Students' Approaches to Learning in Problem-Based Learning: Taking into Account Professional Behavior in the Tutorial Groups, Self-Study Time, and Different Assessment Aspects

ERIC Educational Resources Information Center

Loyens, Sofie M. M.; Gijbels, David; Coertjens, Liesje; Cote, Daniel J.

2013-01-01

Problem-based learning (PBL) represents a major development in higher educational practice and is believed to promote deep learning in students. However, empirical findings on the promotion of deep learning in PBL remain unclear. The aim of the present study is to investigate the relationships between students' approaches to learning (SAL) and…

Validation of a Performance Assessment Instrument in Problem-Based Learning Tutorials Using Two Cohorts of Medical Students

ERIC Educational Resources Information Center

Lee, Ming; Wimmers, Paul F.

2016-01-01

Although problem-based learning (PBL) has been widely used in medical schools, few studies have attended to the assessment of PBL processes using validated instruments. This study examined reliability and validity for an instrument assessing PBL performance in four domains: Problem Solving, Use of Information, Group Process, and Professionalism.…

Interdisciplinary problem-based learning as a method to prepare Micronesia for public health emergencies.

PubMed

Yamada, Seiji; Durand, A Mark; Chen, Tai-Ho; Maskarinec, Gregory G

2007-03-01

The University of Hawai'i Pacific Basin Bioterrorism Curriculum Development Project has developed a problem-based learning (PBL) curriculum for teaching health professionals and health professional students about bioterrorism and other public health emergencies. These PBL cases have been incorporated into interdisciplinary training settings in community-based settings, such as in the small island districts of the U.S.-Affiliated Pacific Islands. Quantitative and qualitative methods have been utilized in the evaluation of the PBL cases, PBL tutorials, and the accomplishment of learning objectives. Evaluation of the PBL tutorials demonstrates that PBL is an educational and training modality appropriate for such settings. Participants found it helpful to learn in interdisciplinary groups. The educational process was modified in accordance with local culture. PBL is a useful educational modality for settings where healthcare staffing and available resources are limited.

What Do We Know about Cognitive and Motivational Effects of Small Group Tutorials in Problem-Based Learning?

ERIC Educational Resources Information Center

Dolmans, Diana H. J. M.; Schmidt, Henk G.

2006-01-01

Students collaborating in small groups is a characteristic of problem-based learning (PBL) that is receiving increased consideration in the literature. In this paper findings from studies in this area are synthesized and discussed. A distinction is made between studies focusing on cognitive effects of group learning and studies focusing on…

Evaluation of a Problem Based Learning Curriculum Using Content Analysis

ERIC Educational Resources Information Center

Prihatiningsih, Titi Savitri; Qomariyah, Nurul

2016-01-01

Faculty of Medicine UGM has implemented Problem Based Learning (PBL) since 1985. Seven jump tutorial discussions are applied. A scenario is used as a trigger to stimulate students to identify learning objectives (LOs) in step five which are used as the basis for self study in step six. For each scenario, the Block Team formulates the LOs which are…

Attendance and Achievement in Problem-Based Learning: The Value of Scaffolding

ERIC Educational Resources Information Center

Smith, Mike; Cook, Kathryn

2012-01-01

The impact of problem-based learning (PBL) in improving academic achievement comparedwith other forms of teaching is equivocal. This paper argues that poor tutorial preparation and vague reporting of the brainstorming stage of PBL are major contributing factors. To address these issues this study incorporated a scaffolding mechanism into the…

The Issue of Death and Dying: Employing Problem-Based Learning in Nursing Education.

ERIC Educational Resources Information Center

Mok, Esther; Lee, Wai Man; Wong, Frances Kam-yuet

2002-01-01

Hong Kong nursing students used journals to problem-based learning (PBL) related to dying patients. Increased self-awareness, positive attitude toward death, and culturally sensitive care resulted. PBL methods included information searches, interviews with experts and patients, and tutorials for sharing feelings and information. (Contains 21…

Reliability and validity of a Tutorial Group Effectiveness Instrument.

PubMed

Singaram, Veena S; Van Der Vleuten, Cees P M; Van Berkel, Henk; Dolmans, Diana H J M

2010-01-01

Tutorial group effectiveness is essential for the success of learning in problem-based learning (PBL). Less effective and dysfunctional groups compromise the quality of students learning in PBL. This article aims to report on the reliability and validity of an instrument aimed at measuring tutorial group effectiveness in PBL. The items within the instrument are clustered around motivational and cognitive factors based on Slavin's theoretical framework. A confirmatory factor analysis (CFA) was carried out to estimate the validity of the instrument. Furthermore, generalizability studies were conducted and alpha coefficients were computed to determine the reliability and homogeneity of each factor. The CFA indicated that a three-factor model comprising 19 items showed a good fit with the data. Alpha coefficients per factor were high. The findings of the generalizability studies indicated that at least 9-10 student responses are needed in order to obtain reliable data at the tutorial group level. The instrument validated in this study has the potential to provide faculty and students with diagnostic information and feedback about student behaviors that enhance and hinder tutorial group effectiveness.

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

NASA Astrophysics Data System (ADS)

Nguyen, Dong-Hai

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

What can we learn from facilitator and student perceptions of facilitation skills and roles in the first year of a problem-based learning curriculum?

PubMed

McLean, Michelle

2003-10-30

The small group tutorial is a cornerstone of problem-based learning. By implication, the role of the facilitator is of pivotal importance. The present investigation canvassed perceptions of facilitators with differing levels of experience regarding their roles and duties in the tutorial. In January 2002, one year after problem-based learning implementation at the Nelson R. Mandela School of Medicine, facilitators with the following experience were canvassed: trained and about to facilitate, facilitated once only and facilitated more than one six-week theme. Student comments regarding facilitator skills were obtained from a 2001 course survey. While facilitators generally agreed that the three-day training workshop provided sufficient insight into the facilitation process, they become more comfortable with increasing experience. Many facilitators experienced difficulty not providing content expertise. Again, this improved with increasing experience. Most facilitators saw students as colleagues. They agreed that they should be role models, but were less enthusiastic about being mentors. Students were critical of facilitators who were not up to date with curriculum implementation or who appeared disinterested. While facilitator responses suggest that there was considerable intrinsic motivation, this might in fact not be the case. Even if they had facilitated on all six themes, facilitators could still be considered as novices. Faculty support is therefore critical for the first few years of problem-based learning, particularly for those who had facilitated once only. Since student and facilitator expectations in the small group tutorial may differ, roles and duties of facilitators must be explicit for both parties from the outset.

A Scheme for Understanding Group Processes in Problem-Based Learning

ERIC Educational Resources Information Center

Hammar Chiriac, Eva

2008-01-01

The purpose of this study was to identify, describe and interpret group processes occurring in tutorials in problem-based learning. Another aim was to investigate if a combination of Steiner's (Steiner, I. D. (1972). "Group process and productivity". New York: Academic Press.) theory of group work and Bion's (Bion, W. R. (1961). "Experiences in…

Problem-based learning using patient-simulated videos showing daily life for a comprehensive clinical approach

PubMed Central

Ohira, Yoshiyuki; Uehara, Takanori; Noda, Kazutaka; Suzuki, Shingo; Shikino, Kiyoshi; Kajiwara, Hideki; Kondo, Takeshi; Hirota, Yusuke; Ikusaka, Masatomi

2017-01-01

Objectives We examined whether problem-based learning tutorials using patient-simulated videos showing daily life are more practical for clinical learning, compared with traditional paper-based problem-based learning, for the consideration rate of psychosocial issues and the recall rate for experienced learning. Methods Twenty-two groups with 120 fifth-year students were each assigned paper-based problem-based learning and video-based problem-based learning using patient-simulated videos. We compared target achievement rates in questionnaires using the Wilcoxon signed-rank test and discussion contents diversity using the Mann-Whitney U test. A follow-up survey used a chi-square test to measure students’ recall of cases in three categories: video, paper, and non-experienced. Results Video-based problem-based learning displayed significantly higher achievement rates for imagining authentic patients (p=0.001), incorporating a comprehensive approach including psychosocial aspects (p<0.001), and satisfaction with sessions (p=0.001). No significant differences existed in the discussion contents diversity regarding the International Classification of Primary Care Second Edition codes and chapter types or in the rate of psychological codes. In a follow-up survey comparing video and paper groups to non-experienced groups, the rates were higher for video (χ2=24.319, p<0.001) and paper (χ2=11.134, p=0.001). Although the video rate tended to be higher than the paper rate, no significant difference was found between the two. Conclusions Patient-simulated videos showing daily life facilitate imagining true patients and support a comprehensive approach that fosters better memory. The clinical patient-simulated video method is more practical and clinical problem-based tutorials can be implemented if we create patient-simulated videos for each symptom as teaching materials.  PMID:28245193

Problem-based learning using patient-simulated videos showing daily life for a comprehensive clinical approach.

PubMed

Ikegami, Akiko; Ohira, Yoshiyuki; Uehara, Takanori; Noda, Kazutaka; Suzuki, Shingo; Shikino, Kiyoshi; Kajiwara, Hideki; Kondo, Takeshi; Hirota, Yusuke; Ikusaka, Masatomi

2017-02-27

We examined whether problem-based learning tutorials using patient-simulated videos showing daily life are more practical for clinical learning, compared with traditional paper-based problem-based learning, for the consideration rate of psychosocial issues and the recall rate for experienced learning. Twenty-two groups with 120 fifth-year students were each assigned paper-based problem-based learning and video-based problem-based learning using patient-simulated videos. We compared target achievement rates in questionnaires using the Wilcoxon signed-rank test and discussion contents diversity using the Mann-Whitney U test. A follow-up survey used a chi-square test to measure students' recall of cases in three categories: video, paper, and non-experienced. Video-based problem-based learning displayed significantly higher achievement rates for imagining authentic patients (p=0.001), incorporating a comprehensive approach including psychosocial aspects (p<0.001), and satisfaction with sessions (p=0.001). No significant differences existed in the discussion contents diversity regarding the International Classification of Primary Care Second Edition codes and chapter types or in the rate of psychological codes. In a follow-up survey comparing video and paper groups to non-experienced groups, the rates were higher for video (χ 2 =24.319, p<0.001) and paper (χ 2 =11.134, p=0.001). Although the video rate tended to be higher than the paper rate, no significant difference was found between the two. Patient-simulated videos showing daily life facilitate imagining true patients and support a comprehensive approach that fosters better memory. The clinical patient-simulated video method is more practical and clinical problem-based tutorials can be implemented if we create patient-simulated videos for each symptom as teaching materials.

Learning outcomes and tutoring in problem based-learning: how do undergraduate medical students perceive them?

PubMed

AlHaqwi, Ali I

2014-04-01

To explore opinions of undergraduate medical students regarding learning outcomes of the instructional strategy of Problem Based Learning (PBL). In addition their views were sought about the role of tutors and qualities of effective tutors. This was a cross-sectional, questionnaire based study which was conducted in two colleges of Medicine, Central region, Saudi Arabia during the period of 1st of April to 30(th) June 2012. One hundred seventy four undergraduate medical students participated in this study. Seventy percent of participants have indicated that PBL strategy contributed to the development of their knowledge, presentation skills, team work abilities, and accepting criticism from other colleagues. Regarding the tutors' role in PBL tutorials, majority of the participants (75%) indicated that this role is essential, nevertheless, only 58% of students indicated that this role is clear and well identified. Sixty three percent of participants preferred a member role in the PBL tutorials and 80 percent of participants preferred both content and process expert tutors in the PBL tutorials. Significant statistical difference was noted between the views of students and their schools, gender, and study phase. Majority of the participants believed that PBL had a positive impact on the development of their cognitive, personal and teamwork skills. The view of the students in this study and the available evidence suggest that tutor should have both qualities; content and process expertise, in order to have the best outcomes from the PBL tutorials.

Predicting Educational Success and Attrition in Problem-Based Learning: Do First Impressions Count?

ERIC Educational Resources Information Center

Wijnia, Lisette; Loyens, Sofie M. M.; Derous, Eva; Koendjie, Nitaasha S.; Schmidt, Henk G.

2014-01-01

This study examines whether tutors (N?=?15) in a problem-based learning curriculum were able to predict students' success in their first year and their entire bachelor programme. Tutors were asked to rate each student in their tutorial group in terms of the chance that this student would successfully finish their first year and the entire…

What can we learn from facilitator and student perceptions of facilitation skills and roles in the first year of a problem-based learning curriculum?

PubMed Central

McLean, Michelle

2003-01-01

Background The small group tutorial is a cornerstone of problem-based learning. By implication, the role of the facilitator is of pivotal importance. The present investigation canvassed perceptions of facilitators with differing levels of experience regarding their roles and duties in the tutorial. Methods In January 2002, one year after problem-based learning implementation at the Nelson R. Mandela School of Medicine, facilitators with the following experience were canvassed: trained and about to facilitate, facilitated once only and facilitated more than one six-week theme. Student comments regarding facilitator skills were obtained from a 2001 course survey. Results While facilitators generally agreed that the three-day training workshop provided sufficient insight into the facilitation process, they become more comfortable with increasing experience. Many facilitators experienced difficulty not providing content expertise. Again, this improved with increasing experience. Most facilitators saw students as colleagues. They agreed that they should be role models, but were less enthusiastic about being mentors. Students were critical of facilitators who were not up to date with curriculum implementation or who appeared disinterested. While facilitator responses suggest that there was considerable intrinsic motivation, this might in fact not be the case. Conclusions Even if they had facilitated on all six themes, facilitators could still be considered as novices. Faculty support is therefore critical for the first few years of problem-based learning, particularly for those who had facilitated once only. Since student and facilitator expectations in the small group tutorial may differ, roles and duties of facilitators must be explicit for both parties from the outset. PMID:14585108

Examining the Impact of Adaptively Faded Worked Examples on Student Learning Outcomes

ERIC Educational Resources Information Center

Flores, Raymond; Inan, Fethi

2014-01-01

The purpose of this study was to explore effective ways to design guided practices within a web-based mathematics problem solving tutorial. Specifically, this study examined student learning outcome differences between two support designs (e.g. adaptively faded and fixed). In the adaptively faded design, students were presented with problems in…

Computers in medical education 1: evaluation of a problem-orientated learning package.

PubMed

Devitt, P; Palmer, E

1998-04-01

A computer-based learning package has been developed, aimed at expanding students' knowledge base, as well as improving data-handling abilities and clinical problem-solving skills. The program was evaluated by monitoring its use by students, canvassing users' opinions and measuring its effectiveness as a learning tool compared to tutorials on the same material. Evaluation was undertaken using three methods: initially, by a questionnaire on computers as a learning tool and the applicability of the content: second, through monitoring by the computer of student use, decisions and performance; finally, through pre- and post-test assessment of fifth-year students who either used a computer package or attended a tutorial on equivalent material. Most students provided positive comments on the learning material and expressed a willingness to see computer-aided learning (CAL) introduced into the curriculum. Over a 3-month period, 26 modules in the program were used on 1246 occasions. Objective measurement showed a significant gain in knowledge, data handling and problem-solving skills. Computer-aided learning is a valuable learning resource that deserves better attention in medical education. When used appropriately, the computer can be an effective learning resource, not only for the delivery of knowledge. but also to help students develop their problem-solving skills.

MENDEL: An Intelligent Computer Tutoring System for Genetics Problem-Solving, Conjecturing, and Understanding.

ERIC Educational Resources Information Center

Streibel, Michael; And Others

1987-01-01

Describes an advice-giving computer system being developed for genetics education called MENDEL that is based on research in learning, genetics problem solving, and expert systems. The value of MENDEL as a design tool and the tutorial function are stressed. Hypothesis testing, graphics, and experiential learning are also discussed. (Author/LRW)

Hidden Markov models and other machine learning approaches in computational molecular biology

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

Baldi, P.

1995-12-31

This tutorial was one of eight tutorials selected to be presented at the Third International Conference on Intelligent Systems for Molecular Biology which was held in the United Kingdom from July 16 to 19, 1995. Computational tools are increasingly needed to process the massive amounts of data, to organize and classify sequences, to detect weak similarities, to separate coding from non-coding regions, and reconstruct the underlying evolutionary history. The fundamental problem in machine learning is the same as in scientific reasoning in general, as well as statistical modeling: to come up with a good model for the data. In thismore » tutorial four classes of models are reviewed. They are: Hidden Markov models; artificial Neural Networks; Belief Networks; and Stochastic Grammars. When dealing with DNA and protein primary sequences, Hidden Markov models are one of the most flexible and powerful alignments and data base searches. In this tutorial, attention is focused on the theory of Hidden Markov Models, and how to apply them to problems in molecular biology.« less

Difficult incidents and tutor interventions in problem-based learning tutorials.

PubMed

Kindler, Pawel; Grant, Christopher; Kulla, Steven; Poole, Gary; Godolphin, William

2009-09-01

Tutors report difficult incidents and distressing conflicts that adversely affect learning in their problem-based learning (PBL) groups. Faculty development (training) and peer support should help them to manage this. Yet our understanding of these problems and how to deal with them often seems inadequate to help tutors. The aim of this study was to categorise difficult incidents and the interventions that skilled tutors used in response, and to determine the effectiveness of those responses. Thirty experienced and highly rated tutors in our Year 1 and 2 medical curriculum took part in semi-structured interviews to: identify and describe difficult incidents; describe how they responded, and assess the success of each response. Recorded and transcribed data were analysed thematically to develop typologies of difficult incidents and interventions and compare reported success or failure. The 94 reported difficult incidents belonged to the broad categories 'individual student' or 'group dynamics'. Tutors described 142 interventions in response to these difficult incidents, categorised as: (i) tutor intervenes during tutorial; (ii) tutor gives feedback outside tutorial, or (iii) student or group intervenes. Incidents in the 'individual student' category were addressed relatively unsuccessfully (effective < 50% of the time) by response (i), but with moderate success by response (ii) and successfully (> 75% of the time) by response (iii). None of the interventions worked well when used in response to problems related to 'group dynamics'. Overall, 59% of the difficult incidents were dealt with successfully. Dysfunctional PBL groups can be highly challenging, even for experienced and skilled tutors. Within-tutorial feedback, the treatment that tutors are most frequently advised to apply, was often not effective. Our study suggests that the collective responsibility of the group, rather than of the tutor, to deal with these difficulties should be emphasised.

One-on-one tutorials in private practices and clinics: four years of experience in Basel, Switzerland.

PubMed

Tschudi, Peter; Bally, Klaus; Isler, Ruedi

2003-09-01

The one-on-one tutorial is a new form of learning that is practice oriented. It is based on a teacher-student relationship continuing over two years. Since 1997, third- and fourth-year students have worked for one half day per week under the supervision of their tutor, be it in a private practice or in a hospital. This programme facilitates direct patient contact at an early stage of medical school. In addition, it allows students to apply their knowledge in everyday life. The interactive form of learning is of paramount importance in this module. The ARIVA learning model was developed specially for third-year students and the logbook for fourth-year students. After each tutorial third-year students completed the ARI VA worksheet and fourth-year students completed the logbook. They were handed in together with the structured learning report. Between 85 and 109 students per year participated in these tutorials, totalling 733 students. Each student was taught an average of 3.1 patients in the presence of the tutor. In addition students examined an average of 2.4 patients independently and fulfilled an average of 1.2 practical tasks. For the fourth-year students the number of contacts with patients and the spectrum of diseases examined are impressive. All learning goals were fulfilled The one-on-one tutorial is a practice-oriented, interactive learning method. It uses a variety of didactic methods based on the principals of problem-oriented learning. In a relatively early stage of their medical education one-on-one tutorials give students the opportunity to learn independently how to interview and examine patients. They also give students the possibility to acquaint themselves with a multitude of diseases with the aid of instructions and demonstrations. They are conducive to work with patients above all because students learn how to perform certain techniques.

Group problems in problem-based learning.

PubMed

Hendry, Graham D; Ryan, Greg; Harris, Jennifer

2003-11-01

Successful small-group learning in problem-based learning (PBL) educational programmes relies on functional group processes. However, there has been limited research on PBL group problems, and no studies have been conducted on problems as perceived by both students and tutors in the same educational context. The authors investigated PBL group problems in a graduate-entry medical programme, and report the most common group problems, and those that hinder students' learning the most. The possible causes of individual quietness and dominant behaviour, and potential influences that group problems may have on the tutorial process are summarized in an exploratory model of PBL group dysfunction that could be used to guide further research. Specifically, there is a need for further evidence on which to base guidelines for tutors and students to effectively manage group problems.

Faculty Adaptation to an Experimental Curriculum.

ERIC Educational Resources Information Center

Moore-West, Maggi; And Others

The adjustment of medical school faculty members to a new curriculum, called problem-based learning, was studied. Nineteen faculty members who taught in both a lecture-based and tutorial program over 2 academic years were surveyed. Besides the teacher-centered approach, the other model of learning was student-centered and could be conducted in…

An Emic Lens into Online Learning Environments in PPL in Undergraduate Dentistry

ERIC Educational Resources Information Center

Bridges, Susan

2015-01-01

Whilst face-to-face tutorial group interaction has been the focus of quantitative and qualitative studies in problem-based learning (PBL), little work has explored the independent learning phase of the PBL cycle from an interactionist perspective. An interactional ethnographic logic of inquiry guided collection and analysis of video recordings and…

Student generated learning objectives: extent of congruence with faculty set objectives and factors influencing their generation.

PubMed

Abdul Ghaffar Al-Shaibani, Tarik A; Sachs-Robertson, Annette; Al Shazali, Hafiz O; Sequeira, Reginald P; Hamdy, Hosam; Al-Roomi, Khaldoon

2003-07-01

A problem-based learning strategy is used for curriculum planning and implementation at the Arabian Gulf University, Bahrain. Problems are constructed in a way that faculty-set objectives are expected to be identified by students during tutorials. Students in small groups, along with a tutor functioning as a facilitator, identify learning issues and define their learning objectives. We compared objectives identified by student groups with faculty-set objectives to determine extent of congruence, and identified factors that influenced students' ability at identifying faculty-set objectives. Male and female students were segregated and randomly grouped. A faculty tutor was allocated for each group. This study was based on 13 problems given to entry-level medical students. Pooled objectives of these problems were classified into four categories: structural, functional, clinical and psychosocial. Univariate analysis of variance was used for comparison, and a p > 0.05 was considered significant. The mean of overall objectives generated by the students was 54.2%, for each problem. Students identified psychosocial learning objectives more readily than structural ones. Female students identified more psychosocial objectives, whereas male students identified more of structural objectives. Tutor characteristics such as medical/non-medical background, and the years of teaching were correlated with categories of learning issues identified. Students identify part of the faculty-set learning objectives during tutorials with a faculty tutor acting as a facilitator. Students' gender influences types of learning issues identified. Content expertise of tutors does not influence identification of learning needs by students.

Student Perceptions of Learning in a Web-Based Tutorial.

ERIC Educational Resources Information Center

Brescia, William; McAuley, Sean

This case study used both quantitative and qualitative methods to investigate students' perceptions of learning using a Web-based tutorial. Students participated in a Web-based tutorial to learn basic HTML as part of a graduate-level Web design course. Four of five students agreed to participate in the survey and interviews. After completing the…

Students' Experiences in Interdisciplinary Problembased Learning: A Discourse Analysis of Group Interaction

ERIC Educational Resources Information Center

Imafuku, Rintaro; Kataoka, Ryuta; Mayahara, Mitsuori; Suzuki, Hisayoshi; Saiki, Takuya

2014-01-01

Interdisciplinary problem-based learning (PBL) aims to provide students with opportunities to develop the necessary skills to work with different health professionals in a collaborative manner. This discourse study examined the processes of collective knowledge construction in Japanese students in the tutorials. Analyses of video-recorded data…

Introducing a Problem-Based Anatomy Course in a Traditional Curriculum: A Croatian Experience.

ERIC Educational Resources Information Center

Percac, Sanja; Armstrong, Elizabeth G.

1998-01-01

Discusses the incorporation of a problem-based anatomy course into a traditional curriculum in the School of Medicine at the University of Zagreb. Describes the course, challenges that arose during the transition, and institutional solutions. Students showed a high preference for the active learning process experienced in tutorials over the more…

Investigating and improving introductory physics students’ understanding of electric flux

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2018-07-01

A solid grasp of the concept of electric flux is an important pre-requisite for appropriate use of Gauss’s law in solving electrostatics problems. As part of a broader investigation focusing on improving understanding of electrostatics concepts, we investigated the conceptual difficulties of college students in a traditionally taught calculus-based introductory physics course with the concept of electric flux and then the research on student difficulties was used as a guide in the development and evaluation of a research-validated tutorial which strives to help students learn this concept better. During the investigation of difficulties and the design and validation of the guided inquiry-based tutorial, college students in a calculus-based introductory physics course were given written questions to probe the common conceptual difficulties with the electric flux related concepts, and we also interviewed a subset of those students to get an in-depth account of the reasons behind the conceptual difficulties. The guided inquiry-based learning sequences in the tutorial were also iterated several times with instructors who regularly teach these courses. Here we discuss the common student difficulties with the electric flux found in our investigations, and the development and validation of a tutorial that strives to improve student understanding. We analyse how students performed on the pre-test (administered before the electric flux tutorial but after traditional instruction in the electric flux concepts) and on the post-test (administered after students in the tutorial group had engaged with the electric flux related tutorial). The performance of students in all sections of the course was comparable on the pre-test regardless of who taught that section. However, on the post-test, the performance of those in the sections of the course in which students engaged with the tutorial is significantly better that the section in which the tutorial was not used.

Searching for Buried Treasure: Uncovering Discovery in Discovery-Based Learning

ERIC Educational Resources Information Center

Chase, Kiera; Abrahamson, Dor

2018-01-01

Forty 4th and 9th grade students participated individually in tutorial interviews centered on a problem-solving activity designed for learning basic algebra mechanics through diagrammatic modeling of an engaging narrative about a buccaneering giant burying and unearthing her treasure on a desert island. Participants were randomly assigned to…

Development of active learning modules in pharmacology for small group teaching.

PubMed

Tripathi, Raakhi K; Sarkate, Pankaj V; Jalgaonkar, Sharmila V; Rege, Nirmala N

2015-01-01

Current teaching in pharmacology in undergraduate medical curriculum in India is primarily drug centered and stresses imparting factual knowledge rather than on pharmacotherapeutic skills. These skills would be better developed through active learning by the students. Hence modules that will encourage active learning were developed and compared with traditional methods within the Seth GS Medical College, Mumbai. After Institutional Review Board approval, 90 second year undergraduate medical students who consented were randomized into six sub-groups, each with 15 students. Pre-test was administered. The three sub-groups were taught a topic using active learning modules (active learning groups), which included problems on case scenarios, critical appraisal of prescriptions and drug identification. The remaining three sub-groups were taught the same topic in a conventional tutorial mode (tutorial learning groups). There was crossover for the second topic. Performance was assessed using post-test. Questionnaires with Likert-scaled items were used to assess feedback on teaching technique, student interaction and group dynamics. The active and tutorial learning groups differed significantly in their post-test scores (11.3 ± 1.9 and 15.9 ± 2.7, respectively, P < 0.05). In students' feedback, 69/90 students had perceived the active learning session as interactive (vs. 37/90 students in tutorial group) and enhanced their understanding vs. 56/90 in tutorial group), aroused intellectual curiosity (47/90 students of active learning group vs. 30/90 in tutorial group) and provoked self-learning (41/90 active learning group vs. 14/90 in tutorial group). Sixty-four students in the active learning group felt that questioning each other helped in understanding the topic, which was the experience of 25/90 students in tutorial group. Nevertheless, students (55/90) preferred tutorial mode of learning to help them score better in their examinations. In this study, students preferred an active learning environment, though to pass examinations, they preferred the tutorial mode of teaching. Further efforts are required to explore the effects on learning of introducing similar modules for other topics.

Online Video Tutorials Increase Learning of Difficult Concepts in an Undergraduate Analytical Chemistry Course

ERIC Educational Resources Information Center

He, Yi; Swenson, Sandra; Lents, Nathan

2012-01-01

Educational technology has enhanced, even revolutionized, pedagogy in many areas of higher education. This study examines the incorporation of video tutorials as a supplement to learning in an undergraduate analytical chemistry course. The concepts and problems in which students faced difficulty were first identified by assessing students'…

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

PubMed

Meyer, J; Hartmann, B; Kalet, I

2009-06-01

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

Web-based Interactive Simulator for Rotating Machinery.

ERIC Educational Resources Information Center

Sirohi, Vijayalaxmi

1999-01-01

Baroma (Balance of Rotating Machinery), the Web-based educational engineering interactive software for teaching/learning combines didactical and software ergonomical approaches. The software in tutorial form simulates a problem using Visual Interactive Simulation in graphic display, and animation is brought about through graphical user interface…

The Implementation of Blended Learning Using Android-Based Tutorial Video in Computer Programming Course II

NASA Astrophysics Data System (ADS)

Huda, C.; Hudha, M. N.; Ain, N.; Nandiyanto, A. B. D.; Abdullah, A. G.; Widiaty, I.

2018-01-01

Computer programming course is theoretical. Sufficient practice is necessary to facilitate conceptual understanding and encouraging creativity in designing computer programs/animation. The development of tutorial video in an Android-based blended learning is needed for students’ guide. Using Android-based instructional material, students can independently learn anywhere and anytime. The tutorial video can facilitate students’ understanding about concepts, materials, and procedures of programming/animation making in detail. This study employed a Research and Development method adapting Thiagarajan’s 4D model. The developed Android-based instructional material and tutorial video were validated by experts in instructional media and experts in physics education. The expert validation results showed that the Android-based material was comprehensive and very feasible. The tutorial video was deemed feasible as it received average score of 92.9%. It was also revealed that students’ conceptual understanding, skills, and creativity in designing computer program/animation improved significantly.

Proposing a Web-Based Tutorial System to Teach Malay Language Braille Code to the Sighted

ERIC Educational Resources Information Center

Wah, Lee Lay; Keong, Foo Kok

2010-01-01

The "e-KodBrailleBM Tutorial System" is a web-based tutorial system which is specially designed to teach, facilitate and support the learning of Malay Language Braille Code to individuals who are sighted. The targeted group includes special education teachers, pre-service teachers, and parents. Learning Braille code involves memorisation…

Effective use of real-life events as tools for teaching-learning clinical pharmacology in a problem-based learning curriculum.

PubMed

James, Henry; Al Khaja, Khalid A; Sequeira, Reginald P

2015-01-01

This paper describes how in a problem-based learning (PBL) medical curriculum, having identified the learning outcomes, problems can be developed from real-life events for teaching-learning clinical pharmacology topics for which PBL cases might be inadequate. Such problems can be very interesting and educational. Using the story of the development and withdrawal of rofecoxib (Vioxx(®)), we developed a problem for undergraduate medical students to address important issues related to clinical pharmacology and therapeutics such as new drug development, preclinical testing, clinical trials, adverse drug reactions, professionalism, and critical appraisal of literature. These topics would otherwise be difficult to address in patient-based problems. The evaluation of the problem based on pooled feedback from 57 tutorial groups, each comprising 8-10 students, collected over 5 years, supported the effectiveness of the problem. A systematic approach described in this paper can be used for the development and validation of educational material for introducing focal topics of pharmacology/clinical pharmacology integrated with other disciplines in innovative medical (and other health profession) curricula.

Using a course pilot in the development of an online problem-based learning (PBL) therapeutics course in a post-professional PharmD program.

PubMed

Nagge, Jeff J; Killeen, Rosemary; Jennings, Brad

2018-02-01

To assess whether the traditional problem-based learning (PBL) process can be replicated in an online environment, and to identify any barriers and facilitators to learning using a course pilot. Eight alumni and one experienced tutor participated in a two-week simulated PBL course comprised of two three-hour synchronous online tutorials. Blackboard Collaborate ® software was used to permit audio and visual interaction. The PBL tutorials were recorded and observed by the researchers. Participants completed satisfaction surveys after the pilot, and were invited to take part in a focus group to debrief about their experience. Once the steep learning curve with the technology was overcome, the quality of the PBL process was similar in the online course as it was in the face-to-face course. Several key factors for success were identified through analysis of the videotaped sessions, and interviews with the participants in the course pilot. Conducting a course pilot study demonstrated that an online PBL course is feasible, and identified some considerations to facilitate success. Copyright © 2017 Elsevier Inc. All rights reserved.

Perceptions of problem-based learning (PBL) group effectiveness in a socially-culturally diverse medical student population.

PubMed

Singaram, V S; Dolmans, D H J M; Lachman, N; van der Vleuten, C P M

2008-07-01

A key aspect of the success of a PBL curriculum is the effective implementation of its small group tutorials. Diversity among students participating in tutorials may affect the effectiveness of the tutorials and may require different implementation strategies. To determine how students from diverse backgrounds perceive the effectiveness of the processes and content of the PBL tutorials. This study also aims to explore the relationship between students' perceptions of their PBL tutorials and their gender, age, language, prior educational training, and secondary schooling. Data were survey results from 244 first-year student-respondents at the Nelson Mandela School of Medicine at the University of KwaZulu-Natal in South Africa. Exploratory factor analysis was conducted to verify scale constructs in the questionnaire. Relationships between independent and dependent variables were investigated in an analysis of variance. The average scores for the items measured varied between 3.3 and 3.8 (scale value 1 indicated negative regard and 5 indicated positive regard). Among process measures, approximately two-thirds of students felt that learning in a group was neither frustrating nor stressful and that they enjoyed learning how to work with students from different social and cultural backgrounds. Among content measures, 80% of the students felt that they learned to work successfully with students from different social and cultural groups and 77% felt that they benefited from the input of other group members. Mean ratings on these measures did not vary with students' gender, age, first language, prior educational training, and the types of schools they had previously attended. Medical students of the University of KwaZulu-Natal, regardless of their backgrounds, generally have positive perceptions of small group learning. These findings support previous studies in highlighting the role that small group tutorials can play in overcoming cultural barriers and promoting unity and collaborative learning within diverse student groups.

Combination of Didactic Lectures and Review Sessions in Endocrinology Leads to Improvement in Student Performance as Measured by Assessments

ERIC Educational Resources Information Center

Qureshi, Ayisha; Cozine, Cassy; Rizvi, Farwa

2013-01-01

There can be no single best way of learning, and each teaching mode has its own merits and demerits. Didactic lectures in and of themselves are insufficient, whereas a problem-based tutorial alone can be as ineffective. This study was conducted to determine if a problem-based review after didactic lectures would lead to better student performance.…

Student & Family Assistance Programs and Services To Address Barriers to Learning. A Center Training Tutorial.

ERIC Educational Resources Information Center

California Univ., Los Angeles. Center for Mental Health in Schools.

Most school districts employ student support or "pupil services professionals," such as school psychologists, counselors, and social workers. These personnel perform services connected with mental health and psychosocial problems. The format usually is a combination of centrally based and school-based services. Amelioration of the full continuum…

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.

Innovative Training of In-service Teachers for Active Learning: A Short Teacher Development Course Based on Physics Education Research

NASA Astrophysics Data System (ADS)

Zavala, Genaro; Alarcón, Hugo; Benegas, Julio

2007-08-01

In this contribution we describe a short development course for in-service physics teachers. The course structure and materials are based on the results of educational research, and its main objective is to provide in-service teachers with a first contact with the active learning strategy “Tutorials in Introductory Physics,” developed by the Physics Education Research Group at the University of Washington. The course was organized in a constructivist, active learning environment, so that teachers have first to experience, as regular students, the whole Tutorial sequence of activities: Tutorial pre-test, Tutorial, and Tutorial Homework. After each Tutorial, teachers reflect on, and recognize their own students’ learning difficulties, discussing their teaching experiences with their colleagues in small collaborative groups first and the whole class later. Finally they read and discuss specific Physics Education Research literature, where these learning difficulties have been extensively studied by researchers. At the beginning and at the end of the course the participants were given the conceptual multiple-choice test Force Concept Inventory (FCI). The pre-/post-instruction FCI data were presented as a practical example of the use of a research-based test widely used in educational research and in formative assessment processes designed to improve instruction.

Guided Versus Unguided Learning: Which One To Choose?

NASA Astrophysics Data System (ADS)

Speck, Angela; Ruzhitskaya, L.

2011-01-01

We present the results of a study that measures the effectiveness of two types of computer-based tutorials for teaching the concept of stellar parallax to non-science major students in a college-level introductory astronomy course. A number of previous studies on the use of computer technology in education suggested that a method of inquiry-based learning rooted in a discovery method must prevail over direct instruction. At the same time, a number of researchers raised a concern that the discovery approach especially in combination with interactive computer-based environments may present students with additional distractions and thus hinder the educational value of such interactions. This study was set to test the both approaches and to identify the preferable method for engaging students in active and meaningful learning. The study consisted of guided and unguided computer-based tutorials and used a control group in which students were engaged in paper-based exercises. The guided tutorial was an adaptive tutorial that was designed to respond to students’ input and to provide them with the next step: an exercise, an animated visualization, or a set of additional questions. The unguided tutorial allowed students to explore any part of the tutorial in any order. Both tutorials consisted of four parts and reviewed simple geometry, trigonometric parallax, angular sizes in astronomy, resolution and conversion of units, and had a concluding chapter on finding distance to a star. The control group used Lecture-Tutorials (Prather, et al) to learn angular sizes and stellar parallax. The efficacy of each treatment was validated through a 14-question pretest and two posttests to evaluate and contrast students’ immediate recall and their long-term knowledge and corroborated by a number of interviews with selected students. We present our preliminary results based on analyzed work of over 200 participants.

Investigating and improving introductory physics students’ understanding of the electric field and superposition principle

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2017-09-01

We discuss an investigation of the difficulties that students in a university introductory physics course have with the electric field and superposition principle and how that research was used as a guide in the development and evaluation of a research-validated tutorial on these topics to help students learn these concepts better. The tutorial uses a guided enquiry-based approach to learning and involved an iterative process of development and evaluation. During its development, we obtained feedback both from physics instructors who regularly teach introductory physics in which these concepts are taught and from students for whom the tutorial is intended. The iterative process continued and the feedback was incorporated in the later versions of the tutorial until the researchers were satisfied with the performance of a diverse group of introductory physics students on the post-test after they worked on the tutorial in an individual one-on-one interview situation. Then the final version of the tutorial was administered in several sections of the university physics course after traditional instruction in relevant concepts. We discuss the performance of students in individual interviews and on the pre-test administered before the tutorial (but after traditional lecture-based instruction) and on the post-test administered after the tutorial. We also compare student performance in sections of the class in which students worked on the tutorial with other similar sections of the class in which students only learned via traditional instruction. We find that students performed significantly better in the sections of the class in which the tutorial was used compared to when students learned the material via only lecture-based instruction.

The Multimedia-Based Learning System Improved Cognitive Skills and Motivation of Disabled Children with a Very High Rate

ERIC Educational Resources Information Center

Saad, Sawsan; Dandashi, Amal; Aljaam, Jihad M.; Saleh, Moataz

2015-01-01

A multimedia-based learning system to teach children with intellectual disabilities (ID) the basic living and science concepts is proposed. The tutorials' development is pedagogically based on Mayer's Cognitive Theory of Multimedia Learning combined with Skinner's Operant Conditioning Model. Two types of tutorials are proposed. In the first type;…

Effects of personality traits on collaborative performance in problem-based learning tutorials

PubMed Central

Jang, Hye Won; Park, Seung Won

2016-01-01

Objectives To examine the relationship between students’ collaborative performance in a problem-based learning (PBL) environment and their personality traits. Methods This retrospective, cross-sectional study was conducted using student data of a PBL program between 2013 and 2014 at Sungkyunkwan University School of Medicine, Seoul, South Korea. Eighty students were included in the study. Student data from the Temperament and Character Inventory were used as a measure of their personality traits. Peer evaluation scores during PBL were used as a measure of students’ collaborative performance. Results Simple regression analyses indicated that participation was negatively related to harm avoidance and positively related to persistence, whereas preparedness for the group work was negatively related to reward dependence. On multiple regression analyses, low reward dependence remained a significant predictor of preparedness. Grade-point average (GPA) was negatively associated with novelty seeking and cooperativeness and was positively associated with persistence. Conclusion Medical students who are less dependent on social reward are more likely to complete assigned independent work to prepare for the PBL tutorials. The findings of this study can help educators better understand and support medical students who are at risk of struggling in collaborative learning environments. PMID:27874153

Effects of personality traits on collaborative performance in problem-based learning tutorials.

PubMed

Jang, Hye Won; Park, Seung Won

2016-12-01

To examine the relationship between students' collaborative performance in a problem-based learning (PBL) environment and their personality traits. Methods:This retrospective, cross-sectional study was conducted using student data of a PBL program between 2013 and 2014 at Sungkyunkwan University School of Medicine, Seoul, South Korea. Eighty students were included in the study. Student data from the Temperament and Character Inventory were used as a measure of their personality traits. Peer evaluation scores during PBL were used as a measure of students' collaborative performance. Results: Simple regression analyses indicated that participation was negatively related to harm avoidance and positively related to persistence, whereas preparedness for the group work was negatively related to reward dependence. On multiple regression analyses, low reward dependence remained a significant predictor of preparedness. Grade-point average (GPA)  was negatively associated with novelty seeking and cooperativeness and was positively associated with persistence.  Conclusion: Medical students who are less dependent on social reward are more likely to complete assigned independent work to prepare for the PBL tutorials. The findings of this study can help educators better understand and support medical students who are at risk of struggling in collaborative learning environments.

Emotion blocks the path to learning under stereotype threat

PubMed Central

Good, Catherine; Whiteman, Ronald C.; Maniscalco, Brian; Dweck, Carol S.

2012-01-01

Gender-based stereotypes undermine females’ performance on challenging math tests, but how do they influence their ability to learn from the errors they make? Females under stereotype threat or non-threat were presented with accuracy feedback after each problem on a GRE-like math test, followed by an optional interactive tutorial that provided step-wise problem-solving instruction. Event-related potentials tracked the initial detection of the negative feedback following errors [feedback related negativity (FRN), P3a], as well as any subsequent sustained attention/arousal to that information [late positive potential (LPP)]. Learning was defined as success in applying tutorial information to correction of initial test errors on a surprise retest 24-h later. Under non-threat conditions, emotional responses to negative feedback did not curtail exploration of the tutor, and the amount of tutor exploration predicted learning success. In the stereotype threat condition, however, greater initial salience of the failure (FRN) predicted less exploration of the tutor, and sustained attention to the negative feedback (LPP) predicted poor learning from what was explored. Thus, under stereotype threat, emotional responses to negative feedback predicted both disengagement from learning and interference with learning attempts. We discuss the importance of emotion regulation in successful rebound from failure for stigmatized groups in stereotype-salient environments. PMID:21252312

Emotion blocks the path to learning under stereotype threat.

PubMed

Mangels, Jennifer A; Good, Catherine; Whiteman, Ronald C; Maniscalco, Brian; Dweck, Carol S

2012-02-01

Gender-based stereotypes undermine females' performance on challenging math tests, but how do they influence their ability to learn from the errors they make? Females under stereotype threat or non-threat were presented with accuracy feedback after each problem on a GRE-like math test, followed by an optional interactive tutorial that provided step-wise problem-solving instruction. Event-related potentials tracked the initial detection of the negative feedback following errors [feedback related negativity (FRN), P3a], as well as any subsequent sustained attention/arousal to that information [late positive potential (LPP)]. Learning was defined as success in applying tutorial information to correction of initial test errors on a surprise retest 24-h later. Under non-threat conditions, emotional responses to negative feedback did not curtail exploration of the tutor, and the amount of tutor exploration predicted learning success. In the stereotype threat condition, however, greater initial salience of the failure (FRN) predicted less exploration of the tutor, and sustained attention to the negative feedback (LPP) predicted poor learning from what was explored. Thus, under stereotype threat, emotional responses to negative feedback predicted both disengagement from learning and interference with learning attempts. We discuss the importance of emotion regulation in successful rebound from failure for stigmatized groups in stereotype-salient environments.

Integrating on campus problem based learning and practice based learning: issues and challenges in using computer mediated communication.

PubMed

Conway, J; Sharkey, R

2002-10-01

The Faculty of Nursing, University of Newcastle, Australia, has been keen to initiate strategies that enhance student learning and nursing practice. Two strategies are problem based learning (PBL) and clinical practice. The Faculty has maintained a comparatively high proportion of the undergraduate hours in the clinical setting in times when financial constraints suggest that simulations and on campus laboratory experiences may be less expensive.Increasingly, computer based technologies are becoming sufficiently refined to support the exploration of nursing practice in a non-traditional lecture/tutorial environment. In 1998, a group of faculty members proposed that computer mediated instruction would provide an opportunity for partnership between students, academics and clinicians that would promote more positive outcomes for all and maintain the integrity of the PBL approach. This paper discusses the similarities between problem based and practice based learning and presents the findings of an evaluative study of the implementation of a practice based learning model that uses computer mediated communication to promote integration of practice experiences with the broader goals of the undergraduate curriculum.

Impact of Active Teaching Methods Implemented on Therapeutic Chemistry Module: Performance and Impressions of First-Year Pharmacy Students

ERIC Educational Resources Information Center

Derfoufi, Sanae; Benmoussa, Adnane; El Harti, Jaouad; Ramli, Youssef; Taoufik, Jamal; Chaouir, Souad

2015-01-01

This study investigates the positive impact of the Case Method implemented during a 4- hours tutorial in "therapeutic chemistry module." We view the Case Method as one particular approach within the broader spectrum of problem based or inquiry based learning approaches. Sixty students were included in data analysis. A pre-test and…

Problem Solving and Learning

NASA Astrophysics Data System (ADS)

Singh, Chandralekha

2009-07-01

One finding of cognitive research is that people do not automatically acquire usable knowledge by spending lots of time on task. Because students' knowledge hierarchy is more fragmented, "knowledge chunks" are smaller than those of experts. The limited capacity of short term memory makes the cognitive load high during problem solving tasks, leaving few cognitive resources available for meta-cognition. The abstract nature of the laws of physics and the chain of reasoning required to draw meaningful inferences makes these issues critical. In order to help students, it is crucial to consider the difficulty of a problem from the perspective of students. We are developing and evaluating interactive problem-solving tutorials to help students in the introductory physics courses learn effective problem-solving strategies while solidifying physics concepts. The self-paced tutorials can provide guidance and support for a variety of problem solving techniques, and opportunity for knowledge and skill acquisition.

Challenge of Engaging All Students via Self-Paced Interactive Electronic Learning Tutorials for Introductory Physics

ERIC Educational Resources Information Center

DeVore, Seth; Marshman, Emily; Singh, Chandralekha

2017-01-01

As research-based, self-paced electronic learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we first discuss the effectiveness of electronic learning tutorials as self-paced learning tools in large enrollment brick and mortar…

Development of cyberblog-based intelligent tutorial system to improve students learning ability algorithm

NASA Astrophysics Data System (ADS)

Wahyudin; Riza, L. S.; Putro, B. L.

2018-05-01

E-learning as a learning activity conducted online by the students with the usual tools is favoured by students. The use of computer media in learning provides benefits that are not owned by other learning media that is the ability of computers to interact individually with students. But the weakness of many learning media is to assume that all students have a uniform ability, when in reality this is not the case. The concept of Intelligent Tutorial System (ITS) combined with cyberblog application can overcome the weaknesses in neglecting diversity. An Intelligent Tutorial System-based Cyberblog application (ITS) is a web-based interactive application program that implements artificial intelligence which can be used as a learning and evaluation media in the learning process. The use of ITS-based Cyberblog in learning is one of the alternative learning media that is interesting and able to help students in measuring ability in understanding the material. This research will be associated with the improvement of logical thinking ability (logical thinking) of students, especially in algorithm subjects.

Demonstration-Based Training (DBT) in the Design of a Video Tutorial for Software Training

ERIC Educational Resources Information Center

van der Meij, Hans; van der Meij, Jan

2016-01-01

This study investigates the design and effectiveness of a video tutorial for software training. In accordance with demonstration-based training, the tutorial consisted of a series of task demonstrations, with instructional features added to enhance learning. An experiment is reported in which a demonstration-only control condition was compared…

Using a Sampling Strategy to Address Psychometric Challenges in Tutorial-Based Assessments

ERIC Educational Resources Information Center

Eva, Kevin W.; Solomon, Patty; Neville, Alan J.; Ladouceur, Michael; Kaufman, Karyn; Walsh, Allyn; Norman, Geoffrey R.

2007-01-01

Introduction: Tutorial-based assessment, despite providing a good match with the philosophy adopted by educational programmes that emphasize small group learning, remains one of the greatest challenges for educators working in this context. The current study was performed in an attempt to assess the psychometric characteristics of tutorial-based…

Teaching People and Machines to Enhance Images

NASA Astrophysics Data System (ADS)

Berthouzoz, Floraine Sara Martianne

Procedural tasks such as following a recipe or editing an image are very common. They require a person to execute a sequence of operations (e.g. chop onions, or sharpen the image) in order to achieve the goal of the task. People commonly use step-by-step tutorials to learn these tasks. We focus on software tutorials, more specifically photo manipulation tutorials, and present a set of tools and techniques to help people learn, compare and automate photo manipulation procedures. We describe three different systems that are each designed to help with a different stage in acquiring procedural knowledge. Today, people primarily rely on hand-crafted tutorials in books and on websites to learn photo manipulation procedures. However, putting together a high quality step-by-step tutorial is a time-consuming process. As a consequence, many online tutorials are poorly designed which can lead to confusion and slow down the learning process. We present a demonstration-based system for automatically generating succinct step-by-step visual tutorials of photo manipulations. An author first demonstrates the manipulation using an instrumented version of GIMP (GNU Image Manipulation Program) that records all changes in interface and application state. From the example recording, our system automatically generates tutorials that illustrate the manipulation using images, text, and annotations. It leverages automated image labeling (recognition of facial features and outdoor scene structures in our implementation) to generate more precise text descriptions of many of the steps in the tutorials. A user study finds that our tutorials are effective for learning the steps of a procedure; users are 20-44% faster and make 60-95% fewer errors when using our tutorials than when using screencapture video tutorials or hand-designed tutorials. We also demonstrate a new interface that allows learners to navigate, explore and compare large collections (i.e. thousands) of photo manipulation tutorials based on their command-level structure. Sites such as tutorialized.com or good-tutorials.com collect tens of thousands of photo manipulation tutorials. These collections typically contain many different tutorials for the same task. For example, there are many different tutorials that describe how to recolor the hair of a person in an image. Learners often want to compare these tutorials to understand the different ways a task can be done. They may also want to identify common strategies that are used across tutorials for a variety of tasks. However, the large number of tutorials in these collections and their inconsistent formats can make it difficult for users to systematically explore and compare them. Current tutorial collections do not exploit the underlying command-level structure of tutorials, and to explore the collection users have to either page through long lists of tutorial titles or perform keyword searches on the natural language tutorial text. We present a new browsing interface to help learners navigate, explore and compare collections of photo manipulation tutorials based on their command-level structure. Our browser indexes tutorials by their commands, identifies common strategies within the tutorial collection, and highlights the similarities and differences between sets of tutorials that execute the same task. User feedback suggests that our interface is easy to understand and use, and that users find command-level browsing to be useful for exploring large tutorial collections. They strongly preferred to explore tutorial collections with our browser over keyword search. Finally, we present a framework for generating content-adaptive macros (programs) that can transfer complex photo manipulation procedures to new target images. After learners master a photo manipulation procedure, they often repeatedly apply it to multiple images. For example, they might routinely apply the same vignetting effect to all their photographs. This process can be very tedious especially for procedures that involve many steps. While image manipulation programs provide basic macro authoring tools that allow users to record and then replay a sequence of operations, these macros are very brittle and cannot adapt to new images. We present a more comprehensive approach for generating content-adaptive macros that can automatically transfer operations to new target images. To create these macro, we make use of multiple training demonstrations. Specifically, we use automated image labeling and machine learning techniques to to adapt the parameters of each operation to the new image content. We show that our framework is able to learn a large class of the most commonly-used manipulations using as few as 20 training demonstrations. Our content-adaptive macros allow users to transfer photo manipulation procedures with a single button click and thereby significantly simplify repetitive procedures.

Effectiveness of Tutorials for Introductory Physics in Argentinean high schools

NASA Astrophysics Data System (ADS)

Benegas, J.; Flores, J. Sirur

2014-06-01

This longitudinal study reports the results of a replication of Tutorials in Introductory Physics in high schools of a Latin-American country. The main objective of this study was to examine the suitability of Tutorials for local science education reform. Conceptual learning of simple resistive electric circuits was determined by the application of the single-response multiple-choice test "Determining and Interpreting Resistive Electric Circuits Concepts Test" (DIRECT) to high school classes taught with Tutorials and traditional instruction. The study included state and privately run schools of different socioeconomic profiles, without formal laboratory space and equipment, in classes of mixed-gender and female-only students, taught by novice and experienced instructors. Results systematically show that student learning is significantly higher in the Tutorials classes compared with traditional teaching for all of the studied conditions. The results also show that long-term learning (one year after instruction) in the Tutorials classes is highly satisfactory, very similar to the performance of the samples of college students used to develop the test DIRECT. On the contrary, students following traditional instruction returned one year after instruction to the poor performance (<20%) shown before instruction, a result compatible with the very low level of conceptual knowledge of basic physics recently determined by a systematic study of first-year students attending seven universities in Spain and four Latin-American countries. Some replication and adaptation problems and difficulties of this experience are noted, as well as recommendations for successful use of Tutorials in high schools of similar educational systems.

Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

ERIC Educational Resources Information Center

Moore, James Christopher

2018-01-01

We have investigated the efficacy of on-line, multimedia learning modules (MLMs) as preparation for in-class, lecture-based tutorials in electromagnetism in a physics course for natural science majors (biology and marine science). Specifically, we report the results of a multiple-group pre/post-test research design comparing two groups receiving…

The Effectiveness of a 3D Computerized Tutorial to Enhance Learning of the Canine Larynx and Hyoid Apparatus.

PubMed

Nemanic, Sarah; Mills, Serena; Viehdorfer, Matt; Clark, Terri; Bailey, Mike

Teaching the anatomy of the canine larynx and hyoid apparatus is challenging because dissection disassembles and/or damages these structures, making it difficult to understand their three-dimensional (3D) anatomy and spatial interrelationships. This study assessed the effectiveness of an interactive, computerized 3D tutorial for teaching the anatomy of the canine larynx and hyoid apparatus using a randomized control design with students enrolled in the first-year professional program at Oregon State University College of Veterinary Medicine. All first-year students from 2 consecutive years were eligible. All students received the traditional methods of didactic teaching and dissection to learn the anatomy of the canine larynx and hyoid apparatus, after which they were divided into two statistically equal groups based on their cumulative anatomy test scores from the prior term. The tutorial group received an interactive, computerized tutorial developed by the investigators containing 3D images of the canine larynx and hyoid apparatus, while the control group received the same 3D images without the computerized tutorial. Both groups received the same post-learning assessment and survey. Sixty-three first-year students participated in the study, 28 in the tutorial group, and 35 in the control group. Post-learning assessment and survey scores were both significantly higher among students in the computerized tutorial group than those in the control group. This study demonstrates that a 3D computerized tutorial is more effective in teaching the anatomy of the canine hyoid apparatus and larynx than 3D images without a tutorial. Students likewise rated their learning experience higher when using the 3D computerized tutorial.

Audio-Tutorial Project: An Audio-Tutorial Approach to Human Anatomy and Physiology.

ERIC Educational Resources Information Center

Muzio, Joseph N.; And Others

A two course sequence on human anatomy and physiology using the audiotutorial method of instruction was developed for use by nursing students and other students in the health or medical fields at the Kingsborough Community College in New York. The project was motivated by the problems of often underprepared students coming to learn a new field and…

What can we learn from problem-based learning tutors at a graduate entry medical school? A mixed method approach.

PubMed

O Doherty, Diane; Mc Keague, Helena; Harney, Sarah; Browne, Gerard; McGrath, Deirdre

2018-05-04

Problem-based learning (PBL) has been adopted by many medical schools as an innovative method to deliver an integrated medical curriculum since its inception at McMaster University (Dornan et al., Med Educ 39(2):163-170, 2005; Finucane et al., Med Educ 35(1):56-61, 2001; Barrows, Tutorials in problem-based learning: A new direction in teaching the health professions, 1984). The student experience in PBL has been explored in detail (Merriam, New Directions for Adult and Continuing Education 89: 3-13, 2001; Azer, Kaohsiung J Med Sci 25(5): 240-249, 2009; Boelens et al., BMC Med Ed 15(1): 84, 2015; Dolmans et al., Med Teach 24(2):173-180, 2002; Lee et al., Med Teach 35(2): e935-e942, 2013) but the tutors who facilitate PBL have valuable insight into how PBL functions and this aspect has not been extensively researched. The integrated curriculum for years 1 and 2 at the Graduate Entry Medical School at the University of Limerick is delivered though problem-based learning (PBL). This programme requires collaborative teamwork between students and the tutors who facilitate small-group tutorial sessions. All PBL tutors at GEMS are medically qualified, with the majority (68%) currently working in clinical practice. A mixed-methods approach was adopted, utilising two surveys and follow-up focus groups to fully understand the tutor experience. Thirty-three tutors took part in two online surveys with a response rate of 89%. Thirteen tutors participated in two focus groups. Descriptive analysis was completed on survey data and thematic analysis on focus group discussions which highlighted five main themes. Tutors reported challenges with managing group dynamics, development of confidence in tutoring with experience and a willingness to learn from peers to improve practice. Findings are in keeping with previously published work. Results also identified several less commonly discussed issues impacting student engagement in PBL including the use of mobile device technology, unauthorised access to learning objectives and PBL cases, and the importance and need for professional development amongst tutors, including the impact of tutoring on clinical practice. This study revealed that experienced tutors spend considerable time preparing for PBL tutorials in the basic sciences and that this input is rewarded by the benefits it brings to their clinical practice. Understanding PBL from the tutor's perspective reveals valuable insights which can inform ongoing tutor development and support. Limited research exists in the area of PBL tutor's experiences which may be of interest to medical educators, clinicians and the wider medical community. Findings highlight the value of shared tutor experiences as a resource that can be capitalised on to benefit both novice and experienced tutors.

Assessing the flexibility of research-based instructional strategies: Implementing tutorials in introductory physics in the lecture environment

NASA Astrophysics Data System (ADS)

Kryjevskaia, Mila; Boudreaux, Andrew; Heins, Dustin

2014-03-01

Materials from Tutorials in Introductory Physics, originally designed and implemented by the Physics Education Group at the University of Washington, were used in modified form as interactive lectures under conditions significantly different from those suggested by the curriculum developers. Student learning was assessed using tasks drawn from the physics education research literature. Use of tutorials in the interactive lecture format yielded gains in student understanding comparable to those obtained through the canonical tutorial implementation at the University of Washington, suggesting that student engagement with the intellectual steps laid out in the tutorials, rather than the specific strategies used in facilitating such engagement, plays the central role in promoting student learning. We describe the implementation details and assessment of student learning for two different tutorials: one focused on mechanical waves, used at North Dakota State University, and one on Galilean relativity, used at Western Washington University. Also discussed are factors that may limit the generalizability of the results.

Effects of an online problem-based learning program on sexual health care competencies among oncology nurses: a pilot study.

PubMed

Kim, Jung-Hee; Shin, Jwa-Seop

2014-09-01

The purpose of this study was to test the effectiveness of an online problem-based learning (e-PBL) program that offers multimedia scenarios to develop sexual health care competencies. A pretest–posttest control group design was used with two randomized groups in one Korean tertiary hospital. The sample included 32 RNs who cared for oncology patients. The intervention group completed an e-PBL cycle consisting of eight tutorials. Nurses in the intervention group scored significantly higher on knowledge than did those in the control group. The intervention group exhibited no significant differences in attitude and practices following the intervention. The results show the potential of e-PBL to enhance traditional PBL by offering multimedia scenarios in an interactive and flexible learning environment.

Designing Worked Examples in Statics to Promote an Expert Stance: Working THRU vs. Working OUT

ERIC Educational Resources Information Center

Calfee, Robert; Stahovich, Thomas

2011-01-01

The purpose of this study was to examine the performance patterns of freshman engineering students as they completed a tutorial on freebody problems that employed a computer-based pen (CBP) to provide feedback and direct learning. A secondary analysis was conducted on detailed performance data for 16 participants from a freshman Engineering course…

Helping Graduate Teaching Assistants Lead Discussions with Undergraduate Students: A Few Simple Teaching Strategies

ERIC Educational Resources Information Center

Jensen, Murray; Farrand, Kirsten; Redman, Leanne; Varcoe, Tamara; Coleman, Leana

2005-01-01

Graduate Teaching Assistants (GTAs) are frequently asked to lead discussion groups. These groups generally take the form of tutorials, review sessions, or problem-based learning classes. In their preparation, what to teach is often emphasized over how to teach. The primary intent of this article is to provide a few simple teaching strategies for…

Clinical Competencies and the Basic Sciences: An Online Case Tutorial Paradigm for Delivery of Integrated Clinical and Basic Science Content

ERIC Educational Resources Information Center

DiLullo, Camille; Morris, Harry J.; Kriebel, Richard M.

2009-01-01

Understanding the relevance of basic science knowledge in the determination of patient assessment, diagnosis, and treatment is critical to good medical practice. One method often used to direct students in the fundamental process of integrating basic science and clinical information is problem-based learning (PBL). The faculty facilitated small…

A Qualitative Study on How Health Professional Students and Their PBL Facilitators Perceive the Use of Mobile Devices during PBL

ERIC Educational Resources Information Center

Chan, Lap Ki; Bridges, Susan M.; Doherty, Iain; Ng, Manwa L.; Jin, Jun; Sharma, Neel; Chan, Nam Kiu; Lai, Henrietta Yan Yu

2015-01-01

Mobile devices are increasingly being used by undergraduate students to access online information in the problem-based learning (PBL) process, initially in the self-directed phase, and more recently within face-to-face tutorials. This qualitative study across three undergraduate health professional programs used semi-structured interviews to…

Exploring the Relationships between Web Usability and Students' Perceived Learning in Web-Based Multimedia (WBMM) Tutorials

ERIC Educational Resources Information Center

Mackey, Thomas P.; Ho, Jinwon

2008-01-01

The purpose of this case study is to better understand the relationships between Web usability and students' perceived learning in the design and implementation of Web-based multimedia (WBMM) tutorials in blended courses. Much of the current research in this area focuses on the use of multimedia as a replacement for classroom instruction rather…

Student and faculty perceptions of problem-based learning on a family medicine clerkship.

PubMed

McGrew, M C; Skipper, B; Palley, T; Kaufman, A

1999-03-01

The value of problem-based learning (PBL) in the preclinical years of medical school has been described widely in the literature. This study evaluates student and faculty perceptions of PBL during the clinical years of medical school, on a family medicine clerkship. Students used a 4-point scale to rate clerkship educational components on how well learning was facilitated. Faculty narratives of their perceptions of PBL were reviewed. Educational components that involved active learning by students--clinical activity, independent learning, and PBL tutorials--were ranked highest by students. Faculty perceived that PBL on the clerkship simulated "real-life" learning, included more behavioral and population issues, and provided substantial blocks of student contact time for improved student evaluation. Students and faculty in a family medicine clerkship ranked PBL sessions higher than any other nonclinical component of the clerkship. In addition to providing students with opportunities for self-directed learning, the PBL sessions provide faculty with more contact time with students, thereby enhancing the assessment of students' learning and progress.

The effects of a computer skill training programme adopting social comparison and self-efficacy enhancement strategies on self-concept and skill outcome in trainees with physical disabilities.

PubMed

Tam, S F

2000-10-15

The aim of this controlled, quasi-experimental study was to evaluate the effects of both self-efficacy enhancement and social comparison training strategy on computer skills learning and self-concept outcome of trainees with physical disabilities. The self-efficacy enhancement group comprised 16 trainees, the tutorial training group comprised 15 trainees, and there were 25 subjects in the control group. Both the self-efficacy enhancement group and the tutorial training group received a 15 week computer skills training course, including generic Chinese computer operation, Chinese word processing and Chinese desktop publishing skills. The self-efficacy enhancement group received training with tutorial instructions that incorporated self-efficacy enhancement strategies and experienced self-enhancing social comparisons. The tutorial training group received behavioural learning-based tutorials only, and the control group did not receive any training. The following measurements were employed to evaluate the outcomes: the Self-Concept Questionnaire for the Physically Disabled Hong Kong Chinese (SCQPD), the computer self-efficacy rating scale and the computer performance rating scale. The self-efficacy enhancement group showed significantly better computer skills learning outcome, total self-concept, and social self-concept than the tutorial training group. The self-efficacy enhancement group did not show significant changes in their computer self-efficacy: however, the tutorial training group showed a significant lowering of their computer self-efficacy. The training strategy that incorporated self-efficacy enhancement and positive social comparison experiences maintained the computer self-efficacy of trainees with physical disabilities. This strategy was more effective in improving the learning outcome (p = 0.01) and self-concept (p = 0.05) of the trainees than the conventional tutorial-based training strategy.

Understanding Graduate Teaching Assistants as Tutorial Instructors

NASA Astrophysics Data System (ADS)

Scherr, Rachel E.; Elby, A.

2006-12-01

Physics graduate teaching assistants are essential to the implementation of many collaborative active-learning environments, including tutorials. However, many TAs have trouble teaching effectively in these formats. Anecdotal evidence suggests that the problems may include inappropriate models of physics students, unproductive theories of learning, lack of experience with modern pedagogical methods, and weaknesses in understanding basic physics topics. A new research project at the University of Maryland is investigating the specific nature of TAs' experience with reform instruction using in-depth studies of TAs in course preparation sessions, in the tutorial classroom, in a weekly teaching seminar, and in reflective interviews. We find that all TAs studied recognize the insufficiency of traditional instruction to at least some extent, citing as evidence their own learning experiences, prior teaching experiences, and exposure to FCI-type data. We also observe great variability in views of the nature of physics knowledge and learning (both professed and enacted). These results are informing the development of the professional development program for physics teaching assistants at the University of Maryland.

Implementation of Inquiry-Based Tutorials in AN Introductory Physics Course: the Role of the Graduate Teaching Assistant.

NASA Astrophysics Data System (ADS)

Thoresen, Carol Wiggins

1994-01-01

This study determined if the training provided physics teaching assistants was sufficient to accomplish the objectives of inquiry-based tutorials for an introductory physics course. Qualitative research methods were used: (1) to determine if the Physics by Inquiry method was modeled; (2) to describe the process from the teaching assistant perspective; (3) to determine TA opinions on training methods; (4) to develop a frame of reference to better understand the role of TA's as instructional support staff. The study determined that the teaching assistants verbalized appropriate instructional actions, but were observed to use a predominantly didactic teaching style. TA's held a variety of perceptions and beliefs about inquiry -based learning and how science is learned. They felt comfortable in the role of tutorial instructor. They were satisfied with the training methods provided and had few suggestions to change or improve training for future tutorial instructors. A concurrent theme of teacher action dependent on teacher beliefs was sustained throughout the study. The TA's actions, as tutorial instructors, reflected their educational beliefs, student background and learning experiences. TA's performance as tutorial instructors depended on what they think and believe about learning science. Practical implications exist for training teaching assistants to be tutorial instructors. Some recommendations may be appropriate for TA's required to use instructional methods that they have not experienced as students. Interview prospective teaching assistants to determine educational experience and beliefs. Employ inexperienced teaching assistants whose perspectives match the proposed instructional role and who might be more receptive to modeling. Incorporate training into staff meetings. Provide time for TA's to experience the instructional model with simulation or role play as students and as instructors, accompanied by conference discussion. Use strategies known to enhance adult learning and that are sensitive to the variability of adult learners. Educate for critical reflection; incorporate a system of peer coaching. Include a teaching assistant training component in group process and group management.

A Pilot Evaluation of a Tutorial to Teach Clients and Clinicians About Gambling Game Design.

PubMed

Turner, Nigel E; Robinson, Janine; Harrigan, Kevin; Ferentzy, Peter; Jindani, Farah

2018-01-01

This paper describes the pilot evaluation of an Internet-based intervention, designed to teach counselors and problem gamblers about how electronic gambling machines (EGMs) work. This study evaluated the tutorial using assessment tools, such as rating scales and test of knowledge about EGMs and random chance. The study results are based on a number of samples, including problem gambling counselors ( n  = 25) and problem gamblers ( n  = 26). The interactive tutorial was positively rated by both clients and counselors. In addition, we found a significant improvement in scores on a content test about EGM games for both clients and counselors. An analysis of the specific items suggests that the effects of the tutorial were mainly on those items that were most directly related to the content of the tutorial and did not always generalize to other items. This tutorial is available for use with clients and for education counselors. The data also suggest that the tutorial is equally effective in group settings and in individual settings. These results are promising and illustrate that the tool can be used to teach counselors and clients about game design. Furthermore, research is needed to evaluate its impact on gambling behavior.

Effect of Tutorial Giving on The Topic of Special Theory of Relativity in Modern Physics Course Towards Students’ Problem-Solving Ability

NASA Astrophysics Data System (ADS)

Hartatiek; Yudyanto; Haryoto, Dwi

2017-05-01

A Special Theory of Relativity handbook has been successfully arranged to guide students tutorial activity in the Modern Physics course. The low of students’ problem-solving ability was overcome by giving the tutorial in addition to the lecture class. It was done due to the limited time in the class during the course to have students do some exercises for their problem-solving ability. The explicit problem-solving based tutorial handbook was written by emphasizing to this 5 problem-solving strategies: (1) focus on the problem, (2) picture the physical facts, (3) plan the solution, (4) solve the problem, and (5) check the result. This research and development (R&D) consisted of 3 main steps: (1) preliminary study, (2) draft I. product development, and (3) product validation. The developed draft product was validated by experts to measure the feasibility of the material and predict the effect of the tutorial giving by means of questionnaires with scale 1 to 4. The students problem-solving ability in Special Theory of Relativity showed very good qualification. It implied that the tutorial giving with the help of tutorial handbook increased students problem-solving ability. The empirical test revealed that the developed handbook was significantly affected in improving students’ mastery concept and problem-solving ability. Both students’ mastery concept and problem-solving ability were in middle category with gain of 0.31 and 0.41, respectively.

[Problem solving abilities of nursing students: the experience of the bachelor degree course in nursing at the University of Udine].

PubMed

Bulfone, Giampiera; Galletti, Caterina; Vellone, Ercole; Zanini, Antonietta; Quattrin, Rosanna

2008-01-01

The process nurses adopt to solve the patients' problems is known as "Problem Solving" in the literature. Problem Solving Abilities include Diagnostic Reasoning, Prognostic Judgment and Decision Making. Nursing students apply the Problem Solving to the Nursing Process that is the mental and operative approach that nurses use to plan the nursing care. The purpose of the present study is to examine if there is a positive relationship between the number of Educational Tutorial Strategies (Briefing, Debriefing and Discussion according to the Objective Structured Clinical Examination Methodology) used for nursing students and their learning of Problem Solving Abilities (Diagnostic Reasoning, Prognostic Judgment and Decision Making). The study design was retrospective, descriptive and comparative. The Problem Solving Instrument, specifically developed for this study and proved for its reliability and validity, was used to collect the data from a sample of 106 nursing care plans elaborated by the second-year students of the Bachelor Degree in Nursing of the University of Udine. Nursing care plans were elaborated during three times consecutively, after students had participated in different Educational Tutorial Strategies. Results showed that the more the students took part in a higher number of Educational Tutorial Strategies the more they significantly increased their Problem Solving Abilities. The results demonstrate that it is important to use Educational Tutorial Strategies in the nursing education to teach skills.

Adaptive Tutorials Versus Web-Based Resources in Radiology: A Mixed Methods Comparison of Efficacy and Student Engagement.

PubMed

Wong, Vincent; Smith, Ariella J; Hawkins, Nicholas J; Kumar, Rakesh K; Young, Noel; Kyaw, Merribel; Velan, Gary M

2015-10-01

Diagnostic imaging is under-represented in medical curricula globally. Adaptive tutorials, online intelligent tutoring systems that provide a personalized learning experience, have the potential to bridge this gap. However, there is limited evidence of their effectiveness for learning about diagnostic imaging. We performed a randomized mixed methods crossover trial to determine the impact of adaptive tutorials on perceived engagement and understanding of the appropriate use and interpretation of common diagnostic imaging investigations. Although concurrently engaged in disparate blocks of study, 99 volunteer medical students (from years 1-4 of the 6-year program) were randomly allocated to one of two groups. In the first arm of the trial on chest X-rays, one group received access to an adaptive tutorial, whereas the other received links to an existing peer-reviewed Web resource. These two groups crossed over in the second arm of the trial, which focused on computed tomography scans of the head, chest, and abdomen. At the conclusion of each arm of the trial, both groups completed an examination-style assessment, comprising questions both related and unrelated to the topics covered by the relevant adaptive tutorial. Online questionnaires were used to evaluate student perceptions of both learning resources. In both arms of the trial, the group using adaptive tutorials obtained significantly higher assessment scores than controls. This was because of higher assessment scores by senior students in the adaptive tutorial group when answering questions related to topics covered in those tutorials. Furthermore, students indicated significantly better engagement with adaptive tutorials than the Web resource and rated the tutorials as a significantly more valuable tool for learning. Medical students overwhelmingly accept adaptive tutorials for diagnostic imaging. The tutorials significantly improve the understanding of diagnostic imaging by senior students. Crown Copyright © 2015. Published by Elsevier Inc. All rights reserved.

Using Web-based Tutorials To Enhance Library Instruction.

ERIC Educational Resources Information Center

Kocour, Bruce G.

2000-01-01

Describes the development of a Web site for library instruction at Carson-Newman College (TN) and its integration into English composition courses. Describes the use of a virtual tour, a tutorial on database searching, tutorials on specific databases, and library guides to specific disciplines to create an effective mechanism for active learning.…

Objective and Subjective Evaluation of Computer-based Tutorial Teaching in Veterinary Pathology.

ERIC Educational Resources Information Center

Brown, Peter

2001-01-01

Describes the results of the use of computer-based tutorials to teach the pathology of the cardiovascular system in a veterinary school in the United Kingdom. Concludes that the combined worksheet and computer based learning format is suitable for teaching veterinary pathology. (LRW)

Learning from Tutorials: A Qualitative Study of Approaches to Learning and Perceptions of Tutorial Interaction

ERIC Educational Resources Information Center

Herrmann, Kim Jesper

2014-01-01

This study examines differences in university students' approaches to learning when attending tutorials as well as variation in students' perceptions of tutorials as an educational arena. In-depth qualitative analysis of semi-structured interviews with undergraduates showed how surface and deep approaches to learning were revealed in the…

Assessing the Effectiveness of Case-Based Collaborative Learning via Randomized Controlled Trial.

PubMed

Krupat, Edward; Richards, Jeremy B; Sullivan, Amy M; Fleenor, Thomas J; Schwartzstein, Richard M

2016-05-01

Case-based collaborative learning (CBCL) is a novel small-group approach that borrows from team-based learning principles and incorporates elements of problem-based learning (PBL) and case-based learning. CBCL includes a preclass readiness assurance process and case-based in-class activities in which students respond to focused, open-ended questions individually, discuss their answers in groups of 4, and then reach consensus in larger groups of 16. This study introduces CBCL and assesses its effectiveness in one course at Harvard Medical School. In a 2013 randomized controlled trial, 64 medical and dental student volunteers were assigned randomly to one of four 8-person PBL tutorial groups (control; n = 32) or one of two 16-person CBCL tutorial groups (experimental condition; n = 32) as part of a required first-year physiology course. Outcomes for the PBL and CBCL groups were compared using final exam scores, student responses to a postcourse survey, and behavioral coding of portions of video-recorded class sessions. Overall, the course final exam scores for CBCL and PBL students were not significantly different. However, CBCL students whose mean exam performance in prior courses was below the participant median scored significantly higher than their PBL counterparts on the physiology course final exam. The most common adjectives students used to describe CBCL were "engaging," "fun," and "thought-provoking." Coding of observed behaviors indicated that individual affect was significantly higher in the CBCL groups than in the PBL groups. CBCL is a viable, engaging, active learning method. It may particularly benefit students with lower academic performance.

The Effect of an Advanced Organizer and the Predictive Ability of Micro-Learning Tasks When Utilized with Carefully Sequenced Audio-Tutorial Units.

ERIC Educational Resources Information Center

Kahle, Jane Butler

Four audio-tutorial units were developed as part of this study to determine the effectiveness of the use of advanced organizers, based on Ausubel's theories, for meaningful learning experiences. In this study an advanced organizer was developed and given to half of the subjects prior to the instructional sequence. A series of micro-learning tasks,…

Virtual tutorials, Wikipedia books, and multimedia-based teaching for blended learning support in a course on algorithms and data structures

NASA Astrophysics Data System (ADS)

Knackmuß, Jenny; Creutzburg, Reiner

2014-02-01

The aim of this paper is to describe the benefit and support of virtual tutorials, Wikipedia books and multimedia-based teaching in a course on Algorithms and Data Structures. We describe our work and experiences gained from using virtual tutorials held in Netucate iLinc sessions and the use of various multimedia and animation elements for the support of deeper understanding of the ordinary lectures held in the standard classroom on Algorithms and Data Structures for undergraduate computer sciences students. We will describe the benefits, form, style and contents of those virtual tutorials. Furthermore, we mention the advantage of Wikipedia books to support the blended learning process using modern mobile devices. Finally, we give some first statistical measures of improved student's scores after introducing this new form of teaching support.

Investigating and improving introductory physics students’ understanding of symmetry and Gauss’s law

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2018-01-01

We discuss an investigation of student difficulties with symmetry and Gauss’s law and how the research on students’ difficulties was used as a guide to develop a tutorial related to these topics to help students in the calculus-based introductory physics courses learn these concepts. During the development of the tutorial, we interviewed students individually at various stages of development and administered written tests in the free-response and multiple-choice formats on these concepts to learn about common student difficulties. We also obtained feedback from physics instructors who teach introductory physics courses regularly in which these concepts were covered. The students in several ‘equivalent’ sections worked on the tutorial after traditional lecture-based instruction. We discuss the performance of students on the written pre-test (administered after lecture-based instruction in relevant concepts) and post-test given after students worked on the tutorial. We find that on the pre-test, all sections of the course performed comparably regardless of the instructor. Also, on average, student performance on the post-test after working on the tutorial is significantly better than on the pre-test after lecture-based instruction. We also compare the post-test performance of introductory students in sections of the course in which the tutorial was used versus not used and find that sections in which students engaged with the tutorial outperformed those in which students did not engage with it.

The Effects of Text Density Levels and the Cognitive Style of Field Dependence on Learning from a CBI Tutorial

ERIC Educational Resources Information Center

Ipek, Ismail

2011-01-01

The purpose of this study was to investigate the effects of variations in text density levels and the cognitive style of field dependence on learning from a CBI tutorial, based on the dependent measures of achievement, reading comprehension, and reading rate, and of lesson completion time. Eighty college undergraduate students were randomly…

The Micro TIPS - Cases - Programmed Learning Course Package.

ERIC Educational Resources Information Center

Heriot-Watt Univ., Edinburgh (Scotland). Esmee Fairbairn Economics Research Centre.

Part of an economic education series, the course package is designed to teach basic concepts and principles of microeconomics and how they can be applied to various world problems. For use with college students, learning is gained through lectures, tutorials, textbooks, programmed text, cases, and TIPS (Teaching Information Processing System).…

An interactive problem-solving approach to teach traumatology for medical students.

PubMed

Abu-Zidan, Fikri M; Elzubeir, Margaret A

2010-08-13

We aimed to evaluate an interactive problem-solving approach for teaching traumatology from perspectives of students and consider its implications on Faculty development. A two hour problem-solving, interactive tutorial on traumatology was structured to cover main topics in trauma management. The tutorial was based on real cases covering specific topics and objectives. Seven tutorials (5-9 students in each) were given by the same tutor with the same format for fourth and fifth year medical students in Auckland and UAE Universities (n = 50). A 16 item questionnaire, on a 7 point Likert-type scale, focusing on educational tools, tutor-based skills, and student-centered skills were answered by the students followed by open ended comments. The tutorials were highly ranked by the students. The mean values of educational tools was the highest followed by tutor-centered skills and finally student-centered skills. There was a significant increase of the rating of studied attributes over time (F = 3.9, p = 0.004, ANOVA). Students' open ended comments were highly supportive of the interactive problem-solving approach for teaching traumatology. The interactive problem-solving approach for tutorials can be an effective enjoyable alternative or supplement to traditional instruction for teaching traumatology to medical students. Training for this approach should be encouraged for Faculty development.

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

PubMed

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

2018-03-01

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

Advantages of video trigger in problem-based learning.

PubMed

Chan, Lap Ki; Patil, Nivritti G; Chen, Julie Y; Lam, Jamie C M; Lau, Chak S; Ip, Mary S M

2010-01-01

Traditionally, paper cases are used as 'triggers' to stimulate learning in problem-based learning (PBL). However, video may be a better medium because it preserves the original language, encourages the active extraction of information, avoids depersonalization of patients and allows direct observation of clinical consultations. In short, it exposes the students to the complexity of actual clinical problems. The study aims to find out whether students and facilitators who are accustomed to paper cases would prefer video triggers or paper cases and the reasons for their preference. After students and facilitators had completed a video PBL tutorial, their responses were measured by a structured questionnaire using a modified Likert scale. A total of 257 students (92%) and 26 facilitators (100%) responded. The majority of students and facilitators considered that using video triggers could enhance the students' observational powers and clinical reasoning, help them to integrate different information and better understand the cases and motivate them to learn. They found PBL using video triggers more interesting and preferred it to PBL using paper cases. Video triggers are preferred by both students and facilitators over paper cases in PBL.

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

PubMed

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

2016-07-08

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

[The good PBL tutor--to be or not to be: instructional films for tutors].

PubMed

Skelin, Silvia; Huwendiek, Sören; Nikendei, Christoph; Dieter, Peter; Kirschfink, Michael; Bosse, Hans-Martin

2008-01-01

Many faculties worldwide apply the method of problem-based learning (PBL) in their curricula as a form of instruction by which students in small groups develop problem-solving strategies on the basis of a specific case. This approach fosters self-responsible and context-dependent learning, which aims at providing an improved anchoring of knowledge. For this reason, the previous decades have seen a distribution of the method to medical schools across the world. The role of the tutor assumes particular importance since, in contrast to the traditional university system, he or she serves as a facilitator who fosters and structures content-related and group-dynamic learning processes. In some cases, this requires an intervention by the tutor. The major challenge is to intervene at the right time and in an appropriate manner. This paper presents examples of difficult PBL situations using short film sequences to demonstrate and comments on potential approaches of the tutor in attempting to resolve the problem. Standard problem situations within a PBL tutorial were defined and produced in a film. A collection of seven frequent critical PBL situations are presented in short film sequences. Potential instruments of intervention are demonstrated in the videos and discussed. The film sequences may be downloaded in the supplementary of the electronic version of this article (www.sciencedirect.com). Within the framework of a tutor-training programme, the problematic situations and interventions presented in this article will help to sensitise tutors to potentially critical PBL tutorial situations and aid the development of individual resolution approaches.

Interactive Intragroup Tutorials: A Need-Based Modification to Enhance Learning in Physiology

ERIC Educational Resources Information Center

Srivastava, Tripti K.; Waghmare, Lalitbhushan S.; Jagzape, Arunita; Mishra, Vedprakash

2015-01-01

A tutorial is a period of instruction given by a university or college tutor to an individual or a very small group. Essentially, it is a small class of a few students in which the tutor (a lecturer or other academic staff member) gives individual attention to every learner. The tutorial focuses on certain subject areas and generally proceeds with…

Problem-based learning in medical informatics for undergraduate medical students: an experiment in two medical schools.

PubMed

Burgun, Anita; Darmoni, Stéfan; Duff, Franck Le; Wéber, Jacques

2006-05-01

The objective of this work was to assess problem-based learning (PBL) as a method for teaching information and communication technology in medical informatics (MI) courses. A study was conducted in the Schools of Medicine of Rennes and Rouen (France) with third-year medical students. The "PBL-in-MI" sessions included a first tutorial group meeting, then personal work, followed by a second tutorial group meeting. A problem that simulated practice and was focused on information technology was discussed. In Rouen, the students were familiar with PBL, and they enrolled on a voluntary basis, while in Rennes, the students were first-ever participants in PBL courses, and the program was mandatory. One hundred and seventy-seven students participated in the PBL-in-MI sessions and were given a questionnaire in order to evaluate qualitatively the sessions. The response rate was 92.1%. The overall opinion of the students was good. 69.8% responded positively to the program. In Rouen, where the students participated in PBL-in-MI sessions on a voluntary basis, the students were significantly more enthusiastic about PBL-in-MI. Moreover, attitudes and opinions of students are plausibly related to differences in previous PBL skills. The fact that the naïve group had two tutors, one trained and one naïve as the students, has been investigated. Teacher naivety was an explanatory factor for the differences between Rennes and Rouen.

Tutorial Facilitation in the Humanities Based on the Tenets of Carl Rogers

ERIC Educational Resources Information Center

Heim, Caroline

2012-01-01

This article introduces a model for group facilitation in the humanities based on Carl Rogers' model for group psychotherapy. Certain aspects of Carl Rogers' reflective learning strategies are reappraised and principles, specific only to psychotherapy, are introduced. Five of Rogers' axioms are applied to the tutorial discussion model: a…

The Effectiveness of Interactivity in Multimedia Software Tutorials

ERIC Educational Resources Information Center

Whitman, Lisa

2013-01-01

Many people face the challenge of finding effective computer-based software instruction, including employees who must learn how to use software applications for their job and students of distance education classes. Therefore, it is important to conduct research on how computer-based multimedia software tutorials should be designed so they are as…

Solving problems with group work in problem-based learning: hold on to the philosophy.

PubMed

Dolmans, D H; Wolfhagen, I H; van der Vleuten, C P; Wijnen, W H

2001-09-01

Problem-based learning (PBL) has gained a foothold within many schools in higher education as a response to the problems faced within traditional education. Working with PBL tutorial groups is assumed to have positive effects on student learning. Several studies provide empirical evidence that PBL stimulates cognitive effects and leads to restructuring of knowledge and enhanced intrinsic interest in the subject matter. However, staff members do not always experience the positive effects of group work which they had hoped for. When confronted with problems in group work, such as students who only maintain an appearance of being actively involved and students who let others do the work, teachers all too often implement solutions which can be characterized as teacher- directed rather than student-directed. Teachers tend to choose solutions which are familiar from their own experience during professional training, i.e. using the teacher-directed model. These solutions are not effective in improving group work and the negative experiences persist. It is argued that teachers should hold on to the underlying educational philosophy when solving problems arising from group work in PBL, by choosing actions which are consistent with the student-directed view of education in PBL.

A blended learning approach to teach fluid mechanics in engineering

NASA Astrophysics Data System (ADS)

Rahman, Ataur

2017-05-01

This paper presents a case study on the teaching and learning of fluid mechanics at the University of Western Sydney (UWS), Australia, by applying a blended learning approach (BLA). In the adopted BLA, various flexible learning materials have been made available to the students such as online recorded lectures, online recorded tutorials, hand written tutorial solutions, discussion board and online practice quizzes. The lecture and tutorial class times have been primarily utilised to discuss confusing topics and engage students with practical issues in applying the theories learnt in fluid mechanics. Based on the data of over 734 students over a 4-year period, it has been shown that a BLA has improved the learning experience of the fluid mechanics students in UWS. The overall percentage of student satisfaction in this subject has increased by 18% in the BLA case compared with the traditional one.

Comparison of traditional and interactive teaching methods in a UK emergency department.

PubMed

Armstrong, Peter; Elliott, Tim; Ronald, Julie; Paterson, Brodie

2009-12-01

Didactic teaching remains a core component of undergraduate education, but developing computer assisted learning (CAL) packages may provide useful alternatives. We compared the effectiveness of interactive multimedia-based tutorials with traditional, lecture-based models for teaching arterial blood gas interpretation to fourth year medical students. Participants were randomized to complete a tutorial in either lecture or multimedia format containing identical content. Upon completion, students answered five multiple choice questions assessing post-tutorial knowledge, and provided feedback on their allocated learning method. Marks revealed no significant difference between either group. All lecture candidates rated their teaching as good, compared with 89% of the CAL group. All CAL users found multiple choice questions assessment useful, compared with 83% of lecture participants. Both groups highlighted the importance of interaction. CAL complements other teaching methods, but should be seen as an adjunct to, rather than a replacement for, traditional methods, thus offering students a blended learning environment.

Facilitating Multilingual Tutorials at the University of the Free State

ERIC Educational Resources Information Center

du Buisson, Theuns

2017-01-01

Conducting undergraduate studies in the English language, while only a small minority of students speak English at home, poses many problems to learning in the South African context. This article explores how restrictive language policies may influence proper learning and impact negatively on the self-understanding of students. It also explores…

Peer-Assisted Tutoring in a Chemical Engineering Curriculum: Tutee and Tutor Experiences

ERIC Educational Resources Information Center

Kieran, Patricia; O'Neill, Geraldine

2009-01-01

Peer-Assisted Tutorials (PATs), a form of Peer-Assisted Learning (PAL), were introduced to a conventional 4-year honours degree programme in Chemical Engineering. PATs were designed to support students in becoming more self-directed in their learning, to develop student confidence in tackling Chemical Engineering problems and to promote effective…

Mastering cognitive development theory in computer science education

NASA Astrophysics Data System (ADS)

Gluga, Richard; Kay, Judy; Lister, Raymond; Simon; Kleitman, Sabina

2013-03-01

To design an effective computer science curriculum, educators require a systematic method of classifying the difficulty level of learning activities and assessment tasks. This is important for curriculum design and implementation and for communication between educators. Different educators must be able to use the method consistently, so that classified activities and assessments are comparable across the subjects of a degree, and, ideally, comparable across institutions. One widespread approach to supporting this is to write learning objects in terms of Bloom's Taxonomy. This, or other such classifications, is likely to be more effective if educators can use them consistently, in the way experts would use them. To this end, we present the design and evaluation of our online interactive web-based tutorial system, which can be configured and used to offer training in different classification schemes. We report on results from three evaluations. First, 17 computer science educators complete a tutorial on using Bloom's Taxonomy to classify programming examination questions. Second, 20 computer science educators complete a Neo-Piagetian tutorial. Third evaluation was a comparison of inter-rater reliability scores of computer science educators classifying programming questions using Bloom's Taxonomy, before and after taking our tutorial. Based on the results from these evaluations, we discuss the effectiveness of our tutorial system design for teaching computer science educators how to systematically and consistently classify programming examination questions. We also discuss the suitability of Bloom's Taxonomy and Neo-Piagetian theory for achieving this goal. The Bloom's and Neo-Piagetian tutorials are made available as a community resource. The contributions of this paper are the following: the tutorial system for learning classification schemes for the purpose of coding the difficulty of computing learning materials; its evaluation; new insights into the consistency that computing educators can achieve using Bloom; and first insights into the use of Neo-Piagetian theory by a group of classifiers.

The effectiveness of web-based, multimedia tutorials for teaching methods of human body composition analysis.

PubMed

Buzzell, Paul R; Chamberlain, Valerie M; Pintauro, Stephen J

2002-12-01

This study examined the effectiveness of a series of Web-based, multimedia tutorials on methods of human body composition analysis. Tutorials were developed around four body composition topics: hydrodensitometry (underwater weighing), dual-energy X-ray absorptiometry, bioelectrical impedance analysis, and total body electrical conductivity. Thirty-two students enrolled in the course were randomly assigned to learn the material through either the Web-based tutorials only ("Computer"), a traditional lecture format ("Lecture"), or lectures supplemented with Web-based tutorials ("Both"). All students were administered a validated pretest before randomization and an identical posttest at the completion of the course. The reliability of the test was 0.84. The mean score changes from pretest to posttest were not significantly different among the groups (65.4 plus minus 17.31, 78.82 plus minus 21.50, and 76 plus minus 21.22 for the Computer, Both, and Lecture groups, respectively). Additionally, a Likert-type assessment found equally positive attitudes toward all three formats. The results indicate that Web-based tutorials are as effective as the traditional lecture format for teaching these topics.

Using Active-Learning Pedagogy to Develop Essay-Writing Skills in Introductory Political Theory Tutorials

ERIC Educational Resources Information Center

Murphy, Michael P. A.

2017-01-01

Building on prior research into active learning pedagogy in political science, I discuss the development of a new active learning strategy called the "thesis-building carousel," designed for use in political theory tutorials. This use of active learning pedagogy in a graduate student-led political theory tutorial represents the overlap…

Accounting for Academic Staff Resources for the Tutorial Support of Open Learning. Coombe Lodge Working Paper. Information Bank Number 1605.

ERIC Educational Resources Information Center

Birch, Derek W.; Latcham, Jack

The problems of resource allocation and management within open learning systems in colleges of further and higher education in Britain are discussed in this paper, with particular focus on the deployment of academic staff. First, the components of open learning systems are outlined; e.g., providing materials for students' private study, grading…

Analysis of Learning Tools in the study of Developmental of Interactive Multimedia Based Physic Learning Charged in Problem Solving

NASA Astrophysics Data System (ADS)

Manurung, Sondang; Demonta Pangabean, Deo

2017-05-01

The main purpose of this study is to produce needs analysis, literature review, and learning tools in the study of developmental of interactive multimedia based physic learning charged in problem solving to improve thinking ability of physic prospective student. The first-year result of the study is: result of the draft based on a needs analysis of the facts on the ground, the conditions of existing learning and literature studies. Following the design of devices and instruments performed as well the development of media. Result of the second study is physics learning device -based interactive multimedia charged problem solving in the form of textbooks and scientific publications. Previous learning models tested in a limited sample, then in the evaluation and repair. Besides, the product of research has an economic value on the grounds: (1) a virtual laboratory to offer this research provides a solution purchases physics laboratory equipment is expensive; (2) address the shortage of teachers of physics in remote areas as a learning tool can be accessed offline and online; (3). reducing material or consumables as tutorials can be done online; Targeted research is the first year: i.e story board learning physics that have been scanned in a web form CD (compact disk) and the interactive multimedia of gas Kinetic Theory concept. This draft is based on a needs analysis of the facts on the ground, the existing learning conditions, and literature studies. Previous learning models tested in a limited sample, then in the evaluation and repair.

Integration of advanced technologies to enhance problem-based learning over distance: Project TOUCH.

PubMed

Jacobs, Joshua; Caudell, Thomas; Wilks, David; Keep, Marcus F; Mitchell, Steven; Buchanan, Holly; Saland, Linda; Rosenheimer, Julie; Lozanoff, Beth K; Lozanoff, Scott; Saiki, Stanley; Alverson, Dale

2003-01-01

Distance education delivery has increased dramatically in recent years as a result of the rapid advancement of communication technology. The National Computational Science Alliance's Access Grid represents a significant advancement in communication technology with potential for distance medical education. The purpose of this study is to provide an overview of the TOUCH project (Telehealth Outreach for Unified Community Health; http://hsc.unm.edu/touch) with special emphasis on the process of problem-based learning case development for distribution over the Access Grid. The objective of the TOUCH project is to use emerging Internet-based technology to overcome geographic barriers for delivery of tutorial sessions to medical students pursuing rotations at remote sites. The TOUCH project also is aimed at developing a patient simulation engine and an immersive virtual reality environment to achieve a realistic health care scenario enhancing the learning experience. A traumatic head injury case is developed and distributed over the Access Grid as a demonstration of the TOUCH system. Project TOUCH serves as an example of a computer-based learning system for developing and implementing problem-based learning cases within the medical curriculum, but this system should be easily applied to other educational environments and disciplines involving functional and clinical anatomy. Future phases will explore PC versions of the TOUCH cases for increased distribution. Copyright 2003 Wiley-Liss, Inc.

Teaching veterinary radiography by e-learning versus structured tutorial: a randomized, single-blinded controlled trial.

PubMed

Vandeweerd, Jean-Michel E F; Davies, John C; Pinchbeck, Gina L; Cotton, Jo C

2007-01-01

Case-based e-learning may allow effective teaching of veterinary radiology in the field of equine orthopedics. The objective of this study was to investigate the effectiveness of a new case-based e-learning tool, compared with a standard structured tutorial, in altering students' knowledge and skills about interpretation of radiographs of the digit in the horse. It was also designed to assess students' attitudes toward the two educational interventions. A randomized, single-blinded, controlled trial of 96 fourth-year undergraduate veterinary students, involving an educational intervention of either structured tutorial or case-based e-learning, was performed. A multiple-choice examination based on six learning outcomes was carried out in each group after the session, followed by an evaluation of students' attitudes toward their session on a seven-point scale. Text blanks were available to students to allow them to comment on the educational interventions and on their learning outcomes. Students also rated, on a Likert scale from 1 to 7, their performance for each specific learning outcome and their general ability to use a systematic approach in interpreting radiographs. Data were analyzed using the Mann-Whitney test, the t-test, and the equivalence test. There was no significant difference in student achievement on course tests. The results of the survey suggest positive student attitudes toward the e-learning tool and illustrate the difference between objective ratings and subjective assessments by students in testing a new educational intervention.

Teaching Quantum Mechanics through Project-based Learning

NASA Astrophysics Data System (ADS)

Duda, Gintaras; Ward, Kristina

2014-03-01

Project/Problem-based learning (PBL) is an active area of research within the physics education research (PER) community, however, work done to date has focused on introductory courses. This talk will explore research on upper division quantum mechanics, a junior/senior level course at Creighton University, which was taught using PBL pedagogy with no in-class lectures. Course time was primarily spent on lecture tutorials and projects, which included alpha decay of Uranium, neutrino oscillations, and FTIR spectroscopy of HCl. This talk will explore: 1. student learning in light of the new pedagogy and embedded meta-cognitive self-monitoring exercises, 2. the effect of the PBL curriculum on student attitudes, motivation, and students' epistemologies, and 3. the use of explicit written reflections within a physics course to probe student understanding.

Simplifying structure analysis projects with customizable chime-based templates*.

PubMed

Thompson, Scott E; Sears, Duane W

2005-09-01

Structure/function relationships are fundamental to understanding the properties of biological molecules, and thus it is imperative that biochemistry students learn how to analyze such relationships. Here we describe Chime-based web page templates and tutorials designed to help students develop their own strategies for exploring macromolecular three-dimensional structures like those on our course website. The templates can easily be customized for any structure of interest, and some templates include a Command Entry Line and a Message Recall Box for more refined macromolecular exploration using RasMol/Chime image modification commands. The tutorials present students with an integrated overview of the image modification capabilities of the Chime plug-in and its underlying RasMol-based command structure as accessed through the Command Entry Line. The tutorial also illustrates how RasMol/Chime command syntax addresses specific formatted structural information in a standard Protein Data Bank file. Judging by the high quality of structure-based presentations given by students who have used these templates and tutorials, it appears that these resources can help students learn to analyze complex macromolecular structures while also providing them with convenient tools for creating scientifically meaningful and visually effective molecular images to share with others. (The templates, tutorials, and our course website can be viewed at the following URLs, respectively: tutor.lscf.ucsb.edu/instdev/sears/biochemistry/presentations/demos-downloads.htm, tutor.lscf.ucsb.edu/instdev/sears/biochemistry/tutorials/pdbtutorial/frontwindow.html, and tutor.lscf.ucsb.edu/instdev/sears/biochemistry/.). Copyright © 2005 International Union of Biochemistry and Molecular Biology, Inc.

Overcoming the Glassy-Eyed Nod: An Application of Process-Oriented Guided Inquiry Learning Techniques in Information Technology

ERIC Educational Resources Information Center

Myers, Trina; Monypenny, Richard; Trevathan, Jarrod

2012-01-01

Two significant problems faced by universities are to ensure sustainability and to produce quality graduates. Four aspects of these problems are to improve engagement, to foster interaction, develop required skills and to effectively gauge the level of attention and comprehension within lectures and large tutorials. Process-Oriented Guided Inquiry…

Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

NASA Astrophysics Data System (ADS)

Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

2004-05-01

Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.

Video Tutorial of Continental Food

NASA Astrophysics Data System (ADS)

Nurani, A. S.; Juwaedah, A.; Mahmudatussa'adah, A.

2018-02-01

This research is motivated by the belief in the importance of media in a learning process. Media as an intermediary serves to focus on the attention of learners. Selection of appropriate learning media is very influential on the success of the delivery of information itself both in terms of cognitive, affective and skills. Continental food is a course that studies food that comes from Europe and is very complex. To reduce verbalism and provide more real learning, then the tutorial media is needed. Media tutorials that are audio visual can provide a more concrete learning experience. The purpose of this research is to develop tutorial media in the form of video. The method used is the development method with the stages of analyzing the learning objectives, creating a story board, validating the story board, revising the story board and making video tutorial media. The results show that the making of storyboards should be very thorough, and detailed in accordance with the learning objectives to reduce errors in video capture so as to save time, cost and effort. In video capturing, lighting, shooting angles, and soundproofing make an excellent contribution to the quality of tutorial video produced. In shooting should focus more on tools, materials, and processing. Video tutorials should be interactive and two-way.

Tutor versus computer: a prospective comparison of interactive tutorial and computer-assisted instruction in radiology education.

PubMed

Lieberman, Gillian; Abramson, Richard; Volkan, Kevin; McArdle, Patricia J

2002-01-01

This study compared the educational effectiveness of an interactive tutorial with that of interactive computer-assisted instruction (CAI) and determined the effects of personal preference, learning style, and level of training. Fifty-four medical students and four radiology residents were prospectively, randomly assigned to receive instruction from different sections of an interactive tutorial and an interactive CAI module. Participants took tests of factual knowledge at the beginning and end of the instruction and a test of visual diagnosis at the end. They completed questionnaires to evaluate their preferred learning styles objectively and to elicit their subjective attitudes toward the two formats. Mean test scores of the tutorial and CAI groups were compared by means of analysis of covariance and two-tailed repeated-measures F test. Both the tutorial and CAI groups demonstrated significant improvement in posttest scores (P < .01 and P < .01, respectively) with the tutorial group's mean posttest score marginally but significantly higher (32.84 vs 28.13, P < .001). There were no significant interaction effects with participants' year of training (P = .845), objectively evaluated preferred learning style (P = .312), subjectively elicited attitude toward learning with CAI (P = .703), or visual diagnosis score (tutorial, 7.61; CD-ROM, 7.75; P = .79). Interactive tutorial and optimal CAI are both effective instructional formats. The tutorial was marginally but significantly more effective at teaching factual knowledge, an effect unrelated to students' year of training, learning style, or stated enjoyment of CAI. The superiority of the tutorial is expected to increase when it is compared with commercially expedient CAI modules.

Web-based resources for critical care education.

PubMed

Kleinpell, Ruth; Ely, E Wesley; Williams, Ged; Liolios, Antonios; Ward, Nicholas; Tisherman, Samuel A

2011-03-01

To identify, catalog, and critically evaluate Web-based resources for critical care education. A multilevel search strategy was utilized. Literature searches were conducted (from 1996 to September 30, 2010) using OVID-MEDLINE, PubMed, and the Cumulative Index to Nursing and Allied Health Literature with the terms "Web-based learning," "computer-assisted instruction," "e-learning," "critical care," "tutorials," "continuing education," "virtual learning," and "Web-based education." The Web sites of relevant critical care organizations (American College of Chest Physicians, American Society of Anesthesiologists, American Thoracic Society, European Society of Intensive Care Medicine, Society of Critical Care Medicine, World Federation of Societies of Intensive and Critical Care Medicine, American Association of Critical Care Nurses, and World Federation of Critical Care Nurses) were reviewed for the availability of e-learning resources. Finally, Internet searches and e-mail queries to critical care medicine fellowship program directors and members of national and international acute/critical care listserves were conducted to 1) identify the use of and 2) review and critique Web-based resources for critical care education. To ensure credibility of Web site information, Web sites were reviewed by three independent reviewers on the basis of the criteria of authority, objectivity, authenticity, accuracy, timeliness, relevance, and efficiency in conjunction with suggested formats for evaluating Web sites in the medical literature. Literature searches using OVID-MEDLINE, PubMed, and the Cumulative Index to Nursing and Allied Health Literature resulted in >250 citations. Those pertinent to critical care provide examples of the integration of e-learning techniques, the development of specific resources, reports of the use of types of e-learning, including interactive tutorials, case studies, and simulation, and reports of student or learner satisfaction, among other general reviews of the benefits of utilizing e-learning. Review of the Web sites of relevant critical care organizations revealed the existence of a number of e-learning resources, including online critical care courses, tutorials, podcasts, webcasts, slide sets, and continuing medical education resources, some requiring membership or a fee to access. Respondents to listserve queries (>100) and critical care medicine fellowship director and advanced practice nursing educator e-mail queries (>50) identified the use of a number of tutorials, self-directed learning modules, and video-enhanced programs for critical care education and practice. In all, >135 Web-based education resources exist, including video Web resources for critical care education in a variety of e-learning formats, such as tutorials, self-directed learning modules, interactive case studies, webcasts, podcasts, and video-enhanced programs. As identified by critical care educators and practitioners, e-learning is actively being integrated into critical care medicine and nursing training programs for continuing medical education and competency training purposes. Knowledge of available Web-based educational resources may enhance critical care practitioners' ongoing learning and clinical competence, although this has not been objectively measured to date.

Interactive Problem Solving Tutorials Through Visual Programming

NASA Astrophysics Data System (ADS)

Undreiu, Lucian; Schuster, David; Undreiu, Adriana

2008-10-01

We have used LabVIEW visual programming to build an interactive tutorial to promote conceptual understanding in physics problem solving. This programming environment is able to offer a web-accessible problem solving experience that enables students to work at their own pace and receive feedback. Intuitive graphical symbols, modular structures and the ability to create templates are just a few of the advantages this software has to offer. The architecture of an application can be designed in a way that allows instructors with little knowledge of LabVIEW to easily personalize it. Both the physics solution and the interactive pedagogy can be visually programmed in LabVIEW. Our physics pedagogy approach is that of cognitive apprenticeship, in that the tutorial guides students to develop conceptual understanding and physical insight into phenomena, rather than purely formula-based solutions. We demonstrate how this model is reflected in the design and programming of the interactive tutorials.

Modeling language and cognition with deep unsupervised learning: a tutorial overview

PubMed Central

Zorzi, Marco; Testolin, Alberto; Stoianov, Ivilin P.

2013-01-01

Deep unsupervised learning in stochastic recurrent neural networks with many layers of hidden units is a recent breakthrough in neural computation research. These networks build a hierarchy of progressively more complex distributed representations of the sensory data by fitting a hierarchical generative model. In this article we discuss the theoretical foundations of this approach and we review key issues related to training, testing and analysis of deep networks for modeling language and cognitive processing. The classic letter and word perception problem of McClelland and Rumelhart (1981) is used as a tutorial example to illustrate how structured and abstract representations may emerge from deep generative learning. We argue that the focus on deep architectures and generative (rather than discriminative) learning represents a crucial step forward for the connectionist modeling enterprise, because it offers a more plausible model of cortical learning as well as a way to bridge the gap between emergentist connectionist models and structured Bayesian models of cognition. PMID:23970869

Modeling language and cognition with deep unsupervised learning: a tutorial overview.

