 2429 PGY-1 physicians-in-training (response rate, 36%) using a mailed cross-sectional survey. The Dundee Ready Education Environment Measure (DREEM) inventory was used to assess the learning environment at 80 Japanese medical schools. Preparedness was assessed based on 6 clinical areas related to the Association of American Medical Colleges Graduation Questionnaire. Results Only 17% of the physicians-in-training felt prepared in the area of general clinical skills, 29% in basic knowledge of diagnosis and management of common conditions, 48% in communication skills, 19% in skills associated with evidence-based medicine, 54% in professionalism, and 37% in basic skills required for a physical examination. There were substantial differences among the medical schools in the perceived preparedness of their graduates. Significant positive correlations were found between preparedness for all clinical areas and a better educational environment (all p < 0.01), but there were no significant associations between the pass rate on the NMLE and perceived preparedness for any clinical area, as well as pass rate and educational environment (all p > 0.05). Conclusion Different educational environments among universities may be partly responsible for the differences in perceived preparedness of medical students for postgraduate clinical training. This study also highlights the poor correlation between self-assessed preparedness for practice and the NMLE. PMID:20487536

  10. Self-perceived long-term transfer of learning after postpartum hemorrhage simulation training.

    PubMed

    de Melo, Brena Carvalho Pinto; Rodrigues Falbo, Ana; Sorensen, Jette Led; van Merriënboer, Jeroen J G; van der Vleuten, Cees

    2018-05-01

    To explore long-term transfer (application of acquired knowledge and skills on the job) after postpartum hemorrhage simulation training based on either instructional design (ID) principles or conventional best practice. In this qualitative study, semi-structured interviews with obstetrics and gynecology healthcare practitioners were conducted between August 7 and September 26, 2015, in Recife, Brazil. The participants were randomly selected from each of two postpartum hemorrhage simulations attended 2 years earlier (one ID and one conventional best practice). Thematic analysis was used to explore (1) residents' perceptions of long-term transfer of learning, (2) ID elements influencing the perceived long-term transfer, and (3) differences in the participants' perceptions according to the type of simulation attended. There were 12 interview participants. After either simulation format, residents perceived long-term transfer effects. Training design factors influencing transfer were, in their opinion, related to trainees' characteristics, simulation design, and workplace environment. Trainees who participated in the ID-based simulation perceived better communication skills and better overall situational awareness: "I didn't do that before." All residents perceived long-term transfer after simulation training for postpartum hemorrhage. Those who attended the ID format additionally perceived improvements in communication skills and situational awareness, which are fundamental factors in the management of postpartum hemorrhage. © 2018 International Federation of Gynecology and Obstetrics.

  11. Learning style preferences: A study of pre-clinical medical students in Barbados.

    PubMed

    Ojeh, Nkemcho; Sobers-Grannum, Natasha; Gaur, Uma; Udupa, Alaya; Majumder, Md Anwarul Azim

    2017-10-01

    Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students' learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. The VARK questionnaire was administered to pre-clinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. The majority of the students were multimodal learners with no differences observed between males (59.5%) and females (60.0%), with tetramodal being the most common. Read/write (33.8%) followed by kinesthetic (32.5%) were the most common learning style preferences. The sensory modality preference for females was read/write (34.2%) and for males it was kinesthetic (40.5%). Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might assist educators in designing blended teaching strategies to cater to the students' needs as well as help the students in becoming aware of their learning style preferences to enhance learning.

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

    PubMed

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

    2015-09-01

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

  13. Nursing students' perceptions of hospital learning environments--an Australian perspective.

    PubMed

    Chan, Dominic S

    2004-01-01

    Clinical education is a vital component in the curricula of pre-registration nursing courses and provides student nurses with the opportunity to combine cognitive, psychomotor, and affective skills. Various studies have suggested that not all practice settings are able to provide nursing students with a positive learning environment. In order to maximize nursing students' clinical learning outcomes, there is a need to examine the clinical learning environment. The purpose of this study was to assess pre-registration nursing students' perceptions of hospital learning environments during clinical field placement. Quantitative and qualitative methodology was used. One hundred and eight students provided quantitative data through completion of the survey instrument, the Clinical Learning Environment Inventory (Actual and Preferred forms). Each form is a 5-point Likert-type questionnaire, made up of 35 items consisted of 5 scales with 7 items per scale. Qualitative data, obtained through semi-structured interview of 21 students from the same cohort, were used to explain and support the quantitative findings. There were significant differences between students' actual and preferred perceptions of the clinical learning environments. Generally students preferred a more positive and favourable clinical environment than they perceived as being actually present. Since participants consisted of nursing students from just one university nursing school in South Australia, the findings may not be representative of all nursing students in general with respect to their clinical placement. However, the value of this study lies in the resulting implication for nursing education and future research. A better understanding of what constitutes quality clinical education from the students' perspective would be valuable in providing better educational experiences.

  14. The professional learning community as perceived by Israeli school superintendents, principals and teachers

    NASA Astrophysics Data System (ADS)

    Schechter, Chen

    2012-12-01

    A professional learning community (PLC) facilitates collaborative learning among colleagues at all levels in their common working environment. PLCs are particularly useful in schools, with teachers and principals meeting regularly to solve problems relating to teaching and learning. Being a means of improving student achievement, PLCs have received growing support from researchers and practitioners alike, yet some professionals are still exploring ways to develop learning networks focusing on teaching and learning issues. The purpose of this study was to examine Israeli teachers', principals', and superintendents' perceptions of inhibiting and fostering factors of the PLC. In this qualitative, topic-oriented study, face-to-face interviews were conducted with 15 teachers from elementary, middle and secondary schools and their respective principals (15) and superintendents (15). Generating themes was inductive, grounded in the perspectives articulated by participants. The principals and the teachers indicated that overload, a lack of resources and top-down commands were PLC-inhibiting factors. The superintendents saw the principal's leadership style as a main PLC-fostering factor. Understanding how these three echelons in the school system perceive the inhibiting and fostering factors of a PLC could indicate whether and how this collaborative learning process can be nurtured and sustained in schools.

  15. Preservice Early Childhood Educators' Perceptions of Outdoor Settings as Learning Environments

    ERIC Educational Resources Information Center

    Ernst, Julie; Tornabene, Ladona

    2012-01-01

    In the context of encouraging the use of natural settings for educational experiences with young children, an exploratory study using survey research and photographs of outdoor settings was conducted to understand how preservice early childhood educators perceive these settings and what educational opportunities, motivations, and barriers they…

  16. Student Perceptions of Online Course Quality: A Comparison by Academic Discipline

    ERIC Educational Resources Information Center

    Wilcox, Brian Riley

    2013-01-01

    The recent rapid proliferation of distance education necessitates the need for strong levels of academic accountability. An important factor found to influence and predict student success is students' perceptions of their online courses. Understanding how learners perceive their online learning environment is paramount to effective course design…

  17. The Impact of Codes of Conduct on Stakeholders

    ERIC Educational Resources Information Center

    Newman, Wayne R.

    2015-01-01

    The purpose of this study was to determine how an urban school district's code of conduct aligned with actual school/class behaviors, and how stakeholders perceived the ability of this document to achieve its number one goal: safe and productive learning environments. Twenty participants including students, teachers, parents, and administrators…

  18. Student Residences: From Housing to Education

    ERIC Educational Resources Information Center

    Parameswaran, Ashvin; Bowers, Jack

    2014-01-01

    There is a long history of universities perceiving residences as pivotal in the learning process. Over the last 50 years, the nature and efficacy of residential environments as an educational tool have been extensively researched. However, within some sections of the tertiary residential sector, in the United States, the United Kingdom, New…

  19. "Time Is Not Enough." Workload in Higher Education: A Student Perspective

    ERIC Educational Resources Information Center

    Kyndt, Eva; Berghmans, Inneke; Dochy, Filip; Bulckens, Lydwin

    2014-01-01

    Students' workload has been recognised as a major factor in the teaching and learning environment. This paper starts by structuring the different conceptualisations of workload described in the scientific literature. Besides the traditional distinction between objective and subjective or perceived workload, a distinction between conceptualisations…

  20. Benefits of Professional Development Schools: The Hidden Message in the Forest.

    ERIC Educational Resources Information Center

    Kochan, Frances K.

    1998-01-01

    Investigated the benefits of Professional Development School (PDS) endeavors as perceived by university faculty participating in the Holmes Group. Data from open-ended surveys identified four themes related to PDS benefits: (1) improved teaching/learning environments; (2) improved collegiality in professional relationships; (3) personal and…

  1. Fostering Problem-Solving in a Virtual Environment

    ERIC Educational Resources Information Center

    Morin, Danielle; Thomas, Jennifer D. E.; Saadé, Raafat George

    2015-01-01

    This article investigates students' perceptions of the relationship between Problem-Solving and the activities and resources used in a Web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. We assess for the different learning components of the course, the extent of perceived problem-solving skills…

  2. Transformational Leadership Characteristics Necessary for Today's Leaders in Higher Education

    ERIC Educational Resources Information Center

    Basham, Lloyd Moman

    2012-01-01

    This study is concerned with the traits and characteristics of presidents of institutions of higher education who are considered transformational leaders. The study adds current data to the published and perceived characterization of leaders in higher education and their approaches to changing the learning environment at their institutions. This…

  3. Measuring Cognitive Load: A Comparison of Self-Report and Physiological Methods

    ERIC Educational Resources Information Center

    Joseph, Stacey

    2013-01-01

    This study explored three methods to measure cognitive load in a learning environment using four logic puzzles that systematically varied in level of intrinsic cognitive load. Participants' perceived intrinsic load was simultaneously measured with a self-report measure-a traditional subjective measure-and two objective, physiological measures…

  4. Pathways to Peace: Promoting Non-Violent Learning Environments.

    ERIC Educational Resources Information Center

    Johnson, Celia E.; Templeton, Rosalyn Anstine; Wan, Guofang

    This qualitative study explored the effects of the Second Step Curriculum, designed to teach the social skills necessary for children to peacefully solve problems and resolve conflicts through empathy training, impulse control, and anger management. The study focused on teachers' perceptions of the program: what they perceived to be the program…

  5. Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

    ERIC Educational Resources Information Center

    Savasci, Funda; Berlin, Donna F.

    2012-01-01

    Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and…

  6. Teachers' Implementation of a Game-Based Biotechnology Curriculum

    ERIC Educational Resources Information Center

    Eastwood, Jennifer L.; Sadler, Troy D.

    2013-01-01

    Research in education suggests that computer games can serve as powerful learning environments, however, teachers perceive many obstacles to using games as teaching tools. In this study, we examine three science teachers' implementation and perceptions of a curriculum unit incorporating the game, Mission Biotech (MBt) and a set of supporting…

  7. Values, Ethics and Teacher Education: A Perspective from Pakistan

    ERIC Educational Resources Information Center

    Zia, Rukhsana

    2007-01-01

    Values and ethics are automatically incorporated into any teaching/learning environment or endeavour, whether or not they are consciously stated objectives. The focus on "quality of education" has sharpened as people have become concerned about a perceived rise in materialism as standards of living have improved; materialistic ambitions…

  8. How educational innovations and attention to competencies in postgraduate medical education relate to preparedness for practice: the key role of the learning environment.

    PubMed

    Dijkstra, Ids S; Pols, Jan; Remmelts, Pine; Rietzschel, Eric F; Cohen-Schotanus, Janke; Brand, Paul L P

    2015-12-01

    Many training programmes in postgraduate medical education (PGME) have introduced competency frameworks, but the effects of this change on preparedness for practice are unknown. Therefore, we explored how elements of competency-based programmes in PGME (educational innovations, attention to competencies and learning environment) were related to perceived preparedness for practice among new consultants. A questionnaire was distributed among 330 new consultants. Respondents rated how well their PGME training programme prepared them for practice, the extent to which educational innovations (portfolio, Mini-CEX) were implemented, and how much attention was paid to CanMEDS competencies during feedback and coaching, and they answered questions on the learning environment and general self-efficacy. Multiple regression and mediation analyses were used to analyze data. The response rate was 43 % (143/330). Controlling for self-efficacy and gender, the learning environment was the strongest predictor of preparedness for practice (B = 0.42, p < 0.001), followed by attention to competencies (B = 0.29, p < 0.01). Educational innovations were not directly related to preparedness for practice. The overall model explained 52 % of the variance in preparedness for practice. Attention to competencies mediated the relationship between educational innovations and preparedness for practice. This mediation became stronger at higher learning environment values. The learning environment plays a key role in determining the degree to which competency-based PGME prepares trainees for independent practice.

  9. Embodied niche construction in the hominin lineage: semiotic structure and sustained attention in human embodied cognition

    PubMed Central

    Stutz, Aaron J.

    2014-01-01

    Human evolution unfolded through a rather distinctive, dynamically constructed ecological niche. The human niche is not only generally terrestrial in habitat, while being flexibly and extensively heterotrophic in food-web connections. It is also defined by semiotically structured and structuring embodied cognitive interfaces, connecting the individual organism with the wider environment. The embodied dimensions of niche-population co-evolution have long involved semiotic system construction, which I hypothesize to be an evolutionarily primitive aspect of learning and higher-level cognitive integration and attention in the great apes and humans alike. A clearly pre-linguistic form of semiotic cognitive structuration is suggested to involve recursively learned and constructed object icons. Higher-level cognitive iconic representation of visually, auditorily, or haptically perceived extrasomatic objects would be learned and evoked through indexical connections to proprioceptive and affective somatic states. Thus, private cognitive signs would be defined, not only by their learned and perceived extrasomatic referents, but also by their associations to iconically represented somatic states. This evolutionary modification of animal associative learning is suggested to be adaptive in ecological niches occupied by long-lived, large-bodied ape species, facilitating memory construction and recall in highly varied foraging and social contexts, while sustaining selective attention during goal-directed behavioral sequences. The embodied niche construction (ENC) hypothesis of human evolution posits that in the early hominin lineage, natural selection further modified the ancestral ape semiotic adaptations, favoring the recursive structuration of concise iconic narratives of embodied interaction with the environment. PMID:25136323

  10. Embodied niche construction in the hominin lineage: semiotic structure and sustained attention in human embodied cognition.

    PubMed

    Stutz, Aaron J

    2014-01-01

    Human evolution unfolded through a rather distinctive, dynamically constructed ecological niche. The human niche is not only generally terrestrial in habitat, while being flexibly and extensively heterotrophic in food-web connections. It is also defined by semiotically structured and structuring embodied cognitive interfaces, connecting the individual organism with the wider environment. The embodied dimensions of niche-population co-evolution have long involved semiotic system construction, which I hypothesize to be an evolutionarily primitive aspect of learning and higher-level cognitive integration and attention in the great apes and humans alike. A clearly pre-linguistic form of semiotic cognitive structuration is suggested to involve recursively learned and constructed object icons. Higher-level cognitive iconic representation of visually, auditorily, or haptically perceived extrasomatic objects would be learned and evoked through indexical connections to proprioceptive and affective somatic states. Thus, private cognitive signs would be defined, not only by their learned and perceived extrasomatic referents, but also by their associations to iconically represented somatic states. This evolutionary modification of animal associative learning is suggested to be adaptive in ecological niches occupied by long-lived, large-bodied ape species, facilitating memory construction and recall in highly varied foraging and social contexts, while sustaining selective attention during goal-directed behavioral sequences. The embodied niche construction (ENC) hypothesis of human evolution posits that in the early hominin lineage, natural selection further modified the ancestral ape semiotic adaptations, favoring the recursive structuration of concise iconic narratives of embodied interaction with the environment.

  11. A multicenter study: how do medical students perceive clinical learning climate?

    PubMed

    Yilmaz, Nilufer Demiral; Velipasaoglu, Serpil; Ozan, Sema; Basusta, Bilge Uzun; Midik, Ozlem; Mamakli, Sumer; Karaoglu, Nazan; Tengiz, Funda; Durak, Halil İbrahim; Sahin, Hatice

    2016-01-01

    The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students' perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree). The response rate for the trainees was 69.67% (n=1,519), and for the interns it was 51.47% (n=917). The mean total CLCS score was 117.20±17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students' interactions in clinical settings, self-realization, mood, students' intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate.

  12. A multicenter study: how do medical students perceive clinical learning climate?

    PubMed

    Yilmaz, Nilufer Demiral; Velipasaoglu, Serpil; Ozan, Sema; Basusta, Bilge Uzun; Midik, Ozlem; Mamakli, Sumer; Karaoglu, Nazan; Tengiz, Funda; Durak, Halil İbrahim; Sahin, Hatice

    2016-01-01

    Background The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students' perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. Methods Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree). Results The response rate for the trainees was 69.67% (n=1,519), and for the interns it was 51.47% (n=917). The mean total CLCS score was 117.20±17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. Conclusion The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students' interactions in clinical settings, self-realization, mood, students' intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate.

  13. Clinical learning environment and supervision of international nursing students: A cross-sectional study.

    PubMed

    Mikkonen, Kristina; Elo, Satu; Miettunen, Jouko; Saarikoski, Mikko; Kääriäinen, Maria

    2017-05-01

    Previously, it has been shown that the clinical learning environment causes challenges for international nursing students, but there is a lack of empirical evidence relating to the background factors explaining and influencing the outcomes. To describe international and national students' perceptions of their clinical learning environment and supervision, and explain the related background factors. An explorative cross-sectional design was used in a study conducted in eight universities of applied sciences in Finland during September 2015-May 2016. All nursing students studying English language degree programs were invited to answer a self-administered questionnaire based on both the clinical learning environment, supervision and nurse teacher scale and Cultural and Linguistic Diversity scale with additional background questions. Participants (n=329) included international (n=231) and Finnish (n=98) nursing students. Binary logistic regression was used to identify background factors relating to the clinical learning environment and supervision. International students at a beginner level in Finnish perceived the pedagogical atmosphere as worse than native speakers. In comparison to native speakers, these international students generally needed greater support from the nurse teacher at their university. Students at an intermediate level in Finnish reported two times fewer negative encounters in cultural diversity at their clinical placement than the beginners. To facilitate a successful learning experience, international nursing students require a sufficient level of competence in the native language when conducting clinical placements. Educational interventions in language education are required to test causal effects on students' success in the clinical learning environment. Copyright © 2017 Elsevier Ltd. All rights reserved.

  14. Organisational culture and learning: a case study.

    PubMed

    Bell, Elaine

    2013-11-01

    To explore the impact organisational cultures have on the learning experience of student nurses and identify the influencing factors. A case study approach was used. The single case being a Defence School of Health Care Studies (DSHCS) and the multiple units of analysis: student nurses, the lecturers and Student Standing Orders. An in depth three dimensional picture was achieved using multiple data collection methods: interview, survey, observation and document analysis. The findings suggest that the DSHCS is perceived to be a sub-culture within a dominant civilian learning culture. Generally, the students and staff believed that the DSHCS is an excellent learning environment and that the defence students overall are high achievers. The common themes that appeared from the data were image, ethos, environment, discipline, support, welfare and a civilian versus military way of thinking. The learning experience of defence student nurses is very positive and enhanced by the positive learning culture of the civilian Higher Educational Institution. The factors influencing a positive learning experience that can be impacted by the overarching culture are discipline, image, ethos of adult learning, support and welfare. Copyright © 2013 Elsevier Ltd. All rights reserved.

  15. Changes in science classrooms resulting from collaborative action research initiatives

    NASA Astrophysics Data System (ADS)

    Oh, Phil Seok

    Collaborative action research was undertaken over two years between a Korean science teacher and science education researchers at the University of Iowa. For the purpose of realizing science learning as envisioned by constructivist principles, Group-Investigations were implemented three or five times per project year. In addition, the second year project enacted Peer Assessments among students. Student perceptions of their science classrooms, as measured by the Constructivist Learning Environment Survey (CLES), provided evidence that the collaborative action research was successful in creating constructivist learning environments. Student attitudes toward science lessons, as examined by the Enjoyment of Science Lessons Scale (ESLS), indicated that the action research also contributed to developing more positive attitudes of students about science learning. Discourse analysis was conducted on video-recordings of in-class presentations and discussions. The results indicated that students in science classrooms which were moving toward constructivist learning environments engaged in such discursive practices as: (1) Communicating their inquiries to others, (2) Seeking and providing information through dialogues, and (3) Negotiating conflicts in their knowledge and beliefs. Based on these practices, science learning was viewed as the process of constructing knowledge and understanding of science as well as the process of engaging in scientific inquiry and discourse. The teacher's discursive practices included: (1) Wrapping up student presentations, (2) Addressing misconceptions, (3) Answering student queries, (4) Coaching, (5) Assessing and advising, (6) Guiding students discursively into new knowledge, and (7) Scaffolding. Science teaching was defined as situated acts of the teacher to facilitate the learning process. In particular, when the classrooms became more constructivist, the teacher intervened more frequently and carefully in student activities to fulfill a variety of pedagogical functions. Students perceived Group-Investigations and Peer Assessments as positive in that they contributed to realizing constructivist features in their classrooms. The students also reported that they gained several learning outcomes through Group-Investigations, including more positive attitudes, new knowledge, greater learning capabilities, and improved self-esteem. However, the Group-Investigation and Peer Assessment methods were perceived as negative and problematic by those who had rarely been exposed to such inquiry-based, student-centered approaches.

  16. Do reciprocal relationships between academic workload and self-regulated learning predict medical freshmen's achievement? A longitudinal study on the educational transition from secondary school to medical school.

    PubMed

    Barbosa, Joselina; Silva, Álvaro; Ferreira, Maria Amélia; Severo, Milton

    2018-04-16

    One of the most important factors that makes the transition from secondary school to medical school challenging is the inability to put in the study time that a medical school curriculum demands. The implementation of regulated learning is essential for students to cope with medical course environment and succeed. This study aimed to investigate the reciprocal relationships between self-regulated learning skills (SRLS) and academic workload (AW) across secondary school to medical school transition. Freshmen enrolled in medical school (N = 102) completed questionnaires at the beginning and at the end of their academic year, assessing AW (measured as study time hours and perceived workload), SRLS (planning and strategies for learning assessment, motivation and action to learning and self-directedness) and academic achievement. An exploratory factor analysis (EFA) and a longitudinal path analysis were performed. According to the EFA, study time and perceived workload revealed two factors of AW: students who had a high perceived workload also demonstrated increased study time (tandem AW); and those who had a low perceived workload also demonstrated increased study time (inverse AW). Only a longitudinal relationship between SRLS and AW was found in the path analysis: prior self-directedness was related to later tandem AW. Moreover, success during the first year of medical school is dependent on exposure to motivation, self-directedness and high study time without overload during secondary school and medical school, and prior academic achievement. By better understanding these relationships, teachers can create conditions that support academic success during the first year medical school.

  17. Do action learning sets facilitate collaborative, deliberative learning?: A focus group evaluation of Graduate Entry Pre-registration Nursing (GEN) students' experience.

    PubMed

    Maddison, Charlotte; Strang, Gus

    2018-01-01

    The aim of this study was to investigate if by participating in action learning sets, Graduate Entry Pre-registration Nursing (GEN) students were able to engage in collaborative and deliberative learning. A single focus group interview involving eleven participants was used to collect data. Data analysis identified five themes; collaborative learning; reflection; learning through case study and problem-solving; communication, and rejection of codified learning. The themes are discussed and further analysed in the context of collaborative and deliberative learning. The evidence from this small scale study suggests that action learning sets do provide an environment where collaborative and deliberative learning can occur. However, students perceived some of them, particularly during year one, to be too 'teacher lead', which stifled learning. Copyright © 2017 Elsevier Ltd. All rights reserved.

  18. Combining Research-Based Student Fieldwork with Staff Research to Reinforce Teaching and Learning

    ERIC Educational Resources Information Center

    Fuller, Ian C.; Mellor, Antony; Entwistle, Jane A.

    2014-01-01

    This paper addresses the relationship between teaching and research in a fieldwork context by seeking student views over 3 years across two institutions to assess the perceived value of blending staff research activity with student fieldwork. Student views were solicited using questionnaires. Despite the contrasting environments, locations and…

  19. Australian Transnational Education Programmes in South East Asia: Student Satisfaction with the Learning Environment

    ERIC Educational Resources Information Center

    Miliszewska, Iwona; Sztendur, Ewa M.

    2012-01-01

    In view of the strong growth of transnational education programmes in Australian universities, there is growing interest in the experiences of students participating in such programmes. This article reports on the perceived student satisfaction with several aspects of their transnational programmes, including instructors, technology, and programme…

  20. Occupational Safety and Health: A View of Current Practices in Agricultural Education

    ERIC Educational Resources Information Center

    Threeton, Mark D.; Ewing, John C.; Evanoski, Danielle C.

    2015-01-01

    Providing safe and secure teaching and learning environments within schools is an ongoing process which requires a significant amount of attention. Therefore, this study sought to: 1) explore safety and health practices within secondary Agricultural Mechanics Education; and 2) identify the perceived obstacles which appear to hinder implementation…

  1. Integrating Worked Examples into Problem Posing in a Web-Based Learning Environment

    ERIC Educational Resources Information Center

    Hsiao, Ju-Yuan; Hung, Chun-Ling; Lan, Yu-Feng; Jeng, Yoau-Chau

    2013-01-01

    Most students always lack of experience and perceive difficult regarding problem posing. The study hypothesized that worked examples may have benefits for supporting students' problem posing activities. A quasi-experiment was conducted in the context of a business mathematics course for examining the effects of integrating worked examples into…

  2. Occupational Safety and Health Practices: An Alarming Call to Action

    ERIC Educational Resources Information Center

    Threeton, Mark D.; Evanoski, Danielle C.

    2014-01-01

    In an effort to provide additional insight on providing a secure teaching and learning environment within schools, this study sought to: (1) explore the safety and health practices within Career and Technical Education (CTE); and (2) identify the perceived obstacles which appear to hinder implementation of health and safety programs. While it…

  3. Preservice Teachers' Understanding of the Language Arts: Using a Lens of Critical Literacy

    ERIC Educational Resources Information Center

    Bender-Slack, Delane; Young, Teresa

    2016-01-01

    Preservice teachers are placed in educational environments to learn about teaching literacy and about literacy's role in the English Language Arts (ELA) classroom. Of particular significance is how preservice teachers perceive and understand the varied components of language arts (i.e., reading, writing, speaking, listening, viewing, and visually…

  4. Perceived teacher affective support in relation to emotional and motivational variables in elementary school science classrooms in Turkey

    NASA Astrophysics Data System (ADS)

    Sakiz, Gonul

    2017-01-01

    Background: In recent research, affective learning environments and affective support have been receiving increasing attention for their roles in stimulating students' learning outcomes. Despite its raising importance, little is known about affective support in educational contexts in developing countries. Moreover, international student assessment programmes (e.g. PISA and TIMSS) reveal poor science proficiency of students in most of those countries, which provokes the question of how to make positive changes in students' perspectives and attitudes in science.

  5. How clinical medical students perceive others to influence their self-regulated learning.

    PubMed

    Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van der Vleuten, Cees P M; Jaarsma, A Debbie C

    2017-03-01

    Undergraduate medical students are prone to struggle with learning in clinical environments. One of the reasons may be that they are expected to self-regulate their learning, which often turns out to be difficult. Students' self-regulated learning is an interactive process between person and context, making a supportive context imperative. From a socio-cultural perspective, learning takes place in social practice, and therefore teachers and other hospital staff present are vital for students' self-regulated learning in a given context. Therefore, in this study we were interested in how others in a clinical environment influence clinical students' self-regulated learning. We conducted a qualitative study borrowing methods from grounded theory methodology, using semi-structured interviews facilitated by the visual Pictor technique. Fourteen medical students were purposively sampled based on age, gender, experience and current clerkship to ensure maximum variety in the data. The interviews were transcribed verbatim and were, together with the Pictor charts, analysed iteratively, using constant comparison and open, axial and interpretive coding. Others could influence students' self-regulated learning through role clarification, goal setting, learning opportunities, self-reflection and coping with emotions. We found large differences in students' self-regulated learning and their perceptions of the roles of peers, supervisors and other hospital staff. Novice students require others, mainly residents and peers, to actively help them to navigate and understand their new learning environment. Experienced students who feel settled in a clinical environment are less susceptible to the influence of others and are better able to use others to their advantage. Undergraduate medical students' self-regulated learning requires context-specific support. This is especially important for more novice students learning in a clinical environment. Their learning is influenced most heavily by peers and residents. Supporting novice students' self-regulated learning may be improved by better equipping residents and peers for this role. © 2016 The Authors. Medical Education Published by John Wiley & Sons Ltd and The Association for the Study of Medical Education.

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

    PubMed

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

    2013-12-01

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

  7. A Predictive Study of Learner Attitudes Toward Open Learning in a Robotics Class

    NASA Astrophysics Data System (ADS)

    Avsec, Stanislav; Rihtarsic, David; Kocijancic, Slavko

    2014-10-01

    Open learning (OL) strives to transform teaching and learning by applying learning science and emerging technologies to increase student success, improve learning productivity, and lower barriers to access. OL of robotics has a significant growth rate in secondary and/or high schools, but failures exist. Little is known about why many users stop their OL after their initial experience. Previous research done under different task environments has suggested a variety of factors affecting user satisfaction with different types of OL. In this study, we tested a regression model for student satisfaction involving students' attitudes toward OL usage. A survey was conducted to investigate the critical factors affecting students' achievements and satisfaction in OL of robotics with use of own developed direct manipulation learning environment as learning context. A multiple regression analyses were carried out to investigate how different facets of students' expectations and experiences are related to perceived learning achievements and course satisfaction. Descriptive statistics and analysis of variance was performed to determine the effect of predictor variables to student satisfaction. The results demonstrate that students have significantly positive perceptions toward using OL of robotics as a learning-assisted tool. Furthermore, behavioral intention to use OL is influenced by perceived usefulness and self-efficacy. The following five major categories of satisfaction factors with OL course were revealed during analysis of the studies (effect sizes in parentheses): organization (0.69); implementation (0.61); professional content (0.53); interaction (0.43); self-efficacy (0.14). All these effect sizes were judged to be significant and large. The results also showed that learner-mentor/instructor interaction, learner-professional content interaction, and online and offline self-efficacy were good predictors of student satisfaction and course quality. Peer interactions and self-regulated learning have to be considered carefully. A learner-mentor/instructor and learner-professional content interaction are indicated as most significant interactions.

  8. The Costa Rica GLOBE (Global Learning and Observations to Benefit the Environment) Project as a Learning Science Environment

    NASA Astrophysics Data System (ADS)

    Castro Rojas, María Dolores; Zuñiga, Ana Lourdes Acuña; Ugalde, Emmanuel Fonseca

    2015-12-01

    GLOBE is a global educational program for elementary and high school levels, and its main purpose in Costa Rica is to develop scientific thinking and interest for science in high school students through hydrology research projects that allow them to relate science with environmental issues in their communities. Youth between 12 and 17 years old from public schools participate in science clubs outside of their regular school schedule. A comparison study was performed between different groups, in order to assess GLOBE's applicability as a learning science atmosphere and the motivation and interest it generates in students toward science. Internationally applied scales were used as tools for measuring such indicators, adapted to the Costa Rican context. The results provide evidence statistically significant that the students perceive the GLOBE atmosphere as an enriched environment for science learning in comparison with the traditional science class. Moreover, students feel more confident, motivated and interested in science than their peers who do not participate in the project. However, the results were not statistically significant in this last respect.

  9. Learning style preferences: A study of pre-clinical medical students in Barbados

    PubMed Central

    OJEH, NKEMCHO; SOBERS-GRANNUM, NATASHA; GAUR, UMA; UDUPA, ALAYA; MAJUMDER, MD.ANWARUL AZIM

    2017-01-01

    Introduction: Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students’ learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. Methods: The VARK questionnaire was administered to pre-clinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. Results: The majority of the students were multimodal learners with no differences observed between males (59.5%) and females (60.0%), with tetramodal being the most common. Read/write (33.8%) followed by kinesthetic (32.5%) were the most common learning style preferences. The sensory modality preference for females was read/write (34.2%) and for males it was kinesthetic (40.5%). Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. Conclusion: The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might assist educators in designing blended teaching strategies to cater to the students’ needs as well as help the students in becoming aware of their learning style preferences to enhance learning. PMID:28979913

  10. Students' perception of the educational environment in medical college: a study based on DREEM questionnaire.

    PubMed

    Patil, Asmita Ashok; Chaudhari, Vijaya Laxman

    2016-09-01

    The educational environment (EE) plays a very important role in effective student learning. The Dundee Ready Education Environment Measure (DREEM) is a validated tool to assess the EE. This study aimed to collect baseline information about our medical student's perception of the EE, and to identify areas of strengths and weaknesses as well as scope for improvements in the current EE. Medical students and interns were included in this cross-sectional study. The DREEM questionnaire was used to measure students' perceptions about the EE, which has five domains: students' perceptions of learning; students' perceptions of teachers; students' academic self-perceptions; students' perceptions of atmosphere; and students' social self-perceptions. Students were asked to respond using a 5-point Likert-type scale. Data was analyzed using suitable tests and statistical significance was set at p<0.05. The mean global DREEM score was 123/200. All students had more positive than negative academic self-perception (21.24/32), perception of atmosphere (29.21/48), and perception of learning (28.99/48), while their social self-perception (17.48/28) was not too bad and perception of teachers (26.71/44) moved in the right direction. The fifth semester students perceived EE more positively than other semester students. The present study revealed that all students perceived their EE positively. The positive points were that teachers were knowledgeable, that students had good friends, and they were confident about passing their exams. Problem areas observed were authoritarian teachers, overemphasis on factual learning, overly teacher-centered teaching, teachers getting angry, and the need for a support system for stressed students.

  11. An evaluation of an interprofessional practice-based learning environment using student reflections.

    PubMed

    Housley, Cora L; Neill, Kathryn K; White, Lanita S; Tedder, Andrea T; Castleberry, Ashley N

    2018-01-01

    The 12th Street Health and Wellness Center is an interprofessional, student-led, community-based clinic. Students from all University of Arkansas for Medical Sciences colleges work together to provide healthcare services for residents of an underserved community. Interprofessional student teams assess patients and present to an interprofessional preceptor team. At the conclusion of clinic, teams reflect on their experience. The objective of this study is to generate key themes from the end of clinic reflections to describe learning outcomes in an interprofessional practice environment. Student teams were asked to reflect on what they learned about patient care and interprofessional practice while volunteering at the clinic. Three hundred eighty reflection statements were assessed using the constant comparative approach with open coding by three researchers who identified and categorised themes by selecting key phrases from reflections. Eight themes emerged from this process which illuminated students' self-perceived development during practice-based learning and interprofessional collaboration. Key phrases were also coded to the four core Interprofessional Education Collaborative competency domains. These results suggest learners' perception that the Center is a practice-based environment that provides an opportunity to learn, integrate, and apply interprofessional curricular content.

  12. Reflections on using a postgraduate educational environment measure.

    PubMed

    Joiner, Adam B; Dearman, Samuel P

    2016-10-01

    The aim was to use an educational environment measure to learn more about our postgraduate psychiatry education program, in order to gain further insights into areas for development. The educational environment includes such things as atmosphere and facilities. A secondary aim was to explore if different types of trainees experienced any aspects of the educational environment differently. The education environment measure used was able to reveal areas of the educational environment which trainees did not feel were adequate, as well as differences between how different trainees perceive some aspects of the educational environment. This allowed us to understand where improvements which we had not previously considered should be made to the educational environment. © The Royal Australian and New Zealand College of Psychiatrists 2016.

  13. Determinants of Perceived Learning and Satisfaction in Online Business Courses: An Extension to Evaluate Differences between Qualitative and Quantitative Courses

    ERIC Educational Resources Information Center

    Eastman, Jacqueline K.; Aviles, Maria; Hanna, Mark D.

    2017-01-01

    This study examined the determinants of perceived learning and satisfaction in online courses and the moderating effect of course type. For perceived learning outcomes, those students who perceive a higher level of interaction and those students who are satisfied will report higher levels of learning outcomes. There were significant differences…

  14. The relationship between perceived preceptor power use and student empowerment during clerkship rotations: a study of hidden curriculum.

