Sample records for quantify student interactions

  1. Quantifying protein-protein interactions in high throughput using protein domain microarrays.

    PubMed

    Kaushansky, Alexis; Allen, John E; Gordus, Andrew; Stiffler, Michael A; Karp, Ethan S; Chang, Bryan H; MacBeath, Gavin

    2010-04-01

    Protein microarrays provide an efficient way to identify and quantify protein-protein interactions in high throughput. One drawback of this technique is that proteins show a broad range of physicochemical properties and are often difficult to produce recombinantly. To circumvent these problems, we have focused on families of protein interaction domains. Here we provide protocols for constructing microarrays of protein interaction domains in individual wells of 96-well microtiter plates, and for quantifying domain-peptide interactions in high throughput using fluorescently labeled synthetic peptides. As specific examples, we will describe the construction of microarrays of virtually every human Src homology 2 (SH2) and phosphotyrosine binding (PTB) domain, as well as microarrays of mouse PDZ domains, all produced recombinantly in Escherichia coli. For domains that mediate high-affinity interactions, such as SH2 and PTB domains, equilibrium dissociation constants (K(D)s) for their peptide ligands can be measured directly on arrays by obtaining saturation binding curves. For weaker binding domains, such as PDZ domains, arrays are best used to identify candidate interactions, which are then retested and quantified by fluorescence polarization. Overall, protein domain microarrays provide the ability to rapidly identify and quantify protein-ligand interactions with minimal sample consumption. Because entire domain families can be interrogated simultaneously, they provide a powerful way to assess binding selectivity on a proteome-wide scale and provide an unbiased perspective on the connectivity of protein-protein interaction networks.

  2. Engineering Students Designing a Statistical Procedure for Quantifying Variability

    ERIC Educational Resources Information Center

    Hjalmarson, Margret A.

    2007-01-01

    The study examined first-year engineering students' responses to a statistics task that asked them to generate a procedure for quantifying variability in a data set from an engineering context. Teams used technological tools to perform computations, and their final product was a ranking procedure. The students could use any statistical measures,…

  3. Investigating student communities with network analysis of interactions in a physics learning center

    NASA Astrophysics Data System (ADS)

    Brewe, Eric; Kramer, Laird; Sawtelle, Vashti

    2012-06-01

    Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort, has contributed to increased recruitment and retention of physics majors. We utilize social network analysis to quantify interactions in Florida International University’s Physics Learning Center (PLC) that support the development of academic and social integration. The tools of social network analysis allow us to visualize and quantify student interactions and characterize the roles of students within a social network. After providing a brief introduction to social network analysis, we use sequential multiple regression modeling to evaluate factors that contribute to participation in the learning community. Results of the sequential multiple regression indicate that the PLC learning community is an equitable environment as we find that gender and ethnicity are not significant predictors of participation in the PLC. We find that providing students space for collaboration provides a vital element in the formation of a supportive learning community.

  4. Identifying and quantifying interactions in a laboratory swarm

    NASA Astrophysics Data System (ADS)

    Puckett, James; Kelley, Douglas; Ouellette, Nicholas

    2013-03-01

    Emergent collective behavior, such as in flocks of birds or swarms of bees, is exhibited throughout the animal kingdom. Many models have been developed to describe swarming and flocking behavior using systems of self-propelled particles obeying simple rules or interacting via various potentials. However, due to experimental difficulties and constraints, little empirical data exists for characterizing the exact form of the biological interactions. We study laboratory swarms of flying Chironomus riparius midges, using stereoimaging and particle tracking techniques to record three-dimensional trajectories for all the individuals in the swarm. We describe methods to identify and quantify interactions by examining these trajectories, and report results on interaction magnitude, frequency, and mutuality.

  5. Seating Arrangement, Group Composition and Competition-driven Interaction: Effects on Students' Performance in Physics

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

    Roxas, R. M.; Monterola, C.; Carreon-Monterola, S. L.

    2010-07-28

    We probe the effect of seating arrangement, group composition and group-based competition on students' performance in Physics using a teaching technique adopted from Mazur's peer instruction method. Ninety eight lectures, involving 2339 students, were conducted across nine learning institutions from February 2006 to June 2009. All the lectures were interspersed with student interaction opportunities (SIO), in which students work in groups to discuss and answer concept tests. Two individual assessments were administered before and after the SIO. The ratio of the post-assessment score to the pre-assessment score and the Hake factor were calculated to establish the improvement in student performance.more » Using actual assessment results and neural network (NN) modeling, an optimal seating arrangement for a class was determined based on student seating location. The NN model also provided a quantifiable method for sectioning students. Lastly, the study revealed that competition-driven interactions increase within-group cooperation and lead to higher improvement on the students' performance.« less

  6. Investigating Student Communities with Network Analysis of Interactions in a Physics Learning Center

    NASA Astrophysics Data System (ADS)

    Brewe, Eric; Kramer, Laird; O'Brien, George

    2009-11-01

    We describe our initial efforts at implementing social network analysis to visualize and quantify student interactions in Florida International University's Physics Learning Center. Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at FIU. Our implementation of a research and learning community, embedded within a course reform effort, has led to increased recruitment and retention of physics majors. Finn and Rock [1997] link the academic and social integration of students to increased rates of retention. To identify these interactions, we have initiated an investigation that utilizes social network analysis to identify primary community participants. Community interactions are then characterized through the network's density and connectivity, shedding light on learning communities and participation. Preliminary results, further research questions, and future directions utilizing social network analysis are presented.

  7. Quantifying Qualitative Learning.

    ERIC Educational Resources Information Center

    Bogus, Barbara

    1995-01-01

    A teacher at an alternative school for at-risk students discusses the development of student assessment that increases students' self-esteem, convinces students that learning is fun, and prepares students to return to traditional school settings. She found that allowing students to participate in the assessment process successfully quantified the…

  8. Using metabarcoding to reveal and quantify plant-pollinator interactions

    PubMed Central

    Pornon, André; Escaravage, Nathalie; Burrus, Monique; Holota, Hélène; Khimoun, Aurélie; Mariette, Jérome; Pellizzari, Charlène; Iribar, Amaia; Etienne, Roselyne; Taberlet, Pierre; Vidal, Marie; Winterton, Peter; Zinger, Lucie; Andalo, Christophe

    2016-01-01

    Given the ongoing decline of both pollinators and plants, it is crucial to implement effective methods to describe complex pollination networks across time and space in a comprehensive and high-throughput way. Here we tested if metabarcoding may circumvent the limits of conventional methodologies in detecting and quantifying plant-pollinator interactions. Metabarcoding experiments on pollen DNA mixtures described a positive relationship between the amounts of DNA from focal species and the number of trnL and ITS1 sequences yielded. The study of pollen loads of insects captured in plant communities revealed that as compared to the observation of visits, metabarcoding revealed 2.5 times more plant species involved in plant-pollinator interactions. We further observed a tight positive relationship between the pollen-carrying capacities of insect taxa and the number of trnL and ITS1 sequences. The number of visits received per plant species also positively correlated to the number of their ITS1 and trnL sequences in insect pollen loads. By revealing interactions hard to observe otherwise, metabarcoding significantly enlarges the spatiotemporal observation window of pollination interactions. By providing new qualitative and quantitative information, metabarcoding holds great promise for investigating diverse facets of interactions and will provide a new perception of pollination networks as a whole. PMID:27255732

  9. Latent Factors in Student-Teacher Interaction Factor Analysis

    ERIC Educational Resources Information Center

    Le, Thu; Bolt, Daniel; Camburn, Eric; Goff, Peter; Rohe, Karl

    2017-01-01

    Classroom interactions between students and teachers form a two-way or dyadic network. Measurements such as days absent, test scores, student ratings, or student grades can indicate the "quality" of the interaction. Together with the underlying bipartite graph, these values create a valued student-teacher dyadic interaction network. To…

  10. Interharmonic modulation products as a means to quantify nonlinear D-region interactions

    NASA Astrophysics Data System (ADS)

    Moore, Robert

    Experimental observations performed during dual beam ionospheric HF heating experiments at the High frequency Active Auroral Research Program (HAARP) HF transmitter in Gakona, Alaska are used to quantify the relative importance of specific nonlinear interactions that occur within the D region ionosphere. During these experiments, HAARP broadcast two amplitude modulated HF beams whose center frequencies were separated by less than 20 kHz. One beam was sinusoidally modulated at 500 Hz while the second beam was sinusoidally modulated using a 1-7 kHz linear frequency-time chirp. ELF/VLF observations performed at two different locations (3 and 98 km from HAARP) provide clear evidence of strong interactions between all field components of the two HF beams in the form of low and high order interharmonic modulation products. From a theoretical standpoint, the observed interharmonic modulation products could be produced by several different nonlinearities. The two primary nonlinearities take the form of wave-medium interactions (i.e., cross modulation), wherein the ionospheric conductivity modulation produced by one signal crosses onto the other signal via collision frequency modification, and wave-wave interactions, wherein the conduction current associated with one wave mixes with the electric field of the other wave to produce electron temperature oscillations. We are able to separate and quantify these two different nonlinearities, and we conclude that the wave-wave interactions dominate the wave-medium interactions by a factor of two. These results are of great importance for the modeling of transioinospheric radio wave propagation, in that both the wave-wave and the wave-medium interactions could be responsible for a significant amount of anomalous absorption.

  11. Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity

    ERIC Educational Resources Information Center

    Madland, Colin; Richards, Griff

    2016-01-01

    The study buddy is a learning strategy employed in a graduate distance course to promote informal peer reviewing of assignments before submission. This strategy promotes student-student interaction and helps break the social isolation of distance learning. Given the concern by Arum and Roksa (2011) that student-student interaction may be…

  12. Quantifying Functional Group Interactions that Determine Urea Effects on Nucleic Acid Helix Formation

    PubMed Central

    Guinn, Emily J.; Schwinefus, Jeffrey J.; Cha, Hyo Keun; McDevitt, Joseph L.; Merker, Wolf E.; Ritzer, Ryan; Muth, Gregory W.; Engelsgjerd, Samuel W.; Mangold, Kathryn E.; Thompson, Perry J.; Kerins, Michael J.; Record, Thomas

    2013-01-01

    Urea destabilizes helical and folded conformations of nucleic acids and proteins, as well as protein-nucleic acid complexes. To understand these effects, extend previous characterizations of interactions of urea with protein functional groups, and thereby develop urea as a probe of conformational changes in protein and nucleic acid processes, we obtain chemical potential derivatives (μ23 = dμ2/dm3) quantifying interactions of urea (component 3) with nucleic acid bases, base analogs, nucleosides and nucleotide monophosphates (component 2) using osmometry and hexanol-water distribution assays. Dissection of these μ23 yields interaction potentials quantifying interactions of urea with unit surface areas of nucleic acid functional groups (heterocyclic aromatic ring, ring methyl, carbonyl and phosphate O, amino N, sugar (C,O)); urea interacts favorably with all these groups, relative to interactions with water. Interactions of urea with heterocyclic aromatic rings and attached methyl groups (as on thymine) are particularly favorable, as previously observed for urea-homocyclic aromatic ring interactions. Urea m-values determined for double helix formation by DNA dodecamers near 25°C are in the range 0.72 to 0.85 kcal mol−1 m−1 and exhibit little systematic dependence on nucleobase composition (17–42% GC). Interpretation of these results using the urea interaction potentials indicates that extensive (60–90%) stacking of nucleobases in the separated strands in the transition region is required to explain the m-value. Results for RNA and DNA dodecamers obtained at higher temperatures, and literature data, are consistent with this conclusion. This demonstrates the utility of urea as a quantitative probe of changes in surface area (ΔASA) in nucleic acid processes. PMID:23510511

  13. Quantifying and analysing food waste generated by Indonesian undergraduate students

    NASA Astrophysics Data System (ADS)

    Mandasari, P.

    2018-03-01

    Despite the fact that environmental consequences derived from food waste have been widely known, studies on the amount of food waste and its influencing factors have relatively been paid little attention. Addressing this shortage, this paper aimed to quantify monthly avoidable food waste generated by Indonesian undergraduate students and analyse factors influencing the occurrence of avoidable food waste. Based on data from 106 undergraduate students, descriptive statistics and logistic regression were applied in this study. The results indicated that 4,987.5 g of food waste was generated in a month (equal to 59,850 g yearly); or 47.05 g per person monthly (equal to 564.62 g per person per a year). Meanwhile, eating out frequency and gender were found to be significant predictors of food waste occurrence.

  14. The Student-Faculty Relationship: An Investigation of the Interactions between Students and Faculty

    ERIC Educational Resources Information Center

    Ross, Justin Meredith

    2013-01-01

    The purpose of this study was to explore the subjective perceptions held by students of their interactions with faculty members in college, especially as those interactions relate to the integration and membership of students in the academic community. Academic integration, resulting primarily from student-faculty interactions, has been theorized…

  15. Cross-scale interactions: Quantifying multi-scaled cause–effect relationships in macrosystems

    USGS Publications Warehouse

    Soranno, Patricia A.; Cheruvelil, Kendra S.; Bissell, Edward G.; Bremigan, Mary T.; Downing, John A.; Fergus, Carol E.; Filstrup, Christopher T.; Henry, Emily N.; Lottig, Noah R.; Stanley, Emily H.; Stow, Craig A.; Tan, Pang-Ning; Wagner, Tyler; Webster, Katherine E.

    2014-01-01

    Ecologists are increasingly discovering that ecological processes are made up of components that are multi-scaled in space and time. Some of the most complex of these processes are cross-scale interactions (CSIs), which occur when components interact across scales. When undetected, such interactions may cause errors in extrapolation from one region to another. CSIs, particularly those that include a regional scaled component, have not been systematically investigated or even reported because of the challenges of acquiring data at sufficiently broad spatial extents. We present an approach for quantifying CSIs and apply it to a case study investigating one such interaction, between local and regional scaled land-use drivers of lake phosphorus. Ultimately, our approach for investigating CSIs can serve as a basis for efforts to understand a wide variety of multi-scaled problems such as climate change, land-use/land-cover change, and invasive species.

  16. A field comparison of multiple techniques to quantify groundwater - surface-water interactions

    USGS Publications Warehouse

    González-Pinzón, Ricardo; Ward, Adam S; Hatch, Christine E; Wlostowski, Adam N; Singha, Kamini; Gooseff, Michael N.; Haggerty, Roy; Harvey, Judson; Cirpka, Olaf A; Brock, James T

    2015-01-01

    Groundwater–surface-water (GW-SW) interactions in streams are difficult to quantify because of heterogeneity in hydraulic and reactive processes across a range of spatial and temporal scales. The challenge of quantifying these interactions has led to the development of several techniques, from centimeter-scale probes to whole-system tracers, including chemical, thermal, and electrical methods. We co-applied conservative and smart reactive solute-tracer tests, measurement of hydraulic heads, distributed temperature sensing, vertical profiles of solute tracer and temperature in the stream bed, and electrical resistivity imaging in a 450-m reach of a 3rd-order stream. GW-SW interactions were not spatially expansive, but were high in flux through a shallow hyporheic zone surrounding the reach. NaCl and resazurin tracers suggested different surface–subsurface exchange patterns in the upper ⅔ and lower ⅓ of the reach. Subsurface sampling of tracers and vertical thermal profiles quantified relatively high fluxes through a 10- to 20-cm deep hyporheic zone with chemical reactivity of the resazurin tracer indicated at 3-, 6-, and 9-cm sampling depths. Monitoring of hydraulic gradients along transects with MINIPOINT streambed samplers starting ∼40 m from the stream indicated that groundwater discharge prevented development of a larger hyporheic zone, which progressively decreased from the stream thalweg toward the banks. Distributed temperature sensing did not detect extensive inflow of ground water to the stream, and electrical resistivity imaging showed limited large-scale hyporheic exchange. We recommend choosing technique(s) based on: 1) clear definition of the questions to be addressed (physical, biological, or chemical processes), 2) explicit identification of the spatial and temporal scales to be covered and those required to provide an appropriate context for interpretation, and 3) maximizing generation of mechanistic understanding and reducing costs of

  17. Quantified Gamow shell model interaction for p s d -shell nuclei

    NASA Astrophysics Data System (ADS)

    Jaganathen, Y.; Betan, R. M. Id; Michel, N.; Nazarewicz, W.; Płoszajczak, M.

    2017-11-01

    and excitation spectra of light nuclei with quantified uncertainties. Conclusion: The new interaction will enable comprehensive and fully quantified studies of structure and reactions aspects of nuclei from the p s d region of the nuclear chart.

  18. Quantified Gamow shell model interaction for p s d -shell nuclei

    DOE PAGES

    Jaganathen, Y.; Betan, R. M. Id; Michel, N.; ...

    2017-11-20

    densities and excitation spectra of light nuclei with quantified uncertainties. In conclusion: The new interaction will enable comprehensive and fully quantified studies of structure and reactions aspects of nuclei from the psd region of the nuclear chart.« less

  19. Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?

    ERIC Educational Resources Information Center

    Moore, Gary E.; Warner, Wendy J.; Jones, David W. W.

    2016-01-01

    This research sought to determine if graduate students taking distance education classes desire student-to-student interaction. Over 200 graduate students who completed one or more distance education graduate classes in agricultural and extension education from North Carolina State University during the past three years were surveyed. While some…

  20. Evaluating an Instrument to Quantify Attitude to the Subject of Physiology in Undergraduate Health Science Students

    ERIC Educational Resources Information Center

    Brown, Stephen; White, Sue; Bowmar, Alex; Power, Nicola

    2017-01-01

    The attitude toward a subject contributes to both academic engagement and success at university, yet it is not routinely measured in undergraduate students. Therefore, in two consecutive introductory courses in Human anatomy and physiology (HAP 1, n = 239, and HAP 2, n = 329), an instrument to quantify undergraduate students' attitude to the…

  1. Quantifying Attitude to Chemistry in Students at the University of the South Pacific

    ERIC Educational Resources Information Center

    Brown, S. J.; Sharma, B. N.; Wakeling, L.; Naiker, M.; Chandra, S.; Gopalan, R. D.; Bilimoria, V. B.

    2014-01-01

    The attitude towards the study of chemistry for new entrant chemistry students from a multi-national, regional, tertiary educational institution in the South Pacific was investigated using a purpose-designed diagnostic instrument. The Attitude toward the Study of Chemistry Inventory (ASCI) was used to quantify attitude in a cohort of first year…

  2. Role of Pre-Course Student Characteristics on Student Learning in Interactive Teaching Environments

    NASA Astrophysics Data System (ADS)

    Miller, Kelly Anne

    The goal of this dissertation is to broaden our understanding of interactive teaching strategies, in the context of the introductory physics classroom at the undergraduate level. The dissertation is divided into four main projects, each of which investigates a specific aspect of teaching physics interactively. All four projects look towards improving the effectiveness of interactive teaching by understanding how pre-course student characteristics affect the way students learn interactively. We first discuss lecture demonstrations in the context of an interactive classroom using Peer Instruction. We study the role of predictions in conceptual learning. We examine how students' predictions affect what they report having seen during a demonstration. We also examine how student predictions affect what they recall as the outcome of the demonstration at the end of the semester. We then analyze student response patterns to conceptual questions posed during Peer Instruction. We look at the relationship between a student's tendency to switch their answer and pre-course student characteristics like science self-efficacy. Next we elucidate response timing to conceptual questions posed over the course of the semester, in two introductory physics classes taught using Peer Instruction. We look at the relationship between student response times and student characteristics like pre-course physics knowledge, science self-efficacy and gender. We study response times as a way of gaining insight into students thinking in Peer Instruction environments as well as to improve the implementation of Peer Instruction. Finally, we present work on the role of NB, an online collaborative textbook annotation tool, in a flipped, project based, physics class. We analyze the relationship between students' level of online engagement and traditional learning metrics to understand the effectiveness of NB in the context of flipped classrooms. We also report the results of experiments conducted to

  3. Quantifying Electrical Interactions between Cardiomyocytes and Other Cells in Micropatterned Cell Pairs

    PubMed Central

    Nguyen, Hung; Badie, Nima; McSpadden, Luke; Pedrotty, Dawn; Bursac, Nenad

    2014-01-01

    Micropatterning is a powerful technique to control cell shape and position on a culture substrate. In this chapter, we describe the method to reproducibly create large numbers of micropatterned heterotypic cell pairs with defined size, shape, and length of cell–cell contact. These cell pairs can be utilized in patch clamp recordings to quantify electrical interactions between cardiomyocytes and non-cardiomyocytes. PMID:25070342

  4. Student-Teacher Interaction in Online Learning Environments

    ERIC Educational Resources Information Center

    Wright, Robert D., Ed.

    2015-01-01

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

  5. Quantifying intermolecular interactions of ionic liquids using cohesive energy densities.

    PubMed

    Lovelock, Kevin R J

    2017-12-01

    For ionic liquids (ILs), both the large number of possible cation + anion combinations and their ionic nature provide a unique challenge for understanding intermolecular interactions. Cohesive energy density, ced , is used to quantify the strength of intermolecular interactions for molecular liquids, and is determined using the enthalpy of vaporization. A critical analysis of the experimental challenges and data to obtain ced for ILs is provided. For ILs there are two methods to judge the strength of intermolecular interactions, due to the presence of multiple constituents in the vapour phase of ILs. Firstly, ced IP , where the ionic vapour constituent is neutral ion pairs, the major constituent of the IL vapour. Secondly, ced C+A , where the ionic vapour constituents are isolated ions. A ced IP dataset is presented for 64 ILs. For the first time an experimental ced C+A , a measure of the strength of the total intermolecular interaction for an IL, is presented. ced C+A is significantly larger for ILs than ced for most molecular liquids, reflecting the need to break all of the relatively strong electrostatic interactions present in ILs. However, the van der Waals interactions contribute significantly to IL volatility due to the very strong electrostatic interaction in the neutral ion pair ionic vapour. An excellent linear correlation is found between ced IP and the inverse of the molecular volume. A good linear correlation is found between IL ced IP and IL Gordon parameter (which are dependent primarily on surface tension). ced values obtained through indirect methods gave similar magnitude values to ced IP . These findings show that ced IP is very important for understanding IL intermolecular interactions, in spite of ced IP not being a measure of the total intermolecular interactions of an IL. In the outlook section, remaining challenges for understanding IL intermolecular interactions are outlined.

  6. Quantifying intermolecular interactions of ionic liquids using cohesive energy densities

    PubMed Central

    2017-01-01

    For ionic liquids (ILs), both the large number of possible cation + anion combinations and their ionic nature provide a unique challenge for understanding intermolecular interactions. Cohesive energy density, ced, is used to quantify the strength of intermolecular interactions for molecular liquids, and is determined using the enthalpy of vaporization. A critical analysis of the experimental challenges and data to obtain ced for ILs is provided. For ILs there are two methods to judge the strength of intermolecular interactions, due to the presence of multiple constituents in the vapour phase of ILs. Firstly, cedIP, where the ionic vapour constituent is neutral ion pairs, the major constituent of the IL vapour. Secondly, cedC+A, where the ionic vapour constituents are isolated ions. A cedIP dataset is presented for 64 ILs. For the first time an experimental cedC+A, a measure of the strength of the total intermolecular interaction for an IL, is presented. cedC+A is significantly larger for ILs than ced for most molecular liquids, reflecting the need to break all of the relatively strong electrostatic interactions present in ILs. However, the van der Waals interactions contribute significantly to IL volatility due to the very strong electrostatic interaction in the neutral ion pair ionic vapour. An excellent linear correlation is found between cedIP and the inverse of the molecular volume. A good linear correlation is found between IL cedIP and IL Gordon parameter (which are dependent primarily on surface tension). ced values obtained through indirect methods gave similar magnitude values to cedIP. These findings show that cedIP is very important for understanding IL intermolecular interactions, in spite of cedIP not being a measure of the total intermolecular interactions of an IL. In the outlook section, remaining challenges for understanding IL intermolecular interactions are outlined. PMID:29308254

  7. Modular scanning FCS quantifies receptor-ligand interactions in living multicellular organisms.

    PubMed

    Ries, Jonas; Yu, Shuizi Rachel; Burkhardt, Markus; Brand, Michael; Schwille, Petra

    2009-09-01

    Analysis of receptor-ligand interactions in vivo is key to biology but poses a considerable challenge to quantitative microscopy. Here we combine static-volume, two-focus and dual-color scanning fluorescence correlation spectroscopy to solve this task at cellular resolution in complex biological environments. We quantified the mobility of fibroblast growth factor receptors Fgfr1 and Fgfr4 in cell membranes of living zebrafish embryos and determined their in vivo binding affinities to their ligand Fgf8.

  8. The Impact of Social Interaction on Student Learning

    ERIC Educational Resources Information Center

    Hurst, Beth; Wallace, Randall; Nixon, Sarah B.

    2013-01-01

    Due to the lack of student engagement in the common lecture-centered model, we explored a model of instructional delivery where our undergraduate and graduate classes were structured so that students had opportunities for daily interaction with each other. Specifically, we examined how students perceived the value of social interaction on their…

  9. Tutor-Student Interaction in Seminar Teaching: Implications for Professional Development

    ERIC Educational Resources Information Center

    Hardman, Jan

    2016-01-01

    While much of the recent academic literature into university seminar teaching has focused on collaborative learning involving student-student interaction, little research has been done into tutor-student interaction and how tutors interact with students during whole class, group-based and one-to-one teaching. In response to this finding, this…

  10. Teacher-Student Interaction and Gifted Students' Attitudes toward Chemistry in Laboratory Classrooms in Singapore

    ERIC Educational Resources Information Center

    Lang, Quek Choon; Wong, Angela F. L.; Fraser, Barry J.

    2005-01-01

    This study investigated associations between teacher-student interaction and students' attitudes towards chemistry among 497 tenth grade students from three independent schools in Singapore. Analyses supported the reliability and validity of a 48-item version of the Questionnaire on Teacher Interaction (QTI). Statistically significant gender…

  11. Gender differences in teacher-student interactions in science classrooms

    NASA Astrophysics Data System (ADS)

    Jones, M. Gail; Wheatley, Jack

    1990-12-01

    Thirty physical science and 30 chemistry classes, which contained a total of 1332 students, were observed using the Brophy-Good Teacher-Child Dyadic Interaction System. Classroom interactions were examined for gender differences that may contribute to the underrepresentation of women in physics and engineering courses and subsequent careers. The Brophy-Good coding process allows for examination of patterns of interactions for individuals and groups of pupils. An analysis of variance of the data yielded a significant main effect for teacher praise, call outs, procedural questions, and behavioral warnings based on the sex of the student and a significant teacher-sex main effect for direct questions. Significant two-way interactions were found for the behavioral warning variable for teacher sex and subject by student sex. Female teachers warned male students significantly more than female students. Male teachers warned both genders with similar frequency. Male students also received significantly more behavioral warnings in physical science classes than female students. In chemistry classes, both male and female students received approximately the same number of behavioral warnings.

  12. Resource Interdependence, Student Interactions and Performance in Cooperative Learning

    ERIC Educational Resources Information Center

    Buchs, Celine; Butera, Fabrizio; Mugny, Gabriel

    2004-01-01

    Two studies were carried out during university workshops, and analyzed the effects of resource interdependence on student-student interactions, and the impact of these interactions on performance. Students worked cooperatively, either on complementary information (positive resource interdependence) or on identical information (resource…

  13. Facilitating trust engenderment in secondary school nurse interactions with students.

    PubMed

    Summach, Anne H J

    2011-04-01

    School nurses are involved in a complex framework of interactions with students, other professionals, parents, and administrators. Trust between nurse and student is critical for interaction effectiveness. The goal of this study was to understand through phenomenology the process of engendering trust in school nurse-high school student interactions. The qualitative approach explored school nurse perceptions of experiences interacting with students, yielding insights into nurse- and setting-based factors contributing to the development of trust. Subthemes within these included key behaviors and attributes enhancing trust engenderment in school nurse-student interactions. Study findings were well supported by the existing nursing and psychological research literature. Nurses that purposefully strive to develop trust in young people will maximize adolescent health results.

  14. High-Impact Practices and Student-Faculty Interactions for Students across Sexual Orientations

    ERIC Educational Resources Information Center

    Garvey, Jason C.; BrckaLorenz, Allison; Latopolski, Keely; Hurtado, Sarah S.

    2018-01-01

    The purpose of this study was to investigate the relationship between high-impact practices and student--faculty interactions for lesbian, gay, bisexual, and questioning (LGBQ) students. Results yield few differences in participation of high-impact practices for LGBQ students compared to heterosexual students. Results also demonstrate the…

  15. Expert golf instructors' student-teacher interaction patterns.

    PubMed

    Schempp, Paul; McCullick, Bryan; St Pierre, Peter; Woorons, Sophie; You, JeongAe; Clark, Betsy

    2004-03-01

    The purpose of this study was to identify the dominant instructional interaction patterns of expert golf instructors. Instructors (N = 22) were selected by the Ladies Professional Golf Association (LPGA) Teaching based on the following criteria: (a) 10 or more years of golf teaching experience, (b) LPGA certification, (c) awards received for the quality of their instruction, and (d) peer and student recognition for outstanding teaching. The instructors were videotaped teaching a 60-min lesson to a novice college-age woman with no previous golf experience. The tapes were then analyzed using both the Cheffers Adaptation of Flanders' Interaction Analysis System (CAFIAS) and a qualitative analysis. Based on the findings from descriptive statistics and correlation analyses of the CAFIAS data and qualitative data analysis, several trends were identified. First, the dominant instructional behavior of these teachers was providing information to the students using both explanations and demonstrations. Second, the prevailing instructional interaction pattern of the expert teachers included extensive explanations and demonstrations followed by directions. The student followed the directions by practicing skills and received praise for their achievements. Third, high rates of directions and praise from teachers prompted student practice. Fourth, engaging students in subject-related discussion was positively correlated with teachers' questions but negatively correlated with teachers' criticisms. Finally, teacher acceptance was positively correlated with student analytic behavior, while teachers' talk negatively correlated with students initiating discussions.

  16. Influencing Academic Motivation: The Effects of Student-Faculty Interaction

    ERIC Educational Resources Information Center

    Trolian, Teniell L.; Jach, Elizabeth A.; Hanson, Jana M.; Pascarella, Ernest T.

    2016-01-01

    Using data from the Wabash National Study of Liberal Arts Education, we examined the influence of student-faculty interactions on student academic motivation over 4 years of college. Results suggest that several forms of student-faculty interaction, such as quality of faculty contact, frequency of faculty contact, research with faculty, personal…

  17. Factors Correlated with the Interactional Diversity of Community College Students

    ERIC Educational Resources Information Center

    Jones, Willis A.

    2016-01-01

    This study used data from the Community College Survey of Student Engagement (CCSSE) to examine how student background characteristics, student engagement, and institutional characteristics correlate with the frequency of interactional diversity among community college students. Given the current lack of research on interactional diversity among…

  18. Examining the Educational Benefits of Interacting with International Students

    ERIC Educational Resources Information Center

    Luo, Jiali; Jamieson-Drake, David

    2013-01-01

    Through the analysis of alumni survey data from three graduating cohorts, this study examined the influence of interaction with international students on domestic students' college outcomes and explored factors that helped to promote international interaction on college campuses. The findings indicate that in comparison to non-interactive domestic…

  19. Quantifying Engagement: Measuring Player Involvement in Human-Avatar Interactions

    PubMed Central

    Norris, Anne E.; Weger, Harry; Bullinger, Cory; Bowers, Alyssa

    2014-01-01

    This research investigated the merits of using an established system for rating behavioral cues of involvement in human dyadic interactions (i.e., face-to-face conversation) to measure involvement in human-avatar interactions. Gameplay audio-video and self-report data from a Feasibility Trial and Free Choice study of an effective peer resistance skill building simulation game (DRAMA-RAMA™) were used to evaluate reliability and validity of the rating system when applied to human-avatar interactions. The Free Choice study used a revised game prototype that was altered to be more engaging. Both studies involved girls enrolled in a public middle school in Central Florida that served a predominately Hispanic (greater than 80%), low-income student population. Audio-video data were coded by two raters, trained in the rating system. Self-report data were generated using measures of perceived realism, predictability and flow administered immediately after game play. Hypotheses for reliability and validity were supported: Reliability values mirrored those found in the human dyadic interaction literature. Validity was supported by factor analysis, significantly higher levels of involvement in Free Choice as compared to Feasibility Trial players, and correlations between involvement dimension sub scores and self-report measures. Results have implications for the science of both skill-training intervention research and game design. PMID:24748718

  20. Deaf Learners' Knowledge of English Universal Quantifiers

    ERIC Educational Resources Information Center

    Berent, Gerald P.; Kelly, Ronald R.; Porter, Jeffrey E.; Fonzi, Judith

    2008-01-01

    Deaf and hearing students' knowledge of English sentences containing universal quantifiers was compared through their performance on a 50-item, multiple-picture task that required students to decide whether each of five pictures represented a possible meaning of a target sentence. The task assessed fundamental knowledge of quantifier sentences,…

  1. Interactive Taste Tests Enhance Student Learning

    ERIC Educational Resources Information Center

    Soh, Michael; Roth-Johnson, Elizabeth A.; Levis-Fitzgerald, Marc; Rowat, Amy

    2015-01-01

    If we could effectively engage students in general science curricula and lead them to recognize the everyday relevance of scientific concepts, we would significantly strengthen the understanding of science among our nation's future workforce. This article shows that increased levels of student cognition can be achieved through interactive taste…

  2. Student Interactions in Technology-Rich Classrooms

    ERIC Educational Resources Information Center

    Fonkert, Karen L.

    2010-01-01

    Students are more likely to develop a deep conceptual understanding of mathematics when they interact with and discuss their thoughts with others. The National Council of Teachers of Mathematics (NCTM) (1989, 2000) has recommended that students be active learners--communicating with one another, conjecturing, exploring, and justifying claims by…

  3. Medical student views on interactions with pharmaceutical representatives.

    PubMed

    Ganzini, Linda; Chen, Zunqiu; Peters, Dawn; Misra, Sahana; Macht, Madison; Osborne, Molly; Keepers, George

    2012-05-01

    In 2006, the Housestaff Association presented the Dean at Oregon Health and Science University (OHSU) with a proposal to effectively end the influence of the pharmaceutical industry on campus. The Dean convened a workgroup to examine the issue, and faculty, residents, and medical students were surveyed on their views and interactions. Authors present here the responses from medical students. A web-based, anonymous survey was sent to all OHSU medical students in 2007; 59% completed it. The survey included items measuring attitudes about the pharmaceutical industry and interactions with pharmaceutical representatives (PRs). Only 5% of clinical and 7% of preclinical students agreed that PRs have an important teaching role, and fewer than 1 in 6 believed that PRs provided useful and accurate information on either new or established drugs; 54% of clinical students indicated that PRs should be restricted from making presentations on campus, versus 32% of preclinical students, and only 30% of clinical students agreed that accepting gifts had no impact on their own prescribing, versus 50% of preclinical students. Students who acknowledged the influence of PRs and perceived less educational benefit were less likely to accept gifts such as textbooks; however, 84% of clinical students had attended an on-campus event sponsored by a pharmaceutical company in the previous year. Only a small proportion of OHSU medical students value interactions with PRs, but many still attend events sponsored by pharmaceutical companies.

  4. Self-Assembled Student Interactions in Undergraduate General Chemistry Clicker Classrooms

    ERIC Educational Resources Information Center

    MacArthur, James R.; Jones, Loretta

    2013-01-01

    Student interviews, focus groups, and classroom observations were used in an exploratory study of the nature of student interactions in a large (300+ students) general chemistry course taught with clickers. These data suggest that students are self-assembling their learning environment: choosing ways in which to interact with one another during…

  5. Quantifying long-term evolution of intra-urban spatial interactions

    PubMed Central

    Sun, Lijun; Jin, Jian Gang; Axhausen, Kay W.; Lee, Der-Horng; Cebrian, Manuel

    2015-01-01

    Understanding the long-term impact that changes in a city's transportation infrastructure have on its spatial interactions remains a challenge. The difficulty arises from the fact that the real impact may not be revealed in static or aggregated mobility measures, as these are remarkably robust to perturbations. More generally, the lack of longitudinal, cross-sectional data demonstrating the evolution of spatial interactions at a meaningful urban scale also hinders us from evaluating the sensitivity of movement indicators, limiting our capacity to understand the evolution of urban mobility in depth. Using very large mobility records distributed over 3 years, we quantify the impact of the completion of a metro line extension: the Circle Line (CCL) in Singapore. We find that the commonly used movement indicators are almost identical before and after the project was completed. However, in comparing the temporal community structure across years, we do observe significant differences in the spatial reorganization of the affected geographical areas. The completion of CCL enables travellers to re-identify their desired destinations collectively with lower transport cost, making the community structure more consistent. These changes in locality are dynamic and characterized over short timescales, offering us a different approach to identify and analyse the long-term impact of new infrastructures on cities and their evolution dynamics. PMID:25551142

  6. Primary School Students' Perceptions of Interactive Whiteboards

    ERIC Educational Resources Information Center

    Hall, Ian; Higgins, S

    2005-01-01

    Students involved in the interactive whiteboard (IWB) evaluation, sponsored by the Centre for British Teachers (CfBT), were interviewed in regard to their perceptions about IWBs. Twelve group interviews (72 students) were conducted between January and Easter 2004 with Year 6 students (between 10 and 11 years of age) in six Local Education…

  7. Quantifying human-environment interactions using videography in the context of infectious disease transmission.

    PubMed

    Julian, Timothy R; Bustos, Carla; Kwong, Laura H; Badilla, Alejandro D; Lee, Julia; Bischel, Heather N; Canales, Robert A

    2018-05-08

    Quantitative data on human-environment interactions are needed to fully understand infectious disease transmission processes and conduct accurate risk assessments. Interaction events occur during an individual's movement through, and contact with, the environment, and can be quantified using diverse methodologies. Methods that utilize videography, coupled with specialized software, can provide a permanent record of events, collect detailed interactions in high resolution, be reviewed for accuracy, capture events difficult to observe in real-time, and gather multiple concurrent phenomena. In the accompanying video, the use of specialized software to capture humanenvironment interactions for human exposure and disease transmission is highlighted. Use of videography, combined with specialized software, allows for the collection of accurate quantitative representations of human-environment interactions in high resolution. Two specialized programs include the Virtual Timing Device for the Personal Computer, which collects sequential microlevel activity time series of contact events and interactions, and LiveTrak, which is optimized to facilitate annotation of events in real-time. Opportunities to annotate behaviors at high resolution using these tools are promising, permitting detailed records that can be summarized to gain information on infectious disease transmission and incorporated into more complex models of human exposure and risk.

  8. Frequency of First-Year Student Interactions with Advisors

    ERIC Educational Resources Information Center

    Fosnacht, Kevin; McCormick, Alexander C.; Nailos, Jennifer N.; Ribera, Amy K.

    2017-01-01

    Although acknowledged that academic advising helps students adjust to and deal with the challenges of college, little is known about students' frequency of interactions with advisors. Using data from 52,546 full-time, first-year students at 209 diverse institutions, we examined the frequency with which students met with academic advisors and the…

  9. Diesel Emissions Quantifier (DEQ)

    EPA Pesticide Factsheets

    .The Diesel Emissions Quantifier (Quantifier) is an interactive tool to estimate emission reductions and cost effectiveness. Publications EPA-420-F-13-008a (420f13008a), EPA-420-B-10-035 (420b10023), EPA-420-B-10-034 (420b10034)

  10. Task Design and Interaction in Collaborative Writing: The Students' Story

    ERIC Educational Resources Information Center

    Bremner, Stephen; Peirson-Smith, Anne; Jones, Rodney; Bhatia, Vijay

    2014-01-01

    This article investigates student behaviour on collaborative assignments, looking at the relationship between task type and interaction, and considers the implications for task design. Students reported on interactions in a year-long workplace-focussed group communication project, comparing these with interactions on other academy-based group…

  11. Student satisfaction in interactive engagement-based physics classes

    NASA Astrophysics Data System (ADS)

    Gaffney, Jon D. H.; Gaffney, Amy L. Housley

    2016-12-01

    Interactive engagement-based (IE) physics classes have the potential to invigorate and motivate students, but students may resist or oppose the pedagogy. Understanding the major influences on student satisfaction is a key to successful implementation of such courses. In this study, we note that one of the major differences between IE and traditional physics classes lies in the interpersonal relationships between the instructor and students. Therefore, we introduce the interpersonal communication constructs of instructor credibility and facework as possible frameworks for understanding how instructors and students navigate the new space of interactions. By interpreting survey data (N =161 respondents in eight sections of an IE introductory algebra-based physics course), we found both frameworks to be useful in explaining variance in student ratings of their satisfaction in the course, although we are unable to distinguish at this point whether instructor credibility acts as a mediating variable between facework and course satisfaction.

  12. The Effect of a Computerized Teaching Assistant on Student Interaction, Student Satisfaction, and Retention Rates of Students in a Distance Course

    ERIC Educational Resources Information Center

    Reindl-Johnson, Cheryl

    2004-01-01

    The purpose of this study was to investigate the effect of a computerized teaching assistant (CTA) on student interaction, student satisfaction, and retention rates of students in a distance course. The CTA is humanoid and speaks in a human voice from recorded sound clips, to give the student the feeling that he/she is interacting with a person,…

  13. Students' Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context

    NASA Astrophysics Data System (ADS)

    Bossér, Ulrika; Lindahl, Mats

    2017-07-01

    The integration of socioscientific issues (SSI) in science education calls for emphasizing dialogic classroom practices that include students' views together with multiple sources of knowledge and diverse perspectives on the issues. Such classroom practices aim to empower students to participate in decision-making on SSI. This can be accomplished by enhancing their independence as learners and positioning them as legitimate participants in societal discussions. However, this is a complex task for science teachers. In this study, we introduce positioning theory as a lens to analyse classroom discourse on SSI in order to enhance our knowledge of the manners by which teachers' interactions with students make available or promote different positions for the students, that is, different parts for the students to play as participants, when dealing with SSI in the classroom. Transcripts of interactions between one teacher and six student groups, recorded during two lessons, were analysed with respect to the positioning of the students as participants in the classroom, and in relation to the SSI under consideration. The results show that the teacher-student interactions made available contrasting student positions. The students were positioned by the teacher or positioned themselves as independent learners or as dependent on the teacher. Furthermore, the students were positioned as affected by the issue but as spectators to public negotiations of the issue. Knowledge about the manner in which teacher-student interactions can function to position students seems important for dialogic classroom practices and the promotion of student positions that sustain the pursuit of intended educational outcomes.

  14. Evaluation of interactive teaching for undergraduate medical students using a classroom interactive response system in India.

    PubMed

    Datta, Rakesh; Datta, Karuna; Venkatesh, M D

    2015-07-01

    The classical didactic lecture has been the cornerstone of the theoretical undergraduate medical education. Their efficacy however reduces due to reduced interaction and short attention span of the students. It is hypothesized that the interactive response pad obviates some of these drawbacks. The aim of this study was to evaluate the effectiveness of an interactive response system by comparing it with conventional classroom teaching. A prospective comparative longitudinal study was conducted on 192 students who were exposed to either conventional or interactive teaching over 20 classes. Pre-test, Post-test and retentions test (post 8-12 weeks) scores were collated and statistically analysed. An independent observer measured number of student interactions in each class. Pre-test scores from both groups were similar (p = 0.71). There was significant improvement in both post test scores when compared to pre-test scores in either method (p < 0.001). The interactive post-test score was better than conventional post test score (p < 0.001) by 8-10% (95% CI-difference of means - 8.2%-9.24%-10.3%). The interactive retention test score was better than conventional retention test score (p < 0.001) by 15-18% (95% CI-difference of means - 15.0%-16.64%-18.2%). There were 51 participative events in the interactive group vs 25 in the conventional group. The Interactive Response Pad method was efficacious in teaching. Students taught with the interactive method were likely to score 8-10% higher (statistically significant) in the immediate post class time and 15-18% higher (statistically significant) after 8-12 weeks. The number of student-teacher interactions increases when using the interactive response pads.

  15. Who Benefits from Dyadic Teacher-Student Interactions in Whole-Class Settings?

    ERIC Educational Resources Information Center

    Flieller, André; Jarlégan, Annette; Tazouti, Youssef

    2016-01-01

    To what extent can teacher-student dyadic interactions modify the hierarchy of student performances within a single class? To answer this insufficiently researched question, the authors conducted two parallel studies involving 33 Grade 5 classes in France (759 students) and 15 Grade 5 classes in Luxembourg (243 students). Interactions were…

  16. The Issues Framework: Situating Graduate Teaching Assistant-Student Interactions in Physics Problem Solving

    NASA Astrophysics Data System (ADS)

    Westlander, Meghan Joanne

    Interactive engagement environments are critical to students' conceptual learning gains, and often the instructor is ultimately responsible for the creation of that environment in the classroom. When those instructors are graduate teaching assistants (GTAs), one of the primary ways in which they can promote interactive engagement is through their interactions with students. Much of the prior research on physics GTA-student interactions focuses on GTA training programs (e.g. Ezrailson (2004); Smith, Ward, and Rosenshein (1977)) or on GTAs' specific actions and beliefs (e.g. West, Paul, Webb, and Potter (2013); Goertzen (2010); Spike and Finkelstein (2012a)). Research on students' ideas and behaviors within and surrounding those interactions is limited but important to obtaining a more complete understanding of how GTAs promote an interactive environment. In order to begin understanding this area, I developed the Issues Framework to examine how GTA-student interactions are situated in students' processes during physics problem solving activities. Using grounded theory, the Issues Framework emerged from an analysis of the relationships between GTA-student interactions and the students procedures and expressions of physics content in and surrounding those interactions. This study is focused on introducing the Issues Framework and the insight it can provide into GTA-student interactions and students' processes. The framework is general in nature and has a visually friendly design making it a useful tool for consolidating complex data and quickly pattern-matching important pieces of a complex process. Four different categories of Issues emerged spanning the problem solving process: (1) Getting Started, (2) Solution Approach, (3) Unit Conversions, and (4) Other. The framework allowed for identification of the specific contents of the Issues in each category as well as revealing the common stories of students' processes and how the interactions were situated in those

  17. How Guidance Affects Student Engagement with an Interactive Simulation

    ERIC Educational Resources Information Center

    Chamberlain, Julia M.; Lancaster, Kelly; Parson, Robert; Perkins, Katherine K.

    2014-01-01

    We studied how students engaged with an interactive simulation in a classroom setting and how that engagement was affected by the design of a guiding activity. Students (n = 210) completed a written activity using an interactive simulation in second semester undergraduate general chemistry recitations. The same simulation--PhET Interactive…

  18. Developing Students' Environmental Knowledge through Interactive Worksheets.

    ERIC Educational Resources Information Center

    Ballantyne, Roy; Witney, Eve; Tulip, David

    1998-01-01

    Environmental education is often characterized by a concern with developing attitudes and behavior rather than developing environmental knowledge and concepts. Students may thus unknowingly hold and later teach environmental misconceptions. Discusses the use of interactive worksheets to provide a time-effective means of developing students'…

  19. Biochemistry students' ideas about shape and charge in enzyme-substrate interactions.

    PubMed

    Linenberger, Kimberly J; Bretz, Stacey Lowery

    2014-01-01

    Biochemistry is a visual discipline that requires students to develop an understanding of numerous representations. However, there is very little known about what students actually understand about the representations that are used to communicate ideas in biochemistry. This study investigated biochemistry students' understanding of multiple representations of enzyme-substrate interactions through both student interviews (N = 25) and responses by a national sample (N = 707) to the Enzyme-Substrate Interactions Concept Inventory. This manuscript reports the findings regarding one category of misconceptions measured by the concept inventory, namely, students' understandings of shape and charge in the context of enzyme-substrate interactions. Students interpret molecular representations depicting such interactions by determining the complementarity between enzyme and substrate by focusing upon charge and hydrogen bonding, but with a disregard for stereochemistry. Copyright © 2014 by The International Union of Biochemistry and Molecular Biology.