PubMed

Zorzi, Marco; Testolin, Alberto; Stoianov, Ivilin P

2013-01-01

Deep unsupervised learning in stochastic recurrent neural networks with many layers of hidden units is a recent breakthrough in neural computation research. These networks build a hierarchy of progressively more complex distributed representations of the sensory data by fitting a hierarchical generative model. In this article we discuss the theoretical foundations of this approach and we review key issues related to training, testing and analysis of deep networks for modeling language and cognitive processing. The classic letter and word perception problem of McClelland and Rumelhart (1981) is used as a tutorial example to illustrate how structured and abstract representations may emerge from deep generative learning. We argue that the focus on deep architectures and generative (rather than discriminative) learning represents a crucial step forward for the connectionist modeling enterprise, because it offers a more plausible model of cortical learning as well as a way to bridge the gap between emergentist connectionist models and structured Bayesian models of cognition.

Evaluation of an interactive, case-based review session in teaching medical microbiology.

PubMed

Blewett, Earl L; Kisamore, Jennifer L

2009-08-27

Oklahoma State University-Center for Health Sciences (OSU-CHS) has replaced its microbiology wet laboratory with a variety of tutorials including a case-based interactive session called Microbial Jeopardy!. The question remains whether the time spent by students and faculty in the interactive case-based tutorial is worthwhile? This study was designed to address this question by analyzing both student performance data and assessing students' perceptions regarding the tutorial. Both quantitative and qualitative data were used in the current study. Part One of the study involved assessing student performance using archival records of seven case-based exam questions used in the 2004, 2005, 2006, and 2007 OSU-CHS Medical Microbiology course. Two sample t-tests for proportions were used to test for significant differences related to tutorial usage. Part Two used both quantitative and qualitative means to assess student's perceptions of the Microbial Jeopardy! session. First, a retrospective survey was administered to students who were enrolled in Medical Microbiology in 2006 or 2007. Second, responses to open-ended items from the 2008 course evaluations were reviewed for comments regarding the Microbial Jeopardy! session. Both student performance and student perception data support continued use of the tutorials. Quantitative and qualitative data converge to suggest that students like and learn from the interactive, case-based session. The case-based tutorial appears to improve student performance on case-based exam questions. Additionally, students perceived the tutorial as helpful in preparing for exam questions and reviewing the course material. The time commitment for use of the case-based tutorial appears to be justified.

Evaluation of an interactive, case-based review session in teaching medical microbiology

PubMed Central

Blewett, Earl L; Kisamore, Jennifer L

2009-01-01

Background Oklahoma State University-Center for Health Sciences (OSU-CHS) has replaced its microbiology wet laboratory with a variety of tutorials including a case-based interactive session called Microbial Jeopardy!. The question remains whether the time spent by students and faculty in the interactive case-based tutorial is worthwhile? This study was designed to address this question by analyzing both student performance data and assessing students' perceptions regarding the tutorial. Methods Both quantitative and qualitative data were used in the current study. Part One of the study involved assessing student performance using archival records of seven case-based exam questions used in the 2004, 2005, 2006, and 2007 OSU-CHS Medical Microbiology course. Two sample t-tests for proportions were used to test for significant differences related to tutorial usage. Part Two used both quantitative and qualitative means to assess student's perceptions of the Microbial Jeopardy! session. First, a retrospective survey was administered to students who were enrolled in Medical Microbiology in 2006 or 2007. Second, responses to open-ended items from the 2008 course evaluations were reviewed for comments regarding the Microbial Jeopardy! session. Results Both student performance and student perception data support continued use of the tutorials. Quantitative and qualitative data converge to suggest that students like and learn from the interactive, case-based session. Conclusion The case-based tutorial appears to improve student performance on case-based exam questions. Additionally, students perceived the tutorial as helpful in preparing for exam questions and reviewing the course material. The time commitment for use of the case-based tutorial appears to be justified. PMID:19712473

Student evaluation of problem-based learning in a dental orthodontic curriculum--a pilot study.

PubMed

Ratzmann, Anja; Wiesmann, U; Proff, P; Kordaß, Bernd; Gedrange, T

2013-01-01

The present questionnaire survey investigated student reception of problem-based learning (PBL) in the orthodontic curriculum with regard to acceptance, sense of purpose and motivation, knowledge and understanding, as well as tutorial support. Over a period of two terms, we compared two different didactic methods (PBL and short presentations) by randomizing the participants of a course on orthodontic diagnostics into two different groups, who inversed methods after the first term. The two student groups did not show any significant differences with regard to assessments or examination performance. Therefore, acceptance of the PBL concept seems to be mainly associated with the motivation of individuals to use this method. The higher the motivation, the more positive is the attitude towards the PBL concept. Students seem to work more constructively and efficiently with PBL if they can judge the concept meaningful for themselves. In consideration of the relevant literature and the present results, PBL can be principally integrated into the dental curriculum as a method of learning. However, student motivation is vital to learning success.

A Tutorial for SPSS/PC+ Studentware. Study Guide for the Doctor of Arts in Computer-Based Learning.

ERIC Educational Resources Information Center

MacFarland, Thomas W.; Hou, Cheng-I

The purpose of this tutorial is to provide the basic information needed for success with SPSS/PC+ Studentware, a student version of the statistical analysis software offered by SPSS, Inc., for the IBM PC+ and compatible computers. It is intended as a convenient summary of how to organize and conduct the most common computer-based statistical…

Interactive film scenes for tutor training in problem-based learning (PBL): dealing with difficult situations

PubMed Central

2010-01-01

Background In problem-based learning (PBL), tutors play an essential role in facilitating and efficiently structuring tutorials to enable students to construct individual cognitive networks, and have a significant impact on students' performance in subsequent assessments. The necessity of elaborate training to fulfil this complex role is undeniable. In the plethora of data on PBL however, little attention has been paid to tutor training which promotes competence in the moderation of specific difficult situations commonly encountered in PBL tutorials. Methods Major interactive obstacles arising in PBL tutorials were identified from prior publications. Potential solutions were defined by an expert group. Video clips were produced addressing the tutor's role and providing exemplary solutions. These clips were embedded in a PBL tutor-training course at our medical faculty combining PBL self-experience with a non-medical case. Trainees provided pre- and post-intervention self-efficacy ratings regarding their PBL-related knowledge, skills, and attitudes, as well as their acceptance and the feasibility of integrating the video clips into PBL tutor-training (all items: 100 = completely agree, 0 = don't agree at all). Results An interactive online tool for PBL tutor training was developed comprising 18 video clips highlighting difficult situations in PBL tutorials to encourage trainees to develop and formulate their own intervention strategies. In subsequent sequences, potential interventions are presented for the specific scenario, with a concluding discussion which addresses unresolved issues. The tool was well accepted and considered worth the time spent on it (81.62 ± 16.91; 62.94 ± 16.76). Tutors considered the videos to prepare them well to respond to specific challenges in future tutorials (75.98 ± 19.46). The entire training, which comprised PBL self-experience and video clips as integral elements, improved tutor's self-efficacy with respect to dealing with problematic situations (pre: 36.47 ± 26.25, post: 66.99 ± 21.01; p < .0001) and significantly increased appreciation of PBL as a method (pre: 61.33 ± 24.84, post: 76.20 ± 20.12; p < .0001). Conclusions The interactive tool with instructional video clips is designed to broaden the view of future PBL tutors in terms of recognizing specific obstacles to functional group dynamics and developing individual intervention strategies. We show that this tool is well accepted and can be successfully integrated into PBL tutor-training. Free access is provided to the entire tool at http://www.medizinische-fakultaet-hd.uni-heidelberg.de/fileadmin/PBLTutorTraining/player.swf. PMID:20604927

Learning with On-Line and Hardcopy Tutorials. A Final Report. CDC Technical Report No. 32.

ERIC Educational Resources Information Center

Duffy, T. M.; And Others

Intended to aid in the design of computer systems that promote efficient learning and performance, this study compared the effects of using hard copy and online format tutorials on the learning activities of 48 undergraduate students in either design or engineering. The tutorials, which provided instruction on the use of the equipment and basic…

Instructable autonomous agents. Ph.D. Thesis

NASA Technical Reports Server (NTRS)

Huffman, Scott Bradley

1994-01-01

In contrast to current intelligent systems, which must be laboriously programmed for each task they are meant to perform, instructable agents can be taught new tasks and associated knowledge. This thesis presents a general theory of learning from tutorial instruction and its use to produce an instructable agent. Tutorial instruction is a particularly powerful form of instruction, because it allows the instructor to communicate whatever kind of knowledge a student needs at whatever point it is needed. To exploit this broad flexibility, however, a tutorable agent must support a full range of interaction with its instructor to learn a full range of knowledge. Thus, unlike most machine learning tasks, which target deep learning of a single kind of knowledge from a single kind of input, tutorability requires a breadth of learning from a broad range of instructional interactions. The theory of learning from tutorial instruction presented here has two parts. First, a computational model of an intelligent agent, the problem space computational model, indicates the types of knowledge that determine an agent's performance, and thus, that should be acquirable via instruction. Second, a learning technique, called situated explanation specifies how the agent learns general knowledge from instruction. The theory is embodied by an implemented agent, Instructo-Soar, built within the Soar architecture. Instructo-Soar is able to learn hierarchies of completely new tasks, to extend task knowledge to apply in new situations, and in fact to acquire every type of knowledge it uses during task performance - control knowledge, knowledge of operators' effects, state inferences, etc. - from interactive natural language instructions. This variety of learning occurs by applying the situated explanation technique to a variety of instructional interactions involving a variety of types of instructions (commands, statements, conditionals, etc.). By taking seriously the requirements of flexible tutorial instruction, Instructo-Soar demonstrates a breadth of interaction and learning capabilities that goes beyond previous instructable systems, such as learning apprentice systems. Instructo-Soar's techniques could form the basis for future 'instructable technologies' that come equipped with basic capabilities, and can be taught by novice users to perform any number of desired tasks.

Improving Students' Understanding of Quantum Measurement. II. Development of Research-Based Learning Tools

ERIC Educational Resources Information Center

Zhu, Guangtian; Singh, Chandralekha

2012-01-01

We describe the development and implementation of research-based learning tools such as the Quantum Interactive Learning Tutorials and peer-instruction tools to reduce students' common difficulties with issues related to measurement in quantum mechanics. A preliminary evaluation shows that these learning tools are effective in improving students'…

Cytopathology whole slide images and adaptive tutorials for postgraduate pathology trainees: a randomized crossover trial.

PubMed

Van Es, Simone L; Kumar, Rakesh K; Pryor, Wendy M; Salisbury, Elizabeth L; Velan, Gary M

2015-09-01

To determine whether cytopathology whole slide images and virtual microscopy adaptive tutorials aid learning by postgraduate trainees, we designed a randomized crossover trial to evaluate the quantitative and qualitative impact of whole slide images and virtual microscopy adaptive tutorials compared with traditional glass slide and textbook methods of learning cytopathology. Forty-three anatomical pathology registrars were recruited from Australia, New Zealand, and Malaysia. Online assessments were used to determine efficacy, whereas user experience and perceptions of efficiency were evaluated using online Likert scales and open-ended questions. Outcomes of online assessments indicated that, with respect to performance, learning with whole slide images and virtual microscopy adaptive tutorials was equivalent to using traditional methods. High-impact learning, efficiency, and equity of learning from virtual microscopy adaptive tutorials were strong themes identified in open-ended responses. Participants raised concern about the lack of z-axis capability in the cytopathology whole slide images, suggesting that delivery of z-stacked whole slide images online may be important for future educational development. In this trial, learning cytopathology with whole slide images and virtual microscopy adaptive tutorials was found to be as effective as and perceived as more efficient than learning from glass slides and textbooks. The use of whole slide images and virtual microscopy adaptive tutorials has the potential to provide equitable access to effective learning from teaching material of consistently high quality. It also has broader implications for continuing professional development and maintenance of competence and quality assurance in specialist practice. Copyright © 2015 Elsevier Inc. All rights reserved.

Beyond Special Education: A New Vision of Academic Support

ERIC Educational Resources Information Center

Mowschenson, Julie Joyal; Weintraub, Robert J.

2009-01-01

This article describes Brookline High School's new Tutorial Program, an alternative to the more traditional special education learning center. The Tutorial serves students with learning disabilities, replacing conventional special education support with academic guidance from regular classroom teachers. Tutorial students meet daily with a team of…

Insights into How Students Learn the Difference between a Weak Acid and a Strong Acid from Cartoon Tutorials Employing Visualizations

ERIC Educational Resources Information Center

Kelly, Resa M.; Akaygun, Sevil

2016-01-01

This article summarizes an investigation into how Flash-based cartoon video tutorials featuring molecular visualizations affect students' mental models of acetic acid and hydrochloric acid solutions and how the acids respond when tested for electrical conductance. Variation theory served as the theoretical framework for examining how students…

The analysis of scientific communications and students’ character development through guided inquiry learning

NASA Astrophysics Data System (ADS)

Sarwi, S.; Fauziah, N.; Astuti, B.

2018-03-01

This research is setting by the condition of students who have difficulty in ideas delivery, written scientific communication, and still need the development of student character. The objectives of the research are to determine the improvement of concept understanding, to analyze scientific communication skills and to develop the character of the students through guided inquiry learning. The design in this research is quasi experimental control group preposttest, with research subject of two group of grade X Senior High School in Semarang. One group of controller uses non tutorial and treatment group using tutorial in guided inquiry. Based on result of gain test analysis, obtained = 0.71 for treatment and control group = 0.60. The t-test result of mean mastery of concept of quantity and unit using t-test of right side is t count = 2.37 (p=0.003) while t table = 1.67 (α = 5%), which means that the results of the study differed significantly. The results of the students' scientific communication skills analysis showed that the experimental group was higher than the control, with an average of 69% and 63% scientific communication skills. The character values are effective developed through guided inquiry learning. The conclusion of the study is guided inquiry learning tutorial better than guided inquiry non tutorial learning in aspect understanding concept, scientific communication skills; but the character development result is almost the same.

Effectiveness of interactive tutorials in promoting "which-path" information reasoning in advanced quantum mechanics

NASA Astrophysics Data System (ADS)

Maries, Alexandru; Sayer, Ryan; Singh, Chandralekha

2017-12-01

Research suggests that introductory physics students often have difficulty using a concept in contexts different from the ones in which they learned it without explicit guidance to help them make the connection between the different contexts. We have been investigating advanced students' learning of quantum mechanics concepts and have developed interactive tutorials which strive to help students learn these concepts. Two such tutorials, focused on the Mach-Zehnder interferometer (MZI) and the double-slit experiment (DSE), help students learn how to use the concept of "which-path" information to reason about the presence or absence of interference in these two experiments in different situations. After working on a pretest that asked students to predict interference in the MZI with single photons and polarizers of various orientations placed in one or both paths of the MZI, students worked on the MZI tutorial which, among other things, guided them to reason in terms of which-path information in order to predict interference in similar situations. We investigated the extent to which students were able to use reasoning related to which-path information learned in the MZI tutorial to answer analogous questions on the DSE (before working on the DSE tutorial). After students worked on the DSE pretest they worked on a DSE tutorial in which they learned to use the concept of which-path information to answer questions about interference in the DSE with single particles with mass sent through the two slits and a monochromatic lamp placed between the slits and the screen. We investigated if this additional exposure to the concept of which-path information promoted improved learning and performance on the DSE questions with single photons and polarizers placed after one or both slits. We find evidence that both tutorials promoted which-path information reasoning and helped students use this reasoning appropriately in contexts different from the ones in which they had learned it.

Dealing with conflicts on knowledge in tutorial groups.

PubMed

Aarnio, Matti; Lindblom-Ylänne, Sari; Nieminen, Juha; Pyörälä, Eeva

2013-05-01

The aim of our study was to gain understanding of different types of conflicts on knowledge in the discussions of problem-based learning tutorial groups, and how such conflicts are dealt with. We examined first-year medical and dental students' (N = 33) conflicts on knowledge in four videotaped reporting phase tutorials. A coding scheme was created for analysing verbatim transcripts of 43 conflict episodes in order to find out whether the conflict episodes were about factual or conceptual knowledge and how the students elaborated the knowledge. Conflict episodes were relatively rare (taking up 7.6 % of the time) in the videotaped groups. Conflict episodes were more frequently about factual knowledge (58 %) than conceptual knowledge (42 %), but conflicts on conceptual knowledge lasted longer and were more often elaborated. Elaboration was, however, more frequently done individually than collaboratively. Conflict episodes were generally fairly short (mean duration 28 s). This was due to a lack of thorough argumentation and collaborative elaboration of conflicting ideas. The results suggest that students' skills to bring out differences in each other's conceptual thinking, the depth of argumentation and the use of questions that elicit elaboration need to be improved. Tutors' skills to facilitate the collaborative resolving of conflicts on knowledge call for further study.

"ASTRO 101" Course Materials 2.0: Next Generation Lecture Tutorials and Beyond

NASA Astrophysics Data System (ADS)

Slater, Stephanie; Grazier, Kevin

2015-01-01

Early efforts to create course materials were often local in scale and were based on "gut instinct," and classroom experience and observation. While subsequent efforts were often based on those same instincts and observations of classrooms, they also incorporated the results of many years of education research. These "second generation" course materials, such as lecture tutorials, relied heavily on research indicating that instructors need to actively engage students in the learning process. While imperfect, these curricular innovations, have provided evidence that research-based materials can be constructed, can easily be disseminated to a broad audience, and can provide measureable improvement in student learning across many settings. In order to improve upon this prior work, next generation materials must build upon the strengths of these innovations while engineering in findings from education research, cognitive science, and instructor feedback. A next wave of materials, including a set of next generation lecture tutorials, have been constructed with attention to the body of research on student motivation, and cognitive load; and they are responsive to our body of knowledge on learning difficulties related to specific content in the domain. From instructor feedback, these materials have been constructed to have broader coverage of the materials typically taught in an ASTRO 101 course, to take less class time, and to be more affordable for students. This next generation of lecture tutorials may serve as a template of the ways in which course materials can be reengineered to respond to current instructor and student needs.

An Evaluation of Computer-based Instruction in Microbiology.

ERIC Educational Resources Information Center

Merkel, Susan M.; Walman, Laura B.; Leventhal, Jeremy S.

2000-01-01

Discusses whether computer-based instructional materials improve student learning. Evaluates a computer-based hypermedia tutorial that was delivered over a web site. (Contains 24 references.) (Author/YDS)

From Workbook to Web: Building an Information Literacy OASIS.

ERIC Educational Resources Information Center

Rosen, Jeff; Castro, Gina M.

2002-01-01

Describes a Web-based information literacy tutorial, OASIS (Online Advancement of Student Information Skills), developed at San Francisco State University. Discussion includes: core competencies identified; design structure and content; planning and marketing; problems and partnerships in the pilot year of OASIS; restructuring the OASIS tutorial;…

Relationship of tutors' group-dynamics skills to their performance ratings in problem-based learning.

PubMed

Dolmans, D H; Wolfhagen, I H; Scherpbier, A J; Vleuten, C P

2001-05-01

A tutor's performance is often investigated as a stable teacher characteristic, isolated from the context in which the tutor functions. This study investigated the influence of a tutor's group-dynamics skills in differently functioning tutorial groups on performance ratings. Students' ratings of tutors' performances collected from 75 tutorial groups at one school over four different academic years were compared with the independent variables, groups' cohesion scores and sponging scores (the degree to which some students let others do the work), and the intervening variable, tutors' group-dynamics skills. Tutors with strong group-dynamics skills were assigned mean tutor's-performance scores of 7.4 (SD = 0.8) and 8.2 (SD = 0.5), respectively, by groups scoring low and high on cohesion. Tutors with low group-dynamics skills were rated 7.0 (SD = 1.1) and 7.4 (SD = 1.1) by the same groups. The same pattern held for sponging scores. Tutors who had strong group-dynamics skills received mean tutor's-performance scores of 8.1 (SD = 0.6) and 7.4 (SD = 0.8), respectively, from groups with low and high sponging scores. Tutors with weak group-dynamics skills were scored 7.6 (SD = 1.0) and 6.9 (SD = 1.1) by the same groups. Tutors possessing group-dynamics skills were rated higher by students than were tutors who lacked these skills, irrespective of the quality of a tutorial group's performance. A tutor who evaluates tutorial-group function on a regular basis and makes appointments with students based on these evaluations is seen as performing better than a tutor who does not.

Effect of digital problem-based learning cases on student learning outcomes in ophthalmology courses.

PubMed

Kong, Jun; Li, Xiaoyan; Wang, Youdong; Sun, Wei; Zhang, Jinsong

2009-09-01

To assess the impact of digital problem-based learning (PBL) cases on student learning in ophthalmology courses. Ninety students were randomly divided into 3 classes (30 students per class). The first class studied under a didactic model. The other 2 classes were divided into 6 groups (10 students per group) and received PBL teaching; 3 groups studied via cases presented in digital form and the others studied via paper-form cases. The results of theoretical and case analysis examinations were analyzed using the chi(2) test. Student performance on the interval practice was analyzed using the Kruskal-Wallis test. Questionnaires were used to evaluate student and facilitator perceptions. Students in the digital groups exhibited better performance in the practice procedures according to tutorial evaluations compared with the other groups (P < .05). The 2 PBL classes had significantly higher mean results of theoretical and case analysis examinations (P < .001), but there was no significant difference between the 2 PBL classes. Ninety-three percent of students in the digital groups (vs 73% in the paper groups) noted that the cases greatly stimulated their interest. Introducing PBL into ophthalmology could improve educational quality and effectiveness. Digital PBL cases stimulate interest and motivate students to further improve diagnosis and problem-handling skills.

Natural language processing: an introduction.

PubMed

Nadkarni, Prakash M; Ohno-Machado, Lucila; Chapman, Wendy W

2011-01-01

To provide an overview and tutorial of natural language processing (NLP) and modern NLP-system design. This tutorial targets the medical informatics generalist who has limited acquaintance with the principles behind NLP and/or limited knowledge of the current state of the art. We describe the historical evolution of NLP, and summarize common NLP sub-problems in this extensive field. We then provide a synopsis of selected highlights of medical NLP efforts. After providing a brief description of common machine-learning approaches that are being used for diverse NLP sub-problems, we discuss how modern NLP architectures are designed, with a summary of the Apache Foundation's Unstructured Information Management Architecture. We finally consider possible future directions for NLP, and reflect on the possible impact of IBM Watson on the medical field.

Natural language processing: an introduction

PubMed Central

Ohno-Machado, Lucila; Chapman, Wendy W

2011-01-01

Objectives To provide an overview and tutorial of natural language processing (NLP) and modern NLP-system design. Target audience This tutorial targets the medical informatics generalist who has limited acquaintance with the principles behind NLP and/or limited knowledge of the current state of the art. Scope We describe the historical evolution of NLP, and summarize common NLP sub-problems in this extensive field. We then provide a synopsis of selected highlights of medical NLP efforts. After providing a brief description of common machine-learning approaches that are being used for diverse NLP sub-problems, we discuss how modern NLP architectures are designed, with a summary of the Apache Foundation's Unstructured Information Management Architecture. We finally consider possible future directions for NLP, and reflect on the possible impact of IBM Watson on the medical field. PMID:21846786

Philosophic Heuristic Instruction (PHI)--II.

ERIC Educational Resources Information Center

Coole, Walter A.

This publication contains a course outline and syllabus, self-study units, and testing materials finished and tested in the Open Classroom, an auto-tutorial learning laboratory at Skagit Valley College (Washington). This self-contained course in informal logic is organized around problem-solving strategy and a collection of modules for extensive…

The Effects of Segmentation and Personalization on Superficial and Comprehensive Strategy Instruction in Multimedia Learning Environments

ERIC Educational Resources Information Center

Doolittle, Peter

2010-01-01

Short, cause-and-effect instructional multimedia tutorials that provide learner control of instructional pace (segmentation) and verbal representations of content in a conversational tone (personalization) have been demonstrated to benefit problem solving transfer. How might a more comprehensive multimedia instructional environment focused on…

Distributed radiology clerkship for the core clinical year of medical school.

PubMed

Chew, Felix S

2002-11-01

The central role that diagnostic radiology has in the modern practice of medicine has not always been reflected in radiology's place in the curriculum. We developed a new radiology clerkship for undergraduate medical students during their core clinical year that was supported by Web technology. The assumptions underlying the design of the clerkship were that radiology is best learned from radiologists and that students are most receptive to learning radiology when it is related to concurrent patient care experiences. Beginning in May 2000, a required radiology clerkship experience was incorporated into the core clinical year at Wake Forest University School of Medicine. The core clinical year was organized into three 16-week blocks of clerkships. Two or four independent half-day radiology tutorial sessions were included with each clerkship block, and attended by all students in the block (approximately 35 students), regardless of their specific clerkship assignments. There were ten different radiology tutorials, each given three times during the year as students rotated through the clerkship blocks. Thus, each student attended a radiology tutorial session every four to eight weeks during the year. The topics covered during the tutorials were correlated with the content of the clerkship blocks and included adult and pediatric chest radiology, adult and pediatric abdominal radiology, body CT, neuroradiology, obstetric ultrasound, gynecologic ultrasound, osteoporosis, adult and pediatric fractures, mammography, and cervical spine trauma. The tutorials included pre- and post-test, lectures, case presentations, and sometimes tours of the radiology department. The educational emphasis was on pragmatic case-based learning exercises, development of verbal and visual vocabulary, and learning when and where to seek more information. To provide continuity and organization, Web-based curriculum materials were designed and implemented as a component of the clerkship. The home page of the Web site provided the schedule, faculty names, attendance and grading policies, course overview, and links to individual tutorials. The pages for individual tutorials included educational objectives, glossary of radiology terminology relevant to the subject, lecture slides and handouts, and teaching cases. All students had laptop computers and access to the academic network, but did not use them during the actual tutorial sessions. Implementation of the radiology clerkship required extensive negotiation with directors of other clerkships so that students could be released from their other responsibilities in order to attend the radiology tutorials. The radiology clerkship format has proven to be complex in its administration, with faculty and students on different schedules commuting to the radiology lecture hall from various locations. Extensive use of e-mail and communication via the Web site have been instrumental in reminding faculty and students of upcoming sessions. Preliminary evaluations have indicated that students liked the radiology sessions and learned a great deal, but disliked the scheduling and the lack of continuity. An evaluation of the curriculum and its components is ongoing.

Empirical evaluation of a virtual laboratory approach to teach lactate dehydrogenase enzyme kinetics.

PubMed

Booth, Christine; Cheluvappa, Rajkumar; Bellinson, Zack; Maguire, Danni; Zimitat, Craig; Abraham, Joyce; Eri, Rajaraman

2016-06-01

Personalised instruction is increasingly recognised as crucial for efficacious learning today. Our seminal work delineates and elaborates on the principles, development and implementation of a specially-designed adaptive, virtual laboratory. We strived to teach laboratory skills associated with lactate dehydrogenase (LDH) enzyme kinetics to 2nd-year biochemistry students using our adaptive learning platform. Pertinent specific aims were to:(1)design/implement a web-based lesson to teach lactate dehydrogenase(LDH) enzyme kinetics to 2nd-year biochemistry students(2)determine its efficacious in improving students' comprehension of enzyme kinetics(3)assess their perception of its usefulness/manageability(vLab versus Conventional Tutorial). Our tools were designed using HTML5 technology. We hosted the program on an adaptive e-learning platform (AeLP). Provisions were made to interactively impart informed laboratory skills associated with measuring LDH enzyme kinetics. A series of e-learning methods were created. Tutorials were generated for interactive teaching and assessment. The learning outcomes herein were on par with that from a conventional classroom tutorial. Student feedback showed that the majority of students found the vLab learning experience "valuable"; and the vLab format/interface "well-designed". However, there were a few technical issues with the 1st roll-out of the platform. Our pioneering effort resulted in productive learning with the vLab, with parity with that from a conventional tutorial. Our contingent discussion emphasises not only the cornerstone advantages, but also the shortcomings of the AeLP method utilised. We conclude with an astute analysis of possible extensions and applications of our methodology.

The Effectiveness of Tutorials in Behavioural Sciences for Nurses: An Action Learning Project.

ERIC Educational Resources Information Center

French, Peter; Callaghan, Patrick; Dudley-Brown, Sharon; Holroyd, Eleanor; Sellick, Ken

1998-01-01

Nursing students in behavioral science were divided as follows: 40 in 4 groups with tutorials and 20 in control groups (13 of whom did not have tutorials). Two of the four experimental groups showed significant changes in learning approach. Recommendations included reducing the number of assignments, integrating theory and practice, and having an…

Investigating Learning with an Interactive Tutorial: A Mixed-Methods Strategy

ERIC Educational Resources Information Center

de Villiers, M. R.; Becker, Daphne

2017-01-01

From the perspective of parallel mixed-methods research, this paper describes interactivity research that employed usability-testing technology to analyse cognitive learning processes; personal learning styles and times; and errors-and-recovery of learners using an interactive e-learning tutorial called "Relations." "Relations"…

Determinants of Student Satisfaction in Online Tutorial: A Study of A Distance Education Institution

ERIC Educational Resources Information Center

Harsasi, Meirani; Sutawijaya, Adrian

2018-01-01

Education system nowadays tends to utilize online learning, including in higher education. Online learning system becomes a major requirement in implementing learning process, including in Indonesia. Universitas Terbuka has implemented online learning system known as online tutorials to support the distance learning system. One interesting issue…

Web-based therapist training on cognitive behavior therapy for anxiety disorders: a pilot study.

PubMed

Kobak, Kenneth A; Craske, Michelle G; Rose, Raphael D; Wolitsky-Taylor, Kate

2013-06-01

The need for clinicians to use evidence-based practices (such as cognitive behavior therapy [CBT]) is now well recognized. However, a gap exists between the need for empirically based treatments and their availability. This is due, in part, to a shortage of clinicians formally trained on CBT. To address this problem, we developed a Web-based therapist CBT training program, to increase accessibility to this training. The program uses a two-step approach: an interactive multimedia online tutorial for didactic training on CBT concepts, followed by live remote observation through a videoconference of trainees conducting CBT, with immediate feedback in real time during critical moments to enhance learning through iterative guidance and practice. Thirty-nine clinicians from around the county completed the online didactic training and 22 completed the live remote training. Results found a significant increase in knowledge of CBT concepts and a significant increase in clinical skills, as judged by a blind rater. User satisfaction was high for both the online tutorial and the videoconference training. Utilization of CBT by trainees increased after training. Results support the acceptability and effectiveness of this Web-based approach to training.

Models of Learning in ICAI.

ERIC Educational Resources Information Center

Duchastel, P.; And Others

1989-01-01

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

A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy.

PubMed

Schoeman, J P; van Schoor, M; van der Merwe, L L; Meintjes, R A

2009-03-01

In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small-group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem-based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.

Approximating Literacy Practices in Tutorials: What Is Learned and What Matters for Teacher Preparation

ERIC Educational Resources Information Center

Hoffman, James V.; Wetzel, Melissa Mosley; Peterson, Katie

2016-01-01

In this study, we examined the learning of preservice teachers associated with the features of a literacy tutorial experience. Our qualitative study focused on the close inspection of the experiences of 7 focus cases out of the 19 preservice teachers enrolled in our program across a one-semester tutorial experience. Through our research we…

Assessing the Impact of Learning Environments on Students' Approaches to Learning: Comparing Conventional and Action Learning Designs

ERIC Educational Resources Information Center

Wilson, Keithia; Fowler, Jane

2005-01-01

This study investigated whether students' approaches to learning were influenced by the design of university courses. Pre- and post-evaluations of the approaches to learning of the same group of students concurrently enrolled in a conventional course (lectures and tutorials) and an action learning-based course (project work, learning groups) were…

Integrating Supplementary Application-Based Tutorials in the Multivariable Calculus Course

ERIC Educational Resources Information Center

Verner, I. M.; Aroshas, S.; Berman, A.

2008-01-01

This article presents a study in which applications were integrated in the Multivariable Calculus course at the Technion in the framework of supplementary tutorials. The purpose of the study was to test the opportunity of extending the conventional curriculum by optional applied problem-solving activities and get initial evidence on the possible…

Predicting Semantic Changes in Abstraction in Tutor Responses to Students

ERIC Educational Resources Information Center

Lipschultz, Michael; Litman, Diane; Katz, Sandra; Albacete, Patricia; Jordan, Pamela

2014-01-01

Post-problem reflective tutorial dialogues between human tutors and students are examined to predict when the tutor changed the level of abstraction from the student's preceding turn (i.e., used more general terms or more specific terms); such changes correlate with learning. Prior work examined lexical changes in abstraction. In this work, we…

Instructor-Designed Tutorials--Meeting the Needs of Our Students

ERIC Educational Resources Information Center

Brichta, J. P.; Bizheva, K.; Sanderson, J. H.; Holbrook, J.

2009-01-01

We have developed an easy-to-use online tutorial generator designed to allow instructors to make tutorials quickly and with a minimal learning curve. The motivation was to create a generator that would allow instructors to create tutorials as needed and possibly build up a bank of tutorials over a number of years. A key design feature of the…

Is Your Tutorial Pretty or Pretty Useless? Creating Effective Tutorials with the Principles of Multimedia Learning

ERIC Educational Resources Information Center

Rapchak, Marcia E.

2017-01-01

With the proliferation of free and easy-to-use tools to make online tutorials, many libraries have been creating online tutorials for their users. These cover everything from showing users how to navigate the databases to covering issues like copyright and evaluation. While the tutorials range from entertaining to rather dry, many of them,…

A Program That Acquires Language Using Positive and Negative Feedback.

ERIC Educational Resources Information Center

Brand, James

1987-01-01

Describes the language learning program "Acquire," which is a sample of grammar induction. It is a learning algorithm based on a pattern-matching scheme, using both a positive and negative network to reduce overgeneration. Language learning programs may be useful as tutorials for learning the syntax of a foreign language. (Author/LMO)

A Problem-Based Course in Dental Implantology.

ERIC Educational Resources Information Center

Bell, Fred A.; Hendricson, William D.

1993-01-01

A problem-based predoctoral dental implantology course at the University of Texas had small tutorial groups solve specific patient problems through discussion, individual research, clinical experience, and subsequent sharing of knowledge. Student reactions were enthusiastically positive and their performance exceeded faculty expectations.…

Peer-assisted learning: filling the gaps in basic science education for preclinical medical students.

PubMed

Sammaraiee, Yezen; Mistry, Ravi D; Lim, Julian; Wittner, Liora; Deepak, Shantal; Lim, Gareth

2016-09-01

In contrast to peer-assisted learning (PAL) in clinical training, there is scant literature on the efficacy of PAL during basic medical sciences teaching for preclinical students. A group of senior medical students aimed to design and deliver clinically oriented small-group tutorials after every module in the preclinical curriculum at a United Kingdom medical school. Twenty tutorials were delivered by senior students throughout the year to first- and second-year students. A baseline questionnaire was delivered to inform the development of the program followed by an end-point questionnaire the next year (n = 122). Quizzes were administered before and after five separate tutorials to assess changes in mean student scores. Additionally, each tutorial was evaluated via a questionnaire for participants (n = 949). All five posttutorial quizzes showed a significant improvement in mean student score (P < 0.05). Questionnaires showed students found the program to be relevant and useful for revision purposes and appreciated how tutorials contextualized basic science to clinical medicine. Students appreciated the interactive nature of the sessions and found receiving personalized feedback about their learning and consolidating information with someone familiar with the material to be useful. With the inclusion of the program, students felt there were now an adequate number of tutorials during the year. In conclusion, this study shows that senior medical students can design and deliver a program that adds value to the mostly lecture-based formal preclinical curriculum. We hope that our study can prompt further work to explore the effect of PAL on the teaching of basic sciences during preclinical studies. Copyright © 2016 The American Physiological Society.

Learning Marketing Accounting Skills in the Introductory Marketing Course: The Development, Use, and Acceptance of a Self-Study Tutorial

ERIC Educational Resources Information Center

Chen, Yi Ju; Greenberg, Barnett; Dickson, Peter; Goodrich, Jonathan

2012-01-01

A self-study tutorial designed to teach, through a learning-by-doing application, how important marketing accounting is to the whole firm, and why every business graduate should have a solid understanding of marketing accounting is tested using an exam and satisfaction survey. Performance on the exam and satisfaction with the tutorial depended…

Learning French through Ethnolinguistic Activities and Individual Support

ERIC Educational Resources Information Center

Lafond, Celia; Bovey, Nadia Spang

2013-01-01

For the last six years, the university has been offering a Tutorial Programme for learning French, combining intensive courses and highly individualised learning activities. The programme is based on an ethnolinguistic approach and it is continuously monitored. It aims at rapid progress through contact with the local population, real-life…

The Effect of a Multimedia Learning Environment on the Knowledge, Attitude, Confidence, and Skill of Dental Hygiene Students

ERIC Educational Resources Information Center

Stegeman, Cynthia A.

2011-01-01

The purpose of this study was to compare the effects of a student-centered, interactive, case-based, multimedia learning environment to a traditional tutorial-based, multimedia learning environment on second-year dental hygiene students (n = 29). Surveys were administered at four points to measure attainment and retention of knowledge, attitude,…

Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain.

PubMed

Groth, Michael; Barthe, Käthe Greta; Riemer, Martin; Ernst, Marielle; Herrmann, Jochen; Fiehler, Jens; Buhk, Jan-Hendrik

2018-04-01

 To compare the learning benefit of three different teaching strategies on the interpretation of emergency cerebral computed tomography (CT) pathologies by medical students.  Three groups of students with different types of teaching (e-learning, interactive teaching, and standard curricular education in neuroradiology) were tested with respect to the detection of seven CT pathologies. The test results of each group were compared for each CT pathology using the chi-square test. A p-value ≤ 0.05 was considered to be significant.  Opposed to the results of the comparison group (curricular education), the e-learning group and interactive teaching tutorial group both showed a significantly better performance in detecting hyperdense middle cerebral artery sign (p = 0.001 and p < 0.0001) as well as subarachnoid hemorrhage (p = 0.03 and p = 0.001) on CT. Moreover, an increase in performance for the detection of subdural hematoma and skull fracture could be observed for both the interactive teaching group and the e-learning group, with statistical significance in the latter (p = 0.03 and p < 0.0001, respectively). No statistically significant differences were found for the detection of intracranial and epidural hemorrhage, as well as midline shift, among the groups studied.  Our study demonstrates potential learning benefits for both the interactive teaching tutorial and e-learning module group with respect to reading CT scans with slightly different advantages. Thus, the introduction of new learning methods in radiological education might be reasonable at an undergraduate stage but requires learning content-based considerations.   · E-learning can offer benefits regarding the reading of cerebral CT scans by students. · Interactive tutorial can offer benefits regarding the reading of cerebral CT scans by students. · E-learning and interactive tutorial feature different strengths for student learning in radiology. · Application of interactive teaching methods in radiology requires learning content-based considerations. · Groth M, Barthe KG, Riemer M et al. Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain. Fortschr Röntgenstr 2017; 190: 334 - 340. © Georg Thieme Verlag KG Stuttgart · New York.

Nursing students evaluation of problem based learning and the impact of culture on the learning process and outcomes: a pilot project.

PubMed

Al-Kloub, Manal Ibrahim; Salameh, Taghreed Nayel; Froelicher, Erika Sivarajan

2014-03-01

This study evaluates students' learning experiences in a clinical pediatric nursing course adopting Problem Based Learning (PBL) and investigates how students' cultural background impacts on self directed learning. A mixed-methods approach combining quantitative and qualitative methods was utilized to answer the research objectives. An observational technique for the PBL teaching sessions was employed; and 226 third-year students were asked to complete PBL evaluation questionnaire. Fifty seven percent (n = 130) responses to the questionnaire were analyzed. Overall, students considered PBL to be moderately effective in their learning experience, with a mean of 3.64 (S.D = 1.18). Students qualitative responses fell within four thematic categories including: developing cognitive abilities, independent learning, motivation to learn, and group learning. Difficulties encountered by students were: it is time-consuming, it has unclear objectives, it is a stressful process, and it results in an increased workload. A small number of students indicated that PBL tutorials were boring and complained about lack of contribution from instructors and limited recourses. Learning is intertwined with culture; students' previous educational experiences, uncertainty, English language proficiency, computer resources, gender, and achievement were identified as the most important cultural issues that impact the learning process and outcomes. Successful implementation of PBL does not come easily; teachers should be alert to the issues of culture in designing curriculum. Copyright © 2013 Elsevier Ltd. All rights reserved.

Math remediation intervention for student success in the algebra-based introductory physics course

NASA Astrophysics Data System (ADS)

Forrest, Rebecca L.; Stokes, Donna W.; Burridge, Andrea B.; Voight, Carol D.

2017-12-01

Pretesting and early intervention measures to identify and remediate at-risk students were implemented in algebra-based introductory physics to help improve student success rates. Pretesting via a math and problem-solving diagnostic exam administered at the beginning of the course was employed to identify at-risk students based on their scores. At-risk students were encouraged to utilize an online math tutorial to increase their chances of passing the course. The tutorial covers the same math topics covered by the diagnostic exam. Results from 643 students enrolled in the course showed that the 61 at-risk students who successfully completed the math tutorial increased their odds of passing the course by roughly 4 times those of the at-risk students who did not. This intervention is easily implemented, short term, and can be administered concurrently with the course. Based on these results, the Department of Physics has implemented the math tutorials in all sections of the introductory algebra as well as the calculus-based physics courses.

Is a PBL curriculum a better nutrient medium for student-generated learning issues than a PBL island?

PubMed

Gehlhar, K; Wüller, A; Lieverscheidt, H; Fischer, M R; Schäfer, T

2010-12-01

Problem based learning (PBL) is often introduced in curricula in form of short segments. In the literature the value of these PBL-islands is doubted. In order to gain more insight in this curricular approach, we compared student generated learning issues, from a 7-week PBL-island introduced in a traditional curriculum (PBL-I), with the gold standard of a PBL-based model-curriculum (PBL-B) existing in parallel at the same University (Ruhr-University Bochum, Germany). Both tracks use five identical PBL-cases. Thousand seven hundred and three student-generated learning issues of 252 tutorial groups (193 PBL-I and 59 PBL-B groups with six to seven students per group) were analysed in seven different categories. Results showed that overall there were no substantial differences between both curricula. PBL-B students generated more problem-related and less basic science clinical learning issues than PBL-I students, but in both groups learning issues were related to the same number of different subjects. Furthermore, students in the PBL-curriculum tend to generate little less but slightly better phrased issues. Taken together, we found no substantial evidence with respect to student-generated learning issues that could prove that students cannot work with the PBL-method, even if it is introduced later in the curriculum and last only for a short period of time.

Can More Become Less? Effects of an Intensive Assessment Environment on Students' Learning Performance

ERIC Educational Resources Information Center

Khawaja, M. Asif; Prusty, Gangadhara B.; Ford, Robin A. J.; Marcus, Nadine; Russell, Carol

2013-01-01

Online interactive systems offer the beguiling prospect of an improved environment for learning at minimum extra cost. We have developed online interactive tutorials that adapt the learning environment to the current learning status of each individual student. These Adaptive Tutorials (ATs) modify the tasks given to each student according to their…

An examination of student attitudes and understanding of exponential functions using interactive instructional multimedia

NASA Astrophysics Data System (ADS)

Singleton, Cynthia M.

The purpose of this study was to examine students' attitudes and understanding of exponential functions using InterAct Math, a mathematics tutorial software. The researcher used a convenience sampling of a total of 78 students from two intact pre-calculus classes; the students in the experimental group totaled 41 and the control group totaled 37. The two groups were exposed to the same curriculum content taught by the same instructor, the researcher. The experimental group used the mathematics tutorial software as an integral part of the instructional delivery. The control group used traditional instruction without integration of the educational technology. Data were collected during a two week span using a mixed-methodology to address the major research questions: (1) Is there a statistically significant difference in the mean achievement test scores between the experimental and the control groups? (2) Is there a statistically significant difference in students' attitudes toward learning mathematics between the experimental group and the control group? The researcher utilized paired t-tests and independent t-tests as statistical methods to evaluate the effectiveness of the intervention and to establish whether there was a significant difference between the experimental and control groups. Based on the analyses of the quantitative data, it was established that the students who received the InterAct Math tutorial (experimental group) did not perform better than the control group on exponential functions, graphs and applications. However, the quantitative part of the study (Aiken-Dreger Mathematics Attitude Scale) revealed that, while students in the experimental and control groups started with similar attitudes about mathematics and the integration of technology, their attitudes were significantly different at the conclusion of the study. The fear of mathematics was reduced for the experimental group at the end of the study, and their enjoyment of the subject matter was increased as a result of the intervention. No significant difference was reported concerning attitudes toward fear and enjoyment of learning mathematics for the control group. The researcher concluded that the use of InterAct Math tutorial software as part of the instructional delivery was beneficial and contributed to a positive attitude change. Other qualitative data obtained from the unstructured interviews of the treatment group supported these findings and reported that the change in attitudes was attributable to the use of the InterAct software in the instructional delivery of the course. The researcher concluded that the results of the study did not provide evidence that InterAct Math software could be credited with producing better learning outcomes. However, it appears that the InterAct Math tutorial software is an effective tutorial tool in promoting positive change in students' attitudes toward learning mathematics; thus, it is an effective tool for mathematics instruction. Based on the above results, it was concluded that the InterAct Math tutorial is an effective tutorial tool in promoting positive attitude change in students toward learning mathematics.

ChemVoyage: A Web-Based, Simulated Learning Environment with Scaffolding and Linking Visualization to Conceptualization

ERIC Educational Resources Information Center

McRae, Christopher; Karuso, Peter; Liu, Fei

2012-01-01

The Web is now a standard tool for information access and dissemination in higher education. The prospect of Web-based, simulated learning platforms and technologies, however, remains underexplored. We have developed a Web-based tutorial program (ChemVoyage) for a third-year organic chemistry class on the topic of pericyclic reactions to…

Improvement of The Ability of Junior High School Students Thinking Through Visual Learning Assisted Geo gbra Tutorial

NASA Astrophysics Data System (ADS)

Elvi, M.; Nurjanah

2017-02-01

This research is distributed on the issue of the lack of visual thinking ability is a must-have basic ability of students in learning geometry. The purpose of this research is to investigate and elucide: 1) the enhancement of visual thinking ability of students to acquire learning assisted with geogebra tutorial learning: 2) the increase in visual thinking ability of students who obtained a model of learning assisted with geogebra and students who obtained a regular study of KAM (high, medium, and low). This research population is grade VII in Bandung Junior High School. The instruments used to collect data in this study consisted of instruments of the test and the observation sheet. The data obtained were analyzed using the test average difference i.e. Test-t and ANOVA Test one line to two lines. The results showed that: 1) the attainment and enhancement of visual thinking ability of students to acquire learning assisted geogebra tutorial better than students who acquire learning; 2) there may be differences of visual upgrade thinking students who acquire the learning model assisted with geogebra tutorial earn regular learning of KAM (high, medium and low).

The profile of problem-solving ability of students of distance education in science learning

NASA Astrophysics Data System (ADS)

Widiasih; Permanasari, A.; Riandi; Damayanti, T.

2018-05-01

This study aims to analyze the students' problem-solving ability in science learning and lesson-planning ability. The method used is descriptive-quantitative. The subjects of the study were undergraduate students of Distance Higher Education located in Serang, majoring in Primary Teacher Education in-service training. Samples were taken thoroughly from 2 groups taking the course of Science Learning in Primary School in the first term of 2017, amounted to 39 students. The technique of data collection used is essay test of problem solving from case study done at the beginning of lecture in February 2017. The results of this research can be concluded that In-service Training of Primary School Teacher Education Program are categorized as quite capable (score 66) in solving science learning problem and planning science lesson. Therefore, efforts need to be done to improve the ability of students in problem solving, for instance through online tutorials with the basis of interactive discussions.

Procedures can be learned on the Web: a randomized study of ultrasound-guided vascular access training.

PubMed

Chenkin, Jordan; Lee, Shirley; Huynh, Thien; Bandiera, Glen

2008-10-01

Web-based learning has several potential advantages over lectures, such as anytime-anywhere access, rich multimedia, and nonlinear navigation. While known to be an effective method for learning facts, few studies have examined the effectiveness of Web-based formats for learning procedural skills. The authors sought to determine whether a Web-based tutorial is at least as effective as a didactic lecture for learning ultrasound-guided vascular access (UGVA). Participating staff emergency physicians (EPs) and junior emergency medicine (EM) residents with no UGVA experience completed a precourse test and were randomized to either a Web-based or a didactic group. The Web-based group was instructed to use an online tutorial and the didactic group attended a lecture. Participants then practiced on simulators and live models without any further instruction. Following a rest period, participants completed a four-station objective structured clinical examination (OSCE), a written examination, and a postcourse questionnaire. Examination results were compared using a noninferiority data analysis with a 10% margin of difference. Twenty-one residents and EPs participated in the study. There were no significant differences in mean OSCE scores (absolute difference = -2.8%; 95% confidence interval [CI] = -9.3% to 3.8%) or written test scores (absolute difference = -1.4%; 95% CI = -7.8% to 5.0%) between the Web group and the didactic group. Both groups demonstrated similar improvements in written test scores (26.1% vs. 25.8%; p = 0.95). Ninety-one percent (10/11) of the Web group and 80% (8/10) of the didactic group participants found the teaching format to be effective (p = 0.59). Our Web-based tutorial was at least as effective as a traditional didactic lecture for teaching the knowledge and skills essential for UGVA. Participants expressed high satisfaction with this teaching technology. Web-based teaching may be a useful alternative to didactic teaching for learning procedural skills.

Interprofessional peer-assisted learning as a low-threshold course for joint learning: Evaluation results of the interTUT Project.

PubMed

Reichel, Kathrin; Dietsche, Stefan; Hölzer, Henrike; Ewers, Michael

2016-01-01

The delivery of needs-based health care services requires a team-based and collaborative approach of different health professionals, which is not yet sufficienctliy implemented on a day to day basis. Interprofessional learning activities aim to respond to this in future. The cross-university pilot project interTUT used peer-assisted learning approaches and extracurricular tutorials in order address this issue. During the pilot phase, eight students and trainees have been acquired. Together, they prepared and led four extracurricular tutorials on core topics of interprofessional cooperation and documented them in procedure manuals. The course was evaluated using a standardized participant survey (n=72) and two focus groups (n=3, n=5) in which participants were asked to reflect on their individual learning experiences. Descriptive statistics were used to analyze the survey data and the focus group material was interpreted using qualitative content analysis. The results indicated a high level of satisfaction, acceptance of and further demand for peer-supported learning activities. The students and trainees reported changed attitudes and subjective knowledge growth regarding the other professional groups. The constructive learning atmosphere as well as having access to a forum for interprofessional exchange were equally valued. Extracurricular tutorials offer a low-threshold and very promising point of contact for the facilitation of interprofessional teaching and learning. However, this should be viewed against the background that, as part of the pilot project, only a small number of students and trainees who were already interested in the topic could be reached by this optional course. A comprehensive, long-term trial of this teaching and learning format, its linkage to curricular courses, and further research on its education-specific and practice-related effects are, therefore, necessary.

Interprofessional peer-assisted learning as a low-threshold course for joint learning: Evaluation results of the interTUT Project

PubMed Central

Reichel, Kathrin; Dietsche, Stefan; Hölzer, Henrike; Ewers, Michael

2016-01-01

Background and objective: The delivery of needs-based health care services requires a team-based and collaborative approach of different health professionals, which is not yet sufficienctliy implemented on a day to day basis. Interprofessional learning activities aim to respond to this in future. The cross-university pilot project interTUT used peer-assisted learning approaches and extracurricular tutorials in order address this issue. Methodology: During the pilot phase, eight students and trainees have been acquired. Together, they prepared and led four extracurricular tutorials on core topics of interprofessional cooperation and documented them in procedure manuals. The course was evaluated using a standardized participant survey (n=72) and two focus groups (n=3, n=5) in which participants were asked to reflect on their individual learning experiences. Descriptive statistics were used to analyze the survey data and the focus group material was interpreted using qualitative content analysis. Results: The results indicated a high level of satisfaction, acceptance of and further demand for peer-supported learning activities. The students and trainees reported changed attitudes and subjective knowledge growth regarding the other professional groups. The constructive learning atmosphere as well as having access to a forum for interprofessional exchange were equally valued. Conclusions: Extracurricular tutorials offer a low-threshold and very promising point of contact for the facilitation of interprofessional teaching and learning. However, this should be viewed against the background that, as part of the pilot project, only a small number of students and trainees who were already interested in the topic could be reached by this optional course. A comprehensive, long-term trial of this teaching and learning format, its linkage to curricular courses, and further research on its education-specific and practice-related effects are, therefore, necessary. PMID:27280141

Measuring the Impact of Inquiry-Based Learning on Outcomes and Student Satisfaction

ERIC Educational Resources Information Center

Zafra-Gómez, José Luis; Román-Martínez, Isabel; Gómez-Miranda, María Elena

2015-01-01

The aim of this study is to determine the impact of inquiry-based learning (IBL) on students' academic performance and to assess their satisfaction with the process. Linear and logistic regression analyses show that examination grades are positively related to attendance at classes and tutorials; moreover, there is a positive significant…

[Tutorial functions in 1st level nursing masters: cognitive study].