    PubMed

    Baird, Judy; Bracken, Keyna; Grierson, Lawrence E M

    2016-07-01

    Medical learners are vulnerable to the social power used by preceptors. Furthermore, an individual's perceived level of personal empowerment has been identified as a predictor of positive behaviour in education environments. The degree to which medical students feel empowered in their clinical environments factors largely into how vulnerable they are to having their professional values influenced negatively by structural and cultural aspects of these environments. The goal of this study was to explore the relationship between clerks' perceptions of personal empowerment and the social power employed by their preceptors. This research also investigates the prevalence of negative power use as a function of the hierarchical organisation of a clerkship rotation. Validated power use and empowerment surveys were modified for clinical learning environments and administered to clerkship learners across six clerkship rotations. The outcomes of the two surveys were subjected to correlational analyses. Outcomes associated with the use of each type of perceived power were analysed to determine the influence of the relative involvement of residents and staff physicians in preceptorship. Correlational analyses revealed strong relationships between clerks' perceptions of preceptor power use and their own personal empowerment. Furthermore, although participants perceived significantly more pro-social preceptor uses of power, clerks perceived a higher prevalence of coercive power on rotations with high involvement of residents as preceptors. Clerks' perceptions of empowerment correlate positively with positive power bases and negatively with negative dimensions of preceptor power. This research has implications for the importance of the development of resident and faculty staff as educators, the identification of clerks who are vulnerable to ethical violation, and for a refined understanding of the transactional way in which power is experienced in a medical education context. © 2016 John Wiley & Sons Ltd.

  15. Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

    NASA Astrophysics Data System (ADS)

    Savasci, Funda; Berlin, Donna F.

    2012-02-01

    Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence classroom practice.

  16. Seeing Colors: Cultural and Environmental Influences on Episodic Memory.

    PubMed

    Persaud, Kimele; Hemmer, Pernille; Kidd, Celeste; Piantadosi, Steven

    2017-01-01

    Expectations learned from our perceptual experiences, culture, and language can shape how we perceive, interact with, and remember features of the past. Here, we questioned whether environment also plays a role. We tested recognition memory for color in Bolivia's indigenous Tsimanè people, who experience a different color environment than standard U.S. We found that memory regressed differently between the groups, lending credence to the idea that environmental variations engender differences in expectations, and in turn perceptual memory for color.

  17. Learning Style Preferences and the Perceived Usefulness of E-Learning

    ERIC Educational Resources Information Center

    Mohr, Alexander Toni; Holtbrugge, Dirk; Berg, Nicola

    2012-01-01

    This paper uses data gathered from 953 students to investigate how far individuals' preferences for a particular learning style are associated with the perceived usefulness of e-learning. Our findings reveal the effect of individuals' learning styles as well as their gender and professional experience on the perceived usefulness of different forms…

  18. U.S. dental hygiene faculty perceptions of learner outcomes in distance education courses.

    PubMed

    Corum, Kathrine A; Gadbury-Amyot, Cynthia C; Johnson, Kerry; Strait, Tia M

    2014-04-01

    The purpose of this study was to determine perceptions of full-time, entry-level dental hygiene educators regarding the ability to achieve interaction in their distance education courses and the impact of interaction on learning outcomes. The specific interactions explored were student-instructor, student-content, and student-student. A survey was developed, pilot tested, revised, and mailed to 287 educators across the United States, generating an overall response rate of 22.3 percent. The majority of respondents perceived interaction to be achievable in their distance courses, to increase through technology, and to positively influence learning outcomes. Nearly 90 percent reported student-instructor interaction as achievable, 95.3 percent reported student-content interaction as achievable, and 79.7 percent reported student-student interaction as achievable. Learning outcomes were defined in this study as the student's achievement of course objectives and competencies at course completion. Approximately 81 percent of the respondents reported a positive influence from student-instructor interaction, 79.7 percent from student-content interaction, and 70.3 percent from student-student interaction. This study also examined which modalities were perceived as being most influential in achieving interaction. The results demonstrated a prevalence of discussion board posting in an environment in which numerous Web 2.0 tools are available and respondents were not as positive about their ability to achieve student-student interaction in the distance learning environment. The authors conclude that faculty development is critical in achieving quality outcomes in dental hygiene distance education courses.

  19. Teachers' Attitudes towards Inclusion, Perceived Adequacy of Support and Classroom Learning Environment

    ERIC Educational Resources Information Center

    Monsen, Jeremy J.; Ewing, Donna L.; Kwoka, Maria

    2014-01-01

    Inclusive education has become a cornerstone of many government policies in an increasing number of countries, yet teachers have been found to hold mixed attitudes towards its implementation and usefulness. This article, using English terminology and thinking, aims to extend previous research on the effect of teacher attitudes towards inclusion in…

  20. Student Satisfaction with Blended and Online Courses Based on Personality Type

    ERIC Educational Resources Information Center

    Bolliger, Doris U.; Erichsen, Elizabeth Anne

    2013-01-01

    The purpose of the study was to investigate differences in perceived student satisfaction in blended and online learning environments based on personality type. A total of 72 graduate students enrolled in blended and online courses at two research universities in the United States completed an abbreviated online version of the Myers-Briggs Type…

  1. Student Perceptions of Constructivist Concepts in Classes Using Virtual Worlds

    ERIC Educational Resources Information Center

    Bowers, K. Westmoreland

    2014-01-01

    The purpose of this study was to identify constructivist concepts that are important to student-perceived learning outcomes in college courses that use a virtual world, such as Second Life, as an educational tool. Identification of these concepts will help instructors to make the best use of their course design efforts in mediated environments.…

  2. New Aspect of Technology Adoption: A Case Study of Students' Self-Made English-Learning Video

    ERIC Educational Resources Information Center

    Tai, Yaming; Ting, Yu-Liang

    2016-01-01

    Understanding how students perceive and adopt technology in their daily life is particularly relevant to today's Information and Communication Technology (ICT) environment, in which versatile ICT tools are becoming more and more pervasive, almost ubiquitous in our day-to-day activities. In the context of English as a foreign language, this study…

  3. Middle School and High School Students Who Stutter: A Qualitative Investigation of School Experiences

    ERIC Educational Resources Information Center

    Cobb, Tiffany R.

    2017-01-01

    Purpose: The purpose of this study was to explore and further understand the ways in which middle school and high school students perceive their school experiences within the school environment. School has an important impact on the social development of children (Milsom, 2006). Learning is not done individually as classrooms are inherently social…

  4. The Ethic of Community and Incorporating Undocumented Immigrant Concerns into Ethical School Leadership

    ERIC Educational Resources Information Center

    Crawford, Emily R.

    2017-01-01

    Purpose: If Immigration and Customs Enforcement (ICE) takes place in a community near school property, maintaining a school environment conducive to learning can be difficult. This article examines (a) how a school leader and personnel perceived the impact that ICE activity in their community had on students and families and (b) whether school…

  5. The Perceptions of Elementary Principals about Their Role in the Establishment of Collaborative Workplaces in Their School Buildings

    ERIC Educational Resources Information Center

    Sullivan, Bradley D.

    2012-01-01

    The purpose of this case study was to develop an understanding of the elementary principal's perceived role in creating and sustaining a collaborative workplace environment within their school. Collaboration among education professionals, when used effectively, is one strategy that has demonstrated improvement of instruction and student learning.…

  6. The Laughing EFL Classroom: Potential Benefits and Barriers

    ERIC Educational Resources Information Center

    Stroud, Robert

    2013-01-01

    The use of humor in EFL across the world has been widely discussed as an effective way to create a more comfortable, productive classroom environment in language learning. However, student-perceived benefits of both teacher and student-produced humor in the more specific context of a Japanese language classroom have not been explored in any great…

  7. Effect of a Mastery Climate Motor Program on Object Control Skills and Perceived Physical Competence in Preschoolers

    ERIC Educational Resources Information Center

    Robinson, Leah E.

    2011-01-01

    Fundamental motor skills (e.g., run, jump, catch, and throw) are essential building blocks for more advanced and context-specific skills. Children with these motor skills are able to function independently while learning and exploring their environment. The National Association for Sport and Physical Education (NASPE) "Active Start"…

  8. Reframing Pedagogy While Teaching about Teaching Online: A Collaborative Self-Study

    ERIC Educational Resources Information Center

    Fletcher, Tim; Bullock, Shawn M.

    2015-01-01

    The purpose of this paper is to use collaborative self-study to analyze and describe our experiences of teaching about teaching in a digital, online environment. Data were gathered from reflective journal entries, emails and monthly Skype calls. Our findings indicate that the perceived disembodiment of teaching and learning online affected how we…

  9. Development and Validation of Perceptions of Online Interaction Scale

    ERIC Educational Resources Information Center

    Bagriacik Yilmaz, Ayse; Karatas, Serçin

    2018-01-01

    The aim of this study was to develop a measurement instrument which is compatible with literature, of which validity and reliability are proved with the aim of determining interaction perceived by learners in online learning environments. Accordingly, literature review was made, and outline form of the scale was formed with item pool by taking 14…

  10. Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study.

    PubMed

    Sevenhuysen, Samantha; Farlie, Melanie K; Keating, Jennifer L; Haines, Terry P; Molloy, Elizabeth

    2015-04-01

    What are the experiences of students and clinical educators in a paired student placement model incorporating facilitated peer-assisted learning (PAL) activities, compared to a traditional paired teaching approach? Qualitative study utilising focus groups. Twenty-four physiotherapy students and 12 clinical educators. Participants in this study had experienced two models of physiotherapy clinical undergraduate education: a traditional paired model (usual clinical supervision and learning activities led by clinical educators supervising pairs of students) and a PAL model (a standardised series of learning activities undertaken by student pairs and clinical educators to facilitate peer interaction using guided strategies). Peer-assisted learning appears to reduce the students' anxiety, enhance their sense of safety in the learning environment, reduce educator burden, maximise the use of downtime, and build professional skills including collaboration and feedback. While PAL adds to the clinical learning experience, it is not considered to be a substitute for observation of the clinical educator, expert feedback and guidance, or hands-on immersive learning activities. Cohesion of the student-student relationship was seen as an enabler of successful PAL. Students and educators perceive that PAL can help to position students as active learners through reduced dependence on the clinical educator, heightened roles in observing practice, and making and communicating evaluative judgments about quality of practice. The role of the clinical educator is not diminished with PAL, but rather is central in designing flexible and meaningful peer-based experiences and in balancing PAL with independent learning opportunities. ACTRN12610000859088. [Sevenhuysen S, Farlie MK, Keating JL, Haines TP, Molloy E (2015) Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study.Journal of Physiotherapy61: 87-92]. Crown Copyright © 2015. Published by Elsevier B.V. All rights reserved.

  11. A "Uses and Gratification Expectancy Model" to Predict Students' "Perceived e-Learning Experience"

    ERIC Educational Resources Information Center

    Mondi, Makingu; Woods, Peter; Rafi, Ahmad

    2008-01-01

    This study investigates "how and why" students' "Uses and Gratification Expectancy" (UGE) for e-learning resources influences their "Perceived e-Learning Experience." A "Uses and Gratification Expectancy Model" (UGEM) framework is proposed to predict students' "Perceived e-Learning Experience," and…

  12. Perception of collaborative learning in associate degree students in Hong Kong.

    PubMed

    Shek, Daniel T L; Shek, Moses M W

    2013-01-01

    Although collaborative learning has been widely researched in Western contexts, no study has been carried out to understand how associate degree students look at collaborative learning in Hong Kong. In this study, perceptions of and attitudes to collaborative learning among associate degree students were studied. A total of 44 associate degree students completed an online questionnaire including measures of perceived benefits and attitudes to collaborative learning, and social-emotional competence. Results showed that there were no significant differences between male and female students on perceived benefits of and attitudes towards collaborative learning. Social-emotional competence was related to perceived benefits of and attitudes to collaborative learning. Attitudes were also related to perceived benefits of collaborative learning. This paper is the first known study looking at the relationships among perceived benefits and attitudes to collaborative learning and social-emotional competence in Chinese associate degree students in different Chinese contexts.

  13. 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…

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

    ERIC Educational Resources Information Center

    Todd, Anita M.

    2013-01-01

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

  15. Sources of perceived responsiveness in family relationships.

    PubMed

    Cook, William L; Dezangré, Marie; De Mol, Jan

    2018-05-10

    Perceived responsiveness has become one of the most important constructs in the relationship sciences. It is central to the development of a secure attachment style, the experience of social support, an internal locus of control, and the sense of control in close relationships. Conversely, an unresponsive environment is associated with learned helplessness and depression. Viewed through the lens of the social relations model (SRM), perceived responsiveness in family relationships could have multiple sources: the perceiver; the target or partner; the perceiver-target relationship; and the family group. This study used the SRM to determine the relative importance of these sources of perceived responsiveness in the relationships of 207 two-parent two-child families. Characteristics of the perceiver and the target each accounted for about 25% of the systematic variance in perceived responsiveness, whereas the perceiver-target relationship accounted for approximately 48%. At the individual level of analysis, reciprocity of perceived responsiveness was pervasive in the family relationships of the two children. Regardless of age, young people who generally perceived others as responsive were generally perceived by others as responsive. At the dyadic level of analysis, reciprocity was present in two dyads: mother-father and older child-younger child. Reliable target variances support the view that perceived responsiveness is not just "inside the head" of the perceiver, and reciprocity correlations suggest potentially useful systemic interventions. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  16. Towards a model of temporal attention for on-line learning in a mobile robot

    NASA Astrophysics Data System (ADS)

    Marom, Yuval; Hayes, Gillian

    2001-06-01

    We present a simple attention system, capable of bottom-up signal detection adaptive to subjective internal needs. The system is used by a robotic agent, learning to perform phototaxis and obstacle avoidance by following a teacher agent around a simulated environment, and deciding when to form associations between perceived information and imitated actions. We refer to this kind of decision-making as on-line temporal attention. The main role of the attention system is perception of change; the system is regulated through feedback about cognitive effort. We show how different levels of effort affect both the ability to learn a task, and to execute it.

  17. Factors Affecting Gender-based Experiences for Residents in Radiation Oncology

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

    Barry, Parul N., E-mail: pnbarr01@louisville.edu; Miller, Karen H.; Ziegler, Craig

    Purpose: Although women constitute approximately half of medical school graduates, an uneven gender distribution exists among many specialties, including radiation oncology, where women fill only one third of residency positions. Although multiple social and societal factors have been theorized, a structured review of radiation oncology resident experiences has yet to be performed. Methods and Materials: An anonymous and voluntary survey was sent to 611 radiation oncology residents practicing in the United States. Residents were asked about their gender-based experiences in terms of mentorship, their professional and learning environment, and their partnerships and personal life. Results: A total of 203 participantsmore » submitted completed survey responses. Fifty-seven percent of respondents were men, and 43% were women, with a mean age of 31 years (standard deviation=3.7 years). Although residents in general value having a mentor, female residents prefer mentors of the same gender (P<.001), and noted having more difficulty finding a mentor (P=.042). Women were more likely to say that they have observed preferential treatment based on gender (P≤.001), and they were more likely to perceive gender-specific biases or obstacles in their professional and learning environment (P<.001). Women selected residency programs based on gender ratios (P<.001), and female residents preferred to see equal numbers of male and female faculty (P<.001). Women were also more likely to perceive work-related strain than their male counterparts (P<.001). Conclusions: Differences in experiences for male and female radiation oncology residents exist with regard to mentorship and in their professional and learning environment.« less

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

    PubMed

    Mather, Carey; Cummings, Elizabeth; Allen, Penny

    2015-01-01

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

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

    PubMed

    Perkovic, Sonja; Orquin, Jacob Lund

    2018-01-01

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

  20. A multicenter study: how do medical students perceive clinical learning climate?

    PubMed Central

    Yilmaz, Nilufer Demiral; Velipasaoglu, Serpil; Ozan, Sema; Basusta, Bilge Uzun; Midik, Ozlem; Mamakli, Sumer; Karaoglu, Nazan; Tengiz, Funda; Durak, Halil İbrahim; Sahin, Hatice

    2016-01-01

    Background The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students’ perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. Methods Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree). Results The response rate for the trainees was 69.67% (n=1,519), and for the interns it was 51.47% (n=917). The mean total CLCS score was 117.20±17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. Conclusion The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students’ interactions in clinical settings, self-realization, mood, students’ intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate. PMID:27640648

  1. Deep and surface learning in problem-based learning: a review of the literature.

    PubMed

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

    2016-12-01

    In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students' deep and surface approaches to learning, (2) whether and why these effects do differ across (a) the context of the learning environment (single vs. curriculum wide implementation), and (b) study quality. Studies were searched dealing with PBL and students' approaches to learning. Twenty-one studies were included. The results indicate that PBL does enhance deep learning with a small positive average effect size of .11 and a positive effect in eleven of the 21 studies. Four studies show a decrease in deep learning and six studies show no effect. PBL does not seem to have an effect on surface learning as indicated by a very small average effect size (.08) and eleven studies showing no increase in the surface approach. Six studies demonstrate a decrease and four an increase in surface learning. It is concluded that PBL does seem to enhance deep learning and has little effect on surface learning, although more longitudinal research using high quality measurement instruments is needed to support this conclusion with stronger evidence. Differences cannot be explained by the study quality but a curriculum wide implementation of PBL has a more positive impact on the deep approach (effect size .18) compared to an implementation within a single course (effect size of -.05). PBL is assumed to enhance active learning and students' intrinsic motivation, which enhances deep learning. A high perceived workload and assessment that is perceived as not rewarding deep learning are assumed to enhance surface learning.

  2. Students' approaches to learning in clinical interprofessional context.

    PubMed

    Hylin, Uffe; Lonka, Kirsti; Ponzer, Sari

    2011-01-01

    Health care professionals are supposed to work in teams. Students in health care need to learn how to collaborate during their undergraduate education. Interprofessional learning environments, where collaboration is necessary, may be differently accepted by students depending on their approach to learning. We investigated health care students' evaluations of interprofessional clinical training in relation to their study orientations. The participants were 369 students (40 occupational therapy-, 85 medical-, 52 physiotherapy-, and 192 nursing students) attending an IPE course at a Swedish University Hospital. Data were collected by questionnaires measuring orientations to studying and attitudes towards the clinical training and the IPE concept before and after the training. The response rate was 77 %. Study groups were formed by a cluster analysis on the basis of the students' learning orientations. Three clusters were found: Low collaboration-, Collaborative Constructivist-, and Cookbook groups. These clusters were related to different professions and how students perceived their interprofessional learning environment. Study orientations appear to play a role in the way students evaluate interprofessional training. This should be taken into account in instruction. Students with a 'Cookbook' approach to learning showed an increased understanding of interprofessional collaboration after the course.

  3. The Impact of a Short Self-Management Training Intervention in a Retail Banking Environment

    ERIC Educational Resources Information Center

    Pattni, Indira; Soutar, Geoffrey N.; Klobas, Jane E.

    2007-01-01

    The study discussed in this article investigated the impact of a short self-management skills training course on frontline bank employees' learning about the use of self-management to overcome obstacles to the initiation of banking product sales, perceived self-efficacy in initiating the sale of a product, and performance in activities related to…

  4. The Influence of Perceived Information Overload on Student Participation and Knowledge Construction in Computer-Mediated Communication

    ERIC Educational Resources Information Center

    Chen, Chun-Ying; Pedersen, Susan; Murphy, Karen L.

    2012-01-01

    Computer-mediated communication (CMC) has been used widely to engage learners in academic discourse for knowledge construction. Due to the features of the task environment, one of the main problems caused by the medium is information overload (IO). Yet the literature is unclear about the impact of IO on student learning. This study therefore…

  5. African American Students' Perceptions of Differential Treatment in Learning Environments: Examining the Moderating Role of Peer Support, Connection to Heritage, and Discrimination Efficacy

    ERIC Educational Resources Information Center

    Brittian, Aerika S.; Gray, DeLeon L.

    2014-01-01

    This study examined the relationship between African American students' perceptions of differential treatment by teachers and educational outcomes, and the factors that promote these outcomes in the context of perceived discrimination, focusing on the protective value of youth's cultural heritage, as well as individual characteristics. The…

  6. The Influence of Psychological Empowerment on the Enhancement of Chemistry Laboratory Demonstrators' Perceived Teaching Self-Image and Behaviours as Graduate Teaching Assistants

    ERIC Educational Resources Information Center

    Flaherty, A.; O'Dwyer, A.; Mannix-McNamara, P.; Leahy, J. J.

    2017-01-01

    Graduate students who fulfill teaching roles in the undergraduate laboratory play an important role in establishing a positive learning environment. A host of various graduate teacher training programmes have been developed, implemented and evaluated accordingly in order to enhance their teaching capability. In addition research has also…

  7. Systems Thinking, Decision Making: What Is Known and What Needs to Be Learned

    ERIC Educational Resources Information Center

    Dawidowicz, Paula M.

    2010-01-01

    The understanding and use of systems has been studied in numerous environments, particularly among leadership and management. However, as yet it is unclear what people at large know about systems thinking, where they gained their knowledge, or how important the role they perceive it to have in their decision making processes. Through a mixed model…

  8. Asking Students Their Opinions of the Learning Environment: An Empirical Analysis of Elementary Classroom Climate

    ERIC Educational Resources Information Center

    Kearney, W. Sean; Smith, Page A.; Maika, Sean

    2016-01-01

    There is currently a lack of research into classroom climate as perceived by the students themselves. This article presents a new classroom climate evaluation instrument which is designed to gauge student perceptions of their own level of engagement in academic activities, their relationships with peers, and the level of support they feel from…

  9. Improving interprofessional competence in undergraduate students using a novel blended learning approach.

    PubMed

    Riesen, Eleanor; Morley, Michelle; Clendinneng, Debra; Ogilvie, Susan; Ann Murray, Mary

    2012-07-01

    Interprofessional simulation interventions, especially when face-to-face, involve considerable resources and require that all participants convene in a single location at a specific time. Scheduling multiple people across different programs is an important barrier to implementing interprofessional education interventions. This study explored a novel way to overcome the challenges associated with scheduling interprofessional learning experiences through the use of simulations in a virtual environment (Web.Alive™) where learners interact as avatars. In this study, 60 recent graduates from nursing, paramedic, police, and child and youth service programs participated in a 2-day workshop designed to improve interprofessional competencies through a blend of learning environments that included virtual face-to-face experiences, traditional face-to-face experiences and online experiences. Changes in learners' interprofessional competence were assessed through three outcomes: change in interprofessional attitudes pre- to post-workshop, self-perceived changes in interprofessional competence and observer ratings of performance across three clinical simulations. Results from the study indicate that from baseline to post-intervention, there was significant improvement in learners' interprofessional competence across all outcomes, and that the blended learning environment provided an acceptable way to develop these competencies.

  10. Safe Exploration Algorithms for Reinforcement Learning Controllers.

    PubMed

    Mannucci, Tommaso; van Kampen, Erik-Jan; de Visser, Cornelis; Chu, Qiping

    2018-04-01

    Self-learning approaches, such as reinforcement learning, offer new possibilities for autonomous control of uncertain or time-varying systems. However, exploring an unknown environment under limited prediction capabilities is a challenge for a learning agent. If the environment is dangerous, free exploration can result in physical damage or in an otherwise unacceptable behavior. With respect to existing methods, the main contribution of this paper is the definition of a new approach that does not require global safety functions, nor specific formulations of the dynamics or of the environment, but relies on interval estimation of the dynamics of the agent during the exploration phase, assuming a limited capability of the agent to perceive the presence of incoming fatal states. Two algorithms are presented with this approach. The first is the Safety Handling Exploration with Risk Perception Algorithm (SHERPA), which provides safety by individuating temporary safety functions, called backups. SHERPA is shown in a simulated, simplified quadrotor task, for which dangerous states are avoided. The second algorithm, denominated OptiSHERPA, can safely handle more dynamically complex systems for which SHERPA is not sufficient through the use of safety metrics. An application of OptiSHERPA is simulated on an aircraft altitude control task.

  11. Awareness and Learning in Participatory Noise Sensing

    PubMed Central

    Becker, Martin; Caminiti, Saverio; Fiorella, Donato; Francis, Louise; Gravino, Pietro; Haklay, Mordechai (Muki); Hotho, Andreas; Loreto, Vittorio; Mueller, Juergen; Ricchiuti, Ferdinando; Servedio, Vito D. P.; Sîrbu, Alina; Tria, Francesca

    2013-01-01

    The development of ICT infrastructures has facilitated the emergence of new paradigms for looking at society and the environment over the last few years. Participatory environmental sensing, i.e. directly involving citizens in environmental monitoring, is one example, which is hoped to encourage learning and enhance awareness of environmental issues. In this paper, an analysis of the behaviour of individuals involved in noise sensing is presented. Citizens have been involved in noise measuring activities through the WideNoise smartphone application. This application has been designed to record both objective (noise samples) and subjective (opinions, feelings) data. The application has been open to be used freely by anyone and has been widely employed worldwide. In addition, several test cases have been organised in European countries. Based on the information submitted by users, an analysis of emerging awareness and learning is performed. The data show that changes in the way the environment is perceived after repeated usage of the application do appear. Specifically, users learn how to recognise different noise levels they are exposed to. Additionally, the subjective data collected indicate an increased user involvement in time and a categorisation effect between pleasant and less pleasant environments. PMID:24349102

  12. Assessing the effect of cognitive styles with different learning modes on learning outcome.

    PubMed

    Liao, Chechen; Chuang, Shu-Hui

    2007-08-01

    In this study, similarities and differences in learning outcome associated with individual differences in cognitive styles are examined using the traditional (face-to-face) and web-based learning modes. 140 undergraduate students were categorized as having analytic or holistic cognitive styles by their scores on the Style of Learning and Thinking questionnaire. Four different conditions were studies; students with analytic cognitive style in a traditional learning mode, analytic cognitive style in a web-based learning mode, holistic cognitive style in a traditional learning mode, and holistic cognitive style in a web-based learning mode. Analysis of the data show that analytic style in traditional mode lead to significantly higher performance and perceived satisfaction than in other conditions. Satisfaction did not differ significantly between students with analytic style in web-based learning and those with holistic style in traditional learning. This suggest that integrating different learning modes into the learning environment may be insufficient to improve learners' satisfaction.

  13. Block scheduling: Instructional practices in high school science classrooms

    NASA Astrophysics Data System (ADS)

    Richelsoph, Barry

    Proponents of block scheduling perceive this approach to be a 'structural lever' to invite and impel teachers to change their teaching (Marshak, 1997). This desired shift is supposed to be manifest in movement from the traditional classroom structure, focusing on the teacher as lecturer or transmitter of subject matter, to that of teacher as coach with students as active learners, engaged in a variety of activities involving them individually and collaboratively in their education (Canady & Rettig, 1995). Block scheduling changes the formal structure of the school day, but does it really change pedagogical practices in high school science classrooms? Fraser's Individualized Classroom Environment Questionnaire (ICEQ) the instrument used in this study of science classes in five block-scheduled high schools in Connecticut, incorporates the tenets for an enriched classroom environment in its five scales or constructs: Participation---Extent to which students are encouraged to participate rather than be passive learners; Personalization---Emphasis on opportunities for individual students to interact with the teacher and on concern for the personal welfare and social growth of the individual; Investigation---Emphasis on the skills and processes of inquiry and their use in problem solving and investigation. Independence---Extent to which students are allowed to make decisions and have control over their own learning environment and behavior; Differentiation---Emphasis on the selective treatment of students on the basis of ability, learning style, interests, and rate of working (Fraser, 1990). The results and conclusions from this research study suggested that the block-scheduled high school science classes that participated in this research do promote, to varying degrees, those tenets that define an enriched classroom environment. Both the teachers and their classes of students perceived opportunities for Participation, Personalization, and Investigation constructs as prevalent in science instruction. However, Independence and Differentiation, although existent to some extent, were perceived to occur less by both the teachers and the students in their classes. The provision of more class time alone was not enough to drive the tenets of these two constructs significantly.

  14. External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study.

    PubMed

    Hammarlund, Catharina Sjödahl; Nilsson, Maria H; Gummesson, Christina

    2015-01-01

    Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students' learning processes and their adaptation to self-directed learning online. Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years) participated. Qualitative content analysis and triangulation was used when investigating the students' self-reflections, written during a five week self-directed, problem-oriented online course. Two categories emerged: 'the influence of the structured framework' and 'communication and interaction with teachers and peers.' The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy.

  15. [Effects of perceived benefits about when and how to use a learning strategy].

    PubMed

    Yamaguchi, Tsuyoshi

    2017-04-01

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

  16. Parents' and Experts' Awareness of Learning Opportunities in Children's Museum Exhibits.

    PubMed

    Song, Lulu; Golinkoff, Roberta Michnick; Stuehling, Amara; Resnick, Ilyse; Mahajan, Neha; Hirsh-Pasek, Kathy; Moynihan, Nora

    2017-01-01

    Informal learning outside of school are crucial for a child's development. Children's museums, in particular, are environments conducive to this sort of learning, especially when parents guide children's exploration. However, research suggests a gap between parents' and experts' perceptions of the value of informal learning. In Study 1, we asked groups of parents and experts (i.e., individuals in the community connected with the field of education or those with training in child growth and development) to rate the presence of learning opportunities available in two museum exhibits, finding that parents consistently provided lower ratings. In Study 2, we explored whether signage aimed at orienting parents toward the learning potential in these exhibits would have an impact on their ratings. Results suggested that signage made parents' ratings look more like those of experts. Taken together, these studies show that a simple intervention can help parents perceive the learning opportunities in children's museum exhibits as experts do.

  17. Gauging events that influence students' perceptions of the medical school learning environment: findings from one institution.

    PubMed

    Shochet, Robert B; Colbert-Getz, Jorie M; Levine, Rachel B; Wright, Scott M

    2013-02-01

    The medical school learning environment (LE), encompassing the physical, social, and psychological context for learning, holds significant influence on students' professional development. Among these myriad experiences, the authors sought to gauge what students judge as influencing their perceptions of the LE. Fourth-year medical students at Johns Hopkins University participated in this cohort survey study before their 2010 graduation. A list of 55 events was iteratively revised and pilot-tested before being administered online. Responses assessed whether students experienced each event and, if so, the degree of impact on perceptions of the LE. A calculated mean impact score (MIS) provided a means to compare the relative impact of events. Of 119 students, 84 (71%) completed the survey. Students rated the overall LE as exceptional (29/84; 35%), good (36/84; 43%), fair (17/84; 20%), or poor (2/84; 2%). Eighty percent of students experienced at least 41 of the 55 events. MIS values ranged from 2.00 to 3.76 (highest possible: 4.00). Students rated positive events as having the highest impact. Few significant differences were found across gender, age, or surgical/nonsurgical specialty choice. MIS distributions differed between those perceiving the LE as exceptional or fair to poor for 22 (40%) of 55 events. This study attempted to identify the discrete events that medical students perceive as most affecting their sense of the LE. Knowing the phenomena that most strongly influence student perceptions can inform how settings, relationships, and interactions can be shaped for meaningful learning and professional formation.

  18. Learning Probabilistic Features for Robotic Navigation Using Laser Sensors

    PubMed Central

    Aznar, Fidel; Pujol, Francisco A.; Pujol, Mar; Rizo, Ramón; Pujol, María-José

    2014-01-01

    SLAM is a popular task used by robots and autonomous vehicles to build a map of an unknown environment and, at the same time, to determine their location within the map. This paper describes a SLAM-based, probabilistic robotic system able to learn the essential features of different parts of its environment. Some previous SLAM implementations had computational complexities ranging from O(Nlog(N)) to O(N 2), where N is the number of map features. Unlike these methods, our approach reduces the computational complexity to O(N) by using a model to fuse the information from the sensors after applying the Bayesian paradigm. Once the training process is completed, the robot identifies and locates those areas that potentially match the sections that have been previously learned. After the training, the robot navigates and extracts a three-dimensional map of the environment using a single laser sensor. Thus, it perceives different sections of its world. In addition, in order to make our system able to be used in a low-cost robot, low-complexity algorithms that can be easily implemented on embedded processors or microcontrollers are used. PMID:25415377

  19. Learning probabilistic features for robotic navigation using laser sensors.

    PubMed

    Aznar, Fidel; Pujol, Francisco A; Pujol, Mar; Rizo, Ramón; Pujol, María-José

    2014-01-01

    SLAM is a popular task used by robots and autonomous vehicles to build a map of an unknown environment and, at the same time, to determine their location within the map. This paper describes a SLAM-based, probabilistic robotic system able to learn the essential features of different parts of its environment. Some previous SLAM implementations had computational complexities ranging from O(Nlog(N)) to O(N(2)), where N is the number of map features. Unlike these methods, our approach reduces the computational complexity to O(N) by using a model to fuse the information from the sensors after applying the Bayesian paradigm. Once the training process is completed, the robot identifies and locates those areas that potentially match the sections that have been previously learned. After the training, the robot navigates and extracts a three-dimensional map of the environment using a single laser sensor. Thus, it perceives different sections of its world. In addition, in order to make our system able to be used in a low-cost robot, low-complexity algorithms that can be easily implemented on embedded processors or microcontrollers are used.

  20. Quality Of Educational Environment At Wah Medical College: Assessment By Using Dundee Ready Educational Environment Measure.

    PubMed

    Mushtaq, Robina; Ansar, Ambreen; Bibi, Anwar; Ramzan, Musarat; Munir, Arif; Zaheer, Amna; Ahmad, Afsa; Barlas, Aisha

    2017-01-01

    Educational environment not only has an impact on the students during the academic years but has its reflections throughout their medical career. The Dundee Ready Educational Environment Measure (DREEM) is an internationally accepted useful tool to analyse undergraduate educational environments in the health professionals. The purpose of this study was to assess how students, across all the five years in a private medical college, perceive their educational environment. It was a cross sectional study, which used the DREEM inventory at Wah Medical College over the course of 6 months (January-June 2015). All 500 students were included in the study. The fifty items DREEM inventory, having the maximum score of two hundred indicating ideal educational environment was used for data collection. The questionnaire was completed by 400 undergraduate medical students (response rate 80%). The overall DREEM score was 122.63/200 (61.3%), indicating that the perception of the learning environment was more positive than negative. Among the highest scoring categories were students' participation in classes, relaxed atmosphere and confidence in passing the annual exams. However, many areas requiring improvement were also brought to attention. Overall, the student's perception of their learning environment at Wah Medical College was found to be positive. This study did bring to light some areas that could be improved upon. This should enable the faculty to adopt changes in their teaching methods to make the learning process more productive and enjoyable for future students.

  1. What do faculty feel about teaching in this school? assessment of medical education environment by teachers.

    PubMed

    Shehnaz, Syed Ilyas; Arifulla, Mohamed; Sreedharan, Jayadevan; Gomathi, Kadayam Guruswami

    2017-01-01

    Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs. In this study, we have used the Assessment of Medical Education Environment by Teachers (AMEET) inventory as a tool to assess medical teachers' perceptions of the EE. The AMEET inventory was used to assess perceptions regarding various domains of EE by teachers teaching undergraduate students at the College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. Median total, domain, and individual statement scores were compared between groups using Wilcoxon rank-sum test. Teaching-learning activities, learning atmosphere, collaborative atmosphere, and professional self-perceptions were identified as strengths of the EE while time allocated for various teaching-learning activities, preparedness of students, levels of student stress, learning atmosphere in hospital, and support system for stressed faculty members were areas necessitating improvement. The scores of faculty members teaching in basic medical sciences were found to be significantly higher than those in clinical sciences. The EE of this medical college was generally perceived as being positive by faculty although a few areas of concern were highlighted. Strengths and weaknesses of the EE from the teachers' point of view provide important feedback to curriculum planners, which can be used to improve the working environment of the faculty as well as facilitate a better direction and focus to faculty development programs being planned for the future.