  20. International Educational Interactions and Students' Critical Consciousness: A Pilot Study.

    PubMed

    Aldrich, Rebecca M; Grajo, Lenin C

    Online technologies facilitate connections between students around the world, but their impact on occupational science and occupational therapy students' critical consciousness about culture is underexplored. In this article we present research on five groups of occupational science and occupational therapy students across two cohorts at one Midwestern university. We used a pretest-posttest group design and the Multicultural Experiences Questionnaire to investigate the potential influence of students' exposure to international educational interactions on their multicultural experiences and desires. Of 157 students surveyed, those who experienced the greatest number of international educational interactions demonstrated statistically significant increases in their desire to become acquainted with other people of different backgrounds and to explore their own prejudices and biases. Given the transformative potential of international educational interactions, future research must assess the ways in which such interactions affect critical cultural consciousness apart from other educational content and design. Copyright © 2017 by the American Occupational Therapy Association, Inc.

  1. Cues Matter: Learning Assistants Influence Introductory Biology Student Interactions during Clicker-Question Discussions

    PubMed Central

    Knight, Jennifer K.; Wise, Sarah B.; Rentsch, Jeremy; Furtak, Erin M.

    2015-01-01

    The cues undergraduate biology instructors provide to students before discussions of clicker questions have previously been shown to influence student discussion. We further explored how student discussions were influenced by interactions with learning assistants (LAs, or peer coaches). We recorded and transcribed 140 clicker-question discussions in an introductory molecular biology course and coded them for features such as the use of reasoning and types of questions asked. Students who did not interact with LAs had discussions that were similar in most ways to students who did interact with LAs. When students interacted with LAs, the only significant changes in their discussions were the use of more questioning and more time spent in discussion. However, when individual LA–student interactions were examined within discussions, different LA prompts were found to generate specific student responses: question prompts promoted student use of reasoning, while students usually stopped their discussions when LAs explained reasons for answers. These results demonstrate that LA prompts directly influence student interactions during in-class discussions. Because clicker discussions can encourage student articulation of reasoning, instructors and LAs should focus on how to effectively implement questioning techniques rather than providing explanations. PMID:26590204

  2. Reading Buddies: A Strategy to Increase Peer Interaction in Students with Autism

    ERIC Educational Resources Information Center

    Simpson, Lisa A.; Bui, Yvonne

    2017-01-01

    Students with autism spectrum disorder (ASD) are often challenged by social interaction and may require substantial support to interact with peers even in inclusive settings. Having adults support students with ASD during peer interactions, however, may ostracize the student from peers without disabilities. Peer-mediated strategies are needed so…

  3. Using Kentucky State Standards as Benchmarks: Quantifying Incoming Ed.S. Students' Knowledge as They Journey toward Principalship

    ERIC Educational Resources Information Center

    Hearn, Jessica E.

    2015-01-01

    Principal preparation programs in Kentucky can use the items in the Dispositions, Dimensions, and Functions for School Leaders (EPSB, 2008) as mastery benchmarks to quantify incoming Educational Specialist (Ed.S) students' perceived level of mastery. This can serve both internal and external purposes by providing diagnostic feedback to students…

  4. Teacher-Student Interaction and Learning.

    ERIC Educational Resources Information Center

    Hall, Joan Kelly; Walsh, Meghan

    2002-01-01

    Reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, draws from three types of classrooms: first language, second language, and foreign language. Attention is given to studies that investigate the specific means used in teacher-student…

  5. Quantifying infant physical interactions using sensorized toys in a natural play environment.

    PubMed

    Goyal, Vatsala; Torres, Wilson; Rai, Roshan; Shofer, Frances; Bogen, Daniel; Bryant, Phillip; Prosser, Laura; Johnson, Michelle J

    2017-07-01

    Infants with developmental delays must be detected early in their development to minimize the progression of motor and neurological impairments. Our objective is to quantify how sensorized toys in a natural play environment can promote infant-toy physical interactions. We created a hanging elephant toy, equipped with an inertial measurement unit (IMU), a pressure transducer, and multiple feedback sensors, to be a hand-grasping toy. We used a 3 DoF robotic model with inputs from the IMU to calculate multiple kinematic metrics and an equation to calculate haptic metrics from the pressure transducer. Six typical infants were tested in the gym set-up. Three infants interacted with the toy for more than half the trial time. The youngest infant exhibited the largest toy displacement with ΔD = 27.6 cm, while the oldest infant squeezed the toy with the largest mean pressure of 4.5 kPa. More data on on both typical and atypical infants needs to be collected. After testing atypical infants in the SmarToyGym set-up, we will be able to identify interaction metrics that differentiate atypical and typical infants.

  6. Interaction among Undergraduate Students: Does Age Matter?

    ERIC Educational Resources Information Center

    Gregoryk, Kerry; Eighmy, Myron

    2009-01-01

    This mixed method study described the interaction preferences among generational groups of undergraduate students and how these preferences factor into classroom interaction. The study utilized a two-phase process, starting with qualitative data gathered from focus groups. A published instrument was used to qualify participants for one of four…

  7. Interactive Auroral Science for Hearing-Impaired Students

    NASA Astrophysics Data System (ADS)

    Samara, M.; Michell, R. G.; Jahn, J.; Pfeifer, M.; Ibarra, S.; Hampton, D. L.; Powell, D.

    2012-12-01

    Under a NASA E/PO grant, we have partnered with San Antonio's Sunshine Cottage School for Deaf Children to develop a science class experience where students directly interact with scientists and participate in a research-grade space science measurement campaign. The unique aspect of partnering with Sunshine Cottage lies in Sunshine's approach of auditory-verbal communication. Aided by technology (hearing aids, cochlear implants), a diverse student body with students of all levels of hearing loss (moderate through profound) is taught in an entirely auditory-verbal environment at Sunshine Cottage. Bringing these students into early contact with research work can lay the foundation for future careers in the STEM field that normally they might not consider as indicated by the first year of this collaboration where the student response was distinctly positive. Here we report on the first year of those activities, as they related to a ground based imaging approach to exploring the northern lights and from the point of view of the scientists that participated. The major components of that activity included a site visit to SwRI by the students and their teachers, a semester long lab at school utilizing current research tools and a real-time campaign night. The students used a number of diagnostics to first predict and then verify auroral activity. One of the tools used was the MOOSE observatory which is a community resource state of the art observatory comprised of 5 EMCCD imagers in Alaska, established through an NSF MRI grant. We will discuss the approach and lessons learned during the first year of the project and the directions that we will likely take in the second year. Lessons learned from teaching these students space science related topic can be flowed right back into mainstream classroom settings. One other significant and unexpected aspect of this first year was that we were able to connect two groups of students through skype (in the 4th to 5th grades) that

  8. Quantifiers more or less quantify online: ERP evidence for partial incremental interpretation

    PubMed Central

    Urbach, Thomas P.; Kutas, Marta

    2010-01-01

    Event-related brain potentials were recorded during RSVP reading to test the hypothesis that quantifier expressions are incrementally interpreted fully and immediately. In sentences tapping general knowledge (Farmers grow crops/worms as their primary source of income), Experiment 1 found larger N400s for atypical (worms) than typical objects (crops). Experiment 2 crossed object typicality with non-logical subject-noun phrase quantifiers (most, few). Off-line plausibility ratings exhibited the crossover interaction predicted by full quantifier interpretation: Most farmers grow crops and Few farmers grow worms were rated more plausible than Most farmers grow worms and Few farmers grow crops. Object N400s, although modulated in the expected direction, did not reverse. Experiment 3 replicated these findings with adverbial quantifiers (Farmers often/rarely grow crops/worms). Interpretation of quantifier expressions thus is neither fully immediate nor fully delayed. Furthermore, object atypicality was associated with a frontal slow positivity in few-type/rarely quantifier contexts, suggesting systematic processing differences among quantifier types. PMID:20640044

  9. The Effects on Students' Emotional and Behavioural Difficulties of Teacher-Student Interactions, Students' Social Skills and Classroom Context

    ERIC Educational Resources Information Center

    Poulou, Maria

    2014-01-01

    Children's emotional and behavioural difficulties are the result of multiple individual, social and contextual factors working in concert. The current paper proposes a theoretical framework for interpreting students' emotional and behavioural difficulties in classrooms, by taking into consideration teacher-student interactions, students' social…

  10. Playing Goffman's Information Game: A Classroom Activity Involving Student Interactions

    ERIC Educational Resources Information Center

    McCoy, Charles Allan

    2017-01-01

    Goffman's dramaturgical approach is frequently used to introduce undergraduate students to the sociological understanding of human interaction. While a number of scholars have designed engaging student activities that highlight Goffman's approach, most of these activities tend to involve atypical embarrassing interactions or norm-breaking…

  11. Uneven Experiences: The Impact of Student-Faculty Interactions on International Students' Sense of Belonging

    ERIC Educational Resources Information Center

    Glass, Chris R.; Kociolek, Elizabeth; Wongtrirat, Rachawan; Lynch, R. Jason; Cong, Summer

    2015-01-01

    This study examines student-faculty interactions in which U.S. professors signal social inclusion or exclusion, facilitating--or inhibiting--international students' academic goal pursuits. It compares narratives of 40 international students from four purposefully sampled subgroups--academic preparedness (low, high) and financial resources (low,…

  12. 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.

  13. Negative Interpersonal Interactions in Student Training Settings

    ERIC Educational Resources Information Center

    Ferris, Patricia A.; Kline, Theresa J. B.

    2009-01-01

    Studies demonstrate that negative interpersonal interaction(s) (NII) such as bullying are frequent and harmful to individuals in workplace and higher education student settings. Nevertheless, it is unclear whether the degree of perceived severity of NII varies by the status of the actor. The present study explored the moderating effect of actor…

  14. Facilitating Trust Engenderment in Secondary School Nurse Interactions with Students

    ERIC Educational Resources Information Center

    Summach, Anne H. J.

    2011-01-01

    School nurses are involved in a complex framework of interactions with students, other professionals, parents, and administrators. Trust between nurse and student is critical for interaction effectiveness. The goal of this study was to understand through phenomenology the process of engendering trust in school nurse-high school student…

  15. X-ray computed tomography uncovers root-root interactions: quantifying spatial relationships between interacting root systems in three dimensions.

    PubMed

    Paya, Alexander M; Silverberg, Jesse L; Padgett, Jennifer; Bauerle, Taryn L

    2015-01-01

    Research in the field of plant biology has recently demonstrated that inter- and intra-specific interactions belowground can dramatically alter root growth. Our aim was to answer questions related to the effect of inter- vs. intra-specific interactions on the growth and utilization of undisturbed space by fine roots within three dimensions (3D) using micro X-ray computed tomography. To achieve this, Populus tremuloides (quaking aspen) and Picea mariana (black spruce) seedlings were planted into containers as either solitary individuals, or inter-/intra-specific pairs, allowed to grow for 2 months, and 3D metrics developed in order to quantify their use of belowground space. In both aspen and spruce, inter-specific root interactions produced a shift in the vertical distribution of the root system volume, and deepened the average position of root tips when compared to intra-specifically growing seedlings. Inter-specific interactions also increased the minimum distance between root tips belonging to the same root system. There was no effect of belowground interactions on the radial distribution of roots, or the directionality of lateral root growth for either species. In conclusion, we found that significant differences were observed more often when comparing controls (solitary individuals) and paired seedlings (inter- or intra-specific), than when comparing inter- and intra-specifically growing seedlings. This would indicate that competition between neighboring seedlings was more responsible for shifting fine root growth in both species than was neighbor identity. However, significant inter- vs. intra-specific differences were observed, which further emphasizes the importance of biological interactions in competition studies.

  16. Digging Deeper: Exploring the Relationship between Mentoring, Developmental Interactions, and Student Agency

    ERIC Educational Resources Information Center

    Griffin, Kimberly A.; Eury, Jennifer L.; Gaffney, Meghan E.

    2015-01-01

    While many cite the importance of having a mentor, focusing on the quality and nature of specific interactions between students and faculty can lead to better strategies promoting student agency. This chapter presents narratives from students who work with the same mentor, focusing on their interactions and how they shaped students' experiences…

  17. Technology and Teacher-Student Interactions: A Review of Empirical Research

    ERIC Educational Resources Information Center

    Harper, Ben

    2018-01-01

    As technology becomes ubiquitous in education, it is critical to understand the ways in which technology influences interactions between teachers and their students. The overarching research question that guided this systematic review was: What does research tell us about how technology influences interactions between teachers and students in K-12…

  18. Academic Self-Efficacy, Faculty-Student Interactions, and Student Characteristics as Predictors of Grade Point Average

    ERIC Educational Resources Information Center

    Gosnell, Joan C.

    2012-01-01

    The purpose of the study was to explore student characteristics, academic self-efficacy, and faculty-student interactions as predictors of grade point average for upper-division (college level third and fourth year) education students at a public 4-year degree-granting community college. The study examined the effects of student characteristics…

  19. Attitudes of Nursing Facilities' Staff Toward Pharmacy Students' Interaction with its Residents.

    PubMed

    Adkins, Donna; Gavaza, Paul; Deel, Sharon

    2017-06-01

    All Appalachian College of Pharmacy second-year students undertake the longitudinal geriatric early pharmacy practice experiences (EPPE) 2 course, which involves interacting with geriatric residents in two nursing facilities over two semesters. The study investigated the nursing staff's perceptions about the rotation and the pharmacy students' interaction with nursing facility residents. Cross-sectional study. Academic setting. 63 nursing facility staff. A 10-item attitude survey administered to nursing staff. Nursing staff attitude toward pharmacy students' interaction with geriatric residents during the course. Sixty-three responses were received (84% response rate). Most respondents were female (95.2%), who occasionally interacted with pharmacy students (54.8%) and had worked at the facilities for an average of 6.8 years (standard deviation [SD] = 6.7) years. Staff reported that pharmacy students practiced interacting with geriatric residents and nursing facility staff, learned about different medications taken by residents as well as their life as a nursing facility resident. In addition, the student visits improved the mood of residents and staff's understanding of medicines, among others. Staff suggested that students spend more time with their residents in the facility as well as ask more questions of staff. The nursing facility staff generally had favorable attitudes about pharmacy students' visits in their nursing facility. Nursing facility staff noted that the geriatric rotation was a great learning experience for the pharmacy students.

  20. Interaction of DNA bases with silver nanoparticles: assembly quantified through SPRS and SERS.

    PubMed

    Basu, Soumen; Jana, Subhra; Pande, Surojit; Pal, Tarasankar

    2008-05-15

    Colloidal silver nanoparticles were prepared by reducing silver nitrate with sodium borohydride. The synthesized silver particles show an intense surface plasmon band in the visible region. The work reported here describes the interaction between nanoscale silver particles and various DNA bases (adenine, guanine, cytosine, and thymine), which are used as molecular linkers because of their biological significance. In colloidal solutions, the color of silver nanoparticles may range from red to purple to orange to blue, depending on the degree of aggregation as well as the orientation of the individual particles within the aggregates. Transmission electron microscopy (TEM), X-ray diffraction (XRD), and absorption spectroscopy were used to characterize the assemblies. DNA base-induced differential silver nanoparticle aggregation was quantified from the peak separation (relates to color) of surface plasmon resonance spectroscopy (SPRS) and the signal intensity of surface-enhanced Raman scattering (SERS), which rationalize the extent of silver-nucleobase interactions.

  1. Student Perceptions of Chemistry Laboratory Learning Environments, Student-Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore

    NASA Astrophysics Data System (ADS)

    Lang, Quek Choon; Wong, Angela F. L.; Fraser, Barry J.

    2005-09-01

    This study investigated the chemistry laboratory classroom environment, teacher-student interactions and student attitudes towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the 35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry laboratory classroom environments and teacher-student interactions. Some statistically significant associations of modest magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher-student interactions for gifted students are provided.

  2. Cues Matter: Learning Assistants Influence Introductory Biology Student Interactions during Clicker-Question Discussions.

    PubMed

    Knight, Jennifer K; Wise, Sarah B; Rentsch, Jeremy; Furtak, Erin M

    2015-01-01

    The cues undergraduate biology instructors provide to students before discussions of clicker questions have previously been shown to influence student discussion. We further explored how student discussions were influenced by interactions with learning assistants (LAs, or peer coaches). We recorded and transcribed 140 clicker-question discussions in an introductory molecular biology course and coded them for features such as the use of reasoning and types of questions asked. Students who did not interact with LAs had discussions that were similar in most ways to students who did interact with LAs. When students interacted with LAs, the only significant changes in their discussions were the use of more questioning and more time spent in discussion. However, when individual LA-student interactions were examined within discussions, different LA prompts were found to generate specific student responses: question prompts promoted student use of reasoning, while students usually stopped their discussions when LAs explained reasons for answers. These results demonstrate that LA prompts directly influence student interactions during in-class discussions. Because clicker discussions can encourage student articulation of reasoning, instructors and LAs should focus on how to effectively implement questioning techniques rather than providing explanations. © 2015 J. K Knight et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  3. ESL students learning biology: The role of language and social interactions

    NASA Astrophysics Data System (ADS)

    Jaipal, Kamini

    This study explored three aspects related to ESL students in a mainstream grade 11 biology classroom: (1) the nature of students' participation in classroom activities, (2) the factors that enhanced or constrained ESL students' engagement in social interactions, and (3) the role of language in the learning of science. Ten ESL students were observed over an eight-month period in this biology classroom. Data were collected using qualitative research methods such as participant observation, audio-recordings of lessons, field notes, semi-structured interviews, short lesson recall interviews and students' written work. The study was framed within sociocultural perspectives, particularly the social constructivist perspectives of Vygotsky (1962, 1978) and Wertsch (1991). Data were analysed with respect to the three research aspects. Firstly, the findings showed that ESL students' preferred and exhibited a variety of participation practices that ranged from personal-individual to socio-interactive in nature. Both personal-individual and socio-interactive practices appeared to support science and language learning. Secondly, the findings indicated that ESL students' engagement in classroom social interactions was most likely influenced by the complex interactions between a number of competing factors at the individual, interpersonal and community/cultural levels (Rogoff, Radziszewska, & Masiello, 1995). In this study, six factors that appeared to enhance or constrain ESL students' engagement in classroom social interactions were identified. These factors were socio-cultural factors, prior classroom practice, teaching practices, affective factors, English language proficiency, and participation in the research project. Thirdly, the findings indicated that language played a significant mediational role in ESL students' learning of science. The data revealed that the learning of science terms and concepts can be explained by a functional model of language that includes: (1

  4. A Peer-Delivered Social Interaction Intervention for High School Students with Autism

    ERIC Educational Resources Information Center

    Hughes, Carolyn; Harvey, Michelle; Cosgriff, Joseph; Reilly, Caitlin; Heilingoetter, Jamie; Brigham, Nicolette; Kaplan, Lauren; Bernstein, Rebekah

    2013-01-01

    Limited social interaction typically occurs between high school students with autism and their general education peers unless programming is introduced to promote interaction. However, few published social interaction interventions have been conducted among high school students with autism and their general education classmates. Such studies…

  5. Teacher-Student Interaction, Empathy and Their Influence on Learning in Swimming Lessons

    ERIC Educational Resources Information Center

    Lémonie, Yannick; Light, Richard; Sarremejane, Philippe

    2016-01-01

    The bulk of interest in the role that interaction plays in learning in sport and physical education (PE) has focused on peer interaction at the expense of teacher-student interaction. This article redresses this imbalance in the literature by reporting on a study that inquired into the nature of teacher-student interaction and its effect on…

  6. Interactions Between Teacher and Students in a Physical Education Setting Observation of Students' Behaviors.

    ERIC Educational Resources Information Center

    Pieron, Maurice; Haan, Jean-Marie

    An investigation was made into the dependency of student behaviors on teacher behaviors in a physical education setting. It was assumed that the interaction between students and teachers as well as the time spent in skill-practice play a prominent role in learning. An effort was made to determine if students' behavior profiles differ in male,…

  7. Inquiry and groups: student interactions in cooperative inquiry-based science

    NASA Astrophysics Data System (ADS)

    Woods-McConney, Amanda; Wosnitza, Marold; Sturrock, Keryn L.

    2016-03-01

    Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic inquiry based primary science class setting. Thirty-one upper primary students were videotaped working in cooperative inquiry based science activities. Cooperative talk and negotiation of the science content was analysed to identify any high-level group interactions. The data show that while all groups have incidences of high-level content-related group interactions, the frequency and duration of these interactions were limited. No specific pattern of preceding events was identified and no episodes of high-level content-related group interactions were immediately preceded by the teacher's interactions with the groups. This in situ study demonstrated that even without any kind of scaffolding, specific skills in knowing how to implement cooperative inquiry based science, high-level content-related group interactions did occur very briefly. Support for teachers to develop their knowledge and skills in facilitating cooperative inquiry based science learning is warranted to ensure that high-level content-related group interactions and the associated conceptual learning are not left to chance in science classrooms.

  8. Perceptions of the Effectiveness of Interactive Whiteboards on Student Engagement

    ERIC Educational Resources Information Center

    Phelps, Robin J.

    2012-01-01

    This study examined the effectiveness of interactive whiteboards on student engagement. Perceptions from 108 middle school students and one middle school teacher were analyzed to answer the research question: What are the perceptions of middle school students and one middle school teacher regarding student engagement during lessons using an…

  9. Biochemistry students' ideas about how an enzyme interacts with a substrate.

    PubMed

    Linenberger, Kimberly J; Bretz, Stacey Lowery

    2015-01-01

    Enzyme-substrate interactions are a fundamental concept of biochemistry that is built upon throughout multiple biochemistry courses. Central to understanding enzyme-substrate interactions is specific knowledge of exactly how an enzyme and substrate interact. Within this narrower topic, students must understand the various binding sites on an enzyme and be able to reason from simplistic lock and key or induced fit models to the more complex energetics model of transition state theory. Learning to understand these many facets of enzyme-substrate interactions and reasoning from multiple models present challenges where students incorrectly make connections between concepts or make no connection at all. This study investigated biochemistry students' understanding of enzyme-substrate interactions through the use of clinical interviews and a national administration (N = 707) of the Enzyme-Substrate Interactions Concept Inventory. Findings include misconceptions regarding the nature of enzyme-substrate interactions, naïve ideas about the active site, a lack of energetically driven interactions, and an incomplete understanding of the specificity pocket. © 2015 by the International Union of Biochemistry and Molecular Biology.

  10. Interactions in Vocational Education: Negotiation of Meaning of Students and Teaching Strategies

    ERIC Educational Resources Information Center

    Schaap, Harmen; van der Schaaf, Marieke; de Bruijn, Elly

    2017-01-01

    This study aimed to describe verbal student--teacher interactions in vocational education from a socio-cultural perspective on negotiation of meaning. Teaching as part of these interactions is addressed by a combination of diagnosing, checking and intervening strategies. A study was conducted in which students (n students = 20) and teacher (n…

  11. Beyond Lecture and Non-Lecture Classrooms: LA-student interactions in Active Learning Classrooms

    NASA Astrophysics Data System (ADS)

    Gonzalez, Dayana; Kornreich, Hagit; Rodriguez, Idaykis; Monslave, Camila; Pena-Flores, Norma

    Our expanded multi-site study on active learning classrooms supported by Learning Assistants (LAs) aims to understand the connections between three classroom elements: the activity, student learning, and how LAs support the learning process in the classroom. At FIU, LAs are used in a variety of active learning settings, from large auditorium settings to studio classroom with movable tables. Our study uses the COPUS observation protocol as a way to characterize LAs behaviors in these classrooms. With a focus on LA-student interactions, our analysis of how LAs interact with students during a 'learning session' generated new observational codes for specific new categories of LA roles. Preliminary results show that LAs spend more time interacting with students in some classes, regardless of the classroom setting, while in other classrooms, LA-student interactions are mostly brief. We discuss how LA-student interactions contribute to the dynamics and mechanism of the socially shared learning activity.

  12. Using Interactive Graphics to Teach Multivariate Data Analysis to Psychology Students

    ERIC Educational Resources Information Center

    Valero-Mora, Pedro M.; Ledesma, Ruben D.

    2011-01-01

    This paper discusses the use of interactive graphics to teach multivariate data analysis to Psychology students. Three techniques are explored through separate activities: parallel coordinates/boxplots; principal components/exploratory factor analysis; and cluster analysis. With interactive graphics, students may perform important parts of the…

  13. Quantifying interactions between accommodation and vergence in a binocularly normal population.

    PubMed

    Sweeney, Laura E; Seidel, Dirk; Day, Mhairi; Gray, Lyle S

    2014-12-01

    Stimulation of the accommodation system results in a response in the vergence system via accommodative vergence cross-link interactions, and stimulation of the vergence system results in an accommodation response via vergence accommodation cross-link interactions. Cross-link interactions are necessary in order to ensure simultaneous responses in the accommodation and vergence systems. The crosslink interactions are represented most comprehensively by the response AC/A (accommodative vergence) and CA/C (vergence accommodation) ratios, although the stimulus AC/A ratio is measured clinically, and the stimulus CA/C ratio is seldom measured in clinical practice. The present study aims to quantify both stimulus and response AC/A and CA/C ratios in a binocularly normal population, and determine the relationship between them. 25 Subjects (mean ± SD age 21.0 ± 1.9 years) were recruited from the university population. A significant linear relationship was found between the stimulus and response ratios, for both AC/A (r² = 0.96, p < 0.001) and CA/C ratios (r² = 0.40, p < 0.05). Good agreement was found between the stimulus and response AC/A ratios (95% CI -0.06 to 0.24 MA/D). Stimulus and response CA/C ratios are linearly related. Stimulus CA/C ratios were higher than response ratios at low values, and lower than response ratios at high values (95% CI -0.46 to 0.42 D/MA). Agreement between stimulus and response CA/C ratios is poorer than that found for AC/A ratios due to increased variability in vergence responses when viewing the Gaussian blurred target. This study has shown that more work is needed to refine the methodology of CA/C ratio measurement.

  14. ESL Students' Interaction in Second Life: Task-Based Synchronous Computer-Mediated Communication

    ERIC Educational Resources Information Center

    Jee, Min Jung

    2010-01-01

    The purpose of the present study was to explore ESL students' interactions in task-based synchronous computer-mediated communication (SCMC) in Second Life, a virtual environment by which users can interact through representational figures. I investigated Low-Intermediate and High-Intermediate ESL students' interaction patterns before, during, and…

  15. To What Extent Do Teacher-Student Interaction Quality and Student Gender Contribute to Fifth Graders' Engagement in Mathematics Learning?

    ERIC Educational Resources Information Center

    Rimm-Kaufman, Sara E.; Baroody, Alison E.; Larsen, Ross A. A.; Curby, Timothy W.; Abry, Tashia

    2015-01-01

    This study examines concurrent teacher-student interaction quality and 5th graders' (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher-student interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed…

  16. Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

    PubMed Central

    Allen, Joseph; Gregory, Anne; Mikami, Amori; Lun, Janetta; Hamre, Bridget; Pianta, Robert

    2017-01-01

    Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System—Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance on end-of-year standardized achievement tests. Classrooms characterized by a positive emotional climate, with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and a focus on analysis and problem solving were associated with higher levels of student achievement. Effects of higher quality teacher–student interactions were greatest in classrooms with fewer students. Implications for teacher performance assessment and teacher effects on achievement are discussed. PMID:28931966

  17. Interactive Video Courseware for Graphic Communications Teachers and Students.

    ERIC Educational Resources Information Center

    Sanders, Mark

    1985-01-01

    At Virginia Polytechnic Institute and State University, interactive video serves both as an instructional tool and a project for creative students in graphic communications. The package facilitates courseware development and teaches students simultaneously about microcomputer and video technology. (SK)

  18. Teacher/Student Interactions in Public Elementary Schools When Class Size is a Factor.

    ERIC Educational Resources Information Center

    Krieger, Jean D.

    This report describes a study designed to discover the nature of teacher-student interactions in regular-size classes with 25 or more students and small-size classes with fewer than 18 students. Eleven public-school primary classrooms were observed, and the interactions between the teachers and students were studied. Verbal and nonverbal…

  19. Student-Faculty Interaction, Faculty Caring, and Black Students Attending a Predominantly White Institution: A Case Study

    ERIC Educational Resources Information Center

    Harrison, Brenda LaJoyce

    2014-01-01

    This study explored the issues of student-faculty interaction and faculty caring as experienced by Black students attending a Predominantly White Institution in a Mid-western urban city. Specifically, the study reviewed the questions related to student-faculty engagement as posed on the National Survey of Student Engagement (NSSE). This study used…

  20. A Study on Perception of Lecturer-Student Interaction in English Medium Science Lectures

    ERIC Educational Resources Information Center

    Navaz, Abdul Majeed Mohamed

    2013-01-01

    This paper, which is a part of a thesis, investigates the perception and practice of lecturers and students with regard to lecturer-student interaction in English medium science lectures of a university in Sri Lanka where English is a second language. This paper argues that dialogic lecturer-student interaction, which enables students to take a…

  1. Identifying Measures of Student Behavior from Interaction with a Course Management System

    ERIC Educational Resources Information Center

    Nickles, George M., III

    2006-01-01

    The purpose of this work is to identify process measures of student interaction with a course management system (CMS). Logs maintained by Web servers capture aggregate user interactions with a Website. When combined with a login system and context from the course recorded in the CMS, more detailed measures of individual student interaction can be…

  2. Faculty/Student Interaction at a Distance: Seeking Balance.

    ERIC Educational Resources Information Center

    Gresh, Kathy S.; Mrozowski, Susan

    Interaction between instructors and learners is a critical element in the learning process during an online course (Moore 1993; Offir 2000). The desire to engage the students in meaningful and challenging interaction would appear to require an intensive time commitment by the faculty. This paper presents methods that not only engage the learner…

  3. Demographic and Instructor-Student Interaction Factors Associated with Community College Students' Intent to Persist

    ERIC Educational Resources Information Center

    Mitchell, Yolanda F.; Hughes, Gail D.

    2014-01-01

    The classroom is the main point of contact for community college students due to their part-time status, employment, family responsibilities, and limited campus involvement. To examine the relationship between community college students' demographics and instructor interactions as they relate to intention to persist in college, researchers…

  4. The Impact of Interactive Engagement Methods on Students' Academic Achievement

    ERIC Educational Resources Information Center

    Tlhoaele, Malefyane; Hofman, Adriaan; Winnips, Koos; Beetsma, Yta

    2014-01-01

    Interactive engagement (IE) is a process that promotes students' conceptual understanding through activities, combined with immediate feedback from peers and/or instructors. The present study investigates the impact of IE on students' academic performance, using the comprehensive model of educational effectiveness. Engineering students (n?=?158),…

  5. Informal Learning in Academic Student Organizations: An Exploratory Examination of Student-Faculty Interactions and the Relationship to Leadership

    ERIC Educational Resources Information Center

    Holzweiss, Peggy C.; Parrott, Kelli Peck; Cole, Bryan R.

    2013-01-01

    This exploratory study examined informal learning opportunities that exist within student organizations. The researchers specifically isolated academic organizations and the interactions between students and faculty that may occur in this context. Findings indicate that 81% of participants experienced interactions with faculty within the context…

  6. Semantic and pragmatic factors influencing deaf and hearing students' comprehension of english sentences containing numeral quantifiers.

    PubMed

    Kelly, Ronald R; Berent, Gerald P

    2011-01-01

    This research contrasted deaf and hearing students' interpretive knowledge of English sentences containing numeral quantifier phrases and indefinite noun phrases. A multiple-interpretation picture task methodology was used to assess 305 participants' judgments of the compatibility of sentence meanings with depicted discourse contexts. Participants' performance was assessed on the basis of hearing level (deaf, hearing) and grade level (middle school, high school, college). The deaf students were predicted to have differential access to specific sentence interpretations in accordance with the relative derivational complexity of the targeted sentence types. Hypotheses based on the pressures of derivational economy on acquisition were largely supported. The results also revealed that the deaf participants tended to overactivate pragmatic processes that yielded principled, though non-target, sentence interpretations. Collectively, the results not only contribute to the understanding of English acquisition under conditions of restricted access to spoken language input, they also suggest that pragmatic factors may play a broad role in influencing, and compromising, deaf students' reading comprehension and written expression.

  7. Brief report: learning via the electronic interactive whiteboard for two students with autism and a student with moderate intellectual disability.

    PubMed

    Yakubova, Gulnoza; Taber-Doughty, Teresa

    2013-06-01

    The effects of a multicomponent intervention (a self-operated video modeling and self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multi-probe across students design. Students were taught to operate and view video modeling clips, perform a chain of novel tasks and self-monitor task performance using a SMART Board IWB. Results support the effectiveness of a multicomponent intervention in improving students' skill acquisition. Results also highlight the use of this technology as a self-operated and interactive device rather than a traditional teacher-operated device to enhance students' active participation in learning.

  8. "How Do I Quantify This?" Students Reflect on Survey Items Related to Diversity and Cross-Racial Interaction

    ERIC Educational Resources Information Center

    Park, Julie J.; Buckley, Jessica Belue; Koo, Katie

    2017-01-01

    Given the critical significance of empirical studies of diversity, it is important for researchers and assessment practitioners to gain insight into how students are interpreting and answering survey items that have noteworthy implications for policy and practice. To examine how students make meaning of survey items related to diversity, we…

  9. "That Truly Meant a Lot to Me": A Qualitative Examination of Meaningful Faculty-Student Interactions

    ERIC Educational Resources Information Center

    Grantham, Ashley; Robinson, Emily Erin; Chapman, Diane

    2015-01-01

    The majority of research on faculty-student interaction has been primarily quantitative to date and has focused primarily on determining what kinds of interactions students have with faculty. This study furthers the literature on faculty-student interaction, taking a qualitative approach to examine what types of interactions with faculty students…

  10. A Breath of Fresh Air: Students' Perceptions of Interactions with African American Faculty

    ERIC Educational Resources Information Center

    Neville, Kathleen M.; Parker, Tara L.

    2017-01-01

    In this phenomenological study we relied on classroom observations and 22 in-depth interviews with students as they interacted with African American faculty. Findings reveal the meaning students made from these classroom interactions and the ways African American faculty, significantly and positively, influenced the student experience. More…

  11. A course-based cross-cultural interaction among pharmacy students in Qatar and Canada.

    PubMed

    Wilby, Kyle John; Taylor, Jeff; Khalifa, Sherief I; Jorgenson, Derek

    2015-03-25

    To develop, implement, and evaluate a course-based, cross-cultural student interaction using real-time videoconferencing between universities in Canada and Qatar. A professional skills simulation practice session on smoking cessation was run for students in Qatar (n=22) and Canada (n=22). Students role played cases in small group situations and then interacted with colleagues from the other country regarding culturally challenging situations and communication strategies. Students were assessed on analytical content and communication skills through faculty member and peer evaluation. Cultural competency outcomes were assessed using a postsession survey. Overall, 92.3% of respondents agreed that learning was enhanced through the cross-cultural exchange, and 94.9% agreed that insight was gained into the health-related issues and needs of people from another culture. A course-based, cross-cultural interaction was an effective method to incorporate cultural competency principles into student learning. Future initiatives should increase direct student interaction and focus on culturally sensitive topics.

  12. A Course-based Cross-Cultural Interaction among Pharmacy Students in Qatar and Canada

    PubMed Central

    Taylor, Jeff; Khalifa, Sherief I.; Jorgenson, Derek

    2015-01-01

    Objective. To develop, implement, and evaluate a course-based, cross-cultural student interaction using real-time videoconferencing between universities in Canada and Qatar. Design. A professional skills simulation practice session on smoking cessation was run for students in Qatar (n=22) and Canada (n=22). Students role played cases in small group situations and then interacted with colleagues from the other country regarding culturally challenging situations and communication strategies. Assessment. Students were assessed on analytical content and communication skills through faculty member and peer evaluation. Cultural competency outcomes were assessed using a postsession survey. Overall, 92.3% of respondents agreed that learning was enhanced through the cross-cultural exchange, and 94.9% agreed that insight was gained into the health-related issues and needs of people from another culture. Conclusion. A course-based, cross-cultural interaction was an effective method to incorporate cultural competency principles into student learning. Future initiatives should increase direct student interaction and focus on culturally sensitive topics. PMID:25861107

  13. Increasing Reasoning Awareness: Video Analysis of Students' Two-Party Virtual Patient Interactions.

    PubMed

    Edelbring, Samuel; Parodis, Ioannis; Lundberg, Ingrid E

    2018-02-27

    Collaborative reasoning occurs in clinical practice but is rarely developed during education. The computerized virtual patient (VP) cases allow for a stepwise exploration of cases and thus stimulate active learning. Peer settings during VP sessions are believed to have benefits in terms of reasoning but have received scant attention in the literature. The objective of this study was to thoroughly investigate interactions during medical students' clinical reasoning in two-party VP settings. An in-depth exploration of students' interactions in dyad settings of VP sessions was performed. For this purpose, two prerecorded VP sessions lasting 1 hour each were observed, transcribed in full, and analyzed. The transcriptions were analyzed using thematic analysis, and short clips from the videos were selected for subsequent analysis in relation to clinical reasoning and clinical aspects. Four categories of interactions were identified: (1) task-related dialogue, in which students negotiated a shared understanding of the task and strategies for information gathering; (2) case-related insights and perspectives were gained, and the students consolidated and applied preexisting biomedical knowledge into a clinical setting; (3) clinical reasoning interactions were made explicit. In these, hypotheses were followed up and clinical examples were used. The researchers observed interactions not only between students and the VP but also (4) interactions with other resources, such as textbooks. The interactions are discussed in relation to theories of clinical reasoning and peer learning. The dyad VP setting is conducive to activities that promote analytic clinical reasoning. In this setting, components such as peer interaction, access to different resources, and reduced time constraints provided a productive situation in which the students pursued different lines of reasoning. ©Samuel Edelbring, Ioannis Parodis, Ingrid E Lundberg. Originally published in JMIR Medical Education (http

  14. Project KITES: Kids Interacting with Technology and Education Students.

    ERIC Educational Resources Information Center

    Taylor, Harriet G.; Stuhlmann, Janice M.

    Faculty and administrators at the College of Education at Louisiana State University recognized the need to incorporate technology into all of their programs. Project KITES (Kids Interacting with Technology and Education Students) was developed to give students just beginning their professional education component real experiences with children…

  15. Teacher-student interaction: The overlooked dimension of inquiry-based professional development

    NASA Astrophysics Data System (ADS)

    de Oliveira, Alandeom Wanderlei

    This study explores the teacher-student interactional dimension of inquiry-based science instruction. In it, microethnographic and grounded theory analyses are conducted in order to assess the impact of a professional development program designed to enhance in-service elementary teachers' interactional views (i.e., their understandings of inquiry-based social roles and relationships) and discursive practices (i.e., teachers' abilities to interact with student engaged in classroom inquiries) through a combination of expert instruction, immersion in scientific inquiry, and collaborative analysis of video-recorded classroom discourse. A sociolinguistic theoretical perspective on language use is adopted, viewing classroom discourse as comprising multiple linguistic signs (questions, responses, personal pronouns, hedges, backchannels, reactive tokens, directives, figures of speech, parallel repetitions) that convey not only semantic meanings (the literal information being exchanged) but also pragmatic meanings (information about teachers and students' social roles and relationships). A grounded theory analysis of the professional development activities uncovered a gradual shift in teachers' interactional views from a cognitive, monofunctional and decontextualized perspective to a social, multifunctional and contextualized conception of inquiry-based discourse. Furthermore, teachers developed increased levels of pragmatic awareness, being able to recognize the authoritative interactional functions served by discursive moves such as display questions, cued elicitation, convergent questioning, verbal cloze, affirmation, explicit evaluations of students' responses, verbatim repetitions, IRE triplets, IR couplets, second-person pronouns, "I/you" contrastive pairs, and direct or impolite directives. A comparative microethnographic analysis of teachers' classroom practices revealed that after participating in the program teachers demonstrated an improved ability to share

  16. Modeling a student-classroom interaction in a tutorial-like system using learning automata.

    PubMed

    Oommen, B John; Hashem, M Khaled

    2010-02-01

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

  17. Classroom Participation and Student-Faculty Interactions: Does Gender Matter?

    ERIC Educational Resources Information Center

    Tatum, Holly E.; Schwartz, Beth M.; Schimmoeller, Peggy A.; Perry, Nicole

    2013-01-01

    We conducted an observational study to examine the effect of student and professor gender on college classroom participation and faculty-student interactions. A main effect for professor gender emerged, with more voluntary responses in female-taught classes. As the percentage of males present increased, overall voluntary responses and professor…

  18. Differential impact of student behaviours on group interaction and collaborative learning: medical students' and tutors' perspectives.

    PubMed

    Iqbal, Maha; Velan, Gary M; O'Sullivan, Anthony J; Balasooriya, Chinthaka

    2016-08-22

    Collaboration is of increasing importance in medical education and medical practice. Students' and tutors' perceptions about small group learning are valuable to inform the development of strategies to promote group dynamics and collaborative learning. This study investigated medical students' and tutors' views on competencies and behaviours which promote effective learning and interaction in small group settings. This study was conducted at UNSW Australia. Five focus group discussions were conducted with first and second year medical students and eight small group tutors were interviewed. Data were transcribed verbatim and thematic analysis was conducted. Students and tutors identified a range of behaviours that influenced collaborative learning. The main themes that emerged included: respectfulness; dominance, strong opinions and openness; constructiveness of feedback; active listening and contribution; goal orientation; acceptance of roles and responsibilities; engagement and enthusiasm; preparedness; self- awareness and positive personal attributes. An important finding was that some of these student behaviours were found to have a differential impact on group interaction compared with collaborative learning. This information could be used to promote higher quality learning in small groups. This study has identified medical students' and tutors' perceptions regarding interactional behaviours in small groups, as well as behaviours which lead to more effective learning in those settings. This information could be used to promote learning in small groups.

  19. Analysing Students' Interactions through Social Presence and Social Network Metrics

    ERIC Educational Resources Information Center

    Martins da Silva, Vanessa Cristina; Siqueira, Sean Wolfgand Matsui

    2016-01-01

    In online learning environments, tutors have several problems to carry out their activities, such as evaluating the student, knowing the right way to guide each student, promoting discussions, and knowing the right time to interact or let students build knowledge alone. We consider scenarios in which teaching and learning occurs in online social…

  20. Health promoting interactive technology: Finnish, Norwegian, Russian and Swedish students' reflections.

    PubMed

    Kostenius, Catrine; Hertting, Krister

    2016-09-01

    The aim of this study was to elucidate Finnish, Norwegian, Russian and Swedish students' reflections and ideas on how interactive technology can be used to promote health in school. The data were collected in the northern part of these four countries, and 630 students aged 13-15 filled out the World Health Organization's 'Health Behavior in School-Aged Children' self-completion questionnaire with one additional open question, which is analyzed in this article (n = 419). The phenomenological analysis resulted in four themes: A sense of control, Balancing enjoyable options, Sharing with others and Learning made easier. The students point out that interactive technology promotes empowerment and independence, reduces stress and makes learning easier. They argue for a healthy balance of Internet use for it to be health promoting. According to the students, good relationships increase well-being; and interactive technology can offer a way to socialize, provide a tool for meeting and making new friends, help when not feeling well and give support when encouraging classmates. We argue, based on the findings of the present study and previous research, that students need a combination of freedom and meaningful relationships with adults who have an empowered child perspective, to fully take advantage of the empowering effects of interactive technology. We suggest, as implications for practice, that teachers, school leaders and health care professionals find ways to act as partners using an appreciative process, asking questions on what works well, to make interactive technology an enabling technology to increase health literacy, thus improving health and well-being in students. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  1. How Do Interaction Experiences Influence Doctoral Students' Academic Pursuits in Biomedical Research?

    PubMed

    Kong, Xiaoqing; Chakraverty, Devasmita; Jeffe, Donna B; Andriole, Dorothy A; Wathington, Heather D; Tai, Robert H

    2013-01-01

    This exploratory qualitative study investigated how doctoral students reported their personal and professional interaction experiences that they believed might facilitate or impede their academic pursuits in biomedical research. We collected 19 in-depth interviews with doctoral students in biomedical research from eight universities, and we based our qualitative analytic approach on the work of Miles and Huberman. The results indicated that among different sources and types of interaction, academic and emotional interactions from family and teachers in various stages essentially affected students' persistence in the biomedical science field. In addition, co-mentorship among peers, departmental environment, and volunteer experiences were other essential factors. This study also found related experiences among women and underrepresented minority students that were important to their academic pursuit.

  2. Faculty Perceptions of Appropriate Faculty Behaviors in Social Interactions With Student Pharmacists

    PubMed Central

    Jones, Melissa C.; Farris, Karen B.; Havrda, Dawn; Jackson, Kenneth C.; Hamrick, Terri S.

    2011-01-01

    Objective To determine faculty and administrator perceptions about appropriate behavior in social interactions between pharmacy students and faculty members. Methods Four private and 2 public colleges and schools of pharmacy conducted focus groups of faculty members and interviews with administrators. Three scenarios describing social interactions between faculty members and students were used. For each scenario, participants reported whether the faculty member's behavior was appropriate and provided reasons for their opinions. Results Forty-four percent of those surveyed or interviewed considered interactions between faculty members and pharmacy students at a bar to be a boundary violation. Administrators were more likely than faculty members to consider discussing other faculty members with a student to be a boundary violation (82% vs. 46%, respectively, P <0.009). A majority (87%) of faculty members and administrators considered “friending” students on Facebook a boundary violation. Conclusions There was no clear consensus about whether socializing with students at a bar was a boundary violation. In general, study participants agreed that faculty members should not initiate friendships with current students on social networks but that taking a student employee to lunch was acceptable. PMID:21769146

  3. Critical Zone Co-dynamics: Quantifying Interactions between Subsurface, Land Surface, and Vegetation Properties Using UAV and Geophysical Approaches

    NASA Astrophysics Data System (ADS)

    Dafflon, B.; Leger, E.; Peterson, J.; Falco, N.; Wainwright, H. M.; Wu, Y.; Tran, A. P.; Brodie, E.; Williams, K. H.; Versteeg, R.; Hubbard, S. S.

    2017-12-01

    Improving understanding and modelling of terrestrial systems requires advances in measuring and quantifying interactions among subsurface, land surface and vegetation processes over relevant spatiotemporal scales. Such advances are important to quantify natural and managed ecosystem behaviors, as well as to predict how watershed systems respond to increasingly frequent hydrological perturbations, such as droughts, floods and early snowmelt. Our study focuses on the joint use of UAV-based multi-spectral aerial imaging, ground-based geophysical tomographic monitoring (incl., electrical and electromagnetic imaging) and point-scale sensing (soil moisture sensors and soil sampling) to quantify interactions between above and below ground compartments of the East River Watershed in the Upper Colorado River Basin. We evaluate linkages between physical properties (incl. soil composition, soil electrical conductivity, soil water content), metrics extracted from digital surface and terrain elevation models (incl., slope, wetness index) and vegetation properties (incl., greenness, plant type) in a 500 x 500 m hillslope-floodplain subsystem of the watershed. Data integration and analysis is supported by numerical approaches that simulate the control of soil and geomorphic characteristic on hydrological processes. Results provide an unprecedented window into critical zone interactions, revealing significant below- and above-ground co-dynamics. Baseline geophysical datasets provide lithological structure along the hillslope, which includes a surface soil horizon, underlain by a saprolite layer and the fractured Mancos shale. Time-lapse geophysical data show very different moisture dynamics in various compartments and locations during the winter and growing season. Integration with aerial imaging reveals a significant linkage between plant growth and the subsurface wetness, soil characteristics and the topographic gradient. The obtained information about the organization and

  4. Correlating Nitrile IR Frequencies to Local Electrostatics Quantifies Noncovalent Interactions of Peptides and Proteins.

    PubMed

    Deb, Pranab; Haldar, Tapas; Kashid, Somnath M; Banerjee, Subhrashis; Chakrabarty, Suman; Bagchi, Sayan

    2016-05-05

    Noncovalent interactions, in particular the hydrogen bonds and nonspecific long-range electrostatic interactions are fundamental to biomolecular functions. A molecular understanding of the local electrostatic environment, consistently for both specific (hydrogen-bonding) and nonspecific electrostatic (local polarity) interactions, is essential for a detailed understanding of these processes. Vibrational Stark Effect (VSE) has proven to be an extremely useful method to measure the local electric field using infrared spectroscopy of carbonyl and nitrile based probes. The nitrile chemical group would be an ideal choice because of its absorption in an infrared spectral window transparent to biomolecules, ease of site-specific incorporation into proteins, and common occurrence as a substituent in various drug molecules. However, the inability of VSE to describe the dependence of IR frequency on electric field for hydrogen-bonded nitriles to date has severely limited nitrile's utility to probe the noncovalent interactions. In this work, using infrared spectroscopy and atomistic molecular dynamics simulations, we have reported for the first time a linear correlation between nitrile frequencies and electric fields in a wide range of hydrogen-bonding environments that may bridge the existing gap between VSE and H-bonding interactions. We have demonstrated the robustness of this field-frequency correlation for both aromatic nitriles and sulfur-based nitriles in a wide range of molecules of varying size and compactness, including small molecules in complex solvation environments, an amino acid, disordered peptides, and structured proteins. This correlation, when coupled to VSE, can be used to quantify noncovalent interactions, specific or nonspecific, in a consistent manner.