PubMed

Sarli, Maria Pompea; Burrai, Francesco; Cicolini, Giancarlo

2009-01-01

Tutorial functions are becoming increasingly more respondent to the requirements of student-based training. On the basis of national and international experiences, some active learning methods seem to be suitable for tutoring. Both basic and post-basic training can be directed towards satisfying the requirements of a society that is continually changing , forming professionals who are able to guarantee and maintain suitable levels of skill.In this study the results of a cognitive study, performed in various Italian universities where Masters in Nursing have already been implemented, are described. In particular, these results have shown the need for tutorial teaching methods that actively involve students in the training process.

Designing Tutorial Modalities and Strategies for Digital Games: Lessons from Education

ERIC Educational Resources Information Center

White, Matthew M.

2012-01-01

Contemporary digital games do little to help novice and disadvantaged players wanting to learn to play. The novice-expert divide is a significant barrierfor entry for disadvantaged groups who want to play digital games; this is especially true for women (Jenson, Fisher, & De Castell, 2011). In response to this problem, three new tutorial…

Technology Support for Discussion Based Learning: From Computer Supported Collaborative Learning to the Future of Massive Open Online Courses

ERIC Educational Resources Information Center

Rosé, Carolyn Penstein; Ferschke, Oliver

2016-01-01

This article offers a vision for technology supported collaborative and discussion-based learning at scale. It begins with historical work in the area of tutorial dialogue systems. It traces the history of that area of the field of Artificial Intelligence in Education as it has made an impact on the field of Computer-Supported Collaborative…

Quantum Interactive Learning Tutorial on the Double-Slit Experiment to Improve Student Understanding of Quantum Mechanics

ERIC Educational Resources Information Center

Sayer, Ryan; Maries, Alexandru; Singh, Chandralekha

2017-01-01

Learning quantum mechanics is challenging, even for upper-level undergraduate and graduate students. Research-validated interactive tutorials that build on students' prior knowledge can be useful tools to enhance student learning. We have been investigating student difficulties with quantum mechanics pertaining to the double-slit experiment in…

The effect of directive tutor guidance on students' conceptual understanding of statistics in problem-based learning.

PubMed

Budé, Luc; van de Wiel, Margaretha W J; Imbos, Tjaart; Berger, Martijn P F

2011-06-01

Education is aimed at students reaching conceptual understanding of the subject matter, because this leads to better performance and application of knowledge. Conceptual understanding depends on coherent and error-free knowledge structures. The construction of such knowledge structures can only be accomplished through active learning and when new knowledge can be integrated into prior knowledge. The intervention in this study was directed at both the activation of students as well as the integration of knowledge. Undergraduate university students from an introductory statistics course, in an authentic problem-based learning (PBL) environment, were randomly assigned to conditions and measurement time points. In the PBL tutorial meetings, half of the tutors guided the discussions of the students in a traditional way. The other half guided the discussions more actively by asking directive and activating questions. To gauge conceptual understanding, the students answered open-ended questions asking them to explain and relate important statistical concepts. Results of the quantitative analysis show that providing directive tutor guidance improved understanding. Qualitative data of students' misconceptions seem to support this finding. Long-term retention of the subject matter seemed to be inadequate. ©2010 The British Psychological Society.

Knowledge of quality performance measures associated with endoscopy among gastroenterology trainees and the impact of a web-based intervention.

PubMed

Thompson, Jennifer S; Lebwohl, Benjamin; Syngal, Sapna; Kastrinos, Fay

2012-07-01

Knowledge of quality measures in endoscopy among trainees is unknown. To assess knowledge of endoscopy-related quality indicators among U.S. trainees and determine whether it improves with a Web-based intervention. Randomized, controlled study. Multicenter. This study involved trainees identified from the American Society for Gastrointestinal Endoscopy membership database. Participants were invited to complete an 18-question online test. Respondents were randomized to receive a Web-based tutorial (intervention) or not. The test was readministered 6 weeks after randomization to determine the intervention's impact. Baseline knowledge of endoscopy-related quality indicators and impact of the tutorial. A total of 347 of 1220 trainees (28%) completed the test; the mean percentage of correct responses was 55%. For screening colonoscopy, 44% knew the adenoma detection rate benchmark, 42% identified the cecal intubation rate goal, and 74% knew the recommended minimum withdrawal time. A total of 208 of 347 trainees (59%) completed the second test; baseline scores were similar for the tutorial (n = 106) and no tutorial (n = 102) groups (56.4% vs 56.9%, respectively). Scores improved after intervention for the tutorial group (65%, P = .003) but remained unchanged in the no tutorial group. On multivariate analysis, each additional year in training (odds ratio [OR] 2.3; 95% confidence interval [CI], 1.5-3.4), training at an academic institution (OR 2.6; 95% CI, 1.1-6.3), and receiving the tutorial (OR 3.2; 95% CI, 1.7-5.9) were associated with scores in the upper tertile. Low response rate. Knowledge of endoscopy-related quality performance measures is low among trainees but can improve with a Web-based tutorial. Gastroenterology training programs may need to incorporate a formal didactic curriculum to supplement practice-based learning of quality standards in endoscopy. Copyright © 2012 American Society for Gastrointestinal Endoscopy. Published by Mosby, Inc. All rights reserved.

Knowledge of quality performance measures associated with endoscopy among gastroenterology trainees and the impact of a web-based intervention

PubMed Central

Thompson, Jennifer S.; Lebwohl, Benjamin; Syngal, Sapna; Kastrinos, Fay

2013-01-01

Background Knowledge of quality measures in endoscopy among trainees is unknown. Objective To assess knowledge of endoscopy-related quality indicators among U.S. trainees and determine whether it improves with a Web-based intervention. Design Randomized, controlled study. Setting Multicenter. Participants This study involved trainees identified from the American Society for Gastrointestinal Endoscopy membership database. Intervention Participants were invited to complete an 18-question online test. Respondents were randomized to receive a Web-based tutorial (intervention) or not. The test was readministered 6 weeks after randomization to determine the intervention’s impact. Main Outcome Measurements Baseline knowledge of endoscopy-related quality indicators and impact of the tutorial. Results A total of 347 of 1220 trainees (28%) completed the test; the mean percentage of correct responses was 55%. For screening colonoscopy, 44% knew the adenoma detection rate benchmark, 42% identified the cecal intubation rate goal, and 74% knew the recommended minimum withdrawal time. A total of 208 of 347 trainees (59%) completed the second test; baseline scores were similar for the tutorial (n = 106) and no tutorial (n = 102) groups (56.4% vs 56.9%, respectively). Scores improved after intervention for the tutorial group (65%, P = .003) but remained unchanged in the no tutorial group. On multivariate analysis, each additional year in training (odds ratio [OR] 2.3; 95% confidence interval [CI], 1.5–3.4), training at an academic institution (OR 2.6; 95% CI, 1.1–6.3), and receiving the tutorial (OR 3.2; 95% CI, 1.7–5.9) were associated with scores in the upper tertile. Limitations Low response rate. Conclusion Knowledge of endoscopy-related quality performance measures is low among trainees but can improve with a Web-based tutorial. Gastroenterology training programs may need to incorporate a formal didactic curriculum to supplement practice-based learning of quality standards in endoscopy. (Gastrointest Endosc 2012;76:100–6.) PMID:22421498

Development and evaluation of a multimedia e-learning resource for electrolyte and acid-base disorders.

PubMed

Davids, Mogamat Razeen; Chikte, Usuf M E; Halperin, Mitchell L

2011-09-01

This article reports on the development and evaluation of a Web-based application that provides instruction and hands-on practice in managing electrolyte and acid-base disorders. Our teaching approach, which focuses on concepts rather than details, encourages quantitative analysis and a logical problem-solving approach. Identifying any dangers to the patient is a vital first step. Concepts such as an "appropriate response" to a given perturbation and the need for electroneutrality in body fluids are used repeatedly. Our Electrolyte Workshop was developed using Flash and followed an iterative design process. Two case-based tutorials were built in this first phase, with one tutorial including an interactive treatment simulation. Users select from a menu of therapies and see the impact of their choices on the patient. Appropriate text messages are displayed, and changes in body compartment sizes, brain size, and plasma sodium concentrations are illustrated via Flash animation. Challenges encountered included a shortage of skilled Flash developers, budgetary constraints, and challenges in communication between the authors and the developers. The application was evaluated via user testing by residents and specialists in internal medicine. Satisfaction was measured with a questionnaire based on the System Usability Scale. The mean System Usability Scale score was 78.4 ± 13.8, indicating a good level of usability. Participants rated the content as being scientifically sound; they liked the teaching approach and felt that concepts were conveyed clearly. They indicated that the application held their interest, that it increased their understanding of hyponatremia, and that they would recommend this learning resource to others.

Improving students' understanding of quantum mechanics

NASA Astrophysics Data System (ADS)

Zhu, Guangtian

2011-12-01

Learning physics is challenging at all levels. Students' difficulties in the introductory level physics courses have been widely studied and many instructional strategies have been developed to help students learn introductory physics. However, research shows that there is a large diversity in students' preparation and skills in the upper-level physics courses and it is necessary to provide scaffolding support to help students learn advanced physics. This thesis explores issues related to students' common difficulties in learning upper-level undergraduate quantum mechanics and how these difficulties can be reduced by research-based learning tutorials and peer instruction tools. We investigated students' difficulties in learning quantum mechanics by administering written tests and surveys to many classes and conducting individual interviews with a subset of students. Based on these investigations, we developed Quantum Interactive Learning Tutorials (QuILTs) and peer instruction tools to help students build a hierarchical knowledge structure of quantum mechanics through a guided approach. Preliminary assessments indicate that students' understanding of quantum mechanics is improved after using the research-based learning tools in the junior-senior level quantum mechanics courses. We also designed a standardized conceptual survey that can help instructors better probe students' understanding of quantum mechanics concepts in one spatial dimension. The validity and reliability of this quantum mechanics survey is discussed.

Collaborative diagramming during problem based learning in medical education: Do computerized diagrams support basic science knowledge construction?

PubMed

De Leng, Bas; Gijlers, Hannie

2015-05-01

To examine how collaborative diagramming affects discussion and knowledge construction when learning complex basic science topics in medical education, including its effectiveness in the reformulation phase of problem-based learning. Opinions and perceptions of students (n = 70) and tutors (n = 4) who used collaborative diagramming in tutorial groups were collected with a questionnaire and focus group discussions. A framework derived from the analysis of discourse in computer-supported collaborative leaning was used to construct the questionnaire. Video observations were used during the focus group discussions. Both students and tutors felt that collaborative diagramming positively affected discussion and knowledge construction. Students particularly appreciated that diagrams helped them to structure knowledge, to develop an overview of topics, and stimulated them to find relationships between topics. Tutors emphasized that diagramming increased interaction and enhanced the focus and detail of the discussion. Favourable conditions were the following: working with a shared whiteboard, using a diagram format that facilitated distribution, and applying half filled-in diagrams for non-content expert tutors and\\or for heterogeneous groups with low achieving students. The empirical findings in this study support the findings of earlier more descriptive studies that diagramming in a collaborative setting is valuable for learning complex knowledge in medicine.

An investigation into introductory astronomy students' difficulties with cosmology, and the development, validation, and efficacy of a new suite of cosmology lecture-tutorials

NASA Astrophysics Data System (ADS)

Wallace, Colin S.

This study reports the results of the first systematic investigation into Astro 101 students' conceptual and reasoning difficulties with cosmology. We developed four surveys with which we measured students' conceptual knowledge of the Big Bang, the expansion and evolution of the universe, and the evidence for dark matter. Our classical test theory and item response theory analyses of over 2300 students' pre- and post-instruction responses, combined with daily classroom observations, videotapes of students working in class, and one-on-one semi-structured think-aloud interviews with nineteen Astro 101 students, revealed several common learning difficulties. In order to help students overcome these difficulties, we used our results to inform the development of a new suite of cosmology lecture-tutorials. In our initial testing of the new lecture-tutorials at the University of Colorado at Boulder and the University of Arizona, we found many cases in which students who used the lecture-tutorials achieved higher learning gains (as measured by our surveys) at statistically significant levels than students who did not. Subsequent use of the lecture-tutorials at a variety of colleges and universities across the United States produced a wide range of learning gains, suggesting that instructors' pedagogical practices and implementations of the lecture-tutorials significantly affect whether or not students achieve high learning gains.

miRNAtools: Advanced Training Using the miRNA Web of Knowledge.

PubMed

Stępień, Ewa Ł; Costa, Marina C; Enguita, Francisco J

2018-02-16

Micro-RNAs (miRNAs) are small non-coding RNAs that act as negative regulators of the genomic output. Their intrinsic importance within cell biology and human disease is well known. Their mechanism of action based on the base pairing binding to their cognate targets have helped the development not only of many computer applications for the prediction of miRNA target recognition but also of specific applications for functional assessment and analysis. Learning about miRNA function requires practical training in the use of specific computer and web-based applications that are complementary to wet-lab studies. In order to guide the learning process about miRNAs, we have created miRNAtools (http://mirnatools.eu), a web repository of miRNA tools and tutorials. This article compiles tools with which miRNAs and their regulatory action can be analyzed and that function to collect and organize information dispersed on the web. The miRNAtools website contains a collection of tutorials that can be used by students and tutors engaged in advanced training courses. The tutorials engage in analyses of the functions of selected miRNAs, starting with their nomenclature and genomic localization and finishing with their involvement in specific cellular functions.

Characterizing representational learning: A combined simulation and tutorial on perturbation theory

NASA Astrophysics Data System (ADS)

Kohnle, Antje; Passante, Gina

2017-12-01

Analyzing, constructing, and translating between graphical, pictorial, and mathematical representations of physics ideas and reasoning flexibly through them ("representational competence") is a key characteristic of expertise in physics but is a challenge for learners to develop. Interactive computer simulations and University of Washington style tutorials both have affordances to support representational learning. This article describes work to characterize students' spontaneous use of representations before and after working with a combined simulation and tutorial on first-order energy corrections in the context of quantum-mechanical time-independent perturbation theory. Data were collected from two institutions using pre-, mid-, and post-tests to assess short- and long-term gains. A representational competence level framework was adapted to devise level descriptors for the assessment items. The results indicate an increase in the number of representations used by students and the consistency between them following the combined simulation tutorial. The distributions of representational competence levels suggest a shift from perceptual to semantic use of representations based on their underlying meaning. In terms of activity design, this study illustrates the need to support students in making sense of the representations shown in a simulation and in learning to choose the most appropriate representation for a given task. In terms of characterizing representational abilities, this study illustrates the usefulness of a framework focusing on perceptual, syntactic, and semantic use of representations.

Comparing the Effectiveness of Self-Learning Java Workshops with Traditional Classrooms

ERIC Educational Resources Information Center

Eranki, Kiran L. N.; Moudgalya, Kannan M.

2016-01-01

In this work, we study the effectiveness of a method called Spoken Tutorial, which is a candidate technique for self-learning. The performance of college students who self-learned Java through the Spoken Tutorial method is found to be better than that of conventional learners. Although the method evaluated in this work helps both genders, females…

The MAGIC of Web Tutorials: How One Library (Re)Focused Its Delivery of Online Learning Objects on Users

ERIC Educational Resources Information Center

Hess, Amanda Nichols

2013-01-01

Oakland University (OU) Libraries undertook an assessment of how to leverage its resources to make online tutorials more focused on users' needs. A multi-part assessment process reconsidered Web tutorials offerings through the lenses of faculty and staff feedback, literature review, and an analysis of other universities' online tutorial offerings.…

Integration of evidence-based practice in bedside teaching paediatrics supported by e-learning.

PubMed

Potomkova, Jarmila; Mihal, Vladimir; Zapletalova, Jirina; Subova, Dana

2010-03-01

Bedside teaching with evidence-based practice elements, supported by e-learning activities, can play an important role in modern medical education. Teachers have to incorporate evidence from the medical literature to increase student motivation and interactivity. An integral part of the medical curricula at Palacky University Olomouc (Czech Republic) are real paediatric scenarios supplemented with a review of current literature to enhance evidence-based bedside teaching & learning. Searching for evidence is taught through librarian-guided interactive hands-on sessions and/or web-based tutorials followed by clinical case presentations and feedback. Innovated EBM paediatric clerkship demonstrated students' preferences towards web-based interactive bedside teaching & learning. In two academic years (2007/2008, 2008/2009), learning-focused feedback from 106 and 131 students, resp. was obtained about their attitudes towards evidence-based bedside teaching. The assessment included among others the overall level of instruction, quality of practical evidence-based training, teacher willingness and impact of instruction on increased interest in the specialty. There was some criticism about excessive workload. A parallel survey was carried out on the perceived values of different forms of information skills training (i.e. demonstration, online tutorials, and librarian-guided interactive search sessions) and post-training self-reported level of search skills. The new teaching/learning paediatric portfolio is a challenge for further activities, including effective knowledge translation, continuing medical & professional development of teachers, and didactic, clinically integrated teaching approaches.

Understanding the effects of time on collaborative learning processes in problem based learning: a mixed methods study.

PubMed

Hommes, J; Van den Bossche, P; de Grave, W; Bos, G; Schuwirth, L; Scherpbier, A

2014-10-01

Little is known how time influences collaborative learning groups in medical education. Therefore a thorough exploration of the development of learning processes over time was undertaken in an undergraduate PBL curriculum over 18 months. A mixed-methods triangulation design was used. First, the quantitative study measured how various learning processes developed within and over three periods in the first 1,5 study years of an undergraduate curriculum. Next, a qualitative study using semi-structured individual interviews focused on detailed development of group processes driving collaborative learning during one period in seven tutorial groups. The hierarchic multilevel analyses of the quantitative data showed that a varying combination of group processes developed within and over the three observed periods. The qualitative study illustrated development in psychological safety, interdependence, potency, group learning behaviour, social and task cohesion. Two new processes emerged: 'transactive memory' and 'convergence in mental models'. The results indicate that groups are dynamic social systems with numerous contextual influences. Future research should thus include time as an important influence on collaborative learning. Practical implications are discussed.

FUNdamentals: A Research-Based, Phonics Tutorial Learn To Read Program. [Educational Kit].

ERIC Educational Resources Information Center

Eller, Jeanie

FUNdamentals puts the "FUN" back in learning for all age groups. FUNdamentals is an intensive, systematic phonics learn-to-read program that helps improve comprehension, spelling, and penmanship. It is designed for use by every age group. Formulated for use with learners from preschool through adult ages, FUNdamentals is the key to…

The student tutor experience in a problem-based learning course: A case study

NASA Astrophysics Data System (ADS)

Moore, Tricia Susan

This case study, conducted from an interpretive paradigm, illuminates contextual factors related to the tutor experience when senior undergraduate dental hygiene students served as tutors for beginning undergraduate dental hygiene students, or sophomores, in a 1-semester, 2-hour long problem-based learning (PBL) course in a Baccalaureate Dental Hygiene (BDH) curriculum during the spring semester of 2008. Data were collected using various sources and methods. Six tutors and three administrators were interviewed, tutees completed an anonymous questionnaire, the tutorial process and tutor training sessions were observed, and related documents were examined. Data analysis included open and axial coding, creation of tutor profiles, and identification of patterns. Tutor behaviors varied with respect to the nature of intervention (e.g., telling, asking, clarifying, acknowledging), emphasis (process, content, social), and facilitation style (directive, suggestive, empowering). Patterns in tutor behavior and attitudes emerged related to comfort and growth, persistence and lenience, and compliance, resistance, and innovation. Differences in tutor understanding and perception of their role and the purpose of PBL influenced the role the tutor assumed. Other factors that influenced tutor behavior included tutor intentions, tutor training, and environmental factors such as the nature of problems, allotted time, and tutorial group characteristics. The influence of these factors can be understood by applying Fishbein's integrated model of behavior prediction (Fishbein, 2008). Tutor training included experiencing the PBL student role, attending class, and sharing experiences with other tutors in weekly seminar sessions facilitated by a tutor supervisor. Tutor's gained confidence, knowledge, skills, and friendship. They also had the opportunity to see things from a new perspective, that of a teacher encouraging self-direction rather than a student depending on others for direction. I suggest that the PBL tutor role can be seen as a transition between dependence on external guidance and reliance on internal guidance, with the potential to prepare students for their role as professional health care providers.

Using Optimal Combination of Teaching-Learning Methods (Open Book Assignment and Group Tutorials) as Revision Exercises to Improve Learning Outcome in Low Achievers in Biochemistry

ERIC Educational Resources Information Center

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

2016-01-01

Graduate medical students of India are taught Biochemistry by didactic lectures and they hardly get any opportunity to clarify their doubts and reinforce the concepts which they learn in these lectures. We used a combination of teaching-learning (T-L) methods (open book assignment followed by group tutorials) to study their efficacy in improving…

Generation of Tutorial Dialogues: Discourse Strategies for Active Learning

DTIC Science & Technology

1998-05-29

AND SUBTITLE Generation of Tutorial Dialogues: Discourse Strategies for active Learning AUTHORS Dr. Martha Evens 7. PERFORMING ORGANI2ATION NAME...time the student starts in on a new topic. Michael and Rovick constantly attempt to promote active learning . They regularly use hints and only resort...Controlling active learning : How tutors decide when to generate hints. Proceedings of FLAIRS 󈨣. Melbourne Beach, FL. 157-161. Hume, G., Michael

Implementation of a web-based, interactive polytrauma tutorial in computed tomography for radiology residents: how we do it.

PubMed

Schlorhaufer, C; Behrends, M; Diekhaus, G; Keberle, M; Weidemann, J

2012-12-01

Due to the time factor in polytraumatized patients all relevant pathologies in a polytrauma computed tomography (CT) scan have to be read and communicated very quickly. During radiology residency acquisition of effective reading schemes based on typical polytrauma pathologies is very important. Thus, an online tutorial for the structured diagnosis of polytrauma CT was developed. Based on current multimedia theories like the cognitive load theory a didactic concept was developed. As a web-environment the learning management system ILIAS was chosen. CT data sets were converted into online scrollable QuickTime movies. Audiovisual tutorial movies with guided image analyses by a consultant radiologist were recorded. The polytrauma tutorial consists of chapterized text content and embedded interactive scrollable CT data sets. Selected trauma pathologies are demonstrated to the user by guiding tutor movies. Basic reading schemes are communicated with the help of detailed commented movies of normal data sets. Common and important pathologies could be explored in a self-directed manner. Ambitious didactic concepts can be supported by a web based application on the basis of cognitive load theory and currently available software tools. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

An Evaluation of Pedagogical Tutorial Tactics for a Natural Language Tutoring System: A Reinforcement Learning Approach

ERIC Educational Resources Information Center

Chi, Min; VanLehn, Kurt; Litman, Diane; Jordan, Pamela

2011-01-01

Pedagogical strategies are policies for a tutor to decide the next action when there are multiple actions available. When the content is controlled to be the same across experimental conditions, there has been little evidence that tutorial decisions have an impact on students' learning. In this paper, we applied Reinforcement Learning (RL) to…

An Action Research Approach to the Design, Development and Evaluation of an Interactive E-Learning Tutorial in a Cognitive Domain

ERIC Educational Resources Information Center

de Villiers, M. Ruth

2007-01-01

The teaching and learning of a complex section in "Theoretical Computer Science 1" in a distance-education context at the University of South Africa (UNISA) has been enhanced by a supplementary e-learning application called "Relations," which interactively teaches mathematical skills in a cognitive domain. It has tutorial and…

Improving Student Understanding of Addition of Angular Momentum in Quantum Mechanics

ERIC Educational Resources Information Center

Zhu, Guangtian; Singh, Chandralekha

2013-01-01

We describe the difficulties advanced undergraduate and graduate students have with concepts related to addition of angular momentum in quantum mechanics. We also describe the development and implementation of a research-based learning tool, Quantum Interactive Learning Tutorial (QuILT), to reduce these difficulties. The preliminary evaluation…

Analysis of Asynchronous Online Discussion Using the SOLO Taxonomy

ERIC Educational Resources Information Center

Holmes, Kathryn

2005-01-01

The online learning environment provides the opportunity for remote groups of students to interact with instructors and each other. Most web based learning platforms facilitate synchronous online discussions between participants. These discussion forums are designed to replicate the face to face tutorial setting and provide a medium for the…

Adaptive Feedback Improving Learningful Conversations at Workplace

ERIC Educational Resources Information Center

Gaeta, Matteo; Mangione, Giuseppina Rita; Miranda, Sergio; Orciuoli, Francesco

2013-01-01

This work proposes the definition of an Adaptive Conversation-based Learning System (ACLS) able to foster computer-mediated tutorial dialogues at the workplace in order to increase the probability to generate meaningful learning during conversations. ACLS provides a virtual assistant selecting the best partner to involve in the conversation and…

Implementation of the Interteaching Model: Implications for Staff

ERIC Educational Resources Information Center

Chester, Andrea; Kienhuis, Mandy; Wilson, Peter

2015-01-01

This article describes the process of implementing a teaching innovation, the interteaching model, in a second-year psychology course. Interteaching is an evidence-based model that uses guided independent learning and reciprocal peer-tutoring to enhance student engagement and learning. The model shifts the focus from lectures to tutorials:…

Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study.

PubMed

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

2015-06-01

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

Building Shared Understandings in Introductory Physics Tutorials through Risk, Repair, Conflict & Comedy

ERIC Educational Resources Information Center

Conlin, Luke D.

2012-01-01

Collaborative inquiry learning environments, such as "The Tutorials in Physics Sensemaking," are designed to provide students with opportunities to partake in the authentic disciplinary practices of argumentation and sensemaking. Through these practices, groups of students in tutorial can build shared conceptual understandings of the…

Interdisciplinary, Application-Oriented Tutorials: Design, Implementation, and Evaluation

ERIC Educational Resources Information Center

Herman, Carolyn; Casiday, Rachel E.; Deppe, Roberta K.; Gilbertson, Michelle; Spees, William M.; Holten, Dewey; Frey, Regina F.

2005-01-01

Fifteen application-oriented chemical tutorials were developed out of which thirteen are currently in use in the general chemistry lab rotary curriculum for chemistry students at Washington University from 1998 to 2000. The central philosophy of the tutorial that the students learn to combine information from variety of sources like science…

Effectiveness of "Tutorials for Introductory Physics" in Argentinean High Schools

ERIC Educational Resources Information Center

Benegas J.; Flores, J. Sirur

2014-01-01

This longitudinal study reports the results of a replication of "Tutorials in Introductory Physics" in high schools of a Latin-American country. The main objective of this study was to examine the suitability of "Tutorials" for local science education reform. Conceptual learning of simple resistive electric circuits was…

Analysis of the Use of Online Tutorial

ERIC Educational Resources Information Center

Fatimah, Fatia; Andriyansah; Wahyuni, Purwaningdyah Murti

2012-01-01

UT (Universitas Terbuka), the open university in Indonesia, is one of the large universities in Indonesia that has more than 300,000 students. UT, as a distance learning education, has conducted online tutorial since 2001. The implementation of an effective and efficient online tutorial depends on three components: students, tutors, and supporting…

Assessing Online Learning Objects: Student Evaluation of a Guide on the Side Interactive Learning Tutorial Designed by SRJC Libraries

ERIC Educational Resources Information Center

Virtue, Alicia; Dean, Ellen; Matheson, Molly

2014-01-01

More and more of today's scholars conduct their research in a digital realm rather than using a print collection. The University of Arizona Libraries Guide on the Side tutorial software offers an opportunity to apply the principles of active learning with real world research scenarios. This paper reports on the design and introduction of…

Transforming the Online Course

NASA Astrophysics Data System (ADS)

Horodyskyj, L.; Ben-Naim, D.; Semken, S. C.; Anbar, A. D.

2013-12-01

Traditional large lecture classes are fundamentally passive and teacher-centered. Most existing online courses are as well, including massive open online courses (MOOCs). Research tells us that this mode of instruction is not ideal for student learning. However, the unique attributes of the online environment have thus far been mostly underutilized. We hypothesize that new tools and the innovative curricula they enable can foster greater student engagement and enhance learning at large scale. To test this hypothesis, over the past three years, Arizona State University developed and offered "Habitable Worlds", an online-only astrobiology lab course. The course curriculum is based on the Drake Equation, which integrates across disciplines. The course pedagogy is organized around a term-long, individualized, game-inspired project in which each student must find and characterize rare habitable planets in a randomized field of hundreds of stars using concepts learned in the course. The curriculum allows us to meaningfully integrate concepts from Earth, physical, life, and social sciences in order to address questions related to the possibility of extraterrestrial life. The pedagogy motivates students to master concepts, which are taught through interactive and adaptive inquiry-driven tutorials, featuring focused feedback and alternative pathways that adjust to student abilities, built using an intelligent tutoring system (Smart Sparrow's Adaptive eLearning Platform - AeLP). Through the combination of the project and tutorials, students construct knowledge from experience, modeling the authentic practice of science. Because the tutorials are self-grading, the teaching staff is free to dedicate time to more intense learner-teacher interactions (such as tutoring weaker students or guiding advanced students towards broader applications of the concepts), using platforms like Piazza and Adobe Connect. The AeLP and Piazza provide robust data and analysis tools that allow us to investigate how students interact with the exercises, both in aggregate and at the individual level. These data have allowed us to identify and fix hidden problems in the exercises that students do not vocalize. More importantly, the AeLP provides the opportunity to construct and evaluate hypotheses in content presentation and evaluation methods that are simply not possible in traditional classroom settings, a task we are currently undertaking to determine the effectiveness of our approach.

Tracking change over time: River flooding

USGS Publications Warehouse

,

2014-01-01

The objective of the Tracking Change Over Time lesson plan is to get students excited about studying the changing Earth. Intended for students in grades 5-8, the lesson plan is flexible and may be used as a student self-guided tutorial or as a teacher-led class lesson. Enhance students' learning of geography, map reading, earth science, and problem solving by seeing landscape changes from space.

Effectiveness of a computer-based tutorial for teaching how to make a blood smear.

PubMed

Preast, Vanessa; Danielson, Jared; Bender, Holly; Bousson, Maury

2007-09-01

Computer-aided instruction (CAI) was developed to teach veterinary students how to make blood smears. This instruction was intended to replace the traditional instructional method in order to promote efficient use of faculty resources while maintaining learning outcomes and student satisfaction. The purpose of this study was to evaluate the effect of a computer-aided blood smear tutorial on 1) instructor's teaching time, 2) students' ability to make blood smears, and 3) students' ability to recognize smear quality. Three laboratory sessions for senior veterinary students were taught using traditional methods (control group) and 4 sessions were taught using the CAI tutorial (experimental group). Students in the control group received a short demonstration and lecture by the instructor at the beginning of the laboratory and then practiced making blood smears. Students in the experimental group received their instruction through the self-paced, multimedia tutorial on a laptop computer and then practiced making blood smears. Data was collected from observation, interview, survey questionnaires, and smear evaluation by students and experts using a scoring rubric. Students using the CAI made better smears and were better able to recognize smear quality. The average time the instructor spent in the room was not significantly different between groups, but the quality of the instructor time was improved with the experimental instruction. The tutorial implementation effectively provided students and instructors with a teaching and learning experience superior to the traditional method of instruction. Using CAI is a viable method of teaching students to make blood smears.

Virtual Labs in proteomics: new E-learning tools.

PubMed

Ray, Sandipan; Koshy, Nicole Rachel; Reddy, Panga Jaipal; Srivastava, Sanjeeva

2012-05-17

Web-based educational resources have gained enormous popularity recently and are increasingly becoming a part of modern educational systems. Virtual Labs are E-learning platforms where learners can gain the experience of practical experimentation without any direct physical involvement on real bench work. They use computerized simulations, models, videos, animations and other instructional technologies to create interactive content. Proteomics being one of the most rapidly growing fields of the biological sciences is now an important part of college and university curriculums. Consequently, many E-learning programs have started incorporating the theoretical and practical aspects of different proteomic techniques as an element of their course work in the form of Video Lectures and Virtual Labs. To this end, recently we have developed a Virtual Proteomics Lab at the Indian Institute of Technology Bombay, which demonstrates different proteomics techniques, including basic and advanced gel and MS-based protein separation and identification techniques, bioinformatics tools and molecular docking methods, and their applications in different biological samples. This Tutorial will discuss the prominent Virtual Labs featuring proteomics content, including the Virtual Proteomics Lab of IIT-Bombay, and E-resources available for proteomics study that are striving to make proteomic techniques and concepts available and accessible to the student and research community. This Tutorial is part of the International Proteomics Tutorial Programme (IPTP 14). Details can be found at: http://www.proteomicstutorials.org/. Copyright © 2012 Elsevier B.V. All rights reserved.

Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology.

PubMed

Schutt, Michelle A; Hightower, Barbara

2009-02-01

The American Association of Colleges of Nursing advocates that professional nurses have the information literacy skills essential for evidence-based practice. As nursing schools embrace evidence-based models to prepare students for nursing careers, faculty can collaborate with librarians to create engaging learning activities focused on the development of information literacy skills. Instructional technology tools such as course management systems, virtual classrooms, and online tutorials provide opportunities to reach students outside the traditional campus classroom. This article discusses the collaborative process between faculty and a library instruction coordinator and strategies used to create literacy learning activities focused on the development of basic database search skills for a Computers in Nursing course. The activities and an online tutorial were included in a library database module incorporated into WebCT. In addition, synchronous classroom meeting software was used by the librarian to reach students in the distance learning environment. Recommendations for module modifications and faculty, librarian, and student evaluations are offered.

"Horses for Courses": Categories of Computer-Based Learning Program and Their Uses in Pharmacology Courses.

ERIC Educational Resources Information Center

Hughes, Ian E.

1998-01-01

Describes the pharma-CAL-ogy project, funded by Teaching and Learning Technology Programme (TLTP), which has developed various types of software for use in pharmacology courses. Topics include course organization and delivery software, drill and practice software, tutorial-type programs, simulations, and the need to integrate computer-assisted…

Strategies for Using Peer-Assisted Learning Effectively in an Undergraduate Bioinformatics Course

ERIC Educational Resources Information Center

Shapiro, Casey; Ayon, Carlos; Moberg-Parker, Jordan; Levis-Fitzgerald, Marc; Sanders, Erin R.

2013-01-01

This study used a mixed methods approach to evaluate hybrid peer-assisted learning approaches incorporated into a bioinformatics tutorial for a genome annotation research project. Quantitative and qualitative data were collected from undergraduates who enrolled in a research-based laboratory course during two different academic terms at UCLA.…

Distance Learning, the Internet, and the World Wide Web. ERIC Digest.

ERIC Educational Resources Information Center

Kerka, Sandra

Some of the newest methods of distance learning (DL) use the Internet and the World Wide Web. DL on the Internet usually takes one of the following forms: electronic mail; bulletin boards/newsgroups; downloading of course materials or tutorials; interactive tutorials on the Web; real-time, interactive conferencing; "intranets" (internal,…

Psychosemiotics and Libraries: Identifying Signways in Library Informational Guides, Games, and Tutorials

ERIC Educational Resources Information Center

Laster, Barbara; Blummer, Barbara; Kenton, Jeffrey M.

2010-01-01

Tutorials and digital learning objects provide librarians a quick, concise mechanism for delivering information and training on a wide range of library topics. The semiotic theory promoted by Charles Sanders Peirce (Wiener, 1958) and Howard Smith (2005) contains implications for enhancing the effectiveness of library tutorials through the…

Developing a Language Learning Rationale for African Language Tutorials.

ERIC Educational Resources Information Center

Dwyer, David

1999-01-01

Presents a rationale for the supervised tutorial component of the African language program at Michigan State University. The supervised tutorial is one of two modes through which African languages are offered at Michigan State University. The other, which is teacher led, is offered for high enrollment languages such as Arabic, Swahili, and Hausa.…

Comparison of the instructional efficacy of an internet-based temporomandibular joint (TMJ) tutorial with a traditional seminar.

PubMed

Al-Riyami, S; Moles, D R; Leeson, R; Cunningham, S J

2010-12-11

There has been growing interest in the use of virtual learning environments (VLEs) by universities over the past decade to supplement traditional teaching methods. In this study a tutorial providing information about the temporomandibular joint (TMJ), temporomandibular disorders and teaching of a thorough TMJ examination was developed on a VLE platform to enable students to enhance their examination and diagnostic skills. The success of this VLE tutorial was compared with conventional teaching by a cross-over trial. Thirty students were initially randomly allocated to one of two groups; Group 1 completed the VLE tutorial and Group 2 attended the face-to-face seminar in the first instance. The groups then crossed over and had the other method of teaching provided. The findings from the cross-over trial and the students' feedback indicated that no differences were found between either teaching modes, and both are equally effective at delivering information to students. In addition, the order in which the students received the teaching did not make a difference, but giving the teaching twice reinforced their knowledge. There is a strong case to be made for introducing clinical lectures on a VLE platform, and this form of e-learning is, in general, well perceived by new generations of students.

Curriculum-Based Language Assessment With Culturally and Linguistically Diverse Students in the Context of Mathematics.

PubMed

Newkirk-Turner, Brandi L; Johnson, Valerie E

2018-04-05

The purpose of this tutorial is to discuss the use of curriculum-based language assessment (CBLA) with students who are English language learners and students who speak nonmainstream varieties of English, such as African American English. The article begins with a discussion of the discourse of mathematics and the role of the speech-language pathologist (SLP), followed by a review of studies that includes those that examined the performance of English language learner and nonmainstream dialect-speaking students on word-based math items. The literature review highlights the linguistic and content biases associated with word-based math problems. Useful strategies that SLPs and educators can incorporate in culturally and linguistically appropriate assessments are discussed. The tutorial ends with a discussion of CBLA as a viable assessment approach to use with culturally and linguistically diverse students. Tests used at national, state, and school levels to assess students' math abilities have associated linguistic bias and content bias often leading to an inaccurate depiction of culturally and linguistically diverse students' math skills. CBLA as an assessment method can be used by school-based SLPs to gather valid and useful information about culturally and linguistically diverse students' language for learning math. By using CBLA, SLPs can help modify curricular tasks in broader contexts in an effort to make math, including high-level math, "accessible and achievable for all" students (American Speech-Language-Hearing Association, 2017).

Probabilistic learning of nonlinear dynamical systems using sequential Monte Carlo

NASA Astrophysics Data System (ADS)

Schön, Thomas B.; Svensson, Andreas; Murray, Lawrence; Lindsten, Fredrik

2018-05-01

Probabilistic modeling provides the capability to represent and manipulate uncertainty in data, models, predictions and decisions. We are concerned with the problem of learning probabilistic models of dynamical systems from measured data. Specifically, we consider learning of probabilistic nonlinear state-space models. There is no closed-form solution available for this problem, implying that we are forced to use approximations. In this tutorial we will provide a self-contained introduction to one of the state-of-the-art methods-the particle Metropolis-Hastings algorithm-which has proven to offer a practical approximation. This is a Monte Carlo based method, where the particle filter is used to guide a Markov chain Monte Carlo method through the parameter space. One of the key merits of the particle Metropolis-Hastings algorithm is that it is guaranteed to converge to the "true solution" under mild assumptions, despite being based on a particle filter with only a finite number of particles. We will also provide a motivating numerical example illustrating the method using a modeling language tailored for sequential Monte Carlo methods. The intention of modeling languages of this kind is to open up the power of sophisticated Monte Carlo methods-including particle Metropolis-Hastings-to a large group of users without requiring them to know all the underlying mathematical details.

Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking.

PubMed

Khoiriyah, Umatul; Roberts, Chris; Jorm, Christine; Van der Vleuten, C P M

2015-08-26

Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.

The effects of computer-supported inquiry-based learning methods and peer interaction on learning stellar parallax

NASA Astrophysics Data System (ADS)

Ruzhitskaya, Lanika

The presented research study investigated the effects of computer-supported inquiry-based learning and peer interaction methods on effectiveness of learning a scientific concept. The stellar parallax concept was selected as a basic, and yet important in astronomy, scientific construct, which is based on a straightforward relationship of several components presented in a simple mathematical equation: d = 1/p. The simplicity of the concept allowed the researchers to explore how the learners construct their conceptual knowledge, build mathematical skills and transfer their knowledge beyond the learning settings. A computer-based tutorial Stellar Parallax Interactive Restricted and Unrestricted Tutorial (SPIRUT) was developed for this study, and was designed to aid students' knowledge construction of the concept either in a learner-controlled or a program-controlled mode. The first investigated method in the study was enhancing engagement by the means of scaffolding for inquiry, which included scripted prompts and called for students' predictions and reflections while working in the learner-controlled or the computer-controlled version of SPIRUT. A second form of enhancing engagement was through peers working cooperatively during the learning activities. The students' level of understanding of the concept was measured by (1) the number of correct answers on a conceptual test with (2) several questions that require knowledge transfer to unfamiliar situations and (3) their ability to calculate the stellar parallax and find distances to stars. The study was conducted in the University of Missouri among 199 non-science major students enrolled in an introductory astronomy course in the fall semester 2010. The participants were divided into two main groups: one was working with SPIRUT and another group was a control group and utilized a paper-based tutorial. The SPIRUT group was further divided into the learner-controlled and the program-controlled subgroups. Students' learning achievements were measured by two post- tests and compared to the students' results on a pre-test. The first post-test was administered right after the treatment with aim to measure the immediate effect of the treatment. The second post-test was administered eight weeks later and was aimed to elicit how much of the constructed knowledge students retained after the treatment. Results of the study revealed that students who learned the concept with SPIRUT constructed greater conceptual knowledge and were able to better transfer it to another situation while their mathematical skills were equally improved as those students who worked with the paper-based tutorial. It was also evident that there was no difference between students' performances after their engagement with the learner-controlled or with the program-controlled version of SPIRUT. It was also found that students who worked independently constructed slightly greater knowledge than students who worked with peers. Albeit, there was no significant difference found of retention of knowledge after any type of treatment.

The Use of Small Group Tutorials as an Educational Strategy in Medical Education

ERIC Educational Resources Information Center

Ferris, Helena

2015-01-01

Small group tutorials are an educational strategy that is growing in popularity in medical education. This is indicative of the movement from a traditional teacher centred approach to more student-centred learning, which is characterised by active participation and autonomous learning (Hedge et al, 2011). However, small group teaching is one of…

Time to Completion of Web-Based Physics Problems with Tutoring

PubMed Central

Warnakulasooriya, Rasil; Palazzo, David J; Pritchard, David E

2007-01-01

We studied students performing a complex learning task, that of solving multipart physics problems with interactive tutoring on the web. We extracted the rate of completion and fraction completed as a function of time on task by retrospectively analyzing the log of student–tutor interactions. There was a spontaneous division of students into three groups, the central (and largest) group (about 65% of the students) being those who solved the problem in real time after multiple interactions with the tutorial program (primarily receiving feedback to submitted wrong answers and requesting hints). This group displayed a sigmoidal fraction-completed curve as a function of logarithmic time. The sigmoidal shape is qualitatively flatter for problems that do not include hints and wrong-answer responses. We argue that the group of students who respond quickly (about 10% of the students) is obtaining the answer from some outside source. The third group (about 25% of the students) represents those who interrupt their solution, presumably to work offline or to obtain outside help. PMID:17725054

The MaizeGDB Genome Browser Tutorial: One example of database outreach to biologists via video

USDA-ARS?s Scientific Manuscript database

Video tutorials are an effective way for researchers to quickly learn how to use online tools offered by biological databases. At the Maize Genetics and Genomics Database (MaizeGDB), we have developed a number of video tutorials that aim to demonstrate how to use various tools as well as to explici...

Web-Based Personalised System of Instruction: An Effective Approach for Diverse Cohorts with Virtual Learning Environments?

ERIC Educational Resources Information Center

Rae, Andrew; Samuels, Peter

2011-01-01

The Personalised System of Instruction is a form of mastery learning which, though it has been proven to be educationally effective, has never seriously challenged the dominant lecture-tutorial teaching method in higher education and has largely fallen into disuse. An information and communications technology assisted version of the Personalised…

Overcoming Common Conceptual and Reasoning Difficulties in Cosmology: A Lecture-Tutorial Approach

NASA Astrophysics Data System (ADS)

Prather, Edward E.; Wallace, C. S.; Duncan, D.; Collaboration of Astronomy Teaching Scholars CATS

2011-01-01

For the past two years, we have conducted fundamental research into Astro 101 students' conceptual and reasoning difficulties in cosmology. To date, we have analyzed the responses of over 2000 students from institutions across the United States to questions on the Big Bang, the expansion and evolution of the Universe, and the evidence for dark matter. Our findings have informed the development of a new suite of cosmology Lecture-Tutorials designed to increase students’ understanding of these common cosmology topics. In this talk, we present our key findings with regard to Astro 101 students’ common learning difficulties with studying cosmology and provide evidence showing that the new Lecture-Tutorials help students achieve larger learning gains than lecture alone. This material is based upon work supported by the National Science Foundation under Grant No. 0833364 and Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

[Evaluation of traditional German undergraduate surgical training. An analysis at Heidelberg University].

PubMed

Schürer, S; Schellberg, D; Schmidt, J; Kallinowski, F; Mehrabi, A; Herfarth, Ch; Büchler, M W; Kadmon, M

2006-04-01

The medical faculty of Heidelberg University implemented a new problem-based clinical curriculum (Heidelberg Curriculum Medicinale, or Heicumed) in 2001. The present study analyses the evaluation data of two student cohorts prior to the introduction of Heicumed. Its aim was to specify problems of the traditional training and to draw conclusions for implementation of a new curriculum. The evaluation instrument was the Heidelberg Inventory for the Evaluation of Teaching (HILVE-I). The data were analysed calculating differences in the means between defined groups, with the 13 primary scales of the HILVE I-instrument as dependent variables. Teaching method and subject had no systematic influence on evaluation results. Thus, didactic lecture in orthopedic surgery achieved better results than small group tutorials, while the data on vascular and general surgery showed opposite results. Major factors for success were continuity and didactic training of lecturers and tutors. This is convincingly reflected by the results of the lecture course "Differential diagnosis in general surgery". The good evaluation data on small group tutorials resulted largely from the "participation" and "discussion" scales, which represent interactivity in learning. The results of the present study suggest the importance of two major pedagogic ideas: continuity and didactic training of lecturers and tutors. These principles were widely implemented in Heicumed and have contributed to the success of the new curriculum.

An Interactive E-Learning Tutorial for Medical Students on How to Conduct the Performance-Oriented Mobility Assessment

ERIC Educational Resources Information Center

Ruiz, Jorge G.; Smith, Michael; Rodriguez, Osvaldo; Van Zuilen, Maria H.; Mintzer, Michael J.

2007-01-01

We evaluated the effectiveness of an e-learning tutorial (iPOMA) as a supplement to traditional teaching of the Performance-Oriented Mobility Assessment. Second-year medical students (137) completed the iPOMA, in preparation for a session on fall risk assessment consisting of a lecture, practice with elder volunteers and small group debriefing.…

The impact of an interprofessional problem-based learning curriculum of clinical ethics on medical and nursing students' attitudes and ability of interprofessional collaboration: a pilot study.

PubMed

Lin, Yu-Chih; Chan, Te-Fu; Lai, Chung-Sheng; Chin, Chi-Chun; Chou, Fan-Hao; Lin, Hui-Ju

2013-09-01

Clinical ethic situations in modern multiprofessional healthcare systems may involve different healthcare professions who work together for patient care. The undergraduate interprofessional education of clinical ethics would help to incubate healthcare students' ability of interprofessional collaboration in solving ethical problems. However, the impact from an interprofessional educational model on student's attitudes and confidence of interprofessional collaboration should be carefully evaluated during the process of curricular development. This study aimed to conduct a pilot interprofessional PBL curriculum of clinical ethics and evaluate the curricular impact on interprofessional students' attitude and confidence of collaborative teamwork. Thirty-six medical and nursing students volunteered to participate in this study and were divided into three groups (medical group, nursing group, and mixed group). Tutors were recruited from the Medical School and the College of Nursing. The pilot curriculum included one lecture of clinical ethics, one PBL case study with two tutorial sessions, and one session of group discussion and feedback. A narrative story with multiple story lines and a multiperspective problem analysis tool were used in the PBL tutorials. The students' self-evaluation of learning questionnaire was used to evaluate students' learning of clinical ethics and interprofessional collaborative skills and attitude. The internal consistency of the questionnaire was measured by Cronbach α, and the criterion-related validity of the questionnaire was evaluated through associations between the dimension scores with the student group by one-way analysis of variance test (ANOVA) test and Tukey-Kramer honestly significant difference (HSD) comparison. There was significant difference among different groups in students' ability and attitudes about "interprofessional communication and collaboration" (p = 0.0184). The scores in the mixed group (37.58 ± 3.26) were higher than the medical group (32.10 ± 4.98). In conclusion, our model for the interprofessional PBL curriculum of clinical ethics is practicable and will produce positive impacts on students' attitudes and confidence of interprofessional collaboration. Copyright © 2013. Published by Elsevier B.V.

Instructional Dialogue: Distance Education Students' Dialogic Behaviour

ERIC Educational Resources Information Center

Caspi, Avner; Gorsky, Paul

2006-01-01

Instructional systems, both distance education and campus-based, may be viewed in terms of intrapersonal and interpersonal "instructional dialogues," that mediate and facilitate learning respectively, and "instructional resources" that enable such dialogues. Resources include self-instruction texts, tutorials, instructor…

E-Training: Meeting the Users on Their Terms.

ERIC Educational Resources Information Center

Daghita, Joan; Dudley, Kathryn; Heekin, Janet; Terry, Nancy

The National Institutes of Health (NIH) Library has developed a Web-based training program in response to feedback obtained from a customer survey on learning preferences. A majority of the participants surveyed preferred Web-based training over hands-on training, seminars, printed guides, and personal tutorials. Participants reported that they…

Objective structured brainstorming questions (OSBQs) in PBL tutorial sessions: Evidence based pilot study

PubMed Central

AlHoqail, Ibrahim A.; Badr, Fouad M.

2010-01-01

The fact that faculty tutors do have different backgrounds and specialty has been a concern as a factor that contributes to disparity in the delivery of brainstorming session outcomes. This paper aims to introduce a road map in the form of a set of focused objective structured questions (OSBQs) for tutors to follow in brainstorming. Methods Objectively structured questions were generated by the block planning committees. A pilot study was conducted from February 2008 – March 2009 and included groups (44 students) of second and third year undergraduate students of the Faculty of Medicine, King Fahad Medical City. Four indicators were considered to check the validity of the proposed OSBQs; (i) feed back on the perception of medical students experiencing different types of tutorial sessions, (ii) learning objectives achieved under both systems, (iii) student’s performance under the OSBQs and the unguided tutorials and (iv) proper utilization of the time allocated to brainstorming sessions. Results The student’s perception of their satisfaction of implementation of OSBQs was unanimous. Student’s performances were much better in blocks implementing OSBQs. The time allocated for brainstorming sessions was efficiently utilized with the introduction of OSBQs. Conclusion Implementation of OSBQs leads to standardization of tutorial sessions and allows more interaction between students to achieve their learning objectives and score better in their exams. Concern over the role of tutors will diminish. PMID:21475549

Objective structured brainstorming questions (OSBQs) in PBL tutorial sessions: Evidence based pilot study.

PubMed

Alhoqail, Ibrahim A; Badr, Fouad M

2010-11-01

The fact that faculty tutors do have different backgrounds and specialty has been a concern as a factor that contributes to disparity in the delivery of brainstorming session outcomes. This paper aims to introduce a road map in the form of a set of focused objective structured questions (OSBQs) for tutors to follow in brainstorming. Objectively structured questions were generated by the block planning committees. A pilot study was conducted from February 2008 - March 2009 and included groups (44 students) of second and third year undergraduate students of the Faculty of Medicine, King Fahad Medical City. Four indicators were considered to check the validity of the proposed OSBQs; (i) feed back on the perception of medical students experiencing different types of tutorial sessions, (ii) learning objectives achieved under both systems, (iii) student's performance under the OSBQs and the unguided tutorials and (iv) proper utilization of the time allocated to brainstorming sessions. The student's perception of their satisfaction of implementation of OSBQs was unanimous. Student's performances were much better in blocks implementing OSBQs. The time allocated for brainstorming sessions was efficiently utilized with the introduction of OSBQs. Implementation of OSBQs leads to standardization of tutorial sessions and allows more interaction between students to achieve their learning objectives and score better in their exams. Concern over the role of tutors will diminish.

Evaluation of Computer-aided Strategies for Teaching Medical Students Prenatal Ultrasound Diagnostic Skills.

PubMed

Amesse, Lawrence S; Callendar, Ealena; Pfaff-Amesse, Teresa; Duke, Janice; Herbert, William N P

2008-09-24

To evaluate whether computer-based learning (CBL) improves newly acquired knowledge and is an effective strategy for teaching prenatal ultrasound diagnostic skills to third-year medical students when compared with instruction by traditional paper-based methods (PBM). We conducted a randomized, prospective study involving volunteer junior (3(rd) year) medical students consecutively rotating through the Obstetrics and Gynecology clerkship during six months of the 2005-2006 academic year. The students were randomly assigned to permuted blocks and divided into two groups. Half of the participants received instruction in prenatal ultrasound diagnostics using an interactive CBL program; the other half received instruction using equivalent material by the traditional PBM. Outcomes were evaluated by comparing changes in pre-tutorial and post instruction examination scores. All 36 potential participants (100%) completed the study curriculum. Students were divided equally between the CBL (n = 18) and PBM (n = 18) groups. Pre-tutorial exam scores (mean+/-s.d.) were 44%+/-11.1% for the CBL group and 44%+/-10.8% for the PBL cohort, indicating no statistically significant differences (p>0.05) between the two groups. After instruction, post-tutorial exam scores (mean+/-s.d.) were increased from the pre-tutorial scores, 74%+/-11% and 67%+/-12%, for students in the CBL and the PBM groups, respectively. The improvement in post-tutorial exam scores from the pre-test scores was considered significant (p<0.05). When post-test scores for the tutorial groups were compared, the CBL subjects achieved a score that was, on average, 7 percentage points higher than their PBM counterparts, a statistically significant difference (p < 0.05). Instruction by either CBL or PBM strategies is associated with improvements in newly acquired knowledge as reflected by increased post-tutorial examination scores. Students that received CBL had significantlyhigher post-tutorial exam scores than those in the PBM group, indicating that CBL is an effective instruction strategy in this setting.