  2. Opportunity to discuss ethical issues during clinical learning experience.

    PubMed

    Palese, Alvisa; Gonella, Silvia; Destrebecq, Anne; Mansutti, Irene; Terzoni, Stefano; Morsanutto, Michela; Altini, Pietro; Bevilacqua, Anita; Brugnolli, Anna; Canzan, Federica; Ponte, Adriana Dal; De Biasio, Laura; Fascì, Adriana; Grosso, Silvia; Mantovan, Franco; Marognolli, Oliva; Nicotera, Raffaela; Randon, Giulia; Tollini, Morena; Saiani, Luisa; Grassetti, Luca; Dimonte, Valerio

    2018-01-01

    Undergraduate nursing students have been documented to experience ethical distress during their clinical training and felt poorly supported in discussing the ethical issues they encountered. Research aims: This study was aimed at exploring nursing students' perceived opportunity to discuss ethical issues that emerged during their clinical learning experience and associated factors. An Italian national cross-sectional study design was performed in 2015-2016. Participants were invited to answer a questionnaire composed of four sections regarding: (1) socio-demographic data, (2) previous clinical learning experiences, (3) current clinical learning experience quality and outcomes, and (4) the opportunity to discuss ethical issues with nurses in the last clinical learning experience (from 0 - 'never' to 3 - 'very much'). Participants and research context: Participants were 9607 undergraduate nursing students who were attending 95 different three-year Italian baccalaureate nursing programmes, located at 27 universities in 15 Italian regions. Ethical considerations: This study was conducted in accordance with the Human Subject Research Ethics Committee guidelines after the research protocol was approved by an ethics committee. Overall, 4707 (49%) perceived to have discussed ethical issues 'much' or 'very much'; among the remaining, 3683 (38.3%) and 1217 (12.7%) students reported the perception of having discussed, respectively, 'enough' or 'never' ethical issues emerged in the clinical practice. At the multivariate logistic regression analysis explaining 38.1% of the overall variance, the factors promoting ethical discussion were mainly set at the clinical learning environment levels (i.e. increased learning opportunities, self-directed learning, safety and nursing care quality, quality of the tutorial strategies, competences learned and supervision by a clinical nurse). In contrast, being male was associated with a perception of less opportunity to discuss ethical issues. Nursing faculties should assess the clinical environment prerequisites of the settings as a context of student experience before deciding on their accreditation. Moreover, the nursing faculty and nurse managers should also enhance competence with regard to discussing ethical issues with students among clinical nurses by identifying factors that hinder this learning opportunity in daily practice.

  3. Differences in sociocultural environment perceptions associated with gender in science classrooms

    NASA Astrophysics Data System (ADS)

    Jegede, Olugbemiro J.; Akinsola Okebukola, Peter

    An amount-of-learning outcome variable has been attributed to the environment in which teaching and learning are conducted. Studies carried out so far have, however, not focused on the sociocultural aspect of the classroom environment, which has been theorized to have potential influence on students' learning. The intent of this study was to examine the influence of five aspects of the sociocultural environment in science classes with particular reference to how these are perceived by boys and girls. The 30-item Socio-Cultural Environment Scale (SCES) developed by Jegede and Okebukola (1988) was used to collect data from 707 Nigerian secondary school students in Classes Four and Five (Grades 10 and 11, respectively). Authoritarianism, goal structure, African worldview, societal expectation, and sacredness of science were the five subscales studied. Sex differences were recorded in the societal expectation subscale. Most of the female subjects are of the opinion that society has a negative or low regard for their ability to do science and this has an effect on their motivation to undertake science-based careers. The reverse is true for boys. This perception is in agreement with the literature on sex differences in science education and highlights the social pressure that brings about subject preferences. The implications of these findings for science teaching and further research are highlighted.

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

    NASA Astrophysics Data System (ADS)

    Leysath, Maggie

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

  5. Fostering soft skills in project-oriented learning within an agile atmosphere

    NASA Astrophysics Data System (ADS)

    Chassidim, Hadas; Almog, Dani; Mark, Shlomo

    2018-07-01

    The project-oriented and Agile approaches have motivated a new generation of software engineers. Within the academic curriculum, the issue of whether students are being sufficiently prepared for the future has been raised. The objective of this work is to present the project-oriented environment as an influential factor that software engineering profession requires, using the second year course 'Software Development and Management in Agile Approach' as a case-study. This course combines academic topics, self-learned and soft skills implementation, the call for creativity, and the recognition of updated technologies and dynamic circumstances. The results of a survey that evaluated the perceived value of the course showed that the highest contribution of our environment was in the effectiveness of the team-work and the overall development process of the project.

  6. Towards high-speed autonomous navigation of unknown environments

    NASA Astrophysics Data System (ADS)

    Richter, Charles; Roy, Nicholas

    2015-05-01

    In this paper, we summarize recent research enabling high-speed navigation in unknown environments for dynamic robots that perceive the world through onboard sensors. Many existing solutions to this problem guarantee safety by making the conservative assumption that any unknown portion of the map may contain an obstacle, and therefore constrain planned motions to lie entirely within known free space. In this work, we observe that safety constraints may significantly limit performance and that faster navigation is possible if the planner reasons about collision with unobserved obstacles probabilistically. Our overall approach is to use machine learning to approximate the expected costs of collision using the current state of the map and the planned trajectory. Our contribution is to demonstrate fast but safe planning using a learned function to predict future collision probabilities.

  7. Building Interactivity in Higher Education to Support Student Engagement in Spatial Problem Solving and Programming

    NASA Astrophysics Data System (ADS)

    Gulland, E.-K.; Veenendaal, B.; Schut, A. G. T.

    2012-07-01

    Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc) disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive learning resources and opportunities provided.

  8. Course Convenience, Perceived Learning, and Course Satisfaction across Course Formats

    ERIC Educational Resources Information Center

    Sanford, Douglas; Ross, Douglas; Rosenbloom, Alfred; Singer, Daniel

    2017-01-01

    Students' desire for course convenience may lead to their preference for online courses. But in their desire for convenience, are students sacrificing satisfaction or perceived learning? This article investigates the moderating impact of course format on the relationship between convenience and both perceived learning and satisfaction. Moderated…

  9. Parenting styles and learned resourcefulness of Turkish adolescents.

    PubMed

    Türkel, Yeşim Deniz; Tezer, Esin

    2008-01-01

    This study investigated the differences among 834 high school students regarding learned resourcefulness in terms of perceived parenting style and gender. The data were gathered by administering the Parenting Style Inventory (PSI) and Rosenbaum's Self-Control Schedule (SCS). The results of ANOVA pertaining to the scores of learned resourcefulness yielded a significant main effect for parenting style groups. Neither the main effect for gender nor the gender and parenting style interaction effect was significant. The findings suggest that those who perceived their parents as authoritative had a relatively high level of learned resourcefulness as compared to those who perceived their parents as neglectful and authoritarian. Findings also indicated that those who perceived their parents as indulgent had a higher level of learned resourcefulness than those who perceived their parents as neglectful and authoritarian.

  10. Design, System, Value: The Role of Problem-Solving and Critical Thinking Capabilities in Technology Education, as Perceived by Teachers

    ERIC Educational Resources Information Center

    Schooner, Patrick; Nordlöf, Charlotta; Klasander, Claes; Hallström, Jonas

    2017-01-01

    The Organisation for Economic Co-operation and Development (OECD, 2013) defines its views on necessary skills for 21st century citizenship and life-long learning, advocating a generic skillset of literacy, numeracy, and problem-solving in technology-rich environments. Other sources also include critical thinking as a vital 21st Century skill.…

  11. Influence of the Use of Online Communications Media on Perceptions of Transactional Distance and Student Satisfaction in a Hybrid Education Program

    ERIC Educational Resources Information Center

    Fullwood, Elicia Dynae

    2015-01-01

    The purpose of this study was to determine the uses of online communications media in an undergraduate hybrid course that yielded the least transactional distance perceived by students and the highest student satisfaction with distance education. The study was based on student responses to the Distance Education Learning Environment Survey having…

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

    PubMed Central

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

    2015-01-01

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

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

    PubMed

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

    2015-01-01

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

  14. Instant messaging and nursing students' clinical learning experience.

    PubMed

    Pimmer, Christoph; Brühlmann, Florian; Odetola, Titilayo Dorothy; Dipeolu, Oluwafemi; Gröhbiel, Urs; Ajuwon, Ademola J

    2018-05-01

    Although learning in clinical settings is a key element of nursing education, for many learners these are challenging developmental contexts often marked by isolation and a lack of belongingness. Despite the massive appropriation of mobile instant messaging (MIM) platforms and the connective properties attendant to them, very little is known about their role in and impact on nursing students' clinical learning experiences. To address this gap, the study, which was part of a multinational research project on the use of mobile social media in health professions education in developing countries, examined the use of the instant messaging platform WhatsApp by nursing students during placements and potential associations with socio-professional indicators. The survey involved a total number of 196 nursing students from 5 schools in Oyo State, Nigeria. The findings suggest that students used WhatsApp relatively frequently and they perceived that this platform strongly enhanced their communication with other students and nurses. WhatsApp use during placements was positively associated with students' maintained social capital with peer students, the development of a professional identity, placement satisfaction and with reduced feelings of isolation from professional communities. The determinants that influenced WhatsApp use during placements were perceived usefulness and perceived ease of use. No associations were found between WhatsApp use during placement and age, attitude, subjective norms and placement duration. This study is one of the first of its kind that points to the relevance of mobile instant messaging as part of nursing students' (inter)personal learning environments in clinical settings and, particularly, in the development setting under investigation. Further research is needed to corroborate these findings, to enhance the understanding of the impact mechanisms, and to evaluate a more systematic use of MIM in clinical learning contexts. Copyright © 2018 Elsevier Ltd. All rights reserved.

  15. University students' achievement goals and approaches to learning in mathematics.

    PubMed

    Cano, Francisco; Berbén, A B G

    2009-03-01

    Achievement goals (AG) and students' approaches to learning (SAL) are two research perspectives on student motivation and learning in higher education that have until now been pursued quite independently. This study sets out: (a) to explore the relationship between the most representative variables of SAL and AG; (b) to identify subgroups (clusters) of students with multiple AG; and (c) to examine the differences between these clusters with respect to various SAL and AG characteristics. The participants were 680 male and female 1st year university students studying different subjects (e.g. mathematics, physics, economics) but all enrolled on mathematics courses (e.g. algebra, calculus). Participants completed a series of questionnaires that measured their conceptions of mathematics, approaches to learning, course experience, personal 2 x 2 AG, and perceived AG. SAL and AG variables were moderately associated and related to both the way students perceived their academic environment and the way they conceived of the nature of mathematics (i.e. the perceptual-cognitive framework). Four clusters of students with distinctive multiple AG were identified and when the differences between clusters were analysed, we were able to attribute them to various constructs including perceptual-cognitive framework, learning approaches, and academic performance. This study reveals a consistent pattern of relationships between SAL and AG perspectives across different methods of analysis, supports the relevance of the 2 x 2 AG framework in a mathematics learning context and suggests that AG and SAL may be intertwined aspects of students' experience of learning mathematics at university.

  16. The effects of initial participation motivations on learning engagement in transition training for future general practitioners in rural China: perceived deterrents as mediator

    PubMed Central

    Cui, Guan-yu; Yao, Mei-lin; Zhang, Xia; Guo, Yan-kui; Li, Hui-min; Yao, Xiu-ping

    2016-01-01

    Background For the shortage of high-quality general practitioners (GPs) in China's rural areas, Chinese government has taken steps to encourage rural specialists to participate in transition training for future GPs. Specialists’ initial participation motivations and their perceived deterrents during training may play important roles for their learning engagement in the transition training. This study aimed at revealing the relationships among the variables of initial participation motivations, perceived deterrents in training, and learning engagement. Methods A questionnaire survey was used in this study. A total of 156 rural specialists who participated in transition training for future GPs filled out the questionnaire, which consisted of the measurements of initial participation motivations, perceived deterrents, and learning engagement in training. The data about specialists’ demographic variables were collected at the same time. Results The variance of initial escape/stimulations motivation significantly predicted the variance of learning engagement through the full mediating role of perceived deterrents in training. In addition, initial educational preparation motivations predicted the variance of learning engagement directly. Conclusions Specialists’ initial participation motivations and perceived deterrents in training played important roles for learning engagement in the transition training. PMID:27340086

  17. Perceived Usability Evaluation of Learning Management Systems: Empirical Evaluation of the System Usability Scale

    ERIC Educational Resources Information Center

    Orfanou, Konstantina; Tselios, Nikolaos; Katsanos, Christos

    2015-01-01

    Perceived usability affects greatly student's learning effectiveness and overall learning experience, and thus is an important requirement of educational software. The System Usability Scale (SUS) is a well-researched and widely used questionnaire for perceived usability evaluation. However, surprisingly few studies have used SUS to evaluate the…

  18. Through the eyes of the student: Best practices in clinical facilitation.

    PubMed

    Muthathi, Immaculate S; Thurling, Catherine H; Armstrong, Susan J

    2017-08-28

    Clinical facilitation is an essential part of the undergraduate nursing curriculum. A number of studies address the issue of clinical facilitation in South Africa, but there remains a lack of knowledge and understanding regarding what students perceive as best practice in clinical facilitation of their learning. To determine what type of clinical facilitation undergraduate students believe should be offered by clinical facilitators (nurse educators, professional nurses and clinical preceptors) in the clinical area in order to best facilitate their learning. A qualitative, exploratory and descriptive study was conducted. Purposive sampling was performed to select nursing students from the second, third and fourth year of studies from a selected nursing education institution in Johannesburg. The sampling resulted in one focus group for each level of nursing, namely second, third and fourth year nursing students. Interviews were digitally recorded and transcribed verbatim, thematic data analysis was used and trustworthiness was ensured by applying credibility, dependability, confirmability and transferability. The data revealed that participants differentiated between best practices in clinical facilitation in the clinical skills laboratory and clinical learning environment. In the clinical skills laboratory, pre-contact preparation, demonstration technique and optimising group learning were identified as best practices. In the clinical learning environment, a need for standardisation of procedures in simulation and practice, the allocation and support for students also emerged. There is a need for all nurses involved in undergraduate nursing education to reflect on how they approach clinical facilitation, in both clinical skills laboratory and clinical learning environment. There is also a need to improve consistency in clinical practices between the nursing education institution and the clinical learning environment so as to support students' adaptation to clinical practice.

  19. Students' perception of educational environment at Public Sector Medical University of Pakistan.

    PubMed

    Jawaid, Masood; Raheel, Shafay; Ahmed, Fayyaz; Aijaz, Hibah

    2013-05-01

    Assessing educational environment is vital in determining the success or failure of any institute. A positive environment leads to achievements of students in learning while a negative one would hinder their accomplishments. The aim of this study was to evaluate the medical students' perceptions of their educational environment and to identify any differences related to gender and colleges affiliated with the University. This cross-sectional study involved all medical colleges affiliated with Dow University of Health Sciences from September to November 2011. DREEM questionnaire was administered to undergraduate medical students of the colleges. Mean and standard deviation of total DREEM score and five subscales were reported. The internal consistency coefficient (Cronbach's alpha) was calculated. Student's t test and one-way ANOVA were used for statistical analysis. Total respondents were 586 students (response rate = 90.1%), 463 (79.0%) were female. Total DREEM mean score was 114.4/200 (57.2%). Highest score was found in the domain of student's academic self-perceptions (58.7%) and lowest in domain of student's perception of learning (53.7%). The inventory was found to have good reliability, with an alpha-coefficient of 0.89. There was significant difference of total DREEM score, student's perception of learning, teachers, and atmosphere between different colleges. Females perceived their educational environment to be more positive compared to male students. The undergraduate educational environment of the university is more positive than negative. Highest score was found in domain of student's academic self-perceptions and lowest in domain of student's perception of learning.

  20. Does perceived teacher affective support matter for middle school students in mathematics classrooms?

    PubMed

    Sakiz, Gonul; Pape, Stephen J; Hoy, Anita Woolfolk

    2012-04-01

    The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students' motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective support, these findings point to the importance of students' perceptions of the affective climate within learning environments for promoting academic enjoyment, academic self-efficacy, and academic effort in mathematics. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  1. Collaboration and Psychological Ownership: How Does the Tension between the Two Influence Perceived Learning?

    ERIC Educational Resources Information Center

    Caspi, Avner; Blau, Ina

    2011-01-01

    Collaborative writing may evoke conflict between individuals' feeling of contribution and their sense of ownership toward the collective outcomes. The present study tested the relations between perceived psychological ownership, perceived quality of the product, and perceived learning in five experimental conditions: two collaborative, two…

  2. Perceived impact on student engagement when learning middle school science in an outdoor setting

    NASA Astrophysics Data System (ADS)

    Abbatiello, James

    Human beings have an innate need to spend time outside, but in recent years children are spending less time outdoors. It is possible that this decline in time spent outdoors could have a negative impact on child development. Science teachers can combat the decline in the amount of time children spend outside by taking their science classes outdoors for regular classroom instruction. This study identified the potential impacts that learning in an outdoor setting might have on student engagement when learning middle school science. One sixth-grade middle school class participated in this case study, and students participated in outdoor intervention lessons where the instructional environment was a courtyard on the middle school campus. The outdoor lessons consisted of the same objectives and content as lessons delivered in an indoor setting during a middle school astronomy unit. Multiple sources of data were collected including questionnaires after each lesson, a focus group, student work samples, and researcher observations. The data was triangulated, and a vignette was written about the class' experiences learning in an outdoor setting. This study found that the feeling of autonomy and freedom gained by learning in an outdoor setting, and the novelty of the outdoor environment did increase student engagement for learning middle school science. In addition, as a result of this study, more work is needed to identify how peer to peer relationships are impacted by learning outdoors, how teachers could best utilize the outdoor setting for regular science instruction, and how learning in an outdoor setting might impact a feeling of stewardship for the environment in young adults.

  3. External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study

    PubMed Central

    Hammarlund, Catharina Sjödahl; Nilsson, Maria H.; Gummesson, Christina

    2015-01-01

    Purpose: Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students’ learning processes and their adaptation to self-directed learning online. Methods: Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years) participated. Qualitative content analysis and triangulation was used when investigating the students’ self-reflections, written during a five week self-directed, problem-oriented online course. Results: Two categories emerged: ‘the influence of the structured framework’ and ‘communication and interaction with teachers and peers.’ The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. Conclusion: The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy. PMID:26101401

  4. Using appreciative inquiry to help students identify strategies to overcome handicaps of their learning styles.

    PubMed

    Kumar, Latha Rajendra; Chacko, Thomas Vengail

    2012-01-01

    In India, as in some other neighboring Asian countries, students and teachers are generally unaware of the differences in the learning styles among learners, which can handicap students with learning styles alien to the common teaching/learning modality within the institution. This study aims to find out whether making students aware of their learning styles and then using the Appreciative Inquiry approach to help them discover learning strategies that worked for them and others with similar learning styles within the institution made them perceive that this experience improved their learning and performance in exams. The visual, auditory, read-write, and kinesthetic (VARK) inventory of learning styles questionnaire was administered to all 100 first-year medical students of the Father Muller's Medical College in Mangalore India to make them aware of their individual learning styles. An Appreciate Inquiry intervention was administered to 62 student volunteers who were counseled about the different learning styles and their adaptive strategies. Pre and post intervention change in student's perception about usefulness of knowing learning styles on their learning, learning behavior, and performance in examinations was collected from the students using a prevalidated questionnaire. Post intervention mean scores showed a significant change (P < 0.0001) in student's self-perceptions about usefulness of knowing one's learning style and discovering strategies that worked within the institutional environment. There was agreement among students that the intervention helped them become more confident in learning (84%), facilitating learning in general (100%), and in understanding concepts (100%). However, only 29% of the students agreed that the intervention has brought about their capability improvement in application of learning and 31% felt it improved their performance in exams. Appreciate Inquiry was perceived as useful in helping students discover learning strategies that work for different individual learning styles and sharing them within the group helped students choose strategies to help overcome the handicap presented by the school's teaching methods.

  5. Exploring ward nurses' perceptions of continuing education in clinical settings.

    PubMed

    Govranos, Melissa; Newton, Jennifer M

    2014-04-01

    Health care systems demand that nurses are flexible skilful workers who maintain currency and competency in order to deliver safe effective patient centered care. Nurses must continually build best practice into their care and acquire lifelong learning. Often this learning is acquired within the work environment and is facilitated by the clinical nurse educator. Understanding clinical nurses' values and needs of continuing education is necessary to ensure appropriate education service delivery and thus enhance patient care. To explore clinical ward-based nurses' values and perceptions towards continuing education and what factors impact on continuing education in the ward. A case study approach was utilized. A major teaching hospital in Melbourne, Australia. A range of clinical nursing staff (n=23). Four focus groups and six semi-structured individual interviews were undertaken. Focus group interviews explored participants' values and perceptions on continuing education through a values clarification tool. Thematic analysis of interviews was undertaken to identify themes and cluster data. Three central themes: 'culture and attitudes', 'what is learning?' and 'being there-being seen', emerged reflecting staffs' values and perceptions of education and learning in the workplace. Multiple factors influence ward nurses' ability and motivation to incorporate lifelong learning into their practice. Despite variance in nurses' values and perceptions of CE in clinical environments, CE was perceived as important. Nurses yearned for changes to facilitate lifelong learning and cultivate a learning culture. Clinical nurse educators need to be cognizant of adult learners' characteristics such as values, beliefs, needs and potential barriers, to effectively facilitate support in a challenging and complex learning environment. Organizational support is essential so ward managers in conjunction with educational departments can promote and sustain continuing education, lifelong learning and a culture conducive to learning. © 2013.

  6. Medical students perception of their medical environment-expected versus actual perceptions--a cross sectional study.

    PubMed

    Sundus, Ayesha; Haider, Mohammad Nadir; Ibrahim, Mohammad Faisal; Younus, Nida; Farooqui, Mohammad Talha; Iftikhar, Fatiha; Siddique, Osama; Aziz, Sina

    2014-02-01

    To compare the expected (perceptions of their environment at the beginning of their 1st year) versus actual perceptions (perceptions at the end of 1st year) of 1st year students at Dow University of Health Sciences. The 'expected' perceptions of the students were recorded at the beginning of their 1st year (n = 411) of medical education when they entered the medical school using Dundee Ready Educational Environment Measure (DREEM). DREEM is a validated and self-administered inventory which focuses on learning, teachers, self-confidence and academic as well as social environment. The 'actual' perceptions were then recorded at the end of their first year (n = 405) of education when they had received adequate exposure of their environment. The 2 records were then compared. The total expected DREEM score was 118/200 and the total actual DREEM score was 113/200. The expected domain (Students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of atmosphere, and students' social self-perceptions) scores were 28/48, 26/44, 20/32, 28/48, and 16/28. The actual domain scores were 27/48, 23/44, 19/32, 27/48, 16/28. However both the actual and expected scoring displayed satisfactory environment for learning. Significant differences (p < 0.0001) were found in the two samples. In general the results displayed that the students perceived the environment positively but the significant difference found in the two samples, demonstrated that their expectations were not met.

  7. Student perception of the educational environment in regular and bridging nursing programs in Saudi Arabia using the Dundee Ready Educational Environment Measure.

    PubMed

    Al Nozha, Omar Mansour; Fadel, Hani T

    2017-01-01

    Taibah University offers regular nursing (RNP) and nursing bridging (NBP) bachelor programs. We evaluated student perception of the learning environment as one means of quality assurance. To assess nursing student perception of their educational environment, to compare the perceptions of regular and bridging students, and to compare the perceptions of students in the old and new curricula. Cross-sectional survey. College of Nursing at Taibah University, Madinah, Saudi Arabia. The Dundee Ready Educational Environment Measure (DREEM) instrument was distributed to over 714 nursing students to assess perception of the educational environment. Independent samples t test and Pearson's chi square were used to compare the programs and curricula. The DREEM inventory score. Of 714 students, 271 (38%) were RNP students and 443 (62%) were NBP students. The mean (standard deviation) DREEM score was 111 (25). No significant differences were observed between the programs except for the domain "academic self-perceptions" being higher in RNP students (P < .001). Higher mean DREEM scores were observed among students studying the new curriculum in the RNP (P < .001) and NBP (P > .05). Nursing students generally perceived their learning environment as more positive than negative. Regular students were more positive than bridging students. Students who experienced the new curriculum were more positive towards learning. The cross-sectional design and unequal gender and study level distributions may limit generalizability of the results. Longitudinal, large-scale studies with more even distributions of participant characteristics are needed.

  8. Two-Year Community: Human Anatomy Software Use in Traditional and Online Anatomy Laboratory Classes: Student-Perceived Learning Benefits

    ERIC Educational Resources Information Center

    Kuyatt, Brian L.; Baker, Jason D.

    2014-01-01

    This study evaluates the effectiveness of human anatomy software in face-to-face and online anatomy laboratory classes. Cognitive, affective, and psychomotor perceived learning was measured for students using Pearson Education's Practice Anatomy Laboratory 2.0 software. This study determined that student-perceived learning was significantly…

  9. Modeling the Determinants of Pre-Service Teachers' Perceived Usefulness of E-Learning

    ERIC Educational Resources Information Center

    Teo, Timothy

    2011-01-01

    Purpose: The purpose of this paper is to explore the determinants of pre-service teachers' perceived usefulness of e-learning for teaching and learning. Design/methodology/approach: A total of 189 pre-service teachers completed a survey questionnaire measuring their responses to four constructs which explain perceived usefulness in the context of…

  10. The Impact of Academic Self-Efficacy and Perceived Stigma on the Performance of Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Fleming, Madalay; Wated, Guillermo

    2016-01-01

    The purpose of the present study was to investigate the mediating role of perceived stigma in the relationship between academic self-efficacy and academic performance among college students with learning disabilities and/or ADHD. Seventy-four college-aged participants with diagnosed learning disability or ADHD completed a perceived stigma scale…

  11. Organizational Commitment for Knowledge Workers: The Roles of Perceived Organizational Learning Culture, Leader-Member Exchange Quality, and Turnover Intention

    ERIC Educational Resources Information Center

    Joo, Baek-Kyoo

    2010-01-01

    This article investigates the impact of perceived organizational learning culture and leader-member exchange (LMX) quality on organizational commitment and eventually on employee turnover intention. Employees exhibited the highest organizational commitment when they perceived a higher learning culture and when they were supervised in a supportive…

  12. Enhanced music sensitivity in 9-month-old bilingual infants.

    PubMed

    Liu, Liquan; Kager, René

    2017-02-01

    This study explores the influence of bilingualism on the cognitive processing of language and music. Specifically, we investigate how infants learning a non-tone language perceive linguistic and musical pitch and how bilingualism affects cross-domain pitch perception. Dutch monolingual and bilingual infants of 8-9 months participated in the study. All infants had Dutch as one of the first languages. The other first languages, varying among bilingual families, were not tone or pitch accent languages. In two experiments, infants were tested on the discrimination of a lexical (N = 42) or a violin (N = 48) pitch contrast via a visual habituation paradigm. The two contrasts shared identical pitch contours but differed in timbre. Non-tone language learning infants did not discriminate the lexical contrast regardless of their ambient language environment. When perceiving the violin contrast, bilingual but not monolingual infants demonstrated robust discrimination. We attribute bilingual infants' heightened sensitivity in the musical domain to the enhanced acoustic sensitivity stemming from a bilingual environment. The distinct perceptual patterns between language and music and the influence of acoustic salience on perception suggest processing diversion and association in the first year of life. Results indicate that the perception of music may entail both shared neural network with language processing, and unique neural network that is distinct from other cognitive functions.

  13. Teachers' perceptions of value and effects of outdoor education during an age of accountability

    NASA Astrophysics Data System (ADS)

    Schmitt, Thomas R.

    The purpose of this study was to gain an understanding of teachers' perceptions of the value and effects of a residential Outdoor Education experience during an age of accountability, which was defined as the era which commenced with the passage of the No Child Left Behind Act of 2001. Focus group interviews were conducted with four groups of teachers who participated in a residential Outdoor Education experience with their students during the 2004-2005 school year. The major findings of this study were: (1) Teachers perceive value in the OE experience because of the multi-faceted effects upon their students and classes; (2) Teachers perceived the OE experience positively affected their students' learning through providing hands-on and authentic experiences, development of thinking skills, and enhancing the school's curriculum; (3) Teachers perceived the OE experience positively affected their students' social and emotional development as evidenced by an increase in self esteem, independence, maturity, personal responsibility, and an expanded worldview; (4) Teachers perceived the OE experience positively affected their students' sense of community as evidenced by an increase in team building and cohesiveness, more productive staff-student relationships, the emergence of different "star" students, and greater inclusion of special needs students; (5) Teachers perceived students' appreciation of the environment increased; and (6) Teachers did not perceive any imminent changes to their school's Outdoor Education programming due to the accountability provisions of No Child Left behind (2001). This study's findings suggested implications for school administrators, which were that they should: articulate desired effects to stakeholders; communicate connections to learning standards; and expand the OE experience to foster greater environmental issue focus.

  14. Teacher interaction in psychosocial learning environments: cultural differences and their implications in science instruction

    NASA Astrophysics Data System (ADS)

    Khine, Myint Swe; Fisher, Darrell L.

    2004-01-01

    The purpose of this study was to examine interpersonal behaviour in psychosocial learning environments and to determine the associations between science students' perceptions of their interactions with their teachers, the cultural background of teachers and their attitudinal outcomes. A sample of 1188 students completed the Questionnaire on Teacher Interaction instrument. The responses to two subscales of Test of Science-related Attitudes were used as attitudinal measures. Significant associations between students' perceptions of teacher interpersonal behaviour and the cultural background of teachers were detected. The results showed that students perceived a more favourable interpersonal relationship with Western teachers in the secondary science classrooms. The students in the classes of Western teachers indicated that they enjoyed science lessons more than those in the classes of Asian teachers. Some implications for science instruction in this context are discussed.

  15. Impact of a novel teaching method based on feedback, activity, individuality and relevance on students' learning.

    PubMed

    Edafe, Ovie; Brooks, William S; Laskar, Simone N; Benjamin, Miles W; Chan, Philip

    2016-03-20

    This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students' learning on clinical placement. This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model. The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of "standard" clinical teaching. Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching.

  16. The impact of teachers' approaches to teaching and students' learning styles on students' approaches to learning in college online biology courses

    NASA Astrophysics Data System (ADS)

    Hong, Yuh-Fong

    With the rapid growth of online courses in higher education institutions, research on quality of learning for online courses is needed. However, there is a notable lack of research in the cited literature providing evidence that online distance education promotes the quality of independent learning to which it aspires. Previous studies focused on academic outcomes and technology applications which do not monitor students' learning processes, such as their approaches to learning. Understanding students' learning processes and factors influencing quality of learning will provide valuable information for instructors and institutions in providing quality online courses and programs. The purpose of this study was to identify and investigate college biology teachers' approaches to teaching and students' learning styles, and to examine the impact of approaches to teaching and learning styles on students' approaches to learning via online instruction. Data collection included eighty-seven participants from five online biology courses at a community college in the southern area of Texas. Data analysis showed the following results. First, there were significant differences in approaches to learning among students with different learning styles. Second, there was a significant difference in students' approaches to learning between classes using different approaches to teaching. Three, the impact of learning styles on students' approaches to learning was not influenced by instructors' approaches to teaching. Two conclusions were obtained from the results. First, individuals with the ability to perceive information abstractly might be more likely to adopt deep approaches to learning than those preferring to perceive information through concrete experience in online learning environments. Second, Teaching Approach Inventory might not be suitable to measure approaches to teaching for online biology courses due to online instructional design and technology limitations. Based on the findings and conclusions of this study, implications for distance education and future research are described.

  17. A meta-analysis of pedagogical tools used in introductory programming courses

    NASA Astrophysics Data System (ADS)

    Trees, Frances P.

    Programming is recognized as being challenging for teachers to teach and difficult for students to learn. For decades, computer science educators have looked at innovative approaches by creating pedagogical software tools that attempt to facilitate both the teaching of and the learning of programming. This dissertation investigates the motivations for the integration of pedagogical tools in introductory programming courses and the characteristics that are perceived to contribute to the effectiveness of these tools. The study employs three research stages that examine the tool characteristics and their use. The first stage surveys teachers who use pedagogical tools in an introductory programming course. The second interviews teachers to explore the survey results in more detail and to add greater depth into the choice and use of pedagogical tools in the introductory programming class. The third interviews tool developers to provide an explanatory insight of the tool and the motivation for its creation. The results indicate that the pedagogical tools perceived to be effective share common characteristics: They provide an environment that is manageable, flexible and visual; they provide for active engagement in learning activities and support programming in small pieces; they allow for an easy transition to subsequent courses and more robust environments; they provide technical support and resource materials. The results of this study also indicate that recommendations from other computer science educators have a strong impact on a teacher's initial tool choice for an introductory programming course. This study informs present and future tool developers of the characteristics that the teachers perceive to contribute to the effectiveness of a pedagogical tool and how to present their tools to encourage a more efficient and more effective widespread adoption of the tool into the teacher's curriculum. The teachers involved in this study are actively involved in the computer science education community. The results of this study, based on the perceptions of these computer science educators, provide guidance to those educators choosing to introduce a new pedagogical tool into their programming course.

  18. Perceived Competence and Autonomy as Moderators of the Effects of Achievement Goal Orientations

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  19. Perceived ambiguity as a barrier to intentions to learn genome sequencing results

    PubMed Central

    Taber, Jennifer M.; Klein, William M.P.; Ferrer, Rebecca A.; Han, Paul K. J.; Lewis, Katie L.; Biesecker, Leslie G.; Biesecker, Barbara B.

    2015-01-01

    Many variants that could be returned from genome sequencing may be perceived as ambiguous—lacking reliability, credibility, or adequacy. Little is known about how perceived ambiguity influences thoughts about sequencing results. Participants (n=494) in an NIH genome sequencing study completed a baseline survey before sequencing results were available. We examined how perceived ambiguity regarding sequencing results and individual differences in medical ambiguity aversion and tolerance for uncertainty were associated with cognitions and intentions concerning sequencing results. Perceiving sequencing results as more ambiguous was associated with less favorable cognitions about results and lower intentions to learn and share results. Among participants low in tolerance for uncertainty or optimism, greater perceived ambiguity was associated with lower intentions to learn results for non-medically actionable diseases; medical ambiguity aversion did not moderate any associations. Results are consistent with the phenomenon of “ambiguity aversion” and may influence whether people learn and communicate genomic information. PMID:26003053

  20. Perceived ambiguity as a barrier to intentions to learn genome sequencing results.

    PubMed

    Taber, Jennifer M; Klein, William M P; Ferrer, Rebecca A; Han, Paul K J; Lewis, Katie L; Biesecker, Leslie G; Biesecker, Barbara B

    2015-10-01

    Many variants that could be returned from genome sequencing may be perceived as ambiguous-lacking reliability, credibility, or adequacy. Little is known about how perceived ambiguity influences thoughts about sequencing results. Participants (n = 494) in an NIH genome sequencing study completed a baseline survey before sequencing results were available. We examined how perceived ambiguity regarding sequencing results and individual differences in medical ambiguity aversion and tolerance for uncertainty were associated with cognitions and intentions concerning sequencing results. Perceiving sequencing results as more ambiguous was associated with less favorable cognitions about results and lower intentions to learn and share results. Among participants low in tolerance for uncertainty or optimism, greater perceived ambiguity was associated with lower intentions to learn results for non-medically actionable diseases; medical ambiguity aversion did not moderate any associations. Results are consistent with the phenomenon of "ambiguity aversion" and may influence whether people learn and communicate genomic information.

  1. Perceived levels of frustration during clinical situations in athletic training students.

    PubMed

    Heinerichs, Scott; Curtis, Neil; Gardiner-Shires, Alison

    2014-01-01

    Athletic training students (ATSs) are involved in various situations during the clinical experience that may cause them to express levels of frustration. Understanding levels of frustration in ATSs is important because frustration can affect student learning, and the clinical experience is critical to their development as professionals. To explore perceived levels of frustration in ATSs during clinical situations and to determine if those perceptions differ based on sex. Cross-sectional study with a survey instrument. A total of 14 of 19 professional, undergraduate athletic training programs accredited by the Commission on Accreditation of Athletic Training Education in Pennsylvania. Of a possible 438 athletic training students, 318 (72.6%) completed the survey. The Athletic Training Student Frustration Inventory was developed and administered. The survey gathered demographic information and included 24 Likert-scale items centering on situations associated with the clinical experience. Descriptive statistics were computed on all items. The Mann-Whitney U was used to evaluate differences between male and female students. A higher level of frustration was perceived during the following clinical situations: lack of respect by student-athletes and coaching staffs, the demands of the clinical experience, inability of ATSs to perform or remember skills, and ATSs not having the opportunity to apply their skills daily. Higher levels of frustration were perceived in female than male ATSs in several areas. Understanding student frustration during clinical situations is important to better appreciate the clinical education experience. Low levels of this emotion are expected; however, when higher levels exist, learning can be affected. Whereas we cannot eliminate student frustrations, athletic training programs and preceptors need to be aware of this emotion in order to create an environment that is more conducive to learning.