  5. Exploring How White and Asian American Students Experience Cross-Racial Interactions: A Phenomenological Study

    ERIC Educational Resources Information Center

    Robinson, Thomas E.

    2012-01-01

    Interracial interactions between college students are responsible for important learning outcomes, however many colleges and universities have failed to purposefully encourage students to interact across racial backgrounds. As a result of a lack purposefully facilitated cross-racial interactions (CRIs), fewer interracial interactions occur on U.S.…

  6. Quantified, Interactive Simulation of AMCW ToF Camera Including Multipath Effects

    PubMed Central

    Lambers, Martin; Kolb, Andreas

    2017-01-01

    In the last decade, Time-of-Flight (ToF) range cameras have gained increasing popularity in robotics, automotive industry, and home entertainment. Despite technological developments, ToF cameras still suffer from error sources such as multipath interference or motion artifacts. Thus, simulation of ToF cameras, including these artifacts, is important to improve camera and algorithm development. This paper presents a physically-based, interactive simulation technique for amplitude modulated continuous wave (AMCW) ToF cameras, which, among other error sources, includes single bounce indirect multipath interference based on an enhanced image-space approach. The simulation accounts for physical units down to the charge level accumulated in sensor pixels. Furthermore, we present the first quantified comparison for ToF camera simulators. We present bidirectional reference distribution function (BRDF) measurements for selected, purchasable materials in the near-infrared (NIR) range, craft real and synthetic scenes out of these materials and quantitatively compare the range sensor data. PMID:29271888

  7. Quantified, Interactive Simulation of AMCW ToF Camera Including Multipath Effects.

    PubMed

    Bulczak, David; Lambers, Martin; Kolb, Andreas

    2017-12-22

    In the last decade, Time-of-Flight (ToF) range cameras have gained increasing popularity in robotics, automotive industry, and home entertainment. Despite technological developments, ToF cameras still suffer from error sources such as multipath interference or motion artifacts. Thus, simulation of ToF cameras, including these artifacts, is important to improve camera and algorithm development. This paper presents a physically-based, interactive simulation technique for amplitude modulated continuous wave (AMCW) ToF cameras, which, among other error sources, includes single bounce indirect multipath interference based on an enhanced image-space approach. The simulation accounts for physical units down to the charge level accumulated in sensor pixels. Furthermore, we present the first quantified comparison for ToF camera simulators. We present bidirectional reference distribution function (BRDF) measurements for selected, purchasable materials in the near-infrared (NIR) range, craft real and synthetic scenes out of these materials and quantitatively compare the range sensor data.

  8. Interaction Effects of Campus Racial Composition and Student Racial Identification

    ERIC Educational Resources Information Center

    Abu-Ghazaleh, Nabil; Hoffman, John L.

    2016-01-01

    Drawing upon a sample of 13,025 students who attended the nine majority minority colleges of the Los Angeles Community College District, this study examined the interaction effects of the racial composition of the colleges on student persistence. Special attention was given to variables that paired students' race to the racial demography of the…

  9. Student Cultural Interaction in a Short-Term Study Abroad Program

    ERIC Educational Resources Information Center

    Niendorf, Bruce; Alberts, Heike

    2017-01-01

    Empirical studies of the effects of short-term study abroad programs have found mixed results. This study uses a pre-post test design to assess the effect on student cross-cultural adaptability of a 2-week study abroad program to Germany that includes substantial student interaction with Germans. Pretrip to post-trip, students showed a significant…

  10. Effective Student Learning of Fractions with an Interactive Simulation

    ERIC Educational Resources Information Center

    Hensberry, Karina K. R.; Moore, Emily B.; Perkins, Katherine K.

    2015-01-01

    Computer technology, when coupled with reform-based teaching practices, has been shown to be an effective way to support student learning of mathematics. The quality of the technology itself, as well as how it is used, impacts how much students learn. Interactive simulations are dynamic virtual environments similar to virtual manipulatives that…

  11. Interactive Television (ITV) Courses and Students' Satisfaction: A Review of the Literature

    ERIC Educational Resources Information Center

    Royal, Kenneth D.; Bradley, Kelly D.

    2005-01-01

    The purpose of this literature review is to identify and address major themes in the distance education literature, particularly as they relate to interactive television (ITV) and student satisfaction. Major themes include satisfaction based on site-type, previous research biases, faculty-student interaction, characteristics of satisfied learners,…

  12. Improving Undergraduate Student Satisfaction with the Consumer Behavior Course: Will Interactive Technology Help?

    ERIC Educational Resources Information Center

    Eastman, Jacqueline K.; Iyer, Rajesh; Eastman, Kevin L.

    2011-01-01

    In this paper, we measure the impact of interactive technology on student satisfaction and find support for the hypothesis that students who find a class is more interesting because of the use of interactive technology will be more satisfied with the course. The results also support the hypothesis that if students like the course, they will be…

  13. Student pharmacist, pharmacy resident, and graduate student perceptions of social interactions with faculty members.

    PubMed

    Bongartz, Jenny; Vang, Choua; Havrda, Dawn; Fravel, Michelle; McDanel, Deanna; Farris, Karen B

    2011-11-10

    To describe the perceptions of student pharmacists, graduate students, and pharmacy residents regarding social situations involving students or residents and faculty members at public and private universities. Focus groups of student pharmacists, graduate students, and pharmacy residents were formed at 2 pharmacy schools. Given 3 scenarios, participants indicated if they thought any boundaries had been violated and why. Responses were grouped into similar categories and frequencies were determined. Compared with private university students or pharmacy residents, student pharmacists at a public university were more likely to think "friending" on Facebook violated a boundary. No participants considered reasonable consumption of alcohol in social settings a violation. "Tagging" faculty members in photos on Facebook was thought to be less problematic, but most participants stated they would be conscious of what they were posting. The social interactions between faculty members and students or residents, especially student pharmacists, should be kept professional. Students indicated that social networking may pose threats to maintaining professional boundaries.

  14. Learning through student-authored interactive media: A mixed methods exploration

    NASA Astrophysics Data System (ADS)

    Sakai-Miller, Sharon (Sam)

    2009-12-01

    The purpose of this study was to improve student achievement in science and proficiency in information and communication technologies (ICT), which are vital 21st century workforce skills. Instead of isolating the issues, the study proposed an integrated solution that applied the constructivist approach to help students learn about a unit in biology using three software applications to create interactive, self-correcting eModules within a two-week period. Research questions focused on the effectiveness of the instructional strategy, the experience of students authoring eModules, obstacles they encountered, and the role of the teacher. Fifty-one out of the possible 55 eleventh and twelfth grade students in the two Advanced Biology classes consented to participate in the study. A comparison of pre and post-test scores showed an average 547% improvement. Students with low initial scores of 10% or less improved an average of 1229%. Ten students (20%) went from 20% or below on the pre-test to 80% or above on the post-test, and were analyzed as a subgroup called "big gainers." Student journals and exit surveys were explored to understand the process students followed to develop eModules. The majority of student responses in the exit survey (85%) described the overall experience as a positive one. Journals showed how students were able to follow the process of creating a concept map using Inspiration software, converting the outline into a PowerPoint slide show, editing the slides and importing them into Adobe Captivate files, inserting self-correcting questions, completing their eModules, and submitting them to their teacher. Students identified obstacles they encountered to help them to problem solve and provided data for improving the instructional strategy. Addressing technology learning objectives within the context and pacing of a content area class was accomplished, but it required providing a collaborative learning environment, an appropriate task, mediating tools

  15. Using the Computer to Foster Creative Interaction among Students.

    ERIC Educational Resources Information Center

    Dugdale, Sharon

    The network characteristics of the PLATO computer-based education system permit students to communicate not only with the computer, but with each other. This capability can be exploited in educationally significant ways. In addition to the social interaction which occurs when students help each other at the terminal and when they work together at…

  16. The Interaction of Learning Disability Status and Student Demographic Characteristics on Mathematics Growth.

    PubMed

    Stevens, Joseph J; Schulte, Ann C

    This study examined mathematics achievement growth of students without disabilities (SWoD) and students with learning disabilities (LD) and tested whether growth and LD status interacted with student demographic characteristics. Growth was estimated in a statewide sample of 79,554 students over Grades 3 to 7. The LD group was significantly lower in achievement in each grade and had less growth than the SWoD group. We also found that student demographic characteristics were significantly related to mathematics growth, but only three demographic characteristics were statistically significant as interactions. We found that LD-SWoD differences at Grade 3 were moderated by student sex, while Black race/ethnicity and free or reduced lunch (FRL) status moderated LD-SWoD differences at all grades. These results provide practitioners and policy makers with more specific information about which particular LD students show faster or slower growth in mathematics. Our results show that simply including predictors in a regression equation may produce different results than direct testing of interactions and achievement gaps may be larger for some LD subgroups of students than previously reported.

  17. Quantifying Additive Interactions of the Osmolyte Proline with Individual Functional Groups of Proteins: Comparisons with Urea and Glycine Betaine, Interpretation of m-Values

    PubMed Central

    Diehl, Roger C.; Guinn, Emily J.; Capp, Michael W.; Tsodikov, Oleg V.; Record, M. Thomas

    2013-01-01

    To quantify interactions of the osmolyte L-proline with protein functional groups and predict its effects on protein processes, we use vapor pressure osmometry to determine chemical potential derivatives dµ2/dm3 = µ23 quantifying preferential interactions of proline (component 3) with 21 solutes (component 2) selected to display different combinations of aliphatic or aromatic C, amide, carboxylate, phosphate or hydroxyl O, and/or amide or cationic N surface. Solubility data yield µ23 values for 4 less-soluble solutes. Values of µ23 are dissected using an ASA-based analysis to test the hypothesis of additivity and obtain α-values (proline interaction potentials) for these eight surface types and three inorganic ions. Values of µ23 predicted from these α-values agree with experiment, demonstrating additivity. Molecular interpretation of α-values using the solute partitioning model yields partition coefficients (Kp) quantifying the local accumulation or exclusion of proline in the hydration water of each functional group. Interactions of proline with native protein surface and effects of proline on protein unfolding are predicted from α-values and ASA information and compared with experimental data, with results for glycine betaine and urea, and with predictions from transfer free energy analysis. We conclude that proline stabilizes proteins because of its unfavorable interactions with (exclusion from) amide oxygens and aliphatic hydrocarbon surface exposed in unfolding, and that proline is an effective in vivo osmolyte because of the osmolality increase resulting from its unfavorable interactions with anionic (carboxylate and phosphate) and amide oxygens and aliphatic hydrocarbon groups on the surface of cytoplasmic proteins and nucleic acids. PMID:23909383

  18. Turkish Final Year Medical Students' Exposure to and Attitudes Concerning Drug Company Interactions: A Perspective from a Minimally Regulated Environment for Medical Students.

    PubMed

    Beyhun, Nazim Ercument; Kolayli, Cevriye Ceyda; Can, Gamze; Topbas, Murat

    2016-01-01

    Interactions between drug companies and medical students may affect evidence-based medical practice and patient safety. The aim of this study was to assess drug company-medical student interactions in a medical faculty where limited specific national or institutional regulations apply between drug companies and medical students. The objectives of the study were to determine the exposure and attitudes of final year medical students in terms of drug company-medical student and physician interactions, to identify factors affecting those attitudes and to provide data for policymakers working on the regulation of interactions between drug companies and medical students. This anonymous questionnaire-based study of 154 medical final year medical students at the Karadeniz Technical University Medical Faculty, Trabzon, Turkey, in April and May 2015 attracted a response rate of 92.2% (n/N, 154/164). Exposure to interaction with a pharmaceutical representative was reported by 90.3% (139/154) of students, and 68.8% (106/154) reported experiencing such interaction alongside a resident. In addition, 83.7% (128/153) of students reported an interaction during internship. Furthermore, 69.9% (107/153) of students agreed that interactions influence physicians' prescription preferences, while 33.1% (51/154) thought that a medical student should never accept a gift from a drug company and 24.7% (38/154) agreed with the proposition that "drug companies should not hold activities in medical faculties". Students with rational prescription training expressed greater agreement with the statement "I am skeptical concerning the information provided by drug companies during interactions" than those who had not received such training, and this finding was supported by logistic regression [O.R.(C.I), p -3.7(1.2-11.5), p = 0.022]. Acceptance of advertisement brochures was found to significantly reduce the level of agreement with the proposition that "A physician should not accept any gift from a

  19. Persistence in Higher Education through Student-Faculty Interactions in the Classroom of a Commuter Institution

    ERIC Educational Resources Information Center

    Dwyer, Tomás

    2017-01-01

    Student-faculty interactions are a component of social integration, a key concept in Tinto's theory of student persistence which has received empirical support. However, the influence of social integration for commuting students has been questioned. Furthermore, student-faculty interactions in the classroom are under-researched and arguably…

  20. The influence of interactive technology on student performance in an Oklahoma secondary Biology I program

    NASA Astrophysics Data System (ADS)

    Feltman, Vallery

    Over the last decade growth in technologies available to teach students and enhance curriculum has become an important consideration in the educational system. The profile of today's secondary students have also been found to be quite different than those of the past. Their learning styles and preferences are issues that should be addressed by educators. With the growth and availability of new technologies students are increasingly expecting to use these as learning tools in their classrooms. This study investigates how interactive technology may impact student performance. This study specifically focuses on the use of the Apple Ipad in 4 Biology I classrooms. This study used an experimental mixed method design to examine how using Ipads for learning impacted student achievement, motivation to learn, and learning strategies. Qualitatively the study examined observed student behaviors and student perceptions regarding the use of interactive technologies. Data was analyzed using descriptive statistics, t-tests, 2-way ANOVAs, and qualitative analysis. Quantitatively the results revealed no significant difference between students who used the interactive technology to learn and those who did not. Qualitative data revealed behaviors indicative of being highly engaged with the subject matter and the development of critical thinking skills which may improve student performance. Student perceptions also revealed overall positive experiences with using interactive technology in the classroom. It is recommended that further studies be done to look at using interactive technologies for a longer period of time using multiple subjects areas. This would provide a more in-depth exploration of interactive technologies on student achievement.

  1. Image-Language Interaction in Online Reading Environments: Challenges for Students' Reading Comprehension

    ERIC Educational Resources Information Center

    Chan, Eveline; Unsworth, Len

    2011-01-01

    This paper presents the qualitative results of a study of students' reading of multimodal texts in an interactive, online environment. The study forms part of a larger project which addressed image-language interaction as an important dimension of language pedagogy and assessment for students growing up in a multimedia digital age. Thirty-two Year…

  2. Students' Self-Regulation for Interaction with Others in Online Learning Environments

    ERIC Educational Resources Information Center

    Cho, Moon-Heum; Kim, B. Joon

    2013-01-01

    The purpose of this study was to explore variables explaining students' self-regulation (SR) for interaction with others, specifically peers and instructors, in online learning environments. A total of 407 students participated in the study. With hierarchical regression model (HRM), several variables were regressed on students' SR for interaction…

  3. Student Pharmacist, Pharmacy Resident, and Graduate Student Perceptions of Social Interactions With Faculty Members

    PubMed Central

    Bongartz, Jenny; Vang, Choua; Havrda, Dawn; Fravel, Michelle; McDanel, Deanna

    2011-01-01

    Objective. To describe the perceptions of student pharmacists, graduate students, and pharmacy residents regarding social situations involving students or residents and faculty members at public and private universities. Methods. Focus groups of student pharmacists, graduate students, and pharmacy residents were formed at 2 pharmacy schools. Given 3 scenarios, participants indicated if they thought any boundaries had been violated and why. Responses were grouped into similar categories and frequencies were determined. Results. Compared with private university students or pharmacy residents, student pharmacists at a public university were more likely to think “friending” on Facebook violated a boundary. No participants considered reasonable consumption of alcohol in social settings a violation. “Tagging” faculty members in photos on Facebook was thought to be less problematic, but most participants stated they would be conscious of what they were posting. Conclusions. The social interactions between faculty members and students or residents, especially student pharmacists, should be kept professional. Students indicated that social networking may pose threats to maintaining professional boundaries. PMID:22171108

  4. Who Is Controlling the Interaction? The Effect of Nonverbal Mirroring on Teacher-Student Rapport

    ERIC Educational Resources Information Center

    Jiang-yuan, Zhou; Wei, Guo

    2012-01-01

    This study investigated the effect of nonverbal mirroring on teacher-student rapport in one-on-one interactions. Nonverbal mirroring refers to the unconscious mimicry of the postures, mannerisms, facial expressions, and other behaviors of one's interaction partner in social interactions. In a within-subjects paradigm, students had four…

  5. Quantifying Medical Student Education and Exposure to Otolaryngology.

    PubMed

    Wong, Kevin; Jang, Minyoung; Gilad, Amir; Levi, Jessica R

    2017-06-01

    Evaluate the educational and exposure opportunities provided to students by national otolaryngology organizations. Twenty-four otolaryngology organizations and subspecialty societies were reviewed for medical student involvement opportunities, educational and enrichment opportunities, costs of involvement, and available research and travel scholarships. Nine organizations (37.5%) offered membership; 6 charged a membership fee, averaging $73 ± $30 (mean ± SD). Membership was limited to associate status for 7 organizations (77.8%; 7/9). Three organizations (12.5%) provided service opportunities, 4 (16.7%) allowed students to vote, and 1 (4.2%) allowed students to endorse others for membership. Most organizations allowed students to attend conferences (95.8%), and 19 (79.2%) allowed students to present research. Twenty-one (87.5%) organizations charged a conference registration fee ($366 ± $300). Seven organizations (29.2%) offered research scholarships, and 5 (20.8%) offered travel awards. Opportunities exist for medical students to attend conferences and present research; however, educational and enrichment activities in other areas were limited. Future efforts may be warranted to increase the number and type of opportunities for students.

  6. Social interactions of students with disabilities who use augmentative and alternative communication in inclusive classrooms.

    PubMed

    Chung, Yun-Ching; Carter, Erik W; Sisco, Lynn G

    2012-09-01

    The purpose of this study was to explore the naturally occurring social interactions for students with disabilities who use augmentative and alternative communication (AAC) in general education classrooms. We observed 16 students who used AAC and received services under the categories of autism or intellectual disability. Participants primarily interacted with their support personnel and infrequently conversed with peers despite often being in close proximity. Few interaction episodes were initiated by students who used AAC, and initiations to peers and adults appeared to serve somewhat different functions. Students with disabilities relied more heavily on facial expressions and gestures than on the use of their AAC devices. Recommendations for promoting interaction opportunities among students are offered, and future research directions are suggested.

  7. Improving Online Interactions: Lessons from an Online Anatomy Course with a Laboratory for Undergraduate Students.

    PubMed

    Attardi, Stefanie M; Barbeau, Michele L; Rogers, Kem A

    2018-03-01

    An online section of a face-to-face (F2F) undergraduate (bachelor's level) anatomy course with a prosection laboratory was offered in 2013-2014. Lectures for F2F students (353) were broadcast to online students (138) using Blackboard Collaborate (BBC) virtual classroom. Online laboratories were offered using BBC and three-dimensional (3D) anatomical computer models. This iteration of the course was modified from the previous year to improve online student-teacher and student-student interactions. Students were divided into laboratory groups that rotated through virtual breakout rooms, giving them the opportunity to interact with three instructors. The objectives were to assess student performance outcomes, perceptions of student-teacher and student-student interactions, methods of peer interaction, and helpfulness of the 3D computer models. Final grades were statistically identical between the online and F2F groups. There were strong, positive correlations between incoming grade average and final anatomy grade in both groups, suggesting prior academic performance, and not delivery format, predicts anatomy grades. Quantitative student perception surveys (273 F2F; 101 online) revealed that both groups agreed they were engaged by teachers, could interact socially with teachers and peers, and ask them questions in both the lecture and laboratory sessions, though agreement was significantly greater for the F2F students in most comparisons. The most common methods of peer communication were texting, Facebook, and meeting F2F. The perceived helpfulness of the 3D computer models improved from the previous year. While virtual breakout rooms can be used to adequately replace traditional prosection laboratories and improve interactions, they are not equivalent to F2F laboratories. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

  8. Strategies for Building Positive Student-Instructor Interactions in Large Classes

    ERIC Educational Resources Information Center

    Solis, Oscar J.; Turner, Windi D.

    2016-01-01

    Although large classes in and of themselves are pragmatic for universities, they can be challenging for both students and instructors. The purpose of this study was to investigate pedagogical strategies that instructors teaching large classes can utilize to create positive student-instructor interactions to counter these challenges. Both…

  9. Interactive Classroom Television Systems: Educational Impact on Partially Sighted Students.

    ERIC Educational Resources Information Center

    Bikson, T. K.; And Others

    The report presents the results of an evaluation of the educational impact in two Los Angeles County, California, elementary schools, of Interactive Classroom Television Systems (ICTSs -- closed circuit systems that permit continuous two-way visual communication between teachers and partially sighted students and enable such students to make the…

  10. Inquiry and Groups: Student Interactions in Cooperative Inquiry-Based Science

    ERIC Educational Resources Information Center

    Woods-McConney, Amanda; Wosnitza, Marold; Sturrock, Keryn L.

    2016-01-01

    Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic…

  11. Biochemistry Students' Ideas about How an Enzyme Interacts with a Substrate

    ERIC Educational Resources Information Center

    Linenberger, Kimberly J.; Bretz, Stacey Lowery

    2015-01-01

    Enzyme-substrate interactions are a fundamental concept of biochemistry that is built upon throughout multiple biochemistry courses. Central to understanding enzyme-substrate interactions is specific knowledge of exactly how an enzyme and substrate interact. Within this narrower topic, students must understand the various binding sites on an…

  12. Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students

    NASA Astrophysics Data System (ADS)

    Zheng, Binbin; Warschauer, Mark; Hwang, Jin Kyoung; Collins, Penelope

    2014-08-01

    This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students' state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners' scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students' motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students' science achievement, scaffolding students' scientific understanding, and strengthening students' motivation to pursue STEM-related careers.

  13. Quantifying medical student clinical experiences via an ICD Code Logging App.

    PubMed

    Rawlins, Fred; Sumpter, Cameron; Sutphin, Dean; Garner, Harold R

    2018-03-01

    The logging of ICD Diagnostic, Procedure and Drug codes is one means of tracking the experience of medical students' clinical rotations. The goal is to create a web-based computer and mobile application to track the progress of trainees, monitor the effectiveness of their training locations and be a means of sampling public health status. We have developed a web-based app in which medical trainees make entries via a simple and quick interface optimized for both mobile devices and personal computers. For each patient interaction, users enter ICD diagnostic, procedure, and drug codes via a hierarchical or search entry interface, as well as patient demographics (age range and gender, but no personal identifiers), and free-text notes. Users and administrators can review and edit input via a series of output interfaces. The user interface and back-end database are provided via dual redundant failover Linux servers. Students master the interface in ten minutes, and thereafter complete entries in less than one minute. Five hundred-forty 3rd year VCOM students each averaged 100 entries in the first four week clinical rotation. Data accumulated in various Appalachian clinics and Central American medical mission trips has demonstrated the public health surveillance utility of the application. PC and mobile apps can be used to collect medical trainee experience in real time or near real-time, quickly, and efficiently. This system has collected 75,596 entries to date, less than 2% of trainees have needed assistance to become proficient, and medical school administrators are using the various summaries to evaluate students and compare different rotation sites. Copyright © 2017. Published by Elsevier B.V.

  14. Student Interaction with Campus Help-Givers: Mapping the Network's Efficacy.

    ERIC Educational Resources Information Center

    Huebner, Lois A.; And Others

    Procedures to map the broad outline of student interaction with various help-giving persons and campus agencies were investigated. A sample of 633 undergraduate students completed an 8-part problem-solving questionnaire that identified current problems, problems that previously existed, the 5 most important problems, improvement rates for the most…

  15. Transitioning Transfer Students: Interactive Factors that Influence First-Year Retention

    ERIC Educational Resources Information Center

    Luo, Mingchu; Williams, James E.; Vieweg, Bruce

    2007-01-01

    This study examined the diverse patterns of interactive factors that influence transfer students' first-year retention at a midsize four-year university. The population for this study consisted of five cohorts totaling 1,713 full-time, degree-seeking transfer students. Sequential sets of logistic regression analyses on blocks of variables were…

  16. An interactive computer lab of the galvanic cell for students in biochemistry.

    PubMed

    Ahlstrand, Emma; Buetti-Dinh, Antoine; Friedman, Ran

    2018-01-01

    We describe an interactive module that can be used to teach basic concepts in electrochemistry and thermodynamics to first year natural science students. The module is used together with an experimental laboratory and improves the students' understanding of thermodynamic quantities such as Δ r G, Δ r H, and Δ r S that are calculated but not directly measured in the lab. We also discuss how new technologies can substitute some parts of experimental chemistry courses, and improve accessibility to course material. Cloud computing platforms such as CoCalc facilitate the distribution of computer codes and allow students to access and apply interactive course tools beyond the course's scope. Despite some limitations imposed by cloud computing, the students appreciated the approach and the enhanced opportunities to discuss study questions with their classmates and instructor as facilitated by the interactive tools. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(1):58-65, 2018. © 2017 The International Union of Biochemistry and Molecular Biology.

  17. Brief Report: Learning via the Electronic Interactive Whiteboard for Two Students with Autism and a Student with Moderate Intellectual Disability

    ERIC Educational Resources Information Center

    Yakubova, Gulnoza; Taber-Doughty, Teresa

    2013-01-01

    The effects of a multicomponent intervention (a self-operated video modeling and self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multi-probe…

  18. Medical students' exposure to and attitudes about drug company interactions: a national survey.

    PubMed

    Sierles, Frederick S; Brodkey, Amy C; Cleary, Lynn M; McCurdy, Frederick A; Mintz, Matthew; Frank, Julia; Lynn, D Joanne; Chao, Jason; Morgenstern, Bruce Z; Shore, William; Woodard, John L

    2005-09-07

    While exposure to and attitudes about drug company interactions among residents have been studied extensively, relatively little is known about relationships between drug companies and medical students. To measure third-year medical students' exposure to and attitudes about drug company interactions. In 2003, we distributed a 64-item anonymous survey to 1143 third-year students at 8 US medical schools, exploring their exposure and response to drug company interactions. The schools' characteristics included a wide spectrum of ownership types, National Institutes of Health funding, and geographic locations. In 2005, we conducted a national survey of student affairs deans to measure the prevalence of school-wide policies on drug company-medical student interactions. Monthly frequency of students' exposure to various activities and gifts during clerkships, and attitudes about receiving gifts. Overall response rate was 826/1143 (72.3%), with range among schools of 30.9%-90.7%. Mean exposure for each student was 1 gift or sponsored activity per week. Of respondents, 762/818 (93.2%) were asked or required by a physician to attend at least 1 sponsored lunch. Regarding attitudes, 556/808 (68.8%) believed gifts would not influence their practices and 464/804 (57.7%) believed gifts would not affect colleagues' practices. Of the students, 553/604 (80.3%) believed that they were entitled to gifts. Of 183 students who thought a gift valued at less than $50 was inappropriate, 158 (86.3%) had accepted one. The number of students who simultaneously believed that sponsored grand rounds are educationally helpful and are likely to be biased was 452/758 (59.6%). Students at 1 school who had attended a seminar about drug company-physician relationships were no more likely than the nonattending classmates to show skepticism. Of the respondents, 704/822 (85.6%) did not know if their school had a policy on these relationships. In a national survey of student affairs deans, among the 99 who

  19. Investigating Student Understanding for a Statistical Analysis of Two Thermally Interacting Solids

    NASA Astrophysics Data System (ADS)

    Loverude, Michael E.

    2010-10-01

    As part of an ongoing research and curriculum development project for upper-division courses in thermal physics, we have developed a sequence of tutorials in which students apply statistical methods to examine the behavior of two interacting Einstein solids. In the sequence, students begin with simple results from probability and develop a means for counting the states in a single Einstein solid. The students then consider the thermal interaction of two solids, and observe that the classical equilibrium state corresponds to the most probable distribution of energy between the two solids. As part of the development of the tutorial sequence, we have developed several assessment questions to probe student understanding of various aspects of this system. In this paper, we describe the strengths and weaknesses of student reasoning, both qualitative and quantitative, to assess the readiness of students for one tutorial in the sequence.

  20. Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions

    NASA Astrophysics Data System (ADS)

    Durksen, Tracy L.; Way, Jennifer; Bobis, Janette; Anderson, Judy; Skilling, Karen; Martin, Andrew J.

    2017-02-01

    We started with a classic research question (How do teachers motivate and engage middle year students in mathematics?) that is solidly underpinned and guided by an integration of two theoretical and multidimensional models. In particular, the current study illustrates how theory is important for guiding qualitative analytical approaches to motivation and engagement in mathematics. With little research on how teachers of mathematics are able to maintain high levels of student motivation and engagement, we focused on developing a qualitative framework that highlights the influence of teacher-student interactions. Participants were six teachers (upper primary and secondary) that taught students with higher-than-average levels of motivation and engagement in mathematics. Data sources included one video-recorded lesson and associated transcripts from pre- and post-lesson interviews with each teacher. Overall, effective classroom organisation stood out as a priority when promoting motivation and engagement in mathematics. Results on classroom organisation revealed four key indicators within teacher-student interactions deemed important for motivation and engagement in mathematics—confidence, climate, contact, and connection. Since much of the effect of teachers on student learning relies on interactions, and given the universal trend of declining mathematical performance during the middle years of schooling, future research and intervention studies might be assisted by our qualitative framework.

  1. Exploratory Analysis of the Effects of Anxiety on Specific Quantifiable Variables of African-American High School Students Enrolled in Advanced Academics

    ERIC Educational Resources Information Center

    James, Carmela N.

    2013-01-01

    The purpose of this study was to examine the attrition rate of the African American high school student enrolled in advanced academics by looking at the effects of specific quantifiable variables on state-trait anxiety scores. More specifically, this study was concerned with the influence of demographic and school related factors on the…

  2. A Statistical Physics Characterization of the Complex Systems Dynamics: Quantifying Complexity from Spatio-Temporal Interactions

    NASA Astrophysics Data System (ADS)

    Koorehdavoudi, Hana; Bogdan, Paul

    2016-06-01

    Biological systems are frequently categorized as complex systems due to their capabilities of generating spatio-temporal structures from apparent random decisions. In spite of research on analyzing biological systems, we lack a quantifiable framework for measuring their complexity. To fill this gap, in this paper, we develop a new paradigm to study a collective group of N agents moving and interacting in a three-dimensional space. Our paradigm helps to identify the spatio-temporal states of the motion of the group and their associated transition probabilities. This framework enables the estimation of the free energy landscape corresponding to the identified states. Based on the energy landscape, we quantify missing information, emergence, self-organization and complexity for a collective motion. We show that the collective motion of the group of agents evolves to reach the most probable state with relatively lowest energy level and lowest missing information compared to other possible states. Our analysis demonstrates that the natural group of animals exhibit a higher degree of emergence, self-organization and complexity over time. Consequently, this algorithm can be integrated into new frameworks to engineer collective motions to achieve certain degrees of emergence, self-organization and complexity.

  3. A Statistical Physics Characterization of the Complex Systems Dynamics: Quantifying Complexity from Spatio-Temporal Interactions

    PubMed Central

    Koorehdavoudi, Hana; Bogdan, Paul

    2016-01-01

    Biological systems are frequently categorized as complex systems due to their capabilities of generating spatio-temporal structures from apparent random decisions. In spite of research on analyzing biological systems, we lack a quantifiable framework for measuring their complexity. To fill this gap, in this paper, we develop a new paradigm to study a collective group of N agents moving and interacting in a three-dimensional space. Our paradigm helps to identify the spatio-temporal states of the motion of the group and their associated transition probabilities. This framework enables the estimation of the free energy landscape corresponding to the identified states. Based on the energy landscape, we quantify missing information, emergence, self-organization and complexity for a collective motion. We show that the collective motion of the group of agents evolves to reach the most probable state with relatively lowest energy level and lowest missing information compared to other possible states. Our analysis demonstrates that the natural group of animals exhibit a higher degree of emergence, self-organization and complexity over time. Consequently, this algorithm can be integrated into new frameworks to engineer collective motions to achieve certain degrees of emergence, self-organization and complexity. PMID:27297496

  4. Can ship-to-classroom interactions aid in teaching state-mandated curricula to special needs students?

    NASA Astrophysics Data System (ADS)

    Haddad, A.; Turner, M.; Samuelson, L.; Scientific Team of IODP Expedition 336: Mid-Atlantic Ridge Microbiology

    2011-12-01

    Cutting edge science is so exciting to elementary-level students with special needs that they are constantly asking for more! We drew on this enthusiasm and developed an interaction between special needs students and scientists performing cutting edge research on and below the ocean floor with the goal of teaching them state-mandated curricula. While on board the JOIDES Resolution during IODP Expedition 336: Mid-Atlantic Ridge Microbiology (Fall 2011), scientists interacted with several special needs classrooms in the Phoenix, Arizona metro area via weekly activities, blogs, question-and-answer sessions and Skype calls revolving around ocean exploration. All interactions were developed to address Arizona Department of Education curriculum standards in reading, writing, math and science and tailored to the learning needs of the students. Since the usual modalities of teaching (lecturing, Powerpoint presentations, independent reading) are ineffective in teaching students with special needs, we employed as much hands-on, active student participation as possible. The interactions were also easily adaptable to include every student regardless of the nature of their special needs. The effectiveness of these interactions in teaching mandated standards was evaluated using pre- and post-assessments and are presented here. Our goal is to demonstrate that special needs students benefit from being exposed to real-time science applications.

  5. Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

    NASA Astrophysics Data System (ADS)

    Villarreal-Stewart, Irene

    The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications

  6. Students' Use of the Interactive Whiteboard during Physics Group Work

    ERIC Educational Resources Information Center

    Mellingsaeter, Magnus Strøm; Bungum, Berit

    2015-01-01

    This paper presents a case study of how the interactive whiteboard (IWB) may facilitate collective meaning-making processes in group work in engineering education. In the case, first-year students attended group-work sessions as an organised part of a basic physics course at a Norwegian university college. Each student group was equipped with an…

  7. Interpersonal Interactions in Instrumental Lessons: Teacher/Student Verbal and Non-Verbal Behaviours

    ERIC Educational Resources Information Center

    Zhukov, Katie

    2013-01-01

    This study examined verbal and non-verbal teacher/student interpersonal interactions in higher education instrumental music lessons. Twenty-four lessons were videotaped and teacher/student behaviours were analysed using a researcher-designed instrument. The findings indicate predominance of student and teacher joke among the verbal behaviours with…

  8. Accelerated Online Learning: Perceptions of Interaction and Learning Outcomes among African American Students

    ERIC Educational Resources Information Center

    Kuo, Yu-Chun

    2014-01-01

    This study investigated student interaction, satisfaction, and performance in accelerated online learning environments with the use of an online learning course-management system. The interactions assessed in this study included learner-learner interaction, learner-instructor interaction, and learner-content interaction. The participants were…

  9. Do Interactive Globes and Games Help Students Learn Planetary Science?

    NASA Astrophysics Data System (ADS)

    Coba, Filis; Burgin, Stephen; De Paor, Declan; Georgen, Jennifer

    2016-01-01

    The popularity of animations and interactive visualizations in undergraduate science education might lead one to assume that these teaching aids enhance student learning. We tested this assumption for the case of the Google Earth virtual globe with a comparison of control and treatment student groups in a general education class of over 370 students at a large public university. Earth and Planetary Science course content was developed in two formats: using Keyhole Markup Language (KML) to create interactive tours in Google Earth (the treatment group) and Portable Document Format (PDF) for on-screen reading (the control group). The PDF documents contained identical text and images to the placemark balloons or "tour stops" in the Google Earth version. Some significant differences were noted between the two groups based on the immediate post-questionnaire with the KML students out-performing the PDF students, but not on the delayed measure. In a separate but related project, we undertake preliminary investigations into methods of teaching basic concepts in planetary mantle convection using numerical simulations. The goal of this project is to develop an interface with a two-dimensional finite element model that will allow students to vary parameters such as the temperatures assigned to the boundaries of the model domain, to help them actively explore important variables that control convection.

  10. The Role of Interaction with Faculty in Retaining Nontraditional Community College Students

    ERIC Educational Resources Information Center

    Hood, Amanda Marie

    2017-01-01

    The purpose of this qualitative study was to examine the role of student-faculty interaction in retaining nontraditional community college students. There are a large and growing number of nontraditional students, especially at the community college level. Being labeled as nontraditional typically implies that there are multiple competitors for…

  11. Strategy Instruction Shifts Teacher and Student Interactions during Text-Based Discussions

    ERIC Educational Resources Information Center

    Boardman, Alison G.; Boelé, Amy L.; Klingner, Janette K.

    2018-01-01

    This study examined how teacher and student interactions were influenced by a multistrategy reading model, Collaborative Strategic Reading (CSR), where students learn to apply before-, during-, and after-reading strategies in small cooperative learning groups. Five middle school English language arts teachers and their students (N = 184)…

  12. Explaining Student Interaction and Satisfaction: An Empirical Investigation of Delivery Mode Influence

    ERIC Educational Resources Information Center

    Johnson, Zachary S.; Cascio, Robert; Massiah, Carolyn A.

    2014-01-01

    How interpersonal interactions within a course affect student satisfaction differently between face-to-face and online modes is an important research question to answer with confidence. Using students from a marketing course delivered face-to-face and online concurrently, our first study demonstrates that student-to-professor and…

  13. Dental students' evaluations of an interactive histology software.

    PubMed

    Rosas, Cristian; Rubí, Rafael; Donoso, Manuel; Uribe, Sergio

    2012-11-01

    This study assessed dental students' evaluations of a new Interactive Histology Software (IHS) developed by the authors and compared students' assessment of the extent to which this new software, as well as other histology teaching methods, supported their learning. The IHS is a computer-based tool for histology learning that presents high-resolution images of histology basics as well as specific oral histologies at different magnifications and with text labels. Survey data were collected from 204 first-year dental students at the Universidad Austral de Chile. The survey consisted of questions for the respondents to evaluate the characteristics of the IHS and the contribution of various teaching methods to their histology learning. The response rate was 85 percent. Student evaluations were positive for the design, usability, and theoretical-practical integration of the IHS, and the students reported they would recommend the method to future students. The students continued to value traditional teaching methods for histological lab work and did not think this new technology would replace traditional methods. With respect to the contribution of each teaching method to students' learning, no statistically significant differences (p>0.05) were found for an evaluation of IHS, light microscopy, and slide presentations. However, these student assessments were significantly more positive than the evaluations of other digital or printed materials. Overall, the students evaluated the IHS very positively in terms of method quality and contribution to their learning; they also evaluated use of light microscopy and teacher slide presentations positively.

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

    PubMed

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

    2016-09-29

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

  15. Three Cultural Models of Teacher Interaction Valued by Mexican Students at a US High School

    ERIC Educational Resources Information Center

    Andrews, Micah

    2016-01-01

    Using students' interviews as data source, this study explores the interactional experiences of several Mexican students at a US high school in the Midwest with their teachers and discusses how three cultural models of teacher interaction valued by the students impact their affiliation, motivation, and engagement with school. Emphasis is given to…

  16. Can We Become Friends? Students' Cross-Racial Interaction in Post-Apartheid South African Higher Education

    ERIC Educational Resources Information Center

    Wertheim, Samantha Shapses

    2014-01-01

    This article investigates and documents how undergraduate students in South Africa make meaning of cross-racial interaction on the college campus in the post-apartheid era. Additionally, it explores how students perceive that interactions with diverse peers have shifted since apartheid, and how these interactions are indicative of the larger…

  17. The application of interactive worksheet to improve vocational students' ability to write financial statements

    NASA Astrophysics Data System (ADS)

    Larasati, Aisyah; Hajji, Apif Miftahul

    2017-09-01

    Vocational students in Culinary Department is required to mastering the ability on managing restaurant. One of the responsibility of the students while operating a training restaurant is writing financial statements. Most of the time, writing financial statements is the hardest part for students to be conducted in a training restaurant since the students have studied limited theory/courses on that topic. This research aims to explore the improvement of students' ability to write financial statements after the application of interactive worksheet by asking them to solve financial statements case study. This research is an experimental research. Three groups of samples are used in this research, in which each of the group consists of 74 students. The first group consists of the students who solve the case study without using any software/application, the second group solve the case study by using Microsoft excel, and the third group solve the case study by using the interactive worksheet application. The results show that the use of interactive worksheet significantly improve the students ability to solve the financial statement case study either in term of accuracy or time needed to write the financial statement.

  18. Interaction in Classes at a New Zealand University: Some International Students' Experiences.

    ERIC Educational Resources Information Center

    Mills, Colleen

    1997-01-01

    Data from 5 Indonesian, 5 Thai, 21 Singaporean, and 85 Malaysian students in a New Zealand college were obtained through interviews, surveys, and observations. Differences in level and style of teacher-student interaction, difficulties learning English, perceptions of local students, lack of a common experience, and acculturation were the issues…

  19. Teacher-Student Interactions in Fifth Grade Classrooms: Relations with Children's Peer Behavior

    ERIC Educational Resources Information Center

    Luckner, Amy E.; Pianta, Robert C.

    2011-01-01

    This study investigates the extent to which teacher-student interactions in fifth grade classrooms are associated with peer behavior in fifth grade, accounting for prior peer functioning. Participants included 894 fifth grade students from the NICHD Study of Early Child Care and Youth Development. The quality of teacher-student interactions…

  20. The nuclear weapons inheritance project: student-to-student dialogues and interactive peer education in disarmament activism.

    PubMed

    Buhmann, Caecilie Böck

    2007-01-01

    The Nuclear Weapons Inheritance Project is a student run and student initiated project founded in 2001 with the purpose of increasing awareness of health effects of nuclear policies and empowering university students to take action in a local and international context. The project uses dialogues to discuss nuclear disarmament with university students and a method of interactive peer education to train new trainers. The project has met more than 1500 students in nuclear weapon states in dialogue and trained about 400 students from all over the world. This article describes the methods and results of the project and discuss how the experience of the project can be used in other projects seeking to increase awareness of a topic and to initiate action on social injustice.

  1. Success and Interactive Learning: Sailing toward Student Achievement

    ERIC Educational Resources Information Center

    Midcap, Richard; Seitzer, Joan; Holliday, Randy; Childs, Amy; Bowser, Dana

    2008-01-01

    Success and Interactive Learning's (SAIL) front-loaded retention activities and unique financial incentives have combined to improve retention, persistence, and success of first-time college students. Its effectiveness has been validated through a comparison of retention rates and aggregate quality-point averages of SAIL cohorts with those rates…

  2. Interactive Ice Sheet Flowline Model for High School and College Students

    NASA Astrophysics Data System (ADS)

    Stearns, L. A.; Rezvanbehbahani, S.; Shankar, S.

    2017-12-01

    Teaching about climate and climate change is conceptually challenging. While teaching tools and lesson plans are rapidly evolving to help teachers and students improve their understanding of climate processes, there are very few tools targeting ice sheet and glacier dynamics. We have built an interactive ice sheet model that allows students to explore how Antarctic glaciers respond to different climate perturbations. Interactive models offer advantages that are hard to obtain in traditional classroom settings; users can systematically investigate hypothetical situations, explore the effects of modifying systems, and repeatedly observe how systems interrelate. As a result, this project provides a much-needed bridge between the data and models used by the scientific community and students in high school and college. We target our instructional and assessment activities to three high school and college students with the overall aim of increasing understanding of ice sheet dynamics and the different ways that ice sheets are impacted by climate change, while also improving their fundamental math skills.

  3. Does Academic Discipline Moderate the Relationship between Student-Faculty Interaction and College Outcomes?

    ERIC Educational Resources Information Center

    Kim, Young K.; Armstrong, Cameron L.; Edwards, Sarah R.

    2015-01-01

    This study examined whether and how the effects of student-faculty interaction on a range of student outcomes--such as college GPA, critical thinking and communication skills, academic satisfaction, and cultural appreciation and social awareness--vary by students' academic disciplines. The study utilized data on 37,977 undergraduate students who…

  4. How Levels of Interactivity in Tutorials Affect Students' Learning of Modeling Transportation Problems in a Spreadsheet

    ERIC Educational Resources Information Center

    Seal, Kala Chand; Przasnyski, Zbigniew H.; Leon, Linda A.

    2010-01-01

    Do students learn to model OR/MS problems better by using computer-based interactive tutorials and, if so, does increased interactivity in the tutorials lead to better learning? In order to determine the effect of different levels of interactivity on student learning, we used screen capture technology to design interactive support materials for…

  5. Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students

    ERIC Educational Resources Information Center

    Leonard, Diana K.

    2010-01-01

    Faculty-student interactions have been largely neglected in the research regarding community colleges and community college transfer students. Yet faculty serve as points of institutional contact, and might also serve a central role in student experiences and decision-making. The purpose of this study was to increase our understanding of the…

  6. Inclusive Education: An Examination of School Relationships and Student Interactions

    ERIC Educational Resources Information Center

    Sanchez-Marti, Angelina; Ramirez-Iniguez, Alma A.

    2012-01-01

    The aim of this paper is to examine inclusive education in multicultural contexts from an interaction networks perspective. The paper is based on the idea that inclusive education can be better understood by studying how native and non-native students interact, and what kinds of networks they establish in school. To do so, we assume two premises:…

  7. Examining Interactive and Metacognitive Processes in Student Learning: Findings from a Hybrid Instructional Environment

    ERIC Educational Resources Information Center

    Meyers, Shelly; Feeney, Linda D.

    2016-01-01

    This study examines the interaction behaviors and metacognitive behaviors of graduate students in the online portion of a flipped classroom. For their time outside the face to face classroom, students were given the choice of two online methods for their interactions--synchronous verbal discussions and asynchronous written discussions. Students…

  8. Students' Understanding on Newton's Third Law in Identifying the Reaction Force in Gravity Interactions

    ERIC Educational Resources Information Center

    Zhou, Shaona; Zhang, Chunbin; Xiao, Hua

    2015-01-01

    In the past three decades, previous researches showed that students had various misconceptions of Newton's Third Law. The present study focused on students' difficulties in identifying the third-law force pair in gravity interaction situations. An instrument involving contexts with gravity and non-gravity associated interactions was designed and…

  9. Exploring Student and Supervisor Interaction during the SciPro Thesis Process: Two Use Cases

    ERIC Educational Resources Information Center

    Hansen, Preben; Hansson, Henrik

    2017-01-01

    Common problems identified by students during their interaction with supervisors are too little instructions as well as infrequent and insufficient supervisor feedback. The SciPro system has been developed to tackle these problems. This paper describes, analyzes and discusses the interaction between students and supervisors using the SciPro…

  10. Interactive Virtual and Physical Manipulatives for Improving Students' Spatial Skills

    ERIC Educational Resources Information Center

    Ha, Oai; Fang, Ning

    2018-01-01

    An innovative educational technology called interactive virtual and physical manipulatives (VPM) is developed to improve students' spatial skills. With VPM technology, not only can students touch and play with real-world physical manipulatives in their hands but also they can see how the corresponding virtual manipulatives (i.e., computer…

  11. A Comparison of Student Ratings in Traditional and Interactive Television Courses

    ERIC Educational Resources Information Center

    McCall, Morgan; Dunham, Mardis; Lyons, Robert

    2013-01-01

    Although interactive television (ITV) allows colleges and universities to reach a wider audience, little research has been conducted exploring the effectiveness of the courses as perceived by students. This study compared student ratings of teacher effectiveness between 331 traditional courses and 125 ITV courses. The data included 456 graduate…

  12. A Model for Student Adoption of Online Interactivity

    ERIC Educational Resources Information Center

    Karamanos, Neophytos; Gibbs, Paul

    2012-01-01

    Acknowledging the general difficulty of new e-learning pedagogical approaches in achieving wide acceptance and use, the study described in this article examines a class of MBA students' adoption of a proposed online interactive learning environment. To this end, a web-based, case-based constructivist learning environment was developed, embedding…

  13. Students' Peer Interactions within a Cohort and in Host Countries during a Short-Term Study Abroad

    ERIC Educational Resources Information Center

    Jessup-Anger, Jody E.; Aragones, Aileen

    2013-01-01

    In this qualitative case study, we explored students' peer interactions within their cohort and in the host countries during a short-term study abroad. Framed by Bronfenbrenner's (1993) ecological systems theory, findings revealed that students spent considerable energy reflecting on interactions with peers. The students considered themselves…

  14. Who is the competent physics student? A study of students' positions and social interaction in small-group discussions

    NASA Astrophysics Data System (ADS)

    Due, Karin

    2014-06-01

    This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students. The analysis was based on gender theory viewing gender both as a process and a discourse. Specifically discursive psychology analysis was used to examine how students position themselves and their peers within discourses of physics and gender. The results of the study reveal how images of physics and of "skilled physics student" were constructed in the context of the interviews. These discourses were reconstructed in the students' discussions and their social interactions within groups. Traditional gendered positions were reconstructed, for example with boys positioned as more competent in physics than girls. These positions were however also resisted and challenged.