Tutors' opinions of suitability of online learning programmes in continuing professional development for midwives.

PubMed

Gould, Dinah; Papadopoulos, Irena; Kelly, Daniel

2014-04-01

Online learning is frequently used in continuing professional development for qualified nurses and midwives. It is frequently assumed that the same package is appropriate for different groups of learners and that by reducing the need for tutorial input, tutorial time is saved. We evaluated the suitability of an online learning resource for suitability in continuing professional development for midwives. Originally developed for use as part of a work-based package for a specific audience, there had always been plans for more general use of the resource with other groups of health workers. Sequential mixed methods study. English universities. Seventy university tutors. Online questionnaire and in-depth interviews. Tutors did not consider that the online learning materials would be suitable for a wider audience without significant adaptation. They thought that uptake would increase need for tutorial input. Our findings demonstrate the pitfalls of removing learning from the context of practice. Technology customised to meet the needs of one group of learners probably does not have the potential for transfer to another group without significant adaptation. Those responsible for designing e-learning should take into account the needs of all the different audiences for whom the resource is intended from the outset, with consideration for the context in which learning will be applied to practice and how students will be supported. If the same package is to be used by different audiences and in different settings, tutors and students will require explicit instructions of how they should use the resource and depth of knowledge and level of competency that should be attained at the conclusion of the programme. Copyright © 2013 Elsevier Ltd. All rights reserved.

Students' satisfaction with a dental summer programme and importance of influencing factors for choosing dentistry as their career.

PubMed

Suen, R P C; Lai, S M L; Bridges, S; Chu, C H

2014-05-01

To study the students' satisfaction with the week-long summer programme and the importance of common influencing factors (IFs) for choosing dentistry as their career. Anonymous questionnaire was given to all 214 participants in July of 2011 and 2012. Demographic information including gender, age and education level was collected. The students were asked about their satisfaction with the programme with separate ratings for learning experiences, including hands-on workshops (HOW); clinic observations (CO); problem-based learning tutorials (PBL); and lectures (L). They also rated the relative importance of the ten common IFs. The Friedman test was used to study the order of their preferences of the programme's activities. The Chi-square test was used to study the influence of their demographic factors on the importance of the IFs. A total of 208 students returned their questionnaires. The majority were below the age of 18 (81%), and 44% were studying in an international school. Most of the students (96%) were satisfied with the programme overall. They liked the HOWs and COs more than the PBL tutorials and Ls. 'Altruism' and 'medical/health care career' were the two most important IFs overall. 'Altruism' and 'past experience with dentist' were considered more important by those aged 18 or above. 'Past experience with dentist' and 'working with hands' were considered more important by the international school students. Most participants were satisfied with the summer programme. They preferred practical, skill-based activities to knowledge-based activities. The importance of some IFs was associated with age and education system. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Evaluating the Effectiveness of a Multimedia Tutorial System on Computer Self-Efficacy and Learning Outcomes of Mathematics Students

ERIC Educational Resources Information Center

Coleman-Huggins, Gwendolyn

2012-01-01

The need for high quality experimental research on the effectiveness of multimedia learning in K-12 schools is immense when considering the need to provide the best education for each child. However, there is little evidence-based research available to guide education leaders' decisions relating to technology initiatives. Therefore, the…

Multimedia Modules for Electromagnetics Education.

ERIC Educational Resources Information Center

De Los Santos Vidal, Oriol; Iskander, Magdy F.

1997-01-01

Multimedia technology is an invaluable teaching and learning resource. One advantage of technology based education is the ability to combine practical applications, visualization of complex mathematical and abstract subjects, virtual labs, and guided use of simulation software. This article describes several multimedia tutorials for…

Improving family medicine resident training in dementia care: an experiential learning opportunity in Primary Care Collaborative Memory Clinics.

PubMed

Lee, Linda; Weston, W Wayne; Hillier, Loretta; Archibald, Douglas; Lee, Joseph

2018-06-21

Family physicians often find themselves inadequately prepared to manage dementia. This article describes the curriculum for a resident training intervention in Primary Care Collaborative Memory Clinics (PCCMC), outlines its underlying educational principles, and examines its impact on residents' ability to provide dementia care. PCCMCs are family physician-led interprofessional clinic teams that provide evidence-informed comprehensive assessment and management of memory concerns. Within PCCMCs residents learn to apply a structured approach to assessment, diagnosis, and management; training consists of a tutorial covering various topics related to dementia followed by work-based learning within the clinic. Significantly more residents who trained in PCCMCs (sample = 98), as compared to those in usual training programs (sample = 35), reported positive changes in knowledge, ability, and confidence in ability to assess and manage memory problems. The PCCMC training intervention for family medicine residents provides a significant opportunity for residents to learn about best clinical practices and interprofessional care needed for optimal dementia care integrated within primary care practice.

Cytopathology whole slide images and adaptive tutorials for senior medical students: a randomized crossover trial.

PubMed

Van Es, Simone L; Kumar, Rakesh K; Pryor, Wendy M; Salisbury, Elizabeth L; Velan, Gary M

2016-01-08

Diagnostic cytopathology is an essential part of clinical decision-making. However, due to a combination of factors including curriculum reform and shortage of pathologists to teach introductory cytopathology, this area of pathology receives little or no formal attention in most medical school curricula. We have previously described the successful use of efficient and effective digital learning resources, including whole slide images (WSI) and virtual microscopy adaptive tutorials (VMATs), to teach cytopathology to pathology specialist trainees - a group that had prior exposure to cytopathology in their day to day practice. Consequently, in the current study we attempted to demonstrate the efficiency and efficacy of this eLearning resource in a cohort of senior medical students that was completely naïve to the subject matter (cytopathology). We evaluated both the quantitative and qualitative impact of these digital educational materials for learning cytopathology compared with existing resources (e-textbooks and online atlases). The senior medical students were recruited from The University of New South Wales Australia for a randomized cross-over trial. Online assessments, administered after each arm of the trial, contained questions which related directly to a whole slide image. Two categories of questions in the assessments (focusing on either diagnosis or identification of cellular features) were utilized to determine efficacy. User experience and perceptions of efficiency were evaluated using online questionnaires containing Likert scale items and open-ended questions. For this cohort of senior medical students, virtual microscopy adaptive tutorials (VMATs) proved to be at least as effective as existing digital resources for learning cytopathology. Importantly, virtual microscopy adaptive tutorials had superior efficacy in facilitating accurate diagnosis on whole slide images. Student perceptions of VMATs were positive, particularly regarding the immediate feedback, interactivity and equity of learning which this learning resource provides. Virtual microscopy adaptive tutorials have the potential to improve the efficacy of learning microscopic pathology for medical students. The enhanced learning experience provided by these eLearning tools merits further investigation of their utility for other cohorts, including specialist trainees.

Business Japanese, a HyperCard Simulation.

ERIC Educational Resources Information Center

Saito-Abbott, Yoshiko; Abbott, Thomas

This paper describes Business Japanese (BJ), a HyperCard based tutorial designed as courseware for use in a third-year Japanese course at the University of Texas, Austin (UTA). A major objective was to develop good courseware based on proven language learning theory that would integrate theory, practice, and technology. BJ stresses a realistic and…

The Computer as a Tutorial Laboratory: The Stanford BIP Project.

ERIC Educational Resources Information Center

Barr, Avron; And Others

The BASIC Instructional Program (BIP) is an interactive problem-solving laboratory that offers tutorial assistance to students solving introductory programing problems in the BASIC language. After a brief review of the rationale and origins of the BIP instructional system, the design and implementation of BIP's curriculum information network are…

The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model.

PubMed

Rathner, Joseph A; Byrne, Graeme

2014-09-01

The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as "the human bioscience problem." In the present report, we describe the outcomes for individual success in studying first-year human physiology in a subject that emphasises team-based active learning as the major pedagogy for mastering subject learning outcomes. Structural equation modeling was used to develop a model of the impact team learning had on individual performance. Modeling was consistent with the idea that students with similar academic abilities (as determined by tertiary entrance rank) were advantaged (scored higher on individual assessment items) by working in strong teams (teams that scored higher in team-based assessments). Analysis of covariance revealed that students who studied the subject with active learning as the major mode of learning activities outperformed students who studied the subject using the traditional didactic teaching format (lectures and tutorials, P = 0.000). After adjustment for tertiary entrance rank (via analysis of covariance) on two individual tests (the final exam and a late-semester in-class test), individual student grades improved by 8% (95% confidence interval: 6-10%) and 12% (95% confidence interval: 10-14%) when students engaged in team-based active learning. These data quantitatively support the notion that weaker students working in strong teams can overcome their educational disadvantages. Copyright © 2014 The American Physiological Society.

The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model

PubMed Central

Byrne, Graeme

2014-01-01

The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as “the human bioscience problem.” In the present report, we describe the outcomes for individual success in studying first-year human physiology in a subject that emphasises team-based active learning as the major pedagogy for mastering subject learning outcomes. Structural equation modeling was used to develop a model of the impact team learning had on individual performance. Modeling was consistent with the idea that students with similar academic abilities (as determined by tertiary entrance rank) were advantaged (scored higher on individual assessment items) by working in strong teams (teams that scored higher in team-based assessments). Analysis of covariance revealed that students who studied the subject with active learning as the major mode of learning activities outperformed students who studied the subject using the traditional didactic teaching format (lectures and tutorials, P = 0.000). After adjustment for tertiary entrance rank (via analysis of covariance) on two individual tests (the final exam and a late-semester in-class test), individual student grades improved by 8% (95% confidence interval: 6–10%) and 12% (95% confidence interval: 10–14%) when students engaged in team-based active learning. These data quantitatively support the notion that weaker students working in strong teams can overcome their educational disadvantages. PMID:25179611

A CD-ROM tutorial for physical examination.

PubMed

Huynh, M; Brown, V; Bauer, M

2001-01-01

In 1998 the Committee for University Teaching and Staff Development (CUTSD) awarded a grant of $47,975 to develop an interactive CD-ROM tutorial program to facilitate teaching the process of physical examination of the abdomen, lungs and thorax, to students of nursing. This program was developed to complement current teaching methods and make it possible for tutors to use the available class time to further address students' individual learning needs. It was developed to enable flexible delivery of content, to provide a front seat view of the demonstration of the procedures, and simulated practice opportunities in the safety and privacy of computer simulation. The program was not intended to replace hands-on practice as this learning medium does not address the kinaesthetic component of performing physical examination but it is expected to hasten the development of confidence in practice by strengthening the user's knowledge of the techniques and the sequence of physical examination. Through providing the opportunity to elicit inspection, palpation, percussion and auscultation examination findings in the context of 10 case studies of patients with health problems, it is also expected to facilitate recognition of abnormalities and their significance for health care students who have little clinical experience. The program has been evaluated by senior nursing students for technical problems, effectiveness as a learning aid and user friendliness. Over all, 92% (n=38) of the students considered that the program assisted them to learn physical examination of the abdomen, thorax and lungs and 95% were satisfied with the quality of the product and found that the sounds and images helped their understanding. The content of the program was considered to be logically sequenced, to have assisted understanding, and the case studies were a valuable learning aid. The evaluation data from this trial also indicates that students would like to learn about physical examination of other body systems using this medium.

Evaluating the Implementation of the Online Tutorial for the Universitas Terbuka Distance Learning Bachelor Degree Program in Indonesia

ERIC Educational Resources Information Center

Zubaidah, Ida

2013-01-01

Universitas Terbuka (UT), the Indonesia Open University and the 45th state university in the country, is the only one that uses distance learning as its sole mode of delivery and instruction. Although UT has operated for 28 years, unlike face-to-face classroom-based education, distance education has not been considered as a fully legitimate…

"For most of us Africans, we don't just speak": a qualitative investigation into collaborative heterogeneous PBL group learning.

PubMed

Singaram, Veena S; van der Vleuten, Cees P M; Stevens, Fred; Dolmans, Diana H J M

2011-08-01

Collaborative approaches such as Problem Based Learning (PBL) may provide the opportunity to bring together diverse students but their efficacy in practice and the complications that arise due to the mixed ethnicity needs further investigation. This study explores the key advantages and problems of heterogeneous PBL groups from the students' and teachers' opinions. Focus groups were conducted with a stratified sample of second year medical students and their PBL teachers. We found that students working in heterogeneous groupings interact with students with whom they don't normally interact with, learn a lot more from each other because of their differences in language and academic preparedness and become better prepared for their future professions in multicultural societies. On the other hand we found students segregating in the tutorials along racial lines and that status factors disempowered students and subsequently their productivity. Among the challenges was also that academic and language diversity hindered student learning. In light of these the recommendations were that teachers need special diversity training to deal with heterogeneous groups and the tensions that arise. Attention should be given to create 'the right mix' for group learning in diverse student populations. The findings demonstrate that collaborative heterogeneous learning has two sides that need to be balanced. On the positive end we have the 'ideology' behind mixing diverse students and on the negative the 'practice' behind mixing students. More research is needed to explore these variations and their efficacy in more detail.

Making generic tutorials content specific: recycling evidence-based practice (EBP) tutorials for two disciplines.

PubMed

Jeffery, Keven M; Maggio, Lauren; Blanchard, Mary

2009-01-01

Librarians at the Boston University Medical Center constructed two interactive online tutorials, "Introduction to EBM" and "Formulating a Clinical Question (PICO)," for a Family Medicine Clerkship and then quickly repurposed the existing tutorials to support an Evidence-based Dentistry course. Adobe's ColdFusion software was used to populate the tutorials with course-specific content based on the URL used to enter each tutorial, and a MySQL database was used to collect student input. Student responses were viewable immediately by course faculty on a password-protected Web site. The tutorials ensured that all students received the same baseline training and allowed librarians to tailor a subsequent library skills workshop to student tutorial answers. The tutorials were well-received by the medical and dental schools and have been added to mandatory first-year Evidence-based Medicine (EBM) and Evidence-based Dentistry (EBD) courses, meaning that every medical and dental student at BUMC will be expected to complete these tutorials.

A High Intensity, Short-Term, Tutorial/Enrichment Program in Reading.

ERIC Educational Resources Information Center

Martin, Rita J.; And Others.

1981-01-01

The Summer Adventure in Learning (SAIL) program was developed to train prospective teachers in tutorial methods intended to improve reading achievement. The program's primary instructional objective was to decrease the pupil reading rate resulting in improved reading comprehension. (JN)

Implementing Learning Assistants and Tutorials in the Laboratory Environment

NASA Astrophysics Data System (ADS)

Stewart, John; Henderson, Rachel; Miller, Paul

2016-03-01

This talk describes the results of a novel implementation of a Learning Assistant (LA) program where the LAs facilitated the presentation of the Tutorials in Introductory Physics as part of an otherwise traditional laboratory. LAs received both general training in the teaching of science and specific training in the presentation of the Tutorials. The LAs acted as the lead laboratory instructor for one hour each lab. The program required very little interaction from the lecturer. The program showed a substantial increase in learning gains on the Force and Motion Conceptual Inventory in the first semester course, but weaker improvement of learning gains on the Conceptual Survey of Electricity and Magnetism in the second semester course. Multiple linear regression showed that gender, student ability, and whether the student was on-sequence were significant regressors. The instructor was a substantial random effect (SD = 0 . 10), but the teaching assistant (SD = 0 . 00) and learning assistant (SD = 0 . 01) were much weaker random effects on the normalized gain. The instructor standing (tenure-track, teaching faculty, or adjunct) was a weakly significant regressor (p < 0 . 05).

Technology Enhanced Learning and Plagiarism in Entrepreneurship Education

ERIC Educational Resources Information Center

Risquez, Angelica; O'Dwyer, Michele; Ledwith, Ann

2011-01-01

Purpose: This paper seeks to explore the relationship between entrepreneurship students' ethical views on plagiarism, their self reported engagement in plagiarism and their participation in an online plagiarism prevention tutorial. Design/methodology/approach: The study is based on a questionnaire administered to 434 undergraduate university…

Critical analysis of a computer-assisted tutorial on ECG interpretation and its ability to determine competency.

PubMed

Burke, J F; Gnall, E; Umrudden, Z; Kyaw, M; Schick, P K

2008-01-01

We developed a computer-based tutorial and a posttest on ECG interpretation for training residents and determining competency. Forty residents, 6 cardiology fellows, and 4 experienced physicians participated. The tutorial emphasized recognition and understanding of abnormal ECG features. Active learning was promoted by asking questions prior to the discussion of ECGs. Interactivity was facilitated by providing rapid and in-depth rationale for correct answers. Responses to questions were recorded and extensively analyzed to determine the quality of questions, baseline knowledge at different levels of training and improvement of grades in posttest. Posttest grades were used to assess improvement and to determine competency. The questions were found to be challenging, fair, appropriate and discriminative. This was important since the quality of Socratic questions is critical for the success of interactive programs. The information on strengths and weakness in baseline knowledge at different levels of training were used to adapt our training program to the needs of residents. The posttest revealed that the tutorial contributed to marked improvement in feature recognition. Competency testing distinguished between residents with outstanding grades and those who needed remediation. The strategy for critical evaluation of our computer program could be applied to any computer-based educational program, regardless of topic.

Measuring Medical Student Preference: A Comparison of Classroom Versus Online Instruction for Teaching Pubmed*EC

PubMed Central

Schimming, Laura M.

2008-01-01

Objective: The research analyzed evaluation data to assess medical student satisfaction with the learning experience when required PubMed training is offered entirely online. Methods: A retrospective study analyzed skills assessment scores and student feedback forms from 455 first-year medical students who completed PubMed training either through classroom sessions or an online tutorial. The class of 2006 (n = 99) attended traditional librarian-led sessions in a computer classroom. The classes of 2007 (n = 120), 2008 (n = 121), and 2009 (n = 115) completed the training entirely online through a self-paced tutorial. PubMed skills assessment scores and student feedback about the training were compared for all groups. Results: As evidenced by open-ended comments about the training, students who took the online tutorial were equally or more satisfied with the learning experience than students who attended classroom sessions, with the classes of 2008 and 2009 reporting greater satisfaction (P<0.001) than the other 2 groups. The mean score on the PubMed skills assessment (91%) was the same for all groups of students. Conclusions: Student satisfaction improved and PubMed assessment scores did not change when instruction was offered online to first-year medical students. Comments from the students who received online training suggest that the increased control and individual engagement with the web-based content led to their satisfaction with the online tutorial. PMID:18654658

A computer-based tutorial structure for teaching and applying a complex process

Treesearch

Daniel L. Schmoldt; William G Bradshaw

1991-01-01

Economic accountability concerns for wildfire prevention planning have led to the development of an ignition management approach to fire problems. The Fire Loss Prevention Planning Process (FLPPP) systematizes fire problem analyses and concomitantly establishes a means for evaluating prescribed prevention programs. However, new users of the FLPPP have experienced...

Application of desktop computers in nuclear engineering education

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

Graves, H.W. Jr.

1990-01-01

Utilization of desktop computers in the academic environment is based on the same objectives as in the industrial environment - increased quality and efficiency. Desktop computers can be extremely useful teaching tools in two general areas: classroom demonstrations and homework assignments. Although differences in emphasis exist, tutorial programs share many characteristics with interactive software developed for the industrial environment. In the Reactor Design and Fuel Management course at the University of Maryland, several interactive tutorial programs provided by Energy analysis Software Service have been utilized. These programs have been designed to be sufficiently structured to permit an orderly, disciplined solutionmore » to the problem being solved, and yet be flexible enough to accommodate most problem solution options.« less

Identifying Taiwanese University Students' Physics Learning Profiles and Their Role in Physics Learning Self-Efficacy

NASA Astrophysics Data System (ADS)

Lin, Tzung-Jin; Liang, Jyh-Chong; Tsai, Chin-Chung

2015-08-01

The main purposes of this study were to identify Taiwanese university students' physics learning profiles in terms of their critical conceptions of learning physics and to compare their physics learning self-efficacy with the different learning profiles. A total of 250 Taiwanese undergraduates who were majoring in physics participated in this study and were invited to complete two instruments, physics learning profile and physics learning self-efficacy (PLSE). The main results indicated that, first, the two instruments developed in this study had satisfactory validity and reliability. Second, three fundamental physics learning profiles, the reproductive, transitional, and constructive profiles, were characterized based on the cluster analysis. It is also evident that the three learning profiles demonstrated different levels of self-efficacy for the five PLSE dimensions. The students with a reproductive profile tended to possess the lowest PLSE across the five dimensions. The students with a transitional profile may possess higher confidence in higher-order cognitive skills and laboratory activities than those with a reproductive profile. However, only those with a constructive profile, highlighting a comprehensive understanding of physics knowledge/concepts as well as de-emphasizing physics learning as preparing for tests and calculating and practising tutorial problems, possessed stronger PLSE in applying what they learned to real-world contexts as well as in scientifically communicating with others.

Medical professionalism in the formal curriculum: 5th year medical students' experiences.

PubMed

Stockley, Amelia J; Forbes, Karen

2014-11-30

The standards and outcomes outlined in the General Medical Council's publication 'Tomorrow's Doctors' include proposals that medical professionalism be included in undergraduate curricula. Learning the values and attitudes necessary to become a 'doctor as a professional' has traditionally been left largely to the informal and hidden curricula. There remains no consensus or confirmed evidence upon which to base best practice for teaching in this area. In 2010, as part of a revision of the fifth year curriculum the University of Bristol Medical School introduced tutorials which focused on students' achievement of the learning objectives in 'Tomorrow's Doctors Outcomes 3: the doctor as a professional'. This study sought to explore the students' experiences of these tutorials in order to develop the evidence base further. Sixteen medical students participated in three focus-group interviews exploring their experiences of medical professionalism tutorials. A course evaluation questionnaire to all fifth year students also provided data. Data were analysed using the principles of Interpretative Phenomenological Analysis. Four main themes were identified: students' aversion to 'ticking-boxes', lack of engagement by the students, lack of engagement by the tutors and students' views on how medical professionalism should be taught. A curriculum innovation which placed the achievement of medical professionalism in the formal curriculum was not unanimously embraced by students or faculty. Further consideration of the students' aversion to 'ticking-boxes' is warranted. With continued demand for increased accountability and transparency in medical education, detailed check-lists of specific learning objectives will continue to feature as a means by which medical schools and learners demonstrate attainment. Students' experiences and acceptance of these check-lists deserves attention in order to inform teaching and learning in this area. Learner and faculty 'buy in' are imperative to the success of curriculum change and vital if the students are to attain the intended learning objectives. Effective faculty development and student induction programmes could be employed to facilitate engagement by both parties.

Toward an Integrated Online Learning Environment

NASA Astrophysics Data System (ADS)

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

2010-10-01

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

Effectiveness of student-led objective tutorials in pharmacology teaching to medical students.

PubMed

Arora, Kriti; Hashilkar, Nayana Kamalnayan

2016-10-01

Current teaching in pharmacology is passive with less emphasis on clinical application. There is a need to incorporate newer instructional designs into pharmacology. Student-led objective tutorial (SLOT) is one of the novel designs to enhance interest among learners, provide opportunities for group learning, and facilitate self-directed learning. This study aims to assess the effectiveness of SLOTs over conventional tutorials (CTs) in pharmacology and to obtain feedback from the students regarding their perceptions about it. The regular batch of MBBS 2 nd professional in pharmacology was randomly divided into two groups. Five topics from central nervous system (CNS) were selected. One group received SLOT as the instructional strategy, whereas the other group went through CTs. At the end of the module, a written test was conducted to assess the effectiveness of both strategies. The students provided feedback regarding their experience using a prevalidated questionnaire. The mean scores of both the groups were analyzed using Mann-Whitney U-test. There was no significant difference in the mean scores of the end of the module test. However, the overall passing percentage was significantly higher in the intervention group ( P = 0.043). A total of 45.71% students favored it as a future tutorial method and expressed that SLOT enhanced their ability to learn independently. SLOT is an effective teaching-learning method to teach pharmacology to medical undergraduates. It enhances interest among learners and increases the ability to learn independently.

Six ways problem-based learning cases can sabotage patient-centered medical education.

PubMed

MacLeod, Anna

2011-07-01

Problem-based learning (PBL) cases tell a story of a medical encounter; however, the version of the story is typically very biomedical in focus. The patient and her or his experience of the situation are rarely the focus of the case despite a prevalent discourse of patient-centeredness in contemporary medical education. This report describes a qualitative study that explored the question, "How does PBL teach medical students about what matters in medicine?" The qualitative study, culminating in 2008, involved three data collection strategies: (1) a discourse analysis of a set of PBL cases from 2005 to 2006, (2) observation of a PBL tutorial group, and (3) semistructured, in-depth, open-ended interviews with medical educators and medical students. In this report, using data gathered from 67 PBL cases, 26 hours of observation, and 14 interviews, the author describes six specific ways in which PBL cases-if not thoughtfully conceptualized and authored-can serve to overlook social considerations, thereby undermining a patient-centered approach. These comprise the detective case, the shape-shifting patient, the voiceless PBL person, the joke name, the disembodied PBL person, and the stereotypical PBL person. PBL cases constitute an important component of undergraduate medical education. Thoughtful authoring of PBL cases has the potential to reinforce, rather than undermine, principles of patient-centeredness.

Creating Interactive Teaching Methods for ASTRO 101 That Really Work

NASA Astrophysics Data System (ADS)

Prather, E. E.; Adams, J. P.; Bailey, J. M.; Huggins, D.; Jones, L. V.; Slater, T. F.

2004-05-01

Acknowledging that lecture-based teaching methods are insufficient at promoting significant conceptual gains for students in the introductory astronomy course for non-science majors (ASTRO 101) is only the first step. But then, what can you do besides lecture? The Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona has been developing and conducting research on the effectiveness of learner-centered instructional materials that put students in an active role in the classroom. With the support of an NSF CCLI (9952232) and NSF Geosciences Education (9907755) awards, we have designed and field-tested a set of innovative instructional materials called Lecture Tutorials. These Lecture Tutorial activities are intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing conventional lecture-based courses. As such, these instructional materials directly address the needs of heavily loaded teaching faculty in that they offer effective, learner-centered, classroom-ready activities that do not require any outside equipment/staffing or a drastic course revision for implementation. Each 15-minute Lecture-Tutorial poses a carefully crafted sequence of conceptually challenging, Socratic-dialogue driven questions, along with graphs and data tables, all designed to encourage students to reason critically about conceptually challenging and commonly taught topics in astronomy. The materials are based on research into student beliefs and reasoning difficulties and make use of a conceptual change instructional framework that promotes the intellectual engagement of students. Our research into the effectiveness of the Lecture Tutorials illustrates that traditional lectures alone make unsatisfactory gains on student understanding; however, supplementing traditional instruction with the lecture tutorials helps students make impressive conceptual gains over traditional instruction. In addition to the Lecture Tutorials we will discuss our current development of another set of engaging conceptual exercises that may have special benefit in the ASTRO 101 classroom known as Ranking Tasks.

Knowledge retention after an online tutorial: a randomized educational experiment among resident physicians.

PubMed

Bell, Douglas S; Harless, Charles E; Higa, Jerilyn K; Bjork, Elizabeth L; Bjork, Robert A; Bazargan, Mohsen; Mangione, Carol M

2008-08-01

The time course of physicians' knowledge retention after learning activities has not been well characterized. Understanding the time course of retention is critical to optimizing the reinforcement of knowledge. Educational follow-up experiment with knowledge retention measured at 1 of 6 randomly assigned time intervals (0-55 days) after an online tutorial covering 2 American Diabetes Association guidelines. Internal and family medicine residents. Multiple-choice knowledge tests, subject characteristics including critical appraisal skills, and learner satisfaction. Of 197 residents invited, 91 (46%) completed the tutorial and were randomized; of these, 87 (96%) provided complete follow-up data. Ninety-two percent of the subjects rated the tutorial as "very good" or "excellent." Mean knowledge scores increased from 50% before the tutorial to 76% among those tested immediately afterward. Score gains were only half as great at 3-8 days and no significant retention was measurable at 55 days. The shape of the retention curve corresponded with a 1/4-power transformation of the delay interval. In multivariate analyses, critical appraisal skills and participant age were associated with greater initial learning, but no participant characteristic significantly modified the rate of decline in retention. Education that appears successful from immediate posttests and learner evaluations can result in knowledge that is mostly lost to recall over the ensuing days and weeks. To achieve longer-term retention, physicians should review or otherwise reinforce new learning after as little as 1 week.

Establishing a multidisciplinary PBL curriculum in the School of Stomatology at Wuhan University.

PubMed

Wang, Ge; Tai, Baojun; Huang, Cui; Bian, Zhuan; Shang, Zhenjun; Wang, Qian; Song, Guangtai

2008-05-01

This article describes how a multidisciplinary problem-based learning (PBL) curriculum was established at the School of Stomatology at Wuhan University (WHUSS) in China for preclinical education in a seven-year dental school program. Based on positive feedback from a modified PBL program implemented in one discipline, a multidisciplinary PBL curriculum was established. PBL training for facilitators and students, development of resource materials, curriculum design, and case writing were done in a manner that is consistent with the characteristics and learning style preferences of Chinese dental students. About 80 percent of the lectures were kept in the new PBL program. The multidisciplinary PBL curriculum has been successful in helping dental students mentally construct an understanding of the interrelationship between dental knowledge and basic science concepts. The experience at WHUSS indicates that there are clear benefits for students in the PBL format. A benefit to faculty is that PBL tutorial facilitators were partly liberated from their traditional roles and developed additional skills for facilitating. However, conflict arises when PBL-trained students encounter the traditional exam-centered education system.

Making Accounting Tutorials Enjoyable

ERIC Educational Resources Information Center

Bargate, Karen

2018-01-01

This paper emanates from a case study which focussed on 15 Managerial Accounting and Financial Management (MAFM) students' "enjoyment" of learning MAFM in an 18-week Writing Intensive Tutorial (WIT) programme. Interactive Qualitative Analysis (IQA) was used for the research design and as a data analysis tool. Following IQA protocols…

MOOC Integration into Secondary School Courses

ERIC Educational Resources Information Center

Najafi, Hedieh; Evans, Rosemary; Federico, Christopher

2014-01-01

We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials.…

Online Project Based Learning in Innovation Management.

ERIC Educational Resources Information Center

O'Sullivan, David

2003-01-01

An innovation management course has three strands with face-to-face and online components: (1) seminars with online course notes and slides; (2) assignments (group online case studies, tutorials, in-class presentations); and (3) assessment (online, oral, in-class, written). Students are able to benchmark their work online and teachers use the…

Animation as a Distractor to Learning.

ERIC Educational Resources Information Center

Rieber, Lloyd P.

1996-01-01

A study of 364 fifth graders investigated distractibility of animated graphics in a computer-based tutorial about Newton's Laws of Motion. Found no difference in post-test performance for those with high, medium, or no distraction graphics. Students in the two distraction conditions took less time to process instructional frames than students in…

Interactive computer simulations of knee-replacement surgery.

PubMed

Gunther, Stephen B; Soto, Gabriel E; Colman, William W

2002-07-01

Current surgical training programs in the United States are based on an apprenticeship model. This model is outdated because it does not provide conceptual scaffolding, promote collaborative learning, or offer constructive reinforcement. Our objective was to create a more useful approach by preparing students and residents for operative cases using interactive computer simulations of surgery. Total-knee-replacement surgery (TKR) is an ideal procedure to model on the computer because there is a systematic protocol for the procedure. Also, this protocol is difficult to learn by the apprenticeship model because of the multiple instruments that must be used in a specific order. We designed an interactive computer tutorial to teach medical students and residents how to perform knee-replacement surgery. We also aimed to reinforce the specific protocol of the operative procedure. Our final goal was to provide immediate, constructive feedback. We created a computer tutorial by generating three-dimensional wire-frame models of the surgical instruments. Next, we applied a surface to the wire-frame models using three-dimensional modeling. Finally, the three-dimensional models were animated to simulate the motions of an actual TKR. The tutorial is a step-by-step tutorial that teaches and tests the correct sequence of steps in a TKR. The student or resident must select the correct instruments in the correct order. The learner is encouraged to learn the stepwise surgical protocol through repetitive use of the computer simulation. Constructive feedback is acquired through a grading system, which rates the student's or resident's ability to perform the task in the correct order. The grading system also accounts for the time required to perform the simulated procedure. We evaluated the efficacy of this teaching technique by testing medical students who learned by the computer simulation and those who learned by reading the surgical protocol manual. Both groups then performed TKR on manufactured bone models using real instruments. Their technique was graded with the standard protocol. The students who learned on the computer simulation performed the task in a shorter time and with fewer errors than the control group. They were also more engaged in the learning process. Surgical training programs generally lack a consistent approach to preoperative education related to surgical procedures. This interactive computer tutorial has allowed us to make a quantum leap in medical student and resident teaching in our orthopedic department because the students actually participate in the entire process. Our technique provides a linear, sequential method of skill acquisition and direct feedback, which is ideally suited for learning stepwise surgical protocols. Since our initial evaluation has shown the efficacy of this program, we have implemented this teaching tool into our orthopedic curriculum. Our plans for future work with this simulator include modeling procedures involving other anatomic areas of interest, such as the hip and shoulder.

Improving competencies in evidence-based dementia care: Results from a pilot study on a novel inter-professional training course (the KOMPIDEM project).

PubMed

Balzer, Katrin; Schröder, Rhian; Junghans, Anne; Stahl, Ute; Träder, Jens-Martin; Köpke, Sascha

2016-01-01

In order to address well-known challenges in dementia care, an inter-professional course was developed to improve medical students' and nursing students' competencies in the provision of evidence-based care for people with dementia. The course comprises lectures, problem-based learning (PbL) tutorials and visitations to care facilities. A pilot study was conducted to evaluate the acceptance and feasibility of the inter-professional course. Alongside preliminary implementation of the newly developed course, a pre-post survey was carried out involving all participating students. The questionnaire contained standardized and open-ended questions on participants' views regarding the quality and relevance of several course components and characteristics. The data were analyzed by means of descriptive statistics. When the course was offered the first time, multiple barriers became evident, leading to premature course termination and subsequent revision of the curriculum. When the revised course was offered, 10 medical students and 8 nursing students participated. The course proved feasible, and the median overall quality was rated as "2" (IQR 2-3) at a rating scale ranging from 1 (very good) to 6 (inadequate). Following aspects were most frequently judged positively: the course's inter-professional scope, the visitations to care facilities and the PbL tutorials. Potential for improvement was particularly noted with regard to a more distinct focus on well-defined, mainly practical learning outcomes. There were no indications of systematic between-group differences in the medical and nursing students' perceptions of the course program. The results confirmed the feasibility of the inter-professional course on dementia care and the relevance of its inter-professional scope. However, to ensure sustainable course implementation in the long term, further program adaptations based on current findings and further evaluation studies focusing on objective parameters of the process and outcome quality are required.

Using the Internet to teach parents and children about constipation and encopresis.

PubMed

Borowitz, S M; Ritterband, L

2001-01-01

Since 1995, we have maintained a tutorial about chronic childhood constipation and encopresis on our web site. The tutorial is directed at parents and older children and includes a feedback form comprised of six multiple-choice questions and a free-text comment field. Between 1 January 1998 and 30 April 2000, we received 1,142 completed feedback forms. The vast majority of respondents identified themselves as parents or guardians of a child with constipation or encopresis. All respondents felt the tutorial was clear and easy to understand. 98% of respondents felt the tutorial helped them understand why children develop constipation and/or encopresis and 91% of respondents felt the tutorial made them better able to take care of a child suffering from constipation and/or encopresis. More than 99% of respondents felt this type of tutorial was a good way to teach people about health problems. 74% of respondents sent us comments about the tutorial. Most often, the comments expressed thanks for having this information available in clear and understandable language, however a significant number of people inquired about a particular child's difficulties or asked a general question not clearly pertaining to a particular child. The results of this study indicate that many people are searching the Internet for information concerning childhood encopresis and that the World Wide Web can provide families with useful information about this common paediatric problem.

The use of active learning strategies in the instruction of Reactor Physics concepts

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

Robinson, Michael A.

2000-01-01

Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time requiredmore » for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.« less

Computational Modeling for Language Acquisition: A Tutorial with Syntactic Islands

ERIC Educational Resources Information Center

Pearl, Lisa S.; Sprouse, Jon

2015-01-01

Purpose: Given the growing prominence of computational modeling in the acquisition research community, we present a tutorial on how to use computational modeling to investigate learning strategies that underlie the acquisition process. This is useful for understanding both typical and atypical linguistic development. Method: We provide a general…

A Study of Sustainable Assessment Theory in Higher Education Tutorials

ERIC Educational Resources Information Center

Beck, Robert J.; Skinner, William F.; Schwabrow, Lynsey A.

2013-01-01

A study of sustainable assessment theory in nine tutorial courses at four colleges demonstrated that three long-term learning outcomes improved: Independence, Intellectual Maturity and Creativity. Eight of 10 traits associated with these outcomes were validated through internal reliability, faculty and student rubrics, and faculty case studies…

An Investigation of the Potential for a Computer-based Tutorial Program Covering the Cardiovascular System to Replace Traditional Lectures.

ERIC Educational Resources Information Center

Dewhurst, D. G.; Williams, A. D.

1998-01-01

Presents the results of a comparative study to evaluate the effectiveness of two interactive computer-based learning (CBL) programs, covering the cardiovascular system, as an alternative to lectures for first year undergraduate students at a United Kingdom University. Discusses results in relation to the design of evaluative studies and the future…

Integrating population health into a family medicine clerkship: 7 years of evolution.

PubMed

Unverzagt, Mark; Wallerstein, Nina; Benson, Jeffrey A; Tomedi, Angelo; Palley, Toby B

2003-01-01

A population health curriculum using methodologies from community-oriented primary care (COPC) was developed in 1994 as part of a required third-year family medicine clerkship at the University of New Mexico. The curriculum integrates population health/community medicine projects and problem-based tutorials into a community-based, ambulatory clinical experience. By combining a required population health experience with relevant clinical training, student careers have the opportunity to be influenced during the critical third year. Results over a 7-year period describe a three-phase evolution of the curriculum, within the context of changes in medical education and in health care delivery systems in that same period of time. Early evaluation revealed that students viewed the curricular experience as time consuming and peripheral to their training. Later comments on the revised curriculum showed a higher regard for the experience that was described as important for student learning.

Midterm peer feedback in problem-based learning groups: the effect on individual contributions and achievement.

PubMed

Kamp, Rachelle J A; van Berkel, Henk J M; Popeijus, Herman E; Leppink, Jimmie; Schmidt, Henk G; Dolmans, Diana H J M

2014-03-01

Even though peer process feedback is an often used tool to enhance the effectiveness of collaborative learning environments like PBL, the conditions under which it is best facilitated still need to be investigated. Therefore, this study investigated the effects of individual versus shared reflection and goal setting on students' individual contributions to the group and their academic achievement. In addition, the influence of prior knowledge on the effectiveness of peer feedback was studied. In this pretest-intervention-posttest study 242 first year students were divided into three conditions: condition 1 (individual reflection and goal setting), condition 2 (individual and shared reflection and goal setting), and condition 3 (control group). Results indicated that the quality of individual contributions to the tutorial group did not improve after receiving the peer feedback, nor did it differ between the three conditions. With regard to academic achievement, only males in conditions 1 and 2 showed better academic achievement compared with condition 3. However, there was no difference between both ways of reflection and goal setting with regard to achievement, indicating that both ways are equally effective. Nevertheless, it is still too early to conclude that peer feedback combined with reflection and goal setting is not effective in enhancing students' individual contributions. Students only had a limited number of opportunities to improve their contributions. Therefore, future research should investigate whether an increase in number of tutorial group meetings can enhance the effectiveness of peer feedback. In addition, the effect of quality of reflection and goal setting could be taken into consideration in future research.

Training for Interprofessional Teamwork--Evaluation of an Undergraduate Experience.

ERIC Educational Resources Information Center

Richardson, Julie; Montemuro, Maureen; Mohide, E. Ann; Cripps, Donna; Macpherson, A. S.

1999-01-01

In a geriatrics course 15 undergraduates participated in problem-based tutorials on interprofessional health-care teamwork during clinical placement. Compared with 15 controls, the experimental group showed significantly greater knowledge but no difference in perceptions of interprofessional functions. (SK)

Applying Instructional Design Theories to Bioinformatics Education in Microarray Analysis and Primer Design Workshops

PubMed Central

2005-01-01

The need to support bioinformatics training has been widely recognized by scientists, industry, and government institutions. However, the discussion of instructional methods for teaching bioinformatics is only beginning. Here we report on a systematic attempt to design two bioinformatics workshops for graduate biology students on the basis of Gagne's Conditions of Learning instructional design theory. This theory, although first published in the early 1970s, is still fundamental in instructional design and instructional technology. First, top-level as well as prerequisite learning objectives for a microarray analysis workshop and a primer design workshop were defined. Then a hierarchy of objectives for each workshop was created. Hands-on tutorials were designed to meet these objectives. Finally, events of learning proposed by Gagne's theory were incorporated into the hands-on tutorials. The resultant manuals were tested on a small number of trainees, revised, and applied in 1-day bioinformatics workshops. Based on this experience and on observations made during the workshops, we conclude that Gagne's Conditions of Learning instructional design theory provides a useful framework for developing bioinformatics training, but may not be optimal as a method for teaching it. PMID:16220141

The impacts of blended learning design in first year medical studies.

PubMed

Gillois, Pierre; Bosson, Jean Luc; Genty, Celine; Vuillez, Jean-Philippe; Romanet, Jean-Paul

2015-01-01

In the first year of medical studies in France, students prepare for a highly selective entrance exam limited by numerus clausus into the second year. We have discontinued live lectures, made maximum use of new information and communication technologies and introduced tutorials in an attempt to make the first year more equitable and to personalise teaching. The reform is based on blended learning with flipped classroom organized into a four-week cycles of different activities. Each cycle corresponds to a learning module. The teachers' and students' opinions were analysed to evaluate the reforms and allow teaching methods to be adapted accordingly. The student profiles at registration and success in the exams following the reform are described. The tutorial's notes are correlated to the final scores at the entrance exam. The keys to success seem to be modified by the reform providing greater equality of opportunity between students. The factors associated to success are baccalaureate highest grades, high School Specialisation (maths, physics or earth and life sciences) and repeating the first year class. The use of blended learning allows us to face the increase of student enrolment, and to facilitate the acceptance of these pedagogical methods for both students and teachers.

Combining research in physical chemistry and chemical education: Part A. The femtosecond molecular dynamics of small gas-phase anion clusters. Part B. Surveying student beliefs about chemistry and the development of physical chemistry learning tutorials

NASA Astrophysics Data System (ADS)

Barbera, Jack

2007-12-01

This dissertation combines work in the areas of experimental physical chemistry and chemical education. In the area of physical chemistry, femtosecond pump-probe spectroscopy is used to interrogate the time-dependence for energy redistribution, solvent reorientation, and dissociation dynamics in small gas-phase anion clusters. The chemical education research addressed in this manuscript include the development and validation of a survey to measure students' beliefs about chemistry and the learning of chemistry and the development and testing of learning tutorials for use in undergraduate physical chemistry courses in thermodynamics and kinetics. In the first part of this dissertation, the Cu(CD3OD) dynamics are investigated using a combination of femtosecond pump-probe experiments and ab initio calculations. Dissociation of this complex into Cu and CD3OD occurs on two distinct time scales: 3 and 30 ps, which arise, respectively, from the coupling of intermolecular solvent rotations and excited methyl rotor rotation into the Cu-O dissociation component upon electron photodetachment of the precursor anion. In the second part of this dissertation, the time-resolved recombination of photodissociated IBr-(CO2)n (n = 5 - 10) cluster anions is investigated. Upon excitation to the A' 2pi 1/2 state of the chromophore, the bare anion results in I- and Br products, upon solvation with CO2, the IBr- chromophore regains near-IR absorption after recombination and vibrational relaxation on the ground electronic state. The recombination times vary with the number of solvent molecules from 12 ps for n = 5 to 900 ps for n = 10. Extensive electronic structure and non-adiabatic molecular dynamic simulations provide a framework to understand this behavior. In the third part of this dissertation, the modification and validation of the Colorado Learning Attitudes about Science Survey (CLASS) for use in chemistry is presented in detail. The CLASS survey is designed to measure student beliefs about chemistry and the learning of chemistry. This instrument is a modification of the original CLASS-Phys survey designed for use in physics. Statements on the chemistry version (CLASS-Chem) are validated using chemistry students with a broad range of experience levels to ensure clarity in wording and meaning. The chemistry version addresses additional belief areas important in learning chemistry but not physics, specifically, beliefs about reactions and molecular structure. Statements are grouped into statistically robust categories using reduced basis factor analysis. The final part of this dissertation addresses the development and testing of learning tutorials for use in undergraduate physical chemistry. The tutorials are designed to promote the active mental engagement of students in the process of learning. Questions within the pencil-paper format guide students through the reasoning needed to apply concepts to real-world situations. Each tutorial is connected to a physical model or computer simulation providing students with additional hands-on investigations to strengthen their connection with the concepts addressed in the tutorial. Currently tutorials connected with the First and Second Laws of Thermodynamics as well as Kinetics have been developed and tested.

A large-scale peer teaching programme - acceptance and benefit.

PubMed

Schuetz, Elisabeth; Obirei, Barbara; Salat, Daniela; Scholz, Julia; Hann, Dagmar; Dethleffsen, Kathrin

2017-08-01

The involvement of students in the embodiment of university teaching through peer-assisted learning formats is commonly applied. Publications on this topic exclusively focus on strictly defined situations within the curriculum and selected target groups. This study, in contrast, presents and evaluates a large-scale structured and quality-assured peer teaching programme, which offers diverse and targeted courses throughout the preclinical part of the medical curriculum. The large-scale peer teaching programme consists of subject specific and interdisciplinary tutorials that address all scientific, physiological and anatomic subjects of the preclinical curriculum as well as tutorials with contents exceeding the formal curriculum. In the study year 2013/14 a total of 1,420 lessons were offered as part of the programme. Paper-based evaluations were conducted over the full range of courses. Acceptance and benefit of this peer teaching programme were evaluated in a retrospective study covering the period 2012 to 2014. Usage of tutorials by students who commenced their studies in 2012/13 (n=959) was analysed from 2012 till 2014. Based on the results of 13 first assessments in the preclinical subjects anatomy, biochemistry and physiology, the students were assigned to one of five groups. These groups were compared according to participation in the tutorials. To investigate the benefit of tutorials of the peer teaching programme, the results of biochemistry re-assessments of participants and non-participants of tutorials in the years 2012 till 2014 (n=188, 172 and 204, respectively) were compared using Kolmogorov-Smirnov- and Chi-square tests as well as the effect size Cohen's d. Almost 70 % of the students attended the voluntary additional programme during their preclinical studies. The students participating in the tutorials had achieved different levels of proficiency in first assessments. The acceptance of different kinds of tutorials appears to correlate with their performance in first assessments. 94% of the students participating in tutorials offered in the study year 2013/14 rated the tutorials as "excellent" or "good". An objective benefit has been shown by a significant increase in re-assessment scores with an effect size between the medium and large magnitudes for participants of tutorials compared to non-participants in the years 2012, 2013 and 2014. In addition, significantly higher pass rates of re-assessments could be observed. Acceptance, utilisation and benefit of the assessed peer teaching programme are high. Beyond the support of students, a contribution to the individualisation of studies and teaching is made. Further studies are necessary to investigate possible influences of large-scale peer teaching programmes, for example on the reduction of study length and drop-off rates, as well as additional effects on academic achievements. Copyright © 2017. Published by Elsevier GmbH.

Theoretical Principles to Guide the Teaching of Adjectives to Children Who Struggle With Word Learning: Synthesis of Experimental and Naturalistic Research With Principles of Learning Theory.

PubMed

Ricks, Samantha L; Alt, Mary

2016-07-01

The purpose of this tutorial is to provide clinicians with a theoretically motivated and evidence-based approach to teaching adjectives to children who struggle with word learning. Given that there are almost no treatment studies to guide this topic, we have synthesized findings from experimental and theoretical literature to come up with a principles-based approach to treatment. We provide a sample lesson plan, incorporating our 3 theoretical principles, and describe the materials chosen and methods used during treatment and assessment. This approach is theoretically motivated, but it needs to be empirically tested.

Dynamic Visualizations: How Attraction, Motivation and Communication Affect Streaming Video Tutorial Implementation

ERIC Educational Resources Information Center

Boger, Claire

2011-01-01

The rapid advancement in the capabilities of computer technologies has made it easier to design and deploy dynamic visualizations in web-based learning environments; yet, the implementation of these dynamic visuals has been met with mixed results. While many guidelines exist to assist instructional designers in the design and application of…

Computer-Based Tutoring of Visual Concepts: From Novice to Experts.

ERIC Educational Resources Information Center

Sharples, Mike

1991-01-01

Description of ways in which computers might be used to teach visual concepts discusses hypermedia systems; describes computer-generated tutorials; explains the use of computers to create learning aids such as concept maps, feature spaces, and structural models; and gives examples of visual concept teaching in medical education. (10 references)…

Analysis of Computer Algebra System Tutorials Using Cognitive Load Theory

ERIC Educational Resources Information Center

May, Patricia

2004-01-01

Most research in the area of Computer Algebra Systems (CAS) has been designed to compare the effectiveness of instructional technology to traditional lecture-based formats. While results are promising, research also indicates evidence of the steep learning curve imposed by the technology. Yet no studies have been conducted to investigate this…

Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials

NASA Astrophysics Data System (ADS)

Goertzen, Renee Michelle; Brewe, Eric; Kramer, Laird H.; Wells, Leanne; Jones, David

2011-12-01

Florida International University has undergone a reform in the introductory physics classes by focusing on the laboratory component of these classes. We present results from the secondary implementation of two research-based instructional strategies: the implementation of the Learning Assistant model as developed by the University of Colorado at Boulder and the Open Source Tutorial curriculum developed at the University of Maryland, College Park. We examine the results of the Force Concept Inventory (FCI) for introductory students over five years (n=872) and find that the mean raw gain of students in transformed lab sections was 0.243, while the mean raw gain of the traditional labs was 0.159, with a Cohen’s d effect size of 0.59. Average raw gains on the FCI were 0.243 for Hispanic students and 0.213 for women in the transformed labs, indicating that these reforms are not widening the gaps between underrepresented student groups and majority groups. Our results illustrate how research-based instructional strategies can be successfully implemented in a physics department with minimal department engagement and in a sustainable manner.

Enhancing Interactive Tutorial Effectiveness through Visual Cueing

ERIC Educational Resources Information Center

Jamet, Eric; Fernandez, Jonathan

2016-01-01

The present study investigated whether learning how to use a web service with an interactive tutorial can be enhanced by cueing. We expected the attentional guidance provided by visual cues to facilitate the selection of information in static screen displays that corresponded to spoken explanations. Unlike most previous studies in this area, we…

Introducing Michaelis-Menten Kinetics through Simulation

ERIC Educational Resources Information Center

Halkides, Christopher J.; Herman, Russell

2007-01-01

We describe a computer tutorial that introduces the concept of the steady state in enzyme kinetics. The tutorial allows students to produce graphs of the concentrations of free enzyme, enzyme-substrate complex, and product versus time in order to learn about the approach to steady state. By using a range of substrate concentrations and rate…

Evaluating the Effectiveness of Tools for Online Database Instruction

ERIC Educational Resources Information Center

Mery, Yvonne; DeFrain, Erica; Kline, Elizabeth; Sult, Leslie

2014-01-01

The intent of this study was to evaluate the Guide on the Side (Gots), an online learning tool developed by the University of Arizona Libraries, and a screencast tutorial for teaching information literacy and database searching skills. Ninety undergraduate students were randomly assigned into three groups: group 1 completed a GotS tutorial; group…

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial.