  2. Constructing Media Artifacts in a Social Constructivist Environment to Enhance Students' Environmental Awareness and Activism

    NASA Astrophysics Data System (ADS)

    Karahan, Engin; Roehrig, Gillian

    2015-02-01

    Current science education reforms and policy documents highlight the importance of environmental awareness and perceived need for activism. As "environmental problems are socially constructed in terms of their conceptualized effects on individuals, groups, other living things and systems research based on constructivist principles provides not only a coherent framework in which to theorize about learning, but also a context for understanding socially constructed issues" (Palmer and Suggate in Res Pap Educ 19(2), 2004, p. 208). This research study investigated the impacts of the learning processes structured based on the theories of constructionism and social constructivism on students' environmental awareness and perceived need for activism. Students constructed multimedia artifacts expressing their knowledge, attitudes, awareness, and activism about environmental issues through a constructionist design process. In addition, a social networking site was designed and used to promote social interaction among students. Twenty-two high school environmental science students participated in this study. A convergent mixed methods design was implemented to allow for the triangulation of methods by directly comparing and contrasting quantitative results with qualitative findings for corroboration and validation purposes. Using a mixed method approach, quantitative findings are supported with qualitative data (student video projects, writing prompts, blog entries, video projects of the students, observational field notes, and reflective journals) including spontaneous responses in both synchronous and asynchronous conversations on the social network to provide a better understanding of the change in students' environmental awareness and perceived need for activism. The findings of the study indicated that students' environmental awareness and perceived need for activism were improved at different scales (personal, community, global) throughout the constructionist and social constructivist learning processes.

  3. The relationship between mood state and perceived control in contingency learning: effects of individualist and collectivist values.

    PubMed

    Msetfi, Rachel M; Kornbrot, Diana E; Matute, Helena; Murphy, Robin A

    2015-01-01

    Perceived control in contingency learning is linked to psychological wellbeing with low levels of perceived control thought to be a cause or consequence of depression and high levels of control considered to be the hallmark of mental healthiness. However, it is not clear whether this is a universal phenomenon or whether the value that people ascribe to control influences these relationships. Here we hypothesize that values affect learning about control contingencies and influence the relationship between perceived control and symptoms of mood disorders. We tested these hypotheses with European university samples who were categorized as endorsing (or not) values relevant to control-individualist and collectivist values. Three online experimental contingency learning studies (N 1 = 127, N 2 = 324, N 3 = 272) were carried out. Evidence suggested that individualist values influenced basic learning processes via an effect on learning about the context in which events took place. Participants who endorsed individualist values made control judgments that were more in line with an elemental associative learning model, whilst those who were ambivalent about individualist values made judgments that were more consistent with a configural process. High levels of perceived control and individualist values were directly associated with increased euphoric symptoms of bipolar disorder, and such values completely mediated the relation between perceived control and symptoms. The effect of low perceived control on depression was moderated by collectivist values. Anxiety created by dissonance between values and task may be a catalyst for developing mood symptoms. Conclusions are that values play a significant intermediary role in the relation between perceived control and symptoms of mood disturbance.

  4. The Role of the Human Mirror Neuron System in Supporting Communication in a Digital World.

    PubMed

    Dickerson, Kelly; Gerhardstein, Peter; Moser, Alecia

    2017-01-01

    Humans use both verbal and non-verbal communication to interact with others and their environment and increasingly these interactions are occurring in a digital medium. Whether live or digital, learning to communicate requires overcoming the correspondence problem: There is no direct mapping, or correspondence between perceived and self-produced signals. Reconciliation of the differences between perceived and produced actions, including linguistic actions, is difficult and requires integration across multiple modalities and neuro-cognitive networks. Recent work on the neural substrates of social learning suggests that there may be a common mechanism underlying the perception-production cycle for verbal and non-verbal communication. The purpose of this paper is to review evidence supporting the link between verbal and non-verbal communications, and to extend the hMNS literature by proposing that recent advances in communication technology, which at times have had deleterious effects on behavioral and perceptual performance, may disrupt the success of the hMNS in supporting social interactions because these technologies are virtual and spatiotemporal distributed nature.

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

    PubMed

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

    2013-03-01

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

  6. Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms.

    PubMed

    Rathmann, Katharina; Herke, Max G; Hurrelmann, Klaus; Richter, Matthias

    2018-01-01

    The aim of this study is to examine the impact of class-level class climate on school-aged children's life satisfaction. Data was derived from the German National Educational Panel Study (NEPS) using sixth grade school-aged children (n = 4,764, 483 classes). Class climate includes indicators of teachers' care and monitoring, demands, interaction, autonomy, as well as school-aged children's attitudes towards schoolwork at the class- and individual-level. Results showed that individual perceived class climate in terms of teachers' care and monitoring and autonomy was positively related to life satisfaction, whereas school-related demands were related to lower life satisfaction. Besides teachers' care and monitoring at class-level, indicators of class climate were not associated with school-aged children's life satisfaction, while the individual perceived class climate is more important for life satisfaction.

  7. Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms

    PubMed Central

    Herke, Max G.; Hurrelmann, Klaus; Richter, Matthias

    2018-01-01

    The aim of this study is to examine the impact of class-level class climate on school-aged children’s life satisfaction. Data was derived from the German National Educational Panel Study (NEPS) using sixth grade school-aged children (n = 4,764, 483 classes). Class climate includes indicators of teachers' care and monitoring, demands, interaction, autonomy, as well as school-aged children's attitudes towards schoolwork at the class- and individual-level. Results showed that individual perceived class climate in terms of teachers' care and monitoring and autonomy was positively related to life satisfaction, whereas school-related demands were related to lower life satisfaction. Besides teachers' care and monitoring at class-level, indicators of class climate were not associated with school-aged children’s life satisfaction, while the individual perceived class climate is more important for life satisfaction. PMID:29420540

  8. The deaf and the classroom design: a contribution of the built environmental ergonomics for the accessibility.

    PubMed

    Martins, Laura Bezerra; Gaudiot, Denise Mariasimões Freire

    2012-01-01

    In any concept of school design, classroom occupies the central place. Dimensions, lighting, the equipment needed, ventilation are old questions already answered, even in form of laws and standards adopted. However, the best use of available materials and physical conditions of comfort is not sufficient for a classroom design guaranteed success. The classroom should provide deaf students elements to facilitate the learning process, eliminating as much as possible the obstacles created by lack of hearing and allowing them to have the same access to learning as a listener student. As users of a school building, teachers, students, parents and staff are the best evaluators of the physical environment of schools. The environmental comfort is a largest ally of pedagogy. The learning comes from the perception and the concentration of students in the classroom. The purpose of this study is to detect the role of direct perception (physical) and indirect (intangible) elements that informs and have symbolic value, and propose layouts for accessible classrooms to deaf students. The ergonomics of the built environment evaluation methods could use the participatory design method tools as basis to assessing how users perceive and use the school environment.

  9. Structural Equation Modeling towards Online Learning Readiness, Academic Motivations, and Perceived Learning

    ERIC Educational Resources Information Center

    Horzum, Mehmet Baris; Kaymak, Zeliha Demir; Gungoren, Ozlem Canan

    2015-01-01

    The relationship between online learning readiness, academic motivations, and perceived learning was investigated via structural equation modeling in the research. The population of the research consisted of 750 students who studied using the online learning programs of Sakarya University. 420 of the students who volunteered for the research and…

  10. Mechanisms for Institutionalizing Service-Learning and Community Partner Outcomes

    ERIC Educational Resources Information Center

    Stater, Keely Jones; Fotheringham, Eric

    2009-01-01

    Using data on service-learning partnerships from 255 universities receiving Learn and Serve America Grants in 2005, we ask (1) how different strategies used to institutionalize service-learning shape the perceived impact of the partnership on community groups, (2) how the level of service-learning program formality affects the perceived impact of…

  11. Hospital-based nurses' perceptions of the adoption of Web 2.0 tools for knowledge sharing, learning, social interaction and the production of collective intelligence.

    PubMed

    Lau, Adela S M

    2011-11-11

    Web 2.0 provides a platform or a set of tools such as blogs, wikis, really simple syndication (RSS), podcasts, tags, social bookmarks, and social networking software for knowledge sharing, learning, social interaction, and the production of collective intelligence in a virtual environment. Web 2.0 is also becoming increasingly popular in e-learning and e-social communities. The objectives were to investigate how Web 2.0 tools can be applied for knowledge sharing, learning, social interaction, and the production of collective intelligence in the nursing domain and to investigate what behavioral perceptions are involved in the adoption of Web 2.0 tools by nurses. The decomposed technology acceptance model was applied to construct the research model on which the hypotheses were based. A questionnaire was developed based on the model and data from nurses (n = 388) were collected from late January 2009 until April 30, 2009. Pearson's correlation analysis and t tests were used for data analysis. Intention toward using Web 2.0 tools was positively correlated with usage behavior (r = .60, P < .05). Behavioral intention was positively correlated with attitude (r = .72, P < .05), perceived behavioral control (r = .58, P < .05), and subjective norm (r = .45, P < .05). In their decomposed constructs, perceived usefulness (r = .7, P < .05), relative advantage (r = .64, P < .05), and compatibility (r = .60,P < .05) were positively correlated with attitude, but perceived ease of use was not significantly correlated (r = .004, P < .05) with it. Peer (r = .47, P < .05), senior management (r = .24,P < .05), and hospital (r = .45, P < .05) influences had positive correlations with subjective norm. Resource (r = .41,P < .05) and technological (r = .69,P < .05) conditions were positively correlated with perceived behavioral control. The identified behavioral perceptions may further health policy makers' understanding of nurses' concerns regarding and barriers to the adoption of Web 2.0 tools and enable them to better plan the strategy of implementation of Web 2.0 tools for knowledge sharing, learning, social interaction, and the production of collective intelligence.

  12. Hospital-Based Nurses’ Perceptions of the Adoption of Web 2.0 Tools for Knowledge Sharing, Learning, Social Interaction and the Production of Collective Intelligence

    PubMed Central

    2011-01-01

    Background Web 2.0 provides a platform or a set of tools such as blogs, wikis, really simple syndication (RSS), podcasts, tags, social bookmarks, and social networking software for knowledge sharing, learning, social interaction, and the production of collective intelligence in a virtual environment. Web 2.0 is also becoming increasingly popular in e-learning and e-social communities. Objectives The objectives were to investigate how Web 2.0 tools can be applied for knowledge sharing, learning, social interaction, and the production of collective intelligence in the nursing domain and to investigate what behavioral perceptions are involved in the adoption of Web 2.0 tools by nurses. Methods The decomposed technology acceptance model was applied to construct the research model on which the hypotheses were based. A questionnaire was developed based on the model and data from nurses (n = 388) were collected from late January 2009 until April 30, 2009. Pearson’s correlation analysis and t tests were used for data analysis. Results Intention toward using Web 2.0 tools was positively correlated with usage behavior (r = .60, P < .05). Behavioral intention was positively correlated with attitude (r = .72, P < .05), perceived behavioral control (r = .58, P < .05), and subjective norm (r = .45, P < .05). In their decomposed constructs, perceived usefulness (r = .7, P < .05), relative advantage (r = .64, P < .05), and compatibility (r = .60, P < .05) were positively correlated with attitude, but perceived ease of use was not significantly correlated (r = .004, P < .05) with it. Peer (r = .47, P < .05), senior management (r = .24, P < .05), and hospital (r = .45, P < .05) influences had positive correlations with subjective norm. Resource (r = .41, P < .05) and technological (r = .69, P < .05) conditions were positively correlated with perceived behavioral control. Conclusions The identified behavioral perceptions may further health policy makers’ understanding of nurses’ concerns regarding and barriers to the adoption of Web 2.0 tools and enable them to better plan the strategy of implementation of Web 2.0 tools for knowledge sharing, learning, social interaction, and the production of collective intelligence. PMID:22079851

  13. Parents’ and Experts’ Awareness of Learning Opportunities in Children’s Museum Exhibits

    PubMed Central

    Golinkoff, Roberta Michnick; Stuehling, Amara; Resnick, Ilyse; Mahajan, Neha; Hirsh-Pasek, Kathy; Moynihan, Nora

    2017-01-01

    Informal learning outside of school are crucial for a child’s development. Children’s museums, in particular, are environments conducive to this sort of learning, especially when parents guide children’s exploration. However, research suggests a gap between parents’ and experts’ perceptions of the value of informal learning. In Study 1, we asked groups of parents and experts (i.e., individuals in the community connected with the field of education or those with training in child growth and development) to rate the presence of learning opportunities available in two museum exhibits, finding that parents consistently provided lower ratings. In Study 2, we explored whether signage aimed at orienting parents toward the learning potential in these exhibits would have an impact on their ratings. Results suggested that signage made parents’ ratings look more like those of experts. Taken together, these studies show that a simple intervention can help parents perceive the learning opportunities in children’s museum exhibits as experts do. PMID:28970647

  14. Making time for learning-oriented leadership in multidisciplinary hospital management groups.

    PubMed

    Singer, Sara J; Hayes, Jennifer E; Gray, Garry C; Kiang, Mathew V

    2015-01-01

    Although the clinical requirements of health care delivery imply the need for interdisciplinary management teams to work together to promote frontline learning, such interdisciplinary, learning-oriented leadership is atypical. We designed this study to identify behaviors enabling groups of diverse managers to perform as learning-oriented leadership teams on behalf of quality and safety. We randomly selected 12 of 24 intact groups of hospital managers from one hospital to participate in a Safety Leadership Team Training program. We collected primary data from March 2008 to February 2010 including pre- and post-staff surveys, multiple interviews, observations, and archival data from management groups. We examined the level and trend in frontline perceptions of managers' learning-oriented leadership following the intervention and ability of management groups to achieve objectives on targeted improvement projects. Among the 12 intervention groups, we identified higher- and lower-performing intervention groups and behaviors that enabled higher performers to work together more successfully. Management groups that achieved more of their performance goals and whose staff perceived more and greater improvement in their learning-oriented leadership after participation in Safety Leadership Team Training invested in structures that created learning capacity and conscientiously practiced prescribed learning-oriented management and problem-solving behaviors. They made the time to do these things because they envisioned the benefits of learning, valued the opportunity to learn, and maintained an environment of mutual respect and psychological safety within their group. Learning in management groups requires vision of what learning can accomplish; will to explore, practice, and build learning capacity; and mutual respect that sustains a learning environment.

  15. The Biggs and Moore Model in E-Learning: The Role of Motivation and Collaboration as Moderators

    ERIC Educational Resources Information Center

    Haverila, Matti J.

    2012-01-01

    The purpose of this paper is to report the findings of a research conducted to evaluate the effect of e-learning experience on students' perceived learning outcomes, and more specifically the role of motivation and collaboration as moderators between the e-learning experience and the learning outcome. The perceived learning outcome was measured…

  16. Relation of perceptions of educational environment with mindfulness among Chinese medical students: a longitudinal study.

    PubMed

    Xu, Xin; Wu, Daxing; Zhao, Xiaohua; Chen, Junxiang; Xia, Jie; Li, Mulei; Nie, Xueqing; Zhong, Xue

    2016-01-01

    Perceived educational environment influences academic outcomes, such as academic achievement, students' behaviors, well-being, socio-emotional adjustment and explicit self-esteem. Mindfulness is a set of skills that are beneficial to physical and mental health. Recently, it has been increasingly discussed about its usefulness in education, but little research has explored whether mindfulness can predict perceptions of educational environment. The aim of this study was to explore Chinese medical students' perceptions of learning environment and their relationship with mindfulness. Medical students at the Second Xiangya Hospital of Central South University (N=431) completed the Chinese version of Dundee Ready Educational Environment Measure (DREEM-C) and the Kentucky Inventory of Mindfulness Skills (KIMS-C). One year later, a subgroup of the cohort (N=231) completed the DREEM-C again. Independent-samples t-test, variance analysis, correlation analysis, and hierarchical multiple regression (HMR) were conducted. DREEM-C total and subscales scores were net positive, but with room for improvement. Perceptions differed in relation to gender, academic year, and age. KIMS-C scores correlated with DREEM-C scores. The predictive effect persisted 1 year later. Medical students had net-positive perceptions about their learning environment. Higher mindfulness scores were associated with greater satisfaction with the environment and this association showed persistence.

  17. Relation of perceptions of educational environment with mindfulness among Chinese medical students: a longitudinal study.

    PubMed

    Xu, Xin; Wu, Daxing; Zhao, Xiaohua; Chen, Junxiang; Xia, Jie; Li, Mulei; Nie, Xueqing; Zhong, Xue

    2016-01-01

    Background Perceived educational environment influences academic outcomes, such as academic achievement, students' behaviors, well-being, socio-emotional adjustment and explicit self-esteem. Mindfulness is a set of skills that are beneficial to physical and mental health. Recently, it has been increasingly discussed about its usefulness in education, but little research has explored whether mindfulness can predict perceptions of educational environment. The aim of this study was to explore Chinese medical students' perceptions of learning environment and their relationship with mindfulness. Methods Medical students at the Second Xiangya Hospital of Central South University (N=431) completed the Chinese version of Dundee Ready Educational Environment Measure (DREEM-C) and the Kentucky Inventory of Mindfulness Skills (KIMS-C). One year later, a subgroup of the cohort (N=231) completed the DREEM-C again. Independent-samples t-test, variance analysis, correlation analysis, and hierarchical multiple regression (HMR) were conducted. Results DREEM-C total and subscales scores were net positive, but with room for improvement. Perceptions differed in relation to gender, academic year, and age. KIMS-C scores correlated with DREEM-C scores. The predictive effect persisted 1 year later. Conclusions Medical students had net-positive perceptions about their learning environment. Higher mindfulness scores were associated with greater satisfaction with the environment and this association showed persistence.

  18. The relationship between mood state and perceived control in contingency learning: effects of individualist and collectivist values

    PubMed Central

    Msetfi, Rachel M.; Kornbrot, Diana E.; Matute, Helena; Murphy, Robin A.

    2015-01-01

    Perceived control in contingency learning is linked to psychological wellbeing with low levels of perceived control thought to be a cause or consequence of depression and high levels of control considered to be the hallmark of mental healthiness. However, it is not clear whether this is a universal phenomenon or whether the value that people ascribe to control influences these relationships. Here we hypothesize that values affect learning about control contingencies and influence the relationship between perceived control and symptoms of mood disorders. We tested these hypotheses with European university samples who were categorized as endorsing (or not) values relevant to control—individualist and collectivist values. Three online experimental contingency learning studies (N1 = 127, N2 = 324, N3 = 272) were carried out. Evidence suggested that individualist values influenced basic learning processes via an effect on learning about the context in which events took place. Participants who endorsed individualist values made control judgments that were more in line with an elemental associative learning model, whilst those who were ambivalent about individualist values made judgments that were more consistent with a configural process. High levels of perceived control and individualist values were directly associated with increased euphoric symptoms of bipolar disorder, and such values completely mediated the relation between perceived control and symptoms. The effect of low perceived control on depression was moderated by collectivist values. Anxiety created by dissonance between values and task may be a catalyst for developing mood symptoms. Conclusions are that values play a significant intermediary role in the relation between perceived control and symptoms of mood disturbance. PMID:26483707

  19. [Learning styles in medical residents and their professors of a pediatric hospital.

    PubMed

    Juárez-Muñoz, Irina Elizabeth; Gómez-Negrete, Alonso; Varela-Ruiz, Margarita; Mejía-Aranguré, Juan Manuel; Mercado-Arellano, José Agustín; Sciandra-Rico, Martha Minerva; Matute-González, Mario Manuel

    2013-01-01

    Background: the learning styles are cognitive, emotional, and psychological characteristics, which function as relatively stable indicators of how teachers and students perceive, interact, and respond to their learning environments. Knowing students' styles allows teachers to have tools to improve medical education. Our objective was to identify learning styles in pediatric residents and professors from a pediatric hospital. Methods: a learning styles questionnaire was applied to residents and theirs professors; data was analyzed in SPSS 12 software. Results: the dominant learning style in pediatric residents was reflexive and for professors was theoretical. There wasn't any difference between sexes or between medical or surgical specialities. There was more correlation between professors and residents when there was an increase in training time. Conclusions: the learning styles between professors and residents are different, especially at the beginning of the medical specialty courses; that's why it is necessary to realize a confrontation between the students' learning styles and teaching methods used by professors to improve significant learning. To know learning styles gives residents an important alternative to find a better study strategy.

  20. Modelling Pre-Service Teachers' Perceived Usefulness of an ICT-Based Student-Centred Learning (SCL) Curriculum: A Singapore Study

    ERIC Educational Resources Information Center

    Teo, Timothy; Lee, Chwee Beng; Chai, Ching Sing; Choy, Doris

    2009-01-01

    The purpose of this study is to examine the factors that influence pre-service teachers' perceived usefulness of an Information and Communication Technology (ICT) course that was conducted using the student-centred learning (SCL) approach. In this study, perceived usefulness was used as the dependent variable and perceived competence, course…

  1. Psychosocial impact, perceived stress and learning effect in undergraduate dental students during transition from pre-clinical to clinical education.

    PubMed

    Frese, C; Wolff, D; Saure, D; Staehle, H J; Schulte, A

    2018-04-10

    This study aimed to develop a suitable instrument for a comprehensive quantitative and qualitative assessment of perceived psychosocial impact, levels of stress and learning effect in undergraduate dental students during the transition from pre-clinical to clinical education. These findings might improve curricular structures and didactic organisation during this period. At the beginning of their first clinical year, undergraduate dental students were asked to complete an anonymous forty-item questionnaire. Two hundred and seventy-six undergraduate dental students were willing to participate and completed the questionnaire and participated during the years 2011-2016. The response rate was between 45% and 96%. Correlational analysis (Spearman-Rho) in the field of psychosocial impact showed the dental teacher to be the most important multiplier of students' feelings. If the students feel that their teacher acts cooperatively, positive items increase and negative items decrease significantly (P < .0001). Also, students who report high levels of stress are affected significantly in their psychosocial interaction (P < .0001). Wilcoxon test yielded highest levels of stress in endodontology during the first weeks (P < .0001). During the same period, the greatest learning increment was seen for diagnostics and caries excavation. In conclusion, teaching of undergraduate dental students during the transition period from pre-clinical to clinical education can be positively influenced by a supportive learning environment and by specific chronological modifications in the curriculum. Students should start their clinical training with diagnostics, preventive dentistry and initial periodontal treatment. Due to high levels of perceived stress, endodontology should be introduced later in the clinical curriculum. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  2. Undergraduate Sport Management Students' Perceptions of Leadership Skills through Service Learning

    ERIC Educational Resources Information Center

    Romsa, Bryan; Romsa, Katelyn; Lim, Jon; Wurdinger, Scott

    2017-01-01

    Researchers have discovered that service learning affects students' academic, personal, and social development. However, currently there is a gap in literature analyzing ways in which service learning affects students' perceived leadership skills. This study examined the effectiveness of service learning on the perceived leadership skills of 74…

  3. Dynamics of study strategies and teacher regulation in virtual patient learning activities: a cross sectional survey.

    PubMed

    Edelbring, Samuel; Wahlström, Rolf

    2016-04-23

    Students' self-regulated learning becomes essential with increased use of exploratory web-based activities such as virtual patients (VPs). The purpose was to investigate the interplay between students' self-regulated learning strategies and perceived benefit in VP learning activities. A cross-sectional study (n = 150) comparing students' study strategies and perceived benefit of a virtual patient learning activity in a clinical clerkship preparatory course. Teacher regulation varied among three settings and was classified from shared to strong. These settings were compared regarding their respective relations between regulation strategies and perceived benefit of the virtual patient activity. Self-regulation learning strategy was generally associated with perceived benefit of the VP activities (rho 0.27, p < 0.001), but was not true in all settings. The association was higher in the two strongly regulated settings. The external regulation strategy did generally associate weakly with perceived benefit (rho 0.17, p < 0.05) with large variations between settings. The flexible student-autonomous appeal of virtual patients should not lead to the dismissal of guidance and related course activities. External teacher and peer regulation seem to be productive for increasing learners' perceived benefit. Awareness of the interplay among teacher regulation (external) and various study strategies can increase the value of flexible web-based learning resources to students.

  4. Learning in a game-based virtual environment: a comparative evaluation in higher education

    NASA Astrophysics Data System (ADS)

    Mayer, Igor; Warmelink, Harald; Bekebrede, Geertje

    2013-03-01

    The authors define the requirements and a conceptual model for comparative evaluation research of simulation games and serious games (SGs) in a learning context. A first operationalisation of the model was used to comparatively evaluate a suite of 14 SGs on varying topics played between 2004 and 2009 in 13 institutes of higher education in the Netherlands. The questions in this research were: what is the perceived learning effectiveness of the games and what factors explain it? How can we comparatively evaluate games for learning? Data were gathered through pre- and post-game questionnaires among 1000 students, leading to 500 useful datasets and 230 complete datasets for analysis (factor analysis, scaling, t-test and correlation analysis) to give an explorative, structural model. The findings are discussed and a number of propositions for further research are formulated. The conclusion of the analysis is that the students' motivation and attitudes towards game-based learning before the game, their actual enjoyment, their efforts during the game and the quality of the facilitator/teacher are most strongly correlated with their learning satisfaction. The degree to which the experiences during the game were translated back into the underlying theories significantly determines the students' learning satisfaction. The quality of the virtual game environment did not matter so much. The authors reflect upon the general methodology used and offer suggestions for further research and development.

  5. Designing, implementing and evaluating an online problem-based learning (PBL) environment--a pilot study.

    PubMed

    Ng, Manwa L; Bridges, Susan; Law, Sam Po; Whitehill, Tara

    2014-01-01

    Problem-based learning (PBL) has been shown to be effective for promoting student competencies in self-directed and collaborative learning, critical thinking, self-reflection and tackling novel situations. However, the need for face-to-face interactions at the same place and time severely limits the potential of traditional PBL. The requirements of space and for meeting at a specific location at the same time create timetabling difficulties. Such limitations need to be tackled before all potentials of PBL learning can be realized. The present study aimed at designing and implementing an online PBL environment for undergraduate speech/language pathology students, and assessing the associated pedagogical effectiveness. A group of eight PBL students were randomly selected to participate in the study. They underwent 4 weeks of online PBL using Adobe Connect. Upon completion of the experiment, they were assessed via a self-reported questionnaire and quantitative comparison with traditional PBL students based on the same written assignment. The questionnaire revealed that all participating students enjoyed online PBL, without any perceived negative effects on learning. Online PBL unanimously saved the students travel time to and from school. Statistical analysis indicated no significant difference in assignment grades between the online and traditional PBL groups, indicating that online PBL learning appears to be similarly effective as traditional face-to-face PBL learning.

  6. The Role of Pre-Game Learning Attitude in the Prediction to Competitive Anxiety, Perceived Utility of Pre-Game Learning of Game, and Gameplay Interest

    ERIC Educational Resources Information Center

    Hong, Jon-Chao; Hwang, Ming-Yueh; Liu, Yeu-Ting; Lin, Pei-Hsin; Chen, Yi-Ling

    2016-01-01

    Educational games can be viewed in two ways, "learning to play" or "playing to learn." The Chinese Idiom String Up Game was specifically designed to examine the effect of "learning to play" on the interrelatedness of players' gameplay interest, competitive anxiety, and perceived utility of pre-game learning (PUPGL).…

  7. The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

    PubMed Central

    Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

    2017-01-01

    We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that the students’ intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students’ engagement and perceived learning significantly increased. Finally, students’ amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students’ perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed. PMID:29146665

  8. New graduate RN work satisfaction after completing an interactive nurse residency.

    PubMed

    Anderson, Teresa; Linden, Lois; Allen, Marsha; Gibbs, Elizabeth

    2009-04-01

    The aims of this study were to measure job satisfaction and engagement perceptions of new nurses after completing interactive residency modules and to test the reliability and validity of the Halfer-Graf Job/Work Environment Nursing Satisfaction Survey. US nursing shortages are estimated to increase to 36% by 2020, requiring emphasis on hiring new graduate nurses. Improved retention of new graduates through innovative orientations such as interactive nurse residencies is one option. This mixed qualitative and quantitative study compared perceived job satisfaction and employee engagement of 90 new graduate nurses completing an interactive nurse residency. Reliability and validity of the Halfer-Graf tool were supported. Qualitative analysis yielded trends related to satisfiers (patients, patient outcomes, and teamwork) and dissatisfiers (staffing/scheduling, lack of teamwork, and physician disrespect). Simulation scenarios, debriefing, and e-mail communication with peers ranked high as beneficial teaching strategies. Study findings support previous research. An interactive learning environment was perceived as beneficial. First and second year nurse retention was consistent with previous residency programming.

  9. Vision Systems with the Human in the Loop

    NASA Astrophysics Data System (ADS)

    Bauckhage, Christian; Hanheide, Marc; Wrede, Sebastian; Käster, Thomas; Pfeiffer, Michael; Sagerer, Gerhard

    2005-12-01

    The emerging cognitive vision paradigm deals with vision systems that apply machine learning and automatic reasoning in order to learn from what they perceive. Cognitive vision systems can rate the relevance and consistency of newly acquired knowledge, they can adapt to their environment and thus will exhibit high robustness. This contribution presents vision systems that aim at flexibility and robustness. One is tailored for content-based image retrieval, the others are cognitive vision systems that constitute prototypes of visual active memories which evaluate, gather, and integrate contextual knowledge for visual analysis. All three systems are designed to interact with human users. After we will have discussed adaptive content-based image retrieval and object and action recognition in an office environment, the issue of assessing cognitive systems will be raised. Experiences from psychologically evaluated human-machine interactions will be reported and the promising potential of psychologically-based usability experiments will be stressed.

  10. Development and evaluation of a questionnaire to measure the perceived implementation of the mission statement of a competency based curriculum.

    PubMed

    Rotthoff, Thomas; Ostapczuk, Martin Stefan; de Bruin, Judith; Kröncke, Klaus-Dietrich; Decking, Ulrich; Schneider, Matthias; Ritz-Timme, Stefanie

    2012-11-07

    A mission statement (MS) sets out the long-term goals of an institution and is supposed to be suited for studying learning environments. Yet, hardly any study has tested this issue so far. The aim of the present study was the development and psychometric evaluation of an MS-Questionnaire (MSQ) focusing on explicit competencies. We investigated to what extent the MSQ captures the construct of learning environment and how well a faculty is following--in its perception--a competency orientation in a competency-based curriculum. A questionnaire was derived from the MS "teaching" (Medical Faculty, Heinrich-Heine University Düsseldorf) which was based on (inter-) nationally accepted goals and recommendations for a competency based medical education. The MSQ was administered together with the Dundee Ready Education Environment Measure (DREEM) to 1119 students and 258 teachers. Cronbach's alpha was used to analyze the internal consistency of the items. Explorative factor analyses were performed to analyze homogeneity of the items within subscales and factorial validity of the MSQ. Item discrimination was assessed by means of part-whole corrected discrimination indices, and convergent validity was analyzed with respect to DREEM. Demographic variations of the respondents were used to analyze the inter-group variations in their responses. Students and teachers perceived the MS implementation as "moderate" and on average, students differed significantly in their perception of the MS. They thought implementation of the MS was less successful than faculty did. Women had a more positive perception of educational climate than their male colleagues and clinical students perceived the implementation of the MS on all dimensions significantly worse than preclinical students. The psychometric properties of the MSQ were very satisfactory: Item discrimination was high. Similarly to DREEM, the MSQ was highly reliable among students (α = 0.92) and teachers (α = 0.93). In both groups, the MSQ correlated highly positively with DREEM (r = 0.79 and 0.80, p < 0.001 each). Factor analyses did not reproduce the three areas of the MS perfectly. The subscales, however, could be identified as such both among teachers and students. The perceived implementation of faculty-specific goals can be measured in an institution to some considerable extent by means of a questionnaire developed on the basis of the institution's MS. Our MSQ provides a reliable instrument to measure the learning climate with a strong focus on competencies which are increasingly considered crucial in medical education. The questionnaire thus offers additional information beyond the DREEM. Our site-specific results imply that our own faculty is not yet fully living up to its competency-based MS. In general, the MSQ might prove useful for faculty development to the increasing number of faculties seeking to measure their perceived competency orientation in a competency-based curriculum.

  11. Continued use of an interactive computer game-based visual perception learning system in children with developmental delay.

    PubMed

    Lin, Hsien-Cheng; Chiu, Yu-Hsien; Chen, Yenming J; Wuang, Yee-Pay; Chen, Chiu-Ping; Wang, Chih-Chung; Huang, Chien-Ling; Wu, Tang-Meng; Ho, Wen-Hsien

    2017-11-01

    This study developed an interactive computer game-based visual perception learning system for special education children with developmental delay. To investigate whether perceived interactivity affects continued use of the system, this study developed a theoretical model of the process in which learners decide whether to continue using an interactive computer game-based visual perception learning system. The technology acceptance model, which considers perceived ease of use, perceived usefulness, and perceived playfulness, was extended by integrating perceived interaction (i.e., learner-instructor interaction and learner-system interaction) and then analyzing the effects of these perceptions on satisfaction and continued use. Data were collected from 150 participants (rehabilitation therapists, medical paraprofessionals, and parents of children with developmental delay) recruited from a single medical center in Taiwan. Structural equation modeling and partial-least-squares techniques were used to evaluate relationships within the model. The modeling results indicated that both perceived ease of use and perceived usefulness were positively associated with both learner-instructor interaction and learner-system interaction. However, perceived playfulness only had a positive association with learner-system interaction and not with learner-instructor interaction. Moreover, satisfaction was positively affected by perceived ease of use, perceived usefulness, and perceived playfulness. Thus, satisfaction positively affects continued use of the system. The data obtained by this study can be applied by researchers, designers of computer game-based learning systems, special education workers, and medical professionals. Copyright © 2017 Elsevier B.V. All rights reserved.

  12. The psychological characteristics of experiences that influence science motivation and content knowledge

    NASA Astrophysics Data System (ADS)

    Bathgate, Meghan; Schunn, Christian

    2017-11-01

    While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural-cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed.

  13. The Impact of Blended Learning on Social Presence, Cognitive Presence, Teaching Presence, and Perceived Learning

    ERIC Educational Resources Information Center

    Harrell, Kyleigh Blackwell

    2017-01-01

    The quantitative study examined how blended learning influences high school learners' social presence, cognitive presence, teacher presence, and perceived learning in comparison to online instruction. The study answered the following research questions: (a) Do differences exist among the social presence, cognitive presence, and teaching presence…

  14. Exploring Prospective EFL Teachers' Perceived Self-Efficacy and Beliefs on English Language Learning

    ERIC Educational Resources Information Center

    Genç, Gülten; Kulusakli, Emine; Aydin, Savas

    2016-01-01

    Learners' perceived self-efficacy and beliefs on English language learning are important in education. Taking into consideration the important impact of individual variables on language learning, this study seeks to highlight the relationship between Turkish EFL learners' beliefs about language learning and their sense of self-efficacy. The…

  15. Medical students' perceptions of emerging learning communities at one medical school.

    PubMed

    Rosenbaum, Marcy E; Schwabbauer, Marian; Kreiter, Clarence; Ferguson, Kristi J

    2007-05-01

    In 1999, the University of Iowa Roy J. and Lucille A. Carver College of Medicine (UICCOM) established a student management model consisting of four student-style learning communities (LCs), each comprising one quarter of the students from each class, with the goal of fostering student connection, excellence, learning, leadership, and service. The authors present results of a prospective evaluation of medical students' perceptions of emerging LCs and their impact on medical student life at UICCOM. A two-page questionnaire, administered in 1999 and again in 2003 to all second-through fourth-year and MD/PhD students, assessed connections among students from different years of study, students' participation in activities, anticipated/perceived benefits of LCs, concerns about LCs, and the impact of LCs on students' perceptions of the learning environment. Questions were open ended or Likert scaled; statistical analyses were descriptive, parametric, and nonparametric. Comparison of results between 1999 and 2003 demonstrated increased connections between students and participation in LC activities, positive perceptions of the overall learning environment, increased access to faculty and staff, and increased involvement in leadership and service activities. Student concerns included continued obstacles to involvement in LCs for third- and fourth-year students. This prospective evaluation demonstrates that LCs can contribute to more positive perceptions of the learning environment and increased interaction between students throughout medical school. LCs seem to increase student leadership development and engagement in the broader community. Further investigation is needed to determine how these potential benefits of LCs can be maximized and made more accessible to all students.