  15. The Influence of Digital Interactive Textbook Instruction on Student Learning Preferences, Outcomes, and Motivation

    ERIC Educational Resources Information Center

    O'Bannon, Blanche W.; Skolits, Gary J.; Lubke, Jennifer K.

    2017-01-01

    This study examined achievement when an interactive textbook (iBook) was used in place of lecture to teach students to create instructional flipcharts for a Promethean interactive whiteboard. The study was conducted with students enrolled in a required technology course for teachers at a large research-intensive university in the southeastern…

  16. Evaluating Types of Students' Interactions in a Wiki-Based Collaborative Learning Project

    ERIC Educational Resources Information Center

    Prokofieva, Maria

    2013-01-01

    Wiki technology has been promoted as a collaborative software platform. This study investigates interactions that occur in a wiki-based collaborative learning project. The study draws on interaction literature and investigates the types of interactions with which students are engaged in wiki-based group projects, clusters that reflect online…

  17. Understanding Early Childhood Student Teachers' Acceptance and Use of Interactive Whiteboard

    ERIC Educational Resources Information Center

    Wong, Kung-Teck; Russo, Sharon; McDowall, Janet

    2013-01-01

    Purpose: The purpose of this paper is to understand early childhood student teachers' self-reported acceptance and use of interactive whiteboard (IWB), by employing the Unified Theory of Acceptance and Use of Technology (UTAUT) as the research framework. Design/methodology/approach: A total of 112 student teachers enrolled in science-related…

  18. Medical Student Views on Interactions with Pharmaceutical Representatives

    ERIC Educational Resources Information Center

    Ganzini, Linda; Chen, Zunqiu; Peters, Dawn; Misra, Sahana; Macht, Madison; Osborne, Molly; Keepers, George

    2012-01-01

    Objective: In 2006, the Housestaff Association presented the Dean at Oregon Health and Science University (OHSU) with a proposal to effectively end the influence of the pharmaceutical industry on campus. The Dean convened a workgroup to examine the issue, and faculty, residents, and medical students were surveyed on their views and interactions.…

  19. An Exploratory Study of Levels of Interaction Occurring with Graduate Students in an Online Literacy Course

    ERIC Educational Resources Information Center

    Selvaggi, Tina

    2016-01-01

    This study surveyed graduate students prior to, and immediately following, a literacy course offered online to determine their interactions with the content, interactions with the instructor, and interactions with peers throughout the semester. The study also examined graduate students' opinions about the convenience and perceived benefits of…

  20. Alcohol, Tobacco and Other Drugs: College Student Satisfaction with an Interactive Educational Software Program

    ERIC Educational Resources Information Center

    Rotunda, Rob J.; West, Laura; Epstein, Joel

    2003-01-01

    Alcohol and drug use education and prevention continue to be core educational issues. In seeking to inform students at all levels about drug use, the present exploratory study highlights the potential educational use of interactive computer programs for this purpose. Seventy-three college students from two substance abuse classes interacted for at…

  1. Interaction in Group Oral Assessment: A Case Study of Higher- and Lower-Scoring Students

    ERIC Educational Resources Information Center

    Gan, Zhengdong

    2010-01-01

    This article examines the interactional work in which two groups of secondary ESL students engaged to achieve and sustain participation in group oral assessment, which is designed to assess a student's interactive communication skills in a school-based assessment context. The in-depth observation of the ways in which participants co-constructed…

  2. The Effects of Using Interactive Student Notebooks and Specific Written Feedback on Seventh Grade Students' Science Process Skills

    ERIC Educational Resources Information Center

    Mallozzi, Floria N.

    2013-01-01

    The purpose of this study was to determine whether the consistent use of metacognitive strategies embedded in an Interactive Student Notebook (ISN) would impact the science process skills of 7th-grade students. In addition, this study explored whether specific teacher written feedback, provided to students in the ISN, further enhanced the use of…

  3. Teaching appropriate interactions with pharmaceutical company representatives: the impact of an innovative workshop on student attitudes.

    PubMed

    Wofford, James L; Ohl, Christopher A

    2005-02-08

    Pharmaceutical company representatives (PCRs) influence the prescribing habits and professional behaviour of physicians. However, the skills for interacting with PCRs are not taught in the traditional medical school curriculum. We examined whether an innovative, mandatory workshop for third year medical students had immediate effects on knowledge and attitudes regarding interactions with PCRs. Surveys issued before and after the workshop intervention solicited opinions (five point Likert scales) from third year students (n = 75) about the degree of bias in PCR information, the influence of PCRs on prescribing habits, the acceptability of specific gifts, and the educational value of PCR information for both practicing physicians and students. Two faculty members and one PCR led the workshop, which highlighted typical physician-PCR interactions, the use of samples and gifts, the validity and legal boundaries of PCR information, and associated ethical issues. Role plays with the PCR demonstrated appropriate and inappropriate strategies for interacting with PCRs. The majority of third year students (56%, 42/75) had experienced more than three personal conversations with a PCR about a drug product since starting medical school. Five percent (4/75) claimed no previous personal experience with PCRs. Most students (57.3%, 43/75) were not aware of available guidelines regarding PCR interactions. Twenty-eight percent of students (21/75) thought that none of the named activities/gifts (lunch access, free stethoscope, textbooks, educational CD-ROMS, sporting events) should be restricted, while 24.0% (8/75) thought that students should be restricted only from sporting events. The perceived educational value of PCR information to both practicing physicians and students increased after the workshop intervention from 17.7% to 43.2% (chi square, p = .0001), and 22.1% to 40.5% (p = .0007), respectively. Student perceptions of the degree of bias of PCR information decreased from 84

  4. Measuring Student Interactions Using Networks: Insights into the Learning Community of a Large Active Learning Course

    ERIC Educational Resources Information Center

    Buchenroth-Martin, Cynthia; DiMartino, Trevor; Martin, Andrew P.

    2017-01-01

    Collaborative learning in small groups is commonly implemented as a part of student-centered curricula. In large-enrollment courses, details of the interactions among students as a consequence of working in collaborative groups are often unknown but are important because how students interact influences the effectiveness of peer learning. We…

  5. Using Game Making Pedagogy to Facilitate Student Learning of Interactive Multimedia

    ERIC Educational Resources Information Center

    Cheng, Gary

    2009-01-01

    With the growing importance of interactive multimedia in our society, it is increasingly essential to equip students with knowledge of and skills in multimedia production. However, as the traditional lecture based instruction on this emerging subject area is not effective for students in achieving the expected learning outcomes, a seven stage game…

  6. Observations of Effective Teacher-Student Interactions in Secondary School Classrooms: Predicting Student Achievement with the Classroom Assessment Scoring System--Secondary

    ERIC Educational Resources Information Center

    Allen, Joseph; Gregory, Anne; Mikami, Amori; Lun, Janetta; Hamre, Bridget; Pianta, Robert

    2013-01-01

    Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System--Secondary. After accounting for prior…

  7. A Mixed Methods Study of the Relationship between Student Perceptions of Teacher-Student Interactions and Motivation in Middle Level Science

    ERIC Educational Resources Information Center

    Smart, Julie B.

    2014-01-01

    This mixed-methods study examined the relationship between middle level science students' perceptions of teacher-student interactions and students' science motivation, particulary their efficacy, value, and goal orientation for learning science. In this sequential explanatory design, quantitative and qualitative data were collected in two phases,…

  8. Teacher-student interactions and domain-specific motivation: The relationship between students' perceptions of teacher interpersonal behavior and motivation in middle school science

    NASA Astrophysics Data System (ADS)

    Smart, Julie Brockman

    2009-11-01

    This study examined interactions between middle school science students' perceptions of teacher-student interactions and their motivation for learning science. Specifically, in order to better understand factors affecting middle school students' motivation for science, this study investigated the interactions between middle school students' perceptions of teacher interpersonal behavior in their science classroom and their efficacy, task value, mastery orientations, and goal orientation for learning science. This mixed methods study followed a sequential explanatory model (Cresswell & Plano-Clark, 2007). Quantitative and qualitative data were collected in two phases, with quantitative data in the first phase informing the selection of participants for the qualitative phase that followed. The qualitative phase also helped to clarify and explain results from the quantitative phase. Data mixing occurred between Phase One and Phase Two (participant selection) and at the interpretation level (explanatory) after quantitative and qualitative data were analyzed separately. Results from Phase One indicated that students' perceptions of teacher interpersonal behaviors were predictive of their efficacy for learning science, task value for learning science, mastery orientation, and performance orientation. These results were used to create motivation/perception composites, which were used in order to select students for the qualitative interviews. A total of 24 students with high motivation/high perceptions, low motivation/low perceptions, high motivation/low perceptions, and low motivation/high perceptions were selected in order to represent students whose profiles either supported or refuted the quantitative results. Results from Phase Two revealed themes relating to students' construction of their perceptions of teacher interpersonal behavior and dimensions of their efficacy and task value for science. Students who reported high motivation and high perceptions of teacher-student

  9. Effects of Online Interaction and Instructor Presence on Students' Satisfaction and Success with Online Undergraduate Public Relations Courses

    ERIC Educational Resources Information Center

    Moore, Jensen

    2014-01-01

    This study examined student success, failure, withdrawal, and satisfaction in online public relations courses based on instructor-student interaction, student-student interaction, and instructor presence. Student passing rates, D/F rates, withdrawal rates, and evaluations of instruction were compiled from fifty-one online PR courses run over the…

  10. The Cognitive Neuroscience of the Teacher-Student Interaction

    ERIC Educational Resources Information Center

    Battro, Antonio M.; Calero, Cecilia I.; Goldin, Andrea P.; Holper, Lisa; Pezzatti, Laura; Shalóm, Diego E.; Sigman, Mariano

    2013-01-01

    Pedagogy is the science and art of teaching. Each generation needs to explore the history, theory, and practice of the teacher-student interaction. Here we pave the path to develop a science that explores the cognitive and physiological processes involved in the human capacity to communicate knowledge through teaching. We review examples from our…

  11. Scientist-Teacher-Student Interactions: Experiences around the Fall 2010 A-Train Symposium

    NASA Astrophysics Data System (ADS)

    Chambers, L. H.; Rogers, M. A.; Charlevoix, D. J.; Kennedy, T.; Oostra, D. H.

    2010-12-01

    In late October 2010, the second A-Train Science Symposium will be held in New Orleans, LA. (The first such event was hosted by CNES in France in 2007.) In conjunction with the symposium, a multi-faceted education event is also being planned. This will include: - Onsite one-day teacher workshops for local teachers introducing remote sensing and the use of satellite data in the classroom - Visits by scientists to local classrooms for direct interaction with students the day after the symposium - A Student-Scientist Observation Campaign which will engage A-Train scientists in a social media website with teachers and students from around the world. This paper will focus primarily on the observation campaign. It will describe the rapid development and testing of a web-based framework to support student-scientist interaction. It will lay out the steps used to activate a (hopefully significant) number of students and teachers through the GLOBE Program (www.globe.gov) and the S’COOL Project (scool.larc.nasa.gov). It will describe the interaction during the event, which will be a 3-week period before, during and after the symposium. During this time, A-Train scientists will be posting interesting satellite observations on a social media website. Students will be able to comment, ask questions, and post their own observations of related phenomena observed from the ground. Scientists will respond to student questions, and comment or ask questions on student observations. In addition, student observations will be collected through the existing S’COOL and GLOBE websites, and combined into a common visualization tool that is easily accessible through the social media framework. A photo upload pilot system is also planned, taking advantage of advances in exif photo metadata in new electronics (cell phones, smart phones, digital cameras) to easily geolocate this imagery for correlation to satellite remote sensing data and images. It is our hope that this approach will be

  12. Mapping Control and Affiliation in Teacher-Student Interaction with State Space Grids

    ERIC Educational Resources Information Center

    Mainhard, M. Tim; Pennings, Helena J. M.; Wubbels, Theo; Brekelmans, Mieke

    2012-01-01

    This paper explores how State Space Grids (SSG), a dynamic systems research method, can be used to map teacher-student interactions from moment-to-moment and thereby to incorporate temporal aspects of interaction. Interactions in two secondary school classrooms are described in terms of level of interpersonal control and affiliation, and of…

  13. Design Knowledge and Teacher-Student Interactions in an Inventive Construction Task

    ERIC Educational Resources Information Center

    Esjeholm, Bjørn-Tore; Bungum, Berit

    2013-01-01

    The teacher plays an important role in the Technology and Design (T&D) classroom in terms of guiding students in their design process. By using concepts developed within engineering philosophy along with a framework for teacher-student interactions the design process in a T&D classroom is classified. The material shows that four of six…

  14. Quantifying Wheat Sensitivities to Environmental Constraints to Dissect Genotype × Environment Interactions in the Field.

    PubMed

    Parent, Boris; Bonneau, Julien; Maphosa, Lance; Kovalchuk, Alex; Langridge, Peter; Fleury, Delphine

    2017-07-01

    Yield is subject to strong genotype-by-environment (G × E) interactions in the field, especially under abiotic constraints such as soil water deficit (drought [D]) and high temperature (heat [H]). Since environmental conditions show strong fluctuations during the whole crop cycle, geneticists usually do not consider environmental measures as quantitative variables but rather as factors in multienvironment analyses. Based on 11 experiments in a field platform with contrasting temperature and soil water deficit, we determined the periods of sensitivity to drought and heat constraints in wheat ( Triticum aestivum ) and determined the average sensitivities for major yield components. G × E interactions were separated into their underlying components, constitutive genotypic effect (G), G × D, G × H, and G × H × D, and were analyzed for two genotypes, highlighting contrasting responses to heat and drought constraints. We then tested the constitutive and responsive behaviors of two strong quantitative trait loci (QTLs) associated previously with yield components. This analysis confirmed the constitutive effect of the chromosome 1B QTL and explained the G × E interaction of the chromosome 3B QTL by a benefit of one allele when temperature rises. In addition to the method itself, which can be applied to other data sets and populations, this study will support the cloning of a major yield QTL on chromosome 3B that is highly dependent on environmental conditions and for which the climatic interaction is now quantified. © 2017 American Society of Plant Biologists. All Rights Reserved.

  15. Including Students' Diverse Perspectives on Classroom Interactions into Video-Based Professional Development for Teachers

    ERIC Educational Resources Information Center

    Vogler, Anna-Marietha; Prediger, Susanne

    2017-01-01

    Video is often used in professional development courses to sensitize mathematics teachers to students' thinking and issues of classroom interaction. This article presents an approach that incorporates students' perspectives on mathematics classroom interactions into video-based professional development in order to enhance teachers' reflection on…

  16. Understanding the Symbolic Capital of Intercultural Interactions: A Case Study of International Students in Australia

    ERIC Educational Resources Information Center

    Pham, Lien; Tran, Ly

    2015-01-01

    Intercultural interaction plays an important role in contributing to international students' learning and wellbeing in the host country. While research on international students' intercultural interactions reveals multifaceted aspects of personal and social factors, there is a tendency to consider language barrier and cultural differences as…

  17. Predicting Acceptance of Mobile Technology for Aiding Student-Lecturer Interactions: An Empirical Study

    ERIC Educational Resources Information Center

    Gan, Chin Lay; Balakrishnan, Vimala

    2017-01-01

    The current study sets out to identify determinants affecting tertiary students' behavioural intentions to use mobile technology in lectures. The study emphasises that the reason for using mobile technology in classrooms with large numbers of students is to facilitate interactions among students and lecturers. The proposed conceptual framework has…

  18. A comparison of student reactions to biology instruction by interactive videodisc or conventional laboratory

    NASA Astrophysics Data System (ADS)

    Leonard, William H.

    This study was designed to learn if students perceived an interactive computer/videodisc learning system to represent a viable alternative to (or extension of) the conventional laboratory for learning biology skills and concepts normally taught under classroom laboratory conditions. Data were collected by questionnaire for introductory biology classes at a large midwestern university where students were randomly assigned to two interactive videodisc/computer lessons titled Respiration and Climate and Life or traditional laboratory investigation with the same titles and concepts. The interactive videodisc system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser-disc player and a color TV monitor. Students indicated an overall level satisfaction with this strategy very similar to that of conventional laboratory instruction. Students frequently remarked that videodisc instruction gave them more experimental and procedural options and more efficient use of instructional time than did the conventional laboratory mode. These two results are consistent with past CAI research. Students also had a strong perception that the images on the videodisc were not real and this factor was perceived as having both advantages and disadvantages. Students found the two approaches to be equivalent to conventional laboratory instruction in the areas of general interest, understanding of basic principles, help on examinations, and attitude toward science. The student-opinion data in this study do not suggest that interactive videodisc technology serve as a substitute to the wet laboratory experience, but that this medium may enrich the spectrum of educational experiences usually not possible in typical classroom settings.

  19. Challenges and opportunities for quantifying roots and rhizosphere interactions through imaging and image analysis.

    PubMed

    Downie, H F; Adu, M O; Schmidt, S; Otten, W; Dupuy, L X; White, P J; Valentine, T A

    2015-07-01

    The morphology of roots and root systems influences the efficiency by which plants acquire nutrients and water, anchor themselves and provide stability to the surrounding soil. Plant genotype and the biotic and abiotic environment significantly influence root morphology, growth and ultimately crop yield. The challenge for researchers interested in phenotyping root systems is, therefore, not just to measure roots and link their phenotype to the plant genotype, but also to understand how the growth of roots is influenced by their environment. This review discusses progress in quantifying root system parameters (e.g. in terms of size, shape and dynamics) using imaging and image analysis technologies and also discusses their potential for providing a better understanding of root:soil interactions. Significant progress has been made in image acquisition techniques, however trade-offs exist between sample throughput, sample size, image resolution and information gained. All of these factors impact on downstream image analysis processes. While there have been significant advances in computation power, limitations still exist in statistical processes involved in image analysis. Utilizing and combining different imaging systems, integrating measurements and image analysis where possible, and amalgamating data will allow researchers to gain a better understanding of root:soil interactions. © 2014 John Wiley & Sons Ltd.

  20. Quantifying Parameter Sensitivity, Interaction and Transferability in Hydrologically Enhanced Versions of Noah-LSM over Transition Zones

    NASA Technical Reports Server (NTRS)

    Rosero, Enrique; Yang, Zong-Liang; Wagener, Thorsten; Gulden, Lindsey E.; Yatheendradas, Soni; Niu, Guo-Yue

    2009-01-01

    We use sensitivity analysis to identify the parameters that are most responsible for shaping land surface model (LSM) simulations and to understand the complex interactions in three versions of the Noah LSM: the standard version (STD), a version enhanced with a simple groundwater module (GW), and version augmented by a dynamic phenology module (DV). We use warm season, high-frequency, near-surface states and turbulent fluxes collected over nine sites in the US Southern Great Plains. We quantify changes in the pattern of sensitive parameters, the amount and nature of the interaction between parameters, and the covariance structure of the distribution of behavioral parameter sets. Using Sobol s total and first-order sensitivity indexes, we show that very few parameters directly control the variance of the model output. Significant parameter interaction occurs so that not only the optimal parameter values differ between models, but the relationships between parameters change. GW decreases parameter interaction and appears to improve model realism, especially at wetter sites. DV increases parameter interaction and decreases identifiability, implying it is overparameterized and/or underconstrained. A case study at a wet site shows GW has two functional modes: one that mimics STD and a second in which GW improves model function by decoupling direct evaporation and baseflow. Unsupervised classification of the posterior distributions of behavioral parameter sets cannot group similar sites based solely on soil or vegetation type, helping to explain why transferability between sites and models is not straightforward. This evidence suggests a priori assignment of parameters should also consider climatic differences.

  1. Intertextuality and Dialogic Interaction in Students' Online Text Construction

    ERIC Educational Resources Information Center

    Ronan, Briana

    2015-01-01

    This study examines the online writing practices of adolescent emergent bilinguals through the mediating lenses of dialogic interaction and intertextuality. Using a multimodal discourse analysis approach, the study traces how three students develop online academic texts through intertextual moves that traverse modal boundaries. The analysis…

  2. Assessing Student Perceptions of Positive and Negative Social Interactions in Specific School Settings

    ERIC Educational Resources Information Center

    Zumbrunn, Sharon; Doll, Beth; Dooley, Kadie; LeClair, Courtney; Wimmer, Courtney

    2013-01-01

    This study explored the use of student-marked school maps, a practitioner-friendly method for assessing student perceptions of positive and negative peer interactions in specific school settings. Two hundred eighty-two third- through fifth-grade students from a Midwestern U.S. elementary school participated. Descriptive analyses were used to…

  3. Open for Business: Learning Economics through Social Interaction in a Student-Operated Store

    ERIC Educational Resources Information Center

    Broome, John P.; Preston-Grimes, Patrice

    2011-01-01

    This study examines teaching and learning economics and entrepreneurship through a student-run Montessori middle school store. By designing and managing a school store, students created a "community of practice" to learn economics concepts in their daily environment. Questions guiding this study were: (a) How do students' social-interactions in a…

  4. Interactive Whiteboards Produce Small Gains in Elementary Students' Self-Reported Motivation in Mathematics

    ERIC Educational Resources Information Center

    Torff, Bruce; Tirotta, Rose

    2010-01-01

    A treatment/control study (N = 773) was conducted to determine the extent to which use of interactive whiteboard technology (IWB) was associated with upper elementary students' self-reported level of motivation in mathematics. Students in the treatment group reported higher levels of motivation relative to control students, but the effect was…

  5. University Students' Explanatory Models of the Interactions between Electric Charges and Magnetic Fields

    ERIC Educational Resources Information Center

    Saglam, Murat

    2010-01-01

    This study aimed to investigate the models that co-existed in students' cognitive structure to explain the interactions between electric charges and uniform magnetic fields. The sample consisted of 129 first-year civil engineering, geology and geophysics students from a large state university in western Turkey. The students answered five…

  6. Teacher-Student Interactions: Four Case Studies of Gender in Physical Education

    ERIC Educational Resources Information Center

    Davis, Kathryn; Nicaise, Virginia

    2011-01-01

    The aim of this study was to better understand gender interactions between teachers and students in high school physical education. Gender interactions were explored in relation to the theory of reflective practice. Interview data were examined as four case studies using individual and cross-case inductive analysis. Two common themes emerged: (a)…

  7. Interactions among Future Study Abroad Students: Exploring Potential Intercultural Learning Sequences

    ERIC Educational Resources Information Center

    Borghetti, C.; Beaven, A.; Pugliese, R.

    2015-01-01

    The study presented in this article aims to explore if and how intercultural learning may take place in students' class interaction. It is grounded in the assumption that interculturality is not a clear-cut feature inherent to interactions occurring when individuals with presumed different linguistic and cultural/national backgrounds talk to each…

  8. Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

    PubMed

    Martin, Daniel P; Rimm-Kaufman, Sara E

    2015-10-01

    This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  9. "Office Hours Are Kind of Weird": Reclaiming a Resource to Foster Student-Faculty Interaction

    ERIC Educational Resources Information Center

    Smith, Margaret; Chen, Yujie; Berndtson, Rachel; Burson, Kristen M.; Griffin, Whitney

    2017-01-01

    Office hours reserve time and space for student-faculty interaction, a benchmark for engaging students in educationally purposive activities. Our study finds a mismatch between the institutionally intended purpose of office hours and student perceptions of office hours. We examine student perceptions of office hours with results from a survey…

  10. Cultivating Educational Resilience: An Examination of Teacher-Student Interactions in the Elementary Classroom

    ERIC Educational Resources Information Center

    Parker, Hazel Spaulding

    2013-01-01

    In education, one of the vital goals is to improve student success through high-quality teaching. Teachers' pedagogy and knowledge of content coupled with the interactions between the teacher and student is one of the most critical components influencing the academic success of students. The purpose of this study was to examine supportive…

  11. Students' Attitudes toward Chemistry Lessons: The Interaction Effect between Grade Level and Gender

    ERIC Educational Resources Information Center

    Cheung, Derek

    2009-01-01

    The purpose of this quantitative study was to examine the interaction effect between grade level and gender with respect to students' attitudes toward chemistry lessons taught in secondary schools. The sample consisted of 954 chemistry students in grades Secondary 4-7 (approximately 16-19 years of age) in Hong Kong. Students' attitudes were…

  12. Digital education reform for improving interaction between students and instructors

    NASA Astrophysics Data System (ADS)

    Deng, Qiansong; Li, Yuanjie; Zheng, Lixin

    2017-08-01

    Nowadays it is difficult to attract undergraduate students' interesting to put sufficient time to learn major courses in China, which are too hard for them to quick grasp and fully understanding. Here we report a digital education reform for improving interactions between students and instructors, in which we transform the abstract, obscure and boring knowledge, such as physical, mathematical, electronic or optical concepts into direct and dynamic 3-D model and flash. Therefore, this method can convert theoretical concepts into easy understanding pictures. Our several years' experience shows that this education mode can make students' willing to think and practice, then it is helpful for attracting their learning interests. Most students benefit from this education mode which can greatly enhance their understanding abilities.

  13. Self-Segregation or Global Mixing?: Social Interactions and the International Student Experience

    ERIC Educational Resources Information Center

    Rose-Redwood, CindyAnn R.; Rose-Redwood, Reuben S.

    2013-01-01

    This qualitative study examines the social interaction patterns among international students at a large research university in the Mid-Atlantic region of the United States. Based on semistructured interviews with 60 international graduate students, the researchers provide a conceptual framework that identifies 4 primary types of social…

  14. An Interactive Model for Studying Student Retention. AIR 1990 Annual Forum Paper.

    ERIC Educational Resources Information Center

    Glover, Robert H.; Wilcox, Jerry

    A design for improving the quality of information available for continuous operational study of student retention at the University of Hartford in Connecticut was examined involving a microcomputer based decision support system for student retention research. The system, an interactive modeling approach to conduct longitudinal and comparative…

  15. Verbal and social interaction patterns among elementary students during self-guided "I Wonder Projects"

    NASA Astrophysics Data System (ADS)

    Huziak, Tracy Lynn

    National standards for science teaching stress the use of inquiry teaching methods. One example of inquiry teaching is the I Wonder Project, which has been used in the Madison, WI Metropolitan School District for over ten years. The purpose of the I Wonder Project is to promote scientific discourse among elementary students through the publication of their research in a journal, similar in some ways to the scientific discourse within a community of scientists. This research study utilizes the I Wonder Project method to encourage student communication and self-guided project work. Approximately fifteen students ages 6--12 participated in a six-week self-guided inquiry project called I Wonder. Students worked as a cohort to learn science process skills and to build a scientific community. During this time, each student designed and carried out a self-guided inquiry project and wrote an article about their findings, which was presented on the last day of summer camp. A mixed method approach was used conduct this study. Participants were given a pretest and a posttest to determine the changes in scientific process skills as a result of participation in the project. The students were interviewed to determine their ideas about science and how those ideas changed over the time of participation in summer camp. Also the students were observed by the researchers, as well as audio- and video-taped to capture the verbal conversations and debates that take place as a result of discussion of ideas during the program. Students participated in this study as individuals and group members. Teacher and student interactions were noted to follow three main interaction styles: structured, guided and open-ended. These interactions work much like the inquiry levels described in the literature. Students also interacted with each other in three different ways: independently, dependently, and multifunctioning. Some students wished to work alone, while others preferred others to contribute to

  16. The usability of WeChat as a mobile and interactive medium in student-centered medical teaching.

    PubMed

    Wang, Juan; Gao, Furong; Li, Jiao; Zhang, Jieping; Li, Siguang; Xu, Guo-Tong; Xu, Lei; Chen, Jianjun; Lu, Lixia

    2017-09-01

    Biochemistry and cellular biology courses for medical students at Tongji University include the assessment that provides students with feedback to enhance their learning, which is a type of formative assessment. However, frequent instant feedback and guidance for students is often absent or inconsistently included in the teaching process. WeChat, the most popular Chinese social media, was introduced in biochemistry and cellular biology course. A WeChat official account (OA) was set up as an instant interactive platform. Over a period of two semesters, OA sent 73 push notifications. The components included course notices, preclass thought questions, after-class study materials, answer questions and feedback, simulation exercises, teacher-student interaction, and research progress relevant to the course. WeChat OA served as an active-learning teaching tool, provided more frequent feedback and guidance to students, and facilitated better student-centered communication in the teaching process. Using the WeChat OA in medical teaching emphasized interactive, interoperable, effective, engaging, adaptable, and more participatory teaching styles. As a new platform, WeChat OA was free, Internet-reliant, and easily managed. Using this new medium as a communication tool accelerated further advancement of instant feedback and improvement in teaching activities. Notifications and interactive feedback via the mobile social medium WeChat OA anytime and anywhere facilitated a student-centered teaching mode. Use of WeChat OA significantly increased the proportion of students interactively participating and resulted in a high degree of student satisfaction. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):421-425, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

  17. Can Appreciative Inquiry Increase Positive Interactions, Student Self-Advocacy and Turn-Taking during IEP Meetings?

    ERIC Educational Resources Information Center

    Kozik, Peter L.

    2018-01-01

    This comparative research study in the context of action research documents the effects of Appreciative Inquiry (AI) on positive participant interactions, student turn-taking and self-advocacy interactions during IEP meetings that focused on student transition to post-secondary outcomes. AI was implemented as a written protocol for conducting IEP…

  18. Social Story Effectiveness on Social Interaction for Students with Autism: A Review of the Literature

    ERIC Educational Resources Information Center

    Karal, Muhammed A.; Wolfe, Pamela S.

    2018-01-01

    Social stories frequently have been used to improve the social interaction of students with autism spectrum disorder (ASD). This literature review examines the effectiveness of social story interventions on the social interactions of students with ASD including with whom, where, and what formats have been implemented, as well as the methodological…

  19. Creating a web-enhanced interactive preclinic technique manual: case report and student response.

    PubMed

    Boberick, Kenneth G

    2004-12-01

    This article describes the development, use, and student response to an online manual developed with off-the-shelf software and made available using a web-based course management system (Blackboard) that was used to transform a freshman restorative preclinical technique course from a lecture-only course into an interactive web-enhanced course. The goals of the project were to develop and implement a web-enhanced interactive learning experience in a preclinical restorative technique course and shift preclinical education from a teacher-centered experience to a student-driven experience. The project was evaluated using an anonymous post-course survey (95 percent response rate) of 123 freshman students that assessed enabling (technical support and access to the technology), process (the actual experience and usability), and outcome criteria (acquisition and successful use of the knowledge gained and skills learned) of the online manual. Students responded favorably to sections called "slide galleries" where ideal and non-ideal examples of projects could be viewed. Causes, solutions, and preventive measures were provided for the errors shown. Sections called "slide series" provided cookbook directions allowing for self-paced and student-directed learning. Virtually all of the students, 99 percent, found the quality of the streaming videos adequate to excellent. Regarding Internet connections and video viewing, 65 percent of students successfully viewed the videos from a remote site; cable connections were the most reliable, dial-up connections were inadequate, and DSL connections were variable. Seventy-three percent of the students felt the videos were an effective substitute for in-class demonstrations. Students preferred video with sound over video with subtitles and preferred short video clips embedded in the text over compilation videos. The results showed it is possible to develop and implement web-enhanced and interactive dental education in a preclinical

  20. Quantifying gaze and mouse interactions on spatial visual interfaces with a new movement analytics methodology.

    PubMed

    Demšar, Urška; Çöltekin, Arzu

    2017-01-01

    Eye movements provide insights into what people pay attention to, and therefore are commonly included in a variety of human-computer interaction studies. Eye movement recording devices (eye trackers) produce gaze trajectories, that is, sequences of gaze location on the screen. Despite recent technological developments that enabled more affordable hardware, gaze data are still costly and time consuming to collect, therefore some propose using mouse movements instead. These are easy to collect automatically and on a large scale. If and how these two movement types are linked, however, is less clear and highly debated. We address this problem in two ways. First, we introduce a new movement analytics methodology to quantify the level of dynamic interaction between the gaze and the mouse pointer on the screen. Our method uses volumetric representation of movement, the space-time densities, which allows us to calculate interaction levels between two physically different types of movement. We describe the method and compare the results with existing dynamic interaction methods from movement ecology. The sensitivity to method parameters is evaluated on simulated trajectories where we can control interaction levels. Second, we perform an experiment with eye and mouse tracking to generate real data with real levels of interaction, to apply and test our new methodology on a real case. Further, as our experiment tasks mimics route-tracing when using a map, it is more than a data collection exercise and it simultaneously allows us to investigate the actual connection between the eye and the mouse. We find that there seem to be natural coupling when eyes are not under conscious control, but that this coupling breaks down when instructed to move them intentionally. Based on these observations, we tentatively suggest that for natural tracing tasks, mouse tracking could potentially provide similar information as eye-tracking and therefore be used as a proxy for attention. However

  1. Quantifying gaze and mouse interactions on spatial visual interfaces with a new movement analytics methodology

    PubMed Central

    2017-01-01

    Eye movements provide insights into what people pay attention to, and therefore are commonly included in a variety of human-computer interaction studies. Eye movement recording devices (eye trackers) produce gaze trajectories, that is, sequences of gaze location on the screen. Despite recent technological developments that enabled more affordable hardware, gaze data are still costly and time consuming to collect, therefore some propose using mouse movements instead. These are easy to collect automatically and on a large scale. If and how these two movement types are linked, however, is less clear and highly debated. We address this problem in two ways. First, we introduce a new movement analytics methodology to quantify the level of dynamic interaction between the gaze and the mouse pointer on the screen. Our method uses volumetric representation of movement, the space-time densities, which allows us to calculate interaction levels between two physically different types of movement. We describe the method and compare the results with existing dynamic interaction methods from movement ecology. The sensitivity to method parameters is evaluated on simulated trajectories where we can control interaction levels. Second, we perform an experiment with eye and mouse tracking to generate real data with real levels of interaction, to apply and test our new methodology on a real case. Further, as our experiment tasks mimics route-tracing when using a map, it is more than a data collection exercise and it simultaneously allows us to investigate the actual connection between the eye and the mouse. We find that there seem to be natural coupling when eyes are not under conscious control, but that this coupling breaks down when instructed to move them intentionally. Based on these observations, we tentatively suggest that for natural tracing tasks, mouse tracking could potentially provide similar information as eye-tracking and therefore be used as a proxy for attention. However

  2. Student Interactions with CD-ROM Storybooks: A Look at Potential Relationships between Multiple Intelligence Strengths and Levels of Interaction

    ERIC Educational Resources Information Center

    Huffman, Celia A.

    2012-01-01

    This study looked at the potential relationship that may exist between students' intelligence strengths, in particular their spatial and kinesthetic strengths, and their combined cognitive and metacognitive levels of interaction with a CD-ROM storybook. The multiple intelligence strengths of a sample of students, measured via the MIDAS/My…

  3. Stereogame: An Interactive Computer Game That Engages Students in Reviewing Stereochemistry Concepts

    ERIC Educational Resources Information Center

    da Silva, Jose´ Nunes, Jr.; Lima, Mary Anne Sousa; Moreira, Joao Victor Xerez; Alexandre, Francisco Serra Oliveira; de Almeida, Diego Macedo; de Oliveira, Maria da Conceicao Ferreira; Leite, Antonio Jose´ Melo, Jr.

    2017-01-01

    This report provides information about an interactive computer game that allows undergraduate students to review individually stereochemistry topics in an engaging way by responding to 230 novel questions distributed at three difficulty levels. Responses from students and instructors who have played the game have been quite positive. Stereogame is…

  4. Student Aid and Tuition in Washington State. A Case Study of Federal-State Interaction.

    ERIC Educational Resources Information Center

    Brunner, Seth P.; Gladieux, Lawrence E.

    Postsecondary student financing policies in the State of Washington are examined in this report that focuses on the interaction between federal and state student aid programs. The increasing importance of this type of investigation is noted in view of the recent growth in federal student aid. Financial aid available to students in Washington State…

  5. Re-visiting internet addiction among Taiwanese students: a cross-sectional comparison of students' expectations, online gaming, and online social interaction.

    PubMed

    Lee, Yuan-Hsuan; Ko, Chih-Hung; Chou, Chien

    2015-04-01

    Using expectancy theory, this study aimed at identifying the attitudinal/behavioral factors that explain the relationship between Internet expectancies and Internet addiction among Taiwanese adolescents. A total of 25,573 students (49.8% boys and 50.2% girls) across junior and senior high schools participated in the study. The students reported on their background characteristics, general expectations from the Internet, attitudes toward online social interaction and online gaming, preferences in online social interaction, and dys-controlled online gaming behavior. Structural equation modeling was used to examine the indirect effects of Internet expectancies on Internet addiction through these attitudinal/behavioral factors. The results showed that Internet expectancies positively predicted students' attitudes toward online games and online social interaction, which in turn predicted their respective preferences or dys-controlled behavior and Internet addiction. The indirect effect of Internet expectancies was higher on Internet addiction via attitudes toward online gaming and dys-controlled online gaming than via attitudes toward and preferences of online social interaction. The indirect effects exhibited a larger impact on boys than on girls. The authors recommend that the expectancies of online gaming and social interaction be addressed in efforts to prevent and attenuate the severity of adolescent Internet addiction.

  6. QUANTIFYING LOAD-INDUCED SOLUTE TRANSPORT AND SOLUTE-MATRIX INTERACTIONS WITHIN THE OSTEOCYTE LACUNAR-CANALICULAR SYSTEM

    PubMed Central

    Wang, Bin; Zhou, Xiaozhou; Price, Christopher; Li, Wen; Pan, Jun; Wang, Liyun

    2012-01-01

    Osteocytes, the most abundant cells in bone, are critical in maintaining tissue homeostasis and orchestrating bone’s mechanical adaptation. Osteocytes depend upon load-induced convection within the lacunar-canalicular system (LCS) to maintain viability and to sense their mechanical environment. Using the fluorescence recovery after photobleaching (FRAP) imaging approach, we previously quantified the convection of a small tracer (sodium fluorescein, 376Da) in the murine tibial LCS for an intermittent cyclic loading (Price et al., 2011. JBMR 26:277-85). In the present study we first expanded the investigation of solute transport using a larger tracer (parvalbumin, 12.3kDa), which is comparable in size to some signaling proteins secreted by osteocytes. Murine tibiae were subjected to sequential FRAP tests under rest-inserted cyclic loading while the loading magnitude (0, 2.8, or 4.8N) and frequency (0.5, 1, or 2 Hz) were varied. The characteristic transport rate k and the transport enhancement relative to diffusion (k/k0) were measured under each loading condition, from which the peak solute velocity in the LCS was derived using our LCS transport model. Both the transport enhancement and solute velocity increased with loading magnitude and decreased with loading frequency. Furthermore, the solute-matrix interactions, quantified in terms of the reflection coefficient through the osteocytic pericellular matrix (PCM), were measured and theoretically modeled. The reflection coefficient of parvalbumin (σ=0.084) was derived from the differential fluid and solute velocities within loaded bone. Using a newly developed PCM sieving model, the PCM’s fiber configurations accounting for the measured interactions were obtained for the first time. The present study provided not only new data on the micro-fluidic environment experienced by osteocytes in situ, but also a powerful quantitative tool for future study of the PCM, the critical interface that controls both outside

  7. Classroom Factors Affecting Students: Self-Evaluation: An Interactional Model.

    ERIC Educational Resources Information Center

    Marshall, Hermine H.; Weinstein, Rhona S.

    1984-01-01

    A complex interactional model of classroom factors that contribute to the development of students' self-evaluations is presented. Factors described are: (1) task structure; (2) grouping practices; (3) feedback and evaluation procedures and information about ability; (4) motivational strategies; (5) locus of responsibility for learning; and (6) the…

  8. A Critical Analysis of the Role of Wait Time in Classroom Interactions and the Effects on Student and Teacher Interactional Behaviours

    ERIC Educational Resources Information Center

    Ingram, Jenni; Elliott, Victoria

    2016-01-01

    Extending the pauses between teachers' and students' turns (wait time) has been recommended as a way of improving classroom learning. Drawing on the Conversation Analysis literature on classroom interactions alongside extracts of classroom interactions, the relationship between these pauses and the interactional behaviour of teachers and students…

  9. Responsive eLearning exercises to enhance student interaction with metabolic pathways.

    PubMed

    Roesler, William J; Dreaver-Charles, Kristine

    2018-05-01

    Successful learning of biochemistry requires students to engage with the material. In the past this often involved students writing out pathways by hand, and more recently directing students to online resources such as videos, songs, and animated slide presentations. However, even these latter resources do not really provide students an opportunity to engage with the material in an active fashion. As part of an online introductory metabolism course that was developed at our university, we created a series of twelve online interactive activities using Adobe Captivate 9. These activities targeted glycolysis, gluconeogenesis, the pentose phosphate pathway, glycogen metabolism, the citric acid cycle, and fatty acid oxidation. The interactive exercises consisted of two types. One involved dragging objects such as names of enzymes or allosteric modifiers to their correct drop locations such as a particular point in a metabolic pathway, a specific enzyme, and so forth. A second type involved clicking on objects, locations within a pathway, and so forth, in response to a particular question. In both types of exercises, students received feedback on their decisions in order to enhance learning. The student feedback received on these activities was very positive, and indicated that they found them to increase their confidence in the material and that they had learned the key principles of each pathway. © 2018 by The International Union of Biochemistry and Molecular Biology, 46(3):223-229, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

  10. Student-Teachers' Strategies in Classroom Interaction in the Context of the Teaching Practicum

    ERIC Educational Resources Information Center

    Heikonen, Lauri; Toom, Auli; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

    2017-01-01

    Strategies student-teachers employ in classroom interaction with pupils during teaching practice periods are surprisingly understudied, considering that the teaching practicum provides a central arena for student-teachers learning to become teachers. This study investigates the primary strategies student-teachers utilised in classroom interaction…

  11. Impact of Distance Education via Interactive Videoconferencing on Students' Course Performance and Satisfaction

    ERIC Educational Resources Information Center

    Klibanov, Olga M.; Dolder, Christian; Anderson, Kevin; Kehr, Heather A.; Woods, J. Andrew

    2018-01-01

    The impact of distance education via interactive videoconferencing on pharmacy students' performance in a course was assessed after implementation of a distance campus. Students filled out a "Student Demographic Survey" and a "Precourse Knowledge Assessment" at the start of the course and a "Postcourse Knowledge…

  12. Quantifying the persistence of pro-smoking media effects on college students' smoking risk.

    PubMed

    Setodji, Claude M; Martino, Steven C; Scharf, Deborah M; Shadel, William G

    2014-04-01

    To quantify the persistence of pro-smoking media exposure effects on college students' intentions to smoke and smoking refusal self-efficacy. A total of 134 college students (ages 18-24 years) were enrolled in an ecological momentary assessment study in which they carried handheld data collection devices for 3 weeks and reported their exposures to pro-smoking media as they occurred in the real world. Smoking intentions and smoking refusal self-efficacy were assessed after each exposure to pro-smoking media and at random prompts during each day of the 3-week assessment period. A generalized additive model was used to determine how long the effect of an exposure to pro-smoking media persisted. The effect of pro-smoking media exposures persisted for 7 days. After exposure, smoking intentions immediately increased (.56; 95% confidence interval [CI]: [.26, .87]) and then steadily decreased (-.12; 95% CI: [-.19, -.05]) each day for 7 days, while smoking refusal self-efficacy immediately decreased (-.42; 95% CI: [-.75, -.10]) and then steadily increased (.09; 95% CI: [.02, .16]) each day for 7 days. Daily changes occurring after 7 days were not statistically significant, suggesting that smoking intentions and refusal self-efficacy had stabilized and were no longer affected by pro-smoking media exposure. Exposures to pro-smoking media may have strong implications for emerging young adults smoking risk as the impact of an individual exposure appears to persist for at least a week. Copyright © 2014 Society for Adolescent Health and Medicine. All rights reserved.

  13. When to Talk, When to Chat: Student Interactions in Live Virtual Classrooms

    ERIC Educational Resources Information Center

    Vu, Phu; Fadde, Peter J.

    2013-01-01

    This study explores students' choices of verbal and text interaction in a synchronous Live Virtual Classroom (LVC) environment that mixed onsite and online learners. Data were collected from analysis of recorded LVC sessions and post-course interviews with students in two different offerings of a graduate instructional design course that used…

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

    NASA Astrophysics Data System (ADS)

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

    2012-07-01

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

  15. Quantifying Trophic Interactions and Carbon Flow in Louisiana Salt Marshes Using Multiple Biomarkers

    NASA Astrophysics Data System (ADS)

    Polito, M. J.; Lopez-Duarte, P. C.; Olin, J.; Johnson, J. J.; Able, K.; Martin, C. W.; Fodrie, J.; Hooper-Bui, L. M.; Taylor, S.; Stouffer, P.; Roberts, B. J.; Rabalais, N. N.; Jensen, O.

    2017-12-01

    Salt marshes are critical habitats for many species in the northern Gulf of Mexico. However, given their complex nature, quantifying trophic linkages and the flow of carbon through salt marsh food webs is challenging. This gap in our understanding of food web structure and function limits our ability to evaluate the impacts of natural and anthropogenic stressors on salt marsh ecosystems. For example, 2010 Deepwater Horizon (DWH) oil spill had the potential to alter trophic and energy pathways. Even so, our ability to evaluate its effects on Louisiana salt marsh food webs was limited by a poor basis for comparison of the pre-spill baseline food web. To be better equipped to measure significant alterations in salt marsh ecosystems in the future, we quantified trophic interactions at two marsh sites in Barataria Bay, LA in May and October of 2015. Trophic structure and carbon flow across 52 species of saltmarsh primary producers and consumers were examined through a combination of three approaches: bulk tissue stable isotope analysis (δ13C, δ15N, δ34S), dietary fatty acid analysis (FAA), and compound-specific stable isotope analysis of essential amino acids (δ13C EAA). Bulk stable isotope analysis indicated similar trophic diversity between sites and seasons with the use of aquatic resources increasing concomitantly with trophic level. FAA and δ13C EAA biomarkers revealed that marsh organisms were largely divided into two groups: those that primarily derive carbon from terrestrial C4 grasses, and those that predominately derive carbon from a combination of phytoplankton and benthic microalgal sources. Differences in trophic structure and carbon flow were minimal between seasons and sites that were variably impacted by the DWH spill. These data on salt marsh ecosystem structure will be useful to inform future injury assessments and restoration initiatives.

  16. Faculty-Student Caring Interaction in Nursing Education: An Integrative Review.

    PubMed

    Salehian, Maryam; Heydari, Abbas; Aghebati, Nahid; Karimi Moonaghi, Hossein

    2017-09-01

    Introduction: Faculty- student caring relationship in nursing education has been offered as enhancing students' learning experiences to care , desire to care for others and self-actu-alization. This review therefore was carried out to analyze faculty-student caring interactions in nursing education. Methods: This concept analysis of caring in the nursing education was conducted based on Broom methodology of integrative review. The literature was consisted of two books from two known theorists, and 47 relevant articles. They retrieved from English data bases including MEDLINE, CINAHL, ERIC, SCOPUS, and SID, with based on the keywords of caring and "nursing education", during the period 2005-2014. Results: Caring in nursing education refers to faculty-student interaction based on ethical and human values. The development of values and moral principles in education, flexibility in educational processes, application of objective patterns in learning, and dynamism in educational processes are identified as caring concept attributes in teaching-learning process. This requires environmental support, constant human relationship, and knowing. Internalization of values, achieving self-esteem, peace, and towards human evolution were the main achievements of the concept of caring in nursing education. Conclusion: The details obtained from the dimensions of "caring" concept in this study could be utilized by nursing education researchers and designers in order to develop content and structure for educational programs.