PubMed

Knobe, Matthias; Carow, John Bennet; Ruesseler, Miriam; Leu, Benjamin Moritz; Simon, Melanie; Beckers, Stefan K; Ghassemi, Alireza; Sönmez, Tolga T; Pape, Hans-Christoph

2012-09-09

The exponential growth of image-based diagnostic and minimally invasive interventions requires a detailed three-dimensional anatomical knowledge and increases the demand towards the undergraduate anatomical curriculum. This randomized controlled trial investigates whether musculoskeletal ultrasound (MSUS) or arthroscopic methods can increase the anatomical knowledge uptake. Second-year medical students were randomly allocated to three groups. In addition to the compulsory dissection course, the ultrasound group (MSUS) was taught by eight, didactically and professionally trained, experienced student-teachers and the arthroscopy group (ASK) was taught by eight experienced physicians. The control group (CON) acquired the anatomical knowledge only via the dissection course. Exposure (MSUS and ASK) took place in two separate lessons (75 minutes each, shoulder and knee joint) and introduced standard scan planes using a 10-MHz ultrasound system as well as arthroscopy tutorials at a simulator combined with video tutorials. The theoretical anatomic learning outcomes were tested using a multiple-choice questionnaire (MCQ), and after cross-over an objective structured clinical examination (OSCE). Differences in student's perceptions were evaluated using Likert scale-based items. The ASK-group (n = 70, age 23.4 (20-36) yrs.) performed moderately better in the anatomical MC exam in comparison to the MSUS-group (n = 84, age 24.2 (20-53) yrs.) and the CON-group (n = 88, 22.8 (20-33) yrs.; p = 0.019). After an additional arthroscopy teaching 1% of students failed the MC exam, in contrast to 10% in the MSUS- or CON-group, respectively. The benefit of the ASK module was limited to the shoulder area (p < 0.001). The final examination (OSCE) showed no significant differences between any of the groups with good overall performances. In the evaluation, the students certified the arthroscopic tutorial a greater advantage concerning anatomical skills with higher spatial imagination in comparison to the ultrasound tutorial (p = 0.002; p < 0.001). The additional implementation of arthroscopy tutorials to the dissection course during the undergraduate anatomy training is profitable and attractive to students with respect to complex joint anatomy. Simultaneous teaching of basic-skills in musculoskeletal ultrasound should be performed by medical experts, but seems to be inferior to the arthroscopic 2D-3D-transformation, and is regarded by students as more difficult to learn. Although arthroscopy and ultrasound teaching do not have a major effect on learning joint anatomy, they have the potency to raise the interest in surgery.

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

PubMed Central

2012-01-01

Background The exponential growth of image-based diagnostic and minimally invasive interventions requires a detailed three-dimensional anatomical knowledge and increases the demand towards the undergraduate anatomical curriculum. This randomized controlled trial investigates whether musculoskeletal ultrasound (MSUS) or arthroscopic methods can increase the anatomical knowledge uptake. Methods Second-year medical students were randomly allocated to three groups. In addition to the compulsory dissection course, the ultrasound group (MSUS) was taught by eight, didactically and professionally trained, experienced student-teachers and the arthroscopy group (ASK) was taught by eight experienced physicians. The control group (CON) acquired the anatomical knowledge only via the dissection course. Exposure (MSUS and ASK) took place in two separate lessons (75 minutes each, shoulder and knee joint) and introduced standard scan planes using a 10-MHz ultrasound system as well as arthroscopy tutorials at a simulator combined with video tutorials. The theoretical anatomic learning outcomes were tested using a multiple-choice questionnaire (MCQ), and after cross-over an objective structured clinical examination (OSCE). Differences in student’s perceptions were evaluated using Likert scale-based items. Results The ASK-group (n = 70, age 23.4 (20–36) yrs.) performed moderately better in the anatomical MC exam in comparison to the MSUS-group (n = 84, age 24.2 (20–53) yrs.) and the CON-group (n = 88, 22.8 (20–33) yrs.; p = 0.019). After an additional arthroscopy teaching 1% of students failed the MC exam, in contrast to 10% in the MSUS- or CON-group, respectively. The benefit of the ASK module was limited to the shoulder area (p < 0.001). The final examination (OSCE) showed no significant differences between any of the groups with good overall performances. In the evaluation, the students certified the arthroscopic tutorial a greater advantage concerning anatomical skills with higher spatial imagination in comparison to the ultrasound tutorial (p = 0.002; p < 0.001). Conclusions The additional implementation of arthroscopy tutorials to the dissection course during the undergraduate anatomy training is profitable and attractive to students with respect to complex joint anatomy. Simultaneous teaching of basic-skills in musculoskeletal ultrasound should be performed by medical experts, but seems to be inferior to the arthroscopic 2D-3D-transformation, and is regarded by students as more difficult to learn. Although arthroscopy and ultrasound teaching do not have a major effect on learning joint anatomy, they have the potency to raise the interest in surgery. PMID:22958784

The PBL-Evaluator: A Web-Based Tool for Assessment in Tutorials.

ERIC Educational Resources Information Center

Chaves, John F.; Chaves, John A.; Lantz, Marilyn S.

1998-01-01

Describes design and use of the PBL Evaluator, a computer-based method of evaluating dental students' clinical problem-solving skills. Analysis of Indiana University students' self-, peer, and tutor ratings for one iteration of a course in critical thinking and professional behavior shows differences in these ratings. The method is found useful…

A multimedia Anatomy Browser incorporating a knowledge base and 3D images.

PubMed Central

Eno, K.; Sundsten, J. W.; Brinkley, J. F.

1991-01-01

We describe a multimedia program for teaching anatomy. The program, called the Anatomy Browser, displays cross-sectional and topographical images, with outlines around structures and regions of interest. The user may point to these structures and retrieve text descriptions, view symbolic relationships between structures, or view spatial relationships by accessing 3-D graphics animations from videodiscs produced specifically for this program. The software also helps students exercise what they have learned by asking them to identify structures by name and location. The program is implemented in a client-server architecture, with the user interface residing on a Macintosh, while images, data, and a growing symbolic knowledge base of anatomy are stored on a fileserver. This architecture allows us to develop practical tutorial modules that are in current use, while at the same time developing the knowledge base that will lead to more intelligent tutorial systems. PMID:1807699

The current medical education system in the world.

PubMed

Nara, Nobuo; Suzuki, Toshiya; Tohda, Shuji

2011-07-04

To contribute to the innovation of the medical education system in Japan, we visited 35 medical schools and 5 institutes in 12 countries of North America, Europe, Australia and Asia in 2008-2010 and observed the education system. We met the deans, medical education committee and administration affairs and discussed about the desirable education system. We also observed the facilities of medical schools.Medical education system shows marked diversity in the world. There are three types of education course; non-graduate-entry program(non-GEP), graduate-entry program(GEP) and mixed program of non-GEP and GEP. Even in the same country, several types of medical schools coexist. Although the education methods are also various among medical schools, most of the medical schools have introduced tutorial system based on PBL or TBL and simulation-based learning to create excellent medical physicians. The medical education system is variable among countries depending on the social environment. Although the change in education program may not be necessary in Japan, we have to innovate education methods; clinical training by clinical clerkship must be made more developed to foster the training of the excellent clinical physicians, and tutorial education by PBL or TBL and simulation-based learning should be introduced more actively.

Design and evaluation of a computer tutorial on electric fields

NASA Astrophysics Data System (ADS)

Morse, Jeanne Jackson

Research has shown that students do not fully understand electric fields and their interactions with charged particles after completing traditional classroom instruction. The purpose of this project was to develop a computer tutorial to remediate some of these difficulties. Research on the effectiveness of computer-delivered instructional materials showed that students would learn better from media incorporating user-controlled interactive graphics. Two versions of the tutorial were tested. One version used interactive graphics and the other used static graphics. The two versions of the tutorial were otherwise identical. This project was done in four phases. Phases I and II were used to refine the topics covered in the tutorial and to test the usability of the tutorial. The final version of the tutorial was tested in Phases III and IV. The tutorial was tested using a pretest-posttest design with a control group. Both tests were administered in an interview setting. The tutorial using interactive graphics was more effective at remediating students' difficulties than the tutorial using static graphics for students in Phase III (p = 0.001). In Phase IV students who viewed the tutorial with static graphics did better than those viewing interactive graphics. The sample size in Phase IV was too small for this to be a statistically meaningful result. Some student reasoning errors were noted during the interviews. These include difficulty with the vector representation of electric fields, treating electric charge as if it were mass, using faulty algebraic reasoning to answer questions involving ratios and proportions, and using Coulomb's law in situations in which it is not appropriate.

Replicating effective pedagogical approaches from introductory physics to improve student learning of quantum mechanics

NASA Astrophysics Data System (ADS)

Sayer, Ryan Thomas

Upper-level undergraduate students entering a quantum mechanics (QM) course are in many ways similar to students entering an introductory physics course. Numerous studies have investigated the difficulties that novices face in introductory physics as well as the pedagogical approaches that are effective in helping them overcome those difficulties. My research focuses on replicating effective approaches and instructional strategies used in introductory physics courses to help advanced students in an upper-level QM course. I have investigated the use of Just-in-time Teaching (JiTT) and peer discussion involving clicker questions in an upper-level quantum mechanics course. The JiTT approach including peer discussions was effective in helping students overcome their difficulties and improve their understanding of QM concepts. Learning tools, such as a Quantum Interactive Learning Tutorial (QuILT) based on the Doubleslit Experiment (DSE) which I helped develop, have been successful in helping upper-level undergraduate students improve their understanding of QM. Many students have also demonstrated the ability to transfer knowledge from a QuILT based on the Mach-Zehnder interferometer while working on the DSE QuILT. In addition, I have been involved in implementing research-based activities during our semester-long professional development course for teaching assistants (TAs). In one intervention, TAs were asked to grade student solutions to introductory physics problems first using their choice of method, then again using a rubric designed to promote effective problem-solving approaches, then once more at the end of the semester using their choice of method. This intervention found that many TAs have ingrained beliefs about the purposes of grading which include placing the burden of proof on the instructor as well as a belief that grading cannot serve as a formative assessment. I also compared TAs grading practices and considerations when grading student solutions to QM problems versus when grading student solutions to introductory physics. Many TAs penalized students for not explicating the problem solving process more often in the QM context than in the introductory physics context. The implications of these interventions for promoting student learning in QM are discussed.

Children's need for favorable acoustics in schools

NASA Astrophysics Data System (ADS)

Nelson, Peggy B.

2003-10-01

Children continue to improve their understanding of speech in noise and reverberation throughout childhood and adolescence. They do not typically achieve adult performance levels until their late teenage years. As a result, schools that are designed to be acoustically adequate for adult understanding may be insufficient for full understanding by young children. In addition, children with hearing loss, those with attention problems, and those learning in a non-native language require even more favorable signal-to-noise ratios. This tutorial will review the literature gathered by the ANSl/ASA working group on classroom acoustics that shaped the recommendations of the working group. Special topics will include speech perception data from typically developing infants and children, from children with hearing loss, and from adults and children listening in a non-native language. In addition, the tutorial will overview recommendations contained within ANSI standard 12.60-2002: Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools. The discussion will also include issues related to designing quiet classrooms and working with local schools and professionals.

Improvements in anatomy knowledge when utilizing a novel cyclical "Observe-Reflect-Draw-Edit-Repeat" learning process.

PubMed

Backhouse, Mark; Fitzpatrick, Michael; Hutchinson, Joseph; Thandi, Charankumal S; Keenan, Iain D

2017-01-01

Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe-Reflect-Draw-Edit-Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER-SAP) at a United Kingdom medical school in which a cross-over trial with pre-post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER-SAP, medical student (n = 154) pre-post knowledge test scores were significantly greater (P < 0.001) with standard anatomy learning methods (3.26, SD = ±2.25) than with ORDER-SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self-directed gross anatomy online interactive tutorial (ORDER-IT) for participating first year medical students (n = 55). Student performance was significantly greater (P < 0.001) with ORDER-IT (2.71 ± 2.17) when compared to a control tutorial (1.31 ± 2.03). Performances of students with visual and artistic preferences when using ORDER were not significantly different (P > 0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research-led, innovative, time and cost-effective learning method, in the context of contrasting learning environments. Anat Sci Educ 10: 7-22. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Promoting Active Learning: The Use of Computational Software Programs

NASA Astrophysics Data System (ADS)

Dickinson, Tom

The increased emphasis on active learning in essentially all disciplines is proving beneficial in terms of a student's depth of learning, retention, and completion of challenging courses. Formats labeled flipped, hybrid and blended facilitate face-to-face active learning. To be effective, students need to absorb a significant fraction of the course material prior to class, e.g., using online lectures and reading assignments. Getting students to assimilate and at least partially understand this material prior to class can be extremely difficult. As an aid to achieving this preparation as well as enhancing depth of understanding, we find the use of software programs such as Mathematica®or MatLab®, very helpful. We have written several Mathematica®applications and student exercises for use in a blended format two semester E&M course. Formats include tutorials, simulations, graded and non-graded quizzes, walk-through problems, exploration and interpretation exercises, and numerical solutions of complex problems. A good portion of this activity involves student-written code. We will discuss the efficacy of these applications, their role in promoting active learning, and the range of possible uses of this basic scheme in other classes.

To what degree does the missing-data technique influence the estimated growth in learning strategies over time? A tutorial example of sensitivity analysis for longitudinal data.

PubMed

Coertjens, Liesje; Donche, Vincent; De Maeyer, Sven; Vanthournout, Gert; Van Petegem, Peter

2017-01-01

Longitudinal data is almost always burdened with missing data. However, in educational and psychological research, there is a large discrepancy between methodological suggestions and research practice. The former suggests applying sensitivity analysis in order to the robustness of the results in terms of varying assumptions regarding the mechanism generating the missing data. However, in research practice, participants with missing data are usually discarded by relying on listwise deletion. To help bridge the gap between methodological recommendations and applied research in the educational and psychological domain, this study provides a tutorial example of sensitivity analysis for latent growth analysis. The example data concern students' changes in learning strategies during higher education. One cohort of students in a Belgian university college was asked to complete the Inventory of Learning Styles-Short Version, in three measurement waves. A substantial number of students did not participate on each occasion. Change over time in student learning strategies was assessed using eight missing data techniques, which assume different mechanisms for missingness. The results indicated that, for some learning strategy subscales, growth estimates differed between the models. Guidelines in terms of reporting the results from sensitivity analysis are synthesised and applied to the results from the tutorial example.

A Blended Learning Approach to Teaching Basic Pharmacokinetics and the Significance of Face-to-Face Interaction

PubMed Central

Holbrook, Jane

2010-01-01

Objective To assess pharmacy students' attitudes towards a blended-learning pharmacokinetics course. Design Narrated visual presentations and animations that illustrated kinetic processes and guided students through the use of software programs used for calculations were created. Other learning techniques used included online self-assessment quizzes, practice problem sets, and weekly face-to-face problem-solving tutorials. Assessment A precourse questionnaire to assess students' level of enthusiasm towards the blended-learning course and to solicit any concerns they had was administered at the beginning of the course. A postcourse questionnaire that included the same 4 Likert-scale items from the precourse questionnaire and follow-up open-ended questions was administered. Individual changes in level of enthusiasm were compared for individuals who completed both the precourse and postcourse questionnaire. Students' concerns about the blended method of learning had decreased postcourse while their enthusiasm for the benefits of blended learning had increased. Conclusion Students' initial concerns about the blended learning experience were focused on their ability to communicate with the instructor about the online components, but shifted to their own time management skills at the end of the course. Face-to-face interactions with each other and with the instructor were more highly rated than online interactions in this course. PMID:20798797

A blended learning approach to teaching basic pharmacokinetics and the significance of face-to-face interaction.

PubMed

Edginton, Andrea; Holbrook, Jane

2010-06-15

To assess pharmacy students' attitudes towards a blended-learning pharmacokinetics course. Narrated visual presentations and animations that illustrated kinetic processes and guided students through the use of software programs used for calculations were created. Other learning techniques used included online self-assessment quizzes, practice problem sets, and weekly face-to-face problem-solving tutorials. A precourse questionnaire to assess students' level of enthusiasm towards the blended-learning course and to solicit any concerns they had was administered at the beginning of the course. A postcourse questionnaire that included the same 4 Likert-scale items from the precourse questionnaire and follow-up open-ended questions was administered. Individual changes in level of enthusiasm were compared for individuals who completed both the precourse and postcourse questionnaire. Students' concerns about the blended method of learning had decreased postcourse while their enthusiasm for the benefits of blended learning had increased. Students' initial concerns about the blended learning experience were focused on their ability to communicate with the instructor about the online components, but shifted to their own time management skills at the end of the course. Face-to-face interactions with each other and with the instructor were more highly rated than online interactions in this course.

Proposed learning strategies of medical students in a clinical rotation in obstetrics and gynecology: a descriptive study.

PubMed

Deane, Richard P; Murphy, Deirdre J

2016-01-01

Medical students face many challenges when learning within clinical environments. How students plan to use their time and engage with learning opportunities is therefore critical, as it may be possible to highlight strategies that optimize the learning experience at an early stage in the rotation. The aim of the study was to describe the learning drivers and proposed learning strategies of medical students for a clinical rotation in obstetrics and gynecology. A descriptive study of personal learning plans completed by students at the start of their clinical rotation in obstetrics and gynecology was undertaken. Data relating to students' learning strategies were obtained from the personal learning plans completed by students. Quantitative and qualitative analyses were used. The desire to obtain a good examination result was the most significant reason why the rotation was important to students (n=67/71, 94%). Students struggled to create a specific and practical learning outcome relevant to their career interest. Target scores of students were significantly higher than their reported typical scores (P<0.01). Textbooks were rated as likely to be the most helpful learning resource during the rotation. Bedside tutorials were rated as likely to be the most useful learning activity and small group learning activities were rated as likely to be more useful than lectures. Most students intended to study the course material linked to their clinical program rather than the classroom-based tutorial program. The main learning driver for medical students was academic achievement, and the proposed learning strategy favored by medical students was linking their study plans to clinical activities. Medical educators should consider strategies that foster more intrinsic drivers of student learning and more student-oriented learning resources and activities.

Web Conferencing for Synchronous Online Tutorials: Perspectives of Tutors Using a New Medium

ERIC Educational Resources Information Center

Kear, Karen; Chetwynd, Frances; Williams, Judith; Donelan, Helen

2012-01-01

This paper reports on a pilot investigation into web conferencing in a distance learning module. It focuses on the perceptions and experiences of the tutors, all of whom were new to the web conferencing environment, but were experienced in online teaching. A number of web conferencing tutorials were studied through the collection of various…

Teaching Self-Management: The Design and Implementation of Self-Management Tutorials

ERIC Educational Resources Information Center

Gerhardt, Megan

2007-01-01

Learning the skills of self-management is an essential task for students in the 21st century. A total of 223 undergraduate students participated in 4 self-management tutorials that presented the components of understanding and mastering self-management skills including (a) self-assessment, (b) goal setting, (c) time management, and (d)…

Do You Think You Can? The Influence of Student Self-Efficacy on the Effectiveness of Tutorial Dialogue for Computer Science

ERIC Educational Resources Information Center

Wiggins, Joseph B.; Grafsgaard, Joseph F.; Boyer, Kristy Elizabeth; Wiebe, Eric N.; Lester, James C.

2017-01-01

In recent years, significant advances have been made in intelligent tutoring systems, and these advances hold great promise for adaptively supporting computer science (CS) learning. In particular, tutorial dialogue systems that engage students in natural language dialogue can create rich, adaptive interactions. A promising approach to increasing…

Using a Strategy of "Structured Conversation" to Enhance the Quality of Tutorial Time

ERIC Educational Resources Information Center

Robinson, Stephanie

2008-01-01

This article considers the impact of a technique of structured conversation to enhance a student-centred approach to tutorial time. It is suggested that the development of such an approach can provide enhanced learning support in the current challenge of widening diversity in the learner population. Many students in modern tertiary education show…

Data Mining in Course Management Systems: Moodle Case Study and Tutorial

ERIC Educational Resources Information Center

Romero, Cristobal; Ventura, Sebastian; Garcia, Enrique

2008-01-01

Educational data mining is an emerging discipline, concerned with developing methods for exploring the unique types of data that come from the educational context. This work is a survey of the specific application of data mining in learning management systems and a case study tutorial with the Moodle system. Our objective is to introduce it both…

The Audio-Tutorial Approach to Learning Through Independent Study and Integrated Experiences.

ERIC Educational Resources Information Center

Postlethwait, S. N.; And Others

The rationale of the integrated experience approach to teaching botany at Purdue University is given and the history of the audio-tutorial course at Purdue and its present organization are described. A sample week's unit of study is given, including transcription of the tape, reproduction of printed materials and photographs of other materials…

Parallel programming of industrial applications

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

Heroux, M; Koniges, A; Simon, H

1998-07-21

In the introductory material, we overview the typical MPP environment for real application computing and the special tools available such as parallel debuggers and performance analyzers. Next, we draw from a series of real applications codes and discuss the specific challenges and problems that are encountered in parallelizing these individual applications. The application areas drawn from include biomedical sciences, materials processing and design, plasma and fluid dynamics, and others. We show how it was possible to get a particular application to run efficiently and what steps were necessary. Finally we end with a summary of the lessons learned from thesemore » applications and predictions for the future of industrial parallel computing. This tutorial is based on material from a forthcoming book entitled: "Industrial Strength Parallel Computing" to be published by Morgan Kaufmann Publishers (ISBN l-55860-54).« less

Using Structure-Based Organic Chemistry Online Tutorials with Automated Correction for Student Practice and Review

ERIC Educational Resources Information Center

O'Sullivan, Timothy P.; Hargaden, Gra´inne C.

2014-01-01

This article describes the development and implementation of an open-access organic chemistry question bank for online tutorials and assessments at University College Cork and Dublin Institute of Technology. SOCOT (structure-based organic chemistry online tutorials) may be used to supplement traditional small-group tutorials, thereby allowing…

Knowledge Retention after an Online Tutorial: A Randomized Educational Experiment among Resident Physicians

PubMed Central

Harless, Charles E.; Higa, Jerilyn K.; Bjork, Elizabeth L.; Bjork, Robert A.; Bazargan, Mohsen; Mangione, Carol M.

2008-01-01

BACKGROUND The time course of physicians’ knowledge retention after learning activities has not been well characterized. Understanding the time course of retention is critical to optimizing the reinforcement of knowledge. DESIGN Educational follow-up experiment with knowledge retention measured at 1 of 6 randomly assigned time intervals (0–55 days) after an online tutorial covering 2 American Diabetes Association guidelines. PARTICIPANTS Internal and family medicine residents. MEASUREMENTS Multiple-choice knowledge tests, subject characteristics including critical appraisal skills, and learner satisfaction. RESULTS Of 197 residents invited, 91 (46%) completed the tutorial and were randomized; of these, 87 (96%) provided complete follow-up data. Ninety-two percent of the subjects rated the tutorial as “very good” or “excellent.” Mean knowledge scores increased from 50% before the tutorial to 76% among those tested immediately afterward. Score gains were only half as great at 3–8 days and no significant retention was measurable at 55 days. The shape of the retention curve corresponded with a 1/4-power transformation of the delay interval. In multivariate analyses, critical appraisal skills and participant age were associated with greater initial learning, but no participant characteristic significantly modified the rate of decline in retention. CONCLUSIONS Education that appears successful from immediate posttests and learner evaluations can result in knowledge that is mostly lost to recall over the ensuing days and weeks. To achieve longer-term retention, physicians should review or otherwise reinforce new learning after as little as 1 week. Electronic supplementary material The online version of this article (doi:10.1007/s11606-008-0604-2) contains supplementary material, which is available to authorized users. PMID:18446414

Cytopathology whole slide images and virtual microscopy adaptive tutorials: A software pilot

PubMed Central

Van Es, Simone L.; Pryor, Wendy M.; Belinson, Zack; Salisbury, Elizabeth L.; Velan, Gary M.

2015-01-01

Background: The constant growth in the body of knowledge in medicine requires pathologists and pathology trainees to engage in continuing education. Providing them with equitable access to efficient and effective forms of education in pathology (especially in remote and rural settings) is important, but challenging. Methods: We developed three pilot cytopathology virtual microscopy adaptive tutorials (VMATs) to explore a novel adaptive E-learning platform (AeLP) which can incorporate whole slide images for pathology education. We collected user feedback to further develop this educational material and to subsequently deploy randomized trials in both pathology specialist trainee and also medical student cohorts. Cytopathology whole slide images were first acquired then novel VMATs teaching cytopathology were created using the AeLP, an intelligent tutoring system developed by Smart Sparrow. The pilot was run for Australian pathologists and trainees through the education section of Royal College of Pathologists of Australasia website over a period of 9 months. Feedback on the usability, impact on learning and any technical issues was obtained using 5-point Likert scale items and open-ended feedback in online questionnaires. Results: A total of 181 pathologists and pathology trainees anonymously attempted the three adaptive tutorials, a smaller proportion of whom went on to provide feedback at the end of each tutorial. VMATs were perceived as effective and efficient E-learning tools for pathology education. User feedback was positive. There were no significant technical issues. Conclusion: During this pilot, the user feedback on the educational content and interface and the lack of technical issues were helpful. Large scale trials of similar online cytopathology adaptive tutorials were planned for the future. PMID:26605119

Computer Tutorial "Higher Mathematics" for Engineering Specialties.

ERIC Educational Resources Information Center

Slivina, Natalia A.; Krivosheev, Anatoly O.; Fomin, Sergey S.

This paper presents a CD-ROM computer tutorial titled "Higher Mathematics," that contains 17 educational mathematical programs and is intended for use in Russian university engineering education. The first section introduces the courseware climate in Russia and outlines problems with commercially available universal mathematical…

28 CFR 92.10 - Providing tutorials and other academic assistance programs.

Code of Federal Regulations, 2010 CFR

2010-07-01

... must include academic counseling, tutorials and other academic assistance programs to enable... varied academic needs of individual applicants; and (3) Academic and guidance counseling for adults. Specific counseling programs must be designed for individuals who encounter problems with passing the...

Multi-stage learning aids applied to hands-on software training.

PubMed

Rother, Kristian; Rother, Magdalena; Pleus, Alexandra; Upmeier zu Belzen, Annette

2010-11-01

Delivering hands-on tutorials on bioinformatics software and web applications is a challenging didactic scenario. The main reason is that trainees have heterogeneous backgrounds, different previous knowledge and vary in learning speed. In this article, we demonstrate how multi-stage learning aids can be used to allow all trainees to progress at a similar speed. In this technique, the trainees can utilize cards with hints and answers to guide themselves self-dependently through a complex task. We have successfully conducted a tutorial for the molecular viewer PyMOL using two sets of learning aid cards. The trainees responded positively, were able to complete the task, and the trainer had spare time to respond to individual questions. This encourages us to conclude that multi-stage learning aids overcome many disadvantages of established forms of hands-on software training.

Group interaction in problem-based learning tutorials: a systematic review.

PubMed

Azer, S A; Azer, D

2015-11-01

This review aimed at identifying studies on group interaction in problem-based learning (PBL) and elucidate methods used, factors affecting group interaction and the relationship between interaction and student's learning. PubMed, EMBASE, PsycINFO and HighWire were searched (January 1999 to June 2013) using a combination of pre-specified search terms. The search words were also used in searching nine journals in dental and medical education. Also edited research books on PBL were searched. Both qualitative and descriptive studies of group interaction were selected and critically appraised. Finally, 42 of 10,606 papers were included (35 journal articles and seven from research books). The materials used in assessing group interaction varied depending on the methodology design. Forty-three percent of the studies used video recording to evaluate group interaction. Other studies used indirect approaches such as focus groups, interviews and questionnaires. Factors affecting group interactions were students' and tutors' perceptions, tutor's subject-matter expertise, training students, tutor's group dynamics. There was no conclusive evidence about the impact of interaction in PBL on learning. Most studies were from medicine (64%), and 35 papers were published in the last 10 years. The majority of studies were conducted in Europe, North America and Asia. Although there is a progressive increase in publications on PBL group interaction during the last 10 years, there are knowledge gaps and deficiencies in this area and most studies are lacking solid theoretical basis and are descriptive. There is a deficiency in the literature in this area from dentistry and other allied health disciplines. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Problem-based, peer-to-peer global mental health e-learning between the UK and Somaliland: a pilot study.

PubMed

Murphy, Roberta; Clissold, Elliot; Keynejad, Roxanne C

2017-11-01

WHO's mental health gap action programme intervention guide (mhGAP-IG) is an evidence-based tool aimed at front-line health workers in low-income and middle-income countries (LMICs). Its potential to improve global mental health education, especially through digital technologies, has been little studied. Problem-based learning (PBL) is usually conducted face-to-face, but its remote application could facilitate cross-cultural education. To evaluate PBL, applied to peer-to-peer global mental health e-learning (Aqoon), using mhGAP-IG. Twelve pairs of UK and Somaliland medical students completed the full programme. Participants self-directedly met online, via the low-bandwidth Medicine Africa website, for PBL-style tutorials focused on modules of the mhGAP-IG, V.2.0. Preparticipation and postparticipation surveys used mixed methods to evaluate Aqoon, including the Attitudes Toward Psychiatry (ATP-30) instrument. Median ATP-30 scores for Somaliland (82.0 vs 95.0, p=0.003) and UK students (82.0 vs 95.0, p = 0.011) improved significantly following Aqoon. Qualitative feedback showed that participants valued peer connectivity and learning about cultural and psychosocial differences in their partner's country. Somaliland students were motivated by clinical learning and UK students by global health education. Feedback on the PBL structure was positive. Digital PBL represents an innovative method to extend the benefits of mhGAP-IG beyond front-line clinical staff, to healthcare students in LMICs. Educational resource limitations in LMICs may be overcome using digital platforms and PBL. Replication with non-medical healthcare students is the next step for this model to explore Aqoon's relevance to pressing global mental health workforce challenges. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Project Pals: A Description of a High School-Based Tutorial Program Using Corrective Reading and Peer-Delivered Instruction

ERIC Educational Resources Information Center

Marchand-Martella, Nancy; Martella, Ronald C.; Bettis, Daniel F.; Blakely, Molly Riley

2004-01-01

The purpose of this investigation was to assess implementation aspects of a peer-delivered Corrective Reading Program (CRP), entitled "Project PALS" (Peer Assisted Learning System), in six area high schools. Specifically, high schools provided details on the following aspects of their programs: school and teachers, students receiving peer…

The Math You Need, When You Need It: Student-Centered Web Resources Designed to Decrease Math Review and Increase Quantitative Geology in the Classroom

NASA Astrophysics Data System (ADS)

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

2007-12-01

Introductory geoscience courses are rife with quantitative concepts from graphing to rates to unit conversions. Recent research suggests that supplementary mathematical instruction increases post-secondary students' retention and performance in science courses. Nonetheless, many geoscience faculty feel that they do not have enough time to cover all the geoscience content, let alone covering the math they often feel students should have learned before reaching their classes. We present our NSF-funded effort to create web modules for students that address these concerns. Our web resources focus on both student performance and faculty time issues by building students' quantitative skills through web-based, self-paced modular tutorials. Each module can be assigned to individual students who have demonstrated on a pre-test that they are in need of supplemental instruction. The pre-test involves problems that place mathematical concepts in a geoscience context and determines the students who need the most support with these skills. Students needing support are asked to complete a three-pronged web-based module just before the concept is needed in class. The three parts of each tutorial include: an explanation of the mathematics, a page of practice problems and an on-line quiz that is graded and sent to the instructor. Each of the modules is steeped in best practices in mathematics and geoscience education, drawing on multiple contexts and utilizing technology. The tutorials also provide students with further resources so that they can explore the mathematics in more depth. To assess the rigor of this program, students are given the pre-test again at the end of the course. The uniqueness of this program lies in a rich combination of mathematical concepts placed in multiple geoscience contexts, giving students the opportunity to explore the way that math relates to the physical world. We present several preliminary modules dealing with topics common in introductory geoscience courses. We seek feedback from faculty teaching all levels of geoscience addressing several questions: In what math/geoscience topics do you feel students need supplemental instruction? Where do students come up against quantitative topics that make them drop the class or perform poorly? Would you be willing to review or help us to test these modules in your class?

Supporting Survey Courses with Lecture-Tutorials and Backwards-Faded Scaffolded Inquiry

NASA Astrophysics Data System (ADS)

Slater, T. F.; Slater, S. J.

2013-12-01

In the course of learning science, it is generally accepted that successful science learning experiences should result in learners developing a meaningful understanding of the nature of science as inquiry where: (i) students are engaged in questions; (ii) students are designing plans to pursue data; and (iii) students are generating and defending conclusions based on evidence they have collected. Few of these learning targets can be effectively reached through a professor-centered, information download lecture. In response to national reform movements calling for professors to adopt teaching strategies and learning environments where non-science majors and future teachers can actively engage in scientific discourse, scholars with the CAPER Center for Astronomy & Physics Education Research have leveraged NSF DUE funding over the last decade to develop and systematically field-test two separate instructional approaches. The first of these is called Lecture-Tutorials (NSF 99077755 and NSF 9952232) . These are self-contained, classroom-ready, collaborative group activities. The materials are designed specifically to be easily integrated into the lecture course and directly address the needs of busy and heavily-loaded teaching faculty for effective, student-centered, classroom-ready materials that do not require a drastic course revision for implementation. Students are asked to reason about difficult concepts, while working in pairs, and to discuss their ideas openly. The second of these is a series of computer-mediated, inquiry learning experiences for non-science majoring undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for instruction (NSF 1044482). Backwards faded-scaffolding is a strategy where the conventional and rigidly linear scientific method is turned on its head and students are first taught how to create conclusions based on evidence, then how experimental design creates evidence, and only at the end introduces students to - what we believe is the most challenging part of inquiry - inventing scientifically appropriate questions. Dissemination efforts have been supported by NSF 0715517 and evaluation results consistently suggest that both the Lecture-Tutorials and the backwards faded-scaffolding approaches are successfully engaging students in self-directed scientific discourse as measured by the Views on Scientific Inquiry (VOSI) as well as increasing their knowledge of science as measured by various measures.

The MaizeGDB Genome Browser tutorial: one example of database outreach to biologists via video.

PubMed

Harper, Lisa C; Schaeffer, Mary L; Thistle, Jordan; Gardiner, Jack M; Andorf, Carson M; Campbell, Darwin A; Cannon, Ethalinda K S; Braun, Bremen L; Birkett, Scott M; Lawrence, Carolyn J; Sen, Taner Z

2011-01-01

Video tutorials are an effective way for researchers to quickly learn how to use online tools offered by biological databases. At MaizeGDB, we have developed a number of video tutorials that demonstrate how to use various tools and explicitly outline the caveats researchers should know to interpret the information available to them. One such popular video currently available is 'Using the MaizeGDB Genome Browser', which describes how the maize genome was sequenced and assembled as well as how the sequence can be visualized and interacted with via the MaizeGDB Genome Browser. Database

NLM microcomputer-based tutorials (for microcomputers). Software

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

Perkins, M.

1990-04-01

The package consists of TOXLEARN--a microcomputer-based training package for TOXLINE (Toxicology Information Online), CHEMLEARN-a microcomputer-based training package for CHEMLINE (Chemical Information Online), MEDTUTOR--a microcomputer-based training package for MEDLINE (Medical Information Online), and ELHILL LEARN--a microcomputer-based training package for the ELHILL search and retrieval software that supports the above-mentioned databases...Software Description: The programs were developed under PILOTplus using the NLM LEARN Programmer. They run on IBM-PC, XT, AT, PS/2, and fully compatible computers. The programs require 512K RAM memory, one disk drive, and DOS 2.0 or higher. The software supports most monochrome, color graphics, enhanced color graphics, or visual graphics displays.

Globalization of problem-based learning (PBL): cross-cultural implications.

PubMed

Gwee, Matthew Choon-Eng

2008-03-01

Problem-based learning (PBL) is essentially a learning system design that incorporates several educational strategies to optimize student-centered learning outcomes beyond just knowledge acquisition. PBL was implemented almost four decades ago as an innovative and alternative pathway to learning in medical education in McMaster University Medical School. Since then, PBL has spread widely across the world and has now been adopted globally, including in much of Asia. The globalization of PBL has important cross-cultural implications. Delivery of instruction in PBL involves active peer teaching-learning in an open communication style. Consequently, this may pose an apparent serious conflict with the Asian communication style generally dominated by a cultural reticence. However, evidence available, especially from the PBL experience of some senior Korean medical students doing an elective in the University of Toronto Medical School and the cross-cultural PBL experience initiated by Kaohsiung Medical University, strongly suggests creating a conducive and supportive learning environment for students learning in a PBL setting can overcome the perceived cultural barriers; that is, nurture matters more than culture in the learning environment. Karaoke is very much an Asian initiative. The Karaoke culture and philosophy provide a useful lesson on how to create a conducive and supportive environment to encourage, enhance and motivate group activity. Some key attributes associated with Asian culture are in fact consistent with, and aligned to, some of the basic tenets of PBL, including the congruence between the Asian emphasis on group before individual interest, and the collaborative small group learning design used in PBL. Although there are great expectations of the educational outcomes students can acquire from PBL, the available evidence supports the contention the actual educational outcomes acquired from PBL do not really match the expected educational outcomes commonly intended and specified for a PBL program. Proficiency in the English language can pose serious problems for some Asian medical schools, which choose to use English as the language for discussion in PBL tutorials. A novel approach that can be applied to overcome this problem is to allow students to engage in discussions using both their native language as well as English, a highly successful practice implemented by the University of Airlangga, Surabaya, Indonesia. As PBL is a highly resource-intensive pedagogy, Asian medical educators need to have a clear understanding of the PBL process, philosophy and practice in order to be able to optimize the educational outcomes that can be derived from a PBL curriculum.

Implementation and Results of a Learning Assistant Program

NASA Astrophysics Data System (ADS)

Bogue, Thomas B.; Seeley, L.; Vokos, S.

2006-12-01

The Physics Department at Seattle Pacific University has recently completed a three-year CCLI grant to integrate Tutorials in Introductory Physics , Activity Based Physics , and Real Time Physics into our one-year introductory curriculum. One of the difficulties encountered in doing this at a small undergraduate university was the need for additional instructors. This need is met through the use of undergraduate learning assistants. The development of recruitment and implementation methods will be discussed, along with the advantages to physics education, and the challenges encountered. We will also discuss several strategies we have identified as critical to a successful learning assistant program.

Monetary Valuations of University Course Delivery: The Case for Face-to-Face Learning Activities in Accounting Education

ERIC Educational Resources Information Center

Taplin, Ross; Kerr, Rosy; Brown, Alistair

2017-01-01

Student preferences for delivery options were obtained within a monetary framework by asking students to purchase their ideal course structure. Results show that accounting students prefer to spend more on tutorials but purchase less lecture time; the difference due to the higher cost of tutorials compared to lectures. Face-to-face classes were…

Non-linear learning in online tutorial to enhance students’ knowledge on normal distribution application topic

NASA Astrophysics Data System (ADS)

Kartono; Suryadi, D.; Herman, T.

2018-01-01

This study aimed to analyze the enhancement of non-linear learning (NLL) in the online tutorial (OT) content to students’ knowledge of normal distribution application (KONDA). KONDA is a competence expected to be achieved after students studied the topic of normal distribution application in the course named Education Statistics. The analysis was performed by quasi-experiment study design. The subject of the study was divided into an experimental class that was given OT content in NLL model and a control class which was given OT content in conventional learning (CL) model. Data used in this study were the results of online objective tests to measure students’ statistical prior knowledge (SPK) and students’ pre- and post-test of KONDA. The statistical analysis test of a gain score of KONDA of students who had low and moderate SPK’s scores showed students’ KONDA who learn OT content with NLL model was better than students’ KONDA who learn OT content with CL model. Meanwhile, for students who had high SPK’s scores, the gain score of students who learn OT content with NLL model had relatively similar with the gain score of students who learn OT content with CL model. Based on those findings it could be concluded that the NLL model applied to OT content could enhance KONDA of students in low and moderate SPK’s levels. Extra and more challenging didactical situation was needed for students in high SPK’s level to achieve the significant gain score.

The Carleton University Writing Tutorial Service.

ERIC Educational Resources Information Center

Freedman, Aviva

Carleton University's writing tutorial service is staffed by trained graduate students and provides free individual instruction for students having problems writing academic English. The students submit writing samples before the first session at which both student and tutor map out a strategy for improvement. Analysis of the tutors' perceptions…

Processes and Knowledge in Designing Instruction.

ERIC Educational Resources Information Center

Greeno, James G.; And Others

Results from a study of problem solving in the domain of instructional design are presented. Subjects were eight teacher trainees who were recent graduates of or were enrolled in the Stanford Teacher Education Program at Stanford University (California). Subjects studied a computer-based tutorial--the VST2000--about a fictitious vehicle. The…

A Test of the Design of a Video Tutorial for Software Training

ERIC Educational Resources Information Center

van der Meij, J.; van der Meij, H.

2015-01-01

The effectiveness of a video tutorial versus a paper-based tutorial for software training has yet to be established. Mixed outcomes from the empirical studies to date suggest that for a video tutorial to outperform its paper-based counterpart, the former should be crafted so that it addresses the strengths of both designs. This was attempted in…

Informed Source Separation: A Bayesian Tutorial

NASA Technical Reports Server (NTRS)

Knuth, Kevin H.

2005-01-01

Source separation problems are ubiquitous in the physical sciences; any situation where signals are superimposed calls for source separation to estimate the original signals. In h s tutorial I will discuss the Bayesian approach to the source separation problem. This approach has a specific advantage in that it requires the designer to explicitly describe the signal model in addition to any other information or assumptions that go into the problem description. This leads naturally to the idea of informed source separation, where the algorithm design incorporates relevant information about the specific problem. This approach promises to enable researchers to design their own high-quality algorithms that are specifically tailored to the problem at hand.

Effects of Using a Web-Based Individualized Education Program Decision Making Tutorial

ERIC Educational Resources Information Center

Shriner, James G.; Carty, Susan J.; Rose, Chad A.; Shogren, Karrie A.; Kim, Myungjin; Trach, John S.

2013-01-01

This study explored the effects of a web-based decision support system ("Tutorial") for writing standards-based Individualized Education Programs (IEPs). A total of 35 teachers and 154 students participated across two academic years. Participants were assigned to one of three intervention groups based on level of "Tutorial"…

Effects of Using a Web-Based Individualized Education Program Decision-Making Tutorial

ERIC Educational Resources Information Center

Shriner, James G.; Carty, Susan J.; Rose, Chad A.; Shogren, Karrie A.; Kim, Myungjin; Trach, John S.

2013-01-01

This study explored the effects of a web-based decision support system ("Tutorial") for writing standards-based Individualized Education Programs (IEPs). A total of 35 teachers and 154 students participated across two academic years. Participants were assigned to one of three intervention groups based on level of "Tutorial"…

Medical Student Retention of Embryonic Development: Impact of the Dimensions Added by Multimedia Tutorials

ERIC Educational Resources Information Center

Marsh, Karen R.; Giffin, Bruce F.; Lowrie, Donald J., Jr.

2008-01-01

The purpose of this project was to develop Web-based learning modules that combine (1) animated 3D graphics; (2) 3D models that a student can manipulate independently; (3) passage of time in embryonic development; and (4) animated 2D graphics, including 2D cross-sections that represent different "slices" of the embryo, and animate in…

Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning

ERIC Educational Resources Information Center

Mittelmeier, Jenna; Tempelaar, Dirk; Rienties, Bart; Nguyen, Quan

2016-01-01

In this empirical study, we investigate the role of national cultural dimensions as distal antecedents of the use intensity of e-tutorials, which constitute the digital component within a blended learning course. Profiting from the context of a dispositional learning analytics application, we investigate cognitive processing strategies and…

Architecture for Building Conversational Agents that Support Collaborative Learning

ERIC Educational Resources Information Center

Kumar, R.; Rose, C. P.

2011-01-01

Tutorial Dialog Systems that employ Conversational Agents (CAs) to deliver instructional content to learners in one-on-one tutoring settings have been shown to be effective in multiple learning domains by multiple research groups. Our work focuses on extending this successful learning technology to collaborative learning settings involving two or…

Spicing Up Information Literacy Tutorials: Interactive Class Activities that Worked

ERIC Educational Resources Information Center

Zdravkovic, Neda

2010-01-01

Constructivist learning theories promote students' engagement as one of the key factors in successful learning and knowledge building. Research indicates that the short attention span of adult learners, their need to "learn-by-doing," interact and multitask in the learning process can be accommodated with a positive outcome by…

Overcoming Common Conceptual and Reasoning Difficulties in Cosmology: A Lecture-Tutorial Approach

NASA Astrophysics Data System (ADS)

Prather, Edward E.; Wallace, C. S.; Duncan, D.

2011-01-01

For the past two years, we have conducted fundamental research into Astro 101 students' conceptual and reasoning difficulties in cosmology. To date, we have analyzed the responses of over 2000 students from institutions across the United States to questions on the Big Bang, the expansion and evolution of the universe, and the evidence for dark matter. Our findings have helped guide the development of a new suite of cosmology Lecture-Tutorials to help students overcome their conceptual and reasoning difficulties. We discuss naïve ideas Astro 101 students have with several cosmology topics and provide evidence that the new Lecture-Tutorials help students achieve larger learning gains than is achieved by lecture alone. This material is based upon work supported by the National Science Foundation under Grant No. 0833364 and Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Evaluating Online Tutorials for University Faculty, Staff, and Students: The Contribution of Just-in-Time Online Resources to Learning and Performance

ERIC Educational Resources Information Center

Brill, Jennifer; Park, Yeonjeong

2011-01-01

The effective integration of current technologies in teaching and research is a high priority for today's universities. To support the technology skills of university faculty, staff, and students, the subject university's office for faculty training and support, provides free, 24/7 access to a collection of online technology tutorials leased from…

Face-to-Face versus Online Tutorial Support in Distance Education: Preference, Performance, and Pass Rates in Students with Disabilities

ERIC Educational Resources Information Center

Richardson, John T. E.

2016-01-01

This study examined the experiences of students taking the same courses in the humanities by distance learning when tutorial support was provided conventionally (using limited face-to-face sessions with some contact by telephone and email) or online (using a combination of computer-mediated conferencing and email). The results showed that, given a…

Co-Educational Tutorial Classes and Their Significance on Gendered Test Scores of Wollo University Students: A Before-After Analyses

ERIC Educational Resources Information Center

Gidey, Mu'uz

2015-01-01

This action research is carried out in a practical class room setting to devise an innovative way of administering tutorial classes to improve students' learning competence with particular reference to gendered test scores. A before-after test score analyses of mean and standard deviations along with t-statistical tests of hypotheses of second…

Evolution of the New Pathway curriculum at Harvard Medical School: the new integrated curriculum.

PubMed

Dienstag, Jules L

2011-01-01

In 1985, Harvard Medical School adopted a "New Pathway" curriculum, based on active, adult learning through problem-based, faculty-facilitated small-group tutorials designed to promote lifelong skills of self-directed learning. Despite the successful integration of clinically relevant material in basic science courses, the New Pathway goals were confined primarily to the preclinical years. In addition, the shifting balance in the delivery of health care from inpatient to ambulatory settings limited the richness of clinical education in clinical clerkships, creating obstacles for faculty in their traditional roles as teachers. In 2006, Harvard Medical School adopted a more integrated curriculum based on four principles that emerged after half a decade of self-reflection and planning: (1) integrate the teaching of basic/population science and clinical medicine throughout the entire student experience; (2) reestablish meaningful and intensive faculty-student interactions and reengage the faculty; (3) develop a new model of clinical education that offers longitudinal continuity of patient experience, cross-disciplinary curriculum, faculty mentoring, and student evaluation; and (4) provide opportunities for all students to pursue an in-depth, faculty-mentored scholarly project. These principles of our New Integrated Curriculum reflect our vision for a curriculum that fosters a partnership between students and faculty in the pursuit of scholarship and leadership.

Multidimensional Generalized Functions in Aeroacoustics and Fluid Mechanics. Part 1; Basic Concepts and Operations

NASA Technical Reports Server (NTRS)

Farassat, Fereidoun; Myers, Michael K.

2011-01-01

This paper is the first part of a three part tutorial on multidimensional generalized functions (GFs) and their applications in aeroacoustics and fluid mechanics. The subject is highly fascinating and essential in many areas of science and, in particular, wave propagation problems. In this tutorial, we strive to present rigorously and clearly the basic concepts and the tools that are needed to use GFs in applications effectively and with ease. We give many examples to help the readers in understanding the mathematical ideas presented here. The first part of the tutorial is on the basic concepts of GFs. Here we define GFs, their properties and some common operations on them. We define the important concept of generalized differentiation and then give some interesting elementary and advanced examples on Green's functions and wave propagation problems. Here, the analytic power of GFs in applications is demonstrated with ease and elegance. Part 2 of this tutorial is on the diverse applications of generalized derivatives (GDs). Part 3 is on generalized Fourier transformations and some more advanced topics. One goal of writing this tutorial is to convince readers that, because of their powerful operational properties, GFs are absolutely essential and useful in engineering and physics, particularly in aeroacoustics and fluid mechanics.

Women's Health Curriculum for Internal Medicine Residents: Development, Implementation, and Evaluation.

PubMed

Davisson, Laura; Nuss, Michelle; Cottrell, Scott

2010-09-01

Women's health knowledge and skills are important for physicians, but training is often inadequate. The objective of this project was to develop, implement, and evaluate a women's health curriculum for an internal medicine residency program. After assessing institutional factors, we developed a curriculum for a multidisciplinary clinical rotation with a web-based tutorial. We recruited faculty from several specialties relevant to the care of women to precept for the rotation and/or to provide teaching materials for the tutorial. The curriculum for the 1-month rotation covered most of the recommended women's health topics. Internal medicine residents worked in a variety of clinical settings and were assigned to a web-based tutorial and a pretest and posttest. A statistically significant increase was seen in participants' mean posttest (71.7%) versus pretest (61.1%) scores (difference, 10.7%; 95% confidence interval [CI]: 4.7-16.6; P  =  .0009). No difference was seen in controls' mean posttest (56.5%) versus pretest (57.2%) scores (difference, -0.7%; 95% CI: -12.1-10.7; P  =  .9). Mean rotation evaluation responses ranged from 7.09 to 7.45 on a 9-point scale. The majority (93%) of survey respondents agreed that the rotation increased their skills in caring for women, and all agreed the program was well organized and that it increased their awareness of women's health issues. A women's health curriculum using a web-based tutorial with a multidisciplinary clinical rotation can be successfully implemented in an internal medicine residency. The curriculum satisfied women's health training requirements, was associated with improvements in learning outcomes, and may be a model for women's health education.

Applying Deep Learning in Medical Images: The Case of Bone Age Estimation.

PubMed

Lee, Jang Hyung; Kim, Kwang Gi

2018-01-01

A diagnostic need often arises to estimate bone age from X-ray images of the hand of a subject during the growth period. Together with measured physical height, such information may be used as indicators for the height growth prognosis of the subject. We present a way to apply the deep learning technique to medical image analysis using hand bone age estimation as an example. Age estimation was formulated as a regression problem with hand X-ray images as input and estimated age as output. A set of hand X-ray images was used to form a training set with which a regression model was trained. An image preprocessing procedure is described which reduces image variations across data instances that are unrelated to age-wise variation. The use of Caffe, a deep learning tool is demonstrated. A rather simple deep learning network was adopted and trained for tutorial purpose. A test set distinct from the training set was formed to assess the validity of the approach. The measured mean absolute difference value was 18.9 months, and the concordance correlation coefficient was 0.78. It is shown that the proposed deep learning-based neural network can be used to estimate a subject's age from hand X-ray images, which eliminates the need for tedious atlas look-ups in clinical environments and should improve the time and cost efficiency of the estimation process.

The MaizeGDB Genome Browser tutorial: one example of database outreach to biologists via video

PubMed Central

Harper, Lisa C.; Schaeffer, Mary L.; Thistle, Jordan; Gardiner, Jack M.; Andorf, Carson M.; Campbell, Darwin A.; Cannon, Ethalinda K.S.; Braun, Bremen L.; Birkett, Scott M.; Lawrence, Carolyn J.; Sen, Taner Z.

2011-01-01

Video tutorials are an effective way for researchers to quickly learn how to use online tools offered by biological databases. At MaizeGDB, we have developed a number of video tutorials that demonstrate how to use various tools and explicitly outline the caveats researchers should know to interpret the information available to them. One such popular video currently available is ‘Using the MaizeGDB Genome Browser’, which describes how the maize genome was sequenced and assembled as well as how the sequence can be visualized and interacted with via the MaizeGDB Genome Browser. Database URL: http://www.maizegdb.org/ PMID:21565781

Creating library tutorials for nursing students.

PubMed

Schroeder, Heidi

2010-04-01

This article describes one librarian's experiences with creating, promoting, and assessing online library tutorials. Tutorials were designed to provide on-demand and accessible library instruction to nursing students at Michigan State University. Topics for tutorials were chosen based on the librarian's liaison experiences and suggestions from nursing faculty. The tutorials were created using Camtasia and required the application of several tools and techniques. Tutorials were promoted through Web pages, the ANGEL course management system, blog posts, librarian interactions, e-mails, and more. In order to assess the tutorials' perceived effectiveness, feedback was gathered using a short survey. Future plans for the nursing tutorials project are also discussed.

MEDICOL: online learning in medicine and dentistry.

PubMed

Broudo, Marc; Walsh, Charlene

2002-09-01

MEDICOL (Medicine and Dentistry Integrated Curriculum Online) provides a variety of Web-based resources that act as important adjuncts to all the teaching components of the medical and dental undergraduate curriculum. It uses WebCT, a course-management system, to provide the following educational functions: (1) track students' progress and present course information such as time-tables, learning objectives, handout materials, images, references, course assignments, and evaluations; (2) promote student-to-student and student-to-instructor interactions (through e-mail and bulletin boards); and (3) deliver self-directed learning components, including weekly self-assessment quizzes that provide immediate feedback and multimedia learning modules (clinical skills, radiology, evidence-based medicine, etc.). The University of British Columbia Faculties of Medicine and Dentistry feature a problem-based learning (PBL) curriculum in which students access many of the same tools they will utilize in their professional practice. In the PBL curriculum, students must access the relevant clinical data and educational resources. A MEDICOL site has also been developed for medical students to use during their rural family practice, a four- to six-week experience in the summer after their second year. This site has been designed to be a supplemental learning environment for not only these students, but also for their physician preceptors. It is intended to foster communication among participants, bring new resources to the rural setting, and allow preceptors to develop their Internet skills with the help of students who are already familiar with the electronic environment. The MEDICOL sites enable the exchange of information about the learning issues between, as well as within, tutorial groups. MEDICOL also provides students with faculty-reviewed resources that are listed online; multimedia presentations; and access to histology, radiology, and pathology images through an online image database. Each week, students have access to a new interactive and automatically graded self-assessment quiz for individual study. These quizzes test learning objectives from tutorial, lecture, and lab material for each week of the curriculum and are modeled after summative examinations held twice each year. Question authors provide immediately accessible quality feedback to students. A comprehensive quiz databank of approximately 1,500 questions has been attained. WebCT enables MEDICOL to deliver anonymous, online program-evaluation questionnaires during clinical clerkships (resulting in a 99% response rate after a few e-mail reminders), with easy and timely data collection and reporting methods. Summative assessments have also been delivered through MEDICOL. Use statistics indicate that over 90% of students regularly use the MEDICOL sites and have found them helpful. University of British Columbia medical school enrollment will increase because of collaborations with campuses and medical centers across the province. MEDICOL will likely play an increased role in distance learning by continuing to deliver the resources already described, as well as facilitating synchronous communications (e.g., PBL chat rooms) and teaching (e.g., video-streamed lectures) to students located across the province.