  16. Psychobiology of the amniotic environment.

    PubMed

    Benassi, Luigi; Accorsi, Francesca; Marconi, Lorenza; Benassi, Gianluca

    2004-01-01

    Water, basic element of amniotic fluid (A.F.), is closely related to Life, Fertility and Motherhood in several cultures and religions. Through material evidences of an essential growth medium and useful diagnostic source, a new concept grow up: the fluid as a first real environment in which fetus lives and acts. Many studies confirm that in A.F. fetus starts his character-building, his memory and his intelligence. The fluid seems to be the first means of learning and acknowledgement. Sounds, smells and tastes are perceived as well as emotions and fears. Urinoterapy and staminal cells sampling shows how A.F. can be considered as an additional terapeutic resource.

  17. Automated analysis of short responses in an interactive synthetic tutoring system for introductory physics

    NASA Astrophysics Data System (ADS)

    Nakamura, Christopher M.; Murphy, Sytil K.; Christel, Michael G.; Stevens, Scott M.; Zollman, Dean A.

    2016-06-01

    Computer-automated assessment of students' text responses to short-answer questions represents an important enabling technology for online learning environments. We have investigated the use of machine learning to train computer models capable of automatically classifying short-answer responses and assessed the results. Our investigations are part of a project to develop and test an interactive learning environment designed to help students learn introductory physics concepts. The system is designed around an interactive video tutoring interface. We have analyzed 9 with about 150 responses or less. We observe for 4 of the 9 automated assessment with interrater agreement of 70% or better with the human rater. This level of agreement may represent a baseline for practical utility in instruction and indicates that the method warrants further investigation for use in this type of application. Our results also suggest strategies that may be useful for writing activities and questions that are more appropriate for automated assessment. These strategies include building activities that have relatively few conceptually distinct ways of perceiving the physical behavior of relatively few physical objects. Further success in this direction may allow us to promote interactivity and better provide feedback in online learning systems. These capabilities could enable our system to function more like a real tutor.

  18. Teachers' perceptions of the benefits and the challenges of integrating educational robots into primary/elementary curricula

    NASA Astrophysics Data System (ADS)

    Khanlari, Ahmad

    2016-05-01

    Twenty-first century education systems should create an environment wherein students encounter critical learning components (such as problem-solving, teamwork, and communication skills) and embrace lifelong learning. A review of literature demonstrates that new technologies, in general, and robotics, in particular, are well suited for this aim. This study aims to contribute to the literature by studying teachers' perceptions of the effects of using robotics on students' lifelong learning skills. This study also seeks to better understand teachers' perceptions of the barriers of using robotics and the support they need. Eleven primary/elementary teachers from Newfoundland and Labrador English Schools District participated in this study. The results of this study revealed that robotics is perceived by teachers to have positive effects on students' lifelong learning skills. Furthermore, the participants indicated a number of barriers to integrate robotics into their teaching activities and expressed the support they need.

  19. Impact of a novel teaching method based on feedback, activity, individuality and relevance on students’ learning

    PubMed Central

    Brooks, William S.; Laskar, Simone N.; Benjamin, Miles W.; Chan, Philip

    2016-01-01

    Objectives This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students’ learning on clinical placement. Methods This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Results Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model.  The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of “standard” clinical teaching. Conclusions Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching. PMID:26995588

  20. Radiography Faculty Engaged in Online Education: Perceptions of Effectiveness, Satisfaction, and Technological Self-efficacy.

    PubMed

    Cherry, Shirley J; Flora, Bethany H

    2017-01-01

    To assess radiography faculty perceptions of the effectiveness of online courses. An original survey instrument was created by selecting items from 3 instruments used in prior research and adding unique questions designed to elicit demographic data from faculty. The sample included a national dataset of radiography faculty members employed in Joint Review Committee on Education in Radiologic Technology-accredited programs in the United States. Findings showed that faculty perceptions of online course effectiveness are not affected significantly by faculty position, type of institution, faculty age, or years of teaching experience. Positive perceptions of the effectiveness of online courses moderately increased with years of teaching online courses, number of online courses taught in the past 5 years, and perceived competence with the use of technology. Faculty satisfaction with interaction in online courses moderately increased as the years of teaching online courses increased. However, the number of years of teaching online courses was not related to faculty satisfaction with teaching online courses or faculty satisfaction with institutional support. Online technology acceptance had a moderately positive relationship with perceived ease of use and a strong positive relationship with perceived usefulness of online technology. In addition, the use of technology-enhanced learning methods had a strong positive relationship with technological self-efficacy. Radiography faculty perceptions of the effectiveness of online courses improved with experience in teaching online courses and competence with use of technology. Perceived ease of use and perceived usefulness of online technology were related directly to online technology acceptance. Furthermore, faculty members with technological self-efficacy were more likely to use technology-enhanced learning methods in the online environment.

  1. The specificity of parenting effects: Differential relations of parent praise and criticism to children's theories of intelligence and learning goals.

    PubMed

    Gunderson, Elizabeth A; Donnellan, M Brent; Robins, Richard W; Trzesniewski, Kali H

    2018-04-24

    Individuals who believe that intelligence can be improved with effort (an incremental theory of intelligence) and who approach challenges with the goal of improving their understanding (a learning goal) tend to have higher academic achievement. Furthermore, parent praise is associated with children's incremental theories and learning goals. However, the influences of parental criticism, as well as different forms of praise and criticism (e.g., process vs. person), have received less attention. We examine these associations by analyzing two existing datasets (Study 1: N = 317 first to eighth graders; Study 2: N = 282 fifth and eighth graders). In both studies, older children held more incremental theories of intelligence, but lower learning goals, than younger children. Unexpectedly, the relation between theories of intelligence and learning goals was nonsignificant and did not vary with children's grade level. In both studies, overall perceived parent praise positively related to children's learning goals, whereas perceived parent criticism negatively related to incremental theories of intelligence. In Study 2, perceived parent process praise was the only significant (positive) predictor of children's learning goals, whereas perceived parent person criticism was the only significant (negative) predictor of incremental theories of intelligence. Finally, Study 2 provided some support for our hypothesis that age-related differences in perceived parent praise and criticism can explain age-related differences in children's learning goals. Results suggest that incremental theories of intelligence and learning goals might not be strongly related during childhood and that perceived parent praise and criticism have important, but distinct, relations with each motivational construct. Copyright © 2018 Elsevier Inc. All rights reserved.

  2. Learning environment, approaches to learning and learning preferences: medical students versus general education students.

    PubMed

    Ullah, Raza

    2016-05-01

    The main objective of the study was to see whether medical students use more desirable approaches to studying than general education students. Survey method was used to collect data from both the medical students and the general education students. The survey of the medical students was carried out between January and March, 2012. The survey was administered to all the medical students present in lecture halls on day of data collection, while general education students were randomly selected from four subject areas at two universities. In total, 976 medical students and 912 general students participated in the study. Of the general students, 494(54%) were boys and 418(46%)were girls with an overall mean age of 20.53±1.77 years (range: 17-27 years). The medical students' perceptions of their learning environment and their learning preferences were broadly similar to that of general education students with the exception of workload. The medical students perceived the workload to be less appropriate (Mean = 2.06±0.72) than the students in general education (Mean = 2.84±0.90). The medical students were more likely to use the deep approach to studying (Mean = 3.66±0.59) than the students in general education (Mean = 3.16±0.91). The students in general education were slightly more likely to use the organized studying (Mean = 3.44±0.90) than the medical students (Mean =3.23±0.90). Both medical students and the students in general education tended to use the surface approaches along with other approaches to studying. There was not a great difference between the medical students and the students pursuing general education with regard to perceptions of the learning environment and approaches to learning.

  3. The roles of social factor and internet self-efficacy in nurses' web-based continuing learning.

    PubMed

    Chiu, Yen-Lin; Tsai, Chin-Chung

    2014-03-01

    This study was conducted to explore the relationships among social factor, Internet self-efficacy and attitudes toward web-based continuing learning in a clinical nursing setting. The participants recruited were 244 in-service nurses from hospitals in Taiwan. Three instruments were used to assess their perceptions of social factor, Internet self-efficacy (including basic and advanced Internet self-efficacy) and attitudes toward web-based continuing learning (including perceived usefulness, perceived ease of use, affection and behavior). Structural equation modeling (SEM) was utilized to identify the hypothesized structural model. The results of this study support that social factor is a significant factor correlated to Internet self-efficacy and attitudes toward web-based continuing learning (including perceived usefulness, perceived ease of use and affection). In addition, nurses' basic Internet self-efficacy plays a key role in attitudes including perceived usefulness, perceived ease of use and affection. However, advanced self-efficacy was not correlated to any of the attitudes. The behavior dimension was not linked to social factor or Internet self-efficacy, but was linked to perceived ease of use and affection. Copyright © 2013 Elsevier Ltd. All rights reserved.

  4. Teacher Attitudes, Perceived Influences, and Self-Reported Classroom Behaviors Related to School Nutrition Environments

    ERIC Educational Resources Information Center

    Girard, Beverly Lawler

    2010-01-01

    This study determined attitudes of kindergarten through fifth grade teachers about school nutrition environments, their perceived influence on school nutrition environments, and self-reported classroom behaviors. Specific objectives were to: (a) identify perceived factors that influence the school nutrition environment, according to teachers…

  5. Blogging as a Social Medium in Undergraduate Courses: Sense of Community Best Predictor of Perceived Learning

    ERIC Educational Resources Information Center

    Top, Ercan

    2012-01-01

    The purpose of the study was to examine pre-service teachers' sense of community, perception of collaborative learning, and perceived learning. Fifty pre-service teachers from two undergraduate ICT courses which incorporated blogs participated in this study. The data were obtained via three online questionnaires (Collaborative Learning scale,…

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

    ERIC Educational Resources Information Center

    Baturay, M. H.

    2011-01-01

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

  7. Medical students' perception of lesbian, gay, bisexual, and transgender (LGBT) discrimination in their learning environment and their self-reported comfort level for caring for LGBT patients: a survey study.

    PubMed

    Nama, Nassr; MacPherson, Paul; Sampson, Margaret; McMillan, Hugh J

    2017-01-01

    Historically, medical students who are lesbian, gay, bisexual or transgendered (LGBT) report higher rates of social stress, depression, and anxiety, while LGBT patients have reported discrimination and poorer access to healthcare. The objectives of this study were: (1) to assess if medical students have perceived discrimination in their learning environment and; (2) to determine self-reported comfort level for caring for LGBT patients. Medical students at the University of Ottawa (N = 671) were contacted via email and invited to complete a confidential web-based survey. Response rate was 15.4% (103/671). This included 66 cis-gender heterosexuals (64.1%) and 37 LGBT students (35.9%). Anti-LGBT discrimination had been witnessed by 14.6% and heterosexism by 31.1% of respondents. Anti-LGBT discrimination most often originated from fellow medical students. Respondents who self-identified as LGBT were more likely to have perceived heterosexism (favoring opposite-sex relationships) (OR = 8.2, p < 0.001) or anti-LGBT discrimination (OR = 6.6, p = 0.002). While half of LGBT students shared their status with all classmates (51.4%), they were more likely to conceal this from staff physicians (OR = 27.2, p = 0.002). Almost half of medical students (41.7%) reported anti-LGBT jokes, rumors, and/or bullying by fellow medical students and/or other members of the healthcare team. Still, most respondents indicated that they felt comfortable with and capable of providing medical care to LGBT patients (≥83.5%), and were interested in further education around LGBT health issues (84.5%). Anti-LGBT discrimination and heterosexism are noted by medical students, indicating a suboptimal learning environment for LGBT students. Nonetheless, students report a high level of comfort and confidence providing health care to LGBT patients.

  8. Medical students’ perception of lesbian, gay, bisexual, and transgender (LGBT) discrimination in their learning environment and their self-reported comfort level for caring for LGBT patients: a survey study

    PubMed Central

    Nama, Nassr; MacPherson, Paul; Sampson, Margaret; McMillan, Hugh J.

    2017-01-01

    ABSTRACT Background: Historically, medical students who are lesbian, gay, bisexual or transgendered (LGBT) report higher rates of social stress, depression, and anxiety, while LGBT patients have reported discrimination and poorer access to healthcare. Objective: The objectives of this study were: (1) to assess if medical students have perceived discrimination in their learning environment and; (2) to determine self-reported comfort level for caring for LGBT patients. Design: Medical students at the University of Ottawa (N = 671) were contacted via email and invited to complete a confidential web-based survey. Results: Response rate was 15.4% (103/671). This included 66 cis-gender heterosexuals (64.1%) and 37 LGBT students (35.9%). Anti-LGBT discrimination had been witnessed by 14.6% and heterosexism by 31.1% of respondents. Anti-LGBT discrimination most often originated from fellow medical students. Respondents who self-identified as LGBT were more likely to have perceived heterosexism (favoring opposite-sex relationships) (OR = 8.2, p < 0.001) or anti-LGBT discrimination (OR = 6.6, p = 0.002). While half of LGBT students shared their status with all classmates (51.4%), they were more likely to conceal this from staff physicians (OR = 27.2, p = 0.002). Almost half of medical students (41.7%) reported anti-LGBT jokes, rumors, and/or bullying by fellow medical students and/or other members of the healthcare team. Still, most respondents indicated that they felt comfortable with and capable of providing medical care to LGBT patients (≥83.5%), and were interested in further education around LGBT health issues (84.5%). Conclusion: Anti-LGBT discrimination and heterosexism are noted by medical students, indicating a suboptimal learning environment for LGBT students. Nonetheless, students report a high level of comfort and confidence providing health care to LGBT patients. PMID:28853327

  9. Why so GLUMM? Detecting depression clusters through graphing lifestyle-environs using machine-learning methods (GLUMM).

    PubMed

    Dipnall, J F; Pasco, J A; Berk, M; Williams, L J; Dodd, S; Jacka, F N; Meyer, D

    2017-01-01

    Key lifestyle-environ risk factors are operative for depression, but it is unclear how risk factors cluster. Machine-learning (ML) algorithms exist that learn, extract, identify and map underlying patterns to identify groupings of depressed individuals without constraints. The aim of this research was to use a large epidemiological study to identify and characterise depression clusters through "Graphing lifestyle-environs using machine-learning methods" (GLUMM). Two ML algorithms were implemented: unsupervised Self-organised mapping (SOM) to create GLUMM clusters and a supervised boosted regression algorithm to describe clusters. Ninety-six "lifestyle-environ" variables were used from the National health and nutrition examination study (2009-2010). Multivariate logistic regression validated clusters and controlled for possible sociodemographic confounders. The SOM identified two GLUMM cluster solutions. These solutions contained one dominant depressed cluster (GLUMM5-1, GLUMM7-1). Equal proportions of members in each cluster rated as highly depressed (17%). Alcohol consumption and demographics validated clusters. Boosted regression identified GLUMM5-1 as more informative than GLUMM7-1. Members were more likely to: have problems sleeping; unhealthy eating; ≤2 years in their home; an old home; perceive themselves underweight; exposed to work fumes; experienced sex at ≤14 years; not perform moderate recreational activities. A positive relationship between GLUMM5-1 (OR: 7.50, P<0.001) and GLUMM7-1 (OR: 7.88, P<0.001) with depression was found, with significant interactions with those married/living with partner (P=0.001). Using ML based GLUMM to form ordered depressive clusters from multitudinous lifestyle-environ variables enabled a deeper exploration of the heterogeneous data to uncover better understandings into relationships between the complex mental health factors. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

  10. The Trans-Contextual Model: Perceived Learning and Performance Motivational Climates as Analogues of Perceived Autonomy Support

    ERIC Educational Resources Information Center

    Barkoukis, Vassilis; Hagger, Martin S.

    2013-01-01

    The trans-contextual model of motivation (TCM) proposes that perceived autonomy support in physical education (PE) predicts autonomous motivation within this context, which, in turn, is related to autonomous motivation and physical activity in leisure-time. According to achievement goal theory perceptions of learning and performance, motivational…

  11. Investigating the Effects of Prompts on Argumentation Style, Consensus and Perceived Efficacy in Collaborative Learning

    ERIC Educational Resources Information Center

    Harney, Owen M.; Hogan, Michael J.; Broome, Benjamin; Hall, Tony; Ryan, Cormac

    2015-01-01

    This paper investigates the effects of task-level versus process-level prompts on levels of perceived and objective consensus, perceived efficacy, and argumentation style in the context of a computer-supported collaborative learning session using Interactive Management (IM), a computer facilitated thought and action mapping methodology. Four…

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

    PubMed

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

    2006-01-01

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

  13. The Simple Act of Choosing Influences Declarative Memory

    PubMed Central

    Murty, Vishnu P.; DuBrow, Sarah

    2015-01-01

    Individuals value the opportunity to make choices and exert control over their environment. This perceived sense of agency has been shown to have broad influences on cognition, including preference, decision-making, and valuation. However, it is unclear whether perceived control influences memory. Using a combined behavioral and functional magnetic resonance imaging approach, we investigated whether imbuing individuals with a sense of agency over their learning experience influences novel memory encoding. Participants encoded objects during a task that manipulated the opportunity to choose. Critically, unlike previous work on active learning, there was no relationship between individuals' choices and the content of memoranda. Despite this, we found that the opportunity to choose resulted in robust, reliable enhancements in declarative memory. Neuroimaging results revealed that anticipatory activation of the striatum, a region associated with decision-making, valuation, and exploration, correlated with choice-induced memory enhancements in behavior. These memory enhancements were further associated with interactions between the striatum and hippocampus. Specifically, anticipatory signals in the striatum when participants are alerted to the fact that they will have to choose one of two memoranda were associated with encoding success effects in the hippocampus on a trial-by-trial basis. The precedence of the striatal signal in these interactions suggests a modulatory relationship of the striatum over the hippocampus. These findings not only demonstrate enhanced declarative memory when individuals have perceived control over their learning but also support a novel mechanism by which these enhancements emerge. Furthermore, they demonstrate a novel context in which mesolimbic and declarative memory systems interact. PMID:25904779

  14. The simple act of choosing influences declarative memory.

    PubMed

    Murty, Vishnu P; DuBrow, Sarah; Davachi, Lila

    2015-04-22

    Individuals value the opportunity to make choices and exert control over their environment. This perceived sense of agency has been shown to have broad influences on cognition, including preference, decision-making, and valuation. However, it is unclear whether perceived control influences memory. Using a combined behavioral and functional magnetic resonance imaging approach, we investigated whether imbuing individuals with a sense of agency over their learning experience influences novel memory encoding. Participants encoded objects during a task that manipulated the opportunity to choose. Critically, unlike previous work on active learning, there was no relationship between individuals' choices and the content of memoranda. Despite this, we found that the opportunity to choose resulted in robust, reliable enhancements in declarative memory. Neuroimaging results revealed that anticipatory activation of the striatum, a region associated with decision-making, valuation, and exploration, correlated with choice-induced memory enhancements in behavior. These memory enhancements were further associated with interactions between the striatum and hippocampus. Specifically, anticipatory signals in the striatum when participants are alerted to the fact that they will have to choose one of two memoranda were associated with encoding success effects in the hippocampus on a trial-by-trial basis. The precedence of the striatal signal in these interactions suggests a modulatory relationship of the striatum over the hippocampus. These findings not only demonstrate enhanced declarative memory when individuals have perceived control over their learning but also support a novel mechanism by which these enhancements emerge. Furthermore, they demonstrate a novel context in which mesolimbic and declarative memory systems interact. Copyright © 2015 the authors 0270-6474/15/356255-10$15.00/0.

  15. Moving beyond Green: Exploring the Relationship of Environment Type and Indicators of Perceived Environmental Quality on Emotional Well-Being following Group Walks

    PubMed Central

    Marselle, Melissa R.; Irvine, Katherine N.; Lorenzo-Arribas, Altea; Warber, Sara L.

    2014-01-01

    Against the backdrop of increasing interest in the relationship between Nature and health, this study examined the effect of perceived environment type and indicators of perceived environmental quality on short-term emotional well-being following outdoor group walks. Participants (n = 127) of a national group walk program completed pre- and post-walk questionnaires for each walk attended (n = 1009) within a 13-week study period. Multilevel linear modelling was used to examine the main and moderation effects. To isolate the environmental from the physical activity elements, analyses controlled for walk duration and perceived intensity. Analyses revealed that perceived restorativeness and perceived walk intensity predicted greater positive affect and happiness following an outdoor group walk. Perceived restorativeness and perceived bird biodiversity predicted post-walk negative affect. Perceived restorativeness moderated the relationship between perceived naturalness and positive affect. Results suggest that restorative quality of an environment may be an important element for enhancing well-being, and that perceived restorativeness and naturalness of an environment may interact to amplify positive affect. These findings highlight the importance of further research on the contribution of environment type and quality on well-being, and the need to control for effects of physical activity in green exercise research. PMID:25546275

  16. Moving beyond green: exploring the relationship of environment type and indicators of perceived environmental quality on emotional well-being following group walks.

    PubMed

    Marselle, Melissa R; Irvine, Katherine N; Lorenzo-Arribas, Altea; Warber, Sara L

    2014-12-23

    Against the backdrop of increasing interest in the relationship between Nature and health, this study examined the effect of perceived environment type and indicators of perceived environmental quality on short-term emotional well-being following outdoor group walks. Participants (n = 127) of a national group walk program completed pre- and post-walk questionnaires for each walk attended (n = 1009) within a 13-week study period. Multilevel linear modelling was used to examine the main and moderation effects. To isolate the environmental from the physical activity elements, analyses controlled for walk duration and perceived intensity. Analyses revealed that perceived restorativeness and perceived walk intensity predicted greater positive affect and happiness following an outdoor group walk. Perceived restorativeness and perceived bird biodiversity predicted post-walk negative affect. Perceived restorativeness moderated the relationship between perceived naturalness and positive affect. Results suggest that restorative quality of an environment may be an important element for enhancing well-being, and that perceived restorativeness and naturalness of an environment may interact to amplify positive affect. These findings highlight the importance of further research on the contribution of environment type and quality on well-being, and the need to control for effects of physical activity in green exercise research.

  17. Measuring the Quality of the u-Learning Service Using the Zone of Tolerance SERVQUAL

    NASA Astrophysics Data System (ADS)

    Kim, Seong Jin; Park, Keon Chul; Seo, Hyun Sik; Lee, Bong Gyou

    The purpose of this study is to analyze diverse factors that affect service quality of Digital textbook service. The ZOT(Zone of Tolerance) SERVQUAL has been applied to develop the research model. Users of the Digital textbook service were selected as subjects for the sample frame. A total of 115 surveys from over 112 schools were collected and used as data for analysis. Results of the survey by SPSS Win Ver. 12.0 showed that the perceived level of service quality in terms of reliability is particularly low, and is quite different from adequate quality. This paper suggests useful guidelines to education providers for improving their public u-Learning environment.

  18. Parenting Styles and Adolescents' Learning Strategies in the Urban Community.

    ERIC Educational Resources Information Center

    Boveja, Marsha E.

    1998-01-01

    Examines the relationship between perceived parenting styles and urban adolescents' learning and studying strategies. Results revealed that those adolescents who perceived their parents as being authoritative tended to engage in more effective learning and study strategies. Discusses implications for counselors and teachers using this information…

  19. The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate nonmajor biology course

    NASA Astrophysics Data System (ADS)

    Partin, Matthew L.

    The problem addressed in this study stems from three crises currently faced by post-secondary science educators in the United States: relatively low scientific literacy among students entering college, the need for more students to pursue science related careers, and poor attitudes among students toward studying science. In this dissertation the following questions are addressed: Is there a relationship between students' perceptions of their learning environment and course performance, and what roles do motivation and attitudes play in mediating that relationship? This study also examines the effects of gender and ethnicity on motivation, attitudes, and course performance. The purpose of this study is to test a path model describing the mediating effects of motivation and attitudes on constructivist learning environments and course performance. The following study considers contemporary understanding of teaching and learning as well as motivation and attitudes to suggest a direction for future reform efforts and to guide post-secondary science education instructors and leaders in the design of constructivist learning environments for undergraduate nonmajor biology courses. This study concludes that, although the classroom learning environment has a small direct effect on course performance, there is a moderate total effect on self-efficacy and intrinsic goal orientation. The classroom learning environment also had a moderate indirect effect on attitudes toward biology. Furthermore, attitudes have a moderate direct effect on course performance and self-efficacy has a strong direct effect on both course performance and attitudes toward biology. Self-efficacy seems to be particularly important; however, each of these constructs is important in its own right and instructors in higher education should strive to enhance each of them among their students. If students are to learn using constructivist methods they need the proper motivation and positive attitudes to encourage them to prepare for class and to participate in class activities. Faculty may be viewed as students of pedagogy and leaders should model best practices and provide support for reform-based motivation-minded introductory biology courses. By enhancing attitudes and motivation of both faculty and students, the recommendations from this study may be a step forward in addressing some of the critical problems faced by leaders and educators in postsecondary science.

  20. The association between health-related quality of life/dietary satisfaction and perceived food environment among Japanese individuals with spinal cord injury.

    PubMed

    Hata, K; Inayama, T; Yoshiike, N

    2017-08-01

    Cross-sectional. To examine the association between health-related quality of life (HRQOL)/dietary satisfaction and perceived food environment in community-dwelling individuals with spinal cord injury (SCI). Members of the Spinal Injuries Japan organization. Subjects were 2007 Japanese individuals with SCI. A questionnaire conducted in 2015 included items addressing sociodemographic characteristics, HRQOL, dietary satisfaction and eight perceived food environment items. Responses from 506 individuals were analyzed (valid response rate=25%). Dependent variables were the physical and mental summary scores of the HRQOL and dietary satisfaction. The independent variable was the perceived food environment. We used a univariate analysis (in Model 1) and a multivariate analysis (in Models 2 and 3) as part of a binominal logistic regression analysis. In Model 3, we divided and analyzed the perceived food environment variable into 'access to food' and 'access to information'. Both physical and mental summary scores were related to 'dietary information acquisition in the community'. Dietary satisfaction was related to 'balanced meals in the household', 'food and health information available from family' and 'right health and dietary information acquisition from the media'. HRQOL and dietary satisfaction were differentially associated with perceived food environment factors in community-dwelling individuals with SCI. HRQOL was positively related to dietary information of perceived food environment in the community. Dietary satisfaction was positively related to perceived food environment in the household.

  1. Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education.

    PubMed

    Makransky, Guido; Bonde, Mads T; Wulff, Julie S G; Wandall, Jakob; Hood, Michelle; Creed, Peter A; Bache, Iben; Silahtaroglu, Asli; Nørremølle, Anne

    2016-03-25

    Simulation based learning environments are designed to improve the quality of medical education by allowing students to interact with patients, diagnostic laboratory procedures, and patient data in a virtual environment. However, few studies have evaluated whether simulation based learning environments increase students' knowledge, intrinsic motivation, and self-efficacy, and help them generalize from laboratory analyses to clinical practice and health decision-making. An entire class of 300 University of Copenhagen first-year undergraduate students, most with a major in medicine, received a 2-h training session in a simulation based learning environment. The main outcomes were pre- to post- changes in knowledge, intrinsic motivation, and self-efficacy, together with post-intervention evaluation of the effect of the simulation on student understanding of everyday clinical practice were demonstrated. Knowledge (Cohen's d = 0.73), intrinsic motivation (d = 0.24), and self-efficacy (d = 0.46) significantly increased from the pre- to post-test. Low knowledge students showed the greatest increases in knowledge (d = 3.35) and self-efficacy (d = 0.61), but a non-significant increase in intrinsic motivation (d = 0.22). The medium and high knowledge students showed significant increases in knowledge (d = 1.45 and 0.36, respectively), motivation (d = 0.22 and 0.31), and self-efficacy (d = 0.36 and 0.52, respectively). Additionally, 90 % of students reported a greater understanding of medical genetics, 82 % thought that medical genetics was more interesting, 93 % indicated that they were more interested and motivated, and had gained confidence by having experienced working on a case story that resembled the real working situation of a doctor, and 78 % indicated that they would feel more confident counseling a patient after the simulation. The simulation based learning environment increased students' learning, intrinsic motivation, and self-efficacy (although the strength of these effects differed depending on their pre-test knowledge), and increased the perceived relevance of medical educational activities. The results suggest that simulations can help future generations of doctors transfer new understanding of disease mechanisms gained in virtual laboratory settings into everyday clinical practice.

  2. Linking national contexts with intellectual capital: a comparison between Spain and Morocco.

    PubMed

    Cegarra-Navarro, Juan-Gabriel; Sánchez-Polo, Maria Teresa

    2010-05-01

    The 'national environment', which includes belief and value systems, shapes the way individuals, groups and organisations perceive the world around them and determines how they react to ongoing changes. This paper analyses the role of different context's effects on intellectual capital by means of an empirical investigation of 112 Small to Medium sized Enterprises (SMEs) in the Spanish and Moroccan telecommunication industries. Within the investigation, repeated ANOVA were used, which were validated by factor analysis. Results support that Spanish SMEs are more positively associated with higher levels of human, structural and relational capital. The meaningful differences are clearly found in the 'structural capital'. Our findings open avenues for further research to explore how governments can facilitate learning and unlearning environments in SME communities. These findings have important implications for general intellectual capital theories, as they suggest that there is no guarantee that intellectual capital theories developed within the cultural context of one particular country can be applied in another with good effect. National contexts provide the environment for learning, which in turn may have the effect of adequately improving intellectual capital.

  3. Intercultural education of nurses and health professionals in Europe (IENE).

    PubMed

    Taylor, G; Papadopoulos, I; Dudau, V; Maerten, M; Peltegova, A; Ziegler, M

    2011-06-01

    The study aimed to explore the perceived learning and teaching needs of students and practitioners of health-care professions in relation to preparation for working in another European country and/or in a multicultural environment. The participating countries were: Belgium, Bulgaria, Germany, Romania and the UK. Questionnaires, consisting of open questions, were completed by a total of 118 participants. Data analysis adopted both a priori and inductive approaches. The predetermined constructs of cultural awareness, cultural knowledge, cultural sensitivity and cultural competence were used to structure suggestions for theoretical input and practical activities and experiences. Inductive analysis revealed other emergent themes that underpin all four of these constructs. Practical experiences form a fundamental part of preparation for labour mobility and/or for practice within a multicultural environment. However, health-care practitioners need to be adequately prepared for such experiences and value the opportunity to learn about culture, to explore values and beliefs, and to practise intercultural skills within the safe environment of an educational establishment, facilitated by skilled teachers. © 2011 The Authors. International Nursing Review © 2011 International Council of Nurses.

  4. The Use of a Virtual Learning Centre in the Context of a University Lecture: Factors Influencing Satisfaction and Performance

    ERIC Educational Resources Information Center

    Weibel, David; Stricker, Daniel; Wissmath, Bartholomaus

    2012-01-01

    We provided a virtual learning tool to undergraduate psychology students (n = 72) and investigated how different variables influence the learning outcome in terms of performance in an exam and satisfaction with the e-learning tool. These variables were: perceived usefulness, perceived ease of use, attitude towards computers, attitude towards the…

  5. Social Cognition as Reinforcement Learning: Feedback Modulates Emotion Inference.

    PubMed

    Zaki, Jamil; Kallman, Seth; Wimmer, G Elliott; Ochsner, Kevin; Shohamy, Daphna

    2016-09-01

    Neuroscientific studies of social cognition typically employ paradigms in which perceivers draw single-shot inferences about the internal states of strangers. Real-world social inference features much different parameters: People often encounter and learn about particular social targets (e.g., friends) over time and receive feedback about whether their inferences are correct or incorrect. Here, we examined this process and, more broadly, the intersection between social cognition and reinforcement learning. Perceivers were scanned using fMRI while repeatedly encountering three social targets who produced conflicting visual and verbal emotional cues. Perceivers guessed how targets felt and received feedback about whether they had guessed correctly. Visual cues reliably predicted one target's emotion, verbal cues predicted a second target's emotion, and neither reliably predicted the third target's emotion. Perceivers successfully used this information to update their judgments over time. Furthermore, trial-by-trial learning signals-estimated using two reinforcement learning models-tracked activity in ventral striatum and ventromedial pFC, structures associated with reinforcement learning, and regions associated with updating social impressions, including TPJ. These data suggest that learning about others' emotions, like other forms of feedback learning, relies on domain-general reinforcement mechanisms as well as domain-specific social information processing.

  6. Inclusive design in architectural practice: Experiential learning of disability in architectural education.

    PubMed

    Mulligan, Kerry; Calder, Allyson; Mulligan, Hilda

    2018-04-01

    The built environment can facilitate or impede an individual's ability to participate in society. This is particularly so for people with disability. Architects are well placed to be advocates for design that enhances societal equality. This qualitative study explored architectural design students' perceptions of inclusive design, their reflections resulting from an experiential learning module and the subsequent influence of these on their design practice. Twenty four architectural design students participated in focus groups or individual interviews. Data were analyzed thematically. Three themes were evident: 1) Inclusive design was perceived as challenging, 2) Appreciation for the opportunity to learn about the perspectives of people with disabilities, and 3) Change of attitude toward inclusive design. Experiential learning had fostered reflection, changes in attitude and the realization that inclusive design, should begin at the start of the design process. For equitable access for all people to become reality, experiential learning, coupled with positive examples of inclusive design should be embedded in architectural education. Copyright © 2017 Elsevier Inc. All rights reserved.

  7. Health Promotion Practice and Interprofessional Education in Aging: Senior Wellness Fairs.

    PubMed

    Diwan, Sadhna; Perdue, Megan; Lee, Sang E; Grossman, Brian R

    2016-01-01

    Senior wellness fairs (SWFs) offer a unique opportunity for community health promotion and interprofessional education (IPE). The authors describe and evaluate the impact of a 3-year, university-community SWF collaboration on interprofessional competencies among students across multiple professional programs. Participation in the SWF enhanced student knowledge and skills in providing health promotion information to older adults in an interprofessional, collaborative setting as indicated by mean scores on the Perceived Learning Outcomes Survey, an instrument developed for this project. Open-ended data highlighted aspects of the SWF that students found most useful (interaction with seniors, community resources, interprofessional learning, and self-awareness) and most challenging (communication barriers, limited opportunity for interaction, and physical environment). Pre- and posttest scores on the Multidisciplinary SWF Practice Learning Quiz, another instrument developed for this project, illustrated improvement in student understanding of other professions and the importance of interprofessional cooperation to promote and maintain healthy aging. Implications and suggestions for structuring learning opportunities that combine community health promotion practice and interprofessional learning are discussed.

  8. Video-recorded simulated patient interactions: can they help develop clinical and communication skills in today's learning environment?

    PubMed

    Seif, Gretchen A; Brown, Debora

    2013-01-01

    It is difficult to provide real-world learning experiences for students to master clinical and communication skills. The purpose of this paper is to describe a novel instructional method using self- and peer-assessment, reflection, and technology to help students develop effective interpersonal and clinical skills. The teaching method is described by the constructivist learning theory and incorporates the use of educational technology. The learning activities were incorporated into the pre-clinical didactic curriculum. The students participated in two video-recording assignments and performed self-assessments on each and had a peer-assessment on the second video-recording. The learning activity was evaluated through the self- and peer-assessments and an instructor-designed survey. This evaluation identified several themes related to the assignment, student performance, clinical behaviors and establishing rapport. Overall the students perceived that the learning activities assisted in the development of clinical and communication skills prior to direct patient care. The use of video recordings of a simulated history and examination is a unique learning activity for preclinical PT students in the development of clinical and communication skills.