  17. The effect of an interactive experience on music majors' perceptions of music for deaf students.

    PubMed

    Kaiser, K A; Johnson, K E

    2000-01-01

    The purpose of this study was to examine the effect of an interactive experience on music majors' perceptions of music experiences for deaf students. Twenty-three members of a pre-existing college brass ensemble served as subjects, and a 1-hour interactive concert/presentation for 10 deaf elementary children served as the independent variable. The interactive experience was designed to provide social, musical, and educational interactions between the college musicians and the deaf children. A pretest-posttest design was utilized, and the dependent variable was a questionnaire designed to examine the subjects' perceptions regarding music for deaf students, including how prepared, comfortable, and willing they felt to provide music experiences for deaf students. Results reveal that this single interactive experience had a significant effect on the subjects' perceptions of the value of music in the education of deaf children (p <.05). Although the pretest and posttest scores indicate that the subjects felt apprehensive about their preparedness to work with deaf students, the subjects felt significantly more positive about their preparedness following the interaction (p <.001). An analysis of open comments indicates that the subjects perceived the experience as (a) very positive, (b) increasing their knowledge and perception of music for deaf students, (c) helping them better relate to the deaf population, (d) promoting interest in similar experiences and in gaining more information, and (e) eliciting a feeling that future teachers should have similar experiences. Quotes from the subjects are given, and implications for teacher training/music therapy programs are discussed.

  18. Student Engagement and Affordances for Interaction with Diverse Peers: A Network Analysis

    ERIC Educational Resources Information Center

    Glass, Kimberly; Glass, Chris R.; Lynch, R. Jason

    2016-01-01

    This study utilized a network model in order to explore the relationship between patterns of student engagement and affordances for interaction with diverse peers for 12,852 students at 7 universities. The institutions are similar in type and size, with relatively moderate levels of structural racial diversity, and a range of overall…

  19. The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction

    ERIC Educational Resources Information Center

    Wolbers, Kimberly A.; Dostal, Hannah M.; Graham, Steve; Cihak, David; Kilpatrick, Jennifer R.; Saulsburry, Rachel

    2015-01-01

    Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH elementary students across recount/personal narrative, information report, and persuasive…

  20. Relationship between Students' Emotional Intelligence, Social Bond, and Interactions in Online Learning

    ERIC Educational Resources Information Center

    Han, Heeyoung; Johnson, Scott D.

    2012-01-01

    The purpose of the study was to investigate the relationship between students' emotional intelligence, social bond, and their interactions in an online learning environment. The research setting in this study was a 100% online master's degree program within a university located in the Midwest of the United States. Eighty-four students participated…

  1. Class Blogs as a Teaching Tool to Promote Writing and Student Interaction

    ERIC Educational Resources Information Center

    Sullivan, Miriam; Longnecker, Nancy

    2014-01-01

    Blogs are a useful teaching tool for improving student writing and increasing class interaction. However, most studies have looked at individual blogs rather than blogs maintained by a whole class. We introduced assignments involving participation in class blogs to four science communication classes with enrolments of between 15 and 36 students.…

  2. Quantifiers are incrementally interpreted in context, more than less

    PubMed Central

    Urbach, Thomas P.; DeLong, Katherine A.; Kutas, Marta

    2015-01-01

    Language interpretation is often assumed to be incremental. However, our studies of quantifier expressions in isolated sentences found N400 event-related brain potential (ERP) evidence for partial but not full immediate quantifier interpretation (Urbach & Kutas, 2010). Here we tested similar quantifier expressions in pragmatically supporting discourse contexts (Alex was an unusual toddler. Most/Few kids prefer sweets/vegetables…) while participants made plausibility judgments (Experiment 1) or read for comprehension (Experiment 2). Control Experiments 3A (plausibility) and 3B (comprehension) removed the discourse contexts. Quantifiers always modulated typical and/or atypical word N400 amplitudes. However, only the real-time N400 effects only in Experiment 2 mirrored offline quantifier and typicality crossover interaction effects for plausibility ratings and cloze probabilities. We conclude that quantifier expressions can be interpreted fully and immediately, though pragmatic and task variables appear to impact the speed and/or depth of quantifier interpretation. PMID:26005285

  3. Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice

    NASA Astrophysics Data System (ADS)

    Olitsky, Stacy

    2007-01-01

    This study explores the relationship between interaction rituals, student engagement with science, and learning environments modeled on communities of practice based on an ethnographic study of an eighth grade urban magnet school classroom. It compares three interactional events in order to examine the classroom conditions and teacher practices that can foster successful interaction rituals (IRs), which are characterized by high levels of emotional energy, feelings of group membership, and sustained interest in the subject. Classroom conditions surrounding the emergence of successful IRs included mutual focus, familiar symbols and activity structures, the permissibility of some side-talk, and opportunities for physical and emotional entrainment. Sustained interest in the topic beyond the duration of the IR and an increase in students' helping each other learn occurred more frequently when the mutual focus consisted of science-related symbols, when there were low levels of risk for participants, when activities involved sufficient challenge and time, and when students were positioned as knowledgeable and competent in science. The results suggest that successful interaction rituals can foster student engagement with topics that may not have previously held interest and can contribute to students' support of peers' learning, thereby moving the classroom toward a community-of-practice model.

  4. Use of interactive theater and role play to develop medical students' skills in breaking bad news.

    PubMed

    Skye, Eric P; Wagenschutz, Heather; Steiger, Jeffrey A; Kumagai, Arno K

    2014-12-01

    Creative arts have been increasingly implemented in medical education. This study investigated the use of interactive theater and role play with professional actors in teaching breaking bad news to medical students. The objectives were to explore the contexts, approaches, experiences, and reactions in giving and receiving bad news. Second-year medical students participated in a required educational session that utilized interactive theater which helps students learn about the issues of breaking bad news to a patient with cancer. Following the interactive theater piece, professional actors provided students role play experiences in small groups with breaking bad news. Anonymous evaluation surveys were given out to all second-year medical students at the conclusion of the breaking bad news session. Surveys contained quantitative and qualitative responses. Three years of evaluations were analyzed. A total of 451 (88 %) students completed the evaluations. Comments were thematically analyzed. Ninety-four percent agreed that the theater piece prompted reflection on patient-provider communications, and 89 % agreed that it stimulated discussion on complex issues with breaking bad news. The two most common themes in student comments concerned the importance of realism in the theater piece, and the value of experiencing multiple perspectives. Use of professional actors during the role play exercises enhances the realism and pushed the students out of their own "comfort zones" in ways that may more closely approximate real life clinical situations. Interactive theater can be a potentially powerful tool to teach breaking bad news during medical school.

  5. Interactive Media to Support Language Acquisition for Deaf Students

    ERIC Educational Resources Information Center

    Parton, Becky Sue; Hancock, Robert; Crain-Dorough, Mindy; Oescher, Jeff

    2009-01-01

    Tangible computing combines digital feedback with physical interactions - an important link for young children. Through the use of Radio Frequency Identification (RFID) technology, a real-world object (i.e. a chair) or a symbolic toy (i.e. a stuffed bear) can be tagged so that students can activate multimedia learning modules automatically. The…

  6. Subspace in Linear Algebra: Investigating Students' Concept Images and Interactions with the Formal Definition

    ERIC Educational Resources Information Center

    Wawro, Megan; Sweeney, George F.; Rabin, Jeffrey M.

    2011-01-01

    This paper reports on a study investigating students' ways of conceptualizing key ideas in linear algebra, with the particular results presented here focusing on student interactions with the notion of subspace. In interviews conducted with eight undergraduates, we found students' initial descriptions of subspace often varied substantially from…

  7. An Interactive Computer Lab of the Galvanic Cell for Students in Biochemistry

    ERIC Educational Resources Information Center

    Ahlstrand, Emma; Buetti-Dinh, Antoine; Friedman, Ran

    2018-01-01

    We describe an interactive module that can be used to teach basic concepts in electrochemistry and thermodynamics to first year natural science students. The module is used together with an experimental laboratory and improves the students' understanding of thermodynamic quantities such as ?rG, ?rH, and ?rS that are calculated but not directly…

  8. Business Students' Perceptions, Attitudes, and Satisfaction with Interactive Technology: An Exploratory Study

    ERIC Educational Resources Information Center

    Eastman, Jacqueline Kilsheimer; Iyer, Rajesh; Eastman, Kevin L.

    2011-01-01

    The authors modeled the relationships between students' perceptions of interactive technology in terms of whether it helps them pay more attention and be better prepared in a Consumer Behavior course and their attitude toward and satisfaction with it. The results suggest that students who feel they pay more attention due to the use of Interactive…

  9. Using the Artistic Pedagogical Technology of Photovoice to Promote Interaction in the Online Post-Secondary Classroom: The Students' Perspective

    ERIC Educational Resources Information Center

    Edwards, Margaret; Perry, Beth; Janzen, Katherine; Menzies, Cynthia

    2012-01-01

    This study explores the effect of the artistic pedagogical technology (APT) called photovoice (PV) on interaction in the online post-secondary classroom. More specifically, this paper focuses on students' perspectives regarding the effect of PV on student to student and student to instructor interactions in online courses. Artistic pedagogical…

  10. High school students presenting science: An interactional sociolinguistic analysis

    NASA Astrophysics Data System (ADS)

    Bleicher, Robert

    Presenting science is an authentic activity of practicing scientists. Thus, effective communication of science is an important skill to nurture in high school students who are learning science. This study examines strategies employed by high school students as they make science presentations; it assesses students' conceptual understandings of particular science topics through their presentations and investigates gender differences. Data are derived from science presentation given by eight high school students, three females and five males who attended a summer science program. Data sources included videotaped presentations, ethnographic fieldnotes, interviews with presenters and members of the audience, and presenter notes and overheads. Presentations were transcribed and submitted to discourse analysis from an interactional sociolinguistic perspective. This article focuses on the methodology employed and how it helps inform the above research questions. The author argues that use of this methodology leads to findings that inform important social-communicative issues in the learning of science. Practical advice for teaching students to present science, implications for use of presentations to assess conceptual learning, and indications of some possible gender differences are discussed.Received: 14 April 1993; Revised: 15 February 1994;

  11. Teacher-Student Interaction and Learning in Online Theological Education. Part Four: Findings and Conclusions

    ERIC Educational Resources Information Center

    Heinemann, Mark H.

    2007-01-01

    Many theological educators ask how online classes can provide students with the kind of personal teacher-student interaction that is needed in a healthy and holistic approach to preparation for ministry. A quantitative study was undertaken for the purposes of examining the relationships between three major types of teacher-student interaction…

  12. Digital Struggles: Fostering Student Interaction in Online Writing Courses

    ERIC Educational Resources Information Center

    Virtue, Andrew

    2013-01-01

    Online pedagogical environments present a new set of challenges to instructors who teach them. One of those challenges, often present in online writing courses, is the lack of interaction between students with each other, the instructor, and the course itself. Instead, there is often a certain sense of isolation in online writing courses to the…

  13. Student Interactions at a College Canteen: A Critical Perspective

    ERIC Educational Resources Information Center

    Spiteri, Damian

    2015-01-01

    Much has been written about the style of lecturing that is adopted by lecturers in institutions of further and higher education. However, little has been written about interactions that take place in the informal settings of college and university campuses. Using an ethnographic approach, this paper presents an exploration of how students at the…

  14. Nature of Teacher-Students' Interaction in Electronic Learning and Traditional Courses of Higher Education--A Review

    ERIC Educational Resources Information Center

    Malik, Sufiana Khatoon; Khurshed, Fauzia

    2011-01-01

    Present paper explores differential teacher-student interaction in electronic learning (el) and in face to face traditional learning (tl) courses at higher education. After thorough study literature available and getting information from university teachers teaching el and tl courses about the nature of teacher-students interaction in both modes…

  15. Meet the Scientist: The Value of Short Interactions between Scientists and Students

    ERIC Educational Resources Information Center

    Woods-Townsend, Kathryn; Christodoulou, Andri; Rietdijk, Willeke; Byrne, Jenny; Griffiths, Janice B.; Grace, Marcus M.

    2016-01-01

    Students have been reported to have stereotypical views of scientists as middle-aged white men in lab coats. We argue that a way to provide students with a more realistic view of scientists and their work is to provide them with the opportunity to interact with scientists during short, discussion-based sessions. For that reason, 20 scientists from…

  16. The Effects of the Interactive Student Notebook on Fifth Grade Math and Science Achievement

    ERIC Educational Resources Information Center

    Green, Timothy

    2010-01-01

    The purpose of this study was to determine the effects of using the interactive student notebook versus the use of traditional note-taking methods on math and science achievement for fifth grade students. The researcher hypothesized that the ISN would have a significant positive impact on math and science student achievement. Multiple regression…

  17. Teacher-Student Interaction and Learning in On-Line Theological Education. Part III: Methodological Approach

    ERIC Educational Resources Information Center

    Heinemann, Mark H.

    2006-01-01

    Many theological educators ask how on-line classes can provide students with the kind of personal teacher-student interaction that is needed in a healthy and holistic approach to preparation for ministry. A quantitative study was undertaken for the purposes of examining the relationships between three major types of teacher-student interaction…

  18. Teacher-Student Interaction and Learning in Online Theological Education. Part II: Additional Theoretical Frameworks

    ERIC Educational Resources Information Center

    Heinemann, Mark H.

    2005-01-01

    Many theological educators ask how on-line classes can provide students with the kind of personal teacher-student interaction that is needed in a healthy and holistic approach to preparation for ministry. A quantitative study was undertaken for the purpose of examining the relationships between three major types of teacher-student interaction…

  19. Black North Carolina Medical Students' Perceptions of Peer and Faculty Interactions and School Environments.

    ERIC Educational Resources Information Center

    Frierson, Henry T., Jr.

    Medical students' perceptions of the college environment and interactions with peers and faculty were studied at the University of North Carolina, Duke University, Wake Forest University, and East Carolina University. A total of 76 black medical students (65% of the 117 black students in North Carolina's four medical schools) responded to a…

  20. Comparing Student Interaction in Asynchronous Online Discussions and in Face-to-Face Settings: A Network Perspective

    ERIC Educational Resources Information Center

    Javadi, Elahe; Gebauer, Judith; Novotny, Nancy L.

    2017-01-01

    Online discussions enable peer-learning by allowing students to communicate ideas on what they have learned in and beyond the classroom. Peer-learning through online discussions is fostered when online discussions are interactive. Interactivity occurs when students refer to and use perspectives shared by peers, and elaborate, respond to, or…

  1. [Case-based interactive PACS learning: introduction of a new concept for radiological education of students].

    PubMed

    Scherer, A; Kröpil, P; Heusch, P; Buchbender, C; Sewerin, P; Blondin, D; Lanzman, R S; Miese, F; Ostendorf, B; Bölke, E; Mödder, U; Antoch, G

    2011-11-01

    Medical curricula are currently being reformed in order to establish superordinated learning objectives, including, e.g., diagnostic, therapeutic and preventive competences. This requires a shifting from traditional teaching methods towards interactive and case-based teaching concepts. Conceptions, initial experiences and student evaluations of a novel radiological course Co-operative Learning In Clinical Radiology (CLICR) are presented in this article. A novel radiological teaching course (CLICR course), which combines different innovative teaching elements, was established and integrated into the medical curriculum. Radiological case vignettes were created for three clinical teaching modules. By using a PC with PACS (Picture Archiving and Communication System) access, web-based databases and the CASUS platform, a problem-oriented, case-based and independent way of learning was supported as an adjunct to the well established radiological courses and lectures. Student evaluations of the novel CLICR course and the radiological block course were compared. Student evaluations of the novel CLICR course were significantly better compared to the conventional radiological block course. Of the participating students 52% gave the highest rating for the novel CLICR course concerning the endpoint overall satisfaction as compared to 3% of students for the conventional block course. The innovative interactive concept of the course and the opportunity to use a web-based database were favorably accepted by the students. Of the students 95% rated the novel course concept as a substantial gain for the medical curriculum and 95% also commented that interactive working with the PACS and a web-based database (82%) promoted learning and understanding. Interactive, case-based teaching concepts such as the presented CLICR course are considered by both students and teachers as useful extensions to the radiological course program. These concepts fit well into competence-oriented curricula.

  2. Physical Student-Robot Interaction with the ETHZ Haptic Paddle

    ERIC Educational Resources Information Center

    Gassert, R.; Metzger, J.; Leuenberger, K.; Popp, W. L.; Tucker, M. R.; Vigaru, B.; Zimmermann, R.; Lambercy, O.

    2013-01-01

    Haptic paddles--low-cost one-degree-of-freedom force feedback devices--have been used with great success at several universities throughout the US to teach the basic concepts of dynamic systems and physical human-robot interaction (pHRI) to students. The ETHZ haptic paddle was developed for a new pHRI course offered in the undergraduate…

  3. Perception of medical undergraduate students about interactive lectures in an outcome-based integrated curriculum: A cross-sectional study

    PubMed Central

    Asad, Mohammad Rehan; Amir, Khwaja; Tadvi, Naser Ashraf; Afzal, Kamran; Sami, Waqas; Irfan, Abdul

    2017-01-01

    OBJECTIVE: The objective of this study is to explore the student's perspectives toward the interactive lectures as a teaching and learning method in an integrated curriculum. MATERIALS AND METHODS: This cross-sectional study was conducted among 1st, 2nd and 3rd year male medical students (n = 121). A self-administered questionnaire based on the Visual, Auditory, Reader, Kinesthetic learning styles, learning theories, and role of feedback in teaching and learning on five-point Likert rating scale was used. The questionnaire was constructed after extensive literature review. RESULTS: There was an 80% response rate in this study. The total number of undergraduate medical students responded in the study were n = 97, 34 students of 1st year, n = 30 students of 2nd year and n = 33 student were in 3rd year, the mean scores of the student responses were calculated using Independent samples Kruskal–Wallis. There was no significant difference in the responses of the students of different years except for the question “The Interactive lectures facilitate effective use of learning resources.” Which showed significant difference in the responses of the 3 years students by Independent samples Kruskal–Wallis test. No significant association was found between the year of study and items of the questionnaire except for the same item, “ The Interactive lectures facilitates effective use of learning resources” by Spearman rank correlation test. CONCLUSION: The students perceive interactive lecture as an effective tool for facilitating visual and auditory learning modes, and for achieving curricular strategies. The student find the feedback given during the interactive lectures is effective in modifying learning attitude and enhancing motivation toward learning. PMID:29296601

  4. Perception of medical undergraduate students about interactive lectures in an outcome-based integrated curriculum: A cross-sectional study.

    PubMed

    Asad, Mohammad Rehan; Amir, Khwaja; Tadvi, Naser Ashraf; Afzal, Kamran; Sami, Waqas; Irfan, Abdul

    2017-01-01

    The objective of this study is to explore the student's perspectives toward the interactive lectures as a teaching and learning method in an integrated curriculum. This cross-sectional study was conducted among 1 st , 2 nd and 3 rd year male medical students ( n = 121). A self-administered questionnaire based on the Visual, Auditory, Reader, Kinesthetic learning styles, learning theories, and role of feedback in teaching and learning on five-point Likert rating scale was used. The questionnaire was constructed after extensive literature review. There was an 80% response rate in this study. The total number of undergraduate medical students responded in the study were n = 97, 34 students of 1 st year, n = 30 students of 2 nd year and n = 33 student were in 3 rd year, the mean scores of the student responses were calculated using Independent samples Kruskal-Wallis. There was no significant difference in the responses of the students of different years except for the question "The Interactive lectures facilitate effective use of learning resources." Which showed significant difference in the responses of the 3 years students by Independent samples Kruskal-Wallis test. No significant association was found between the year of study and items of the questionnaire except for the same item, " The Interactive lectures facilitates effective use of learning resources" by Spearman rank correlation test. The students perceive interactive lecture as an effective tool for facilitating visual and auditory learning modes, and for achieving curricular strategies. The student find the feedback given during the interactive lectures is effective in modifying learning attitude and enhancing motivation toward learning.

  5. Remote Sensing of Aerosols from Satellites: Why Has It Been Do Difficult to Quantify Aerosol-Cloud Interactions for Climate Assessment, and How Can We Make Progress?

    NASA Technical Reports Server (NTRS)

    Kahn, Ralph A.

    2015-01-01

    The organizers of the National Academy of Sciences Arthur M. Sackler Colloquia Series on Improving Our Fundamental Understanding of the Role of Aerosol-Cloud Interactions in the Climate System would like to post Ralph Kahn's presentation entitled Remote Sensing of Aerosols from Satellites: Why has it been so difficult to quantify aerosol-cloud interactions for climate assessment, and how can we make progress? to their public website.

  6. How Do Interaction Experiences Influence Doctoral Students' Academic Pursuits in Biomedical Research?

    ERIC Educational Resources Information Center

    Kong, Xiaoqing; Chakraverty, Devasmita; Jeffe, Donna B.; Andriole, Dorothy A.; Wathington, Heather D.; Tai, Robert H.

    2013-01-01

    This exploratory qualitative study investigated how doctoral students reported their personal and professional interaction experiences that they believed might facilitate or impede their academic pursuits in biomedical research. We collected 19 in-depth interviews with doctoral students in biomedical research from eight universities, and we based…

  7. Teacher Feedback and Interactions in Physical Education: Effects of Student Gender and Physical Activities

    ERIC Educational Resources Information Center

    Nicaise, Virginie; Cogerino, Genevieve; Fairclough, Stuart; Bois, Julien; Davis, Kathryn

    2007-01-01

    Previous research conducted in both classroom and physical education (PE) settings has examined the impact of student gender on teacher-student interactions. The purpose of this study was to extend this line of research by analysing the influence of student gender and different types of physical activity on the frequency and nature of teacher…

  8. Effects of Mobile Apps for Nursing Students: Learning Motivation, Social Interaction and Study Performance

    ERIC Educational Resources Information Center

    Li, Kam Cheong; Lee, Linda Yin-King; Wong, Suet-Lai; Yau, Ivy Sui-Yu; Wong, Billy Tak-Ming

    2018-01-01

    This study examined the effects of mobile apps on the learning motivation, social interaction and study performance of nursing students. A total of 20 students participated in focus group interviews to collect feedback on their use of mobile apps for learning and communicative activities. Two consecutive cohorts of students in a nursing programme,…

  9. Students' and teachers' focus of attention in classroom interaction — subtle sources for the reproduction of social disparities

    NASA Astrophysics Data System (ADS)

    Vogler, Anna-Marietha; Prediger, Susanne; Quasthoff, Uta; Heller, Vivien

    2018-01-01

    Mathematics classroom interaction has often been described as an important context for involving all students. However, this article shows that teacher-student-interaction is still not really in the focus of teachers' attention. Based on classroom video studies, some authors hypothesize that the implicitness of establishing norms and practices is, among others, an obstacle for students with low socio-economic status. The article intends to put this hypothesis into perspective by investigating teachers' and students' focus of attention on classroom interaction in video-stimulated group discussions (six discussions with 5-6 students, four discussions with 5-9 teachers). The data analysis used inductive procedures of category development, frequency analysis, and deeper qualitative analysis of the transcripts. For students' focus of attention, differential patterns could be extrapolated: Whereas students of high socio-economic status seem to be more attentive to teacher's contextual expectations, the students of low socio-economic status seem to be more focused on general norms without taking into account contextual expectations. For the teachers, the analysis shows that interactive mechanisms of teacher-student exchanges in classrooms are usually not in the teachers' focus of attention. Additionally, the teachers address, but rarely problematize the implicitness by which norms and practices are established. Together with the differential findings on students' attention, these findings are discussed with respect to equity concerns and consequences for professional development of teachers.

  10. Quantifying Wheat Sensitivities to Environmental Constraints to Dissect Genotype × Environment Interactions in the Field1[OPEN

    PubMed Central

    Maphosa, Lance; Kovalchuk, Alex

    2017-01-01

    Yield is subject to strong genotype-by-environment (G × E) interactions in the field, especially under abiotic constraints such as soil water deficit (drought [D]) and high temperature (heat [H]). Since environmental conditions show strong fluctuations during the whole crop cycle, geneticists usually do not consider environmental measures as quantitative variables but rather as factors in multienvironment analyses. Based on 11 experiments in a field platform with contrasting temperature and soil water deficit, we determined the periods of sensitivity to drought and heat constraints in wheat (Triticum aestivum) and determined the average sensitivities for major yield components. G × E interactions were separated into their underlying components, constitutive genotypic effect (G), G × D, G × H, and G × H × D, and were analyzed for two genotypes, highlighting contrasting responses to heat and drought constraints. We then tested the constitutive and responsive behaviors of two strong quantitative trait loci (QTLs) associated previously with yield components. This analysis confirmed the constitutive effect of the chromosome 1B QTL and explained the G × E interaction of the chromosome 3B QTL by a benefit of one allele when temperature rises. In addition to the method itself, which can be applied to other data sets and populations, this study will support the cloning of a major yield QTL on chromosome 3B that is highly dependent on environmental conditions and for which the climatic interaction is now quantified. PMID:28546436

  11. Exploring Relationships between Students' Interaction and Learning with a Haptic Virtual Biomolecular Model

    ERIC Educational Resources Information Center

    Schonborn, Konrad J.; Bivall, Petter; Tibell, Lena A. E.

    2011-01-01

    This study explores tertiary students' interaction with a haptic virtual model representing the specific binding of two biomolecules, a core concept in molecular life science education. Twenty students assigned to a "haptics" (experimental) or "no-haptics" (control) condition performed a "docking" task where users sought the most favourable…

  12. Reaching Graduate Students at Risk for Suicidal Behavior through the Interactive Screening Program

    ERIC Educational Resources Information Center

    Moffitt, Lauren B.; Garcia-Williams, Amanda; Berg, John P.; Calderon, Michelle E.; Haas, Ann P.; Kaslow, Nadine J.

    2014-01-01

    Suicidal behavior is a significant concern among graduate students. Because many suicidal graduate students do not access mental health services, programs to connect them to resources are essential. This article describes the Interactive Screening Program (ISP), an anonymous, Web-based tool for screening and engaging at-risk graduate school…

  13. An unsupervised method for quantifying the behavior of paired animals

    NASA Astrophysics Data System (ADS)

    Klibaite, Ugne; Berman, Gordon J.; Cande, Jessica; Stern, David L.; Shaevitz, Joshua W.

    2017-02-01

    Behaviors involving the interaction of multiple individuals are complex and frequently crucial for an animal’s survival. These interactions, ranging across sensory modalities, length scales, and time scales, are often subtle and difficult to characterize. Contextual effects on the frequency of behaviors become even more difficult to quantify when physical interaction between animals interferes with conventional data analysis, e.g. due to visual occlusion. We introduce a method for quantifying behavior in fruit fly interaction that combines high-throughput video acquisition and tracking of individuals with recent unsupervised methods for capturing an animal’s entire behavioral repertoire. We find behavioral differences between solitary flies and those paired with an individual of the opposite sex, identifying specific behaviors that are affected by social and spatial context. Our pipeline allows for a comprehensive description of the interaction between two individuals using unsupervised machine learning methods, and will be used to answer questions about the depth of complexity and variance in fruit fly courtship.

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

    ERIC Educational Resources Information Center

    Demir Kaymak, Zeliha; Horzum, Mehmet Baris

    2013-01-01

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

  15. "Who Has Family Business?" Exploring the Role of Empathy in Student-Teacher Interactions

    ERIC Educational Resources Information Center

    Warren, Chezare A.; Lessner, Susan

    2014-01-01

    The quality of student-teacher interactions is shaped by both the capacity of the teacher to cultivate trusting relationships with students and his or her ability to establish a safe, supportive classroom environment. This proves especially important for individuals teaching in multicultural and urban education settings. In recent literature,…

  16. Attribution Characteristics of Chinese Teachers and Students: From Some Interaction Experiences on Campus

    ERIC Educational Resources Information Center

    Geyang, Zhou

    2006-01-01

    Teacher-student conflict is attracting people's attention in China. This study utilized attribution theories to investigate the attribution features of Mainland Chinese teacher and student groups for negative events in their interactions. It found out that due to the factor of social identity, the two groups revealed a significant self-serving…

  17. 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…

  18. Front-Line Educators: The Impact of Classified Staff Interactions on the Student Experience

    ERIC Educational Resources Information Center

    Schmitt, Mary Ann; Duggan, Molly H.; Williams, Mitchell R.; McMillan, Judy B.

    2015-01-01

    This multiple case study explored classified staff interactions with students as a strategy for increasing success. Interviews, observations, and focus groups examined interactions from the staff perspective. Findings indicate staff members enhance the educational process by providing a human connection, offering practical strategies for success,…

  19. Emotional Identification with Teacher Identities in Student Teachers' Narrative Interaction

    ERIC Educational Resources Information Center

    Karlsson, Marie

    2013-01-01

    The paper suggests that narrative interaction in student teacher peer groups is an important context for emotional identification with culturally available teacher identities. It addresses issues pointed out as problematic in research on teacher identity formation: focus on the individual and the underestimation of context. A positioning analysis…

  20. 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

  1. "Man, This Is Hard": A Case Study of How Race and Religion Affect Cross-Racial Interaction for Black Students

    ERIC Educational Resources Information Center

    Park, Julie J.

    2012-01-01

    This study examines how multiple facets of students' identities affect their experiences with cross-racial interaction. I consider how the intersection between two identity categories--race and religion--affected six Black students' experiences with cross-racial interaction in a multiracial religious student organization. While the pursuit of…

  2. Impact of interactive online units on learning science among students with learning disabilities and English learners

    NASA Astrophysics Data System (ADS)

    Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.

    2018-03-01

    The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p < .001); no significant interactions were found between treatment condition and learning disability or English learner status, indicating that these two groups performed similarly to their peers; students with learning disabilities had significantly lower assessment scores overall. Teachers and students were moderately satisfied with the units.

  3. Functional analysis of inappropriate social interactions in students with Asperger's syndrome.

    PubMed

    Roantree, Christina F; Kennedy, Craig H

    2012-01-01

    We analyzed the inappropriate social interactions of 3 students with Asperger's syndrome whose behavior was maintained by social positive reinforcement. We tested whether inappropriate social behavior was sensitive to social positive reinforcement contingencies and whether such contingencies could be reversed to increase the probability of socially appropriate responding. Our results show that social positive reinforcers can be identified for inappropriate social interactions and that appropriate social behaviors can be sensitive to reinforcement contingency reversals.

  4. Tablet Technology to Facilitate Improved Interaction and Communication with Students Studying Mathematics at a Distance

    ERIC Educational Resources Information Center

    Galligan, Linda; Hobohm, Carola; Loch, Birgit

    2012-01-01

    Teaching and learning of mathematics is challenging when lecturer and students are separated geographically. While student engagement and interaction with the course, with other students and with the lecturer is vital to mathematics learning, it is difficult to facilitate this electronically, because of the nature of mathematics. With tablet…

  5. Teacher-student interaction in contemporary science classrooms: is participation still a question of gender?†

    NASA Astrophysics Data System (ADS)

    Eliasson, Nina; Sørensen, Helene; Göran Karlsson, Karl

    2016-07-01

    We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as interaction, show that the distribution of teacher-student interaction in the final year of lower secondary school follows the same patterns as in the 1980s. The interaction space for all kinds of talk continues to be distributed according to the two-thirds rule for communication in science classrooms as described by previous research. We also show that the overall interaction space in science classrooms has increased for both boys and girls when talk about science alone is considered. Another finding which follows old patterns is that male teachers still address boys more often than girls. This holds true both for general talk and for talk about science. If a more even distribution of teacher-student interaction is desirable, these results once again need to be considered. More research needs to be undertaken before the association between girls' attitudes and interest in science in terms of future career choice and the opportunity to participate in teacher-student interaction is more clearly understood. Research conducted at Mid Sweden University, Department of Science Education and Mathematics.

  6. Towards a Pedagogy of Humanizing Child Education in Terms of Teacher-Student Interaction

    ERIC Educational Resources Information Center

    Shih, Yi-Huang

    2018-01-01

    By reading and analyzing related studies, this article investigates methods for humanizing child education in terms of teacher-student interaction. It is hoped that this study will allow teachers to understand the essence of child education, to become better educators and humanizing child education, so that students can develop a healthy body and…

  7. Student Interactions with Online Videos in a Large Hybrid Mechanics of Materials Course

    ERIC Educational Resources Information Center

    Ahn, Benjamin; Bir, Devayan D.

    2018-01-01

    The hybrid course format has gained popularity in the engineering education community over the past few years. Although studies have examined student outcomes and attitudes toward hybrid courses, a limited number of studies have examined how students interact with online videos in hybrid courses. This study examined the video-viewing behaviors of…

  8. Characterising Learning Interactions: A Study of University Students Solving Physics Problems in Groups

    ERIC Educational Resources Information Center

    Berge, Maria; Danielsson, Anna T.

    2013-01-01

    The purpose of this article is to explore how a group of four university physics students addressed mechanics problems, in terms of student direction of attention, problem solving strategies and their establishment of and ways of interacting. Adapted from positioning theory, the concepts "positioning" and "storyline" are used to describe and to…

  9. Teacher-Student Interaction in Contemporary Science Classrooms: Is Participation Still a Question of Gender?

    ERIC Educational Resources Information Center

    Eliasson, Nina; Sørensen, Helene; Karlsson, Karl Göran

    2016-01-01

    We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as "interaction," show that the distribution of teacher-student interaction in the…

  10. Quantifying Thin Mat Floating Marsh Strength and Interaction with Hydrodynamic Conditions

    NASA Astrophysics Data System (ADS)

    Collins, J. H., III; Sasser, C.; Willson, C. S.

    2016-12-01

    Louisiana possesses over 350,000 acres of unique floating vegetated systems known as floating marshes or flotants. Floating marshes make up 70% of the Terrebonne and Barataria basin wetlands and exist in several forms, mainly thick mat or thin mat. Salt-water intrusion, nutria grazing, and high-energy wave events are believed to be some contributing factors to the degradation of floating marshes; however, there has been little investigation into the hydrodynamic effects on their structural integrity. Due to their unique nature, floating marshes could be susceptible to changes in the hydrodynamic environment that may result from proposed river freshwater and sediment diversion projects introducing flow to areas that are typically somewhat isolated. This study aims to improve the understanding of how thin mat floating marshes respond to increased hydrodynamic stresses and, more specifically, how higher water velocities might increase the washout probability of this vegetation type. There are two major components of this research: 1) A thorough measurement of the material properties of the vegetative mats as a root-soil matrix composite material; and 2) An accurate numerical simulation of the hydrodynamics and forces imposed on the floating marsh mats by the flow. To achieve these goals, laboratory and field experiments were conducted using a customized device to measure the bulk properties of typical floating marshes. Additionally, Delft-3D FLOW and ANSYS FLUENT were used to simulate the flow around a series of simplified mat structures in order to estimate the hydrodynamic forcings on the mats. The hydrodynamic forcings are coupled with a material analysis, allowing for a thorough analysis of their interaction under various conditions. The 2-way Fluid Structure Interaction (F.S.I.) between the flow and the mat is achieved by coupling a Finite Element Analysis (F.E.A.) solver in ANSYS with FLUENT. The flow conditions necessary for the structural failure of the

  11. Effects of interactive teaching on university students' knowledge and attitude toward reproductive health: a pilot study in Jordan.

    PubMed

    Ali, Reem A; Alnatour, Ahlam; Alnuaimi, Karimeh; Alzoubi, Fatmeh; Almomani, Maysa; Othman, Areej

    2018-01-01

    Youths in Jordan lack knowledge related to reproductive health (RH). Interactive teaching methods showed positive results in enhancing health awareness and adopting healthy practices among students. The objective of this study was to examine the usefulness of interactive teaching in promoting health awareness of RH among nonmedical university students in Jordan. We employed a quasi-experimental one group pretest and posttest design for a purposive sample of 210 students (18-24 years). Knowledge and attitudes regarding RH issues were assessed using a questionnaire developed by the researchers. A significant improvement in students' knowledge and attitudes toward RH was evident. Female students had higher scores on knowledge than male students in the pretest; this difference was smaller in the posttest. Also, female students had significantly more positive attitudes toward RH in pretest than males, although this difference vanished in the posttest. Study results indicated that students benefit from study intervention regardless their gender. Integrating RH into university's curriculum coupled with interactive learning approach is a powerful way to promote RH awareness among youths.

  12. Teacher/Student Classroom Interaction in Vocational Education. A Sex Bias/Sex Stereotyping Project.

    ERIC Educational Resources Information Center

    Omvig, Clayton P.

    A study examined teacher-student interaction in Kentucky's secondary and postsecondary vocational education classrooms. It investigated whether sex bias or inequities were present and what might explain such differences. A literature review focused on studies conducted at different grade levels with relation to sex bias and classroom interactions.…

  13. Teacher Guidance to Mediate Student Inquiry through Interactive Dynamic Visualizations

    ERIC Educational Resources Information Center

    Chang, Hsin-Yi

    2013-01-01

    The purpose of this study is to investigate how three teachers guided their students to learn science using interactive dynamic visualizations incorporated in an inquiry digital unit. The results show that the teachers' guidance varied in frequency, occasion, and content type. Each teacher demonstrated a different instructional approach in…

  14. Assessing the learning potential of an interactive digital game versus an interactive-style didactic lecture: the continued importance of didactic teaching in medical student education.

    PubMed

    Courtier, Jesse; Webb, Emily M; Phelps, Andrew S; Naeger, David M

    2016-12-01

    Games with educational intent offer a possible advantage of being more interactive and increasing learner satisfaction. We conducted a two-armed experiment to evaluate student satisfaction and content mastery for an introductory pediatric radiology topic, taught by either an interactive digital game or with a traditional didactic lecture. Medical students participating in a fourth-year radiology elective were invited to participate. Student cohorts were alternatively given a faculty-supervised 1h session playing a simple interactive digital Tic-tac-toe quiz module on pediatric gastrointestinal radiology or a 1h didactic introductory lecture on the same topic. Survey questions assessed the learners' perceived ability to recall the material as well as their satisfaction with the educational experience. Results of an end-of-rotation exam were reviewed to evaluate a quantitative measure of learning between groups. Survey responses were analyzed with a chi-squared test. Exam results for both groups were analyzed with a paired Student's t-test. Students in the lecture group had higher test scores compared to students in the game group (4.0/5 versus 3.6/5, P = 0.045). Students in the lecture group reported greater understanding and recall of the material than students in the game group (P < 0.001 and P = 0.004, respectively). Students in the lecture group perceived the lecture to be more enjoyable and a better use of their time compared to those in the game group (P = 0.04 and P < 0.001, respectively). There was no statistically significant difference between the lecture and game group in ability to maintain interest (P = 0.187). In comparison to pre-survey results, there was a statistically significant decrease in interest for further digital interactive materials reported by students in the game group (P = 0.146). Our experience supported the use of a traditional lecture over a digital game module. While these results might be affected by the

  15. Interactive Introductory Nutrition Course Focusing on Disease Prevention Increased Whole-Grain Consumption by College Students

    ERIC Educational Resources Information Center

    Ha, Eun-Jeong; Caine-Bish, Natalie

    2011-01-01

    Objective: To estimate current consumption of whole grains in college students and determine whether there would be an increase in whole-grain consumption after the students completed an interactive introductory nutrition course focusing on disease prevention. Methods: Eighty college students, 18-24 years old, participated in the study. Grain and…

  16. Comparison of Elementary School Children's Interaction in Teacher-Led and Student-Led Small Groups. Abstract.

    ERIC Educational Resources Information Center

    Wilcox, Mary Anastole

    This study examined interaction among members in small groups under different leadership conditions: leadership by teacher, by untrained student, and by trained student. Small groups of low-income fifth- and sixth-grade students were videotaped as they discussed solutions to problem-solving stories. Analysis of the tapes shows that trained…

  17. Etudes sociales 30. Sujet B: Interaction entre nations. Cahier de l'eleve. Edition finale = Social Studies 30. Subject B: Interaction between Nations. Student Workbook. Final Edition.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Curriculum Branch.

    In this Alberta (Canada) student workbook, four history units are presented for study. These are: (1) Between Two Wars (1919-1936); (2) World War II; (3) The Emergence and Interaction of the Superpowers; and (4) Contemporary World Interactions. Advice is offered to students in each unit along with information about key events and issues during…

  18. The Role of Student-Advisor Interactions in Apprenticing Undergraduate Researchers into a Scientific Community of Practice

    NASA Astrophysics Data System (ADS)

    Thiry, Heather; Laursen, Sandra L.

    2011-12-01

    Among science educators, current interest in undergraduate research (UR) is influenced both by the traditional role of the research apprenticeship in scientists' preparation and by concerns about replacing the current scientific workforce. Recent research has begun to demonstrate the range of personal, professional, and intellectual benefits for STEM students from participating in UR, yet the processes by which student-advisor interactions contribute to these benefits are little understood. We employ situated learning theory (Lave and Wenger, Situated learning: legitimate peripheral participation, Cambridge University Press, Cambridge in 1991) to examine the role of student-advisor interactions in apprenticing undergraduate researchers, particularly in terms of acculturating students to the norms, values, and professional practice of science. This qualitative study examines interviews with a diverse sample of 73 undergraduate research students from two research-extensive institutions. From these interviews, we articulate a continuum of practices that research mentors employed in three domains to support undergraduate scientists-in-training: professional socialization, intellectual support, and personal/emotional support. The needs of novice students differed from those of experienced students in each of these areas. Novice students needed clear expectations, guidelines, and orientation to their specific research project, while experienced students needed broader socialization in adopting the traits, habits, and temperament of scientific researchers. Underrepresented minority students, and to a lesser extent, women, gained confidence from their interactions with their research mentors and broadened their future career and educational possibilities. Undergraduate research at research-extensive universities exemplifies a cycle of scientific learning and practice where undergraduate researchers are mentored by graduate students and postdoctoral researchers, who are

  19. Using Formal and Informal Curricula to Improve Interactions between Home and International Students

    ERIC Educational Resources Information Center

    Leask, Betty

    2009-01-01

    This article argues that improved interactions between home and international students are dependant on the way we use both the formal and the informal curricula to encourage and reward intercultural engagement. It draws on the results of several research studies to present some strategies for facilitating meaningful interaction between students…

  20. Managing Anxiety: A Case Study of an International Teaching Assistant's Interaction with American Students

    ERIC Educational Resources Information Center

    Zhou, Ji

    2014-01-01

    This case study utilizes structuration theory to explore the complexities in the academic interaction between a Chinese international teaching assistant (ITA) and her American students. Through four semi-structured participant interviews, eight classroom observations, and student feedback, major themes and variations were identified regarding the…

  1. Interactions between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science

    ERIC Educational Resources Information Center

    Smart, Julie B.; Marshall, Jeff C.

    2013-01-01

    Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using…

  2. Teacher-Student Interaction and Learning in On-Line Theological Education. Part I: Concepts and Concerns

    ERIC Educational Resources Information Center

    Heinemann, Mark H.

    2005-01-01

    Many theological educators ask how on-line classes can provide students with the kind of personal teacher-student interaction that is needed in a healthy and holistic approach to preparation for ministry. A quantitative study was undertaken for the purpose of examining the relationships between three major types of teacher-student interaction…

  3. Exposure to the drug company marketing in Greece: Interactions and attitudes in a non-regulated environment for medical students.

    PubMed

    Filippiadou, Magdalini; Kouvelas, Dimitrios; Garyfallos, Georgios; Tsakiridis, Ioannis; Tzachanis, Dimitrios; Spachos, Dimitrios; Papazisis, Georgios

    2017-07-01

    Medical students are targeted by the pharmaceutical industry and are exposed to their marketing strategies even in the preclinical years of study. The marketing strategies used by pharmaceutical companies with physicians are also applied to students, affecting their future prescribing behaviour, and include low-cost non-educational gifts, travel expenses and conferences registration fees. In Greece, there are no national or institutional regulations and guidelines concerning drug company-medical student interactions. This study is the first time this estimate has been made in Greece and assessed a) the interactions between pharmaceutical companies and medical students, and b) students' attitudes towards pharmaceutical marketing. A sampling of undergraduate medical students completed an anonymous, self-administered, web-based survey. The first part of the survey investigated the interaction between the students and pharmaceutical companies; the possible answers were the binomial variables 'yes' or 'no'. The second part assessed the students' opinions of pharmaceutical company marketing and the answer options were 'agree', 'don't know/don't answer' and 'disagree'. The survey was completed by 412 undergraduate medical students (mean age 22 ± 2.2 years, 52.7% were women); the overall response rate was 58.9%. Although the majority did not consider accepting gifts and meals from drug companies as ethical, most of them (59%) had accepted meals and low-cost non-educational gifts, especially the clinical-level students. Further, 52,6% of the students did not believe that accepting gifts from pharmaceutical companies would affect their own prescription behaviour, whereas surprisingly they held the opposite opinion of their classmates. The vast majority (85.9%) agreed that sponsored lectures were biased in favour of a company's products; however, 47.6% agreed that promotional material is useful for learning about new medications and 34.5% believed that medical schools

  4. Enhancing Student Success through the Use of Interactive Videodisc Technology.

    ERIC Educational Resources Information Center

    Pokrass, Richard J.; And Others

    Burlington County College in New Jersey has integrated Interactive Videodisc Technology (IVT) into several of its programs, beginning with the college's nursing program. IVT, at its highest level, is a merging of a laser disc player, a personal computer, computer software, and a qualified instructor, designed to bring to students a new dimension…

  5. The Use of ICT by Second-Year College Students and Its Relation with Their Interaction and Sense of Belonging

    ERIC Educational Resources Information Center

    Mohamedhoesein, Nasser

    2017-01-01

    This study examines the use of technology for interaction by second-year college students in The Netherlands and its relationship with their integration and sense of belonging. The concepts of student integration and sense of belonging, as used in previous studies in The Netherlands, link student's persistence to their social interactions. Our…

  6. Faculty-Student Caring Interaction in Nursing Education: An Integrative Review

    PubMed Central

    Salehian, Maryam; Heydari, Abbas; Aghebati, Nahid; Karimi Moonaghi, Hossein

    2017-01-01

    Introduction: Faculty- student caring relationship in nursing education has been offered as enhancing students’ learning experiences to care , desire to care for others and self-actu­alization. This review therefore was carried out to analyze faculty-student caring interactions in nursing education. Methods: This concept analysis of caring in the nursing education was conducted based on Broom methodology of integrative review. The literature was consisted of two books from two known theorists, and 47 relevant articles. They retrieved from English data bases including MEDLINE, CINAHL, ERIC, SCOPUS, and SID, with based on the keywords of caring and "nursing education", during the period 2005-2014. Results: Caring in nursing education refers to faculty-student interaction based on ethical and human values. The development of values and moral principles in education, flexibility in educational processes, application of objective patterns in learning, and dynamism in educational processes are identified as caring concept attributes in teaching-learning process. This requires environmental support, constant human relationship, and knowing. Internalization of values, achieving self-esteem, peace, and towards human evolution were the main achievements of the concept of caring in nursing education. Conclusion: The details obtained from the dimensions of "caring" concept in this study could be utilized by nursing education researchers and designers in order to develop content and structure for educational programs. PMID:28971076

  7. Quantifying covalent interactions with resonant inelastic soft X-ray scattering: Case study of Ni 2+ aqua complex

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

    Kunnus, K.; Josefsson, I.; Schreck, S.

    We analyze the effects of covalent interactions in Ni 2p3d resonant inelastic X-ray scattering (RIXS) spectra from aqueous Ni 2+ ions and find that the relative RIXS intensities of ligand-to-metal charge-transfer final states with respect to the ligand-field final states reflect the covalent mixing between Ni 3d and water orbitals. Specifically, the experimental intensity ratio at the Ni L 3-edge allows to determine that the Ni 3d orbitals have on average 5.5% of water character. Here, we propose that 2p3d RIXS at the Ni L 3-edge can be utilized to quantify covalency in Ni complexes without the use of externalmore » references or simulations.« less

  8. Quantifying covalent interactions with resonant inelastic soft X-ray scattering: Case study of Ni 2+ aqua complex

    DOE PAGES

    Kunnus, K.; Josefsson, I.; Schreck, S.; ...