Creating Lecture Tutorials for the Introductory Geoscience Classroom with Data Found on the Digital Library for Earth System Education (DLESE) Website

NASA Astrophysics Data System (ADS)

Kortz, K. M.; Jager, J. M.

2006-05-01

Lecture Tutorials (LTs) are short, interactive materials used during lectures that guide student learning and challenge students to think about their own misconceptions. They are designed to be used by instructors as a simple way to increase the amount of interactive learning in their classroom. We developed several geoscience LTs, using data sets found on the Digital Library for Earth System Education (DLESE) website when possible, in order to address the problems of student misconceptions and lack of appreciation of science. After a short lecture, the students were given 3 to 4 multiple choice questions about the material covered. They then worked in groups on an LT, participated in a class discussion and answered a second similar question set to test for additional learning. Based on the results of one author's students, the materials were revised and retested with the other's students. Student interviews were conducted to determine the role data sets played in changing student attitudes toward science. LTs in this study were written with two different purposes. One set focused on data interpretation and scientific methods using real-world data sets found on DLESE. We found little to no increase in pre-LT and post-LT performance on the question sets when these LTs were used. The other set of LTs specifically tackled misconceptions about a single geologic topic. Students showed a significant increase in pre-LT and post-LT learning based on the questions sets when these LTs were used. LTs that successfully decreased student misconceptions did not require the use of real-world data sets. We identified several factors influencing student performance on the pre- and post-LT questions, in addition to whether or not the LT focused on including data sets or tackling misconceptions. The distracters in the questions need to include the student misconceptions to verify the students have changed their understanding. This demonstrates a need for a large database of well-written and tested questions to use for evaluation purposes. If lectures are well-designed, effective, and address the focus of the LT, then the increase in student performance on the questions is reduced. However, students still have difficulties with not changing their previously-held conceptions which shows why the LTs are so effective when they address misconceptions - misconceptions cannot be overcome by simply listening to a lecture.

Out of sight, out of mind: Do repeating students overlook online course components?

PubMed

Holland, Jane; Clarke, Eric; Glynn, Mark

2016-11-01

E-Learning is becoming an integral part of undergraduate medicine, with many curricula incorporating a number of online activities and resources, in addition to more traditional teaching methods. This study examines physical attendance, online activity, and examination outcomes in a first-year undergraduate medical program. All 358 students who completed the Alimentary System module within the first semester of the program were included, 30 of whom were repeating the year, and thus the module. This systems-based, multidisciplinary module incorporated didactic lectures, cadaveric small group tutorials and additional e-Learning resources such as online histology tutorials. Significant differences were demonstrated in physical attendance and utilization of online resources between repeating students and those participating in the module for the first time. Subsequent analyses confirmed that physical attendance, access of online lecture resources, and utilization of online histology tutorials were all significantly correlated. In addition, both physical attendance and utilization of online resources significantly correlated with summative examination performance. While nonattendance may be due to a variety of factors, our data confirm that significant differences exist in both physical attendance and online activity between new entrants and repeating students, such that all students repeating a module or academic year should be routinely interviewed and offered appropriate supports to ensure that they continue to engage with the program. While the development of complex algorithmic models may be resource intensive, using readily available indices from virtual learning environments is a straightforward, albeit less powerful, means to identify struggling students prior to summative examinations. Anat Sci Educ 9: 555-564. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

A Simulated Learning Environment for Teaching Medicine Dispensing Skills

PubMed Central

Styles, Kim; Sewell, Keith; Trinder, Peta; Marriott, Jennifer; Maher, Sheryl; Naidu, Som

2016-01-01

Objective. To develop an authentic simulation of the professional practice dispensary context for students to develop their dispensing skills in a risk-free environment. Design. A development team used an Agile software development method to create MyDispense, a web-based simulation. Modeled on virtual learning environments elements, the software employed widely available standards-based technologies to create a virtual community pharmacy environment. Assessment. First-year pharmacy students who used the software in their tutorials, were, at the end of the second semester, surveyed on their prior dispensing experience and their perceptions of MyDispense as a tool to learn dispensing skills. Conclusion. The dispensary simulation is an effective tool for helping students develop dispensing competency and knowledge in a safe environment. PMID:26941437

Easy Implementation of Internet-Based Whiteboard Physics Tutorials

ERIC Educational Resources Information Center

Robinson, Andrew

2008-01-01

The requirement for a method of capturing problem solving on a whiteboard for later replay stems from my teaching load, which includes two classes of first-year university general physics, each with relatively large class sizes of approximately 80-100 students. Most university-level teachers value one-to-one interaction with the students and find…

Rational Ignorance in Education: A Field Experiment in Student Plagiarism

ERIC Educational Resources Information Center

Dee, Thomas S.; Jacob, Brian A.

2012-01-01

Plagiarism appears to be a common problem among college students, yet there is little evidence on the effectiveness of interventions designed to minimize plagiarism. This study presents the results of a field experiment that evaluated the effects of a web-based educational tutorial in reducing plagiarism. We found that assignment to the treatment…

Temporal and Resource Reasoning for Planning, Scheduling and Execution in Autonomous Agents

NASA Technical Reports Server (NTRS)

Muscettola, Nicola; Hunsberger, Luke; Tsamardinos, Ioannis

2005-01-01

This viewgraph slide tutorial reviews methods for planning and scheduling events. The presentation reviews several methods and uses several examples of scheduling events for the successful and timely completion of the overall plan. Using constraint based models the presentation reviews planning with time, time representations in problem solving and resource reasoning.

Machine learning for large-scale wearable sensor data in Parkinson's disease: Concepts, promises, pitfalls, and futures.

PubMed

Kubota, Ken J; Chen, Jason A; Little, Max A

2016-09-01

For the treatment and monitoring of Parkinson's disease (PD) to be scientific, a key requirement is that measurement of disease stages and severity is quantitative, reliable, and repeatable. The last 50 years in PD research have been dominated by qualitative, subjective ratings obtained by human interpretation of the presentation of disease signs and symptoms at clinical visits. More recently, "wearable," sensor-based, quantitative, objective, and easy-to-use systems for quantifying PD signs for large numbers of participants over extended durations have been developed. This technology has the potential to significantly improve both clinical diagnosis and management in PD and the conduct of clinical studies. However, the large-scale, high-dimensional character of the data captured by these wearable sensors requires sophisticated signal processing and machine-learning algorithms to transform it into scientifically and clinically meaningful information. Such algorithms that "learn" from data have shown remarkable success in making accurate predictions for complex problems in which human skill has been required to date, but they are challenging to evaluate and apply without a basic understanding of the underlying logic on which they are based. This article contains a nontechnical tutorial review of relevant machine-learning algorithms, also describing their limitations and how these can be overcome. It discusses implications of this technology and a practical road map for realizing the full potential of this technology in PD research and practice. © 2016 International Parkinson and Movement Disorder Society. © 2016 International Parkinson and Movement Disorder Society.

The Effect of Mode of CAI and Individual Learning Differences on the Understanding of Concept Relationships.

ERIC Educational Resources Information Center

Rowland, Paul McD.

The effect of mode of computer-assisted instruction (CAI) and individual learning differences on the learning of science concepts was investigated. University elementary education majors learned about home energy use from either a computer simulation or a computer tutorial. Learning of science concepts was measured using achievement and…

MOOCs for Research: The Case of the Indiana University Plagiarism Tutorials and Tests

ERIC Educational Resources Information Center

Frick, Theodore; Dagli, Cesur

2016-01-01

We illustrate a very recent research study that demonstrates the value of Massive Open Online Courses (MOOCs) as vehicles for research. We describe the development of the Indiana University Plagiarism Tutorials and Tests (IPTAT). Our new design has been guided by "First Principles of Instruction": authentic problems, activation,…

The keys to successful online continuing education programs for nurses.

PubMed

Sweeney, Nancy M; Saarmann, Lembi; Flagg, Joan; Seidman, Robert

2008-01-01

Asynchronous online tutorials that award continuing education units without cost and provide knowledge about computers and nursing informatics were made available to registered nurses in Southern California. Four hundred seventy-three nurses enrolled; 52% (246) completed tutorials. Nonsignificant differences in the number of tutorials completed were found across characteristics of participants, meaning that nurses were similarly disposed to participate regardless of age, educational preparation, experience, practice setting, or ethnicity. They tended to overestimate their computer capabilities at the time of enrollment and abandoned the tutorials when they encountered technical problems. Nurses need live workshops teaching computer basics, Internet skills, and how to enroll in and run asynchronous programs. Marketing of online programs should be multifaceted, including live and electronic strategies.

Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning.

PubMed

Frambach, Janneke M; Driessen, Erik W; Chan, Li-Chong; van der Vleuten, Cees P M

2012-08-01

Medical schools worldwide are increasingly switching to student-centred methods such as problem-based learning (PBL) to foster lifelong self-directed learning (SDL). The cross-cultural applicability of these methods has been questioned because of their Western origins and because education contexts and learning approaches differ across cultures. This study evaluated PBL's cross-cultural applicability by investigating how it is applied in three medical schools in regions with different cultures in, respectively, East Asia, the Middle East and Western Europe. Specifically, it investigated how students' cultural backgrounds impact on SDL in PBL and how this impact affects students. A qualitative, cross-cultural, comparative case study was conducted in three medical schools. Data were collected through 88 semi-structured, in-depth interviews with Year 1 and 3 students, tutors and key persons involved in PBL, 32 observations of Year 1 and 3 PBL tutorials, document analysis, and contextual information. The data were thematically analysed using the template analysis method. Comparisons were made among the three medical schools and between Year 1 and 3 students across and within the schools. The cultural factors of uncertainty and tradition posed a challenge to Middle Eastern students' SDL. Hierarchy posed a challenge to Asian students and achievement impacted on both sets of non-Western students. These factors were less applicable to European students, although the latter did experience some challenges. Several contextual factors inhibited or enhanced SDL across the cases. As students grew used to PBL, SDL skills increased across the cases, albeit to different degrees. Although cultural factors can pose a challenge to the application of PBL in non-Western settings, it appears that PBL can be applied in different cultural contexts. However, its globalisation does not postulate uniform processes and outcomes, and culturally sensitive alternatives might be developed. © Blackwell Publishing Ltd 2012.

A Blended Learning Approach to Teach Fluid Mechanics in Engineering

ERIC Educational Resources Information Center

Rahman, Ataur

2017-01-01

This paper presents a case study on the teaching and learning of fluid mechanics at the University of Western Sydney (UWS), Australia, by applying a blended learning approach (BLA). In the adopted BLA, various flexible learning materials have been made available to the students such as online recorded lectures, online recorded tutorials, hand…

Student Perceptions of Learning Strategies in a Secondary Video Production Classroom

ERIC Educational Resources Information Center

Doles, Jeffrey M.

2016-01-01

This qualitative case study asked the participants to reflect on their own learning experiences as a result of the instructional practices employed by the instructor to create an improved learning environment for students. The research investigated student perceptions of their learning via classmates' produced tutorials and how viewing the…

Teaching medical students to recognise their strengths and limitations in leadership, teamwork and communication by military led tutorials.

PubMed

Clark, James; Hall, T Falconer; O'Mahony, K

2013-12-01

The General Medical Council has stipulated that greater importance must be placed on undergraduate students developing their ability to lead and work effectively as part of a team. Wales Universities' Officer Training Corps have attempted to meet this requirement through a third year interactive tutorial which aims to encourage students to recognise their strengths and limitations in the six outcomes of leadership, teamwork, accountability, management, feedback and communication. 16 tutorial groups of 10-15 students were each led by one officer who divided the tutorial group into three teams. The teams worked on complex planning exercises with an intrateam constructive feedback discussion to raise students' awareness of their strengths and limitations as individuals during the task, as perceived by others. The student perception was that all six learning outcomes were achieved by the session. 163 students returned feedback questionnaires and learning outcomes 1-4 were felt to have been addressed effectively or very effectively by 90%, 91%, 90% and 86% respondents, respectively. The fifth and sixth outcomes were less well achieved with only 66% and 64% respondents agreeing that the outcomes were achieved effectively or very effectively. Students commended the instructor's demonstration of leadership and the novel teaching method but improvements could be made in reinforcing why these skills are important.

A Virtual Practice Environment to Develop Communication Skills in Pharmacy Students

PubMed Central

Styles, Kim; Duncan, Greg

2012-01-01

Objective. To develop communication skills in second-year pharmacy students using a virtual practice environment (VPE) and to assess students’ and tutors’ (instructors’) experiences. Design. A VPE capable of displaying life-sized photographic and video images and representing a pharmacy setting was constructed. Students viewed prescriptions and practiced role-playing with each other and explored the use of nonverbal communication in patient-pharmacist interactions. The VPE experiences were complemented with lectures, reflective journaling, language and learning support, and objective structured clinical examinations (OSCEs). Assessment. Most students believed the VPE was a useful teaching resource (87%) and agreed that the video component enabled them to contextualize patient problems (73%). While 45% of students questioned the usefulness of watching the role plays between students after they were video recorded, most (90%) identified improvement in their own communication as a result of participating in the tutorials. Most tutors felt comfortable using the technology. Focus group participants found the modified tutorials more engaging and aesthetically positive than in their previous experience. Conclusion. The VPE provided an effective context for communication skills development classes. PMID:23275667

Fostering Cooperative Learning in Middle and Secondary Level Classrooms.

ERIC Educational Resources Information Center

Wood, Karen D.

1987-01-01

Provides a brief overview of the research on cooperative learning, and describes several classroom grouping techniques useful for all grade levels and subject areas. Discusses group retellings, associational dialogue, dyadic learning, needs grouping, the buddy system, cybernetic sessions, and research, interest, ability, tutorial, random social,…

Basic Burns Management E-Learning: A New Teaching Tool.

PubMed

Egro, Francesco M

Burns teaching is organized only in a few medical schools in the United Kingdom. An e-learning tutorial was developed with the objective of incorporating burns teaching within the medical school curriculum. A 33-webpage e-learning was created, covering topics such as local and general response to burns, assessment of burns, first aid, primary and secondary survey, and referral guidelines. Medical student satisfaction was then evaluated using a 12-question feedback survey rated based on a Likert scale from 1 (very poor) to 5 (very good). The 12-question survey was completed by a total of 18 medical students ranging from second to fourth years (second = 17%, third = 22%, fourth = 61%). While only a couple of students had received prior burns teaching, 50% of the cohort had an interest to pursue surgery as a career. The majority of students (72%) would be interested to have an e-learning module on basic burns management in their medical curriculum. The means of all domains specific to the e-learning were rated as "good" or "very good." Students' rating for ease of use was 87%, usefulness was 88%, relevance to the medical curriculum was 90%, clarity and quality of content were 78% and 83%, respectively, design was 79%, and the overall satisfaction with this e-learning was 87%. The "Basic Burns Management" e-learning tutorial can provide an efficient and effective means of information delivery to medical students and junior doctors, allowing easy and fast incorporation of burns teaching within the medical curriculum and in other medical teaching settings.

Assessing the Effectiveness of Web-Based Tutorials Using Pre-and Post-Test Measurements

ERIC Educational Resources Information Center

Guy, Retta Sweat; Lownes-Jackson, Millicent

2012-01-01

Computer technology in general and the Internet in particular have facilitated as well as motivated the development of Web-based tutorials (MacKinnon & Williams, 2006). The current research study describes a pedagogical approach that exploits the use of self-paced, Web-based tutorials for assisting students with reviewing grammar and mechanics…

Numerical methods for the inverse problem of density functional theory

DOE PAGES

Jensen, Daniel S.; Wasserman, Adam

2017-07-17

Here, the inverse problem of Kohn–Sham density functional theory (DFT) is often solved in an effort to benchmark and design approximate exchange-correlation potentials. The forward and inverse problems of DFT rely on the same equations but the numerical methods for solving each problem are substantially different. We examine both problems in this tutorial with a special emphasis on the algorithms and error analysis needed for solving the inverse problem. Two inversion methods based on partial differential equation constrained optimization and constrained variational ideas are introduced. We compare and contrast several different inversion methods applied to one-dimensional finite and periodic modelmore » systems.« less

Numerical methods for the inverse problem of density functional theory

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

Jensen, Daniel S.; Wasserman, Adam

Here, the inverse problem of Kohn–Sham density functional theory (DFT) is often solved in an effort to benchmark and design approximate exchange-correlation potentials. The forward and inverse problems of DFT rely on the same equations but the numerical methods for solving each problem are substantially different. We examine both problems in this tutorial with a special emphasis on the algorithms and error analysis needed for solving the inverse problem. Two inversion methods based on partial differential equation constrained optimization and constrained variational ideas are introduced. We compare and contrast several different inversion methods applied to one-dimensional finite and periodic modelmore » systems.« less

Final Results from a Large-Scale National Study of General Education Astronomy Students' Learning Difficulties with Cosmology

NASA Astrophysics Data System (ADS)

Wallace, Colin; Prather, Edward; Duncan, Douglas

2011-10-01

We recently completed a large-scale, systematic study of general education introductory astronomy students' conceptual and reasoning difficulties related to cosmology. As part of this study, we analyzed a total of 4359 surveys (pre- and post-instruction) containing students' responses to questions about the Big Bang, the evolution and expansion of the universe, using Hubble plots to reason about the age and expansion rate of the universe, and using galaxy rotation curves to infer the presence of dark matter. We also designed, piloted, and validated a new suite of five cosmology Lecture-Tutorials. We found that students who use the new Lecture-Tutorials can achieve larger learning gains than their peers who did not. This material is based in part upon work supported by the National Science Foundation under Grant Nos. 0833364 and 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Final Results from a Large-Scale National Study of General Education Astronomy Students’ Learning Difficulties with Cosmology

NASA Astrophysics Data System (ADS)

Wallace, Colin Scott; Prather, E. E.; Duncan, D. K.; Collaboration of Astronomy Teaching Scholars CATS

2012-01-01

We recently completed a large-scale, systematic study of general education introductory astronomy students’ conceptual and reasoning difficulties related to cosmology. As part of this study, we analyzed a total of 4359 surveys (pre- and post-instruction) containing students’ responses to questions about the Big Bang, the evolution and expansion of the universe, using Hubble plots to reason about the age and expansion rate of the universe, and using galaxy rotation curves to infer the presence of dark matter. We also designed, piloted, and validated a new suite of five cosmology Lecture-Tutorials. We found that students who use the new Lecture-Tutorials can achieve larger learning gains than their peers who did not. This material is based in part upon work supported by the National Science Foundation under Grant Nos. 0833364 and 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

The Effects of Reviews in Video Tutorials

ERIC Educational Resources Information Center

van der Meij, H.; van der Meij, J.

2016-01-01

This study investigates how well a video tutorial for software training that is based on Demonstration-Based Teaching supports user motivation and performance. In addition, it is studied whether reviews significantly contribute to these measures. The Control condition employs a tutorial with instructional features added to a dynamic task…

Design and Development of Web-Based Information Literacy Tutorials

ERIC Educational Resources Information Center

Su, Shiao-Feng; Kuo, Jane

2010-01-01

The current study conducts a thorough content analysis of recently built or up-to-date high-quality web-based information literacy tutorials contributed by academic libraries in a peer-reviewed database, PRIMO. This research analyzes the topics/skills PRIMO tutorials consider essential and the teaching strategies they consider effective. The…

In Practice: Harvard Houses--The Value of the Tutorial System

ERIC Educational Resources Information Center

Nelson, Suzy; Johnson, Laura; Boes, Lisa

2012-01-01

In recent years, many institutions have developed residential living-learning communities that aim to involve faculty in promoting peer-to-peer learning and furthering students' scholarly interests in a residential setting. A special type of living-learning community--the residential college--has been embraced by many: Harvard University; the…

Effects on seventh-grade students' achievement and science anxiety of alternatives to conventional frog dissection

NASA Astrophysics Data System (ADS)

Marszalek, Christine Susan

1998-12-01

The purpose of this study in a suburban school district was to investigate and compare the level of learning and long-term retention of frog internal anatomy between seventh-grade students using an interactive CD tutorial, a desktop microworld, and conventional frog dissection. Students' anxiety toward science was also compared across the three treatment groups and between genders. Additional data on the students' preferred learning style were used to explore possible interaction effects with their respective instructional activity. Subjects participating in the study were all seventh-grade students in one junior-high school, numbering 280 in total. Classes were randomly assigned to the three modes of instruction for the dissection of a frog: a CD-tutorial dissection, a desktop microworld dissection, and a conventional dissection. The Conventional treatment was the traditional physical dissection using a preserved frog specimen and lab dissection tools. The CD-Tutorial treatment was the interactive tutorial Digital Frog from Digital Frog International. The Microworld treatment was a desktop microworld environment composed of Operation Frog on CD supplemented with other programs to provide additional avenues for learning. Data collection and testing occurred prior to treatment, one day after treatment, and three months after treatment. Data collected showed mixed results for all measures taken. The differences in achievement gained favoring the conventional treatment from pretest to both posttests appear to have leveled out somewhat over time. Although anxiety levels declined for both genders after treatment, females continued to report significantly higher science anxiety than males. There appears to be a relationship between treatment and gender in terms of effect on science anxiety. For all three measures taken--pretest, immediate posttest and delayed posttest--no significant difference in achievement by learning style was observed. Learning style alone does not appear to be related to achievement in this study. However, the interaction between learning style and treatment was significant in some cases. In looking at achievement defined as gain scores among the three achievement measures, only some cases within the microworld treatment proved to be significant.

Writing testable software requirements

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

Knirk, D.

1997-11-01

This tutorial identifies common problems in analyzing requirements in the problem and constructing a written specification of what the software is to do. It deals with two main problem areas: identifying and describing problem requirements, and analyzing and describing behavior specifications.

Video and HTML: Testing Online Tutorial Formats with Biology Students

ERIC Educational Resources Information Center

Craig, Cindy L.; Friehs, Curt G.

2013-01-01

This study compared two common types of online information literacy tutorials: a streaming media tutorial using animation and narration and a text-based tutorial with static images. Nine sections of an undergraduate biology lab class (234 students total) were instructed by a librarian on how to use the BIOSIS Previews database. Three sections…

A Study of General Education Astronomy Students' Understandings of Cosmology. Part V. The Effects of a New Suite of Cosmology "Lecture-Tutorials" on Students' Conceptual Knowledge

ERIC Educational Resources Information Center

Wallace, Colin S.; Prather, Edward E.; Duncan, Douglas K.

2012-01-01

This is the final paper in a five-paper series describing our national study of the teaching and learning of cosmology in general education astronomy college-level courses. A significant portion of this work was dedicated to the development of five new "Lecture-Tutorials" that focus on addressing the conceptual and reasoning difficulties that our…

Exploring Staff Perceptions: Early Childhood Teacher Educators Examine Online Teaching and Learning Challenges and Dilemmas

ERIC Educational Resources Information Center

Davis, Julie; Lennox, Sandra; Walker, Sue; Walsh, Kerryann

2007-01-01

Early Childhood teacher educators at Queensland University of Technology (QUT) have been engaging with online teaching and learning since the mid 1990s. On campus students have lectures and tutorials supported by information and communication technologies via QUT's home grown learning management system, Online Learning and Teaching (OLT). We…

Educational support for specialist international medical graduates in anaesthesia.

PubMed

Higgins, Niall S; Taraporewalla, Kersi; Edirippulige, Sisira; Ware, Robert S; Steyn, Michael; Watson, Marcus O

2013-08-19

To measure specialist international medical graduates' (SIMGs) level of learning through participation in guided tutorials, face-to-face or through videoconferencing (VC), and the effect of tutorial attendance and quality of participation on success in specialist college examinations. Tutorials were conducted at the Royal Brisbane and Women's Hospital between 19 September 2007 and 23 August 2010, and delivered through VC to participants at other locations. Tutorials were recorded and transcribed, and speaker contributions were tagged and ranked using content analysis software. Summary examination results were obtained from the Australian and New Zealand College of Anaesthetists. Tutorial participation and attendance, and college examination pass and fail rates. Transcripts were obtained for 116 tutorials. The median participation percentage for those who subsequently failed the college examinations was 1% (interquartile range [IQR], 0%-1%), while for those who passed the exams it was 5% (IQR, 2%-8%; P < 0.001). There was also an association between attendance and exam success; the median (IQR) attendance of those who failed was 24% (IQR, 14%-39%), while for those who passed it was 59% (IQR, 39%-77%; P < 0.001). Use of VC technology was found to be a feasible method to assist SIMGs to become aware of the requirements of the exam and to prepare more effectively.

Developing and assessing research-based tools for teaching quantum mechanics and thermodynamics

NASA Astrophysics Data System (ADS)

Brown, Benjamin R.

Research-based tools to educate college students in physics courses from introductory level to graduate level are essential for helping students with a diverse set of goals and backgrounds learn physics. This thesis explores issues related to student common difficulties with some topics in undergraduate quantum mechanics and thermodynamics courses. Student difficulties in learning quantum mechanics and thermodynamics are investigated by administering written tests and surveys to many classes and conducting individual interviews with a subset of students outside the class to unpack the cognitive mechanisms of the difficulties. The quantum mechanics research also focuses on using the research on student difficulties for the development and evaluation of a Quantum Interactive Learning Tutorial (QuILT) to help students learn about the time-dependence of expectation values using the context of Larmor precession of spin and evaluating the role of asking students to self-diagnose their mistakes on midterm examination on their performance on subsequent problem solving. The QuILT on Larmor precession of spin has both paper-pencil activities and a simulation component to help students learn these foundational issues in quantum mechanics. Preliminary evaluations suggest that the QuILT, which strives to help students build a robust knowledge structure of time-dependence of expectation values in quantum mechanics using a guided approach, is successful in helping students learn these topics in the junior-senior level quantum mechanics courses. The technique to help upper-level students in quantum mechanics courses effectively engage in the process of learning from their mistakes is also found to be effective. In particular, research shows that the self-diagnosis activity in upper-level quantum mechanics significantly helps students who are struggling and this activity can reduce the gap between the high and low achieving students on subsequent problem solving. Finally, a survey of Thermodynamic Processes and the First and Second Laws (STPFaSL) is developed and validated with the purpose of evaluating the effectiveness of these topics in a thermodynamics curriculum. The validity and reliability of this survey are discussed and the student difficulties with these topics among various groups from introductory students to physics graduate students are cataloged.

Solar Tutorial and Annotation Resource (STAR)

NASA Astrophysics Data System (ADS)

Showalter, C.; Rex, R.; Hurlburt, N. E.; Zita, E. J.

2009-12-01

We have written a software suite designed to facilitate solar data analysis by scientists, students, and the public, anticipating enormous datasets from future instruments. Our “STAR" suite includes an interactive learning section explaining 15 classes of solar events. Users learn software tools that exploit humans’ superior ability (over computers) to identify many events. Annotation tools include time slice generation to quantify loop oscillations, the interpolation of event shapes using natural cubic splines (for loops, sigmoids, and filaments) and closed cubic splines (for coronal holes). Learning these tools in an environment where examples are provided prepares new users to comfortably utilize annotation software with new data. Upon completion of our tutorial, users are presented with media of various solar events and asked to identify and annotate the images, to test their mastery of the system. Goals of the project include public input into the data analysis of very large datasets from future solar satellites, and increased public interest and knowledge about the Sun. In 2010, the Solar Dynamics Observatory (SDO) will be launched into orbit. SDO’s advancements in solar telescope technology will generate a terabyte per day of high-quality data, requiring innovation in data management. While major projects develop automated feature recognition software, so that computers can complete much of the initial event tagging and analysis, still, that software cannot annotate features such as sigmoids, coronal magnetic loops, coronal dimming, etc., due to large amounts of data concentrated in relatively small areas. Previously, solar physicists manually annotated these features, but with the imminent influx of data it is unrealistic to expect specialized researchers to examine every image that computers cannot fully process. A new approach is needed to efficiently process these data. Providing analysis tools and data access to students and the public have proven efficient in similar astrophysical projects (e.g. the “Galaxy Zoo.”) For “crowdsourcing” to be effective for solar research, the public needs knowledge and skills to recognize and annotate key events on the Sun. Our tutorial can provide this training, with over 200 images and 18 movies showing examples of active regions, coronal dimmings, coronal holes, coronal jets, coronal waves, emerging flux, sigmoids, coronal magnetic loops, filaments, filament eruption, flares, loop oscillation, plage, surges, and sunspots. Annotation tools are provided for many of these events. Many features of the tutorial, such as mouse-over definitions and interactive annotation examples, are designed to assist people without previous experience in solar physics. After completing the tutorial, the user is presented with an interactive quiz: a series of movies and images to identify and annotate. The tutorial teaches the user, with feedback on correct and incorrect answers, until the user develops appropriate confidence and skill. This prepares users to annotate new data, based on their experience with event recognition and annotation tools. Trained users can contribute significantly to our data analysis tasks, even as our training tool contributes to public science literacy and interest in solar physics.

Functional Seating for School-Age Children with Cerebral Palsy: An Evidence-Based Tutorial

ERIC Educational Resources Information Center

Costigan, F. Aileen; Light, Janice

2011-01-01

Purpose: This tutorial is designed to teach speech-language pathologists (SLPs) best practices to support functional seating of children with cerebral palsy (CP) in the classroom and in school-based therapy sessions. This tutorial teaches SLPs to (a) recognize the positive effects of seating intervention, (b) identify the characteristics of…

Approximate Degrees of Similarity between a User's Knowledge and the Tutorial Systems' Knowledge Base

ERIC Educational Resources Information Center

Mogharreban, Namdar

2004-01-01

A typical tutorial system functions by means of interaction between four components: the expert knowledge base component, the inference engine component, the learner's knowledge component and the user interface component. In typical tutorial systems the interaction and the sequence of presentation as well as the mode of evaluation are…

Comparing three methods for teaching Newton's third law

NASA Astrophysics Data System (ADS)

Smith, Trevor I.; Wittmann, Michael C.

2007-12-01

Although guided-inquiry methods for teaching introductory physics have been individually shown to be more effective at improving conceptual understanding than traditional lecture-style instruction, researchers in physics education have not studied differences among reform-based curricula in much detail. Several researchers have developed University of Washington style tutorial materials, but the different curricula have not been compared against each other. Our study examines three tutorials designed to improve student understanding of Newton’s third law: the University of Washington’s Tutorials in Introductory Physics (TIP), the University of Maryland’s Activity-Based Tutorials (ABT), and the Open Source Tutorials (OST) also developed at the University of Maryland. Each tutorial was designed with different goals and agendas, and each employs different methods to help students understand the physics. We analyzed pretest and post-test data, including course examinations and data from the Force and Motion Conceptual Evaluation (FMCE). Using both FMCE and course data, we find that students using the OST version of the tutorial perform better than students using either of the other two.

Implementing active-learning strategies to improve physics learning in Latin America

NASA Astrophysics Data System (ADS)

Alarcon, Hugo; Zavala, G.; Fernandez, R.; Benegas, J.

2006-12-01

It is evident that the most effective active-learning strategies to improve physics learning at the college level have been developed in the United States. Recently, some universities in Latin America have begun adopting such methods as a part of institutional projects, or motivated by national projects led by education authorities. In this work we will present two cases, a large-scale implementation of Tutorials in Introductory Physics (1) in Mexico supported by the institution as a part of a change in its educational model, and a medium-scale implementation of this method in Chile supported by the national government. In both experiences, the professors involved in the educational experience have previously participated in a training workshop that prepared them for implementing this strategy in the classroom. The training workshop, described elsewhere (2), was designed also under active learning premises, so teachers completed the proposed activities in the same way as their students will do. We will present the first results of these two projects. References: (1) McDermott, L. C., Shaffer, P. S., & PER (1998). "Tutorials in Introductory Physics", Prentice Hall, translated as "Tutoriales para Física Introductoria" (2001) Prentice Hall, Buenos Aires.. (2) Zavala, G., Alarcón, H. and Benegas, J. (2005). "Innovative training of in-service teachers for active learning: A short teacher development course based on Physics Education Research", accepted for publication, J. of Sc. Teach. Ed. This work has been partially supported by Tecnológico de Monterrey through the Chair in Physics Education Research and by MECE Educación Superior Program (Chile).

Methods to Improve Performance of Students with Weaker Math Skills in an Algebra-based Physics Course

NASA Astrophysics Data System (ADS)

Smith, Leigh

2015-03-01

I will describe methods used at the University of Cincinnati to enhance student success in an algebra-based physics course. The first method is to use ALEKS, an adaptive online mathematics tutorial engine, before the term begins. Approximately three to four weeks before the beginning of the term, the professor in the course emails all of the students in the course informing them of the possibility of improving their math proficiency by using ALEKS. Using only a minimal reward on homework, we have achieved a 70% response rate with students spending an average of 8 hours working on their math skills before classes start. The second method is to use a flipped classroom approach. The class of 135 meets in a tiered classroom twice per week for two hours. Over the previous weekend students spend approximately 2 hours reading the book, taking short multiple choice conceptual quizzes, and viewing videos covering the material. In class, students use Learning Catalytics to work through homework problems in groups, guided by the instructor and one learning assistant. Using these interventions, we have reduced the student DWF rate (the fraction of students receiving a D or lower in the class) from an historical average of 35 to 40% to less than 20%.

Teaching clinical management skills for genetic testing of hereditary nonpolyposis colorectal cancer using a Web-based tutorial.

PubMed

Barnes, Kathleen; Itzkowitz, Steven; Brown, Karen

2003-01-01

To pilot and evaluate an interactive Web-based continuing medical education tutorial on clinical management of hereditary nonpolyposis colon cancer (HNPCC) and genetic testing. Gastroenterology fellows and genetic counseling trainees were asked to read standard written materials before taking the tutorial. A pretest/post-test assessment was used to measure change in subjects' clinical management skills. Subjects made the correct management decision 63.9% of the time before the tutorial and 81.1% of the time after the tutorial (P < 0.001). Supplementing written materials with an interactive program may assist medical professionals in integrating their knowledge of HNPCC and genetic testing into clinical practice.

The Impact of Library Tutorials on the Information Literacy Skills of Occupational Therapy and Physical Therapy Students in an Evidence-Based Practice Course: A Rubric Assessment.

PubMed

Schweikhard, April J; Hoberecht, Toni; Peterson, Alyssa; Randall, Ken

2018-01-01

This study measures how online library instructional tutorials implemented into an evidence-based practice course have impacted the information literacy skills of occupational and physical therapy graduate students. Through a rubric assessment of final course papers, this study compares differences in students' search strategies and cited sources pre- and post-implementation of the tutorials. The population includes 180 randomly selected graduate students from before and after the library tutorials were introduced into the course curriculum. Results indicate a statistically significant increase in components of students' searching skills and ability to find higher levels of evidence after completing the library tutorials.

Seeing the wood for the trees: a forest of methods for optimization and omic-network integration in metabolic modelling.

PubMed

Vijayakumar, Supreeta; Conway, Max; Lió, Pietro; Angione, Claudio

2017-05-30

Metabolic modelling has entered a mature phase with dozens of methods and software implementations available to the practitioner and the theoretician. It is not easy for a modeller to be able to see the wood (or the forest) for the trees. Driven by this analogy, we here present a 'forest' of principal methods used for constraint-based modelling in systems biology. This provides a tree-based view of methods available to prospective modellers, also available in interactive version at http://modellingmetabolism.net, where it will be kept updated with new methods after the publication of the present manuscript. Our updated classification of existing methods and tools highlights the most promising in the different branches, with the aim to develop a vision of how existing methods could hybridize and become more complex. We then provide the first hands-on tutorial for multi-objective optimization of metabolic models in R. We finally discuss the implementation of multi-view machine learning approaches in poly-omic integration. Throughout this work, we demonstrate the optimization of trade-offs between multiple metabolic objectives, with a focus on omic data integration through machine learning. We anticipate that the combination of a survey, a perspective on multi-view machine learning and a step-by-step R tutorial should be of interest for both the beginner and the advanced user. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Postgraduate training at the ends of the earth - a way to retain physicians?

PubMed

Straume, Karin; Søndenå, Mona S; Prydz, Peter

2010-01-01

The recruitment and retention of health workers, crucial to health service delivery, is a major challenge in many rural and remote areas. Finnmark, the most remote and northern county in Norway, has faced recurrent shortages during the last 5 decades, especially of primary care physicians. This article describes a postgraduate training model for family physicians and public health/community medicine physicians, based on group tutorial and in-service training in rural areas. The effect of the training programs on physician retention in Finnmark is evaluated by a longitudinal cohort study. In total, 65-67% of the physicians from the programs are still working in the county 5 years after completion of the group tutorial. Rural practice provides good learning conditions when accompanied by appropriate tutelage, and in-service training allows the trainees and their families to 'grow roots' in the remote area while in training. The group tutorial develops peer support and professional networks to alleviate professional isolation. On the basis of these findings, traditional centralistic training models are challenged. Postgraduate (vocational) training (residency) for primary care physicians can be successfully carried out in-service in remote areas, in a manner that enhances retention without compromising the quality of the training.

Learning To Fold Proteins Using Energy Landscape Theory

PubMed Central

Schafer, N.P.; Kim, B.L.; Zheng, W.; Wolynes, P.G.

2014-01-01

This review is a tutorial for scientists interested in the problem of protein structure prediction, particularly those interested in using coarse-grained molecular dynamics models that are optimized using lessons learned from the energy landscape theory of protein folding. We also present a review of the results of the AMH/AMC/AMW/AWSEM family of coarse-grained molecular dynamics protein folding models to illustrate the points covered in the first part of the article. Accurate coarse-grained structure prediction models can be used to investigate a wide range of conceptual and mechanistic issues outside of protein structure prediction; specifically, the paper concludes by reviewing how AWSEM has in recent years been able to elucidate questions related to the unusual kinetic behavior of artificially designed proteins, multidomain protein misfolding, and the initial stages of protein aggregation. PMID:25308991

General Algebraic Modeling System Tutorial | High-Performance Computing |

Science.gov Websites

power generation from two different fuels. The goal is to minimize the cost for one of the fuels while Here's a basic tutorial for modeling optimization problems with the General Algebraic Modeling System (GAMS). Overview The GAMS (General Algebraic Modeling System) package is essentially a compiler for a

Enhancing Student Performance through Cooperative Learning in Physical Sciences

ERIC Educational Resources Information Center

Gupta, Madan L.

2004-01-01

Students in a physical sciences course were introduced to cooperative learning at the University of Queensland, Gatton Campus. Groups of four to five students worked together in tutorial and practical sessions. Mid-term and practical examinations were abolished and 40% of total marks were allocated to the cooperative learning activities. A peer-…

Effectiveness of Asynchronous Reference Services for Distance Learning Students within Florida's Community College System

ERIC Educational Resources Information Center

Profeta, Patricia C.

2007-01-01

The provision of equitable library services to distance learning students emerged as a critical area during the 1990s. Library services available to distance learning students included digital reference and instructional services, remote access to online research tools, database and research tutorials, interlibrary loan, and document delivery.…

Towards Online Delivery of Process-Oriented Guided Inquiry Learning Techniques in Information Technology Courses

ERIC Educational Resources Information Center

Trevathan, Jarrod; Myers, Trina

2013-01-01

Process-Oriented Guided Inquiry Learning (POGIL) is a technique used to teach in large lectures and tutorials. It invokes interaction, team building, learning and interest through highly structured group work. Currently, POGIL has only been implemented in traditional classroom settings where all participants are physically present. However,…

Learning Styles, Online Content Usage and Exam Performance in a Mixed-Format Introductory Computer Information Systems Course

ERIC Educational Resources Information Center

Lang, Guido; O'Connell, Stephen D.

2015-01-01

We investigate the relationship between learning styles, online content usage and exam performance in an undergraduate introductory Computer Information Systems class comprised of both online video tutorials and in-person classes. Our findings suggest that, across students, (1) traditional learning style classification methodologies do not predict…

Within-Students Variability in Learning Experiences, and Teachers' Perceptions of Students' Task-Focus

ERIC Educational Resources Information Center

Malmberg, Lars-Erik; Lim, Wee H. T.; Tolvanen, Asko; Nurmi, Jari-Erik

2016-01-01

In order to advance our understanding of educational processes, we present a tutorial of intraindividual variability. An adaptive educational process is characterised by stable (less variability), and a maladaptive process is characterised by instable (more variability) learning experiences from one learning situation to the next. We outline step…

Journal of College Reading and Learning, Volume XVIII, 1985.

ERIC Educational Resources Information Center

O'Hear, Michael F., Ed.; Knowles, Ramona, Ed.

1985-01-01

Drawn from the proceedings of the 1985 Western College Reading and Learning Association, as well as articles submitted for juried selection, the papers in this journal issue focus on reading, learning assistance, developmental education, and tutorial services at the college level. Titles and authors of the papers include (1) "Reaching New Heights:…

Working Memory Capacity and Mobile Multimedia Learning Environments: Individual Differences in Learning While Mobile

ERIC Educational Resources Information Center

Doolittle, Peter E.; Mariano, Gina J.

2008-01-01

The present study examined the effects of individual differences in working memory capacity (WMC) on learning from an historical inquiry multimedia tutorial in stationary versus mobile learning environments using a portable digital media player (i.e., iPod). Students with low (n = 44) and high (n = 40) working memory capacity, as measured by the…

[Efficacy of the program "Testas's (mis)adventures" to promote the deep approach to learning].

PubMed

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

2010-11-01

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

Use of a Mobile Application to Help Students Develop Skills Needed in Solving Force Equilibrium Problems

NASA Astrophysics Data System (ADS)

Yang, Eunice

2016-02-01

This paper discusses the use of a free mobile engineering application (app) called Autodesk® ForceEffect™ to provide students assistance with spatial visualization of forces and more practice in solving/visualizing statics problems compared to the traditional pencil-and-paper method. ForceEffect analyzes static rigid-body systems using free-body diagrams (FBDs) and provides solutions in real time. It is a cost-free software that is available for download on the Internet. The software is supported on the iOS™, Android™, and Google Chrome™ platforms. It is easy to use and the learning curve is approximately two hours using the tutorial provided within the app. The use of ForceEffect has the ability to provide students different problem modalities (textbook, real-world, and design) to help them acquire and improve on skills that are needed to solve force equilibrium problems. Although this paper focuses on the engineering mechanics statics course, the technology discussed is also relevant to the introductory physics course.

Integration of Ausubelian Learning Theory and Educational Computing.

ERIC Educational Resources Information Center

Heinze-Fry, Jane A.; And Others

1984-01-01

Examines possible benefits when Ausubelian learning approaches are integrated into computer-assisted instruction, presenting an example of this integration in a computer program dealing with introductory ecology concepts. The four program parts (tutorial, interactive concept mapping, simulations, and vee-mapping) are described. (JN)

Cognitive Architectures for Multimedia Learning

ERIC Educational Resources Information Center

Reed, Stephen K.

2006-01-01

This article provides a tutorial overview of cognitive architectures that can form a theoretical foundation for designing multimedia instruction. Cognitive architectures include a description of memory stores, memory codes, and cognitive operations. Architectures that are relevant to multimedia learning include Paivio's dual coding theory,…

SMARTE TUTORIAL CD

EPA Science Inventory

SMARTe is a web-based decision support tool intended to help revitalization practitioners find information, perform data analysis, communicate, and evaluate future reuse options for a site or area. A tutorial was developed to help users navigate SMARTe. This tutorial is approxima...

Sexual Problems in Women: MedlinePlus Health Topic

MedlinePlus

... Health and Human Development) Also in Spanish When Sex Is Painful (American College of Obstetricians and Gynecologists) - PDF Videos and Tutorials Sexual Problems (American Society for Reproductive ...

Pediatric and adolescent gynecology learned via a Web-based computerized case series.

PubMed

De Silva, Nirupama K; Dietrich, Jennifer E; Young, Amy E

2010-04-01

To increase resident knowledge in pediatric and adolescent gynecology via a Web-based self-tutorial. Prospective cohort involving 11 third- and fourth-year residents in a large university program. Residents were asked to complete a Web-based teaching series of cases involving common topics of pediatric and adolescent gynecology (PAG). A pretest and a posttest were completed to assess knowledge gained. Residents were asked to give feedback regarding improvements to the Web-based series for future case development. University-affiliated residency program in a major metropolitan area. Resident physicians in the Department of Obstetrics and Gynecology. Introduction of a Web-based teaching series to enhance resident education. Improvement of resident knowledge in PAG. All residents improved their knowledge in PAG after reviewing the series of cases. The pretest group mean score was 50%. The posttest group score was 69% (P < .05). All (100%) of participants said that this tool was an effective way to improve resident knowledge in PAG. A computer-based self-tutorial in pediatric and adolescent gynecology is a feasible and satisfactory teaching adjunct to PAG. Copyright 2010 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

Research on Computers in Mathematics Education, IV. The Use of Computers in Mathematics Education Resource Series.

ERIC Educational Resources Information Center

Kieren, Thomas E.

This last paper in a set of four reviews research on a wide variety of computer applications in the mathematics classroom. It covers computer-based instruction, especially drill-and-practice and tutorial modes; computer-managed instruction; and computer-augmented problem-solving. Analytical comments on the findings and status of the research are…

A practical guide to replica-exchange Wang—Landau simulations

NASA Astrophysics Data System (ADS)

Vogel, Thomas; Li, Ying Wai; Landau, David P.

2018-04-01

This paper is based on a series of tutorial lectures about the replica-exchange Wang-Landau (REWL) method given at the IX Brazilian Meeting on Simulational Physics (BMSP 2017). It provides a practical guide for the implementation of the method. A complete example code for a model system is available online. In this paper, we discuss the main parallel features of this code after a brief introduction to the REWL algorithm. The tutorial section is mainly directed at users who have written a single-walker Wang–Landau program already but might have just taken their first steps in parallel programming using the Message Passing Interface (MPI). In the last section, we answer “frequently asked questions” from users about the implementation of REWL for different scientific problems.

Blended learning: how can we optimise undergraduate student engagement?

PubMed

Morton, Caroline E; Saleh, Sohag N; Smith, Susan F; Hemani, Ashish; Ameen, Akram; Bennie, Taylor D; Toro-Troconis, Maria

2016-08-04

Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning.

Creating a virtual community of learning predicated on medical student learning styles.

PubMed

McGowan, Julie; Abrams, Matthew; Frank, Mark; Bangert, Michael

2003-01-01

To create a virtual community of learning within the Indiana University School of Medicine, learning tools were developed within ANGEL to meet the learning needs and habits of the medical students. Determined by student feedback, the integration of digital audio recordings of class lectures into the course management content with several possible outputs was paramount. The other components included electronic enhancement of old exams and providing case-based tutorials within the ANGEL framework. Students are using the curriculum management system more. Faculty feel more secure about their intellectual property because of the authentication and security offered through the ANGEL system. The technology applications were comparatively easy to create and manage. The return on investment, particularly for the digital audio recording component, has been substantial. By considering student learning styles, extant curriculum management systems can be enhanced to facilitate student learning within an electronic environment.

A Personalized Study Method for Learning University Physics

ERIC Educational Resources Information Center

Aravind, Vasudeva Rao; Croyle, Kevin

2017-01-01

Students learn scientific concepts and mathematical calculations relating to scientific principles by repetition and reinforcement. Teachers and instructors cannot practically spend the long time required during tutorials to patiently teach students the calculations. Usually, teachers assign homework to provide practice to students, hoping that…

Tutorial Computer-Assisted Language Learning

ERIC Educational Resources Information Center

Heift, Trude; Schulze, Mathias

2015-01-01

"Sometimes maligned for its allegedly behaviorist connotations but critical for success in many fields from music to sport to mathematics and language learning, 'practice' is undergoing something of a revival in the applied linguistics literature" (Long & Richards 2007, p. xi). This research timeline provides a systematic overview of…

Integrating Library Instruction into the Course Management System for a First-Year Engineering Class: An Evidence-Based Study Measuring the Effectiveness of Blended Learning on Students' Information Literacy Levels

ERIC Educational Resources Information Center

Zhang, Qinqin; Goodman, Maren; Xie, Shiyi

2015-01-01

This research examines students in a first-year engineering course who receive library instruction by using a newly developed online module and attending optional in-person tutorials. It aims to evaluate the outcomes of library information literacy instruction using this module combined with in-person help. Results show a significant improvement…

Applying an Experiential Learning Model to the Teaching of Gateway Strategy Board Games

ERIC Educational Resources Information Center

Sato, Aiko; de Haan, Jonathan

2016-01-01

The board game hobby has rapidly grown and evolved in recent years, but most of the non-digital games lack tips and tutorials and remain difficult to learn and teach effectively. In this project, we integrated a popular hobbyist approach to teaching modern strategy games with classical experiential learning elements (i.e., demonstration,…

Why Students Learn More From Dialogue-Than Monologue-Videos: Analyses of Peer Interactions

ERIC Educational Resources Information Center

Chi, Michelene T. H.; Kang, Seokmin; Yaghmourian, David L.

2017-01-01

In 2 separate studies, we found that college-age students learned more when they collaboratively watched tutorial dialogue-videos than lecture-style monologue-videos. In fact, they can learn as well as the tutees in the dialogue-videos. These results replicate similar findings in the literature showing the advantage of dialogue-videos even when…

Emerging Technologies Acceptance in Online Tutorials: Tutors' and Students' Behavior Intentions in Higher Education

ERIC Educational Resources Information Center

Susilo, Adhi

2014-01-01

Tutors' and students' intentions to use emerging technologies (ETs) in e-learning systems in higher education institutions are a central concern of researchers, academicians, and practitioners. However, tutors' and students' intentions to use ETs in e-learning systems in distance learning are relatively low. The goal of the study, developed in…

Turning randomness into meaning at the molecular level using Muller's morphs.

PubMed

Henson, Kathleen; Cooper, Melanie M; Klymkowsky, Michael W

2012-04-15

While evolutionary theory follows from observable facts and logical inferences (Mayr, 1985), historically, the origin of novel inheritable variations was a major obstacle to acceptance of natural selection (Bowler, 1992; Bowler, 2005). While molecular mechanisms address this issue (Jablonka and Lamb, 2005), analysis of responses to the Biological Concept Inventory (BCI) (Klymkowsky et al., 2010), revealed that molecular biology majors rarely use molecular level ideas in their discourse, implying that they do not have an accessible framework within which to place evolutionary variation. We developed a "Socratic tutorial" focused on Muller's categorization of mutations' phenotypic effects (Muller, 1932). Using a novel vector-based method to analyzed students' essay responses, we found that a single interaction with this tutorial led to significant changes in thinking toward a clearer articulation of the effects of mutational change. We suggest that Muller's morphs provides an effective framework for facilitating student learning about mutational effects and evolutionary mechanisms.

The General Education Astronomy Source (GEAS) Project: Extending the Reach of Astronomy Education

NASA Astrophysics Data System (ADS)

Vogt, N. P.; Muise, A. S.

2014-07-01

We present a set of NASA and NSF sponsored resources to aid in teaching astronomy remotely and in the classroom at the college level, with usage results for pilot groups of students. Our goal is to increase the accessibility of general education science coursework to underserved populations nationwide. Our materials are available for use without charge, and we are actively looking for pilot instructors. Primary components of our program include an interactive online tutorial program with over 12,000 questions, an instructor review interface, a set of hands-on and imaging- and spectra-driven laboratory exercises, including video tutorials, and interviews with diverse individuals working in STEM fields to help combat stereotypes. We discuss learning strategies often employed by students without substantial scientific training and suggest ways to incorporate them into a framework based on the scientific method and techniques for data analysis, and we compare cohorts of in-class and distance-education students.

A course in tools and procedures for Physics I

NASA Astrophysics Data System (ADS)

Allie, Saalih; Buffler, Andy

1998-07-01

A one-semester course covering the tools, skills, and procedures that are required to engage meaningfully with first-year university physics is described. The course forms part of the Science Foundation Programme at the University of Cape Town which was set up to provide access to a science degree for students who have been educationally disadvantaged, part of the legacy of racial discrimination in South Africa. The course comprises three basic elements: a theoretical component, a laboratory-based experimental component, and a communication skills component. The theory component consists of the various mathematical techniques used in a calculus-based Physics I course, grouped into cognate areas so that each technique is presented immediately in the full range of contexts that will be encountered later on. Part of the theory component involves written explanations of the mathematical formalism. The focus of the communication skills component is on report writing which follows as a natural consequence of the laboratory tasks which have been restructured as problems necessitating an experimental investigation. The implementation of cooperative tutorial groups, which forms an integral part of the learning environment, is also discussed.