  9. Faculty Perceptions about Barriers to Active Learning

    ERIC Educational Resources Information Center

    Michael, Joel

    2007-01-01

    Faculty may perceive many barriers to active learning in their classrooms. Four groups of participants in a faculty development workshop were asked to list their perceived barriers to active learning. Many of the problems identified were present on more than one list. The barriers fall into three categories: student characteristics, issues…

  10. Learning about Health

    ERIC Educational Resources Information Center

    Geertshuis, Susan; Cooper-Thomas, Helena

    2011-01-01

    This paper examines the extent of patients' health-related learning from a range of sources and aims to identify psycho-cognitive variables that predict learning. Using a survey design, we found that people higher in perceived health competence were lower in anxiety and took a more logical approach to decision making. Low perceived health…

  11. Students' views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy.

    PubMed

    Chinnah, Tudor I; de Bere, Sam Regan; Collett, Tracey

    2011-01-01

    Modern medical education teaching and learning approaches now lay emphasis on students acquiring knowledge, skills and attitudes relevant to medical practice. To explore students' perceived impacts of using hands-on approaches involving peer/life model physical examination and palpation in teaching and learning living human anatomy on their practice of physical examination of real patients. This study used exploratory focus groups and a questionnaire survey of years 3-5 medical students. The focus group discussions revealed new insights into the positive impacts of the hands-on approaches on students' clinical skills and professional attitudes when dealing with patients. Students' exposure to the hands-on approaches helped them to feel comfortable with therapeutically touching unclothed patients' bodies and physically examining them in the clinical environment. At least 60% of the questionnaire survey respondents agreed with the focus group participants on this view. Over 75% also agreed that the hands-on experiences helped them develop good professional attitudes in their encounter with patients. This study highlights the perceived educational value of the hands-on approaches as a pedagogic tool with a positive impact on students' clinical skills and professional attitudes that helps in easing their transition into clinical practice.

  12. Encouraging an environment to nurture lifelong learning: an Asian experience.

    PubMed

    Jacobs, Joshua L; Samarasekera, Dujeepa D; Shen, Liang; Rajendran, K; Hooi, Shing Chuan

    2014-02-01

    Within an Asian context, this study examines the effect of changing from traditional course grades to a distinction/pass/fail (D/P/F) grading system on medical student self-perceived stress levels and on student exam performance. At the end of the 2010-2011 academic year, the Perceived Stress Scale-10 (PSS-10) was administered to the cohort of students finishing their first year of medical studies. For the academic year 2011-2012, the grading system was changed to D/P/F for the first year of medical school. The PSS-10 was also administered to the subsequent cohort of first-year medical students at the same point in the academic year as previous. Qualitative comments were collected for both cohorts. Stress as measured by the PSS-10 was significantly lower in the cohort that went through the year with the D/P/F grading system in place. Thematic analysis of qualitative responses showed a shift in sources of student stress away from peer-competition. There were no significant differences in overall exam performance. Within an Asian context, switching to a D/P/F grading system can alleviate stress and peer competition without compromising knowledge. This may help foster a "learning orientation" rather than an "exam orientation," and contribute to inculcating lifelong learning skills.

  13. Perceived Status and Value: The Student-Customer Relationship Inflected by the Inherent Challenges of University-Industry Collaboration

    ERIC Educational Resources Information Center

    Heikkinen, Juho; Isomöttönen, Ville

    2017-01-01

    This article examines how students in a multidisciplinary project-based learning course involving real customers perceive their interactions with their customers. The authors conducted a qualitative study and analysed students' learning reports by means of a thematic network analysis. The analysis shows how students perceive their status in…

  14. Exploring Associations Between Perceived Measures of the Environment and Walking Among Brazilian Older Adults.

    PubMed

    Corseuil Giehl, Maruí W; Hallal, Pedro C; Brownson, Ross C; d'Orsi, Eleonora

    2017-02-01

    To investigate the associations between perceived environment features and walking in older adults. A cross-sectional population-based study was performed in Florianopolis, Brazil, including 1,705 older adults (60+ years). Walking was measured by the International Physical Activity Questionnaire (IPAQ), and perceived environment was assessed through the Neighborhood Environment Walkability Scale. We conducted a multinomial logistic regression to examine the association between perceived environment and walking. The presence of sidewalks was related to both walking for transportation and for leisure. Existence of crosswalks in the neighborhood, safety during the day, presence of street lighting, recreational facilities, and having dog were significant predictors of walking for transportation. Safety during the day and social support were significantly associated with walking for leisure. The perceived environment may affect walking for specific purposes among older adults. Investments in the environment may increase physical activity levels of older adults in Brazil.

  15. An investigation of perceptions of programme quality support of adult basic education programmes.

    PubMed

    Udouj, Gary; Grover, Kenda; Belcher, Greg; Kacirek, Kit

    2017-04-01

    This study was designed to identify the degree to which the directors of adult basic education programs perceive they have program quality support, as evidenced by a well-defined mission and role in the community, a management system, human resources management, and a suitable learning environment. NSCALL's Evidence-based program self-assessment (2006) was modified and administered electronically to administrators of adult education programs in a mid-southern state. Findings indicated that most directors perceive they are implementing the indicators of program quality support in all of the areas surveyed. A research-based annual self-study that considers the quality indicators is recommended, leaving a need for an update to the NCSALL assessment for use as a program assessment instrument. Copyright © 2016 Elsevier Ltd. All rights reserved.

  16. Environments Perceived as Obesogenic Have Lower Residential Property Values

    PubMed Central

    Drewnowski, Adam; Aggarwal, Anju; Rehm, Colin D.; Cohen-Cline, Hannah; Hurvitz, Philip M.; Moudon, Anne V.

    2014-01-01

    Background Studies have tried to link multiple aspects of the built environment with physical activity and obesity rates. Purpose To determine the relation between residential property values and multiple perceived (self-reported) measures of the obesogenic environment. Methods The Seattle Obesity Study (SOS) used a telephone survey of a representative, geographically distributed sample of 2,001 King County adults, collected in 2008–2009 and analyzed in 2012–2013. Home addresses were geocoded. Residential property values at the tax parcel level were obtained from the King County tax assessor. Mean residential property values within a 10-minute walk (833-meter buffer) were calculated for each respondent. Data on multiple perceived measures of the obesogenic environment were collected by self-report. Correlations and multivariable linear regression analyses, stratified by residential density, were used to examine the associations among perceived environmental measures, property values, and BMI. Results Perceived measures of the environment such as crime, heavy traffic, and proximity to bars, liquor stores, and fast food were all associated with lower property values. By contrast, living in neighborhoods that were perceived as safe, quiet, clean, and attractive was associated with higher property values. Higher property values were associated, in turn, with lower BMIs. The observed associations between perceived environment measures and BMI were largely attenuated after accounting for residential property values. Conclusions Perceived measures of obesogenic environments are associated with lower property values. Studies in additional locations need to explore to what extent other perceived environment measures can be reflected in residential property values. PMID:25049218

  17. Student perceptions of stress, coping, relationships, and academic civility: a longitudinal study.

    PubMed

    Clark, Cynthia M; Nguyen, Danh T; Barbosa-Leiker, Celestina

    2014-01-01

    Academic incivility can increase student stress, jeopardize learning, damage relationships, and negatively impact the academic environment. This 3-year longitudinal study measured a cohort of prelicensure nursing students' progressive perceptions of stress, coping, student-student and faculty-student relationships, and levels of academic civility. While civility scores remained mild to moderately high overall, there was a slightly declining trend over the 3-year period. Perceived stressors and coping strategies and ways to improve academic civility are identified and discussed.

  18. How can general paediatric training be optimised in highly specialised tertiary settings? Twelve tips from an interview-based study of trainees.

    PubMed

    Al-Yassin, Amina; Long, Andrew; Sharma, Sanjiv; May, Joanne

    2017-01-01

    Both general and subspecialty paediatric trainees undertake attachments in highly specialised tertiary hospitals. Trainee feedback suggests that mismatches in expectations between trainees and supervisors and a perceived lack of educational opportunities may lead to trainee dissatisfaction in such settings. With the 'Shape of Training' review (reshaping postgraduate training in the UK to focus on more general themes), this issue is likely to become more apparent. We wished to explore the factors that contribute to a positive educational environment and training experience and identify how this may be improved in highly specialised settings. General paediatric trainees working at all levels in subspecialty teams at a tertiary hospital were recruited (n=12). Semistructured interviews were undertaken to explore the strengths and weaknesses of training in such a setting and how this could be optimised. Appreciative inquiry methodology was used to identify areas of perceived best practice and consider how these could be promoted and disseminated. Twelve best practice themes were identified: (1) managing expectations by acknowledging the challenges; (2) educational contracting to identify learning needs and opportunities; (3) creative educational supervision; (4) centralised teaching events; (5) signposting learning opportunities; (6) curriculum-mapped pan-hospital teaching programmes; (7) local faculty groups with trainee representation; (8) interprofessional learning; (9) pastoral support systems; (10) crossover weeks to increase clinical exposure; (11) adequate clinical supervision; and (12) rota design to include teaching and clinic time. Tertiary settings have strengths, as well as challenges, for general paediatric training. Twelve trainee-generated tips have been identified to capitalise on the educational potential within these settings. Trainee feedback is essential to diagnose and improve educational environments and appreciative inquiry is a useful tool for this purpose.

  19. How can general paediatric training be optimised in highly specialised tertiary settings? Twelve tips from an interview-based study of trainees

    PubMed Central

    Al-Yassin, Amina; Long, Andrew; Sharma, Sanjiv; May, Joanne

    2017-01-01

    Objectives Both general and subspecialty paediatric trainees undertake attachments in highly specialised tertiary hospitals. Trainee feedback suggests that mismatches in expectations between trainees and supervisors and a perceived lack of educational opportunities may lead to trainee dissatisfaction in such settings. With the ‘Shape of Training’ review (reshaping postgraduate training in the UK to focus on more general themes), this issue is likely to become more apparent. We wished to explore the factors that contribute to a positive educational environment and training experience and identify how this may be improved in highly specialised settings. Methods General paediatric trainees working at all levels in subspecialty teams at a tertiary hospital were recruited (n=12). Semistructured interviews were undertaken to explore the strengths and weaknesses of training in such a setting and how this could be optimised. Appreciative inquiry methodology was used to identify areas of perceived best practice and consider how these could be promoted and disseminated. Results Twelve best practice themes were identified: (1) managing expectations by acknowledging the challenges; (2) educational contracting to identify learning needs and opportunities; (3) creative educational supervision; (4) centralised teaching events; (5) signposting learning opportunities; (6) curriculum-mapped pan-hospital teaching programmes; (7) local faculty groups with trainee representation; (8) interprofessional learning; (9) pastoral support systems; (10) crossover weeks to increase clinical exposure; (11) adequate clinical supervision; and (12) rota design to include teaching and clinic time. Conclusions Tertiary settings have strengths, as well as challenges, for general paediatric training. Twelve trainee-generated tips have been identified to capitalise on the educational potential within these settings. Trainee feedback is essential to diagnose and improve educational environments and appreciative inquiry is a useful tool for this purpose. PMID:29637130

  20. Family Matters: Promoting the Academic Adaptation of Latino Youth in New and Established Destination.

    PubMed

    Spees, Lisa; Perreira, Krista M; Fuligni, Andrew

    2017-03-01

    As primary agents of socialization, families and schools can powerfully shape the academic adaptation of youth. Using data from the SIAA studies, we compare the family and school environments of Latino high school seniors living in a new destination, North Carolina, with those living in an established destination, Los Angeles. We then evaluate how family and school environments influence their educational aspirations, expectations, and performance. We find that parents' achievement expectations promote Latino youths' academic success while perceived future family obligations inhibit them. Additionally, we find that schools remain essential in promoting Latino immigrant youths' achievement by providing a supportive and safe learning environment. Discrimination in schools and the broader community is associated with lower educational expectations and aspirations but not lower academic performance.

  1. Relationship between observational learning and health belief with physical activity among adolescents girl in Isfahan, Iran.

    PubMed

    Rostamian, Marzieh; Kazemi, Ashraf

    2016-01-01

    Physical activities among adolescents affects health during pubescence and adolescence and decrease in physical activities among adolescents has become a global challenge. The aim of the present study was to define the relation between the level of physical activity among adolescent girls and their health beliefs as personal factor and level of observational learning as environmental factor. The present study was a cross-sectional study that was conducted on 400 students aged from 11 to 19 years in Isfahan, Iran. Information regarding the duration of physical activity with moderate/severe intensity was measured in four dimensions of leisure time (exercising and hiking), daily activities, and transportation-related activities using the International Physical Activity questionnaire. Health belief structures included perceived sensitivity, intensity of perceived threat, perceived benefits, and barriers and self-efficacy; observational learning was measured using a researcher-made questionnaire. Results showed that perceived barriers, observational learning, and level of self-efficacy were related to the level of physical activity in all dimensions. In addition, the level of physical activity at leisure time, transportation, and total physical activity were dependent on the intensity of perceived threats ( P < 0.05). This study showed that the intensity of perceived threats, perceived barriers and self-efficacy structures, and observational learning are some of the factors related to physical activity among adolescent girls, and it is possible that by focusing on improving these variables through interventional programs physical activity among adolescent girls can be improved.

  2. Teacher’s Perception about the Use of E-Learning/Edmodo in Educational Activities

    NASA Astrophysics Data System (ADS)

    Yanti, H.; Setiawan, A.; Nurhabibah; Yannuar

    2018-02-01

    This study examined the perception of the teachers about the use of e- learning/Edmodo in their educational activities. The teachers consist of diverse subject. Their perceptions were investigated in terms of three aspects: effects of the use of this technology on their perceived motivation, the perceived usefulness and the perceived ease of use of this technology. Edmodo was set up a Learning Management System (LMS) in an online discussion group of subject. The study was conducted in descriptive method. The data were collected by using a questionnaire, interview, and documentation technique. The findings of the study indicated that the teachers perceived that e-learning/Edmodo is a useful and also easy to use technology. It was found out that the teachers are satisfied with advantages of the use of this new technology in their LMS.

  3. What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom

    PubMed Central

    Cooper, Katelyn M.; Haney, Brian; Krieg, Anna; Brownell, Sara E.

    2017-01-01

    Learning student names has been promoted as an inclusive classroom practice, but it is unknown whether students value having their names known by an instructor. We explored this question in the context of a high-enrollment active-learning undergraduate biology course. Using surveys and semistructured interviews, we investigated whether students perceived that instructors know their names, the importance of instructors knowing their names, and how instructors learned their names. We found that, while only 20% of students perceived their names were known in previous high-enrollment biology classes, 78% of students perceived that an instructor of this course knew their names. However, instructors only knew 53% of names, indicating that instructors do not have to know student names in order for students to perceive that their names are known. Using grounded theory, we identified nine reasons why students feel that having their names known is important. When we asked students how they perceived instructors learned their names, the most common response was instructor use of name tents during in-class discussion. These findings suggest that students can benefit from perceiving that instructors know their names and name tents could be a relatively easy way for students to think that instructors know their names. PMID:28188281

  4. Verification of Emmert's law in actual and virtual environments.

    PubMed

    Nakamizo, Sachio; Imamura, Mariko

    2004-11-01

    We examined Emmert's law by measuring the perceived size of an afterimage and the perceived distance of the surface on which the afterimage was projected in actual and virtual environments. The actual environment consisted of a corridor with ample cues as to distance and depth. The virtual environment was made from the CAVE of a virtual reality system. The afterimage, disc-shaped and one degree in diameter, was produced by flashing with an electric photoflash. The observers were asked to estimate the perceived distance to surfaces located at various physical distances (1 to 24 m) by the magnitude estimation method and to estimate the perceived size of the afterimage projected on the surfaces by a matching method. The results show that the perceived size of the afterimage was directly proportional to the perceived distance in both environments; thus, Emmert's law holds in virtual as well as actual environments. We suggest that Emmert's law is a specific case of a functional principle of distance scaling by the visual system.

  5. Effects of a school reform on longitudinal stability of students' preferences with regard to education.

    PubMed

    Könings, Karen D; Brand-Gruwel, Saskia; Elen, Jan

    2012-09-01

    Students' perspective on education is of crucial importance for its effectivity, but students' opinions are seldom acknowledged by teachers and designers. Student participation in the educational design process could be a suitable tool to better take students' preferences into account. However, for effective participatory design, it is necessary to know whether students have stable preferences for the design of their education. Changeability of preferences would require a more continuing design process allowing continuous adaptations. This longitudinal survey study aimed to determine the changeability over time of students' preferences for different aspects of a learning environment. Additionally, causes of possible changes in preferences are investigated. The participants were 1,335 high school students of five schools for secondary education in the Netherlands, joining this study during a period of 2 years. Data about students' preferences were collected at three moments, using the Inventory of Perceived Study Environment Extended. Learning-related student characteristics, such as processing strategies and motivational orientations, were measured with the Inventory of Learning Styles. Additionally, data on learning performances were collected. The results showed stability on preferences for almost all studied characteristics of the learning environment. Particularly remarkable was a drop in desirability for student autonomy. This was larger for students with a certificate-oriented motivation and smaller for self-regulated students. Additionally, poorly performing students had a larger decrease in preference for autonomy. The stability on most aspects supports that participatory design might result in fairly stable instructional designs, although caution is needed with respect to student autonomy. ©2011 The British Psychological Society.

  6. Perceived Levels of Frustration During Clinical Situations in Athletic Training Students

    PubMed Central

    Heinerichs, Scott; Curtis, Neil; Gardiner-Shires, Alison

    2014-01-01

    Context: Athletic training students (ATSs) are involved in various situations during the clinical experience that may cause them to express levels of frustration. Understanding levels of frustration in ATSs is important because frustration can affect student learning, and the clinical experience is critical to their development as professionals. Objective:  To explore perceived levels of frustration in ATSs during clinical situations and to determine if those perceptions differ based on sex. Design:  Cross-sectional study with a survey instrument. Setting:  A total of 14 of 19 professional, undergraduate athletic training programs accredited by the Commission on Accreditation of Athletic Training Education in Pennsylvania. Patients or Other Participants:  Of a possible 438 athletic training students, 318 (72.6%) completed the survey. Main Outcomes Measure(s):  The Athletic Training Student Frustration Inventory was developed and administered. The survey gathered demographic information and included 24 Likert-scale items centering on situations associated with the clinical experience. Descriptive statistics were computed on all items. The Mann-Whitney U was used to evaluate differences between male and female students. Results:  A higher level of frustration was perceived during the following clinical situations: lack of respect by student-athletes and coaching staffs, the demands of the clinical experience, inability of ATSs to perform or remember skills, and ATSs not having the opportunity to apply their skills daily. Higher levels of frustration were perceived in female than male ATSs in several areas. Conclusions:  Understanding student frustration during clinical situations is important to better appreciate the clinical education experience. Low levels of this emotion are expected; however, when higher levels exist, learning can be affected. Whereas we cannot eliminate student frustrations, athletic training programs and preceptors need to be aware of this emotion in order to create an environment that is more conducive to learning. PMID:24143904

  7. Exploring the factors influencing clinical students' self-regulated learning.

    PubMed

    Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van den Berg, Joost W; van der Vleuten, Cees P M; Jaarsma, A Debbie C

    2015-06-01

    The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about the factors influencing this process in real practice settings. The aim of our study was therefore to identify factors that support or hamper medical students' SRL in a clinical context. We conducted a constructivist grounded theory study using semi-structured interviews with 17 medical students from two universities enrolled in clerkships. Participants were purposively sampled to ensure variety in age, gender, experience and current clerkship. The Day Reconstruction Method was used to help participants remember their activities of the previous day. The interviews were transcribed verbatim and analysed iteratively using constant comparison and open, axial and interpretive coding. Self-regulated learning by students in the clinical environment was influenced by the specific goals perceived by students, the autonomy they experienced, the learning opportunities they were given or created themselves, and the anticipated outcomes of an activity. All of these factors were affected by personal, contextual and social attributes. Self-regulated learning of medical students in the clinical environment is different for every individual. The factors influencing this process are affected by personal, social and contextual attributes. Some of these are similar to those known from previous research in classroom settings, but others are unique to the clinical environment and include the facilities available, the role of patients, and social relationships pertaining to peers and other hospital staff. To better support students' SRL, we believe it is important to increase students' metacognitive awareness and to offer students more tailored learning opportunities. © 2015 John Wiley & Sons Ltd.

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

    ERIC Educational Resources Information Center

    Soffer, Tal; Yaron, Efrat

    2017-01-01

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

  9. Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course

    PubMed Central

    Shernof, David J.; Ruzek, Erik A.; Sannella, Alexander J.; Schorr, Roberta Y.; Sanchez-Wall, Lina; Bressler, Denise M.

    2017-01-01

    The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students (N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a significant effect on perceived learning and course grades. A significant indirect relationship of seating and active learning strategies on learning and course grade as mediated by student engagement was found. Support for the general aspect of student classroom experience was interpreted with flow theory and suggested the need for additional research. Findings also suggested that active learning strategies are associated with positive learning outcomes even in educational environments where possibilities for action are relatively constrained. PMID:28663733

  10. Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course.

    PubMed

    Shernof, David J; Ruzek, Erik A; Sannella, Alexander J; Schorr, Roberta Y; Sanchez-Wall, Lina; Bressler, Denise M

    2017-01-01

    The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students ( N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a significant effect on perceived learning and course grades. A significant indirect relationship of seating and active learning strategies on learning and course grade as mediated by student engagement was found. Support for the general aspect of student classroom experience was interpreted with flow theory and suggested the need for additional research. Findings also suggested that active learning strategies are associated with positive learning outcomes even in educational environments where possibilities for action are relatively constrained.

  11. Resilience and well-being of university nursing students in Hong Kong: a cross-sectional study.

    PubMed

    Chow, Ka Ming; Tang, Wing Ki Fiona; Chan, Wing Han Carmen; Sit, Wing Hung Janet; Choi, Kai Chow; Chan, Sally

    2018-01-12

    University nursing students experience higher levels of academic stress than those of other disciplines. Academic stress leads to psychological distress and has detrimental effects on well-being. The ability to overcome such adversity and learn to be stronger from the experience is regarded as resilience. Resilience is found to have an impact on learning experience, academic performance, course completion and, in the longer term, professional practice. Resilience and positive coping strategies can resist stress and improve personal well-being. However, the relationship between resilience and well-being remains unexplored in nursing students, which are significant attributes to their academic success and future career persistence. The study was a cross-sectional descriptive correlational design. Inclusion criteria for recruitment was students studying pre-registration nursing programmes at both undergraduate and postgraduate levels. The 10-item Connor-Davidson Resilience Scale (CD-RISC-10) and World Health Organisation-5 Well-Being Index (WHO-5) were used to measure resilience and psychological well-being respectively. A convenience sample of 678 university nursing students was recruited from a university. The mean score of CD-RISC-10 was 24.0. When comparing the resilience levels of undergraduate and postgraduate students, the total scores were found to be 23.8 and 24.9 respectively. There was a statistically significant difference between the groups (p = .020). With regard to perceived well-being, the mean score of WHO-5 was 15.5. There was no significant difference between undergraduates and postgraduates (p = .131). Bivariate analysis showed that self-reported resilience had a medium, positive correlation with perceived well-being (r = .378, p = .000), and senior students had significantly higher level of perceived well-being than junior students (16.0 vs 15.1, p = .003). Multivariable regression analysis on perceived well-being indicated that self-reported resilience emerged as a significant predictor of perceived well-being (regression coefficient B = 0.259; p < .001). The results demonstrate that nursing students with a high level of resilience have better perceived well-being, and the level of resilience of postgraduates was significantly higher than that of undergraduates. Therefore, educational strategies should be developed in the nursing curriculum and a supportive learning environment should be created to foster resilience in the students.

  12. An Integrative Model of Organizational Learning and Social Capital on Effective Knowledge Transfer and Perceived Organizational Performance

    ERIC Educational Resources Information Center

    Rhodes, Jo; Lok, Peter; Hung, Richard Yu-Yuan; Fang, Shih-Chieh

    2008-01-01

    Purpose: The purpose of this paper is to set out to examine the relationships of organizational learning, social capital and the effectiveness of knowledge transfer and perceived organisational performance. Integrating organizational learning capability with social capital networks to shape a holistic knowledge sharing and management enterprise…

  13. Perceived Benefits of Service Learning: A Comparison of Collegiate Recreation Concentrations

    ERIC Educational Resources Information Center

    Fisher, Eden E.; Sharp, Ryan L.; Bradley, Michael J.

    2017-01-01

    Service learning is becoming a more utilized method of instruction in collegiate settings, and holds the potential to provide a deeper, more transferable meaning of course material for students. The purpose of this research was to examine if therapeutic recreation (TR) concentration students perceived service learning to be more personally and…

  14. Approaches to Learning at Work: Investigating Work Motivation, Perceived Workload, and Choice Independence

    ERIC Educational Resources Information Center

    Kyndt, Eva; Raes, Elisabeth; Dochy, Filip; Janssens, Els

    2013-01-01

    Learning and development are taking up a central role in the human resource policies of organizations because of their crucial contribution to the competitiveness of those organizations. The present study investigates the relationship of work motivation, perceived workload, and choice independence with employees' approaches to learning at work.…

  15. The Role of Transformative Leadership, ICT-Infrastructure and Learning Climate in Teachers' Use of Digital Learning Materials during Their Classes

    ERIC Educational Resources Information Center

    Vermeulen, Marjan; Kreijns, Karel; van Buuren, Hans; Van Acker, Frederik

    2017-01-01

    This study investigated whether school organizational variables (ie, transformative leadership (TL), ICT-infrastructure (technical and social) and organizational learning climate were related to teachers' dispositional variables (ie, attitude, perceived norm and perceived behavior control [PBC]). The direct and indirect influences of the…

  16. Designing Capacity-Building in E-Learning Expertise: Challenges and Strategies

    ERIC Educational Resources Information Center

    Aczel, J. C.; Peake, S. R.; Hardy, P.

    2008-01-01

    This research study looks at how organizations in developing countries perceive the challenge of building capacity in e-learning expertise. Data was collected on six such organizations, and a range of perceived rationales and constraints were identified. The paper hypothesizes a four-part framework to define the e-learning capacity gaps that these…

  17. Learning Computerese: The Role of Second Language Learning Aptitude in Technology Acceptance

    ERIC Educational Resources Information Center

    Warner, Janis A.; Koufteros, Xenophon; Verghese, Anto

    2014-01-01

    This article introduces a new construct coined as Computer User Learning Aptitude (CULA). To establish construct validity, CULA is embedded in a nomological network that extends the technology acceptance model (TAM). Specifically, CULA is posited to affect perceived usefulness and perceived ease of use, the two underlying TAM constructs.…

  18. Income Tax Preparation Assistance Service Learning Program: A Multidimensional Assessment

    ERIC Educational Resources Information Center

    Aldridge, Richard; Callahan, Richard A.; Chen, Yining; Wade, Stacy R.

    2015-01-01

    The authors present a multidimensional assessment of the outcomes and benefits of an income tax preparation assistance (ITPA) service learning program. They measure the perceived proximate benefits at the delivery of the service program, the actual learning outcome benefits prior to graduation, and the perceived long-term benefits from a…

  19. Exploring the Moderating Role of Perceived Flexibility Advantages in Mobile Learning Continuance Intention (MLCI)

    ERIC Educational Resources Information Center

    Huang, Rui-Ting; Hsiao, Chia-Hua; Tang, Tzy-Wen; Lien, Tsung-Cheng

    2014-01-01

    The primary purpose of this study was to explore the key factors that could affect mobile learning continuance intention (MLCI), and examine the moderating effect of perceived flexibility advantages (PFA) on the relationship between key mobile learning elements and continuance intention. Five hundred undergraduate students who had previously…

  20. Stakeholder Perceptions of the Positive Benefits and Critical Challenges Involved in Student Service-Learning Experiences

    ERIC Educational Resources Information Center

    Hohenthal, K. Darcy

    2010-01-01

    The Bolman and Deal (2003) Four-Frame Model was adapted in this qualitative phenomenological research study to describe how stakeholders experience student service-learning. The study presents how students perceive the positive benefits and critical challenges encountered in their service-learning experience; how professors perceive the positive…

  1. Perceptions of first-year medical students towards learning anatomy using cadaveric specimens through peer teaching.

    PubMed

    Agius, Andee; Calleja, Neville; Camenzuli, Christian; Sultana, Roberta; Pullicino, Richard; Zammit, Christian; Calleja Agius, Jean; Pomara, Cristoforo

    2017-11-07

    During the last decade, global interest in the multiple benefits of formal peer teaching has increased. This study aimed to explore the perceptions of first-year medical students towards the use of peer teaching to learn anatomy using cadaveric specimens. A descriptive, cross-sectional, retrospective survey was carried out. Data were collected using an online questionnaire which was administered to all medical students who were in their second year of their medical school curriculum and who had participated in sessions taught by their peers during their first year. Peer teaching was perceived as an effective method of learning anatomy by more than half of the participants. Analysis of mean responses revealed that the peer teachers created a positive, non-intimidating learning environment. Overall, participants gave positive feedback on their peer teachers. Six categories emerged from the responses given by participants as to why they would or would not recommend peer teaching. Ways of improvement as suggested by the respondents were also reported. Variables found to be significantly associated with the perceived benefits of the peer teaching program included sex differences, educational level and recommendations for peer teaching. This study brings to light the merits and demerits of peer teaching as viewed through the eyes of the peer learners. Peer teaching provides a sound platform for teaching and learning anatomy. Further discussions at higher levels are encouraged in order to explore the feasibility of introducing formal peer teaching in the medical curriculum. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  2. Biomedical Ph.D. students enrolled in two elite universities in the United kingdom and the United States report adopting multiple learning relationships.

    PubMed

    Kemp, Matthew W; Lazarus, Benjamin M; Perron, Gabriel G; Hanage, William P; Chapman, Elaine

    2014-01-01

    The ability to form multiple learning relationships is a key element of the doctoral learning environment in the biomedical sciences. Of these relationships, that between student and supervisor has long been viewed as key. There are, however, limited data to describe the student perspective on what makes this relationship valuable. In the present study, we discuss the findings of semi-structured interviews with biomedical Ph.D. students from the United Kingdom and the United States to: i) determine if the learning relationships identified in an Australian biomedical Ph.D. cohort are also important in a larger international student cohort; and ii) improve our understanding of student perceptions of value in their supervisory relationships. 32 students from two research intensive universities, one in the United Kingdom (n = 17), and one in the United States (n = 15) were recruited to participate in a semi-structured interview. Verbatim transcripts were transcribed, validated and analysed using a Miles and Huberman method for thematic analysis. Students reported that relationships with other Ph.D. students, post-doctoral scientists and supervisors were all essential to their learning. Effective supervisory relationships were perceived as the primary source of high-level project guidance, intellectual support and confidence. Relationships with fellow students were viewed as essential for the provision of empathetic emotional support. Technical learning was facilitated, almost exclusively, by relationships with postdoctoral staff. These data make two important contributions to the scholarship of doctoral education in the biomedical sciences. Firstly, they provide further evidence for the importance of multiple learning relationships in the biomedical doctorate. Secondly, they clarify the form of a 'valued' supervisory relationship from a student perspective. We conclude that biomedical doctoral programs should be designed to contain a minimum level of formalised structure to promote the development of multiple learning relationships that are perceived as key to student learning.

  3. Biomedical Ph.D. Students Enrolled in Two Elite Universities in the United Kingdom and the United States Report Adopting Multiple Learning Relationships

    PubMed Central

    Kemp, Matthew W.; Lazarus, Benjamin M.; Perron, Gabriel G.; Hanage, William P.; Chapman, Elaine

    2014-01-01

    Objective The ability to form multiple learning relationships is a key element of the doctoral learning environment in the biomedical sciences. Of these relationships, that between student and supervisor has long been viewed as key. There are, however, limited data to describe the student perspective on what makes this relationship valuable. In the present study, we discuss the findings of semi-structured interviews with biomedical Ph.D. students from the United Kingdom and the United States to: i) determine if the learning relationships identified in an Australian biomedical Ph.D. cohort are also important in a larger international student cohort; and ii) improve our understanding of student perceptions of value in their supervisory relationships. Study Design 32 students from two research intensive universities, one in the United Kingdom (n = 17), and one in the United States (n = 15) were recruited to participate in a semi-structured interview. Verbatim transcripts were transcribed, validated and analysed using a Miles and Huberman method for thematic analysis. Results Students reported that relationships with other Ph.D. students, post-doctoral scientists and supervisors were all essential to their learning. Effective supervisory relationships were perceived as the primary source of high-level project guidance, intellectual support and confidence. Relationships with fellow students were viewed as essential for the provision of empathetic emotional support. Technical learning was facilitated, almost exclusively, by relationships with postdoctoral staff. Conclusions These data make two important contributions to the scholarship of doctoral education in the biomedical sciences. Firstly, they provide further evidence for the importance of multiple learning relationships in the biomedical doctorate. Secondly, they clarify the form of a ‘valued’ supervisory relationship from a student perspective. We conclude that biomedical doctoral programs should be designed to contain a minimum level of formalised structure to promote the development of multiple learning relationships that are perceived as key to student learning. PMID:25054473

  4. Student experiences across multiple flipped courses in a single curriculum.

    PubMed

    Khanova, Julia; Roth, Mary T; Rodgers, Jo Ellen; McLaughlin, Jacqueline E

    2015-10-01

    The flipped classroom approach has garnered significant attention in health professions education, which has resulted in calls for curriculum-wide implementations of the model. However, research to support the development of evidence-based guidelines for large-scale flipped classroom implementations is lacking. This study was designed to examine how students experience the flipped classroom model of learning in multiple courses within a single curriculum, as well as to identify specific elements of flipped learning that students perceive as beneficial or challenging. A qualitative analysis of students' comments (n = 6010) from mid-course and end-of-course evaluations of 10 flipped courses (in 2012-2014) was conducted. Common and recurring themes were identified through systematic iterative coding and sorting using the constant comparison method. Multiple coders, agreement through consensus and member checking were utilised to ensure the trustworthiness of findings. Several themes emerged from the analysis: (i) the perceived advantages of flipped learning coupled with concerns about implementation; (ii) the benefits of pre-class learning and factors that negatively affect these benefits, such as quality and quantity of learning materials, as well as overall increase in workload, especially in the context of multiple concurrent flipped courses; (iii) the role of the instructor in the flipped learning environment, particularly in engaging students in active learning and ensuring instructional alignment, and (iv) the need for assessments that emphasise the application of knowledge and critical thinking skills. Analysis of data from 10 flipped courses provided insight into common patterns of student learning experiences specific to the flipped learning model within a single curriculum. The study points to the challenges associated with scaling the implementation of the flipped classroom across multiple courses. Several core elements critical to the effective design and implementation of the flipped classroom model are identified. © 2015 John Wiley & Sons Ltd.

  5. Students' and teachers' perceptions of single-sex and mixed-sex mathematics classes

    NASA Astrophysics Data System (ADS)

    Rennie, Léonie J.; Parker, Lesley H.

    1997-11-01

    This study examines students' perceptions of the learning settings in single-sex and mixed-sex mathematics classes, and teachers' responses to those different classroom contexts. Nearly 300 students in four coeducational secondary schools gave their views of the nature of their participation and interaction in their mathematics classrooms, and data were also obtained from their teachers. There was congruence between students' and teachers' perceptions of the environment in the two kinds of classrooms. Overall, it was perceived that single-sex classrooms provided a more supportive environment for girls, but a rather less supportive environment for boys. Teachers used different strategies with the two kinds of classes and, although many experienced initial difficulty with unruly boys' classes, these problems were overcome. The single-sex environment provided opportunities for teachers to address apparent shortcomings arising from boys' and girls' previous educational experience, which resulted in improved attitudes and performance.