    2016-12-23

    We analyze the effects of covalent interactions in Ni 2p3d resonant inelastic X-ray scattering (RIXS) spectra from aqueous Ni 2+ ions and find that the relative RIXS intensities of ligand-to-metal charge-transfer final states with respect to the ligand-field final states reflect the covalent mixing between Ni 3d and water orbitals. Specifically, the experimental intensity ratio at the Ni L 3-edge allows to determine that the Ni 3d orbitals have on average 5.5% of water character. Here, we propose that 2p3d RIXS at the Ni L 3-edge can be utilized to quantify covalency in Ni complexes without the use of externalmore » references or simulations.« less

  9. Facilitating Students' Interaction with Real Gas Properties Using a Discovery-Based Approach and Molecular Dynamics Simulations

    ERIC Educational Resources Information Center

    Sweet, Chelsea; Akinfenwa, Oyewumi; Foley, Jonathan J., IV

    2018-01-01

    We present an interactive discovery-based approach to studying the properties of real gases using simple, yet realistic, molecular dynamics software. Use of this approach opens up a variety of opportunities for students to interact with the behaviors and underlying theories of real gases. Students can visualize gas behavior under a variety of…

  10. Developing Interactive Mathematical Talk: Investigating Student Perceptions and Accounts of Mathematical Reasoning in a Changing Classroom Context

    ERIC Educational Resources Information Center

    Hunter, Jodie

    2017-01-01

    In recent years there has been an increased focus on the need for teachers to develop learning communities where all students have opportunities to engage in interactive discourse. However, there are few studies that focus on student perceptions and accounts of mathematical reasoning in classrooms with interactive mathematical talk as a focus of…

  11. Impact of interactive engagement on reducing the gender gap in quantum physics learning outcomes among senior secondary school students

    NASA Astrophysics Data System (ADS)

    Adesina Adegoke, Benson

    2012-07-01

    In this study, the author examines the extent to which an interactive engagement approach can reduce the gender gap in senior secondary school (SSS) (age 16-18 years) students' learning outcomes in quantum physics. One hundred and twenty one (male = 65; female = 56) SSS 3 students participated in this study. They were randomly selected from two senior secondary schools from the Ibadan North Local Government Area, Oyo State, Nigeria. There were two groups: the experimental group (interactive engagement) and the control group (traditional lecture method). Prior to the commencement of the experiment, students' scores in a previous examination conducted by their schools were collected and analysed. This was to determine the extent to which gender disparity had been narrowed after the experiment. Three hypotheses were tested. The data collected were analysed using analysis of covariance (ANCOVA). The results show that, generally, the students in the interactive engagement group had higher mean scores in the quantum physics achievement test than their colleagues in the control group. Among the participants in the interactive engagement group, female students had a slightly higher mean score than their male counterparts. These results show that with interactive engagement, gender disparity in quantum physics learning outcomes among students can be narrowed. The author recommends that physics teachers should adopt an interactive engagement approach in physics classes.

  12. Effects of Interactive Vocabulary Instruction on the Vocabulary Learning and Reading Comprehension of Junior-High Learning Disabled Students.

    ERIC Educational Resources Information Center

    Bos, Candace S.; Anders, Patricia L.

    1990-01-01

    The study, involving 61 learning-disabled junior high students, compared the short-term and long-term effectiveness of definition instruction with interactive vocabulary strategies (semantic mapping, semantic feature analysis, and semantic/syntactic feature analysis). Students participating in the interactive strategies demonstrated greater…

  13. Effects of interactive technology, teacher scaffolding and feedback on university students' conceptual development in motion and force concepts

    NASA Astrophysics Data System (ADS)

    Stecklein, Jason Jeffrey

    The utilization of interactive technologies will affect learning in science classrooms of the future. And although these technologies have improved in form and function, their effective employment in university science classrooms has lagged behind the rapid development of new constructivist pedagogies and means of instruction. This dissertation examines the enlistment of instructional technologies, in particular tablet PCs and DyKnow Interactive Software, in a technologically enhanced, university-level, introductory physics course. Results of this qualitative case study of three university students indicate that (1) the use of interactive technology positively affects both student learning within force and motion and self-reported beliefs about physics, (2) ad hoc use of instructional technologies may not sufficient for effective learning in introductory physics, (3) student learners dictate the leveraging of technology in any classroom, and (4) that purposeful teacher structuring of classroom activities with technologies are essential for student construction of knowledge. This includes designing activities to elicit attention and make knowledge visible for low-level content, while augmenting student interactions and modelling procedural steps for higher-level content.

  14. The effect of social interaction on mental health nurse student learning.

    PubMed

    Walsh, Andrew

    2015-01-01

    This article describes a phenomenological research study exploring the effect of social interaction upon mental health nurse student learning. Central to this study are ideas about Communities of Practice as described by Wenger et al. (2011). The researcher conducted two focus groups and four semi-structured interviews with mental health nurse students at various stages of their training. The study found that students understand personal progress by comparison with others and that there is a relationship between peer group membership and learning outcomes. Students interpret academic studies and theoretical knowledge in a dynamic relationship with clinical practice where successful learning depends upon careful negotiation of social boundaries. Whilst acknowledging limitations this paper concludes by tentatively suggesting some implications for future nurse education practice which recognises the socially mediated nature of learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

  15. Learning with Web-Based Interactive Objects: An Investigation into Student Perceptions of Effectiveness

    ERIC Educational Resources Information Center

    Salajan, Florin D.; Perschbacher, Susanne; Cash, Mindy; Talwar, Reena; El-Badrawy, Wafa; Mount, Greg J.

    2009-01-01

    In its efforts to continue the modernization of its curriculum, the Faculty of Dentistry at the University of Toronto has developed a series of web-based interactive learning applications. This article presents the production cycle of these new interactive learning objects and the preliminary study conducted to measure the students' perception of…

  16. Faculty Choice and Student Perception of Web-Based Technologies for Interaction in Online Economics Courses

    ERIC Educational Resources Information Center

    Morris, Olivia

    2012-01-01

    This research investigated faculty choice of web-based technologies for interaction in online economics courses and students' perception of those technologies. The literature review of online interaction has established the importance of learner-learner, learner-instructor and learner-content interaction in distance learning. However, some…

  17. Collaborative Learning with Web 2.0 Tools: Analysing Malaysian Students' Perceptions and Peer Interaction

    ERIC Educational Resources Information Center

    Leow, Fui Theng; Neo, Mai

    2015-01-01

    Today, ICT, web resources and multimedia contents have become prevalent in Malaysian university classrooms; hence, the learning approaches need to be redesigned for enabling students to use these technologies in co-constructing new meaning. This study analyses student's perception and their peer interaction in the constructivist-collaborative…

  18. Using Low-Tech Interactions in the Chemistry Classroom to Engage Students in Active Learning

    ERIC Educational Resources Information Center

    Shaver, Michael P.

    2010-01-01

    Two complementary techniques to gauge student understanding and inspire interactive learning in the chemistry classroom are presented. Specifically, this article explores the use of student responses with their thumbs as an alternative to electronic-response systems and complementing these experiences with longer, task-based questions in an…

  19. Effectiveness of Interactive Multimedia Environment on Language Acquisition Skills of 6th Grade Students in the United Arab Emirates

    ERIC Educational Resources Information Center

    Almekhlafi, Abdurrahman Ghaleb

    2006-01-01

    This study investigated the effect of interactive multimedia (IMM) program on students' acquisition of some English as a second language (ESL) skills. An interactive multimedia CD-ROM was used with ninety 6th grade ESL students in Al-Ain Model School 2, United Arab Emirates. Students were selected and divided into experimental and control groups…

  20. Interactive laboratory classes enhance neurophysiological knowledge in Thai medical students.

    PubMed

    Wongjarupong, Nicha; Niyomnaitham, Danai; Vilaisaktipakorn, Pitchamol; Suksiriworaboot, Tanawin; Qureshi, Shaun Peter; Bongsebandhu-Phubhakdi, Saknan

    2018-03-01

    Interactive laboratory class (ILC) is a two-way communication teaching method that encourages students to correlate laboratory findings with materials from lectures. In Thai medical education, active learning methods are uncommon. This paper aims to establish 1) if ILCs would effectively promote physiology learning; 2) if effectiveness would be found in both previously academically high-performing and low-performing students; and 3) the acceptability of ILCs to Thai medical students as a novel learning method. Two hundred seventy-eight second-year medical students were recruited to this study. We conducted three ILC sessions, which followed corresponding lectures. We carried out multiple-choice pre- and post-ILC assessments of knowledge and compared by repeated-measures ANOVA and unpaired t-test. Subgroup analysis was performed to compare high-performance (HighP) and low-performance (LowP) students. After the ILCs, participants self-rated their knowledge and satisfaction. Post-ILC test scores increased significantly compared with pre-ILC test scores in all three sessions. Mean scores of each post-ILC test increased significantly from pre-ILC test in both LowP and HighP groups. More students self-reported a "very high" and "high" level of knowledge after ILCs. Most students agreed that ILCs provided more discussion opportunity, motivated their learning, and made lessons more enjoyable. As an adjunct to lectures, ILCs can enhance knowledge in medical students, regardless of previous academic performance. Students perceived ILC as useful and acceptable. This study supports the active learning methods in physiology education, regardless of cultural context.

  1. Quantifying Interactions of Nucleobase Atoms with Model Compounds for the Peptide Backbone and Glutamine and Asparagine Side Chains in Water.

    PubMed

    Cheng, Xian; Shkel, Irina A; Molzahn, Cristen; Lambert, David; Karim, Rezwana; Record, M Thomas

    2018-04-17

    Alkylureas display hydrocarbon and amide groups, the primary functional groups of proteins. To obtain the thermodynamic information that is needed to analyze interactions of amides and proteins with nucleobases and nucleic acids, we quantify preferential interactions of alkylureas with nucleobases differing in the amount and composition of water-accessible surface area (ASA) by solubility assays. Using an established additive ASA-based analysis, we interpret these thermodynamic results to determine interactions of each alkylurea with five types of nucleobase unified atoms (carbonyl sp 2 O, amino sp 3 N, ring sp 2 N, methyl sp 3 C, and ring sp 2 C). All alkylureas interact favorably with nucleobase sp 2 C and sp 3 C atoms; these interactions become more favorable with an increasing level of alkylation of urea. Interactions with nucleobase sp 2 O are most favorable for urea, less favorable for methylurea and ethylurea, and unfavorable for dialkylated ureas. Contributions to overall alkylurea-nucleobase interactions from interactions with each nucleobase atom type are proportional to the ASA of that atom type with proportionality constant (interaction strength) α, as observed previously for urea. Trends in α-values for interactions of alkylureas with nucleobase atom types parallel those for corresponding amide compound atom types, offset because nucleobase α-values are more favorable. Comparisons between ethylated and methylated ureas show interactions of amide compound sp 3 C with nucleobase sp 2 C, sp 3 C, sp 2 N, and sp 3 N atoms are favorable while amide sp 3 C-nucleobase sp 2 O interactions are unfavorable. Strongly favorable interactions of urea with nucleobase sp 2 O but weakly favorable interactions with nucleobase sp 3 N indicate that amide sp 2 N-nucleobase sp 2 O and nucleobase sp 3 N-amide sp 2 O hydrogen bonding (NH···O═C) interactions are favorable while amide sp 2 N-nucleobase sp 3 N interactions are unfavorable. These favorable amide

  2. Computer-based Interactive Literature Searching for CSU-Chico Chemistry Students.

    ERIC Educational Resources Information Center

    Cooke, Ron C.; And Others

    The intent of this instructional manual, which is aimed at exploring the literature of a discipline and presented in a self-paced, course segment format applicable to any course content, is to enable college students to conduct computer-based interactive searches through multiple databases. The manual is divided into 10 chapters: (1) Introduction,…

  3. Increasing Student Interaction in Technical Writing Courses in Online Environments

    ERIC Educational Resources Information Center

    Virtue, Drew

    2017-01-01

    This article examines how the levels of student interaction change through the use of small groups and moderators in online writing courses. The study examines three technical and professional online writing courses: one course that employs small groups and group moderators and two courses that have no small groups or moderators. The results of…

  4. Interpersonal behaviors and socioemotional interaction of medical students in a virtual clinical encounter

    PubMed Central

    2014-01-01

    Background The virtual clinical encounter (VCE) may function as an important support for medical students in or prior to clinical practice to train and ease communication and socioemotional interactions with patients. Few studies have however focused on the dynamics of interpersonal behaviors in clinical interviewing with a virtual patient (VP) and the affective responses evoked by such a learning experience. The study was designed to investigate the dynamics and congruence of interpersonal behaviors and socioemotional interaction exhibited during the learning experience in a VCE, and to evaluate which interaction design characteristics contribute most to the behavioral and affective engagement in medical students. Methods Thirty medical students (sixth semester) participated voluntarily in an exploratory observational study with a highly interactive VP case based on a trustworthy VP encounter with a natural and realistic dialogue interface. Students worked collaboratively in pairs. They were videotaped for further behavioral analysis and self-reported (in both a survey and an interview) their personal opinions, perceptions and attitudes about the VCE. A mixed methods approach was applied. Results All participants demonstrated an adequate, respectful and relevant clinical case management and to obtain psychosocial history. The collaborative workspace played its role and led to dynamic and engaged discussions fostering thus shared understanding. The results suggest that the VCE studied was perceived as a meaningful, intrinsically motivational and activating learning environment, and was found to socially and emotionally engage learners. We also found that VCEs have the potential to support the development of relevant and congruent interpersonal communication skills in trainees. Conclusions By taking advantage of socioemotional interaction, VCEs promote not only critical reflection skills or strategy-selection skills, but also to develop listening and nonverbal

  5. Dynamics of Student Interactions: An Empirical Study of Orienteering Lessons in Physical Education

    ERIC Educational Resources Information Center

    Jourand, Clément; Adé, David; Sève, Carole; Komar, John; Thouvarecq, Régis

    2018-01-01

    Introduction: Many studies in physical education (PE) have sought to identify and categorize the modes of student interaction in order to gain greater insight into the nature of cooperative activity. More others recent studies have examined how modes of interaction evolve on the basis of the modes of collective activity that they generate. These…

  6. Learning with Interactive Whiteboards: Determining the Factors on Promoting Interactive Whiteboards to Students by Technology Acceptance Model

    ERIC Educational Resources Information Center

    Kilic, Eylem; Güler, Çetin; Çelik, H. Eray; Tatli, Cemal

    2015-01-01

    Purpose: The purpose of this study is to investigate the factors which might affect the intention to use interactive whiteboards (IWBs) by university students, using Technology Acceptance Model by the structural equation modeling approach. The following hypothesis guided the current study: H1. There is a positive relationship between IWB…

  7. Functional Analysis of Inappropriate Social Interactions in Students with Asperger's Syndrome

    ERIC Educational Resources Information Center

    Roantree, Christina F.; Kennedy, Craig H.

    2012-01-01

    We analyzed the inappropriate social interactions of 3 students with Asperger's syndrome whose behavior was maintained by social positive reinforcement. We tested whether inappropriate social behavior was sensitive to social positive reinforcement contingencies and whether such contingencies could be reversed to increase the probability of…

  8. Quantum interactive learning tutorial on the double-slit experiment to improve student understanding of quantum mechanics

    NASA Astrophysics Data System (ADS)

    Sayer, Ryan; Maries, Alexandru; Singh, Chandralekha

    2017-06-01

    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 various situations that appear to be counterintuitive and contradict classical notions of particles and waves. For example, if we send single electrons through the slits, they may behave as a "wave" in part of the experiment and as a "particle" in another part of the same experiment. Here we discuss the development and evaluation of a research-validated Quantum Interactive Learning Tutorial (QuILT) which makes use of an interactive simulation to improve student understanding of the double-slit experiment and strives to help students develop a good grasp of foundational issues in quantum mechanics. We discuss common student difficulties identified during the development and evaluation of the QuILT and analyze the data from the pretest and post test administered to the upper-level undergraduate and first-year physics graduate students before and after they worked on the QuILT to assess its effectiveness. These data suggest that on average, the QuILT was effective in helping students develop a more robust understanding of foundational concepts in quantum mechanics that defy classical intuition using the context of the double-slit experiment. Moreover, upper-level undergraduates outperformed physics graduate students on the post test. One possible reason for this difference in performance may be the level of student engagement with the QuILT due to the grade incentive. In the undergraduate course, the post test was graded for correctness while in the graduate course, it was only graded for completeness.

  9. An Examination of Teacher-Student Interactions in Inclusive Classrooms: Teacher Interviews and Classroom Observations

    ERIC Educational Resources Information Center

    Cameron, David Lansing

    2014-01-01

    Teacher-student interactions in 17 inclusive classrooms were examined using a mixed-methods approach that involved quantitative analysis of interactions recorded during classroom observations and follow-up interviews with seven general educators. Observational findings suggest that classrooms were organised along traditional lines with the vast…

  10. Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology.

    PubMed

    Pettit, Robin K; McCoy, Lise; Kinney, Marjorie; Schwartz, Frederic N

    2015-05-22

    Higher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum. A 32-item questionnaire was used to measure students' perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding. Ninety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture

  11. Evaluation of an interactive case simulation system in dermatology and venereology for medical students

    PubMed Central

    Wahlgren, Carl-Fredrik; Edelbring, Samuel; Fors, Uno; Hindbeck, Hans; Ståhle, Mona

    2006-01-01

    Background Most of the many computer resources used in clinical teaching of dermatology and venereology for medical undergraduates are information-oriented and focus mostly on finding a "correct" multiple-choice alternative or free-text answer. We wanted to create an interactive computer program, which facilitates not only factual recall but also clinical reasoning. Methods Through continuous interaction with students, a new computerised interactive case simulation system, NUDOV, was developed. It is based on authentic cases and contains images of real patients, actors and healthcare providers. The student selects a patient and proposes questions for medical history, examines the skin, and suggests investigations, diagnosis, differential diagnoses and further management. Feedback is given by comparing the user's own suggestions with those of a specialist. In addition, a log file of the student's actions is recorded. The program includes a large number of images, video clips and Internet links. It was evaluated with a student questionnaire and by randomising medical students to conventional teaching (n = 85) or conventional teaching plus NUDOV (n = 31) and comparing the results of the two groups in a final written examination. Results The questionnaire showed that 90% of the NUDOV students stated that the program facilitated their learning to a large/very large extent, and 71% reported that extensive working with authentic computerised cases made it easier to understand and learn about diseases and their management. The layout, user-friendliness and feedback concept were judged as good/very good by 87%, 97%, and 100%, respectively. Log files revealed that the students, in general, worked with each case for 60–90 min. However, the intervention group did not score significantly better than the control group in the written examination. Conclusion We created a computerised case simulation program allowing students to manage patients in a non-linear format supporting

  12. The Influence of Interactive Multimedia Technology to Enhance Achievement Students on Practice Skills in Mechanical Technology

    NASA Astrophysics Data System (ADS)

    Made Rajendra, I.; Made Sudana, I.

    2018-01-01

    Interactive multimedia technology empowers the educational process by means of increased interaction between teachers and the students. The utilization of technology in the instructional media development has an important role in the increase of the quality of teaching and learning achievements of students. The application of multimedia technology in the instructional media development is able to integrate aspects of knowledge and skills. The success of multimedia technology has revolutionized teaching and learning methods. The design of the study was quasi-experimental with pre and post. The instrument used is the form of questionnaires and tests This study reports research findings indicated that there is a significance difference between the mean performances of students in the experimental group than those students in the control group. The students in the experimental group performed better in mechanical technology practice and in retention test than those in the control group. The study recommended that multimedia instructional tool is an effective tool to enhance achievement students on practice skills in mechanical Technology.

  13. Changes in medical students' exposure to and attitudes about drug company interactions from 2003 to 2012: a multi-institutional follow-up survey.

    PubMed

    Sierles, Frederick S; Kessler, Kenneth H; Mintz, Matthew; Beck, Gary; Starr, Stephanie; Lynn, D Joanne; Chao, Jason; Cleary, Lynn M; Shore, William; Stengel, Terrie L; Brodkey, Amy C

    2015-08-01

    To ascertain whether changes occurred in medical student exposure to and attitudes about drug company interactions from 2003-2012, which factors influence exposure and attitudes, and whether exposure and attitudes influence future plans to interact with drug companies. In 2012, the authors surveyed 1,269 third-year students at eight U.S. medical schools. Items explored student exposure to, attitudes toward, and future plans regarding drug company interactions. The authors compared 2012 survey data with their 2003 survey data from third-year students at the same schools. The 2012 response rate was 68.2% (866/1,269). Compared with 2003, in 2012, students were significantly less frequently exposed to interactions (1.6/month versus 4.1/month, P < .001), less likely to feel entitled to gifts (41.8% versus 80.3%, P < .001), and more apt to feel gifts could influence them (44.3% versus 31.2%, P < .001). In 2012, 545/839 students (65.0%) reported private outpatient offices were the main location of exposure to pharmaceutical representatives, despite spending only 18.4% of their clerkship-rotation time there. In 2012, 310/703 students (44.1%) were unaware their schools had rules restricting interactions, and 467/837 (55.8%) planned to interact with pharmaceutical representatives during residency. Students in 2012 had less exposure to drug company interactions and were more likely to have skeptical attitudes than students in 2003. These changes are consistent with national organizations' recommendations to limit and teach about these interactions. Continued efforts to study and influence students' and physician role models' exposures to and attitudes about drug companies are warranted.

  14. Making and Breaking Stereotypes: East Asian International Students' Experiences with Cross-Cultural/Racial Interactions

    ERIC Educational Resources Information Center

    Ritter, Zachary Stephen

    2013-01-01

    In response to recent budget cuts and declining revenue streams, American colleges and universities are admitting larger numbers of international students. These students add a great deal of cultural and intellectual diversity to college campuses, but they also bring racial stereotypes that can affect cross-racial interaction as well as campus…

  15. Mandarin Students' Perceptions of Multimodal Interaction in a Web Conferencing Environment: A Satisfaction Survey

    ERIC Educational Resources Information Center

    Tseng, Jun-Jie

    2015-01-01

    A major indicator of whether online courses have been effective and successful is student satisfaction. Copious research points to lack of interaction as the most cited reason for student dissatisfaction. To improve this problem, new Computer-Mediated Communication (CMC) technology could be considered as an option to enhance the online learning…

  16. An interactive online approach to small-group student presentations and discussions.

    PubMed

    Thor, Der; Xiao, Nan; Zheng, Meixun; Ma, Ruidan; Yu, Xiao Xi

    2017-12-01

    Student presentations had been widely implemented across content areas, including health sciences education. However, due to various limitations, small-group student presentations in the classroom may not reach their full potential for student learning. To address challenges with presentations in the classroom, we redesigned the assignment by having students present and discuss online using VoiceThread, a cloud-based presentation and discussion tool. First-year students pursuing a Doctor of Dental Surgery degree were assigned into small groups to present physiology content and to discuss that content online. This assignment was similar to traditional student classroom presentations, with the exception that the entire assignment was conducted online. The primary purpose of this exploratory study was to investigate the impact of the online format on the discussion quality. Another purpose of the study was to examine students' perceptions of using VoiceThread for presenting and learning, as well as the online interactions between the presenter and audience. Students posted a higher number of questions and comments than required by the assignment. The questions from students were also higher level questions, and the answers to these questions were more thorough compared with what we had previously observed in classroom presentations. The survey results showed that students preferred using VoiceThread for presenting, learning from other presentations, and discussing presentation content over performing this process in the classroom. Preliminary findings suggested that having dental students make presentations and hold discussions online might help address the challenges of student presentations in the classroom. Copyright © 2017 the American Physiological Society.

  17. Communal space design as student interaction in polnep campus

    NASA Astrophysics Data System (ADS)

    Hasriyanti, N.; Zulestari, A.; Judhi, J.; Ikayanti, P.

    2018-03-01

    Communal space is a means to do for social interaction, from private to the public. The purpose of this study was conducted to explore the phenomenon of communal space setting of Pontianak State Polytechnic students from 8 departments of study both indoor and outdoor spaces. The research method used is a rationalistic study. The planned activities to be undertaken include the determination of communal places (indoor and outdoor), sample determination, data collection with surveys and interviews, presenting data and analysis and drawing conclusions as a basis for designing communal space for Polnep students. The research were analyzed of building and space character, analysis of space organization and circulation, space requirement analysis, material and color analysis, site analysis, and analysis of inner space elements and outer space elements. From the results of this study, it can be concluded that Polnep campus environment requires the addition of public space for students in conducting formal activities outside lectures. Some activity which to do some student such as activity to waiting lecturer, do some coursework, discussion, relaxation, extracurricular activities, and other informal activities still require adequate space infrastructure and are equipped with street furnitures such as garden lights, benches, outer space markers and shade vegetation.

  18. How Do Students and Lecturers Experience the Interactive Use of Handheld Technology in Large Enrolment Courses?

    ERIC Educational Resources Information Center

    Van Daele, Tom; Frijns, Carolien; Lievens, Jeroen

    2017-01-01

    Although constructivist theories have shown learning is accelerated by involvement and meaningful lecturer-student and student-student interaction, these ingredients are mostly absent from large attendance lectures. A number of studies have already focused on more active ways of learning in large lecture classrooms, most often by using student…

  19. Doing Science by Waving Hands: Talk, Symbiotic Gesture, and Interaction with Digital Content as Resources in Student Inquiry

    ERIC Educational Resources Information Center

    Gregorcic, Bor; Planinsic, Gorazd; Etkina, Eugenia

    2017-01-01

    In this paper, we investigate some of the ways in which students, when given the opportunity and an appropriate learning environment, spontaneously engage in collaborative inquiry. We studied small groups of high school students interacting around and with an interactive whiteboard equipped with Algodoo software, as they investigated orbital…

  20. The Effects of Interactive Word Walls on Students with Learning Disabilities in the Secondary Science Classroom

    NASA Astrophysics Data System (ADS)

    Eustace-DeBaun, Casey Elizabeth

    Effective approaches for teaching vocabulary to various populations of learners is a topic of current research (Barr, Eslami, & Malatesha, 2012) yet little research is dedicated to students with learning disabilities in the science classroom. Within this study the interac-tive word wall was used as a tool to build vocabulary and to encourage usage of new sub-ject-specific terminology. The experiment utilized quasi-experimental pre-post test com-parison group design using interrupted time-series (Johnson & Christiensen, 2007) due to the inability to randomize participants and establish a clear control group. The data was collected across four units of terminology and with a student satisfaction survey. Stu-dents reported at least seventy percent satisfaction with the use of Interactive Word Walls and demonstrated some performance increase in both vocabulary retention and reading comprehension when utilizing Interactive Word Walls.

  1. Peer e-Tutoring: Effects on Students' Participation and Interaction Style in Online Courses

    ERIC Educational Resources Information Center

    Sansone, Nadia; Ligorio, Maria Beatrice; Buglass, Sarah L.

    2018-01-01

    In this paper, we describe a procedure to promote active participation in online courses by supporting students in performing the role of an e-Tutor during group activities. A case study, conducted to explore the procedural effects both on students' interactions and on their perceptions about the role, is discussed. Eighteen university students…

  2. An Analysis of Input and Interaction in the Dialogue Journals of Deaf Community College Students.

    ERIC Educational Resources Information Center

    Cannon, Beverly; Polio, Charlene

    1989-01-01

    A study of dialogue journal interaction between an instructor of both deaf and hearing community college students revealed that the instructor individualized journal responses according to individual students' language comprehension ability, motivation, learning style, and interests. (CB) (Adjunct ERIC Clearinghouse on Literacy Education)

  3. Impact of Interactive Online Units on Learning Science among Students with Learning Disabilities and English Learners

    ERIC Educational Resources Information Center

    Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.

    2018-01-01

    The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71…

  4. Gender-related beliefs of Turkish female science teachers and their effect on interactions with female and male students

    NASA Astrophysics Data System (ADS)

    Uysal, Sibel

    The purpose of this study is to examine the relationship between Turkish female science teachers' gender-related beliefs and those teachers' corresponding interaction with their male and female students. The data was collected from five different sources: Surveys, interviews, observations, chi square data from the observation phase, and interviews with selected teachers. The data was analyzed using the Ericson interpretive method of socio-cultural theories which provided a framework for understanding the development of teacher beliefs and their interactions with their students. In this study, the survey revealed three types of teachers ranging from traditional, moderate to modern. Moderate teachers exhibited characteristics that were on a continuum between the traditional and modern teachers. Traditional teachers believed that males and females should have certain defined roles. Females should be responsible for taking care of the needs of their children and their husbands. By comparison, modern teachers did not assign specific roles to either males or females. With regard to the role of women in science, traditional teachers believed that female scientists could not be as successful as male scientists. By comparison, modern teachers believed that female scientists could be as successful as male scientists. Modern teachers did indicate that they thought females needed to work harder than males to prove themselves. When it came to the teachers' views and beliefs regarding their female and male students' success in their science classrooms, traditional teachers believed that their male students were brighter than their female students. They also believed that female students excelled only because they worked harder. Modern teachers believed that success is dependent on each student's background and his or her interest in science. Classroom observation indicated that traditional and modern teachers interacted differently with their male and female students

  5. Unraveling Students' Interaction around a Tangible Interface Using Multimodal Learning Analytics

    ERIC Educational Resources Information Center

    Schneider, Bertrand; Blikstein, Paulo

    2015-01-01

    In this paper, we describe multimodal learning analytics (MMLA) techniques to analyze data collected around an interactive learning environment. In a previous study (Schneider & Blikstein, submitted), we designed and evaluated a Tangible User Interface (TUI) where dyads of students were asked to learn about the human hearing system by…

  6. Medical student evaluations of lectures attended in person or from rural sites via interactive videoconferencing.

    PubMed

    Callas, Peter W; Bertsch, Tania F; Caputo, Michael P; Flynn, Brian S; Doheny-Farina, Stephen; Ricci, Michael A

    2004-01-01

    Interactive videoconferencing may be an effective way for medical students on remote rotations to attend teaching sessions at the main campus. To compare medical student evaluations of lectures for those attending in person and those attending through interactive videoconferencing. Lecture evaluations were completed by medical students on University of Vermont College of Medicine clinical clerkship rotations. Students on clerkships at rural sites attended lectures using our telemedicine network. Responses from in-person and remote attendees were compared. Evaluation forms for 110 lectures were received from 648 in-person and 255 remote attendees. All evaluation items were rated "good" or "excellent" by at least 95% of in-person attendees. Over 90% of remote attendees rated nontelemedicine evaluation items, such as appropriateness of lecture topic for students, as good or excellent. Ratings of telemedicine-specific questions, such as ability to hear the lecturer, were lower. Level of satisfaction was high for most aspects of remote lecture attendance, although not quite as high as for in-person attendance. Improved technical reliability would likely increase remote attendee satisfaction. Overall, lecture attendance using videoconferencing was found to be an acceptable alternative to travel for medical students in rural clerkships.

  7. Using Facebook for the Purpose of Students' Interaction and Its Correlation with Students' Academic Performance

    ERIC Educational Resources Information Center

    Al-Dheleai, Yahya M.; Tasir, Zaidatun

    2017-01-01

    Facebook has now become the most popular social networking tool among university-aged youth. Its popularity has transformed it into an acceptable platform for educational purposes. The use of Facebook is currently more suited to facilitate online interaction among learning participants. The purpose of this study is to investigate students'…

  8. Activities Contributing a Great Deal to the Students' Interactive Skills in Foreign Language Classes

    ERIC Educational Resources Information Center

    Asatryan, Susanna

    2016-01-01

    While teaching speaking it is desired to provide a rich environment in class for meaningful communication to take place. With this aim, various speaking activities can contribute a great deal to students in developing their interactive skills necessary for life. These activities make students active in the learning process and at the same time…

  9. Designing "Interaction": How Do Interaction Design Students Address Interaction?

    ERIC Educational Resources Information Center

    Karlgren, Klas; Ramberg, Robert; Artman, Henrik

    2016-01-01

    Interaction design is usually described as being concerned with interactions with and through artifacts but independent of a specific implementation. Design work has been characterized as a conversation between the designer and the situation and this conversation poses a particular challenge for interaction design as interactions can be elusive…

  10. Graduate students teaching elementary earth science through interactive classroom lessons

    NASA Astrophysics Data System (ADS)

    Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

    2014-12-01

    Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others

  11. A Correlational Study on Interactive Technology Use and Student Persistence in eLearning Classes at an Online University

    ERIC Educational Resources Information Center

    Edwards, Carol T.

    2017-01-01

    The increase in enrollments in online courses in higher education have led to a corresponding decrease in student persistence. Educators in an effort to increase student persistence have included interactive technologies in some of their courses. However, there was no empirical evidence on whether the use of interactive technology in on online…

  12. High school dropouts: interactions between social context, self-perceptions, school engagement, and student dropout.

    PubMed

    Fall, Anna-Mária; Roberts, Greg

    2012-08-01

    Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. Published by Elsevier Ltd.

  13. Emerging identities: A proposed model for an interactive science curriculum for First Nations students

    NASA Astrophysics Data System (ADS)

    Sable, Trudy

    Mi'kmaw students face a complexity of personal, cultural, and social conditions within contemporary educational systems that affect their continued participation in the educational process offered within Atlantic Canada. Despite a variety of approaches developed by educators to address the high drop out rate and lack of interest in science, the statistics remain largely unchanged. Aboriginal educators are calling for a "new story" in education that better meets the needs of Aboriginal students. This study attempts to identify the conditions and contexts necessary to bridge the gap that currently exists for Aboriginal students in science studies. The research investigates the basic relationship between learning in general and the meaning-making processes engaged in by students of a Grade 7/8 class within a Mi'kmaw reserve school. It leads to a proposal for an alternative pedagogy, or a new narrative, for teaching science to Aboriginal students and the foundations for a culturally interactive science curriculum. For educators to understand the complexity of issues affecting Mi'kmaw student achievement in science requires a theoretical framework that allows the students' lived experience to emerge. Toward this end, the research includes both phenomenological and ethnographic approaches to understanding the lived experiences and cultural narratives based on interviews with the students, a field trip within the community, and a trial chemistry lesson. I examined how these students perceive themselves in different contexts and how their sense of identity establishes the meaningfulness of particular educational content. I also assessed how person, community/cultural and social contexts affect the students' learning. Part of creating this new narrative requires recognizing knowledge, including science, as a cultural product Taking this cultural view of scientific knowledge allows us to view learning as a process of identity formation and culture as a system of symbols

  14. Quantifying Littered Cigarette Butts to Measure Effectiveness of Smoking Bans to Building Perimeters

    ERIC Educational Resources Information Center

    Seitz, Christopher M.; Strack, Robert W.; Orsini, Muhsin Michael; Rosario, Carrie; Haugh, Christie; Rice, Rebecca; Wyrick, David L.; Wagner, Lorelei

    2012-01-01

    Objective: The authors estimated the number of violations of a university policy that prohibited smoking within 25 ft of all campus buildings. Participants: The project was conducted by 13 student researchers from the university and a member of the local public health department. Methods: Students quantified cigarette butts that were littered in a…

  15. Assessment of pharmacy students' communication competence using the Roter Interaction Analysis System during objective structured clinical examinations.

    PubMed

    Kubota, Yoshie; Yano, Yoshitaka; Seki, Susumu; Takada, Kaori; Sakuma, Mio; Morimoto, Takeshi; Akaike, Akinori; Hiraide, Atsushi

    2011-04-11

    To determine the value of using the Roter Interaction Analysis System during objective structured clinical examinations (OSCEs) to assess pharmacy students' communication competence. As pharmacy students completed a clinical OSCE involving an interview with a simulated patient, 3 experts used a global rating scale to assess students' overall performance in the interview, and both the student's and patient's languages were coded using the Roter Interaction Analysis System (RIAS). The coders recorded the number of utterances (ie, units of spoken language) in each RIAS category. Correlations between the raters' scores and the number and types of utterances were examined. There was a significant correlation between students' global rating scores on the OSCE and the number of utterances in the RIAS socio-emotional category but not the RIAS business category. The RIAS proved to be a useful tool for assessing the socio-emotional aspect of students' interview skills.

  16. International Students in China: Cross-Cultural Interaction, Integration, and Identity Construction

    ERIC Educational Resources Information Center

    Li, Xuemei

    2015-01-01

    This qualitative study engaged five international graduate students from four different countries (the U.S., Colombia, Cape Verde Island, and Spain) who were studying at a Chinese university in Shanghai. The researcher investigated their personal and academic lives in China, their interaction with local people and integration into the local…

  17. Bridging and bonding interactions in higher education: social capital and students' academic and professional identity formation.

    PubMed

    Jensen, Dorthe H; Jetten, Jolanda

    2015-01-01

    It is increasingly recognized that graduates' achievements depend in important ways on their opportunities to develop an academic and a professional identity during their studies. Previous research has shown that students' socio-economic status (SES) and social capital prior to entering university affects their ability to obtain these identities in higher education. However, what is less well understood is whether social capital that is built during university studies shapes identity development, and if so, whether the social capital gained during university years impacts on academic and professional identity differently. In a qualitative study, we interviewed 26 Danish and 11 Australian university students about their social interaction experiences, their opportunities to develop bonding capital as well as bridging capital, and their academic and professional identity. Findings show that while bonding social capital with co-students facilitated academic identity formation, such social capital does not lead to professional identity development. We also found that the development of bridging social capital with educators facilitated students' professional identity formation. However, bonding social capital among students stood in the way of participating in bridging interaction with educators, thereby further hindering professional identity formation. Finally, while students' parental background did not affect the perceived difficulty of forming professional identity, there was a tendency for students from lower SES backgrounds to be more likely to make internal attributions while those from higher SES backgrounds were more likely to make external attributions for the failure to develop professional identity. Results point to the importance of creating opportunities for social interaction with educators at university because this facilitates the generation of bridging social capital, which, in turn, is essential for students' professional identity development.

  18. Students' Attitudes toward School Chemistry: The Effect of Interaction between Gender and Grade Level

    ERIC Educational Resources Information Center

    Belge Can, Hatice

    2012-01-01

    The purpose of the study is to investigate the effect of interaction between gender and grade level on secondary school students' attitudes toward chemistry as a school subject. The sample is composed of 197 students across Grades 9 to 11. The Attitude Scale Toward Chemistry, developed by Geban & Ertepinar (1994), is used to collect data.…

  19. Gender, status and 'powerless' speech: interactions of students and lecturers.

    PubMed

    McFadyen, R G

    1996-09-01

    The present study investigated whether the use of 'powerless' speech was affected by role status, speaker's gender and gender of another participant. Fifty-two university lecturers and 156 students participated. Students were paired with a lecturer or student of the same or opposite sex. The findings placed a question mark over the link between powerless speech and individuals of low role status. Moreover, against hypothesis, speaker's gender and gender of partner did not affect the use of qualifiers or fillers, although they affected the use of tag questions and some types of hesitation. A qualitative analysis was also conducted which suggested that the powerless features were, in fact, multi-functional with respect to power. In addition, the importance of a variety of interactional techniques, such as credibility techniques, in the creation or negotiation of relational power was documented. As a whole, these findings highlight problems with the concept of 'powerless' speech, at least with respect to relational power.

  20. Exploring Students' Use of Explanatory Help during Math Problem Solving in Interactive Learning Environments

    ERIC Educational Resources Information Center

    Huang, Xudong

    2016-01-01

    Help-seeking is a crucial behavior during learning in interactive learning environments (ILEs). Appropriate help-seeking promotes learning, while inappropriate help-seeking prohibits learning. However, many students are unaware of effective help-seeking behaviors. Therefore, research is needed to examine how students seek help in ILEs. Although…

  1. Human patient simulators and interactive case studies: a comparative analysis of learning outcomes and student perceptions.

    PubMed

    Howard, Valerie Michele; Ross, Carl; Mitchell, Ann M; Nelson, Glenn M

    2010-01-01

    Although human patient simulators provide an innovative teaching method for nursing students, they are quite expensive. To investigate the value of this expenditure, a quantitative, quasi-experimental, two-group pretest and posttest design was used to compare two educational interventions: human patient simulators and interactive case studies. The sample (N = 49) consisted of students from baccalaureate, accelerated baccalaureate, and diploma nursing programs. Custom-designed Health Education Systems, Inc examinations were used to measure knowledge before and after the implementation of the two educational interventions. Students in the human patient simulation group scored significantly higher than did those in the interactive case study group on the posttest Health Education Systems, Inc examination, and no significant difference was found in student scores among the three types of nursing programs that participated in the study. Data obtained from a questionnaire administered to participants indicated that students responded favorably to the use of human patient simulators as a teaching method.

  2. Quantifying the influence of natural and socioeconomic factors and their interactive impact on PM2.5 pollution in China.

    PubMed

    Yang, Dongyang; Wang, Xiaomin; Xu, Jianhua; Xu, Chengdong; Lu, Debin; Ye, Chao; Wang, Zujing; Bai, Ling

    2018-06-04

    PM 2.5 pollution is an environmental issue caused by multiple natural and socioeconomic factors, presenting with significant spatial disparities across mainland China. However, the determinant power of natural and socioeconomic factors and their interactive impact on PM 2.5 pollution is still unclear. In the study, the GeogDetector method was used to quantify nonlinear associations between PM 2.5 and potential factors. This study found that natural factors, including ecological environments and climate, were more influential than socioeconomic factors, and climate was the predominant factor (q = 0.56) in influencing PM 2.5 pollution. Among all interactions of the six influencing factors, the interaction of industry and climate had the largest influence (q = 0.66). Two recognized major contaminated areas were the Tarim Basin in the northwest region and the eastern plain region; the former was mainly influenced by the warm temperate arid climate and desert, and the latter was mainly influenced by the warm temperate semi-humid climate and multiple socioeconomic factors. The findings provided an interpretation of the influencing mechanisms of PM 2.5 pollution, which can contribute to more specific policies aimed at successful PM 2.5 pollution control and abatement. Copyright © 2018 Elsevier Ltd. All rights reserved.

  3. Quantifying surface water–groundwater interactions using time series analysis of streambed thermal records: Method development

    USGS Publications Warehouse

    Hatch, Christine E; Fisher, Andrew T.; Revenaugh, Justin S.; Constantz, Jim; Ruehl, Chris

    2006-01-01

    We present a method for determining streambed seepage rates using time series thermal data. The new method is based on quantifying changes in phase and amplitude of temperature variations between pairs of subsurface sensors. For a reasonable range of streambed thermal properties and sensor spacings the time series method should allow reliable estimation of seepage rates for a range of at least ±10 m d−1 (±1.2 × 10−2 m s−1), with amplitude variations being most sensitive at low flow rates and phase variations retaining sensitivity out to much higher rates. Compared to forward modeling, the new method requires less observational data and less setup and data handling and is faster, particularly when interpreting many long data sets. The time series method is insensitive to streambed scour and sedimentation, which allows for application under a wide range of flow conditions and allows time series estimation of variable streambed hydraulic conductivity. This new approach should facilitate wider use of thermal methods and improve understanding of the complex spatial and temporal dynamics of surface water–groundwater interactions.

  4. He, She, It: Gender Bias in Teacher-Student Interaction at University

    ERIC Educational Resources Information Center

    Bartulovic, Marija; Kusevic, Barbara; Siranovic, Ana

    2012-01-01

    Starting from an intercultural education framework, this paper examines whether students at two Zagreb universities perceive interactions with their teachers to be gender influenced. In the first part of the paper, we outline the context of the research and the two theoretical constructs which correspond to traditionally male and female teachers'…

  5. Students' Navigation Patterns in the Interaction with a Mechanics Hypermedia Program

    ERIC Educational Resources Information Center

    Rezende, Flavia; de Souza Barros, Susana

    2008-01-01

    This study investigates the interaction of a group of freshmen enrolled in a Pre Service Physics Teacher Training Course with a mechanics hypermedia program. Data were obtained to discuss hypertextual navigation guided by the following questions: (i) How can the students' navigation in this hypermedia program be characterized? (ii) How does this…

  6. Mining Interactions in Immersive Learning Environments for Real-Time Student Feedback

    ERIC Educational Resources Information Center

    Kennedy, Gregor; Ioannou, Ioanna; Zhou, Yun; Bailey, James; O'Leary, Stephen

    2013-01-01

    The analysis and use of data generated by students' interactions with learning systems or programs--learning analytics--has recently gained widespread attention in the educational technology community. Part of the reason for this interest is based on the potential of learning analytic techniques such as data mining to find hidden patterns in…

  7. Effects of Web-Based Interactive Modules on Engineering Students' Learning Motivations

    ERIC Educational Resources Information Center

    Bai, Haiyan; Aman, Amjad; Xu, Yunjun; Orlovskaya, Nina; Zhou, Mingming

    2016-01-01

    The purpose of this study is to assess the impact of a newly developed modules, Interactive Web-Based Visualization Tools for Gluing Undergraduate Fuel Cell Systems Courses system (IGLU), on learning motivations of engineering students using two samples (n[subscript 1] = 144 and n[subscript 2] = 135) from senior engineering classes. The…

  8. Promoting Student-Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting.

    PubMed

    Johnson, Stacy R; Finlon, Kristy J; Kobak, Roger; Izard, Carroll E

    2017-07-01

    Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers' effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student-teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student-teacher interactions and, ultimately, children's adaptive development.

  9. The Effect of Student Collaboration in Solving Physics Problems Using an Online Interactive Response System

    ERIC Educational Resources Information Center

    Balta, Nuri; Awedh, Mohammad Hamza

    2017-01-01

    Advanced technology helps educational institutes to improve student learning performance and outcomes. In this study, our aim is to measure and assess student engagement and collaborative learning in engineering classes when using online technology in solving physics problems. The interactive response system used in this study is a collaborative…

  10. Interaction matters: quantifying conduct problem × depressive symptoms interaction and its association with adolescent alcohol, cigarette, and marijuana use in a national sample.

    PubMed

    Maslowsky, Julie; Schulenberg, John E

    2013-11-01

    Substance use is a major contributor to morbidity and mortality among American adolescents. Conduct problems and depressive symptoms have each been found to be associated with adolescent substance use. Although they are highly comorbid, the role of the interaction of conduct problems and depressive symptoms in substance use is not clear. In national samples of 8th-, 10th-, and 12th-grade students from the Monitoring the Future study, latent moderated structural equation modeling was used to estimate the association of conduct problems, depressive symptoms, and their interaction to the use of alcohol (including binge drinking), cigarettes, and marijuana. Moderation by age and sex was tested. The interaction of conduct problems with depressive symptoms was a strong predictor of substance use, particularly among younger adolescents. With few exceptions, adolescents with high levels of both conduct problems and depressive symptoms used substances most frequently. Conduct problems were a strong positive predictor of substance use, and depressive symptoms were a weak positive predictor. Whereas conduct problems are often thought to be a primary predictor of substance use, this study revealed that depressive symptoms potentiate the relation of conduct problems to substance use. Therefore, substance use prevention efforts should target both depressive symptoms and conduct problems.

  11. Assessment of Pharmacy Students' Communication Competence Using the Roter Interaction Analysis System During Objective Structured Clinical Examinations

    PubMed Central

    Kubota, Yoshie; Seki, Susumu; Takada, Kaori; Sakuma, Mio; Morimoto, Takeshi; Akaike, Akinori; Hiraide, Atsushi

    2011-01-01

    Objective To determine the value of using the Roter Interaction Analysis System during objective structured clinical examinations (OSCEs) to assess pharmacy students' communication competence. Methods As pharmacy students completed a clinical OSCE involving an interview with a simulated patient, 3 experts used a global rating scale to assess students' overall performance in the interview, and both the student's and patient's languages were coded using the Roter Interaction Analysis System (RIAS). The coders recorded the number of utterances (ie, units of spoken language) in each RIAS category. Correlations between the raters' scores and the number and types of utterances were examined. Results There was a significant correlation between students' global rating scores on the OSCE and the number of utterances in the RIAS socio-emotional category but not the RIAS business category. Conclusions The RIAS proved to be a useful tool for assessing the socio-emotional aspect of students' interview skills. PMID:21655397

  12. Interactive Multimedia Training in Osteoporosis Prevention of Female High School Students: An Interventional Study.

    PubMed

    Zarshenas, Ladan; Keshavarz, Tala; Momennasab, Marzieh; Zarifsanaiey, Nahid

    2017-08-01

    Given the limitations of traditional teaching methods in the learning process of adolescents, this study was designed to investigate the effects of osteoporosis prevention training through interactive multimedia method on the degree of knowledge and self-efficacy of female high school students. In this interventional study which was conducted in 2016 in Fars province, Iran, 120 high school students were selected through proportional stratified sampling from schools and different classes at first, second, third, and pre-university grades. The participants were randomly divided into two groups, each containing 60 students. Educational interventions for the test group included an interactive multimedia CD, and for the control group was an educational booklet. Before and one month after the intervention the students' level of knowledge and self-efficacy was measured. The spss 19 statistical software was used, and descriptive and analytical tests were performed to analyze the data. Results showed a significant difference in self-efficacy scores after the intervention (P=0.012) with the test group obtained a higher self-efficacy score than the control group. Also, a significant increase was observed in the knowledge score of both groups after the training (P<0.001), but the knowledge score between the two groups was not statistically significant (P=0.38) after the intervention. The use of new training methods like interactive multimedia CD for public education, particular adolescents about health and hygiene is recommended.