Personality preference influences medical student use of specific computer-aided instruction (CAI)

PubMed Central

McNulty, John A; Espiritu, Baltazar; Halsey, Martha; Mendez, Michelle

2006-01-01

Background The objective of this study was to test the hypothesis that personality preference, which can be related to learning style, influences individual utilization of CAI applications developed specifically for the undergraduate medical curriculum. Methods Personality preferences of students were obtained using the Myers-Briggs Type Indicator (MBTI) test. CAI utilization for individual students was collected from entry logs for two different web-based applications (a discussion forum and a tutorial) used in the basic science course on human anatomy. Individual login data were sorted by personality preference and the data statistically analyzed by 2-way mixed ANOVA and correlation. Results There was a wide discrepancy in the level and pattern of student use of both CAI. Although individual use of both CAI was positively correlated irrespective of MBTI preference, students with a "Sensing" preference tended to use both CAI applications more than the "iNtuitives". Differences in the level of use of these CAI applications (i.e., higher use of discussion forum vs. a tutorial) were also found for the "Perceiving/Judging" dimension. Conclusion We conclude that personality/learning preferences of individual students influence their use of CAI in the medical curriculum. PMID:16451719

How do gut feelings feature in tutorial dialogues on diagnostic reasoning in GP traineeship?

PubMed

Stolper, C F; Van de Wiel, M W J; Hendriks, R H M; Van Royen, P; Van Bokhoven, M A; Van der Weijden, T; Dinant, G J

2015-05-01

Diagnostic reasoning is considered to be based on the interaction between analytical and non-analytical cognitive processes. Gut feelings, a specific form of non-analytical reasoning, play a substantial role in diagnostic reasoning by general practitioners (GPs) and may activate analytical reasoning. In GP traineeships in the Netherlands, trainees mostly see patients alone but regularly consult with their supervisors to discuss patients and problems, receive feedback, and improve their competencies. In the present study, we examined the discussions of supervisors and their trainees about diagnostic reasoning in these so-called tutorial dialogues and how gut feelings feature in these discussions. 17 tutorial dialogues focussing on diagnostic reasoning were video-recorded and transcribed and the protocols were analysed using a detailed bottom-up and iterative content analysis and coding procedure. The dialogues were segmented into quotes. Each quote received a content code and a participant code. The number of words per code was used as a unit of analysis to quantitatively compare the contributions to the dialogues made by supervisors and trainees, and the attention given to different topics. The dialogues were usually analytical reflections on a trainee's diagnostic reasoning. A hypothetico-deductive strategy was often used, by listing differential diagnoses and discussing what information guided the reasoning process and might confirm or exclude provisional hypotheses. Gut feelings were discussed in seven dialogues. They were used as a tool in diagnostic reasoning, inducing analytical reflection, sometimes on the entire diagnostic reasoning process. The emphasis in these tutorial dialogues was on analytical components of diagnostic reasoning. Discussing gut feelings in tutorial dialogues seems to be a good educational method to familiarize trainees with non-analytical reasoning. Supervisors need specialised knowledge about these aspects of diagnostic reasoning and how to deal with them in medical education.

Fisher information theory for parameter estimation in single molecule microscopy: tutorial

PubMed Central

Chao, Jerry; Ward, E. Sally; Ober, Raimund J.

2016-01-01

Estimation of a parameter of interest from image data represents a task that is commonly carried out in single molecule microscopy data analysis. The determination of the positional coordinates of a molecule from its image, for example, forms the basis of standard applications such as single molecule tracking and localization-based superresolution image reconstruction. Assuming that the estimator used recovers, on average, the true value of the parameter, its accuracy, or standard deviation, is then at best equal to the square root of the Cramér-Rao lower bound. The Cramér-Rao lower bound can therefore be used as a benchmark in the evaluation of the accuracy of an estimator. Additionally, as its value can be computed and assessed for different experimental settings, it is useful as an experimental design tool. This tutorial demonstrates a mathematical framework that has been specifically developed to calculate the Cramér-Rao lower bound for estimation problems in single molecule microscopy and, more broadly, fluorescence microscopy. The material includes a presentation of the photon detection process that underlies all image data, various image data models that describe images acquired with different detector types, and Fisher information expressions that are necessary for the calculation of the lower bound. Throughout the tutorial, examples involving concrete estimation problems are used to illustrate the effects of various factors on the accuracy of parameter estimation, and more generally, to demonstrate the flexibility of the mathematical framework. PMID:27409706

Worldwide Portals to Classroom Research on Light Pollution

NASA Astrophysics Data System (ADS)

Walker, C. E.; Pompea, S. M.; Buxner, S.

2016-12-01

Issues affecting society can provide stimulus for scientific research relevant to students' lives and, hence, of interest to them. These multi-disciplinary, non-traditional science topics often need foundational instruction for both students and instructors that steers students to and through research using Problem-Based or Project-Based Learning and provides more of a comfort zone for the instructor in terms of content and execution. A program created by the National Optical Astronomy Observatory's Education and Public Outreach staff (NOAO EPO) during the International Year of Light (2015) offers real-life challenges for students to solve and leads them to further research. The program is called the Quality Lighting Teaching (QLT) program (www.noao.edu/education/qltkit.php). For instructors, the impact of the program is amplified by providing professional development using tutorial videos created at NOAO on each of 6 activities and by conducting Q&A sessions via 14 Google+ Hangouts. Hangouts make communication possible with groups from 30 countries, which have received 88 QLT Kits. The central issue is poor quality lighting. It not only impedes astronomy research and seeing a starry night sky, but creates safety issues, affects human circadian sensitivities, disrupts ecosystems, and wastes billions of dollars/year in energy consumption. It also leads to excess carbon emissions. In this problem-based scenario, the city mayor (e.g., instructor) has received complaints from citizens about streetlights. Students are assembled into task forces to determine the underlying problems in the 6 complaint categories, as well as come up with feasible solutions. By exploring the concepts and practices of quality lighting, students will solve realistic cases on how light pollution affects wildlife, the night sky, our eyes, energy consumption, safety, and light trespass into buildings. The QLT Kit has all the materials for the explorations. Join us for our assessment of the program, success stories and lessons learned.

The Topology Prediction of Membrane Proteins: A Web-Based Tutorial.

PubMed

Kandemir-Cavas, Cagin; Cavas, Levent; Alyuruk, Hakan

2018-06-01

There is a great need for development of educational materials on the transfer of current bioinformatics knowledge to undergraduate students in bioscience departments. In this study, it is aimed to prepare an example in silico laboratory tutorial on the topology prediction of membrane proteins by bioinformatics tools. This laboratory tutorial is prepared for biochemistry lessons at bioscience departments (biology, chemistry, biochemistry, molecular biology and genetics, and faculty of medicine). The tutorial is intended for students who have not taken a bioinformatics course yet or already have taken a course as an introduction to bioinformatics. The tutorial is based on step-by-step explanations with illustrations. It can be applied under supervision of an instructor in the lessons, or it can be used as a self-study guide by students. In the tutorial, membrane-spanning regions and α-helices of membrane proteins were predicted by internet-based bioinformatics tools. According to the results achieved from internet-based bioinformatics tools, the algorithms and parameters used were effective on the accuracy of prediction. The importance of this laboratory tutorial lies on the facts that it provides an introduction to the bioinformatics and that it also demonstrates an in silico laboratory application to the students at natural sciences. The presented example education material is applicable easily at all departments that have internet connection. This study presents an alternative education material to the students in biochemistry laboratories in addition to classical laboratory experiments.

Future Directions for The Math You Need, When You Need It: Adaptation and Implementation of Online Student-Centered Tutorials that Remediate Introductory Geoscience-Related Mathematical Skills

NASA Astrophysics Data System (ADS)

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

2009-12-01

Requiring introductory geoscience students to apply mathematical concepts and solve quantitative problems can be an arduous task because these courses tend to attract students with diverse levels of mathematical preparedness. Perhaps more significantly, geoscience instructors grapple with quantitative content because of the difficulties students have transferring their prior mathematical learning to common geological problems. As a result, instructors can choose to eliminate the mathematics, spend valuable class time teaching basic mathematical skills or let students flounder in the hope that they will learn on their own. None of these choices are ideal. Instead, research suggests that introductory geoscience courses are opportune places to increase students’ quantitative abilities but that students need effective support at their own skill level. To provide such support, we developed The Math You Need, When You Need It (TMYN): a set of online geoscience context-rich tutorials that students complete just before they encounter a mathematical or numerical skill in their introductory course. The tutorials are modular; each mathematical topic has a set of pages that students work through toward a final assessment. The 11 modules currently available, including unit conversions, graphing, calculating density, and rearranging equations, touch on quantitative topics that cross a number of geologic contexts. TMYN modules are designed to be stand-alone and flexible - faculty members can choose modules appropriate for their courses and implement them at any time throughout the term. The flexible and adaptable nature of TMYN enables faculty to provide a supportive learning environment that remediates math for those who need it without taking significant classroom time. Since spring 2008, seven instructors at Highline Community College and University of Wisconsin Oshkosh successfully implemented TMYN in six geoscience courses with diverse student audiences. Evaluation of pilot implementations suggests that the flexibility of TYMN is one of its strengths. Specifically, faculty members responded positively to the ability to choose relevant topics and provide students with competence in pertinent mathematical concepts; students liked the supportive, contextual environment and the ability to work at their own pace. And, despite the fact that each implementation varied in the number and type of modules used, the timing of module use, grading stakes, and course size, pre/post test results consistently showed improvement in student skills associated with a given module, suggesting that all implementations were successful. Post-module surveys likewise revealed that both instructors and students found the experience valuable. We present the wide variety of successful implementations with an eye toward exploring future directions for the project, including soliciting new and diverse ways in which other institutions and instructors might adapt and apply TMYN to their own courses.

Student learning styles in anatomy and physiology courses: Meeting the needs of nursing students.

PubMed

Johnston, A N B; Hamill, J; Barton, M J; Baldwin, S; Percival, J; Williams-Pritchard, G; Salvage-Jones, J; Todorovic, M

2015-11-01

Anatomy and Physiology is a core course in pre-registration nursing programs, yet many students have difficulty successfully negotiating the large volume of content and the complex concepts in these bioscience courses. Typically students perform poorly in these 'threshold' courses', despite multiple interventions to support student engagement. Investigation of the shortcomings in these courses, based on feedback from students indicated several key areas of difficulty in the course, especially focused around a relative lack of hands-on 'concrete' activities in laboratories and tutorials. To attempt to address this, academic and technical staff developed activities for students that promoted discussion and allowed students to interact easily and repetitively with content. Interactive tables and posters that needed to be labelled or 'filled-in' using pre-prepared Velcro dots, as well as pre-prepared flash cards to promote group work, were some examples of the activities used to enhance student experiences and promote hands-on learning. Over the academic year of 2013 these activities were introduced into the laboratory and tutorial classes for first year Bachelor of Nursing anatomy and physiology students. Staff and student participants positively rated implementation of these new activities on surveys, as they allowed them to explore the difficult aspects of anatomy and physiology, utilising various learning styles that may have been neglected in the past. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

Comment on ‘Towards addressing transient learning challenges in undergraduate physics: an example from electrostatics’

NASA Astrophysics Data System (ADS)

Kwang-Hua, Chu Rainer

2016-11-01

We make some crucial remarks about the recent presentation by Fredlund et al (2015 Eur. J. Phys. 36 055002) considering the tutorial problem raised therein. After working out the velocity of the electron (we also included the role of image charges or induced charges) as it strikes the (conducting) metal sphere, we found the velocity value is already near the relativistic regime. The latter then encounters the open issue; to obtain a classical equation of motion of a point charge for which Yaghjian (2008 Phys. Rev. E 78 046606) has mentioned the following difficulty: the electrostatic energy of formation and thus the electrostatic mass of a point charge is infinite.

Knowledge Based Consultation for Finite Element Structural Analysis.

DTIC Science & Technology

1980-05-01

Intelligence Finite Element Program Tutorial 20 ABSTRACT (Continue. on rees side If necessary and ide.n’ty b,’ bit,, k nionh.) In recent years, techniques of...involved in Artificial Intelligence at Stanford University developed the program MYCIN F2], for clinical consultation of diseases that require...and Rules The basic backward chaining logic, characteristic to Artificial Intelligence . approaching 1he problem of knowledge representation was

Designing Learning Environments to Teach Interactive Quantum Physics

ERIC Educational Resources Information Center

Puente, Sonia M. Gomez; Swagten, Henk J. M.

2012-01-01

This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small…

Unexpected Attitudinal Growth in a Course Combining Reformed Curricula

ERIC Educational Resources Information Center

Hull, Michael M.; Lindsey, Beth A.; Archambault, Matthew; Davey, Kathleen; Liu, Amy Y.

2016-01-01

In this paper, we show data from the Colorado Learning Attitudes about Science Survey that suggests that Georgetown physics majors become increasingly expert in their attitudes towards physics learning and knowing after taking a course that combines two reformed curricula, Matter and Interactions (M&I) and Tutorials in Introductory Physics…

Curriculum Development--Learning Center. Final Report.

ERIC Educational Resources Information Center

Seltzer, Madeline

A project at Manor Junior College, Pennsylvania, developed further and implemented the tutoring programs in the Learning Center and integrated them with the Computer Tutorials Program. The objective was to increase retention and graduation rates and academic success of students enrolled in vocational programs. The reading, writing, and peer tutor…

Software Engineering Techniques for Computer-Aided Learning.

ERIC Educational Resources Information Center

Ibrahim, Bertrand

1989-01-01

Describes the process for developing tutorials for computer-aided learning (CAL) using a programing language rather than an authoring system. The workstation used is described, the use of graphics is discussed, the role of a local area network (LAN) is explained, and future plans are discussed. (five references) (LRW)

Online Learning Communities: Enhancing Undergraduate Students' Acquisition of Information Skills

ERIC Educational Resources Information Center

Dominguez-Flores, Noraida; Wang, Ling

2011-01-01

The purpose of this study was to investigate the effectiveness of online learning communities (OLC) on enhancing the undergraduate students' acquisition of information skills. OLC was compared with online tutorials and one-shot face-to-face sessions designed to facilitate students' information skill acquisition. Data were gathered through multiple…

Integrating an Information Literacy Quiz into the Learning Management System

ERIC Educational Resources Information Center

Lowe, M. Sara; Booth, Char; Tagge, Natalie; Stone, Sean

2014-01-01

The Claremont Colleges Library Instruction Services Department developed a quiz that could be integrated into the consortial learning management software to accompany a local online, open-source information literacy tutorial. The quiz is integrated into individual course pages, allowing students to receive a grade for completion and improving…

Evaluating the Design and Development of an Adaptive E-Tutorial Module: A Rasch-Measurement Approach

ERIC Educational Resources Information Center

Barefah, Allaa; McKay, Elspeth

2016-01-01

Courseware designers aim to innovate information communications technology (ICT) tools to increase learning experiences, spending many hours developing eLearning programmes. This effort gives rise to a dynamic technological pedagogical environment. However, it is difficult to recognise whether these online programmes reflect an instructional…

A computer assisted tutorial for applications of computer spreadsheets in nursing financial management.

PubMed

Edwardson, S R; Pejsa, J

1993-01-01

A computer-based tutorial for teaching nursing financial management concepts was developed using the macro function of a commercially available spreadsheet program. The goals of the tutorial were to provide students with an experience with spreadsheets as a computer tool and to teach selected financial management concepts. Preliminary results show the tutorial was well received by students. Suggestions are made for overcoming the general lack of computer sophistication among students.

Effects of a Metacognitive Intervention on Students' Approaches to Learning and Self-Efficacy in a First Year Medical Course

ERIC Educational Resources Information Center

Papinczak, Tracey; Young, Louise; Groves, Michele; Haynes, Michele

2008-01-01

Aim: To determine the influence of metacognitive activities within the PBL tutorial environment on the development of deep learning approach, reduction in surface approach, and enhancement of individual learning self-efficacy. Method: Participants were first-year medical students (N = 213). A pre-test, post-test design was implemented with…

Open Learning Systems in Further Education. Some Aspects of Resource Management. Coombe Lodge Working Paper. Information Bank Number 1611.

ERIC Educational Resources Information Center

Birch, D. W.; Latcham, J.

Open learning systems require the development of learning materials. Potential economies of scale and quality control advantages argue in favor of the central development of materials packages. Instructors would be free to concentrate upon the provision of tutorial and counseling support and laboratory and workshop hands-on experience. Some method…

Empowering L2 Tutoring: A Case Study of a Second Language Writer's Vocabulary Learning

ERIC Educational Resources Information Center

Severino, Carol; Deifell, Elizabeth

2011-01-01

Writing center tutors play a key role in advancing L2 writers' language learning because the tutorial interaction involves the introduction of new language and vocabulary at the point of need or interest. This tutor-research case study presents a detailed, complex portrait of how a second language writer in a US writing center learned and used…

Using Videotape in a Multimedia Approach to Teaching Language Skills to Learning Disabled Adolescents.

ERIC Educational Resources Information Center

Brannan, Pamela J.

Some general approaches to individualized tutorial instruction are described with specific examples of a multimedia model for learning used with one 13 year old learning disabled student deficient in language skills. The model is presented in the form of a wheel, with a topic, theme, concept, or content area at the hub; radiating out from the…

Assess and Invest: Faculty Feedback on Library Tutorials

ERIC Educational Resources Information Center

Appelt, Kristina M.; Pendell, Kimberly

2010-01-01

Communication and collaboration with faculty are increasingly important in the development of both curriculum-integrated and stand-alone "just in time" library tutorials. In the final developmental stages of the Evidence-Based Practice online tutorials, faculty members were asked to provide input during structured faculty feedback…

Effect of Active Learning Techniques on Students' Choice of Approach to Learning in Dentistry: A South African Case Study

ERIC Educational Resources Information Center

Khan, S.

2011-01-01

The purpose of this article is to report on empirical work, related to a techniques module, undertaken with the dental students of the University of the Western Cape, South Africa. I will relate how a range of different active learning techniques (tutorials; question papers and mock tests) assisted students to adopt a deep approach to learning in…

Historical Text Comprehension Reflective Tutorial Dialogue System

ERIC Educational Resources Information Center

Grigoriadou, Maria; Tsaganou, Grammatiki; Cavoura, Theodora

2005-01-01

The Reflective Tutorial Dialogue System (ReTuDiS) is a system for learner modelling historical text comprehension through reflective dialogue. The system infers learners' cognitive profiles and constructs their learner models. Based on the learner model the system plans the appropriate--personalized for learners--reflective tutorial dialogue in…

Seos - EARSEL'S Project on Science Education Through Earth Observation for High Schools

NASA Astrophysics Data System (ADS)

Reuter, R.

2011-09-01

SEOS is an initiative for using remote sensing in science education curricula in high schools funded under the 6th Framework Programme of the European Commission (EC). Eleven partners from several European countries, in cooperation with the European Space Agency (ESA) and teachers from European high schools, created e-learning tutorials for science students in high schools. The tutorials cover many disciplines such as physics, biology, geography, mathematics and engineering, emphasising the interdisciplinary character of remote sensing. They are the core element of the SEOS Learning Management System, allowing teachers to create their own courses, to distribute already available or new worksheets to the students for homework and to collect the results. Forums are available for teachers, students and other users to exchange information and discuss topics relevant for their study.

Hyperopt: a Python library for model selection and hyperparameter optimization

NASA Astrophysics Data System (ADS)

Bergstra, James; Komer, Brent; Eliasmith, Chris; Yamins, Dan; Cox, David D.

2015-01-01

Sequential model-based optimization (also known as Bayesian optimization) is one of the most efficient methods (per function evaluation) of function minimization. This efficiency makes it appropriate for optimizing the hyperparameters of machine learning algorithms that are slow to train. The Hyperopt library provides algorithms and parallelization infrastructure for performing hyperparameter optimization (model selection) in Python. This paper presents an introductory tutorial on the usage of the Hyperopt library, including the description of search spaces, minimization (in serial and parallel), and the analysis of the results collected in the course of minimization. This paper also gives an overview of Hyperopt-Sklearn, a software project that provides automatic algorithm configuration of the Scikit-learn machine learning library. Following Auto-Weka, we take the view that the choice of classifier and even the choice of preprocessing module can be taken together to represent a single large hyperparameter optimization problem. We use Hyperopt to define a search space that encompasses many standard components (e.g. SVM, RF, KNN, PCA, TFIDF) and common patterns of composing them together. We demonstrate, using search algorithms in Hyperopt and standard benchmarking data sets (MNIST, 20-newsgroups, convex shapes), that searching this space is practical and effective. In particular, we improve on best-known scores for the model space for both MNIST and convex shapes. The paper closes with some discussion of ongoing and future work.

A tutorial on the principles of harmonic intonation for trombonists

NASA Astrophysics Data System (ADS)

Keener, Michael Kenneth

A Tutorial on the Principles of Harmonic Intonation for Trombonists includes a manual containing background information, explanations of the principles of harmonic intonation, and printed musical examples for use in learning and practicing the concepts of harmonic intonation. An audio compact disk containing music files corresponding to the printed music completes the set. This tutorial is designed to allow performing musicians and students to practice intonation skills with the pitch-controlled music on the compact disc. The music on the CD was recorded in movable-comma just intonation, replicating performance parameters of wind, string, and vocal ensembles. The compact disc includes sixty tracks of ear-training exercises and interval studies with which to practice intonation perception and adjustment. Tuning notes and examples of equal-tempered intervals and just intervals are included on the CD. The intonation exercises consist of musical major scales, duets, trios, and quartet phrases to be referenced while playing the printed music. The CD tracks allow the performer to play scales in unison (or practice other harmonic intervals) or the missing part of the corresponding duet, trio, or quartet exercise. Instructions in the manual guide the user through a process that can help prepare musicians for more accurate musical ensemble performance. The contextual essay that accompanies the tutorial includes a description of the tutorial, a review of related literature, methodology of construction of the tutorial, evaluations and outcomes, conclusions and recommendations for further research, and a selected bibliography.

Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students.

PubMed

Azer, Samy A; Eizenberg, Norm

2007-03-01

The introduction of a problem-based learning (PBL) curriculum at the School of Medicine of the University of Melbourne has necessitated a reduction in the number of lectures and limited the use of dissection in teaching anatomy. In the new curriculum, students learn the anatomy of different body systems using PBL tutorials, practical classes, pre-dissected specimens, computer-aided learning multimedia and a few dissection classes. The aims of this study are: (1) to assess the views of first- and second-year medical students on the importance of dissection in learning about the anatomy, (2) to assess if students' views have been affected by demographic variables such as gender, academic background and being a local or an international student, and (3) to assess which educational tools helped them most in learning the anatomy and whether dissection sessions have helped them in better understanding anatomy. First- and second-year students enrolled in the medical course participated in this study. Students were asked to fill out a 5-point Likert scale questionnaire. Data was analysed using Mann-Whitney's U test, Wilcoxon's signed-ranks or the calculation of the Chi-square value. The response rates were 89% for both first- and second-year students. Compared to second-year students, first-year students perceived dissection to be important for deep understanding of anatomy (P < 0.001), making learning interesting (P < 0.001) and introducing them to emergency procedures (P < 0.001). Further, they preferred dissection over any other approach (P < 0.001). First-year students ranked dissection (44%), textbooks (23%), computer-aided learning (CAL), multimedia (10%), self-directed learning (6%) and lectures (5%) as the most valuable resources for learning anatomy, whereas second-year students found textbooks (38%), dissection (18%), pre-dissected specimens (11%), self-directed learning (9%), lectures (7%) and CAL programs (7%) as most useful. Neither of the groups showed a significant preference for pre-dissected specimens, CAL multimedia or lectures over dissection. Both first- and second-year students, regardless of their gender, academic background, or citizenship felt that the time devoted to dissection classes were not adequate. Students agreed that dissection deepened their understanding of anatomical structures, provided them with a three-dimensional perspective of structures and helped them recall what they learnt. Although their perception about the importance of dissection changed as they progressed in the course, good anatomy textbooks were perceived as an excellent resource for learning anatomy. Interestingly, innovations used in teaching anatomy, such as interactive multimedia resources, have not replaced students' perceptions about the importance of dissection.

Student-led objective tutorials in Pharmacology: An interventional study.

PubMed

Sukhlecha, Anupama; Jadav, Shilpa P; Gosai, Tushar R; Balusamy, Divakar

2016-10-01

Students learn in a better way if they are involved in active learning. Hence, the study was designed to introduce student-led objective tutorials (SLOTs) as an alternative to conventional tutorials (CTs) in pharmacology and to compare SLOT and CT on outcomes such as improved score in tests, active involvement of students, and faculty requirement of each. Didactic lectures taken on a topic in pharmacology were followed by a preintervention test for a batch of the 2 nd year medical undergraduates. They were allotted either in SLOT or CT group. For a SLOT session, students of Group A (interventional group) were divided into teams and each team prepared five multiple choice questions on the given topic in PowerPoint format, which were presented to other teams and audience. The proceedings were facilitated by two lecturers. Group B undertook CT (controls). A postintervention test was then taken for both groups. Feedback was sought from students and teachers on SLOT. The total marks for the test were 20. The mean marks in Group A improved by 31% (from 5.1 to 11.2). In Group B, they improved by 11% (from 5 to 7.2). Academic performance following SLOT was better than CT. Students (63%) favored SLOT as it stimulated their interest in the topic, improved self-learning skills, and teamwork. The teachers also favored SLOT for similar reasons. SLOT leads to greater satisfaction and better performance in tests. SLOT is an effective alternative to CT to promote active learning among students through group work. It helps overcome the logistic difficulties due to faculty shortage.

A conceptual physics class where students found meaning in calculations

NASA Astrophysics Data System (ADS)

Hull, Michael M.; Elby, Andrew

2013-01-01

Prior to taking a translated version of the Maryland Open Source Tutorials (OSTs) as a stand-alone course, most students at Tokyo Gakugei University in Japan had experienced physics as memorizing laws and equations to use as computational tools. We might expect this reformed physics class, which emphasizes common sense and conceptual reasoning and rarely invokes equations, to produce students who see a disconnect between equation use and intuitive/conceptual reasoning. Many students at Gakugei, however, somehow learned to integrate mathematics into their "constructivist" epistemologies of physics, even though OSTs do not emphasize this integration. Tadao, for example, came to see that although a common-sense solution to a problem is preferable for explaining to someone who doesn't know physics, solving the problem with a quantitative calculation (that connects to physical meaning) can bring clarity and concreteness to communication between experts. How this integration occurred remains an open question for future research.

Clinical rotation in pathology: description of a case based approach.

PubMed

Bezuidenhout, J; Wasserman, E; Mansvelt, E; Meyer, C; van Zyl, G; Orth, H; Els, A

2006-04-01

The implementation of a system based, integrated curriculum at the Faculty of Health Sciences of Stellenbosch University, Western Cape, South Africa, resulted in less contact time for the pathology disciplines during theoretical modules, while a weekly rotation in pathology was introduced during clinical training in the fourth and fifth years. To describe a problem based approach for this rotation. Students are presented with a clinical "paper" case daily, integrating as many of the pathology disciplines as possible to demonstrate the interdependence of the various disciplines. They receive chemical pathology tutorials, visit the various laboratories, and receive practical training in fine needle aspiration biopsy. On the final day, the case studies are assessed and discussed. Most students appreciated all activities. This rotation enhanced student interactivity and autonomy and guaranteed immediate feedback. On evaluation of the rotation it was found that the students enjoyed the rotation, learnt something new, and realised the value of group work. This innovation integrates pathology with clinical practice and illustrates the use of laboratory medicine in the management of common diseases seen in this country. Students appreciate learning practical skills and having to request special investigations under a pathologist's supervision changes their approach to pathology requests. Familiarity with the pathology environment empowers the student to use pathology with greater ease. A bank of case studies that can be expanded to include all medical disciplines will facilitate the application of a problem based approach and enhance communication between the basic science disciplines and the clinical and pathology disciplines.

Medical students perceive better group learning processes when large classes are made to seem small.

PubMed

Hommes, Juliette; Arah, Onyebuchi A; de Grave, Willem; Schuwirth, Lambert W T; Scherpbier, Albert J J A; Bos, Gerard M J

2014-01-01

Medical schools struggle with large classes, which might interfere with the effectiveness of learning within small groups due to students being unfamiliar to fellow students. The aim of this study was to assess the effects of making a large class seem small on the students' collaborative learning processes. A randomised controlled intervention study was undertaken to make a large class seem small, without the need to reduce the number of students enrolling in the medical programme. The class was divided into subsets: two small subsets (n=50) as the intervention groups; a control group (n=102) was mixed with the remaining students (the non-randomised group n∼100) to create one large subset. The undergraduate curriculum of the Maastricht Medical School, applying the Problem-Based Learning principles. In this learning context, students learn mainly in tutorial groups, composed randomly from a large class every 6-10 weeks. The formal group learning activities were organised within the subsets. Students from the intervention groups met frequently within the formal groups, in contrast to the students from the large subset who hardly enrolled with the same students in formal activities. Three outcome measures assessed students' group learning processes over time: learning within formally organised small groups, learning with other students in the informal context and perceptions of the intervention. Formal group learning processes were perceived more positive in the intervention groups from the second study year on, with a mean increase of β=0.48. Informal group learning activities occurred almost exclusively within the subsets as defined by the intervention from the first week involved in the medical curriculum (E-I indexes>-0.69). Interviews tapped mainly positive effects and negligible negative side effects of the intervention. Better group learning processes can be achieved in large medical schools by making large classes seem small.

Medical Students Perceive Better Group Learning Processes when Large Classes Are Made to Seem Small

PubMed Central

Hommes, Juliette; Arah, Onyebuchi A.; de Grave, Willem; Schuwirth, Lambert W. T.; Scherpbier, Albert J. J. A.; Bos, Gerard M. J.

2014-01-01

Objective Medical schools struggle with large classes, which might interfere with the effectiveness of learning within small groups due to students being unfamiliar to fellow students. The aim of this study was to assess the effects of making a large class seem small on the students' collaborative learning processes. Design A randomised controlled intervention study was undertaken to make a large class seem small, without the need to reduce the number of students enrolling in the medical programme. The class was divided into subsets: two small subsets (n = 50) as the intervention groups; a control group (n = 102) was mixed with the remaining students (the non-randomised group n∼100) to create one large subset. Setting The undergraduate curriculum of the Maastricht Medical School, applying the Problem-Based Learning principles. In this learning context, students learn mainly in tutorial groups, composed randomly from a large class every 6–10 weeks. Intervention The formal group learning activities were organised within the subsets. Students from the intervention groups met frequently within the formal groups, in contrast to the students from the large subset who hardly enrolled with the same students in formal activities. Main Outcome Measures Three outcome measures assessed students' group learning processes over time: learning within formally organised small groups, learning with other students in the informal context and perceptions of the intervention. Results Formal group learning processes were perceived more positive in the intervention groups from the second study year on, with a mean increase of β = 0.48. Informal group learning activities occurred almost exclusively within the subsets as defined by the intervention from the first week involved in the medical curriculum (E-I indexes>−0.69). Interviews tapped mainly positive effects and negligible negative side effects of the intervention. Conclusion Better group learning processes can be achieved in large medical schools by making large classes seem small. PMID:24736272

Lessons learned in building a global information network on chemicals (GINC).

PubMed

Kaminuma, Tsuguchika

2005-09-01

The Global Information Network on Chemicals (GINC) was a project to construct a worldwide information network linking international, national, and other organizations working for the safe management of chemicals. Proposed in 1993, the project started the next year and lasted almost 10 years. It was begun as a joint project of World Health Organization (WHO), International Labor Organization (ILO), and United Nations Environment Program (UNEP), and later endorsed by the Intergovernmental Forum on Chemical Safety (IFCS). Asia, particularly East Asia and the Pacific islands, was chosen as the feasibility study region. The author's group then at the National Institute of Health Sciences (NIHS) of Japan led this initiative and hosted numerous meetings. At these meetings, tutorial sessions for communicating chemical safety expertise and emerging new information technologies relevant to the safe management of chemicals were offered. Our experience with this project, particularly the Web-based system and the tutorial sessions, may be of use to others involved with Web-based instruction and the training of chemical safety specialists from both developed and developing countries.

Observing tutorial dialogues collaboratively: insights about human tutoring effectiveness from vicarious learning.

PubMed

Chi, Michelene T H; Roy, Marguerite; Hausmann, Robert G M

2008-03-01

The goals of this study are to evaluate a relatively novel learning environment, as well as to seek greater understanding of why human tutoring is so effective. This alternative learning environment consists of pairs of students collaboratively observing a videotape of another student being tutored. Comparing this collaboratively observing environment to four other instructional methods-one-on-one human tutoring, observing tutoring individually, collaborating without observing, and studying alone-the results showed that students learned to solve physics problems just as effectively from observing tutoring collaboratively as the tutees who were being tutored individually. We explain the effectiveness of this learning environment by postulating that such a situation encourages learners to become active and constructive observers through interactions with a peer. In essence, collaboratively observing combines the benefit of tutoring with the benefit of collaborating. The learning outcomes of the tutees and the collaborative observers, along with the tutoring dialogues, were used to further evaluate three hypotheses explaining why human tutoring is an effective learning method. Detailed analyses of the protocols at several grain sizes suggest that tutoring is effective when tutees are independently or jointly constructing knowledge: with the tutor, but not when the tutor independently conveys knowledge. 2008 Cognitive Science Society, Inc.

Using an interdisciplinary partnership to develop nursing students' information literacy skills: an evaluation.

PubMed

Turnbull, Bev; Royal, Bernadette; Purnell, Margaret

2011-01-01

As learning paradigms shift to student-centred active learning, development of effective skills in locating and retrieving information using electronic sources is integral to promoting lifelong learning. Recency of information that is evidence based is a critical factor in a dynamic field such as health. A changing demographic is evident among nursing students with greater numbers of mature age students who may not possess the computer skills often assumed with school leavers, and whose study preference is mostly by external mode. Development of interdisciplinary partnerships between faculties and librarians can provide the attributes and innovation of new and improved ways to better support student learning, whether or not students attend on campus. The Health Online Tutorial, an online database searching tool developed through a collaborative, interdisciplinary partnership at Charles Darwin University is one such example.

Implementation of Online Peer Assessment in a Design for Learning and Portfolio (D4L+P) Program to Help Students Complete Science Projects

ERIC Educational Resources Information Center

Wuttisela, Karntarat; Wuttiprom, Sura; Phonchaiya, Sonthi; Saengsuwan, Sayant

2016-01-01

Peer assessment was one of the most effective strategies to improve students' understanding, metacognitive skills, and social interaction. An online tool, "Designing for Learning and Portfolio (D4L+P)", was developed solely to support the T5 (tasks, tools, tutorials, topicresources, and teamwork) method of teaching and learning. This…

Graduate Student Research Instruction: Testing an Interactive Web-Based Library Tutorial for a Health Sciences Database

ERIC Educational Resources Information Center

Lechner, David L.

2005-01-01

Interactive electronic tutorials offer flexibility in delivering library instruction; however, questions linger regarding their effectiveness compared to traditional librarian-led classroom lectures. This study examines a tutorial introducing health science students to the Cumulative Index to Nursing and Allied Health Literature database. Half the…

Rating the Accessibility of Library Tutorials from Leading Research Universities

ERIC Educational Resources Information Center

Clossen, Amanda; Proces, Paul

2017-01-01

Video and Web-based tutorials created by libraries from 71 public universities designated by the Carnegie Classification as having the Highest Research Activity (R1) were reviewed for accessibility and usability by disabled people. The results of this review indicate that a large portion of library tutorial content meets neither the minimum legal…

Native Health Research Database

MedlinePlus

... Indian Health Board) Welcome to the Native Health Database. Please enter your search terms. Basic Search Advanced ... To learn more about searching the Native Health Database, click here. Tutorial Video The NHD has made ...

LaboREM--A Remote Laboratory for Game-Like Training in Electronics

ERIC Educational Resources Information Center

Luthon, Franck; Larroque, Benoît

2015-01-01

The advances in communication networks and web technologies, in conjunction with the improved connectivity of test and measurement devices make it possible to implement e-learning applications that encompass the whole learning process. In the field of electrical engineering, automation or mechatronics, it means not only lectures, tutorials, demos…

Helping Learning Disabled Adults through Special Tutorial Techniques. Final Report. 1992-1993.

ERIC Educational Resources Information Center

Reading Area Community Coll., PA.

A project offered special training to instructors and volunteer tutors for adult basic education classes in recognizing and helping adults who are enrolled in adult education programs with learning disabilities. These instructors and tutors were taught the necessary skills through a series of three 3-hour inservice sessions. The regular…

Bingo!: An Engaging Activity for Learning Physiological Terms in Psychology

ERIC Educational Resources Information Center

Vanags, Thea; George, Amanda M.; Grace, Diana M.; Brown, Patricia M.

2012-01-01

Brain Bingo is a tutorial activity for helping undergraduate psychology students learn complex physiological terms. In two experiments, the authors tested pretest and posttest knowledge, and in Experiment 2, the authors tested retention after 5 weeks. In Experiment 1 (n = 41), the experimental group (Brain Bingo) recalled more terms than the…

Gesture as a Resource for Intersubjectivity in Second-Language Learning Situations

ERIC Educational Resources Information Center

Belhiah, Hassan

2013-01-01

This study documents the role of hand gestures in achieving mutual understanding in second-language learning situations. The study tracks the way gesture is coordinated with talk in tutorials between two Korean students and their American teachers. The study adopts an interactional approach to the study of participants' talk and gestural…

A Phenomenology of Learning Large: The Tutorial Sphere of xMOOC Video Lectures

ERIC Educational Resources Information Center

Adams, Catherine; Yin, Yin; Vargas Madriz, Luis Francisco; Mullen, C. Scott

2014-01-01

The current discourse surrounding Massive Open Online Courses (MOOCs) is powerful. Despite their rapid and widespread deployment, research has yet to confirm or refute some of the bold claims rationalizing the popularity and efficacy of these large-scale virtual learning environments. Also, MOOCs' reputed disruptive, game-changing potential…

Audio-Tutorial Horticulture Learning Units. Final Report.

ERIC Educational Resources Information Center

Gillespie, Robert J.

The four units in this workbook (units 2, 3, 5, and 9) are part of a larger 14-unit course in horticulture. The topics are plant classification, the plant cell, complex compounds, and vegetative growth and development. Student learning in these fields is frequently low in the traditional lecture-laboratory setting. These materials are designed for…

The Forgotten Learning Disability – Epidemiology of Written Language Disorder in a Population-Based Birth Cohort (1976-1982), Rochester, Minnesota

PubMed Central

Katusic, Slavica K.; Colligan, Robert C.; Weaver, Amy L.; Barbaresi, William J.

2009-01-01

OBJECTIVE The aim of this study was to report the incidence rates and other epidemiologic characterizations of Written Language Disorder (WLD). There have been no epidemiologic studies on the incidence of WLD in the United States and the use of a population-based birth cohort, longitudinally followed, is the most powerful method to reach this objective. METHODS In this population-based, retrospective birth cohort study, subjects included 5718 children born 1976-1982 in Rochester, Minnesota who remained in the community after age 5 years. Records from all public and nonpublic schools, medical facilities, and private tutorial services were reviewed and results of all individually administered IQ and achievement tests, and extensive medical, educational, and socioeconomic information were collected. The essential features of writing problems from the DSM-IV-TR were included in our operationalized definition of WLD. WLD incident cases were established using research criteria based on 3 formulas (regression-based discrepancy, non-regression-based discrepancy, low achievement). RESULTS Cumulative incidence rates of WLD varied from 6.9% to 14.7% depending on the formula. Boys were 2-3 times more likely to be affected than girls, regardless of the formula. Among all WLD cases (N=806), 25% (N=203) had WLD without Reading Disability (RD). Specifics of the writing problems were identified for 87% (N=702) of WLD cases. CONCLUSION In this population-based birth cohort of school aged children, WLD was at least as frequent as RD, and significantly more frequent among boys than girls. PMID:19403496

Teaching the Grammar and Syntax of Business German: Problems and Practical Suggestions. Innovative Strategies and Exercises for Computer-Aided Instruction: Word Order Variation.

ERIC Educational Resources Information Center

Paulsell, Patricia R.

A computer program is described that is a substack of the "Business German" HyperCard program previously developed by Paulsell and designed as a tutorial to be used with materials for a business German course on the third year college level. The program consists of six stacks, a central one providing graphics-based information on Germany…

Piloting an information literacy program for staff nurses: lessons learned.

PubMed

Rosenfeld, Peri; Salazar-Riera, Noraliza; Vieira, Dorice

2002-01-01

Intrinsic to all models of evidence-based practice is the need for information literacy and the critical assessment of information. As part of a house-wide evidence-based practice initiative, the objective of this pilot project was to develop the information literacy skills of staff nurses to increase their ability to find and assess available electronic resources for clinical decision making. An intensive care unit was chosen to pilot a unit-based approach to educate staff nurses to perform patient care-related electronic literature searches. An additional goal was to determine the effectiveness of unit-based training sessions on the frequency and quality of electronic literature searches by participating nurses. In addition to the unit-based instruction, nursing and library staff collaborated to develop a Web-based tutorial to supplement and reinforce the content of the training sessions. A pretest-post-test design was used to evaluate the initiative and to assess the effect of the educational intervention over time. Among the lessons learned from this pilot study was that unit-based instruction presents significant obstacles for effective learning of new technological skills for staff nurses.

Effectiveness of hands-on tutoring and guided self-directed learning versus self-directed learning alone to educate critical care fellows on mechanical ventilation - a pilot project.

PubMed

Ramar, Kannan; De Moraes, Alice Gallo; Selim, Bernardo; Holets, Steven; Oeckler, Richard

2016-01-01

Physicians require extensive training to achieve proficiency in mechanical ventilator (MV) management of the critically ill patients. Guided self-directed learning (GSDL) is usually the method used to learn. However, it is unclear if this is the most proficient approach to teaching mechanical ventilation to critical care fellows. We, therefore, investigated whether critical care fellows achieve higher scores on standardized testing and report higher satisfaction after participating in a hands-on tutorial combined with GSDL compared to self-directed learning alone. First-year Pulmonary and Critical Care Medicine (PCCM) fellows ( n =6) and Critical Care Internal Medicine (CCIM) ( n =8) fellows participated. Satisfaction was assessed using the Likert scale. MV knowledge assessment was performed by administering a standardized 25-question multiple choice pre- and posttest. For 2 weeks the CCIM fellows were exposed to GSDL, while the PCCM fellows received hands-on tutoring combined with GSDL. Ninety-three percentage (6 PCCM and 7 CCIM fellows, total of 13 fellows) completed all evaluations and were included in the final analysis. CCIM and PCCM fellows scored similarly in the pretest (64% vs. 52%, p =0.13). Following interventions, the posttest scores increased in both groups. However, no significant difference was observed based on the interventions (74% vs. 77%, p =0.39). The absolute improvement with the hands-on-tutoring and GSDL group was higher than GSDL alone (25% vs. 10%, p =0.07). Improved satisfaction scores were noted with hands-on tutoring. Hands-on tutoring combined with GSDL and GSDL alone were both associated with an improvement in posttest scores. Absolute improvement in test and satisfaction scores both trended higher in the hands-on tutorial group combined with GSDL group.

Studies of Learning and Self-Contained Educational Systems, 1973-1976

DTIC Science & Technology

1976-03-01

ISTKIW WORDS fCondnu» on reverse aide // neceeeary ««’ ’-dtntlly by block numb«; Leirning, teaching, memory, tutorial instruction. 20. AB ^RACT...poorly acquired or because the learner might have missed exposi -e to that part of the material, then the rest of the structure is weakened and may...War in the computer data bsnt, including the causal structure of the actions during the war. We are ab ]^ to use the data base to interact with a

Deep learning for digital pathology image analysis: A comprehensive tutorial with selected use cases

PubMed Central

Janowczyk, Andrew; Madabhushi, Anant

2016-01-01

Background: Deep learning (DL) is a representation learning approach ideally suited for image analysis challenges in digital pathology (DP). The variety of image analysis tasks in the context of DP includes detection and counting (e.g., mitotic events), segmentation (e.g., nuclei), and tissue classification (e.g., cancerous vs. non-cancerous). Unfortunately, issues with slide preparation, variations in staining and scanning across sites, and vendor platforms, as well as biological variance, such as the presentation of different grades of disease, make these image analysis tasks particularly challenging. Traditional approaches, wherein domain-specific cues are manually identified and developed into task-specific “handcrafted” features, can require extensive tuning to accommodate these variances. However, DL takes a more domain agnostic approach combining both feature discovery and implementation to maximally discriminate between the classes of interest. While DL approaches have performed well in a few DP related image analysis tasks, such as detection and tissue classification, the currently available open source tools and tutorials do not provide guidance on challenges such as (a) selecting appropriate magnification, (b) managing errors in annotations in the training (or learning) dataset, and (c) identifying a suitable training set containing information rich exemplars. These foundational concepts, which are needed to successfully translate the DL paradigm to DP tasks, are non-trivial for (i) DL experts with minimal digital histology experience, and (ii) DP and image processing experts with minimal DL experience, to derive on their own, thus meriting a dedicated tutorial. Aims: This paper investigates these concepts through seven unique DP tasks as use cases to elucidate techniques needed to produce comparable, and in many cases, superior to results from the state-of-the-art hand-crafted feature-based classification approaches. Results: Specifically, in this tutorial on DL for DP image analysis, we show how an open source framework (Caffe), with a singular network architecture, can be used to address: (a) nuclei segmentation (F-score of 0.83 across 12,000 nuclei), (b) epithelium segmentation (F-score of 0.84 across 1735 regions), (c) tubule segmentation (F-score of 0.83 from 795 tubules), (d) lymphocyte detection (F-score of 0.90 across 3064 lymphocytes), (e) mitosis detection (F-score of 0.53 across 550 mitotic events), (f) invasive ductal carcinoma detection (F-score of 0.7648 on 50 k testing patches), and (g) lymphoma classification (classification accuracy of 0.97 across 374 images). Conclusion: This paper represents the largest comprehensive study of DL approaches in DP to date, with over 1200 DP images used during evaluation. The supplemental online material that accompanies this paper consists of step-by-step instructions for the usage of the supplied source code, trained models, and input data. PMID:27563488

Deep learning for digital pathology image analysis: A comprehensive tutorial with selected use cases.

PubMed

Janowczyk, Andrew; Madabhushi, Anant

2016-01-01

Deep learning (DL) is a representation learning approach ideally suited for image analysis challenges in digital pathology (DP). The variety of image analysis tasks in the context of DP includes detection and counting (e.g., mitotic events), segmentation (e.g., nuclei), and tissue classification (e.g., cancerous vs. non-cancerous). Unfortunately, issues with slide preparation, variations in staining and scanning across sites, and vendor platforms, as well as biological variance, such as the presentation of different grades of disease, make these image analysis tasks particularly challenging. Traditional approaches, wherein domain-specific cues are manually identified and developed into task-specific "handcrafted" features, can require extensive tuning to accommodate these variances. However, DL takes a more domain agnostic approach combining both feature discovery and implementation to maximally discriminate between the classes of interest. While DL approaches have performed well in a few DP related image analysis tasks, such as detection and tissue classification, the currently available open source tools and tutorials do not provide guidance on challenges such as (a) selecting appropriate magnification, (b) managing errors in annotations in the training (or learning) dataset, and (c) identifying a suitable training set containing information rich exemplars. These foundational concepts, which are needed to successfully translate the DL paradigm to DP tasks, are non-trivial for (i) DL experts with minimal digital histology experience, and (ii) DP and image processing experts with minimal DL experience, to derive on their own, thus meriting a dedicated tutorial. This paper investigates these concepts through seven unique DP tasks as use cases to elucidate techniques needed to produce comparable, and in many cases, superior to results from the state-of-the-art hand-crafted feature-based classification approaches. Specifically, in this tutorial on DL for DP image analysis, we show how an open source framework (Caffe), with a singular network architecture, can be used to address: (a) nuclei segmentation (F-score of 0.83 across 12,000 nuclei), (b) epithelium segmentation (F-score of 0.84 across 1735 regions), (c) tubule segmentation (F-score of 0.83 from 795 tubules), (d) lymphocyte detection (F-score of 0.90 across 3064 lymphocytes), (e) mitosis detection (F-score of 0.53 across 550 mitotic events), (f) invasive ductal carcinoma detection (F-score of 0.7648 on 50 k testing patches), and (g) lymphoma classification (classification accuracy of 0.97 across 374 images). This paper represents the largest comprehensive study of DL approaches in DP to date, with over 1200 DP images used during evaluation. The supplemental online material that accompanies this paper consists of step-by-step instructions for the usage of the supplied source code, trained models, and input data.

Using the Apple iPad to facilitate student-led group work and seminar presentation.

PubMed

Davies, Mark

2014-08-01

Mobile technology has become progressively more visible within the Higher Education learning environment, and is, in the author's experience, often used casually by students to support their learning. The project outlined within this paper examines the efficacy of using such technology (Apple iPad) more formally in facilitating increased levels of interaction and group cohesion within a series of tutorial sessions involving undergraduate nursing students (n = 24). For the purposes of the project, a tutorial group was created and facilitated in which the students undertook and fed back upon a series of specific iPad supported activities. Data was collected at the mid point and cessation of the project. The outcomes were most encouraging, and indicated that mobile computing platforms of this type may indeed help students to engage more fully with learning activities and materials, and as a corollary, increase student confidence with peer presentation and feedback. Copyright © 2014 Elsevier Ltd. All rights reserved.

Computational Modeling for Language Acquisition: A Tutorial With Syntactic Islands.

PubMed

Pearl, Lisa S; Sprouse, Jon

2015-06-01

Given the growing prominence of computational modeling in the acquisition research community, we present a tutorial on how to use computational modeling to investigate learning strategies that underlie the acquisition process. This is useful for understanding both typical and atypical linguistic development. We provide a general overview of why modeling can be a particularly informative tool and some general considerations when creating a computational acquisition model. We then review a concrete example of a computational acquisition model for complex structural knowledge referred to as syntactic islands. This includes an overview of syntactic islands knowledge, a precise definition of the acquisition task being modeled, the modeling results, and how to meaningfully interpret those results in a way that is relevant for questions about knowledge representation and the learning process. Computational modeling is a powerful tool that can be used to understand linguistic development. The general approach presented here can be used to investigate any acquisition task and any learning strategy, provided both are precisely defined.

An appraisal of an online tutorial system for the teaching and learning of engineering physics in conjunction with contextual physics and mathematics, and relevant mathematics

NASA Astrophysics Data System (ADS)

Bhathal, Ragbir

2016-09-01

The number of students entering engineering schools in Australian universities has increased tremendously over the last few years because of the Australian Federal Government's policy of increasing the participation rates of Higher School Certificate students and students from low social economic status backgrounds in the tertiary sector. They now come with a diverse background of skills, motivations and prior knowledge. It is imperative that new methods of teaching and learning be developed. This paper describes an online tutorial system used in conjunction with contextual physics and mathematics, and the revision of the relevant mathematical knowledge at the appropriate time before a new topic is introduced in the teaching and learning of engineering physics. Taken as a whole, this study shows that students not only improved their final examination results but there was also an increase in the retention rate of first-year engineering students which has financial implications for the university.

Hello World Deep Learning in Medical Imaging.

PubMed

Lakhani, Paras; Gray, Daniel L; Pett, Carl R; Nagy, Paul; Shih, George

2018-05-03

There is recent popularity in applying machine learning to medical imaging, notably deep learning, which has achieved state-of-the-art performance in image analysis and processing. The rapid adoption of deep learning may be attributed to the availability of machine learning frameworks and libraries to simplify their use. In this tutorial, we provide a high-level overview of how to build a deep neural network for medical image classification, and provide code that can help those new to the field begin their informatics projects.

Performance Assessment and Translation of Physiologically Based Pharmacokinetic Models From acslX to Berkeley Madonna, MATLAB, and R Language: Oxytetracycline and Gold Nanoparticles As Case Examples.

PubMed

Lin, Zhoumeng; Jaberi-Douraki, Majid; He, Chunla; Jin, Shiqiang; Yang, Raymond S H; Fisher, Jeffrey W; Riviere, Jim E

2017-07-01

Many physiologically based pharmacokinetic (PBPK) models for environmental chemicals, drugs, and nanomaterials have been developed to aid risk and safety assessments using acslX. However, acslX has been rendered sunset since November 2015. Alternative modeling tools and tutorials are needed for future PBPK applications. This forum article aimed to: (1) demonstrate the performance of 4 PBPK modeling software packages (acslX, Berkeley Madonna, MATLAB, and R language) tested using 2 existing models (oxytetracycline and gold nanoparticles); (2) provide a tutorial of PBPK model code conversion from acslX to Berkeley Madonna, MATLAB, and R language; (3) discuss the advantages and disadvantages of each software package in the implementation of PBPK models in toxicology, and (4) share our perspective about future direction in this field. Simulation results of plasma/tissue concentrations/amounts of oxytetracycline and gold from different models were compared visually and statistically with linear regression analyses. Simulation results from the original models were correlated well with results from the recoded models, with time-concentration/amount curves nearly superimposable and determination coefficients of 0.86-1.00. Step-by-step explanations of the recoding of the models in different software programs are provided in the Supplementary Data. In summary, this article presents a tutorial of PBPK model code conversion for a small molecule and a nanoparticle among 4 software packages, and a performance comparison of these software packages in PBPK model implementation. This tutorial helps beginners learn PBPK modeling, provides suggestions for selecting a suitable tool for future projects, and may lead to the transition from acslX to alternative modeling tools. © The Author 2017. Published by Oxford University Press on behalf of the Society of Toxicology. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.