  6. A photovoice study of school belongingness among high school students in Norway.

    PubMed

    Lieblein, Vaiva Sunniva Deraas; Warne, Maria; Huot, Suzanne; Laliberte Rudman, Debbie; Raanaas, Ruth Kjærsti

    2018-12-01

    Although high school graduation is important for living conditions and health throughout life, many students do not complete. In Norway's northern most county, Finnmark, up to 45% of students do not complete high school. Contrary to prior research that has primarily focused on causes for dropout, this study's aim was to deepen understanding of factors that support high school attendance. A strengths-based participatory approach using photovoice addressed attendance factors as perceived by seven participating students from one high school in Finnmark. Qualitative content analysis of data generated through group dialogue about participant-generated photos and individual interviews identified six factors important for students' school attendance: a supportive school environment, a good learning environment, recuperation and recreation, family and friends, goals and ambitions, and place attachment. Related aspects of a supportive environment and belongingness, where school staff made important contributions to promoting a positive environment, were essential.

  7. Use of a UDL Literacy Environment by Middle School Students With Intellectual and Developmental Disabilities.

    PubMed

    Coyne, Peggy; Evans, Miriam; Karger, Joanne

    2017-02-01

    Universal Design for Learning (UDL) has been shown to have benefits for students with disabilities. However, little is known about its potential to support literacy for students with intellectual and developmental disabilities (IDD). This qualitative study explored (a) to what extent students with IDD are able to use Udio, an online UDL literacy environment; and (b) how students with IDD experienced and perceived Udio. A grounded theory approach was used to analyze classroom observations, as well as teacher and student interviews. Electronic usage logs and student-produced discussions and projects were analyzed descriptively. Students independently navigated the environment and used embedded supports, including audio-assisted reading and sentence starters. In addition, findings indicate that age-relevant content, choice, and opportunities to socialize in online discussions were especially engaging for students. Further research is warranted to determine how UDL environments affect the literacy development of students with IDD.

  8. Accumulating Data to Optimally Predict Obesity Treatment (ADOPT) Core Measures: Environmental Domain.

    PubMed

    Saelens, Brian E; Arteaga, S Sonia; Berrigan, David; Ballard, Rachel M; Gorin, Amy A; Powell-Wiley, Tiffany M; Pratt, Charlotte; Reedy, Jill; Zenk, Shannon N

    2018-04-01

    There is growing interest in how environment is related to adults' weight and activity and eating behaviors. However, little is known about whether environmental factors are related to the individual variability seen in adults' intentional weight loss or maintenance outcomes. The environmental domain subgroup of the Accumulating Data to Optimally Predict obesity Treatment (ADOPT) Core Measures Project sought to identify a parsimonious set of objective and perceived neighborhood and social environment constructs and corresponding measures to include in the assessment of response to adult weight-loss treatment. Starting with the home address, the environmental domain subgroup recommended for inclusion in future weight-loss or maintenance studies constructs and measures related to walkability, perceived land use mix, food outlet accessibility (perceived and objective), perceived food availability, socioeconomics, and crime-related safety (perceived and objective) to characterize the home neighborhood environment. The subgroup also recommended constructs and measures related to social norms (perceived and objective) and perceived support to characterize an individual's social environment. The 12 neighborhood and social environment constructs and corresponding measures provide a succinct and comprehensive set to allow for more systematic examination of the impact of environment on adults' weight loss and maintenance. © 2018 The Obesity Society.

  9. Survey of the learning activities of Australasian radiation oncology specialist trainees.

    PubMed

    Holt, T; Bydder, S; Bloomfield, L

    2008-12-01

    Trainee radiation oncologists must master a substantial body of skills and knowledge to become competent specialists. The resources available to support this are limited. We surveyed the 90 registrars enrolled in the Royal Australian and New Zealand College of Surgeons (RANZCR) radiation oncology training programme to obtain a range of information about their learning activities (with a significant focus on part 1 teaching). Responses were received from 59 registrars (66% of those eligible). Trainees reported spending a median 2.5 h per week (range 0-10 h) in formal teaching activities. With regard to part 1 exam preparation, 83% reported having had physics teaching--the median quality was 5/7; 88% had radiobiology teaching--the median quality was 4/7; 52% had anatomy teaching--the median quality was 3/7. Registrars training within the RANZCR radiation oncologists training programme perceive their own clinical learning environment as generally good; however' 50% of respondents felt that more teaching was needed for part 1 subjects. This compared with only 19% of respondents who felt that more teaching was required for part 2 exam preparation. Innovative solutions, such as centralized web-based teaching, may help to address weaknesses in part 1 teaching. With increasing demands on radiation oncologists and trainees it will be important to monitor learning environments.

  10. Practice-based learning: the role of practice education facilitators in supporting mentors.

    PubMed

    Carlisle, Caroline; Calman, Lynn; Ibbotson, Tracy

    2009-10-01

    Central to the provision of high quality clinical placements for nursing and midwifery students are mentors who help engender a positive learning environment. In 2004 the Scottish Executive Health Department (now Scottish Government Health Directorates), NHS Scotland, NHS Education for Scotland, NHS Boards and Higher Education Institutions initiated and supported the establishment of the Practice Education Facilitator (PEF) role whose purpose is to ensure that the student experience, at both pre- and post-registration level, is of the highest quality, primarily through the support of mentors. A 3-year project evaluated the implementation and impact of the PEF role across Scotland. The study utilised both quantitative and qualitative data collection, with a sample comprising mentors, PEFs, students and other key stakeholders. This paper reports on selected findings from that study, specifically the perceived impact of the PEF in supporting mentors. Findings indicate that the PEF role has been accepted widely across Scotland and is seen as valuable to the development of quality clinical learning environments. PEFs provide support and guidance for mentors when dealing with 'failing' students, and encourage the identification of innovative learning opportunities. PEFs play an active part in student evaluation of their placements, but further work is needed in order that the feedback to clinical areas and mentors is timely.

  11. The Predictive Relationship among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students' Course Grades in Online Synchronous and Asynchronous Courses

    ERIC Educational Resources Information Center

    Rockinson-Szapkiw, Amanda J.; Wendt, Jillian; Wighting, Mervyn; Nisbet, Deanna

    2016-01-01

    The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses. However, the relationship between elements of the CoI framework and perceived learning warrants further examination as a predictive model for online graduate student…

  12. The Prevalence of Neuromyths in Community College: Examining Community College Students' Beliefs in Learning Styles and Impacts on Perceived Academic Locus of Control

    ERIC Educational Resources Information Center

    Palis, Leila Ann

    2016-01-01

    It was not known if and to what extent there was a relationship between the degree to which community college students believed that learning was enhanced when teachers tailored instruction to individual learning styles and student perceived academic locus of control (PAC). Learning styles theory and locus of control theory formed the theoretical…

  13. Parental perception of built environment characteristics and built environment use among Latino families: a cross-sectional study.

    PubMed

    Heerman, William J; Mitchell, Stephanie J; Thompson, Jessica; Martin, Nina C; Sommer, Evan C; van Bakergem, Margaret; Taylor, Julie Lounds; Buchowski, Maciej S; Barkin, Shari L

    2016-11-22

    Perception of undesirable features may inhibit built environment use for physical activity among underserved families with children at risk for obesity. To examine the association of perceived availability, condition, and safety of the built environment with its self-reported use for physical activity, we conducted a cross-sectional analysis on baseline data from a randomized controlled trial. Adjusted Poisson regression was used to test the association between the primary independent variables (perceived availability, physical condition, and safety) with the primary outcome of self-reported use of built environment structures. Among 610 parents (90% Latino) of preschool-age children, 158 (26%) reported that there were no available built environment structures for physical activity in the neighborhood. The use of built environment structures was associated with the perceived number of available structures (B = 0.34, 95% CI 0.31, 0.37, p < 0.001) and their perceived condition (B = 0.19, 95% CI 0.12, 0.27, p = 0.001), but not with perceived safety (B = 0.00, 95% CI -0.01, 0.01, p = 0.7). In this sample of underserved families, perceived availability and condition of built environment structures were associated with use rather than perceived safety. To encourage physical activity among underserved families, communities need to invest in the condition and availability of built environment structures. Registered at ClinicalTrials.gov ( NCT01316653 ) on March 11, 2011.

  14. Operationalizing Healthcare Simulation Psychological Safety: A Descriptive Analysis of an Intervention.

    PubMed

    Henricksen, Jared W; Altenburg, Catherine; Reeder, Ron W

    2017-10-01

    Despite efforts to prepare a psychologically safe environment, simulation participants are occasionally psychologically distressed. Instructing simulation educators about participant psychological risks and having a participant psychological distress action plan available to simulation educators may assist them as they seek to keep all participants psychologically safe. A Simulation Participant Psychological Safety Algorithm was designed to aid simulation educators as they debrief simulation participants perceived to have psychological distress and categorize these events as mild (level 1), moderate (level 2), or severe (level 3). A prebrief dedicated to creating a psychologically safe learning environment was held constant. The algorithm was used for 18 months in an active pediatric simulation program. Data collected included level of participant psychological distress as perceived and categorized by the simulation team using the algorithm, type of simulation that participants went through, who debriefed, and timing of when psychological distress was perceived to occur during the simulation session. The Kruskal-Wallis test was used to evaluate the relationship between events and simulation type, events and simulation educator team who debriefed, and timing of event during the simulation session. A total of 3900 participants went through 399 simulation sessions between August 1, 2014, and January 26, 2016. Thirty-four (<1%) simulation participants from 27 sessions (7%) were perceived to have an event. One participant was perceived to have a severe (level 3) psychological distress event. Events occurred more commonly in high-intensity simulations, with novice learners and with specific educator teams. Simulation type and simulation educator team were associated with occurrence of events (P < 0.001). There was no association between event timing and event level. Severe psychological distress as categorized by simulation personnel using the Simulation Participant Psychological Safety Algorithm is rare, with mild and moderate events being more common. The algorithm was used to teach simulation educators how to assist a participant who may be psychologically distressed and document perceived event severity.

  15. Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees

    ERIC Educational Resources Information Center

    Karimi, Leila; Ahmad, Tunku Badariah Tunku

    2013-01-01

    Blended learning, as a new approach to education, is rapidly being adopted by educational institutions for the purpose of teacher education or teacher training. This study reports the results of a survey exploring the relationships between perceived learning and satisfaction in a blended teacher education program among three different groups of…

  16. Online Interaction Quality among Adult Learners: The Role of Sense of Belonging and Perceived Learning Benefits

    ERIC Educational Resources Information Center

    Diep, Nguyet A.; Cocquyt, Celine; Zhu, Chang; Vanwing, Tom

    2017-01-01

    The present study employs social cognitive theory (SCT) and social capital as the guiding frameworks to explain online interaction quality among learners in a blended learning program (N = 179). Capturing performance expectancy by perceived learning benefits and online interaction quality with nuanced cognitive measures, the study aims to validate…

  17. The Relationship between Social-Emotional Learning Ability and Perceived Social Support in Gifted Students

    ERIC Educational Resources Information Center

    Ogurlu, Üzeyir; Sevgi-Yalin, Hatun; Yavuz-Birben, Fazilet

    2018-01-01

    This study aimed to examine the relationship between social-emotional learning skills and perceived social support of gifted students. Based on this relationship, the authors also examined to what extent social and emotional learning skills were predictive of social support. In addition, gender variables were compared in social and emotional…

  18. Campus Community Involvement in an Experimental Food Research Project Increases Students' Motivation and Improves Perceived Learning Outcomes

    ERIC Educational Resources Information Center

    Goto, K.; Bianco-Simeral, S.

    2009-01-01

    Although the effects of pedagogical strategies using collaborative learning on students' perceived learning outcomes have been studied, little has been examined about possible benefits and challenges in collaborating with the campus community in a food science research project conducted by nutrition majors. We examined the effects of involving…

  19. Examining the Lived Experience of Students with Reading Comprehension Learning Disabilities and the Perceived Value of the Accommodations Received

    ERIC Educational Resources Information Center

    Dodge, Katie M.

    2012-01-01

    Students with learning disabilities, including a reading comprehension learning disability, are attending higher education institutions at an increasing rate. As a result, higher education institutions will need to be prepared to accommodate these students, especially with those accommodations perceived as most valuable by the students who use…

  20. Linkages between Approaches to Learning, Perceived Stress and Expected and Actual Academic Outcomes among First-Semester Psychology Students

    ERIC Educational Resources Information Center

    Öhrstedt, Maria; Lindfors, Petra

    2018-01-01

    Previous research indicates that higher educational students' perceptions of stress are in part related to the teaching and learning context, and influence academic outcomes. This study intends to deepen our understanding of these processes by examining the linkages between approaches to learning, perceived stress and expected and actual academic…

  1. Perceived Control and Adaptive Coping: Programs for Adolescent Students Who Have Learning Disabilities

    ERIC Educational Resources Information Center

    Firth, Nola; Frydenberg, Erica; Greaves, Daryl

    2008-01-01

    This study explored the effect of a coping program and a teacher feedback intervention on perceived control and adaptive coping for 98 adolescent students who had specific learning disabilities. The coping program was modified to build personal control and to address the needs of students who have specific learning disabilities. The teacher…

  2. Judgments of Self-Perceived Academic Competence and Their Differential Impact on Students' Achievement Motivation, Learning Approach, and Academic Performance

    ERIC Educational Resources Information Center

    Ferla, Johan; Valcke, Martin; Schuyten, Gilberte

    2010-01-01

    Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students' achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic…

  3. Examining E-Learning Barriers as Perceived by Faculty Members of Engineering Colleges in the Jordanian Universities

    ERIC Educational Resources Information Center

    Al-Alawneh, Muhammad K.

    2014-01-01

    Employing computer's technology that includes e-learning system in the field of Engineering is a vital issue which needs to be discussed. Therefore, this study purposed to examine e-learning barriers as perceived by faculty members of engineering in three major universities in Jordan (Yarmouk University, Jordan University of Science and…

  4. Decentralized reinforcement-learning control and emergence of motion patterns

    NASA Astrophysics Data System (ADS)

    Svinin, Mikhail; Yamada, Kazuyaki; Okhura, Kazuhiro; Ueda, Kanji

    1998-10-01

    In this paper we propose a system for studying emergence of motion patterns in autonomous mobile robotic systems. The system implements an instance-based reinforcement learning control. Three spaces are of importance in formulation of the control scheme. They are the work space, the sensor space, and the action space. Important feature of our system is that all these spaces are assumed to be continuous. The core part of the system is a classifier system. Based on the sensory state space analysis, the control is decentralized and is specified at the lowest level of the control system. However, the local controllers are implicitly connected through the perceived environment information. Therefore, they constitute a dynamic environment with respect to each other. The proposed control scheme is tested under simulation for a mobile robot in a navigation task. It is shown that some patterns of global behavior--such as collision avoidance, wall-following, light-seeking--can emerge from the local controllers.

  5. Context-Based Pedagogy: A Framework From Experience.

    PubMed

    Kantar, Lina D

    2016-07-01

    Attempts to transform teaching practice are inadvertently subjected to several hurdles, mostly attributed to the lack of a guiding framework. This study aimed at unraveling the conceptual underpinnings of the context-based pedagogy, being perceived the pedagogy that prepares professionals for future practice. Through focus group interviews, data were collected from 16 nursing students who had case studies as the main instructional format in three major courses. The participants were divided into three focus groups, and interview questions were based on three educational parameters: the learning environment, instructional format, and instructional process. Initial findings revealed an array of classroom activities that characterize each parameter. An in-depth analysis of these activities converged on four concepts: (a) dynamic learning environment, (b) realism, (c) thinking dispositions, and (d) professional formation. These concepts improvise a beginning framework for educators and curriculum leaders that can be used to integrate cases in the curriculum and to facilitate the contextualization of knowledge. [J Nurs Educ. 2016;55(7):391-395.]. Copyright 2016, SLACK Incorporated.

  6. Construction of a new model of job engagement, psychological empowerment and perceived work environment among Chinese registered nurses at four large university hospitals: implications for nurse managers seeking to enhance nursing retention and quality of care.

    PubMed

    Fan, Yuying; Zheng, Qiulan; Liu, Shiqing; Li, Qiujie

    2016-07-01

    To explore the relationships among perceived work environment, psychological empowerment and job engagement of clinical nurses in Harbin, China. Previous studies have focused on organisational factors or nurses' personal characteristics contributing to job engagement. Limited studies have examined the effects of perceived work environment and psychological empowerment on job engagement among Chinese nurses. A cross-sectional quantitative survey with 923 registered nurses at four large university hospitals in China was carried out. Research instruments included the Chinese versions of the perceived nurse work environment scale, the psychological empowerment scale and the job engagement scale. The relationships of the variables were tested using structural equation modelling. Structural equation modelling revealed a good fit of the model, χ(2) /df = 4.46, GFI = 0.936, CFI = 0.957. Perceived work environment was a significant positive direct predictor of psychological empowerment and job engagement. Psychological empowerment was a significant positive direct contributor to job engagement and had a mediating effect on the relationship between perceived work environment and job engagement. Perceived work environment may result in increased job engagement by facilitating the development of psychological empowerment. For nurse managers wishing to increase nurse engagement and to achieve effective management, both perceived work environment and psychological empowerment are factors that need to be well controlled in the process of nurse administration. © 2016 John Wiley & Sons Ltd.

  7. Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept.

    PubMed

    Cooper, Katelyn M; Ashley, Michael; Brownell, Sara E

    2017-01-01

    There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning.

  8. Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept

    PubMed Central

    Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

    2017-01-01

    There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning. PMID:28861130

  9. Relationship between observational learning and health belief with physical activity among adolescents girl in Isfahan, Iran

    PubMed Central

    Rostamian, Marzieh; Kazemi, Ashraf

    2016-01-01

    Background: Physical activities among adolescents affects health during pubescence and adolescence and decrease in physical activities among adolescents has become a global challenge. The aim of the present study was to define the relation between the level of physical activity among adolescent girls and their health beliefs as personal factor and level of observational learning as environmental factor. Materials and Methods: The present study was a cross-sectional study that was conducted on 400 students aged from 11 to 19 years in Isfahan, Iran. Information regarding the duration of physical activity with moderate/severe intensity was measured in four dimensions of leisure time (exercising and hiking), daily activities, and transportation-related activities using the International Physical Activity questionnaire. Health belief structures included perceived sensitivity, intensity of perceived threat, perceived benefits, and barriers and self-efficacy; observational learning was measured using a researcher-made questionnaire. Results: Results showed that perceived barriers, observational learning, and level of self-efficacy were related to the level of physical activity in all dimensions. In addition, the level of physical activity at leisure time, transportation, and total physical activity were dependent on the intensity of perceived threats (P < 0.05). Conclusions: This study showed that the intensity of perceived threats, perceived barriers and self-efficacy structures, and observational learning are some of the factors related to physical activity among adolescent girls, and it is possible that by focusing on improving these variables through interventional programs physical activity among adolescent girls can be improved. PMID:28194200

  10. Factors associated with disclosure of medical errors by housestaff.

    PubMed

    Kronman, Andrea C; Paasche-Orlow, Michael; Orlander, Jay D

    2012-04-01

    Attributes of the organisational culture of residency training programmes may impact patient safety. Training environments are complex, composed of clinical teams, residency programmes, and clinical units. We examined the relationship between residents' perceptions of their training environment and disclosure of or apology for their worst error. Anonymous, self-administered surveys were distributed to Medicine and Surgery residents at Boston Medical Center in 2005. Surveys asked residents to describe their worst medical error, and to answer selected questions from validated surveys measuring elements of working environments that promote learning from error. Subscales measured the microenvironments of the clinical team, residency programme, and clinical unit. Univariate and bivariate statistical analyses examined relationships between trainee characteristics, their perceived learning environment(s), and their responses to the error. Out of 109 surveys distributed to residents, 99 surveys were returned (91% overall response rate), two incomplete surveys were excluded, leaving 97: 61% internal medicine, 39% surgery, 59% male residents. While 31% reported apologising for the situation associated with the error, only 17% reported disclosing the error to patients and/or family. More male residents disclosed the error than female residents (p=0.04). Surgery residents scored higher on the subscales of safety culture pertaining to the residency programme (p=0.02) and managerial commitment to safety (p=0.05). Our Medical Culture Summary score was positively associated with disclosure (p=0.04) and apology (p=0.05). Factors in the learning environments of residents are associated with responses to medical errors. Organisational safety culture can be measured, and used to evaluate environmental attributes of clinical training that are associated with disclosure of, and apology for, medical error.

  11. A Study on Markerless AR-Based Infant Education System Using CBIR

    NASA Astrophysics Data System (ADS)

    Lim, Ji-Hoon; Kim, Seoksoo

    Block play is widely known to be effective to help a child develop emotionally and physically based on learning by a sense of sight and touch. But block play can not expect to have learning effects through a sense of hearing. Therefore, in this study, such limitations are overcome by a method that recognizes an object made up of blocks, not a marker-based method generally used for an AR environment, a matching technology enabling an object to be perceived in every direction, and a technology combining images of the real world with 2D/3D images/pictures/sounds of a similar object. Also, an education system for children aged 3~5 is designed to implement markerless AR with the CBIR method.

  12. An Individual’s Connection to Nature Can Affect Perceived Restorativeness of Natural Environments. Some Observations about Biophilia

    PubMed Central

    Berto, Rita; Barbiero, Giuseppe; Barbiero, Pietro

    2018-01-01

    This study investigates the relationship between the level to which a person feels connected to Nature and that person’s ability to perceive the restorative value of a natural environment. We assume that perceived restorativeness may depend on an individual’s connection to Nature and this relationship may also vary with the biophilic quality of the environment, i.e., the functional and aesthetic value of the natural environment which presumably gave an evolutionary advantage to our species. To this end, the level of connection to Nature and the perceived restorativeness of the environment were assessed in individuals visiting three parks characterized by their high level of “naturalness” and high or low biophilic quality. The results show that the perceived level of restorativeness is associated with the sense of connection to Nature, as well as the biophilic quality of the environment: individuals with different degrees of connection to Nature seek settings with different degrees of restorativeness and biophilic quality. This means that perceived restorativeness can also depend on an individual’s “inclination” towards Nature. PMID:29510581

  13. Dental students' perceived sources of stress: a multi-country study.

    PubMed

    Polychronopoulou, Argy; Divaris, Kimon

    2009-05-01

    The aim of this study was to identify dental students' self-reported sources of stress and to explore the role of specific curricular and institutional differences in the variation of perceived stressors among dental students in Greece, Ireland, Slovenia, Sweden, Spain, and Croatia. A thirty-item modified version of the Dental Environment Stress (DES) questionnaire was administered to all undergraduate students enrolled at six European dental schools selected to reflect geographical, curricular, and professional environment diversity: Athens, Greece; Dublin, Ireland; Ljubljana, Slovenia; Malmö, Sweden; Santiago de Compostela, Spain; and Zagreb, Croatia. Participation varied from 93 percent in Athens to 65 percent in Dublin. A total of 1,492 questionnaires were available for analysis. Univariate analysis and multivariate modelling were used for data analysis. Performance pressure, workload, and self-efficacy beliefs constituted the students' main concerns. In the univariate analysis, student responses differed by country: Swedish students provided the lowestst scores in five out of six DES factors, Spanish students were the most concerned about "clinical training" and "performance pressure," whereas Greek students were the most concerned about "patient treatment." Multivariate modelling revealed that problem-based learning (PBL) was inversely associated with perceived stress for "self-efficacy beliefs" OR (95% CI): 0.66 (0.52, 0.84), "workload" OR (95% CI): 0.58 (0.41, 0.80); and "clinical training" OR (95% CI): 0.69 (0.50, 0.95) when compared to traditional curricula. Students' perceived stressors differed greatly among the six institutions and were associated with both individual (gender, study level) and educational/institutional (curriculum type, class size, educational costs) parameters.

  14. Computational model for perception of objects and motions.

    PubMed

    Yang, WenLu; Zhang, LiQing; Ma, LiBo

    2008-06-01

    Perception of objects and motions in the visual scene is one of the basic problems in the visual system. There exist 'What' and 'Where' pathways in the superior visual cortex, starting from the simple cells in the primary visual cortex. The former is able to perceive objects such as forms, color, and texture, and the latter perceives 'where', for example, velocity and direction of spatial movement of objects. This paper explores brain-like computational architectures of visual information processing. We propose a visual perceptual model and computational mechanism for training the perceptual model. The computational model is a three-layer network. The first layer is the input layer which is used to receive the stimuli from natural environments. The second layer is designed for representing the internal neural information. The connections between the first layer and the second layer, called the receptive fields of neurons, are self-adaptively learned based on principle of sparse neural representation. To this end, we introduce Kullback-Leibler divergence as the measure of independence between neural responses and derive the learning algorithm based on minimizing the cost function. The proposed algorithm is applied to train the basis functions, namely receptive fields, which are localized, oriented, and bandpassed. The resultant receptive fields of neurons in the second layer have the characteristics resembling that of simple cells in the primary visual cortex. Based on these basis functions, we further construct the third layer for perception of what and where in the superior visual cortex. The proposed model is able to perceive objects and their motions with a high accuracy and strong robustness against additive noise. Computer simulation results in the final section show the feasibility of the proposed perceptual model and high efficiency of the learning algorithm.

  15. Using simulation to prepare for clinical practice.

    PubMed

    Morgan, James; Green, Victoria; Blair, John

    2018-02-01

    A significant proportion of medical students feel underprepared for clinical practice, especially in skills such as decision making, prioritisation and prescribing. Changes to medical curricula, including assistantships and shadowing, provide supervised practise, but students remain unable to fully take responsibility for patient care. Simulation may assist in addressing this deficit. A simulation course entitled 'Simulated ward round and professional skills' (SWAPS) was developed to improve student preparation for clinical practice. Preliminary work surveyed 22 foundation doctors to identify perceived areas of weakness and to guide the learning outcomes of the course. Following the design and development of the course, 133 final-year medical students were observed completing a 60-minute simulation scenario aimed at providing experiential learning in a ward environment, reflecting professional practice. Students received structured feedback and completed pre- and post-course questionnaires to evaluate changes in confidence over the learning domains. Qualitative feedback was also collected. A significant proportion of medical students feel underprepared for clinical practice RESULTS: The p values were significant in all assessed domains, indicating a perceived improvement in confidence following the SWAPS course. Qualitative feedback highlighted the perceived utility of the course in exposing students to clinical ward-based scenarios infrequently encountered in their medical curriculum. Students praised the personal feedback received and realism of the simulation. This paper contributes to the growing body of literature supporting the use of simulation to replicate a ward round and the daily roles of a junior doctor. The SWAPS course seems to empower students to take responsibility for clinical decision making and experience some of the realities of foundation training in a simulated setting. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  16. Interns’ perceived abuse during their undergraduate training at King Abdul Aziz University

    PubMed Central

    Iftikhar, Rahila; Tawfiq, Razaz; Barabie, Salem

    2014-01-01

    Background and objectives Abuse occurs in all workplaces, including the medical field. The aim of this study was to determine the prevalence of perceived abuse among medical students, the types of abuse experienced during medical training, the source of abuse, and the perceived barriers to reporting abuse. Method This cross-sectional survey was conducted between September 2013 and January 2014 among medical graduates of King Abdul Aziz University, Jeddah. The survey questionnaire was designed to gather information regarding the frequency with which participants perceived themselves to have experienced abuse, the type of abuse, the source of abuse, and the reasons for nonreporting of perceived abuse. Data were analyzed using the Statistical Package for the Social Sciences. Result Of the 186 students enrolled in this study, 169 (90.9%) reported perceiving some form of abuse during medical school training. Perceived abuse was most often verbal (86.6%), although academic abuse (73.1%), sex discrimination (38.7%), racial or ethnic discrimination (29.0%), physical abuse (18.8%), religious discrimination (15.1%), and sexual harassment (8.6%) were also reported. Professors were most often cited as the sources of perceived abuse, followed by associate professors, demonstrators (or assistant teaching staff), and assistant professors. The Internal Medicine Department was the most frequently cited department where students perceived themselves to have experienced abuse. Only 14.8% of the students reported the abuse to a third party. Conclusion The self-reported prevalence of medical student abuse at King Abdul Aziz University is high. A proper system for reporting abuse and for supporting victims of abuse should be set up, to promote a good learning environment. PMID:24904225

  17. The "Flipped Classroom" Model for Teaching in the Intensive Care Unit.

    PubMed

    Tainter, Christopher R; Wong, Nelson L; Cudemus-Deseda, Gaston A; Bittner, Edward A

    2017-03-01

    The intensive care unit (ICU) is a dynamic and complex learning environment. The wide range in trainee's experience, specialty training, fluctuations in patient acuity and volume, limitations in trainee duty hours, and additional responsibilities of the faculty contribute to the challenge in providing a consistent experience with traditional educational strategies. The "flipped classroom" is an educational model with the potential to improve the learning environment. In this paradigm, students gain exposure to new material outside class and then use class time to assimilate the knowledge through problem-solving exercises or discussion. The rationale and pedagogical foundations for the flipped classroom are reviewed, practical considerations are discussed, and an example of successful implementation is provided. An education curriculum was devised and evaluated prospectively for teaching point-of-care echocardiography to residents rotating in the surgical ICU. Preintervention and postintervention scores of knowledge, confidence, perceived usefulness, and likelihood of use the skills improved for each module. The quality of the experience was rated highly for each of the sessions. The flipped classroom education curriculum has many advantages. This pilot study was well received, and learners showed improvement in all areas evaluated, across several demographic subgroups and self-identified learning styles.

  18. A View of Obesity as a Learning and Memory Disorder

    PubMed Central

    Davidson, Terry L.; Tracy, Andrea L; Schier, Lindsey A.; Swithers, Susan E.

    2014-01-01

    This review describes how a cascade of associative relationships involving the sensory properties of foods, the nutritional consequences of their consumption and perceived internal states may play an important role in the learned control of energy intake and body weight regulation. In addition, we describe ways in which dietary factors in the current environment can promote excess energy intake and body weight gain by degrading these relationships or by interfering with the neural substrates that underlie the ability of animals to use them to predict the nutritive or energetic consequences of intake. We propose that an expanded appreciation of the diversity of orosensory, gastrointestinal, and energy state signals about which animals learn, combined with a greater understanding of predictive relationships in which these cues are embedded, will help generate new information and novel approaches to addressing the current global problems of obesity and metabolic disease. PMID:25453037

  19. Animal behaviour learning environment: software to facilitate learning in canine and feline behavior therapy.

    PubMed

    McGreevy, P D; Della Torre, P K; Evans, D L

    2003-01-01

    Interactive software has been developed on CD-ROM to facilitate learning of problem formulation, diagnostic methodology, and therapeutic options in dog and cat behavior problems. Students working in small groups are presented with a signalment, a case history, and brief description of the problem behavior as perceived by the client. Students then navigate through the case history by asking the client questions from an icon-driven question pad. Animated video responses to the questions are provided. Students are then required to rate the significance of the questions and answers with respect to the development of the unwelcome behavior. Links to online self-assessments and to resource materials about causation and treatment options are provided to assist students in their decision-making process. The activity concludes with a software-generated e-mail submission that includes the recorded history, diagnosis, and recommended treatment for assessment purposes.

  20. Perceived Experience of Caring for a Wife with Stroke

    PubMed Central

    Pierce, Linda L.; Steiner, Victoria; Hicks, Barbara; Dawson-Weiss, Judy

    2009-01-01

    This article presents a 55-year-old husband’s perceived experience of caring for his wife with stroke, as learned from his 1 year of participation in a Web-based support intervention study. In a secondary analysis of data, his narrative entries (n = 213) were coded and drawn to Friedemann’s framework of systemic organization. The themes that emerged from these data were that of the caregiver providing support, offering solutions, and taking control. Friedemann’s system maintenance process dimension was the area that captured most of his experience, which indicated that this caregiver spent a significant amount of his energy in creating control and stability within his environment to maintain congruence or balance in his life. These findings can be used to identify and design interventions, which for male spousal caregivers, affect the quality of their lives. PMID:17225373

  1. Conceptions of Effective Teaching and Perceived Use of Computer Technologies in Active Learning Classrooms

    ERIC Educational Resources Information Center

    Gebre, Engida; Saroyan, Alenoush; Aulls, Mark W.

    2015-01-01

    This paper examined professors' conceptions of effective teaching in the context of a course they were teaching in active learning classrooms and how the conceptions related to the perceived role and use of computers in their teaching. We interviewed 13 professors who were teaching in active learning classrooms in winter 2011 in a large research…

  2. How Do Medium Naturalness and Personality Traits Shape Academic Achievement and Perceived Learning? An Experimental Study of Face-to-Face and Synchronous E-Learning

    ERIC Educational Resources Information Center

    Blau, Ina; Weiser, Orli; Eshet-Alkalai, Yoram

    2017-01-01

    This controlled experiment examined how academic achievement and cognitive, emotional and social aspects of perceived learning are affected by the level of medium naturalness (face-to-face, one-way and two-way videoconferencing) and by learners' personality traits (extroversion-introversion and emotional stability-neuroticism). The Media…

  3. Beyond Objectivity: The Performance Impact of the Perceived Ability to Learn and Solve Problems

    ERIC Educational Resources Information Center

    Tews, Michael J.; Michel, John W.; Noe, Raymond A.

    2011-01-01

    The purpose of this research was to develop and provide initial validation evidence for the performance impact of a measure of an individual's perceived ability to learn and solve problems (PALS). Building on the self-efficacy literature and the importance of learning and problem solving, the fundamental premise of this research was that PALS…

  4. Perceived Convenience in an Extended Technology Acceptance Model: Mobile Technology and English Learning for College Students

    ERIC Educational Resources Information Center

    Chang, Chi-Cheng; Yan, Chi-Fang; Tseng, Ju-Shih

    2012-01-01

    Since convenience is one of the features for mobile learning, does it affect attitude and intention of using mobile technology? The technology acceptance model (TAM), proposed by David (1989), was extended with perceived convenience in the present study. With regard to English language mobile learning, the variables in the extended TAM and its…

  5. The Influence of Teacher Perceived Administration of Self-Regulated Learning on Students' Motivation and Information-Processing

    ERIC Educational Resources Information Center

    Rozendaal, J.S.; Minnaert, A.; Boekaerts, M.

    2005-01-01

    This study investigates the influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing over time. This was done in the context of the Interactive Learning group System (ILS^(R)): a large-scale innovation program in Dutch vocational schools. A total of 185 students were grouped post…

  6. Competencies to enable learning-focused clinical supervision: a thematic analysis of the literature.

    PubMed

    Pront, Leeanne; Gillham, David; Schuwirth, Lambert W T

    2016-04-01

    Clinical supervision is essential for development of health professional students and widely recognised as a significant factor influencing student learning. Although considered important, delivery is often founded on personal experience or a series of predetermined steps that offer standardised behavioural approaches. Such a view may limit the capacity to promote individualised student learning in complex clinical environments. The objective of this review was to develop a comprehensive understanding of what is considered 'good' clinical supervision, within health student education. The literature provides many perspectives, so collation and interpretation were needed to aid development and understanding for all clinicians required to perform clinical supervision within their daily practice. A comprehensive thematic literature review was carried out, which included a variety of health disciplines and geographical environments. Literature addressing 'good' clinical supervision consists primarily of descriptive qualitative research comprising mostly small studies that repeated descriptions of student and supervisor opinions of 'good' supervision. Synthesis and thematic analysis of the literature resulted in four 'competency' domains perceived to inform delivery of learning-focused or 'good' clinical supervision. Domains understood to promote student learning are co-dependent and include 'to partner', 'to nurture', 'to engage' and 'to facilitate meaning'. Clinical supervision is a complex phenomenon and establishing a comprehensive understanding across health disciplines can influence the future health workforce. The learning-focused clinical supervision domains presented here provide an alternative perspective of clinical supervision of health students. This paper is the first step in establishing a more comprehensive understanding of learning-focused clinical supervision, which may lead to development of competencies for clinical supervision. © 2016 John Wiley & Sons Ltd.