  13. Thermophoresis in nanoliter droplets to quantify aptamer binding.

    PubMed

    Seidel, Susanne A I; Markwardt, Niklas A; Lanzmich, Simon A; Braun, Dieter

    2014-07-21

    Biomolecule interactions are central to pharmacology and diagnostics. These interactions can be quantified by thermophoresis, the directed molecule movement along a temperature gradient. It is sensitive to binding induced changes in size, charge, or conformation. Established capillary measurements require at least 0.5 μL per sample. We cut down sample consumption by a factor of 50, using 10 nL droplets produced with acoustic droplet robotics (Labcyte). Droplets were stabilized in an oil-surfactant mix and locally heated with an IR laser. Temperature increase, Marangoni flow, and concentration distribution were analyzed by fluorescence microscopy and numerical simulation. In 10 nL droplets, we quantified AMP-aptamer affinity, cooperativity, and buffer dependence. Miniaturization and the 1536-well plate format make the method high-throughput and automation friendly. This promotes innovative applications for diagnostic assays in human serum or label-free drug discovery screening. © 2014 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  14. Doing science by waving hands: Talk, symbiotic gesture, and interaction with digital content as resources in student inquiry

    NASA Astrophysics Data System (ADS)

    Gregorcic, Bor; Planinsic, Gorazd; Etkina, Eugenia

    2017-12-01

    In this paper, we investigate some of the ways in which students, when given the opportunity and an appropriate learning environment, spontaneously engage in collaborative inquiry. We studied small groups of high school students interacting around and with an interactive whiteboard equipped with Algodoo software, as they investigated orbital motion. Using multimodal discourse analysis, we found that in their discussions the students relied heavily on nonverbal meaning-making resources, most notably hand gestures and resources in the surrounding environment (items displayed on the interactive whiteboard). They juxtaposed talk with gestures and resources in the environment to communicate ideas that they initially were not able to express using words alone. By spontaneously recruiting and combining a diverse set of meaning-making resources, the students were able to express relatively fluently complex ideas on a novel physics topic, and to engage in practices that resemble a scientific approach to exploration of new phenomena.

  15. An interactive modeling lesson increases students' understanding of ploidy during meiosis.

    PubMed

    Wright, L Kate; Newman, Dina L

    2011-01-01

    Chromosome structure is confusing to students at all levels, and chromosome behavior during meiosis is a notoriously difficult topic. Undergraduate biology majors are exposed to the process of meiosis numerous times during their presecondary and postsecondary education, yet understanding of key concepts, such as the point at which haploidy is established, does not improve substantially with repeated exposure. Based on student's drawings, 96% of intermediate-level biology majors have unclear or incorrect ideas about meiosis. Students have difficulty diagramming the process of meiosis starting with three unreplicated pairs of chromosomes, and even when they can produce an accurate diagram, they are unclear how to assign the terms "haploid" and "diploid." We designed an interactive lesson based on constructivist theory to address these issues in a large lecture class. Pretest and posttest scores showed a significant improvement in students' understanding of ploidy compared to a parallel class taught in the traditional way (e.g. using the textbook diagrams). In interviews afterward, those students whose scores improved on exams specifically pointed to the features of the in-class modeling that were deliberately incorporated for that purpose. Copyright © 2011 Wiley Periodicals, Inc.

  16. A unifying framework for quantifying the nature of animal interactions.

    PubMed

    Potts, Jonathan R; Mokross, Karl; Lewis, Mark A

    2014-07-06

    Collective phenomena, whereby agent-agent interactions determine spatial patterns, are ubiquitous in the animal kingdom. On the other hand, movement and space use are also greatly influenced by the interactions between animals and their environment. Despite both types of interaction fundamentally influencing animal behaviour, there has hitherto been no unifying framework for the models proposed in both areas. Here, we construct a general method for inferring population-level spatial patterns from underlying individual movement and interaction processes, a key ingredient in building a statistical mechanics for ecological systems. We show that resource selection functions, as well as several examples of collective motion models, arise as special cases of our framework, thus bringing together resource selection analysis and collective animal behaviour into a single theory. In particular, we focus on combining the various mechanistic models of territorial interactions in the literature with step selection functions, by incorporating interactions into the step selection framework and demonstrating how to derive territorial patterns from the resulting models. We demonstrate the efficacy of our model by application to a population of insectivore birds in the Amazon rainforest. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

  17. Evaluation of social interaction, task management, and trust among dental hygiene students in a collaborative learning environment.

    PubMed

    Saylor, Catherine D; Keselyak, Nancy T; Simmer-Beck, Melanie; Tira, Daniel

    2011-02-01

    The purpose of this study was to evaluate the impact of collaborative learning on the development of social interaction, task management, and trust in dental hygiene students. These three traits were assessed with the Teamwork Assessment Scale in two different learning environments (traditional lecture/lab and collaborative learning environment). A convenience sample of fifty-six entry-level dental hygiene students taking an introductory/preclinic course at two metropolitan area dental hygiene programs provided comparable experimental and control groups. Factor scores were computed for the three traits, and comparisons were conducted using the Ryan-Einot-Gabriel-Welsh multiple comparison procedure among specific cell comparisons generated from a two-factor repeated measures ANOVA. The results indicate that the collaborative learning environment influenced dental hygiene students positively regarding the traits of social interaction, task management, and trust. However, comparing dental hygiene students to undergraduate students overall indicates that dental hygiene students already possess somewhat higher levels of these traits. Future studies on active learning strategies should examine factors such as student achievement and explore other possible active learning methodologies.

  18. Monitoring Student Interaction during Collaborative Learning: Design and Evaluation of a Training Program for Pre-Service Teachers

    ERIC Educational Resources Information Center

    Kaendler, Celia; Wiedmann, Michael; Leuders, Timo; Rummel, Nikol; Spada, Hans

    2016-01-01

    The monitoring by teachers of collaborative, cognitive, and meta-cognitive student activities in collaborative learning is crucial for fostering beneficial student interaction. In a quasi-experimental study, we trained pre-service teachers (N = 74) to notice behavioral indicators for these three dimensions of student activities. Video clips of…

  19. A Qualitative Study of Undergraduate International Students' Everyday Experiences with Cross-Cultural Interactions and the Student Adjustment Process

    ERIC Educational Resources Information Center

    Burkhardt, Joan Wilkinson

    2013-01-01

    The purpose of this basic qualitative study was to understand how everyday cross-cultural interactions affected the adjustment of undergraduate international students attending a private research university in the northeastern United States. To fulfill this purpose, three research questions were formulated as a foundation for this investigation:…

  20. Technical nursing students interacting with family members of hospitalized children.

    PubMed

    Onishi, Juliana Yukari Takahashi; Ribeiro, Circéa Amália; Silva, Maria Cristina Ferreira Carlos Rodrigues da; Borba, Regina Issuzu Hirooka de

    2017-01-01

    To understand technical nursing students' meaning of interacting with family members of hospitalized children. Symbolic Interactionism was used as the theoretical framework and Qualitative Content Analysis was the methodological procedure. A total of eight graduates from an institution situated in the city of Osasco, Sao Paulo state, participated in this study. Data were collected through semi-structured interviews. A total of five representative themes were revealed: Dealing with difficult situations with family members; Perceiving oneself to be unprepared to interact with family members; Family members being a helpful tool; Developing strategies to obtain a good interaction with family members; and Teachers being facilitators of the interaction with family members. To be acquainted with this experience has led to the understanding of the need to include the theme of family care in the curriculum of the Technical Nursing Course. Additionally, the present study contributed to reflections on the importance of such knowledge for this population and to the development of future studies, as this theme has been scarcely explored in the literature.

  1. Health Science students' evaluation of courses and Instructors: the effect of response rate and class size interaction.

    PubMed

    Kuwaiti, Ahmed Al

    2015-01-01

    This study aims at investigating the effect of response rate and class size interaction on students' evaluation of instructors and the courses offered at heath science colleges in Saudi Arabia. A retrospective study design was adapted to ascertain Course Evaluation Surveys (CES) conducted at the health science colleges of the University of Dammam [UOD] in the academic year 2013-2014. Accordingly, the CES data which was downloaded from an exclusive online application 'UDQUEST' which includes 337 different courses and 15,264 surveys were utilized in this study. Two-way analysis of variance was utilized to test whether there is any significant interaction between the class size and the response rate on the students' evaluation of courses and instructors. The study showed that high response rate is required for student evaluation of instructors at Health Science colleges when the class size is small whereas a medium response rate is required for students' evaluation of courses. On the other hand, when the class size is medium, a medium or high response rate is needed for students' evaluation of both instructors and courses. The results of this study recommend that the administrators of the health science colleges to be aware of the interpretation of students' evaluations of courses and instructors. The study also suggests that the interaction between response rate and class size is a very important factor that needs to be taken into consideration while interpreting the findings of the students' evaluation of instructors and courses.

  2. Beyond "Write-Talk-Revise-(Repeat)": Using Narrative to Understand One Multilingual Student's Interactions around Writing

    ERIC Educational Resources Information Center

    Pomerantz, Anne; Kearney, Erin

    2012-01-01

    This paper offers a narrative framework for understanding how multilingual graduate students make sense of the continuous and frequently contradictory talk they engage in as they write. It illustrates how attention to the telling, form, and content of the stories such students relate about their ongoing interactions around academic writing can…

  3. Interact for What? The Relationship between Interpersonal Interaction Based on Motivation and Educational Outcomes among Students in Manufacturing Programs at Two-Year Technical Colleges

    ERIC Educational Resources Information Center

    Chan, Hsun-yu; Wang, Xueli

    2016-01-01

    Objective: This study explored the relationship between different types of interpersonal interaction, characterized by their underlying motivations, and educational outcomes among students in manufacturing programs at two-year colleges. While there exist several ways to classify interaction, motivation as an inherent attribute that fuels behaviors…

  4. An Integrated Interactive-Spaced Education Radiology Curriculum for Preclinical Students.

    PubMed

    Tshibwabwa, Eli; Mallin, Robert; Fraser, Madeleine; Tshibwabwa, Martin; Sanii, Reza; Rice, James; Cannon, Jenifer

    2017-01-01

    interactive system-based module. Future research is needed to see if medical students in need of additional education support may benefit from spaced education in the field of remediation.

  5. Exploring the Earth System through online interactive models

    NASA Astrophysics Data System (ADS)

    Coogan, L. A.

    2013-12-01

    Upper level Earth Science students commonly have a strong background of mathematical training from Math courses, however their ability to use mathematical models to solve Earth Science problems is commonly limited. Their difficulty comes, in part, because of the nature of the subject matter. There is a large body of background ';conceptual' and ';observational' understanding and knowledge required in the Earth Sciences before in-depth quantification becomes useful. For example, it is difficult to answer questions about geological processes until you can identify minerals and rocks and understand the general geodynamic implications of their associations. However, science is fundamentally quantitative. To become scientists students have to translate their conceptual understanding into quantifiable models. Thus, it is desirable for students to become comfortable with using mathematical models to test hypotheses. With the aim of helping to bridging the gap between conceptual understanding and quantification I have started to build an interactive teaching website based around quantitative models of Earth System processes. The site is aimed at upper-level undergraduate students and spans a range of topics that will continue to grow as time allows. The mathematical models are all built for the students, allowing them to spend their time thinking about how the ';model world' changes in response to their manipulation of the input variables. The web site is divided into broad topics or chapters (Background, Solid Earth, Ocean and Atmosphere, Earth history) and within each chapter there are different subtopic (e.g. Solid Earth: Core, Mantle, Crust) and in each of these individual webpages. Each webpage, or topic, starts with an introduction to the topic, followed by an interactive model that the students can use sliders to control the input to and watch how the results change. This interaction between student and model is guided by a series of multiple choice questions that

  6. University Physics Students' Use of Models in Explanations of Phenomena Involving Interaction between Metals and Electromagnetic Radiation.

    ERIC Educational Resources Information Center

    Redfors, Andreas; Ryder, Jim

    2001-01-01

    Examines third year university physics students' use of models when explaining familiar phenomena involving interaction between metals and electromagnetic radiation. Concludes that few students use a single model consistently. (Contains 27 references.) (DDR)

  7. Online Students' Perceptions of Interactive Tools to Support Postgraduate Learning of Mathematics

    ERIC Educational Resources Information Center

    Prieto, Elena; Holmes, Kathryn

    2014-01-01

    With the advent of new technologies, methods of blended learning are used in online mathematics classrooms to facilitate interactions and provide a richer experience for students. This paper analyses data obtained from practising teachers during their participation in two postgraduate mathematics courses. We conclude that discussion forum…

  8. Laptop Use, Interactive Science Software, and Science Learning among At-Risk Students

    ERIC Educational Resources Information Center

    Zheng, Binbin; Warschauer, Mark; Hwang, Jin Kyoung; Collins, Penelope

    2014-01-01

    This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in…

  9. Interaction Effects of Hypervideo Navigation Variables in College Students' Self-Regulated Learning

    ERIC Educational Resources Information Center

    Azmy, Nabil

    2013-01-01

    The purpose of this study is to investigate the question of whether the interaction effects of hypervideo navigation variables (navigation control and navigation links) would affect college students' self-regulated learning just after their learning from instructional hypervideo programs. Navigation control (free navigation or free navigation with…

  10. Children's interpretations of general quantifiers, specific quantifiers, and generics

    PubMed Central

    Gelman, Susan A.; Leslie, Sarah-Jane; Was, Alexandra M.; Koch, Christina M.

    2014-01-01

    Recently, several scholars have hypothesized that generics are a default mode of generalization, and thus that young children may at first treat quantifiers as if they were generic in meaning. To address this issue, the present experiment provides the first in-depth, controlled examination of the interpretation of generics compared to both general quantifiers ("all Xs", "some Xs") and specific quantifiers ("all of these Xs", "some of these Xs"). We provided children (3 and 5 years) and adults with explicit frequency information regarding properties of novel categories, to chart when "some", "all", and generics are deemed appropriate. The data reveal three main findings. First, even 3-year-olds distinguish generics from quantifiers. Second, when children make errors, they tend to be in the direction of treating quantifiers like generics. Third, children were more accurate when interpreting specific versus general quantifiers. We interpret these data as providing evidence for the position that generics are a default mode of generalization, especially when reasoning about kinds. PMID:25893205

  11. Relationship of biomedical science content acquisition performance to students' level of PBL group interaction: are students learning during PBL group?

    PubMed

    Romito, Laura M; Eckert, George J

    2011-05-01

    This study assessed biomedical science content acquisition from problem-based learning (PBL) and its relationship to students' level of group interaction. We hypothesized that learning in preparation for exams results primarily from individual study of post-case learning objectives and that outcomes would be unrelated to students' group involvement. During dental curricular years 1 and 2, student-generated biomedical learning issues (LIs) were identified from six randomly chosen PBL cases. Knowledge and application of case concepts were assessed with quizzes based on the identified LIs prior to dissemination of the learning objectives. Students and facilitators were surveyed on students' level of group involvement for the assessed LI topics. Year 1 students had significantly higher assessment scores (p=0.0001). For both student classes, means were significantly higher for the recall item (Q1) than for the application item (Q2). Q1 scores increased along with the student's reported role for Year 1 (p=0.04). However, there was no relationship between the student's reported role and Q1 for Year 2 (p=0.20). There was no relationship between the student's reported role and Q2 for Year 1 (p=0.09) or Year 2 (p=0.19). This suggests that students' level of group involvement on the biomedical learning issues did not significantly impact students' assessment performance.

  12. An Eye Tracking Study of High- and Low-Performing Students in Solving Interactive and Analytical Problems

    ERIC Educational Resources Information Center

    Hu, Yiling; Wu, Bian; Gu, Xiaoqing

    2017-01-01

    Test results from the Program for International Student Assessment (PISA) reveal that Shanghai students performed less well in solving interactive problems (those that require uncovering necessary information) than in solving analytical problems (those having all information disclosed at the outset). Accordingly, this study investigates…

  13. Examining classroom interactions related to difference in students' science achievement

    NASA Astrophysics Data System (ADS)

    Zady, Madelon F.; Portes, Pedro R.; Ochs, V. Dan

    2003-01-01

    The current study examines the cognitive supports that underlie achievement in science by using a cultural historical framework (L. S. Vygotsky (1934/1986), Thought and Language, MIT Press, Cambridge, MA.) and the activity setting (AS) construct (R. G. Tharp & R. Gallimore (1988), Rousing minds to life: Teaching, learning and schooling in social context, Cambridge University Press, Cambridge, MA.) with its five features: personnel, motivations, scripts, task demands, and beliefs. Observations were made of the classrooms of seventh-grade science students, 32 of whom had participated in a prior achievement-related parent-child interaction or home study (P. R. Portes, M. F. Zady, & R. M. Dunham (1998), Journal of Genetic Psychology, 159, 163-178). The results of a quantitative analysis of classroom interaction showed two features of the AS: personnel and scripts. The qualitative field analysis generated four emergent phenomena related to the features of the AS that appeared to influence student opportunity for conceptual development. The emergent phenomenon were science activities, the building of learning, meaning in lessons, and the conflict over control. Lastly, the results of the two-part classroom study were compared to those of the home science AS of high and low achievers. Mismatches in the AS features in the science classroom may constrain the opportunity to learn. Educational implications are discussed.

  14. Impact of abbreviated lecture with interactive mini-cases vs traditional lecture on student performance in the large classroom.

    PubMed

    Marshall, Leisa L; Nykamp, Diane L; Momary, Kathryn M

    2014-12-15

    To compare the impact of 2 different teaching and learning methods on student mastery of learning objectives in a pharmacotherapy module in the large classroom setting. Two teaching and learning methods were implemented and compared in a required pharmacotherapy module for 2 years. The first year, multiple interactive mini-cases with inclass individual assessment and an abbreviated lecture were used to teach osteoarthritis; a traditional lecture with 1 inclass case discussion was used to teach gout. In the second year, the same topics were used but the methods were flipped. Student performance on pre/post individual readiness assessment tests (iRATs), case questions, and subsequent examinations were compared each year by the teaching and learning method and then between years by topic for each method. Students also voluntarily completed a 20-item evaluation of the teaching and learning methods. Postpresentation iRATs were significantly higher than prepresentation iRATs for each topic each year with the interactive mini-cases; there was no significant difference in iRATs before and after traditional lecture. For osteoarthritis, postpresentation iRATs after interactive mini-cases in year 1 were significantly higher than postpresentation iRATs after traditional lecture in year 2; the difference in iRATs for gout per learning method was not significant. The difference between examination performance for osteoarthritis and gout was not significant when the teaching and learning methods were compared. On the student evaluations, 2 items were significant both years when answers were compared by teaching and learning method. Each year, students ranked their class participation higher with interactive cases than with traditional lecture, but both years they reported enjoying the traditional lecture format more. Multiple interactive mini-cases with an abbreviated lecture improved immediate mastery of learning objectives compared to a traditional lecture format, regardless of

  15. Correcting Students' Misconceptions about Automobile Braking Distances and Video Analysis Using Interactive Program Tracker

    ERIC Educational Resources Information Center

    Hockicko, Peter; Trpišová, Beáta; Ondruš, Ján

    2014-01-01

    The present paper informs about an analysis of students' conceptions about car braking distances and also presents one of the novel methods of learning: an interactive computer program Tracker that we used to analyse the process of braking of a car. The analysis of the students' conceptions about car braking distances consisted in…

  16. Red Cell Indexes Made Easy Using an Interactive Animation: Do Students and Their Scores Concur?

    ERIC Educational Resources Information Center

    Kachroo, Upasana; Vinod, Elizabeth; Balasubramanian, Sivakumar; W., Jesi; Prince, Neetu

    2018-01-01

    A good understanding of red cell indexes can aid medical students in a considerable manner, serving as a basis to unravel both concepts in red cell physiology and abnormalities associated with the same. In this study, we tried to assess whether an interactive animation was helpful in improving student comprehension and understanding of red cell…

  17. A Follow-Up Study of the Facebook Project for Japanese University Students: Has It Been Enhancing Student Interaction, Learner Autonomy, and English Learning?

    ERIC Educational Resources Information Center

    Hamada, Mayumi

    2014-01-01

    This is a follow-up study of the Facebook (FB) project conducted from October 2011 to January 2013. The purpose of the project was to investigate how FB can help Japanese university students improve their English, and determine whether FB can facilitate student interaction and learner autonomy by integrating FB activities into English lessons. In…

  18. Turkish Final Year Medical Students’ Exposure to and Attitudes Concerning Drug Company Interactions: A Perspective from a Minimally Regulated Environment for Medical Students

    PubMed Central

    Beyhun, Nazim Ercument; Kolayli, Cevriye Ceyda; Can, Gamze; Topbas, Murat

    2016-01-01

    Interactions between drug companies and medical students may affect evidence-based medical practice and patient safety. The aim of this study was to assess drug company–medical student interactions in a medical faculty where limited specific national or institutional regulations apply between drug companies and medical students. The objectives of the study were to determine the exposure and attitudes of final year medical students in terms of drug company–medical student and physician interactions, to identify factors affecting those attitudes and to provide data for policymakers working on the regulation of interactions between drug companies and medical students. This anonymous questionnaire-based study of 154 medical final year medical students at the Karadeniz Technical University Medical Faculty, Trabzon, Turkey, in April and May 2015 attracted a response rate of 92.2% (n/N, 154/164). Exposure to interaction with a pharmaceutical representative was reported by 90.3% (139/154) of students, and 68.8% (106/154) reported experiencing such interaction alongside a resident. In addition, 83.7% (128/153) of students reported an interaction during internship. Furthermore, 69.9% (107/153) of students agreed that interactions influence physicians’ prescription preferences, while 33.1% (51/154) thought that a medical student should never accept a gift from a drug company and 24.7% (38/154) agreed with the proposition that “drug companies should not hold activities in medical faculties”. Students with rational prescription training expressed greater agreement with the statement “I am skeptical concerning the information provided by drug companies during interactions” than those who had not received such training, and this finding was supported by logistic regression [O.R.(C.I), p -3.7(1.2–11.5), p = 0.022]. Acceptance of advertisement brochures was found to significantly reduce the level of agreement with the proposition that “A physician should not

  19. Quantifying Anthropogenic Dust Emissions

    NASA Astrophysics Data System (ADS)

    Webb, Nicholas P.; Pierre, Caroline

    2018-02-01

    Anthropogenic land use and land cover change, including local environmental disturbances, moderate rates of wind-driven soil erosion and dust emission. These human-dust cycle interactions impact ecosystems and agricultural production, air quality, human health, biogeochemical cycles, and climate. While the impacts of land use activities and land management on aeolian processes can be profound, the interactions are often complex and assessments of anthropogenic dust loads at all scales remain highly uncertain. Here, we critically review the drivers of anthropogenic dust emission and current evaluation approaches. We then identify and describe opportunities to: (1) develop new conceptual frameworks and interdisciplinary approaches that draw on ecological state-and-transition models to improve the accuracy and relevance of assessments of anthropogenic dust emissions; (2) improve model fidelity and capacity for change detection to quantify anthropogenic impacts on aeolian processes; and (3) enhance field research and monitoring networks to support dust model applications to evaluate the impacts of disturbance processes on local to global-scale wind erosion and dust emissions.

  20. Different Reward Structures to Motivate Student Interaction with Electronic Response Systems in Astronomy

    NASA Astrophysics Data System (ADS)

    Len, Patrick M.

    Electronic response systems ("clickers") are used in introductory astronomy classes as a real-time assessment tool. Different reward structures for student responses to clicker questions are used to motivate individual participation or group collaboration before responding. The impact of two reward structures on student behavior and learning is investigated. This study finds that a success-bonus incentive (in which individual participation points are doubled when the class attains a threshold success rate) strongly motivated students to collaborate, whereas a participation-only credit (no success-bonus) incentive resulted in one-third of the students answering individually without collaboration. With a participation-only incentive, students who answered individually ("self-testers") were found to have more positive attitudes toward astronomy and science, and higher self-confidence in their learning than students who interacted before answering without a success-bonus incentive ("collaborators"). These collaborators experienced downward shifts in attitudes and self-confidence, in contrast to the static attitudes and self-confidence of self-testers. The implication is that students with little or no background in science prefer to answer collaboratively rather than independently and that these students are also negatively impacted by a one-semester introductory astronomy course.

  1. A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings

    ERIC Educational Resources Information Center

    Watkins, Laci; O'Reilly, Mark; Kuhn, Michelle; Gevarter, Cindy; Lancioni, Giulio E.; Sigafoos, Jeff; Lang, Russell

    2015-01-01

    This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI…

  2. Mentor-Mentee Interaction and Laboratory Social Environment: Do They Matter in Doctoral Students' Publication Productivity?

    ERIC Educational Resources Information Center

    Ynalvez, Marcus Antonius; Ynalvez, Ruby A.; Ramírez, Enrique

    2017-01-01

    We explored the social shaping of science at the micro-level reality of face-to-face interaction in one of the traditional places for scientific activities--the scientific lab. We specifically examined how doctoral students' perception of their: (i) interaction with doctoral mentors (MMI) and (ii) lab social environment (LSE) influenced…

  3. Effect of the Level of Inquiry on Student Interactions in Chemistry Laboratories

    ERIC Educational Resources Information Center

    Xu, Haozhi; Talanquer, Vicente

    2013-01-01

    The central goal of our exploratory study was to investigate differences in college chemistry students' interactions during lab experiments with different levels of inquiry. This analysis was approached from three major analytic dimensions: (i) functional analysis; (ii) cognitive processing; and (iii) social processing. According to our results,…

  4. Analysis of the Interaction of Student Characteristics with Method in Micro-Teaching.

    ERIC Educational Resources Information Center

    Chavers, Katherine; And Others

    A study examined the comparative effects on microteaching performance of (1) eight different methods of teacher training and (2) the interaction of method with student characteristics. Subjects, 71 enrollees in an educational psychology course, were randomly assigned to eight treatment groups (including one control group). Treatments consisted of…

  5. Student Interaction with Online Course Content: Build It and They Might Come

    ERIC Educational Resources Information Center

    Murray, Meg; Perez, Jorge; Geist, Debra; Hedrick, Alison

    2012-01-01

    Online learning continues to expand at educational institutions around the globe. Educators must better understand how interaction with online course content impacts student engagement and learning. Advances in technology amplify the imperative to gain further insights into how delivery of course materials can enhance and support the learning…

  6. Contradictory Explorative Assessment. Multimodal Teacher/Student Interaction in Scandinavian Digital Learning Environments

    ERIC Educational Resources Information Center

    Kjällander, Susanne

    2018-01-01

    Assessment in the much-discussed digital divide in Scandinavian technologically advanced schools, is the study object of this article. Interaction is studied to understand assessment; and to see how assessment can be didactically designed to recognise students' learning. With a multimodal, design theoretical perspective on learning teachers' and…

  7. Second Language Socialization through Team Interaction among Electrical and Computer Engineering Students

    ERIC Educational Resources Information Center

    Vickers, Caroline H.

    2007-01-01

    This article, based on a longitudinal, ethnographic study among engineering students, examines the interactional processes surrounding second language (L2) socialization. L2 socialization perspectives argue that the cognitive and the social are interconnected, and that learning an L2 is a process of coming to understand socially constructed…

  8. Providing Interactive Access to Cave Geology for All Students, Regardless of Physical Ability

    NASA Astrophysics Data System (ADS)

    Atchison, C. `; Stredney, D.; Hittle, B.; Irving, K.; Toomey, R. S., III; Lemon, N. N.; Price, A.; Kerwin, T.

    2013-12-01

    Based on an identified need to accommodate students with mobility impairments in field-based instructional experiences, this presentation will discuss current efforts to promote participation, broaden diversity, and impart a historical perspective in the geosciences through the use of an interactive virtual environment. Developed through the integration of emerging simulation technologies, this prototypical virtual environment is created from LIDAR data of the Historic Tour route of Mammoth Cave National Park. The educational objectives of the simulation focus on four primary locations within the tour route that provide evidence of the hydrologic impact on the cave and karst formation. The overall objective is to provide a rich experience of a geological field-based learning for all students, regardless of their physical abilities. Employing a virtual environment that interchangeably uses two and three-dimensional representation of geoscience content, this synthetic field-based cave and karst module will provide an opportunity to assess the effectiveness in engaging the student community, and its efficacy in the curriculum when used as an alternative representation of a traditional field experience. The expected outcome is that based on the level of interactivity, the simulated environment will provide adequate pedagogical representation for content transfer without the need for physical experience in the uncontrolled field environment. Additionally, creating such an environment will impact all able-bodied students by providing supplemental resources that can both precede a traditional field experience and allow for students to re-examine a field site long after a the field experience, in both current formal and informal educational settings.

  9. Understanding Student Mobility in the B.C. Public Post-Secondary System. Highlights from the Student Transitions Project: Post-Secondary Student Mobility

    ERIC Educational Resources Information Center

    British Columbia Council on Admissions and Transfer, 2013

    2013-01-01

    This annual newsletter summarizes the work of the Post-secondary Student Mobility (PSM) Subcommittee of the Student Transitions Project (STP) . In an effort to better understand student mobility in the B.C. public post-secondary system, the Student Transitions Project continues to describe and quantify the numerous education pathways of students…

  10. The Interactive Planetarium: Student-led Investigations of Naked-Eye Astronomy and Planetary Motion

    NASA Astrophysics Data System (ADS)

    Rice, Emily L.; McCrady, N.

    2007-12-01

    We have developed a set of interactive, learner-centered planetarium lab activities for the introductory astronomy course for non-majors at UCLA. A planetarium is ideal for the visualization of the celestial sphere as a 2D projection in 3D space and for the direct spatial simulation of geometric relationships. These concepts are fundamental to content areas frequently covered in introductory courses but are notoriously difficult for non-specialists. Opportunities for engaging students in actively learning content and process skills are limited in the traditional "sky show” approach typically employed in a planetarium setting. The novel aspect of our activities is that they actively engage students in learning: students make predictions, design observational tests, and direct the motion of the planetarium sky in order to evaluate their hypotheses. We have also developed complementary, kinesthetic lab activities that take place outside the planetarium with overlapping content and process goals. Several hundred schools, colleges, and universities across the country have immediate access to a planetarium as a classroom, and our method represents a novel way to use the planetarium as interactive lab equipment in college-level introductory astronomy courses.

  11. Exercising with Veterans: How Social Interaction with a Pharmacy Student Improves Patient Care.

    PubMed

    Holder, Genna; Salvig, Brent

    2017-08-01

    With the baby boomer population anticipated to explode between 2010 and 2030, it is essential that student pharmacists learn how to properly care for older patients. One way for pharmacy students to prepare for providing health care to the elderly is to partake in an Advanced Pharmacy Practice Experience (APPE) elective course in geriatrics. Pharmacy students, and health care professionals in general, have an immense amount of information available to them that is not found in a patient's chart or textbook, but can be uncovered through increased social interaction with patients, promoting the best possible care. Although these are not novel ideas, this article describes a unique experience I recently had with the veterans at the Alvin C. York Campus of the Veterans Affairs (VA) Tennessee Valley Healthcare System. While completing an APPE elective in geriatrics, I was given the opportunity to attend twice-weekly exercise classes with the veterans. When my preceptor first told me about this project, I was both excited and intrigued because I thought it would be an interesting way to interact with my patients, but I never imagined how much the relationships I formed would positively impact my ability to care for my patients.

  12. Attracting STEM talent: do STEM students prefer traditional or work/life-interaction labs?

    PubMed

    DeFraine, William C; Williams, Wendy M; Ceci, Stephen J

    2014-01-01

    The demand for employees trained in science, technology, engineering, and mathematics (STEM) fields continues to increase, yet the number of Millennial students pursuing STEM is not keeping pace. We evaluated whether this shortfall is associated with Millennials' preference for flexibility and work/life-interaction in their careers-a preference that may be inconsistent with the traditional idea of a science career endorsed by many lab directors. Two contrasting approaches to running STEM labs and training students were explored, and we created a lab recruitment video depicting each. The work-focused video emphasized the traditional notions of a science lab, characterized by long work hours and a focus on individual achievement and conducting research above all else. In contrast, the work/life-interaction-focused video emphasized a more progressive view - lack of demarcation between work and non-work lives, flexible hours, and group achievement. In Study 1, 40 professors rated the videos, and the results confirmed that the two lab types reflected meaningful real-world differences in training approaches. In Study 2, we recruited 53 current and prospective graduate students in STEM fields who displayed high math-identification and a commitment to science careers. In a between-subjects design, they watched one of the two lab-recruitment videos, and then reported their anticipated sense of belonging to and desire to participate in the lab depicted in the video. Very large effects were observed on both primary measures: Participants who watched the work/life-interaction-focused video reported a greater sense of belonging to (d = 1.49) and desire to participate in (d = 1.33) the lab, relative to participants who watched the work-focused video. These results suggest Millennials possess a strong desire for work/life-interaction, which runs counter to the traditional lab-training model endorsed by many lab directors. We discuss implications of these findings for STEM

  13. Wildlife-livestock interactions in a western rangeland setting: quantifying disease-relevant contacts

    Treesearch

    Heinrich zu Dohna; Dannele E. Peck; Bruce K. Johnson; Aaron Reeves; Brant A. Schumaker

    2014-01-01

    Disease transmission between wild ungulates and domestic livestock is an important and challenging animal health issue. The potential for disease transmission between wildlife and livestock is notoriously difficult to estimate. The first step for estimating the potential for between-species disease transmission is to quantify proximity between individuals of different...

  14. Quantifying wetland–aquifer interactions in a humid subtropical climate region: An integrated approach

    USGS Publications Warehouse

    Mendoza-Sanchez, Itza; Phanikumar, Mantha S.; Niu, Jie; Masoner, Jason R.; Cozzarelli, Isabelle M.; McGuire, Jennifer T.

    2013-01-01

    Wetlands are widely recognized as sentinels of global climate change. Long-term monitoring data combined with process-based modeling has the potential to shed light on key processes and how they change over time. This paper reports the development and application of a simple water balance model based on long-term climate, soil, vegetation and hydrological dynamics to quantify groundwater–surface water (GW–SW) interactions at the Norman landfill research site in Oklahoma, USA. Our integrated approach involved model evaluation by means of the following independent measurements: (a) groundwater inflow calculation using stable isotopes of oxygen and hydrogen (16O, 18O, 1H, 2H); (b) seepage flux measurements in the wetland hyporheic sediment; and (c) pan evaporation measurements on land and in the wetland. The integrated approach was useful for identifying the dominant hydrological processes at the site, including recharge and subsurface flows. Simulated recharge compared well with estimates obtained using isotope methods from previous studies and allowed us to identify specific annual signatures of this important process during the period of study (1997–2007). Similarly, observations of groundwater inflow and outflow rates to and from the wetland using seepage meters and isotope methods were found to be in good agreement with simulation results. Results indicate that subsurface flow components in the system are seasonal and readily respond to rainfall events. The wetland water balance is dominated by local groundwater inputs and regional groundwater flow contributes little to the overall water balance.

  15. Examining the Inclusiveness of Intercollegiate Team Climate and Its Influence on Student-Athletes' Cross-Racial Interactions

    ERIC Educational Resources Information Center

    Jones, Willis A.; Liu, Keke; Bell, Lydia F.

    2017-01-01

    We examined a student subgroup often absent from diversity research: student-athletes. We explored whether intercollegiate athletic teams are promoting an open and inclusive environment and whether creating such an environment leads to more frequent and more positive cross-racial interactions. Findings reveal that overall, coaches appear to be…

  16. Supporting High School Student Accomplishment of Biology Content Using Interactive Computer-Based Curricular Case Studies

    NASA Astrophysics Data System (ADS)

    Oliver, Joseph Steve; Hodges, Georgia W.; Moore, James N.; Cohen, Allan; Jang, Yoonsun; Brown, Scott A.; Kwon, Kyung A.; Jeong, Sophia; Raven, Sara P.; Jurkiewicz, Melissa; Robertson, Tom P.

    2017-11-01

    Research into the efficacy of modules featuring dynamic visualizations, case studies, and interactive learning environments is reported here. This quasi-experimental 2-year study examined the implementation of three interactive computer-based instructional modules within a curricular unit covering cellular biology concepts in an introductory high school biology course. The modules featured dynamic visualizations and focused on three processes that underlie much of cellular biology: diffusion, osmosis, and filtration. Pre-tests and post-tests were used to assess knowledge growth across the unit. A mixture Rasch model analysis of the post-test data revealed two groups of students. In both years of the study, a large proportion of the students were classified as low-achieving based on their pre-test scores. The use of the modules in the Cell Unit in year 2 was associated with a much larger proportion of the students having transitioned to the high-achieving group than in year 1. In year 2, the same teachers taught the same concepts as year 1 but incorporated the interactive computer-based modules into the cell biology unit of the curriculum. In year 2, 67% of students initially classified as low-achieving were classified as high-achieving at the end of the unit. Examination of responses to assessments embedded within the modules as well as post-test items linked transition to the high-achieving group with correct responses to items that both referenced the visualization and the contextualization of that visualization within the module. This study points to the importance of dynamic visualization within contextualized case studies as a means to support student knowledge acquisition in biology.

  17. An Interactive Teddy Bear Clinic Tour: Teaching Veterinary Students How to Interact with Young Children.

    PubMed

    Dalley, Jessica S; Creary, Patricia R; Durzi, Tiffany; McMurtry, C Meghan

    Although there are existing guidelines for teaching and learning skillful client communication, there remains a need to integrate a developmental focus into veterinary medical curricula to prepare students for interactions with children who accompany their companion animals. The objectives of this teaching tip are (1) to describe the use of a Teddy Bear Clinic Tour as an innovative, applied practice method for teaching veterinary students about clinical communication with children, and (2) to provide accompanying resources to enable use of this method to teach clinical communication at other facilities. This paper includes practical guidelines for organizing a Teddy Bear Clinic Tour at training clinics or colleges of veterinary medicine; an anecdotal description of a pilot study at the Ontario Veterinary College Smith Lane Animal Hospital; and printable resources, including a list of specific clinical communication skills, a sample evaluation sheet for supervisors and students, recommendations for creating a child-friendly environment, examples of child-friendly veterinary vocabulary, and a sample script for a Teddy Bear Clinic Tour. Informed by the resources provided in this teaching tip paper, the Teddy Bear Clinic Tour can be used at your facility as a unique teaching method for clinical communication with children and as a community outreach program to advertise the services at the facility.

  18. eDrug: a dynamic interactive electronic drug formulary for medical students

    PubMed Central

    Maxwell, Simon R J; McQueen, Daniel S; Ellaway, Rachel

    2006-01-01

    What is already known about this subject Delivering education about an ever-increasing number of prescribable drugs to medical students represents a major challenge. Drug names are generally not logical or intuitive, and many students find learning them akin to learning a foreign language. Pharmacology and therapeutics teaching is struggling for visibility in some integrated medical curricula. What this study adds Development of electronic tools allowing web delivery of a restricted student formulary facilitates dynamic access to core learning materials, improves the profile of this aspect of the curriculum and is highly appreciated by students. Aims Prescribing drugs is a key responsibility of a doctor and requires a solid grounding in the relevant scientific disciplines of pharmacology and therapeutics (PT). The move away from basic science disciplines towards a more system-based and integrated undergraduate curriculum has created difficulties in the delivery of PT teaching in some medical schools. We aimed to develop a web-based strategy to overcome these problems and improve the PT learning experience. Methods We designed and introduced ‘eDrug’, a dynamic interactive web-based student formulary, as an aid to teaching and learning of PT throughout a 5-year integrated medical curriculum in a UK medical school of 1300 students. This was followed by a prospective observational study of student-reported views about its impact on their PT learning experience. Results eDrug was rated highly by students and staff, with the main benefits being increased visibility of PT in the curriculum, clear identification of core drugs, regular sourcing of drug information via direct links to accredited sources including the British National Formulary, prioritization of learning, immediate access and responsiveness. It has also served as a focus of discussion concerning core PT learning objectives amongst staff and students. Conclusions Web-based delivery of PT learning

  19. Quantifying light exposure patterns in young adult students

    NASA Astrophysics Data System (ADS)

    Alvarez, Amanda A.; Wildsoet, Christine F.

    2013-08-01

    Exposure to bright light appears to be protective against myopia in both animals (chicks, monkeys) and children, but quantitative data on human light exposure are limited. In this study, we report on a technique for quantifying light exposure using wearable sensors. Twenty-seven young adult subjects wore a light sensor continuously for two weeks during one of three seasons, and also completed questionnaires about their visual activities. Light data were analyzed with respect to refractive error and season, and the objective sensor data were compared with subjects' estimates of time spent indoors and outdoors. Subjects' estimates of time spent indoors and outdoors were in poor agreement with durations reported by the sensor data. The results of questionnaire-based studies of light exposure should thus be interpreted with caution. The role of light in refractive error development should be investigated using multiple methods such as sensors to complement questionnaires.

  20. Quantifying light exposure patterns in young adult students

    PubMed Central

    Alvarez, Amanda A.; Wildsoet, Christine F.

    2014-01-01

    Exposure to bright light appears to be protective against myopia in both animals (chicks, monkeys) and children, but quantitative data on human light exposure are limited. In this study, we report on a technique for quantifying light exposure using wearable sensors. Twenty-seven young adult subjects wore a light sensor continuously for two weeks during one of three seasons, and also completed questionnaires about their visual activities. Light data were analyzed with respect to refractive error and season, and the objective sensor data were compared with subjects’ estimates of time spent indoors and outdoors. Subjects’ estimates of time spent indoors and outdoors were in poor agreement with durations reported by the sensor data. The results of questionnaire-based studies of light exposure should thus be interpreted with caution. The role of light in refractive error development should be investigated using multiple methods such as sensors to complement questionnaires. PMID:25342873

  1. Quantifying domain-ligand affinities and specificities by high-throughput holdup assay

    PubMed Central

    Vincentelli, Renaud; Luck, Katja; Poirson, Juline; Polanowska, Jolanta; Abdat, Julie; Blémont, Marilyne; Turchetto, Jeremy; Iv, François; Ricquier, Kevin; Straub, Marie-Laure; Forster, Anne; Cassonnet, Patricia; Borg, Jean-Paul; Jacob, Yves; Masson, Murielle; Nominé, Yves; Reboul, Jérôme; Wolff, Nicolas; Charbonnier, Sebastian; Travé, Gilles

    2015-01-01

    Many protein interactions are mediated by small linear motifs interacting specifically with defined families of globular domains. Quantifying the specificity of a motif requires measuring and comparing its binding affinities to all its putative target domains. To this aim, we developed the high-throughput holdup assay, a chromatographic approach that can measure up to a thousand domain-motif equilibrium binding affinities per day. Extracts of overexpressed domains are incubated with peptide-coated resins and subjected to filtration. Binding affinities are deduced from microfluidic capillary electrophoresis of flow-throughs. After benchmarking the approach on 210 PDZ-peptide pairs with known affinities, we determined the affinities of two viral PDZ-binding motifs derived from Human Papillomavirus E6 oncoproteins for 209 PDZ domains covering 79% of the human PDZome. We obtained exquisite sequence-dependent binding profiles, describing quantitatively the PDZome recognition specificity of each motif. This approach, applicable to many categories of domain-ligand interactions, has a wide potential for quantifying the specificities of interactomes. PMID:26053890

  2. Identifying Positive Teacher-Student Interactions in a Safe and Engaged Middle School

    ERIC Educational Resources Information Center

    Zeman, Laura Dreuth

    2003-01-01

    Research suggests positive interaction between students and teachers is a hallmark of a safe and effective school. Yet to date there is no literature presenting findings or case examples of what constitutes positive engagement or how to measure its frequency. This paper shares observations of a "model" rural middle school in an attempt…

  3. Interactive Computer Simulation and Animation for Improving Student Learning of Particle Kinetics

    ERIC Educational Resources Information Center

    Fang, N.; Guo, Y.

    2016-01-01

    Computer simulation and animation (CSA) has been receiving growing attention and wide application in engineering education in recent years. A new interactive CSA module was developed in the present study to improve student learning of particle kinetics in an undergraduate engineering dynamics course. The unique feature of this CSA module is that…

  4. Who You Know and What You Know: Student Interaction in Online Discussions

    ERIC Educational Resources Information Center

    Stevens, Tony

    2013-01-01

    The dynamics of how students respond to each other during online discussions in a blended learning environment remains under-explored in the literature. How this technology shapes interaction when used in conjunction with traditional teaching methods and the practices of learners in these multi-site situations is a significant educational issue.…

  5. Quantitative Causal-Comparative Relationship between Interactive Whiteboard Instruction and Student Science Proficiency

    ERIC Educational Resources Information Center

    Danelczyk, Ewa Krystyna

    2013-01-01

    The purpose of this quantitative causal-comparative study was to investigate the relationship between the instructional effects of the interactive whiteboard and students' proficiency levels in eighth-grade science as evidenced by the state FCAT scores. A total of 46 eighth-grade science teachers in a South Florida public school district completed…

  6. Student-Led Development of an Interactive and Free Biochemical Methods eBook

    ERIC Educational Resources Information Center

    Hill, Alyssa C.; Nickels, Logan M.; Sims, Paul A.

    2016-01-01

    An approach to create an interactive and inexpensive electronic book (eBook) for an undergraduate biochemistry laboratory course is presented. This approach featured the involvement of an undergraduate student in the lead role of designing and developing the eBook using Apple's iBooks Author application. The eBook, entitled "Introduction to…

  7. Development of Students' Conceptual Thinking by Means of Video Analysis and Interactive Simulations at Technical Universities

    ERIC Educational Resources Information Center

    Hockicko, Peter; Krišták, Luboš; Nemec, Miroslav

    2015-01-01

    Video analysis, using the program Tracker (Open Source Physics), in the educational process introduces a new creative method of teaching physics and makes natural sciences more interesting for students. This way of exploring the laws of nature can amaze students because this illustrative and interactive educational software inspires them to think…

  8. Learner Interaction Patterns and Student Perceptions toward Using Selected Tools in an Online Course Management System

    ERIC Educational Resources Information Center

    Kuna, Aruna Sai

    2012-01-01

    The study identified the association between student interaction patterns and academic performance in online graduate courses delivered by the Department of Agricultural Education and Studies at Iowa State University. In addition, the study investigated which online course tools were perceived by students to be most useful in learning. The study…

  9. Student use of a Learning Management System for group projects: A case study investigating interaction, collaboration, and knowledge construction

    NASA Astrophysics Data System (ADS)

    Lonn, Steven D.

    Web-based Learning Management Systems (LMS) allow instructors and students to share instructional materials, make class announcements, submit and return course assignments, and communicate with each other online. Previous LMS-related research has focused on how these systems deliver and manage instructional content with little concern for how students' constructivist learning can be encouraged and facilitated. This study investigated how students use LMS to interact, collaborate, and construct knowledge within the context of a group project but without mediation by the instructor. The setting for this case study was students' use in one upper-level biology course of the local LMS within the context of a course-related group project, a mock National Institutes of Health grant proposal. Twenty-one groups (82 students) voluntarily elected to use the LMS, representing two-thirds of all students in the course. Students' peer-to-peer messages within the LMS, event logs, online surveys, focus group interviews, and instructor interviews were used in order to answer the study's overarching research question. The results indicate that students successfully used the LMS to interact and, to a significant extent, collaborate, but there was very little evidence of knowledge construction using the LMS technology. It is possible that the ease and availability of face-to-face meetings as well as problems and limitations with the technology were factors that influenced whether students' online basic interaction could be further distinguished as collaboration or knowledge construction. Despite these limitations, students found several tools and functions of the LMS useful for their online peer interaction and completion of their course project. Additionally, LMS designers and implementers are urged to consider previous literature on computer-supported collaborative learning environments in order to better facilitate independent group projects within these systems. Further research is

  10. Online interactive teaching modules enhance quantitative proficiency of introductory biology students.

    PubMed

    Thompson, Katerina V; Nelson, Kären C; Marbach-Ad, Gili; Keller, Michael; Fagan, William F

    2010-01-01

    There is widespread agreement within the scientific and education communities that undergraduate biology curricula fall short in providing students with the quantitative and interdisciplinary problem-solving skills they need to obtain a deep understanding of biological phenomena and be prepared fully to contribute to future scientific inquiry. MathBench Biology Modules were designed to address these needs through a series of interactive, Web-based modules that can be used to supplement existing course content across the biological sciences curriculum. The effect of the modules was assessed in an introductory biology course at the University of Maryland. Over the course of the semester, students showed significant increases in quantitative skills that were independent of previous math course work. Students also showed increased comfort with solving quantitative problems, whether or not they ultimately arrived at the correct answer. A survey of spring 2009 graduates indicated that those who had experienced MathBench in their course work had a greater appreciation for the role of mathematics in modern biology than those who had not used MathBench. MathBench modules allow students from diverse educational backgrounds to hone their quantitative skills, preparing them for more complex mathematical approaches in upper-division courses.

  11. Who Is the Competent Physics Student? A Study of Students' Positions and Social Interaction in Small-Group Discussions

    ERIC Educational Resources Information Center

    Due, Karin

    2014-01-01

    This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students.…

  12. Assessing student understanding of host pathogen interactions using a concept inventory.

    PubMed

    Marbach-Ad, Gili; Briken, Volker; El-Sayed, Najib M; Frauwirth, Kenneth; Fredericksen, Brenda; Hutcheson, Steven; Gao, Lian-Yong; Joseph, Sam; Lee, Vincent T; McIver, Kevin S; Mosser, David; Quimby, B Booth; Shields, Patricia; Song, Wenxia; Stein, Daniel C; Yuan, Robert T; Smith, Ann C

    2009-01-01

    As a group of faculty with expertise and research programs in the area of host-pathogen interactions (HPI), we are concentrating on students' learning of HPI concepts. As such we developed a concept inventory to measure level of understanding relative to HPI after the completion of a set of microbiology courses (presently eight courses). Concept inventories have been useful tools for assessing student learning, and our interest was to develop such a tool to measure student learning progression in our microbiology courses. Our teaching goal was to create bridges between our courses which would eliminate excessive overlap in our offerings and support a model where concepts and ideas introduced in one course would become the foundation for concept development in successive courses. We developed our HPI concept inventory in several phases. The final product was an 18-question, multiple-choice concept inventory. In fall 2006 and spring 2007 we administered the 18-question concept inventory in six of our courses. We collected pre- and postcourse surveys from 477 students. We found that students taking pretests in the advanced courses retained the level of understanding gained in the general microbiology prerequisite course. Also, in two of our courses there was significant improvement on the scores from pretest to posttest. As we move forward, we will concentrate on exploring the range of HPI concepts addressed in each course and determine and/or create effective methods for meaningful student learning of HPI aspects of microbiology.

  13. To belong or not to belong: nursing students' interactions with clinical learning environments - an observational study.

    PubMed

    Liljedahl, Matilda; Björck, Erik; Kalén, Susanne; Ponzer, Sari; Bolander Laksov, Klara

    2016-08-05

    Belongingness has been argued to be a prerequisite for students' learning in the clinical setting but making students feel like they belong to the workplace is a challenge. From a sociocultural perspective, workplace participatory practices is a framework that views clinical learning environments to be created in interaction between students and the workplace and hence, are dependent on them both. The aim of this study was to explore the interdependence between affordances and engagement in clinical learning environments. The research question was: How are nursing students influenced in their interactions with clinical learning environments? An observational study with field observations and follow-up interviews was performed. The study setting comprised three academic teaching hospitals. Field observations included shadowing undergraduate nursing students during entire shifts. Fifty-five hours of field observations and ten follow-up interviews with students, supervisors and clinical managers formed the study data. A thematic approach to the analysis was taken and performed iteratively with the data collection. The results revealed that students strived to fill out the role they were offered in an aspirational way but that they became overwhelmed when given the responsibility of care. When students' basic values did not align with those enacted by the workplace, they were not willing to compromise their own values. Workplaces succeeded in inviting students into the community of nurses and the practice of care. Students demonstrated hesitance regarding their desire to belong to the workplace community. The results imply that the challenge for clinical education is not to increase the experience of belongingness but to maintain students' critical and reflective approach to health care practice. Additionally, results suggest students to be included as an important stakeholder in creating clinical learning environments rather than being viewed as consumer of clinical

  14. A Drug Interactions Elective Course

    PubMed Central

    2009-01-01

    Objectives To evaluate the impact of a drug interactions elective course on student knowledge and skills. Design A drug interactions elective which focused on assessment and application of drug interaction information and identification and management of commonly encountered drug interactions by therapeutic category was offered to third-year PharmD students. Students were expected to (1) determine whether a given interaction was clinically significant or required pharmacist intervention, and (2) make rational, scientifically sound, practical recommendations for management of drug interactions. Evaluation and Assessment Assessment included course evaluations, student self-assessments, and knowledge and skills assessments. Students who completed the course were more confident in their abilities relating to drug interactions than students who did not complete the course. Students who completed the course scored significantly better in all areas of the assessment compared to students who did not complete the course. Course evaluation results were also positive. Conclusion A course devoted to the identification and management of drug interactions improved PharmD students' knowledge and skills and could potentially improve the patient care they provide in the future. PMID:19657505

  15. Quantifying population preferences around vaccination against severe but rare diseases: A conjoint analysis among French university students, 2016.

    PubMed

    Seanehia, Joy; Treibich, Carole; Holmberg, Christine; Müller-Nordhorn, Jacqueline; Casin, Valerie; Raude, Jocelyn; Mueller, Judith E

    2017-05-09

    Several concepts are available to explain vaccine decision making by individual and inter-individual factors, including risk perception, social conformism and altruism. However, only a few studies have quantified the weight of these determinants in vaccine acceptance. Using a conjoint analysis tool, we aimed at eliciting preferences in a student population regarding vaccination against a rare, severe and rapidly evolving hypothetical disease, similar to meningococcal serogroup C meningitis or measles. During March-May 2016, we conducted an emailing survey among university students aged 18-24years (N=775) in Rennes, France. Participants were asked to decide for or against immediate vaccination in 24 hypothetical scenarios, containing various levels of four attributes: epidemic situation, adverse events, information on vaccination coverage, and potential for indirect protection. Data were analysed using random effect estimator logit models. Participants accepted on average 52% of scenarios and all attributes significantly impacted vaccination acceptance. The highest positive effects were seen with an epidemic situation (OR 3.81, 95%-CI 3.46-4.19), 90% coverage in the community (3.64, 3.15-4.20) and potential for disease elimination from the community (2.87, 2.53-3.26). Information on "insufficient coverage" was dissuasive (vs. none of friends vaccinated: 0.65, 0.56-0.75). Controversy had a significantly greater negative effect than a confirmed risk of severe adverse events (OR 0.05 vs. 0.22). In models including participant characteristics, preference weights were unchanged, while trust in health authorities and vaccination perceptions strongly influenced acceptance themselves. The greatest significant variation of preference weights between subgroups was observed with controversy among students using alternative medicine daily (OR 0.28) and among students relying on scientific vaccine information (OR 0.02). Among young adults, potential for indirect protection and

  16. Factors Influencing Positive Interactions across Race for African American, Asian American, Latino, and White College Students

    ERIC Educational Resources Information Center

    Saenz, Victor B.; Ngai, Hoi Ning; Hurtado, Sylvia

    2007-01-01

    This study explores the various factors that promote positive interactions across race for African American, Asian American, Latino, and White college students. A longitudinal survey was administered to all incoming students at nine public institutions (with a follow-up survey given at the end of their second year), examining activities related to…

  17. Developing an Interactive Non-Formal Chemistry Setting and Investigating Its Effectiveness on High School Students' Attitudes towards Chemistry

    ERIC Educational Resources Information Center

    Demircioglu, Gökhan

    2016-01-01

    The main purpose of this study is to design an interactive non-formal chemistry environment and investigate its effectiveness on high school students' attitudes towards chemistry. Besides that, it is tried to determine to what extent students correlate these concepts with daily life. 14 voluntary students (5 female, 9 male) from different levels…

  18. WWC Review of the Article "Culture and the Interaction of Student Ethnicity with Reward Structure in Group Learning"

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2010

    2010-01-01

    "Culture and the Interaction of Student Ethnicity with Reward Structure in Group Learning" examined the effects of different reward systems used in group learning situations on the math skills of African-American and white students. The study analyzed data on 75 African-American and 57 white fourth- and fifth-grade students from urban…

  19. Quantifying Water-Rock Interactions during Hydraulic Fracturing from the Analysis of Flowback Water

    NASA Astrophysics Data System (ADS)

    Osselin, F.; Nightingale, M.; Kloppmann, W.; Gaucher, E.; Clarkson, C.; Mayer, B.

    2017-12-01

    Hydraulic fracturing technologies have facilitated the rapid development of shale gas and other unconventional resources throughout the world. In order to get sufficient access to the trapped hydrocarbon, it is necessary to fracture the bedrock and increase its permeability. Fracturing fluids are usually composed of tens of thousand of cubic meters of low salinity water with numerous additives, such as viscosity agent or breakers. The objective of this study was to investigate and quantify the water-rock interactions during hydraulic fracturing. This study was based on repeated sampling of flowback water from a hydraulically fractured well in Alberta, Canada. The flowback water was sampled 24 times during the first week and one last time after one, and analyzed for major ions and trace elements, as well as stable isotopes of sulfate and water among others. Results showed that salinity rapidly increases up to 100 000 mg/L at the end of the first week. We demonstrate that conservative species such as Na and Cl follow a clear two end-members mixing line, while some species including sulfate had much higher concentrations (8 times higher than the expected value from the mixing line). This indicates that the rapid increase of salinity in flowback water is caused by both mixing with formation water initially present in the shale formation, and from water-rock interactions triggered by the fracturing fluid and in some cases by the additives. Stable isotope data suggest that additional sulfate is mobilized as a consequence of pyrite oxidation, releasing sulfate, iron and potentially other heavy metals into the flowback water. This release of excess sulfate can be detrimental because it has the potential to promote scaling of sulfate minerals. Moreover, pyrite oxidation is a highly acidifying reaction and this may decrease the effectiveness of other additives, and promote carbonate minerals dissolution enhancing further scaling. We propose that a better control of the

  20. Student Perceptions of Their Biology Teacher's Interpersonal Teaching Behaviors and Student Achievement

    NASA Astrophysics Data System (ADS)

    Madike, Victor N.

    Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.

  1. Age and Gender's Interactive Effects on Learning Satisfaction among Senior University Students

    ERIC Educational Resources Information Center

    Yang, Stephanie; Hsu, Wan-Chen; Chen, Hsueh-Chih

    2016-01-01

    With the growing number of older adults becoming a global concern, developed countries have focused on education as a means to promote successful aging. Previous research has focused on the effects of gender and age on learning satisfaction among senior students. Nevertheless, little attention has been paid to the interactive effects of age and…

  2. Analysis of Learning Achievement and Teacher-Student Interactions in Flipped and Conventional Classrooms

    ERIC Educational Resources Information Center

    Sun, Jerry Chih-Yuan; Wu, Yu-Ting

    2016-01-01

    This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-student interactions, and learning satisfaction.…

  3. Interactive mobile learning: a pilot study of a new approach for sport science and medical undergraduate students.

    PubMed

    Bruce-Low, S S; Burnet, S; Arber, K; Price, D; Webster, L; Stopforth, M

    2013-12-01

    Mobile learning has increasingly become interwoven into the fabric of learning and teaching in the United Kingdom higher education sector, and as technological issues become addressed, this phenomena has accelerated. The aim of the study was to examine whether learning using a mobile learning device (Samsung NC10 Netbook) loaded with interactive exercises promoted learning compared with a traditional library exercise. Using a randomized trial, 55 students from an undergraduate sports science course (n = 28) and medical course (n = 27) volunteered to participate in this study. A mixed-model design ANOVA was used to examine the percent change in test score after a 3-wk intervention. Results showed that there was a significant difference between the two courses (P < 0.001), methods (P = 0.01), and trials (P < 0.001). The findings suggested that both methods augmented student knowledge and understanding in sports science and medical students. The sports science group demonstrated proportionally greater increases in test performance when exposed to the mobile interactive intervention compared with the traditional library approach. Qualitative data suggest an increased level of engagement with the Netbooks due to the stimulating interactive content. In conclusion, the Netbooks were an effective additional learning tool, significantly enhancing knowledge and understanding in students. Further research should ensure that participants are assessed for preferred learning styles, the subjective task value of expectancy value, and readiness for mobile learning to ascertain if this has an effect on the potential for using mobile learning and interactivity.

  4. Interactive Projector as an Interactive Teaching Tool in the Classroom: Evaluating Teaching Efficiency and Interactivity

    ERIC Educational Resources Information Center

    Liu, Li-Ying; Cheng, Meng-Tzu

    2015-01-01

    This study reports on a measurement that is used to investigate interactivity in the classrooms and examines the impact of integrating the interactive projector into middle school science classes on classroom interactivity and students' biology learning. A total of 126 7th grade Taiwanese students were involved in the study and quasi-experimental…

  5. Towards quantifying dynamic human-human physical interactions for robot assisted stroke therapy.

    PubMed

    Mohan, Mayumi; Mendonca, Rochelle; Johnson, Michelle J

    2017-07-01

    Human-Robot Interaction is a prominent field of robotics today. Knowledge of human-human physical interaction can prove vital in creating dynamic physical interactions between human and robots. Most of the current work in studying this interaction has been from a haptic perspective. Through this paper, we present metrics that can be used to identify if a physical interaction occurred between two people using kinematics. We present a simple Activity of Daily Living (ADL) task which involves a simple interaction. We show that we can use these metrics to successfully identify interactions.

  6. Impact of Face-to-Face Interaction in Meeting Needs of Adult Students Enrolled in Web-Based Nursing Courses

    ERIC Educational Resources Information Center

    Murabito, Sandra Womeldorf

    2013-01-01

    The purpose of this dissertation is to study the impact of student to faculty face-to-face interaction in meeting the needs of adult students enrolled in web-based nursing courses. The study compared adult and traditional nursing students enrolled in online courses. A non-equivalent control group research design was utilized to compare students…

  7. Deaf students and their classroom communication: an evaluation of higher order categorical interactions among school and background characteristics.

    PubMed

    Allen, Thomas E; Anderson, Melissa L

    2010-01-01

    This article investigated to what extent age, use of a cochlear implant, parental hearing status, and use of sign in the home determine language of instruction for profoundly deaf children. Categorical data from 8,325 profoundly deaf students from the 2008 Annual Survey of Deaf and Hard-of-Hearing Children and Youth were analyzed using chi-square automated interaction detector, a stepwise analytic procedure that allows the assessment of higher order interactions among categorical variables. Results indicated that all characteristics were significantly related to classroom communication modality. Although younger and older students demonstrated a different distribution of communication modality, for both younger and older students, cochlear implantation had the greatest effect on differentiating students into communication modalities, yielding greater gains in the speech-only category for implanted students. For all subgroups defined by age and implantation status, the use of sign at home further segregated the sample into communication modality subgroups, reducing the likelihood of speech only and increasing the placement of students into signing classroom settings. Implications for future research in the field of deaf education are discussed.

  8. The effect of participation in an extended inquiry project on general chemistry student laboratory interactions, confidence, and process skills

    NASA Astrophysics Data System (ADS)

    Krystyniak, Rebecca A.

    2001-12-01

    This study explored the effect of participation by second-semester general chemistry students in an extended open-inquiry laboratory investigation on their use of science process skills and confidence in performing specific aspects of laboratory investigations. In addition, verbal interactions of a student lab team among team members and with their instructor over three open-inquiry laboratory sessions and two non-inquiry sessions were investigated. Instruments included the Test of Integrated Skills (TIPS), a 36-item multiple-choice instrument, and the Chemistry Laboratory Survey (CLS), a researcher co-designed 20-item 8-point instrument. Instruments were administered at the beginning and close of the semester to 157 second-semester general chemistry students at the two universities; students at only one university participated in open-inquiry activity. A MANCOVA was performed to investigate relationships among control and experimental students, TIPS, and CLS post-test scores. Covariates were TIPS and CLS pre-test scores and prior high school and college science experience. No significant relationships were found. Wilcoxen analyses indicated both groups showed increase in confidence; experimental-group students with below-average TIPS pre-test scores showed a significant increase in science process skills. Transcribed audio tapes of all laboratory-based verbal interactions were analyzed. Coding categories, developed using the constant comparison method, led to an inter-rater reliability of .96. During open-inquiry activities, the lab team interacted less often, sought less guidance from their instructor, and talked less about chemistry concepts than during non-inquiry activities. Evidence confirmed that students used science process skills and engaged in higher-order thinking during both types of activities. A four-student focus shared their experiences with open-inquiry activities, indicating that they enjoyed the experience, viewed it as worthwhile, and believed

  9. The interactive role of eating regulation and stress in the prediction of weight-related outcomes among college students.

    PubMed

    Arsiwalla, Dilbur D; Arnold, Amanda W; Teel, Karla P; Ulrich, Pamela V; Gropper, Sareen S

    2018-02-01

    The interactive role of eating regulation and perceived stress on weight-related outcomes was examined among 319 sophomore year college students (110 males and 209 females). Moderated regressions were used to examine interactions between stress and eating regulation on study outcomes including body mass index (BMI) and body fat. Eating regulation moderated associations between stress and BMI and body fat outcomes. Students reporting high perceived stress, high autonomous eating regulation, low controlled regulation, and low amotivation exhibited higher outcomes (BMI and body fat) than those with similar eating regulation but lower perceived stress. Students with lower autonomous eating regulation and higher controlled regulation had no differences in study outcomes across levels of stress. College students who regulate their eating behaviours for health reasons (specifically showing autonomous regulation) exhibit higher BMI and body fat when they report higher levels of perceived stress. Health promotion programs for college students need to target education efforts towards stress reduction and healthy eating behaviours. Copyright © 2017 John Wiley & Sons, Ltd.

  10. Quantifying the Impact of Physical Activity on Stress Tolerance in College Students

    ERIC Educational Resources Information Center

    Bland, Helen W.; Melton, Bridget F.; Bigham, Lauren E.; Welle, Paul D.

    2014-01-01

    Problem: Stress experience by millennial college students can be crippling. While stress is a universal and unavoidable phenomenon for college students, the variance in ability to handle stress can be attributed to stress tolerance (Welle & Graf, 2011). Research is needed to identify effective tools that increase college students' ability to…

  11. Quantifying the Interactions between Maternal and Fetal Heart Rates by Transfer Entropy.

    PubMed

    Marzbanrad, Faezeh; Kimura, Yoshitaka; Palaniswami, Marimuthu; Khandoker, Ahsan H

    2015-01-01

    Evidence of the short term relationship between maternal and fetal heart rates has been found in previous studies. However there is still limited knowledge about underlying mechanisms and patterns of the coupling throughout gestation. In this study, Transfer Entropy (TE) was used to quantify directed interactions between maternal and fetal heart rates at various time delays and gestational ages. Experimental results using maternal and fetal electrocardiograms showed significant coupling for 63 out of 65 fetuses, by statistically validating against surrogate pairs. Analysis of TE showed a decrease in transfer of information from fetus to the mother with gestational age, alongside the maturation of the fetus. On the other hand, maternal to fetal TE was significantly greater in mid (26-31 weeks) and late (32-41 weeks) gestation compared to early (16-25 weeks) gestation (Mann Whitney Wilcoxon (MWW) p<0.05). TE further increased from mid to late, for the fetuses with RMSSD of fetal heart rate being larger than 4 msec in the late gestation. This difference was not observed for the fetuses with smaller RMSSD, which could be associated with the quiet sleep state. Delay in the information transfer from mother to fetus significantly decreased (p = 0.03) from mid to late gestation, implying a decrease in fetal response time. These changes occur concomitant with the maturation of the fetal sensory and autonomic nervous systems with advancing gestational age. The effect of maternal respiratory rate derived from maternal ECG was also investigated and no significant relationship was found between breathing rate and TE at any lag. In conclusion, the application of TE with delays revealed detailed information on the fetal-maternal heart rate coupling strength and latency throughout gestation, which could provide novel clinical markers of fetal development and well-being.

  12. Quantifying the Interactions between Maternal and Fetal Heart Rates by Transfer Entropy

    PubMed Central

    Marzbanrad, Faezeh; Kimura, Yoshitaka; Palaniswami, Marimuthu; Khandoker, Ahsan H.

    2015-01-01

    Evidence of the short term relationship between maternal and fetal heart rates has been found in previous studies. However there is still limited knowledge about underlying mechanisms and patterns of the coupling throughout gestation. In this study, Transfer Entropy (TE) was used to quantify directed interactions between maternal and fetal heart rates at various time delays and gestational ages. Experimental results using maternal and fetal electrocardiograms showed significant coupling for 63 out of 65 fetuses, by statistically validating against surrogate pairs. Analysis of TE showed a decrease in transfer of information from fetus to the mother with gestational age, alongside the maturation of the fetus. On the other hand, maternal to fetal TE was significantly greater in mid (26–31 weeks) and late (32–41 weeks) gestation compared to early (16–25 weeks) gestation (Mann Whitney Wilcoxon (MWW) p<0.05). TE further increased from mid to late, for the fetuses with RMSSD of fetal heart rate being larger than 4 msec in the late gestation. This difference was not observed for the fetuses with smaller RMSSD, which could be associated with the quiet sleep state. Delay in the information transfer from mother to fetus significantly decreased (p = 0.03) from mid to late gestation, implying a decrease in fetal response time. These changes occur concomitant with the maturation of the fetal sensory and autonomic nervous systems with advancing gestational age. The effect of maternal respiratory rate derived from maternal ECG was also investigated and no significant relationship was found between breathing rate and TE at any lag. In conclusion, the application of TE with delays revealed detailed information on the fetal-maternal heart rate coupling strength and latency throughout gestation, which could provide novel clinical markers of fetal development and well-being. PMID:26701122

  13. Quantifying the Information Habits of High School Students Engaged in Engineering Design

    ERIC Educational Resources Information Center

    Mentzer, Nathan; Fosmire, Michael J.

    2015-01-01

    This study measured the information gathering behaviors of high school students who had taken engineering design courses as they solved a design problem. The authors investigated what types of information students accessed, its quality, when it was accessed during the students' process, and if it impacted their thinking during the activity.…

  14. Interactive anatomical and surgical live stream lectures improve students' academic performance in applied clinical anatomy.

    PubMed

    Shiozawa, Thomas; Butz, Benjamin; Herlan, Stephan; Kramer, Andreas; Hirt, Bernhard

    2017-01-01

    Tuebingen's Sectio Chirurgica (TSC) is an innovative, interactive, multimedia, and transdisciplinary teaching method designed to complement dissection courses. The Tuebingen's Sectio Chirurgica (TSC) allows clinical anatomy to be taught via interactive live stream surgeries moderated by an anatomist. This method aims to provide an application-oriented approach to teaching anatomy that offers students a deeper learning experience. A cohort study was devised to determine whether students who participated in the TSC were better able to solve clinical application questions than students who did not participate. A total of 365 students participated in the dissection course during the winter term of the 2012/2013 academic year. The final examination contained 40 standard multiple-choice (S-MC) and 20 clinically-applied multiple-choice (CA-MC) items. The CA-MC items referred to clinical cases but could be answered solely using anatomical knowledge. Students who regularly participated in the TSC answered the CA-MC questions significantly better than the control group (75% and 65%, respectively; P < 0.05, Mann-Whitney U test). The groups exhibited no differences on the S-MC questions (85% and 82.5%, respectively; P > 0.05). The CA-MC questions had a slightly higher level of difficulty than the S-MC questions (0.725 and 0.801, respectively; P = 0.083). The discriminatory power of the items was comparable (S-MC median Pearson correlations: 0.321; CA-MC: 0.283). The TSC successfully teaches the clinical application of anatomical knowledge. Students who attended the TSC in addition to the dissection course were able to answer CA-MC questions significantly better than students who did not attend the TSC. Thus, attending the TSC in addition to the dissection course supported students' clinical learning goals. Anat Sci Educ 10: 46-52. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

  15. The Effect of Teaching Supported by Interactive Whiteboard on Students' Mathematical Achievements in Lower Secondary Education

    ERIC Educational Resources Information Center

    Tunaboylu, Ceren; Demir, Ergül

    2017-01-01

    The aim of this study is to investigate the effect of using the interactive whiteboard in mathematics teaching process on the 7th-grade students' achievement. This study was conducted as experimental design. Experimental and control groups were composed of 58 7th-grade students from one school in the 2015-2016 educational year in Ankara. As a…

  16. Impact of A Smoking Prevention Interactive Experience (ASPIRE), an interactive, multimedia smoking prevention and cessation curriculum for culturally diverse high-school students.

    PubMed

    Prokhorov, Alexander V; Kelder, Steven H; Shegog, Ross; Murray, Nancy; Peters, Ronald; Agurcia-Parker, Carolyn; Cinciripini, Paul M; de Moor, Carl; Conroy, Jennifer L; Hudmon, Karen Suchanek; Ford, Kentya H; Marani, Salma

    2008-09-01

    Few studies have examined the long-term efficacy of computer-based smoking prevention and cessation programs. We analyzed the long-term impact of A Smoking Prevention Interactive Experience (ASPIRE), a theoretically sound computer-based smoking prevention and cessation curriculum for high school students. Sixteen predominantly minority, inner-city high schools were randomly assigned to receive the ASPIRE curriculum or standard care (receipt of the National Cancer Institute's Clearing the Air self-help booklet). A total of 1160 students, 1098 of whom were nonsmokers and 62 smokers at baseline, were included. At 18-month follow-up, among baseline nonsmokers, smoking initiation rates were significantly lower in the ASPIRE condition (1.9% vs. 5.8%, p < .05). Students receiving ASPIRE also demonstrated significantly higher decisional balance against smoking and decreased temptations to smoke. Differences between groups in self-efficacy and resistance skills were not significant. There was a nonsignificant trend toward improved smoking cessation with ASPIRE, but low recruitment of smokers precluded conclusions with respect to cessation. ASPIRE demonstrated the potential for an interactive multimedia program to promote smoking prevention. Further studies are required to determine ASPIRE's effects on cessation.

  17. An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt.

    PubMed

    Abdelhai, Rehab; Yassin, Sahar; Ahmad, Mohamad F; Fors, Uno G H

    2012-03-20

    The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring.

  18. Exploring students' interactions, arguments, and reflections in general chemistry laboratories with different levels of inquiry

    NASA Astrophysics Data System (ADS)

    Xu, Haozhi

    Students' learning in inquiry-based investigations has drawn considerable attention of the science education community. Inquiry activities can be viewed as knowledge construction processes in which students are expected to develop conceptual understanding and critical thinking abilities. Our study aimed to explore the effect of experiments with different levels of inquiry on students' interactions in the laboratory setting, as well as on students' written arguments and reflections. Our results are based on direct observations of group work in college general chemistry laboratories and analysis of associated written lab reports. The analysis of students' interactions in the laboratory was approached from three major analytic dimensions: Functional analysis, cognitive processing, and social processing. According to our results, higher levels of inquiry were associated with an increase in the relative frequency of episodes where students were engaged in proposing ideas versus asking and answering each others' questions. Higher levels of inquiry also favored episodes in which experimental work was approached in a more exploratory (versus procedural) manner. However, no major changes were observed in the extent to which students were engaged in either interpretive discussions of central scientific concepts and ideas. As part of our study we were also interested in characterizing the effects of experiments involving different levels of inquiry on the structure and adequacy of university general chemistry students' written arguments, as well as on the nature of their reflections about laboratory work. Our findings indicate that the level of inquiry of the observed experiments had no significant impact on the structure or adequacy of arguments generated by students. However, the level of inquiry of the experiments seemed to have a major impact on several areas of students' written reflections about laboratory work. In general, our results elicit trends and highlight issues

  19. Social interactions of eating behaviour among high school students: a cellular automata approach

    PubMed Central

    2012-01-01

    Background Overweight and obesity in children and adolescents is a global epidemic posing problems for both developed and developing nations. The prevalence is particularly alarming in developed nations, such as the United States, where approximately one in three school-aged adolescents (ages 12-19) are overweight or obese. Evidence suggests that weight gain in school-aged adolescents is related to energy imbalance exacerbated by the negative aspects of the school food environment, such as presence of unhealthy food choices. While a well-established connection exists between the food environment, presently there is a lack of studies investigating the impact of the social environment and associated interactions of school-age adolescents. This paper uses a mathematical modelling approach to explore how social interactions among high school adolescents can affect their eating behaviour and food choice. Methods In this paper we use a Cellular Automata (CA) modelling approach to explore how social interactions among school-age adolescents can affect eating behaviour, and food choice. Our CA model integrates social influences and transition rules to simulate the way individuals would interact in a social community (e.g., school cafeteria). To replicate these social interactions, we chose the Moore neighbourhood which allows all neighbours (eights cells in a two-dimensional square lattice) to influence the central cell. Our assumption is that individuals belong to any of four states; Bring Healthy, Bring Unhealthy, Purchase Healthy, and Purchase Unhealthy, and will influence each other according to parameter settings and transition rules. Simulations were run to explore how the different states interact under varying parameter settings. Results This study, through simulations, illustrates that students will change their eating behaviour from unhealthy to healthy as a result of positive social and environmental influences. In general, there is one common characteristic of

  20. Impact of distance education via interactive videoconferencing on students' course performance and satisfaction.

    PubMed

    Klibanov, Olga M; Dolder, Christian; Anderson, Kevin; Kehr, Heather A; Woods, J Andrew

    2018-03-01

    The impact of distance education via interactive videoconferencing on pharmacy students' performance in a course was assessed after implementation of a distance campus. Students filled out a "Student Demographic Survey" and a "Precourse Knowledge Assessment" at the start of the course and a "Postcourse Knowledge Assessment" and a "Postcourse Student Perceptions Survey" at the end of the course. The primary end point, a comparison of course grades (%) between the main and distance campuses, was examined using the two-sample t-test. We examined the relationships among demographics, campus location, course grades, grade point average, pre- and postcourse knowledge assessments, and postcourse perceptions as our secondary end points with parametric and nonparametric tests. Data from 93 students were included in the analysis [main campus ( n = 81); distance campus ( n = 12)]. Students on the main campus achieved a significantly higher final course grade (87 vs. 81%; P = 0.02). Scores on the Postcourse Knowledge Assessment were also significantly higher compared with those of students on the distance education campus (77 vs. 68%; P = 0.04). Students on both campuses reported self-perceived improvement in their knowledge base regarding various aspects of infectious diseases. Compared with the students on the distance campus, those on the main campus were more likely to subjectively perceive that they had succeeded in the course ( P = 0.04). Our study suggests that students on the main campus achieved a higher final course grade and were more likely to feel that they had succeeded in the course. Students on both campuses reported improvement in knowledge.

  1. Quantifying the ice-albedo feedback through decoupling

    NASA Astrophysics Data System (ADS)

    Kravitz, B.; Rasch, P. J.

    2017-12-01

    The ice-albedo feedback involves numerous individual components, whereby warming induces sea ice melt, inducing reduced surface albedo, inducing increased surface shortwave absorption, causing further warming. Here we attempt to quantify the sea ice albedo feedback using an analogue of the "partial radiative perturbation" method, but where the governing mechanisms are directly decoupled in a climate model. As an example, we can isolate the insulating effects of sea ice on surface energy and moisture fluxes by allowing sea ice thickness to change but fixing Arctic surface albedo, or vice versa. Here we present results from such idealized simulations using the Community Earth System Model in which individual components are successively fixed, effectively decoupling the ice-albedo feedback loop. We isolate the different components of this feedback, including temperature change, sea ice extent/thickness, and air-sea exchange of heat and moisture. We explore the interactions between these different components, as well as the strengths of the total feedback in the decoupled feedback loop, to quantify contributions from individual pieces. We also quantify the non-additivity of the effects of the components as a means of investigating the dominant sources of nonlinearity in the ice-albedo feedback.

  2. Map Learning with a 3D Printed Interactive Small-Scale Model: Improvement of Space and Text Memorization in Visually Impaired Students.

    PubMed

    Giraud, Stéphanie; Brock, Anke M; Macé, Marc J-M; Jouffrais, Christophe

    2017-01-01

    Special education teachers for visually impaired students rely on tools such as raised-line maps (RLMs) to teach spatial knowledge. These tools do not fully and adequately meet the needs of the teachers because they are long to produce, expensive, and not versatile enough to provide rapid updating of the content. For instance, the same RLM can barely be used during different lessons. In addition, those maps do not provide any interactivity, which reduces students' autonomy. With the emergence of 3D printing and low-cost microcontrollers, it is now easy to design affordable interactive small-scale models (SSMs) which are adapted to the needs of special education teachers. However, no study has previously been conducted to evaluate non-visual learning using interactive SSMs. In collaboration with a specialized teacher, we designed a SSM and a RLM representing the evolution of the geography and history of a fictitious kingdom. The two conditions were compared in a study with 24 visually impaired students regarding the memorization of the spatial layout and historical contents. The study showed that the interactive SSM improved both space and text memorization as compared to the RLM with braille legend. In conclusion, we argue that affordable home-made interactive small scale models can improve learning for visually impaired students. Interestingly, they are adaptable to any teaching situation including students with specific needs.

  3. Level of Interactivity of Videodisc Instruction on College Students' Recall of AIDS Information.

    ERIC Educational Resources Information Center

    Kritch, Kale M.; And Others

    1995-01-01

    Two experiments confirmed the greater effectiveness of constructed-response interactive videodisc instruction when compared to a click-to-continue or passive viewing formats on posttest recall of Acquired Immune Deficiency Syndrome (AIDS) information by 101 college students. The necessity of constructing answers appears to be an important factor…

  4. Metacognition and Passing: Strategic Interactions in the Lives of Students with Learning Disabilities.

    ERIC Educational Resources Information Center

    Rueda, Robert; Mehan, Hugh

    1986-01-01

    Students with learning disabilities work to avoid difficult tasks while trying to appear competent ("passing"). They also check, monitor, and evaluate their actions, a form of "metacognition." These are flip sides of the same coin of strategic interaction and are context-bound, not context-free activities. (Author/LHW)

  5. How Do We Get People to Interact? International Students and the American Experience

    ERIC Educational Resources Information Center

    Geary, Danielle

    2016-01-01

    American colleges and universities consider diversity a way to foster personal growth and a healthy society, challenge stereotypes, encourage critical thinking, and help students communicate and feel comfortable with people they may perceive to be different. Quality interaction that has the potential to grow into authentic relationships between…

  6. Interaction Analysis for Supporting Students' Self-Regulation during Blog-Based CSCL Activities

    ERIC Educational Resources Information Center

    Michailidis, Nikolaos; Kapravelos, Efstathios; Tsiatsos, Thrasyvoulos

    2018-01-01

    Self-regulated learning is an important means of supporting students' self-awareness and self-regulation level so as to enhance their motivation and engagement. Interaction Analysis (IA) contributes to this end, and its use in studying learning dynamics involved in asynchronous Computer-Supported Collaborative Learning (CSCL) activities has…

  7. Identification of Parent-Child Interaction Characteristics of High and Low Achieving Elementary Students.

    ERIC Educational Resources Information Center

    Portes, Pedro R.; And Others

    The present study was designed to identify parent-child interaction patterns that might differentiate bright from below average elementary students in order to test the hypothesis that environmental processes related to regulation of executive processes influence both children's learning and developmental level. Thirty-two mother-child dyads (16…

  8. What Matters Most when Students and Teachers Use Interactive Whiteboards in Mathematics Classrooms?

    ERIC Educational Resources Information Center

    McQuillan, Kimberley; Northcote, Maria; Beamish, Peter

    2012-01-01

    Teachers are encouraged to immerse their students in rich and engaging learning environments (NSW Department of Education and Training, 2003). One teaching tool that can facilitate the creation of rich learning environments is the interactive whiteboard (IWB) (Baker, 2009). When teaching mathematics, the varied representational aspects of IWBs can…

  9. Quantifying Heuristic Bias: Anchoring, Availability, and Representativeness.

    PubMed

    Richie, Megan; Josephson, S Andrew

    2018-01-01

    Construct: Authors examined whether a new vignette-based instrument could isolate and quantify heuristic bias. Heuristics are cognitive shortcuts that may introduce bias and contribute to error. There is no standardized instrument available to quantify heuristic bias in clinical decision making, limiting future study of educational interventions designed to improve calibration of medical decisions. This study presents validity data to support a vignette-based instrument quantifying bias due to the anchoring, availability, and representativeness heuristics. Participants completed questionnaires requiring assignment of probabilities to potential outcomes of medical and nonmedical scenarios. The instrument randomly presented scenarios in one of two versions: Version A, encouraging heuristic bias, and Version B, worded neutrally. The primary outcome was the difference in probability judgments for Version A versus Version B scenario options. Of 167 participants recruited, 139 enrolled. Participants assigned significantly higher mean probability values to Version A scenario options (M = 9.56, SD = 3.75) than Version B (M = 8.98, SD = 3.76), t(1801) = 3.27, p = .001. This result remained significant analyzing medical scenarios alone (Version A, M = 9.41, SD = 3.92; Version B, M = 8.86, SD = 4.09), t(1204) = 2.36, p = .02. Analyzing medical scenarios by heuristic revealed a significant difference between Version A and B for availability (Version A, M = 6.52, SD = 3.32; Version B, M = 5.52, SD = 3.05), t(404) = 3.04, p = .003, and representativeness (Version A, M = 11.45, SD = 3.12; Version B, M = 10.67, SD = 3.71), t(396) = 2.28, p = .02, but not anchoring. Stratifying by training level, students maintained a significant difference between Version A and B medical scenarios (Version A, M = 9.83, SD = 3.75; Version B, M = 9.00, SD = 3.98), t(465) = 2.29, p = .02, but not residents or attendings. Stratifying by heuristic and training level, availability maintained

  10. The impact of real-time, Internet experiments versus interactive, asynchronous replays of experiments on high school students science concepts and attitudes

    NASA Astrophysics Data System (ADS)

    Kubasko, Dennis S., Jr.

    The purpose of this study was to investigate whether students' learning experiences were similar or different with an interactive, live connection via the Internet in real-time to an Atomic Force Microscope (AFM) versus a stored replay of AFM experiments. Did the two treatments influence students' attitudes towards the learning experience? Are there differences in students' understandings of viruses and science investigations? In addition, this study investigated treatment effects on students' understandings of the nature of science. The present study drew upon the research that examined students' attitudes toward science, students' views of the nature of science, instructional technology in education, and prior research on the nanoManipulator. Specific efforts have been made to address reform efforts in science education throughout the literature review. Eighty-five high school biology students participated in the nanoManipulator experience (44 males, 41 females, 64 Euro-American, 16 African-American, and 5 of other ethnicities). Two high school classes were randomly selected and administered the interactive, real-time treatment. Two different high school classes were randomly selected and administered the limited-interaction, experimental replay treatment. The intervention occurred over a one-week period. Qualitative and quantitative measures were used to examine the differences between two treatment conditions. Experiential, affective, cognitive, and the nature of science domains were assessed. Findings show that the questions and statements made in synchronous time by the live treatment group were significantly different than students' questions and statements in asynchronous communication. Students in the replay treatment made more statements about what they learned or knew about the experience than did students in the live experience. Students in both groups showed significant gains in understanding viruses (particularly viral dimensionality and shape

  11. The Effective Use of an Interactive Software Program to Reduce Students' Misconceptions about Batteries

    ERIC Educational Resources Information Center

    Yang, E.-M.; Greenbowe, T. J.; Andre, T.

    2004-01-01

    The misconceptions of students regarding electricity and electrochemistry in the context of operation of a common flashlight are discussed. An Interactive Software Program (ISP) is used for better conceptual understanding of the operation of commercial batteries in a circuit.

  12. The Effect of Interactive Lecture Demonstrations on Students' Understanding of Heat and Temperature: A Study from Thailand

    ERIC Educational Resources Information Center

    Tanahoung, Choksin; Chitaree, Ratchapak; Soankwan, Chernchok; Sharma, Manjula D.; Johnston, Ian D.

    2009-01-01

    The purpose of this study was to investigate the effectiveness of Interactive Lecture Demonstrations over traditional instruction on university students' understanding of heat and temperature. The participants were 327 first year undergraduate students from two science classes in two academic years from the same university in Thailand. One class…

  13. Principals' Social Interactions with Teachers: How Principal-Teacher Social Relations Correlate with Teachers' Perceptions of Student Engagement

    ERIC Educational Resources Information Center

    Price, Heather E.

    2015-01-01

    Purpose: The purpose of this paper is to link the social interactions between principals and their teachers to teachers' perceptions of their students' engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment. The mediating influence of…

  14. Interactive fundamental physics. [THE REAL STUFF: The New Expanded Media Physics Course for secondary school students

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

    Rubin, E.L.

    THE REAL STUFF is an Expanded Media Physics Course aimed at students still in the formative early years of secondary school. Its consists of a working script for an interactive multimedia study unit in basic concepts of physics. The unit begins with a prologue on the Big Bang that sets the stage, and concludes with a lesson on Newton's first law of motion. The format is interactive, placing the individual student in control of a layered hypermedia'' structure that enables him or her to find a level of detail and difficulty that is comfortable and meaningful. The intent is tomore » make physics relevant, intellectually accessible and fun. On-screen presenters and demonstrators will be females and males of various ages, ethnicities and backgrounds, and will include celebrities and physicists of note. A lean, layered design encourages repeated, cumulative study and makes the material useful for self-directed Teaming even by college students. THE REAL STUFF introduces a new science teaching paradigm, a way to teach science that will engage even students who have declined'' to be interested in science in the past. Increased participation in science by women, African-Americans and Spanish-speaking students is a particular goal.« less

  15. Online Interactive Teaching Modules Enhance Quantitative Proficiency of Introductory Biology Students

    PubMed Central

    Nelson, Kären C.; Marbach-Ad, Gili; Keller, Michael; Fagan, William F.

    2010-01-01

    There is widespread agreement within the scientific and education communities that undergraduate biology curricula fall short in providing students with the quantitative and interdisciplinary problem-solving skills they need to obtain a deep understanding of biological phenomena and be prepared fully to contribute to future scientific inquiry. MathBench Biology Modules were designed to address these needs through a series of interactive, Web-based modules that can be used to supplement existing course content across the biological sciences curriculum. The effect of the modules was assessed in an introductory biology course at the University of Maryland. Over the course of the semester, students showed significant increases in quantitative skills that were independent of previous math course work. Students also showed increased comfort with solving quantitative problems, whether or not they ultimately arrived at the correct answer. A survey of spring 2009 graduates indicated that those who had experienced MathBench in their course work had a greater appreciation for the role of mathematics in modern biology than those who had not used MathBench. MathBench modules allow students from diverse educational backgrounds to hone their quantitative skills, preparing them for more complex mathematical approaches in upper-division courses. PMID:20810959

  16. The Social Interactions of Students with Disabilities in a 5th Grade Level Inclusive Classroom and the Effect on Academic Achievement

    ERIC Educational Resources Information Center

    Marshall-Reed, Estella

    2010-01-01

    This dissertation is a qualitative, ethnographic case study of 3 students with disabilities. The purpose of this research study was to observe and collect descriptive accounts of the social interactions that exist between the cultures in a 5th grade level inclusive classroom, such as the interactions between the special education students, general…

  17. The Impact of Faculty-Student Interactions on Teaching Behavior: An Investigation of Perceived Student Encounter Orientation, Interactive Confidence, and Interactive Practice.

    ERIC Educational Resources Information Center

    Frankel, Robert; Swanson, Scott R.

    2002-01-01

    Data from 221 marketing professors were used to classify critical student incidents as service system failures, response to student needs, or unprompted instructor actions. Resulting behavior changes included methods and materials changes, requirement clarification, reinforcement, student praise, and authoritativeness. Influential factors were…

  18. The Relationship of Undergraduate First-Time-in-College Students' Expectations of Interactions with Faculty and Four-Year College Degree Completion

    ERIC Educational Resources Information Center

    Story, Craig N.

    2013-01-01

    Faculty are the academic heart of colleges and universities. They guide learning and facilitate student academic and social integration in the campus community. As described by Tinto, student integration is an important component to success in college. Out-of-class and in-class faculty-student interaction supports student integration and may lead…

  19. Attracting STEM Talent: Do STEM Students Prefer Traditional or Work/Life-Interaction Labs?

    PubMed Central

    DeFraine, William C.; Williams, Wendy M.; Ceci, Stephen J.

    2014-01-01

    The demand for employees trained in science, technology, engineering, and mathematics (STEM) fields continues to increase, yet the number of Millennial students pursuing STEM is not keeping pace. We evaluated whether this shortfall is associated with Millennials' preference for flexibility and work/life-interaction in their careers-a preference that may be inconsistent with the traditional idea of a science career endorsed by many lab directors. Two contrasting approaches to running STEM labs and training students were explored, and we created a lab recruitment video depicting each. The work-focused video emphasized the traditional notions of a science lab, characterized by long work hours and a focus on individual achievement and conducting research above all else. In contrast, the work/life-interaction-focused video emphasized a more progressive view – lack of demarcation between work and non-work lives, flexible hours, and group achievement. In Study 1, 40 professors rated the videos, and the results confirmed that the two lab types reflected meaningful real-world differences in training approaches. In Study 2, we recruited 53 current and prospective graduate students in STEM fields who displayed high math-identification and a commitment to science careers. In a between-subjects design, they watched one of the two lab-recruitment videos, and then reported their anticipated sense of belonging to and desire to participate in the lab depicted in the video. Very large effects were observed on both primary measures: Participants who watched the work/life-interaction-focused video reported a greater sense of belonging to (d = 1.49) and desire to participate in (d = 1.33) the lab, relative to participants who watched the work-focused video. These results suggest Millennials possess a strong desire for work/life-interaction, which runs counter to the traditional lab-training model endorsed by many lab directors. We discuss implications of these findings for

  20. Winning Hearts and Minds: Inspiring Medical Students into Cardiothoracic Surgery Through Highly Interactive Workshops.

    PubMed

    George, Joseph; Combellack, Tom; Lopez-Marco, Ana; Aslam, Umair; Ahmed, Yasir; Nanjaiah, Prakash; Youhana, Aprim; Kumar, Pankaj

    The cardiothoracic surgical (CTS) specialty has witnessed a decline in the applicant pool. Early exposure, positive experiences, inspiring role models, and career insight are key in the decision-making process for specialty choice. Our objective was to assess the effect of high tutor:student ratio interactive CTS workshops in influencing the career choice of UK undergraduate medical students. Medical students attended a workshop comprising (1) guided dissection of fresh animal hearts, (2) surgical skills practice on models and fresh hearts, (3) operative videos (adult, congenital, transplant, and aortic) with interactive commentary, and (4) careers seminar. The tutor:student ratio was very high (between 3-1 and 5-1). A questionnaire was completed at the end of each workshop to assess its effect, including a 10-point Likert scale on the perceived attraction to CTS before and after the workshop. A total of 96 delegates attended 5 workshops in 3 UK medical schools. Response rate was 83% from 80 undergraduate students. In all, 58% were male (46/80). There was an equal proportion of sexes in the early years of medical school, but was significantly skewed toward male in the later years. There was a statistically significant increase of 2.1 (standard deviation [SD] = 1.5) in the Likert scores before (μ = 5.0, SD = 2.1) and after (μ = 7.1, SD = 1.9) (p = 0.001). This represents a 42% increase in the perceived attraction to the CTS specialty because of the workshops. Our workshops have a significant effect in stimulating undergraduate medical students toward a career in cardiothoracic surgery. We encourage national take-up of these easily organized daylong workshops to foster interest in the next generation of cardiothoracic surgeons. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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