  7. Learning the determinants of satisfaction and usage intention of instant messaging.

    PubMed

    Lin, Chieh-Peng; Huang, Hsiu-Nien; Joe, Sheng-Wuu; Ma, Hwa-Chun

    2008-06-01

    This study proposes a model for evaluating usage intention toward interactive information technology. The test results reveal that usage intention is influenced directly by satisfaction, perceived ease of use, perceived personalization, and perceived social interaction, while being also influenced indirectly by perceived reliability, perceived instantaneity, perceived ease of use, perceived social image, and perceived social interaction via the mediation of satisfaction.

  8. Changes in the perceived neighborhood environment in relation to changes in physical activity: A longitudinal study from childhood into adolescence.

    PubMed

    D'Haese, Sara; De Meester, Femke; Cardon, Greet; De Bourdeaudhuij, Ilse; Deforche, Benedicte; Van Dyck, Delfien

    2015-05-01

    The aim was to investigate how physical activity and the perceived neighborhood environment in children change when they enter adolescence. Also the relation between changes in the perceived environment and changes in children's physical activity was investigated. In total, 321 children and one of their parents filled out a physical activity questionnaire and the NEWS-Y at two time points (last grade of elementary school and 2 years later). Children also wore an activity monitor. Changes in children's physical activity were dependent on the physical activity domain. Only less than half of children's perceived neighborhood factors changed and about half of the parental perceived neighborhood factors changed. Most of these factors changed towards higher activity friendliness. Changes in the perceived environment were only limitedly related to changes in children's physical activity. Copyright © 2015 Elsevier Ltd. All rights reserved.

  9. Monocular depth perception using image processing and machine learning

    NASA Astrophysics Data System (ADS)

    Hombali, Apoorv; Gorde, Vaibhav; Deshpande, Abhishek

    2011-10-01

    This paper primarily exploits some of the more obscure, but inherent properties of camera and image to propose a simpler and more efficient way of perceiving depth. The proposed method involves the use of a single stationary camera at an unknown perspective and an unknown height to determine depth of an object on unknown terrain. In achieving so a direct correlation between a pixel in an image and the corresponding location in real space has to be formulated. First, a calibration step is undertaken whereby the equation of the plane visible in the field of view is calculated along with the relative distance between camera and plane by using a set of derived spatial geometrical relations coupled with a few intrinsic properties of the system. The depth of an unknown object is then perceived by first extracting the object under observation using a series of image processing steps followed by exploiting the aforementioned mapping of pixel and real space coordinate. The performance of the algorithm is greatly enhanced by the introduction of reinforced learning making the system independent of hardware and environment. Furthermore the depth calculation function is modified with a supervised learning algorithm giving consistent improvement in results. Thus, the system uses the experience in past and optimizes the current run successively. Using the above procedure a series of experiments and trials are carried out to prove the concept and its efficacy.

  10. The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective.

    PubMed

    Jeno, Lucas M; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J; Mæland, Silje

    2017-01-01

    We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest-posttest design. The results show that the students' intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students' engagement and perceived learning significantly increased. Finally, students' amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students' perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed. © 2017 L. M. Jeno et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  11. Perceived Stress and Coping Styles among Malay Caregivers of Children with Learning Disabilities in Kelantan

    PubMed Central

    Isa, Siti Nor Ismalina; Ishak, Ismarulyusda; Rahman, Azriani Ab; Saat, Nur Zakiah Mohd; Din, Normah Che; Lubis, Syarif Husin; Ismail, Muhammad Faiz Mohd

    2017-01-01

    Background Caregivers of children with learning disabilities have been shown to experience increased stress and greater negative caregiving consequences than those with typically developing children. There remains a lack of studies focusing on stress and coping mechanisms among caregivers of a wider age group and diagnosis of individuals with disabilities in Asian countries. The current study examines levels of perceived stress and associated child and caregiver factors among caregivers of children with learning disabilities in the Malaysian context. An additional aim was to determine whether caregiver coping styles may be predictors of perceived stress. Methods The Malay version of the Perceived Stress Scale with 10 items and the Brief COPE Scale were administered to a sample of 190 Malay caregivers of children with learning disabilities registered with community-based rehabilitation centres in Kelantan, a state in Peninsular Malaysia. Multiple linear regression analysis was applied to determine the predictors of perceived stress. Results The mean total perceived stress score of caregivers was 16.96 (SD = 4.66). The most frequently used coping styles found among caregivers included religion, acceptance and positive reframing, while substance use and behavioural disengagement were least frequently used. Higher perceived stress was significantly predicted among caregivers with fewer children, frequent use of instrumental support and behavioural disengagement coping, and lack of emotional support and religious coping. Conclusion Findings indicate that the perceived stress levels among caregivers were significantly predicted by different coping styles. It is vital to help the caregivers improve their good coping styles in order to reduce their stress levels. PMID:28381931

  12. Perceived Stress and Coping Styles among Malay Caregivers of Children with Learning Disabilities in Kelantan.

    PubMed

    Isa, Siti Nor Ismalina; Ishak, Ismarulyusda; Rahman, Azriani Ab; Saat, Nur Zakiah Mohd; Din, Normah Che; Lubis, Syarif Husin; Ismail, Muhammad Faiz Mohd

    2017-03-01

    Caregivers of children with learning disabilities have been shown to experience increased stress and greater negative caregiving consequences than those with typically developing children. There remains a lack of studies focusing on stress and coping mechanisms among caregivers of a wider age group and diagnosis of individuals with disabilities in Asian countries. The current study examines levels of perceived stress and associated child and caregiver factors among caregivers of children with learning disabilities in the Malaysian context. An additional aim was to determine whether caregiver coping styles may be predictors of perceived stress. The Malay version of the Perceived Stress Scale with 10 items and the Brief COPE Scale were administered to a sample of 190 Malay caregivers of children with learning disabilities registered with community-based rehabilitation centres in Kelantan, a state in Peninsular Malaysia. Multiple linear regression analysis was applied to determine the predictors of perceived stress. The mean total perceived stress score of caregivers was 16.96 (SD = 4.66). The most frequently used coping styles found among caregivers included religion, acceptance and positive reframing, while substance use and behavioural disengagement were least frequently used. Higher perceived stress was significantly predicted among caregivers with fewer children, frequent use of instrumental support and behavioural disengagement coping, and lack of emotional support and religious coping. Findings indicate that the perceived stress levels among caregivers were significantly predicted by different coping styles. It is vital to help the caregivers improve their good coping styles in order to reduce their stress levels.

  13. Student attitudes toward science and sciencerelated careers: A program designed to promote a stimulating gender-free learning environment

    NASA Astrophysics Data System (ADS)

    Mason, Cheryl L.; Butler Kahle, Jane

    A project designed to foster the full and fair participation of girls in high-school science classes addressed obstacles, both perceived and actual, to equal participation. In order to modify existing classroom techniques and environments, a Teacher Intervention Program was designed. By means of a workshop and periodic personal communications, teachers were sensitized to the importance of a stimulating, gender-free learning environment. In addition, they were presented with a variety of methods and materials which had been shown to encourage girls in science. Twelve teachers, who were selected randomly, taught in diverse communities throughout one Midwestern state. The subjects tested were students in 24 general biology classes taught by the 12 teachers. Although both qualitative and quantitative measures were used during the research, only the quantitative results are discussed in this paper. Using ANOVA's, treatment group by student sex, a comparison of the mean scores was made for all students, as well as for all females and for all males. The results indicated that the experimental group, compared to the control group, had significantly higher mean scores on tests of attitudes toward science, perceptions of science, extracurricular science activities, and interest in a science-related career.

  14. Predictors and correlates of maternal role competence and satisfaction.

    PubMed

    Ngai, Fei-Wan; Wai-Chi Chan, Sally; Ip, Wan-Yim

    2010-01-01

    Developing a sense of competence and satisfaction in the maternal role enhances positive parenting and healthy development of the child. There is limited longitudinal research on the predictive factors influencing maternal role competence and satisfaction. The aim of this study was to determine the predictive and concurrent associations of prenatal perceived maternal role competence, learned resourcefulness, social support, stress, and depression to perceived maternal role competence and satisfaction at 6 weeks postpartum. A longitudinal, descriptive design was used. A convenience sample of 184 first-time pregnant women with a singleton and uneventful pregnancy were recruited from two regional public hospitals in Hong Kong. The Parenting Sense of Competence Scale, Self-control Schedule, Medical Outcomes Study Social Support Survey, Social Readjustment Rating Scale, and Edinburgh Postnatal Depression Scale were used to assess maternal role competence and satisfaction, learned resourcefulness, social support, stress, and depressive symptoms, respectively. Data were collected during pregnancy and at 6 weeks postpartum. Multiple regression analysis showed that perceived maternal role competence and satisfaction at 6 weeks postpartum were predicted by prenatal perceived maternal role competence and learned resourcefulness and were associated with postnatal learned resourcefulness and depression. Social support and stress were not associated directly with perceived maternal role competence and satisfaction at 6 weeks postpartum. The present findings suggest that maternal learned resourcefulness and depression are important factors affecting perceived maternal role competence and satisfaction at postpartum. Culturally competent healthcare should be developed to promote the psychological well-being of women and to equip women with the learned resourcefulness skills to facilitate maternal role taking and enhance women's sense of competence and satisfaction in the maternal role.

  15. Developing leadership practices in hospital-based nurse educators in an online learning community.

    PubMed

    Stutsky, Brenda J; Spence Laschinger, Heather K

    2014-01-01

    Hospital-based nurse educators are in a prime position to mentor future nurse leaders; however, they need to first develop their own leadership practices. The goal was to establish a learning community where hospital-based nurse educators could develop their own nursing leadership practices within an online environment that included teaching, cognitive, and social presence. Using a pretest/posttest-only nonexperimental design, 35 nurse educators from three Canadian provinces engaged in a 12-week online learning community via a wiki where they learned about exemplary leadership practices and then shared stories about their own leadership practices. Nurse educators significantly increased their own perceived leadership practices after participation in the online community, and teaching, cognitive, and social presence was determined to be present in the online community. It was concluded that leadership development can be enhanced in an online learning community using a structured curriculum, multimedia presentations, and the sharing and analysis of leadership stories. Educators who participated should now be better equipped to role model exemplary leadership practices and mentor our nurse leaders of the future.

  16. Casual Games and Casual Learning About Human Biological Systems

    NASA Astrophysics Data System (ADS)

    Price, C. Aaron; Gean, Katherine; Christensen, Claire G.; Beheshti, Elham; Pernot, Bryn; Segovia, Gloria; Person, Halcyon; Beasley, Steven; Ward, Patricia

    2016-02-01

    Casual games are everywhere. People play them throughout life to pass the time, to engage in social interactions, and to learn. However, their simplicity and use in distraction-heavy environments can attenuate their potential for learning. This experimental study explored the effects playing an online, casual game has on awareness of human biological systems. Two hundred and forty-two children were given pretests at a Museum and posttests at home after playing either a treatment or control game. Also, 41 children were interviewed to explore deeper meanings behind the test results. Results show modest improvement in scientific attitudes, ability to identify human biological systems and in the children's ability to describe how those systems work together in real-world scenarios. Interviews reveal that children drew upon their prior school learning as they played the game. Also, on the surface they perceived the game as mainly entertainment but were easily able to discern learning outcomes when prompted. Implications for the design of casual games and how they can be used to enhance transfer of knowledge from the classroom to everyday life are discussed.

  17. Does Math Self-Efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance?

    ERIC Educational Resources Information Center

    Fast, Lisa A.; Lewis, James L.; Bryant, Michael J.; Bocian, Kathleen A.; Cardullo, Richard A.; Rettig, Michael; Hammond, Kimberly A.

    2010-01-01

    We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (N = 1,163) provided self-reports of their perceived math self-efficacy and the degree to which their math classroom environment was mastery oriented,…

  18. Investigating Students' Acceptance and Self-Efficacy of E-Learning at Al-Aqsa University Based on TAM Model

    ERIC Educational Resources Information Center

    Mahdi, Hasan Rebhi

    2014-01-01

    The study aimed at investigating the influence of E-learning Self-Efficacy (ELSE) on the acceptance of e-learning by using the Technology Acceptance Model (TAM). According to the TAM which used as the theoretical basis, both of the Perceived Usefulness (PU) and the Perceived Ease of Use (PEOU) influence directly the end user's Behavioral Intention…

  19. Different Levels of Leadership for Learning: Investigating Differences between Teachers Individually and Collectively Using Multilevel Factor Analysis of the 2011-2012 Schools and Staffing Survey

    ERIC Educational Resources Information Center

    Boyce, Jared; Bowers, Alex J.

    2018-01-01

    This study investigated the differences between how individual teachers perceive leadership for learning and how teachers collectively perceive leadership for learning, using a large nationally generalizable data-set of 7070 schools from the National Center for Education Statistics 2011-2012 Schools and Staffing Survey. This study used…

  20. Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-based earthquakes instruction

    NASA Astrophysics Data System (ADS)

    Yeh, Ting-Kuang; Tseng, Kuan-Yun; Cho, Chung-Wen; Barufaldi, James P.; Lin, Mei-Shin; Chang, Chun-Yen

    2012-07-01

    The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits designed to teach the 'Principles of Earthquakes.' Each subunit consisted of three modules: evaluation of prior knowledge with/without in-time feedback; animation-based instruction; and evaluation of learning outcomes with feedback. The 153 participants consisted of 10th grade high-school students. Seventy-eight students participated in the animation-based instruction, involving assessment of prior knowledge and appropriate feedback mechanism (APA group). A total of 75 students participated in animation-based learning that did not take into account their prior knowledge (ANPA group). The effectiveness of the instruction was then evaluated by using a Science Conception Test (SCT), a self-rating cognitive load questionnaire (CLQ), as well as a structured interview. The results indicated that: (1) Students' perceived cognitive load was reduced effectively through improving their prior knowledge by providing appropriate feedback. (2) When students perceived lower levels of cognitive load, they showed better learning outcome. The result of this study revealed that students of the APA group showed better performance than those of the ANPA group in an open-ended question. Furthermore, students' perceived cognitive load was negatively associated with their learning outcomes.

  1. A longitudinal study of children's outside play using family environment and perceived physical environment as predictors.

    PubMed

    Remmers, Teun; Broeren, Suzanne M L; Renders, Carry M; Hirasing, Remy A; van Grieken, Amy; Raat, Hein

    2014-06-16

    A natural and cheap way of increasing children's physical activity is stimulating unstructured outside play. This study examined whether characteristics of the family and perceived physical environment were associated with the duration of children's outside play. Parents participating in the "Be Active, Eat Right" cluster RCT control group (N = 2007) provided information on potential predictors of outside play (i.e. family and perceived physical environment) of their 5-year-old child by questionnaire. Child outside play was assessed by parental reports both at five and seven years. Linear regression analyses, adjusted for seasonality, were performed to evaluate associations between potential predictors and child outside play. Linear mixed models were fitted to evaluate the relationship between potential predictors and the development of outside play over two years, with season entered as a random factor. Family environment was the strongest construct predicting child outside play, while parent perceived physical environment had no significant association with child outside play. Parental habit strength and the presence of rules were the strongest predictors of increased outside play. Parent perceived difficulty in improving child outside play was the strongest predictor of decreased outside play. Family environment predicted child outside play and not perceived physical environment. Parental rules and habit strength regarding improving outside play were associated with an improvement of child's engagement in outside play.

  2. Neighborhood and family perceived environments associated with children's physical activity and body mass index.

    PubMed

    Lavin Fueyo, Julieta; Totaro Garcia, Leandro Martin; Mamondi, Veronica; Pereira Alencar, Gizelton; Florindo, Alex Antonio; Berra, Silvina

    2016-01-01

    A growing body of research has been examining neighborhood environment related to children's physical activity and obesity. However, there is still not enough evidence from Latin America. To investigate the association of neighborhood and family perceived environments, use of and distance to public open spaces with leisure-time physical activity (LTPA) and body mass index (BMI) in Argentinean school-aged children. School-based, cross-sectional study with 1777 children (9 to 11years) and their parents, in Cordoba city during 2011. Children were asked about LTPA and family perceived environment. Parents were asked about neighborhood perceived environment, children's use of public open spaces and distance. Weight and height were measured for BMI. We modeled children's LTPA and BMI z-score with structural equation models with latent variables for built, social and safety neighborhood environments. Parents' perceived neighborhood environment was not related with children's LTPA and BMI. Children's perceived autonomy and family environment were positively associated with LTPA. Use of unstructured open spaces and, indirectly, the distance to these, was associated with LTPA among girls. Greater distance to parks reduced their use by children. Policies to increase children's LTPA should include access to better public open spaces, increasing options for activity. A family approach should be incorporated, reinforcing its role for healthy development. Copyright © 2015 Elsevier Inc. All rights reserved.

  3. Medical Student Perspectives of Active Learning: A Focus Group Study.

    PubMed

    Walling, Anne; Istas, Kathryn; Bonaminio, Giulia A; Paolo, Anthony M; Fontes, Joseph D; Davis, Nancy; Berardo, Benito A

    2017-01-01

    Phenomenon: Medical student perspectives were sought about active learning, including concerns, challenges, perceived advantages and disadvantages, and appropriate role in the educational process. Focus groups were conducted with students from all years and campuses of a large U.S. state medical school. Students had considerable experience with active learning prior to medical school and conveyed accurate understanding of the concept and its major strategies. They appreciated the potential of active learning to deepen and broaden learning and its value for long-term professional development but had significant concerns about the efficiency of the process, the clarity of expectations provided, and the importance of receiving preparatory materials. Most significantly, active learning experiences were perceived as disconnected from grading and even as impeding preparation for school and national examinations. Insights: Medical students understand the concepts of active learning and have considerable experience in several formats prior to medical school. They are generally supportive of active learning concepts but frustrated by perceived inefficiencies and lack of contribution to the urgencies of achieving optimal grades and passing United States Medical Licensing Examinations, especially Step 1.

  4. Dealing with the tension: how residents seek autonomy and participation in the workplace.

    PubMed

    Olmos-Vega, Francisco M; Dolmans, Diana H J M; Vargas-Castro, Nicolas; Stalmeijer, Renée E

    2017-07-01

    The workplace can be a strenuous setting for residents: although it offers a wealth of learning opportunities, residents find themselves juggling their responsibilities. Even though supervisors regulate what is afforded to residents, the former find it difficult to strike the proper balance between residents' independence and support, which could create tensions. But what tensions do residents experience during clinical supervision and how do they cope with them to maximise their learning opportunities? Understanding how residents act on different affordances in the workplace is of paramount importance, as it influences their learning. Residents from different levels of training and disciplines participated in three focus groups (n = 19) and 10 semi-structured interviews (n = 10). The authors recruited these trainees using purposive and convenience sampling. Audio-recordings were transcribed verbatim and the ensuing scripts were analysed using a constructivist grounded theory methodology. Residents reported that the autonomy and practice opportunities given by their supervisors were either excessive or too limited, and both were perceived as tensions. When in excess, trainees enlisted the help of their supervisor or peers, depending on how safe they recognised the learning environment to be. When practice opportunities were curtailed, trainees tried to negotiate more if they felt the learning environment was safe. When they did not, trainees became passive observers. Learning from each engagement was subject to the extent of intersubjectivity achieved between the actors involved. Tensions arose when supervisors did not give trainees the desired degree of autonomy and opportunities to participate. Trainees responded in various ways to maximise their learning opportunities. For these different engagement-related responses to enhance workplace learning in specialty training, achieving intersubjectivity between trainee and supervisor seems foundational. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  5. Retrieval evaluation and distance learning from perceived similarity between endomicroscopy videos.

    PubMed

    André, Barbara; Vercauteren, Tom; Buchner, Anna M; Wallace, Michael B; Ayache, Nicholas

    2011-01-01

    Evaluating content-based retrieval (CBR) is challenging because it requires an adequate ground-truth. When the available groundtruth is limited to textual metadata such as pathological classes, retrieval results can only be evaluated indirectly, for example in terms of classification performance. In this study we first present a tool to generate perceived similarity ground-truth that enables direct evaluation of endomicroscopic video retrieval. This tool uses a four-points Likert scale and collects subjective pairwise similarities perceived by multiple expert observers. We then evaluate against the generated ground-truth a previously developed dense bag-of-visual-words method for endomicroscopic video retrieval. Confirming the results of previous indirect evaluation based on classification, our direct evaluation shows that this method significantly outperforms several other state-of-the-art CBR methods. In a second step, we propose to improve the CBR method by learning an adjusted similarity metric from the perceived similarity ground-truth. By minimizing a margin-based cost function that differentiates similar and dissimilar video pairs, we learn a weight vector applied to the visual word signatures of videos. Using cross-validation, we demonstrate that the learned similarity distance is significantly better correlated with the perceived similarity than the original visual-word-based distance.

  6. The Relationship of Built Environment to Perceived Social Support and Psychological Distress in Hispanic Elders: The Role of “Eyes on the Street”

    PubMed Central

    Mason, Craig A.; Lombard, Joanna L.; Martinez, Frank; Plater-Zyberk, Elizabeth; Spokane, Arnold R.; Newman, Frederick L.; Pantin, Hilda; Szapocznik, José

    2009-01-01

    Background Research on contextual and neighborhood effects increasingly includes the built (physical) environment's influences on health and social well-being. A population-based study examined whether architectural features of the built environment theorized to promote observations and social interactions (e.g., porches, windows) predict Hispanic elders’ psychological distress. Methods Coding of built environment features of all 3,857 lots across 403 blocks in East Little Havana, Florida, and enumeration of elders in 16,000 households was followed by assessments of perceived social support and psychological distress in a representative sample of 273 low socioeconomic status (SES) Hispanic elders. Structural-equation modeling was used to assess relationships between block-level built environment features, elders’ perceived social support, and psychological distress. Results Architectural features of the front entrance such as porches that promote visibility from a building's exterior were positively associated with perceived social support. In contrast, architectural features such as window areas that promote visibility from a building's interior were negatively associated with perceived social support. Perceived social support in turn was associated with reduced psychological distress after controlling for demographics. Additionally, perceived social support mediated the relationship of built environment variables to psychological distress. Conclusions Architectural features that facilitate direct, in-person interactions may be beneficial for Hispanic elders’ mental health. PMID:19196696

  7. Moderating effects of age, gender and education on the associations of perceived neighborhood environment attributes with accelerometer-based physical activity: the IPEN Adult study Moderating effects of age, gender and education on the associations of perceived neighborhood environment attributes with accelerometer-based physical activity: the IPEN Adult study

    PubMed Central

    Van Dyck, Delfien; Cerin, Ester; De Bourdeaudhuij, Ilse; Salvo, Deborah; Christiansen, Lars B; Macfarlane, Duncan; Owen, Neville; Mitas, Josef; Troelsen, Jens; Aguinaga-Ontoso, Ines; Davey, Rachel; Reis, Rodrigo; Sarmiento, Olga L; Schofield, Grant; Conway, Terry L; Sallis, James F

    2015-01-01

    The study's purpose was to examine age, gender, and education as potential moderators of the associations of perceived neighborhood environment variables with accelerometer-based moderate-to-vigorous physical activity (MVPA). Data were from 7273 adults from 16 sites (11 countries) that were part of a coordinated multi-country cross-sectional study. Age moderated the associations of perceived crime safety, and perceiving no major physical barriers to walking, with MVPA: positive associations were only found in older adults. Perceived land use mix-access was linearly (positive) associated with MVPA in men, and curvilinearly in women. Perceived crime safety was related to MVPA only in women. No moderating relationships were found for education. Overall the associations of adults’ perceptions of environmental attributes with MVPA were largely independent of the socio-demographic factors examined. These findings are encouraging, suggesting that efforts to optimize the perceived built and social environment may act in a socially-equitable manner to facilitate MVPA. PMID:26454247

  8. An Investigation of User Perceptions and Attitudes towards Learning Objects

    ERIC Educational Resources Information Center

    Lau, Siong-Hoe; Woods, Peter C.

    2008-01-01

    This study empirically evaluates the technology acceptance model drawn from Information Systems (IS) literature to investigate how user beliefs and attitudes influence learning-object use among higher education learners by evaluating the relationships between perceived usefulness, perceived ease of use, attitude, behavioural intentions and actual…

  9. Identifying images of handwritten digits using deep learning in H2O

    NASA Astrophysics Data System (ADS)

    Sadhasivam, Jayakumar; Charanya, R.; Kumar, S. Harish; Srinivasan, A.

    2017-11-01

    Automatic digit recognition is of popular interest today. Deep learning techniques make it possible for object recognition in image data. Perceiving the digit has turned into a fundamental part as far as certifiable applications. Since, digits are composed in various styles in this way to distinguish the digit it is important to perceive and arrange it with the assistance of machine learning methods. This exploration depends on supervised learning vector quantization neural system arranged under counterfeit artificial neural network. The pictures of digits are perceived, prepared and tried. After the system is made digits are prepared utilizing preparing dataset vectors and testing is connected to the pictures of digits which are separated to each other by fragmenting the picture and resizing the digit picture as needs be for better precision.

  10. Parental perceived built environment measures and active play in Washington DC metropolitan children.

    PubMed

    Roberts, Jennifer D; Knight, Brandon; Ray, Rashawn; Saelens, Brian E

    2016-06-01

    Previous research identified associations between perceived built environment and adult physical activity; however, fewer studies have explored associations in children. The Built Environment and Active Play (BEAP) Study examined relationships between children's active play and parental perceptions of home neighborhood built environments within the Washington, DC metropolitan area (DMV). With this cross-sectional study, a questionnaire was administered in 2014 to parents of children (7-12 years old) residing in the DMV. Data were collected on children's active play, home built environment parental perceptions, and demographics. Active play response data were dichotomized by whether the child did or did not meet the 60-min/day Physical Activity Guidelines for Americans (PAGAs) recommendation. Perceived home neighborhood built environment data were also dichotomized. Chi-square tests determined differences in parental perceived built environment measures between active and non-active child groups. Logistic regression assessed the association of parental perceived built environment variables with active play while adjusting for demographic variables. The BEAP Study population (n = 144) included a uniquely diverse population of children with 23.7% African Americans and 10.4% Asian Americans. A statistically significant greater proportion of active children's parents agreed with the importance of neighborhood esthetics, active play areas, walkability and safety as compared to the parents of non-active children. Fully adjusted logistic regression models demonstrated that some parental perceived built environment measures (e.g. access to play equipment) were predictors of their children meeting the 60-min/day PAGA recommendation. Our findings support the important role of home neighborhood built environment perceptions on childhood active play.

  11. Perceived office environments and occupational physical activity in office-based workers.

    PubMed

    Sawyer, A; Smith, L; Ucci, M; Jones, R; Marmot, A; Fisher, A

    2017-06-01

    Individuals in office-based occupations have low levels of physical activity but there is little research into the socio-ecological correlates of workplace activity. To identify factors contributing to office-based workers' perceptions of the office environment and explore cross-sectional relationships between these factors and occupational physical activity. Participants in the Active Buildings study reported perceptions of their office environment using the Movement at Work Survey. A principal component analysis (PCA) was conducted on survey items. A sub-sample wore the ActivPAL3TM accelerometer for ≥3 workdays to measure occupational step count, standing, sitting and sit-to-stand transitions. Linear regression analyses assessed relationships between environmental perceptions and activity. There were 433 participants, with accelerometer data available for 115 participants across 11 organ izations. The PCA revealed four factors: (i) perceived distance to office destinations, (ii) perceived office aesthetics and comfort, (iii) perceived office social environment and (iv) perceived management discouragement of unscheduled breaks. Younger participants perceived office destinations as being closer to their desk. Younger and female participants perceived more positive office social environments; there were no other socio-demographic differences. Within the sub-sample with accelerometer data, perceived discouragement of breaks by management was related to occupational step count/hour (B = -64.5; 95% CI -109.7 to -19.2). No other environmental perceptions were related to activity or sitting. Perceived managerial discouragement of breaks could be related to meaningful decreases in occupational step count. Future research should aim to elucidate the role of the workplace socio-cultural environment in occupational walking, with a focus on the role of management. © The Author 2017. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com

  12. Exploring medical student learning in the large group teaching environment: examining current practice to inform curricular development.

    PubMed

    Luscombe, Ciara; Montgomery, Julia

    2016-07-19

    Lectures continue to be an efficient and standardised way to deliver information to large groups of students. It has been well documented that students prefer interactive lectures, based on active learning principles, to didactic teaching in the large group setting. Despite this, it is often the case than many students do not engage with active learning tasks and attempts at interaction. By exploring student experiences, expectations and how they use lectures in their learning we will provide recommendations for faculty to support student learning both in the lecture theatre and during personal study time. This research employed a hermeneutic phenomenological approach. Three focus groups, consisting of 19 students in total, were used to explore the experiences of second year medical students in large group teaching sessions. Using generic thematic data analysis, these accounts have been developed into a meaningful account of experience. This study found there to be a well-established learning culture amongst students and with it, expectations as to the format of teaching sessions. Furthermore, there were set perceptions about the student role within the learning environment which had many implications, including the way that innovative teaching methods were received. Student learning was perceived to take place outside the lecture theatre, with a large emphasis placed on creating resources that can be taken away to use in personal study time. Presented here is a constructive review of reasons for student participation, interaction and engagement in large group teaching sessions. Based on this are recommendations constructed with the view to aid educators in engaging students within this setting. Short term, educators can implement strategies that monopolise on the established learning culture of students to encourage engagement with active learning strategies. Long term, it would be beneficial for educators to consider ways to shift the current student learning culture to one that embraces an active learning curriculum.

  13. Learning to care for older patients: hospitals and nursing homes as learning environments.

    PubMed

    Huls, Marije; de Rooij, Sophia E; Diepstraten, Annemie; Koopmans, Raymond; Helmich, Esther

    2015-03-01

    A significant challenge facing health care is the ageing of the population, which calls for a major response in medical education. Most clinical learning takes place within hospitals, but nursing homes may also represent suitable learning environments in which students can gain competencies in geriatric medicine. This study explores what students perceive as the main learning outcomes of a geriatric medicine clerkship in a hospital or a nursing home, and explicitly addresses factors that may stimulate or hamper the learning process. This qualitative study falls within a constructivist paradigm: it draws on socio-cultural learning theory and is guided by the principles of constructivist grounded theory. There were two phases of data collection. Firstly, a maximum variation sample of 68 students completed a worksheet, giving brief written answers on questions regarding their geriatric medicine clerkships. Secondly, focus group discussions were conducted with 19 purposively sampled students. We used template analysis, iteratively cycling between data collection and analysis, using a constant comparative process. Students described a broad range of learning outcomes and formative experiences that were largely distinct from their learning in previous clerkships with regard to specific geriatric knowledge, deliberate decision making, end-of-life care, interprofessional collaboration and communication. According to students, the nursing home differed from the hospital in three aspects: interprofessional collaboration was more prominent; the lower resources available in nursing homes stimulated students to be creative, and students reported having greater autonomy in nursing homes compared with the more extensive educational guidance provided in hospitals. In both hospitals and nursing homes, students not only learn to care for older patients, but also describe various broader learning outcomes necessary to become good doctors. The results of our study, in particular the specific benefits and challenges associated with learning in the nursing home, may further inform the implementation of geriatric medicine clerkships in hospitals and nursing homes. © 2015 John Wiley & Sons Ltd.

  14. Do observed or perceived characteristics of the neighborhood environment mediate associations between neighborhood poverty and cumulative biological risk?

    PubMed Central

    Schulz, Amy J.; Mentz, Graciela; Lachance, Laurie; Zenk, Shannon N.; Johnson, Jonetta; Stokes, Carmen; Mandell, Rebecca

    2013-01-01

    Objective To examine contributions of observed and perceived neighborhood characteristics in explaining associations between neighborhood poverty and cumulative biological risk (CBR) in an urban community. Methods Multilevel regression analyses were conducted using cross-sectional data from a probability sample survey (n=919), and observational and census data. Dependent variable: CBR. Independent variables: Neighborhood disorder, deterioration and characteristics; perceived neighborhood social environment, physical environment, and neighborhood environment. Covariates: Neighborhood and individual demographics, health-related behaviors. Results Observed and perceived indicators of neighborhood conditions were significantly associated with CBR, after accounting for both neighborhood and individual level socioeconomic indicators. Observed and perceived neighborhood environmental conditions mediated associations between neighborhood poverty and CBR. Conclusions Findings were consistent with the hypothesis that neighborhood conditions associated with economic divestment mediate associations between neighborhood poverty and CBR. PMID:24100238

  15. Explaining Health and Social Care Students' Experiences of Meaningfulness in Vocational Education: The Importance of Life Goals, Learning Support, Perceived Competence, and Autonomous Motivation

    ERIC Educational Resources Information Center

    Støen Utvaer, Britt Karin

    2014-01-01

    The experience of meaning in a learning situation is a stated goal of Knowledge Promotion Reform in Norway. This study, guided by self-determination theory, examines how pursuing intrinsic and extrinsic life goals relates to the experience of meaning in vocational education. The study also examines how learning support, perceived competence, and…

  16. Influence of Nursing Faculty Discussion Presence on Student Learning and Satisfaction in Online Courses.

    PubMed

    Claywell, Lora; Wallace, Cara; Price, Jill; Reneau, Margaret; Carlson, Kathleen

    2016-01-01

    This study determined the relationships between faculty participation in online discussions with student satisfaction and perceived learning in online RN-BSN and MSN courses. Analysis of faculty participation in online courses (n = 280) demonstrated a relationship between faculty participation and student satisfaction and perceived learning. The results of this study offer guidance on the minimal faculty participation necessary in online discussions in nursing courses.

  17. Learning Long-Range Vision for an Offroad Robot

    DTIC Science & Technology

    2008-09-01

    robot to perceive and navigate in an unstructured natural world is a difficult task. Without learning, navigation systems are short-range and extremely...unsupervised or weakly supervised learning methods are necessary for training general feature representations for natural scenes. The process was...the world looked dark, and Legos when I was weary. iii ABSTRACT Teaching a robot to perceive and navigate in an unstructured natural world is a

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

    ERIC Educational Resources Information Center

    Stephens, Andrew G.

    2017-01-01

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

  19. Influence of study approaches and course design on academic success in the undergraduate anatomy laboratory.

    PubMed

    Eleazer, Courtney D; Scopa Kelso, Rebecca

    2018-01-04

    Many pre-health professional programs require completion of an undergraduate anatomy course with a laboratory component, yet grades in these courses are often low. Many students perceive anatomy as a more challenging subject than other coursework, and the resulting anxiety surrounding this perception may be a significant contributor to poor performance. Well-planned and deliberate guidance from instructors, as well as thoughtful course design, may be necessary to assist students in finding the best approach to studying for anatomy. This article assesses which study habits are associated with course success and whether course design influences study habits. Surveys (n = 1,274) were administered to students enrolled in three undergraduate human anatomy laboratory courses with varying levels of cooperative learning and structured guidance. The surveys collected information on potential predictors of performance, including student demographics, educational background, self-assessment ability, and study methods (e.g., flashcards, textbooks, diagrams). Compared to low performers, high performers perceive studying in laboratory, asking the instructor questions, quizzing alone, and quizzing others as more effective for learning. Additionally, students co-enrolled in a flipped, active lecture anatomy course achieve higher grades and find active learning activities (e.g., quizzing alone and in groups) more helpful for their learning in the laboratory. These results strengthen previous research suggesting that student performance is more greatly enhanced by an active classroom environment that practices successful study strategies rather than one that simply encourages students to employ such strategies inside and outside the classroom. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

  20. Assessment and Classification of Service Learning: A Case Study of CS/EE Students

    PubMed Central

    Wang, Yu-Tseng; Lai, Pao-Lien; Chen, Jen-Yeu

    2014-01-01

    This study investigates the undergraduate students in computer science/electric engineering (CS/EE) in Taiwan to measure their perceived benefits from the experiences in service learning coursework. In addition, the confidence of their professional disciplines and its correlation with service learning experiences are examined. The results show that students take positive attitudes toward service learning and their perceived benefits from service learning are correlated with their confidence in professional disciplines. Furthermore, this study designs the knowledge model by Bayesian network (BN) classifiers and term frequency-inverse document frequency (TFIDF) for counseling students on the optimal choice of service learning. PMID:25295294

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