Analysis of student’s scientific attitude behaviour change effects blended learning supported by I-spring Suite 8 application

NASA Astrophysics Data System (ADS)

Budiharti, Rini; Waras, N. S.

2018-05-01

This article aims to describe the student’s scientific attitude behaviour change as treatment effect of Blended Learning supported by I-Spring Suite 8 application on the material balance and the rotational dynamics. Blended Learning models is learning strategy that integrate between face-to-face learning and online learning by combination of various media. Blended Learning model supported I-Spring Suite 8 media setting can direct learning becomes interactive. Students are guided to actively interact with the media as well as with other students to discuss getting the concept by the phenomena or facts presented. The scientific attitude is a natural attitude of students in the learning process. In interactive learning, scientific attitude is so needed. The research was conducted using a model Lesson Study which consists of the stages Plan-Do-Check-Act (PDCA) and applied to the subject of learning is students at class XI MIPA 2 of Senior High School 6 Surakarta. The validity of the data used triangulation techniques of observation, interviews and document review. Based on the discussion, it can be concluded that the use of Blended Learning supported media I-Spring Suite 8 is able to give the effect of changes in student behaviour on all dimensions of scientific attitude that is inquisitive, respect the data or fact, critical thinking, discovery and creativity, open minded and cooperation, and perseverance. Display e-learning media supported student worksheet makes the students enthusiastically started earlier, the core until the end of learning

Student Support Gaps in an Open Distance Learning Context

ERIC Educational Resources Information Center

Arko-Achemfuor, Akwasi

2017-01-01

Studying through distance education can be problematic for any student, but it can be worse for rural students for diverse reasons. To ensure that students studying through the open distance learning (ODL) system have an enduring learning experience, ODL builds student support as one of its components. The University of South Africa (Unisa)…

The impact of programmatic assessment on student learning: theory versus practice.

PubMed

Heeneman, Sylvia; Oudkerk Pool, Andrea; Schuwirth, Lambert W T; van der Vleuten, Cees P M; Driessen, Erik W

2015-05-01

It is widely acknowledged that assessment can affect student learning. In recent years, attention has been called to 'programmatic assessment', which is intended to optimise both learning functions and decision functions at the programme level of assessment, rather than according to individual methods of assessment. Although the concept is attractive, little research into its intended effects on students and their learning has been conducted. This study investigated the elements of programmatic assessment that students perceived as supporting or inhibiting learning, and the factors that influenced the active construction of their learning. The study was conducted in a graduate-entry medical school that implemented programmatic assessment. Thus, all assessment information, feedback and reflective activities were combined into a comprehensive, holistic programme of assessment. We used a qualitative approach and interviewed students (n = 17) in the pre-clinical phase of the programme about their perceptions of programmatic assessment and learning approaches. Data were scrutinised using theory-based thematic analysis. Elements from the comprehensive programme of assessment, such as feedback, portfolios, assessments and assignments, were found to have both supporting and inhibiting effects on learning. These supporting and inhibiting elements influenced students' construction of learning. Findings showed that: (i) students perceived formative assessment as summative; (ii) programmatic assessment was an important trigger for learning, and (iii) the portfolio's reflective activities were appreciated for their generation of knowledge, the lessons drawn from feedback, and the opportunities for follow-up. Some students, however, were less appreciative of reflective activities. For these students, the elements perceived as inhibiting seemed to dominate the learning response. The active participation of learners in their own learning is possible when learning is supported by programmatic assessment. Certain features of the comprehensive programme of assessment were found to influence student learning, and this influence can either support or inhibit students' learning responses. © 2015 John Wiley & Sons Ltd.

Influence of an Integrated Learning Diagnosis and Formative Assessment-Based Personalized Web Learning Approach on Students' Learning Performances and Perceptions

ERIC Educational Resources Information Center

Wongwatkit, Charoenchai; Srisawasdi, Niwat; Hwang, Gwo-Jen; Panjaburee, Patcharin

2017-01-01

The advancement of computer and communication technologies has enabled students to learn across various real-world contexts with supports from the learning system. In the meantime, researchers have emphasized the necessity of providing personalized learning guidance or support by considering individual students' status and needs in order to…

Using tablets to support self-regulated learning in a longitudinal integrated clerkship

PubMed Central

Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

Introduction The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students’ ability to develop and employ self-regulatory skills in a clinical context. PMID:24646438

Insights on Supporting Learning during Computing Science and Engineering Students' Transition to University: A Design-Oriented, Mixed Methods Exploration of Instructor and Student Perspectives

ERIC Educational Resources Information Center

Guloy, Sheryl; Salimi, Farimah; Cukierman, Diana; McGee Thompson, Donna

2017-01-01

Using a design-based orientation, this mixed-method study explored ways to support computing science and engineering students whose study strategies may be inadequate to meet coursework expectations. Learning support workshops, paired with university courses, have been found to assist students as they transition to university learning, thereby…

Development of a Peer-Assisted Learning Strategy in Computer-Supported Collaborative Learning Environments for Elementary School Students

ERIC Educational Resources Information Center

Tsuei, Mengping

2011-01-01

This study explores the effects of Electronic Peer-Assisted Learning for Kids (EPK), on the quality and development of reading skills, peer interaction and self-concept in elementary students. The EPK methodology uses a well-developed, synchronous computer-supported, collaborative learning system to facilitate students' learning in Chinese. We…

In Their Own Words: Student Stories of Seeking Learning Support

ERIC Educational Resources Information Center

Brown, Mark; Hughes, Helen; Keppell, Mike; Hard, Natasha; Smith, Liz

2013-01-01

Many Open and Distance Learning (ODL) providers report that their students are prone to lower rates of retention and completion than campus-based students. Against this background, there is growing interest around distance-specific learning support. The current research investigated the experiences of students during their first semester as…

Identifying clinical learning needs using structured group feedback: first year evaluation of pre-registration nursing and midwifery degree programmes.

PubMed

Frazer, Kate; Connolly, Michael; Naughton, Corina; Kow, Veronica

2014-07-01

Facilitating and supporting clinical learning for student nurses and midwives are essential within their practice environments. Clinical placements provide unique opportunities in preparation for future roles. Understanding the experiences of first year student nurses and midwives following clinical exposures and examining the clinical facilitators and barriers can assist in maintaining and developing clinical supports. The study used a structured group feedback approach with a convenience sample of 223 first year nursing and midwifery students in one Irish university in April 2011 to ascertain feedback on the clinical aspects of their degree programme. Approximately 200 students participated in the process. Two key clinical issues were identified by students: facilitating clinical learning and learning experiences and needs. Positive learning environments, supportive staff and increased opportunities for reflection were important issues for first year students. The role of supportive mentoring staff in clinical practice is essential to enhance student learning. Students value reflection in practice and require more opportunities to engage during placements. More collaborative approaches are required to ensure evolving and adapting practice environments can accommodate student learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

The Influence of Need-Supportive Teacher Behavior on the Motivation of Students with Congenital Deafblindness

ERIC Educational Resources Information Center

Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander

2017-01-01

Introduction: Research has indicated that need-supportive learning environments positively influence students' motivation. According to self-determination theory, a need-supportive learning environment is one in which teachers provide structure, autonomy support, and involvement, and thereby support their students' psychological needs for…

The Mediating Effect of Intrinsic Motivation to Learn on the Relationship between Student´s Autonomy Support and Vitality and Deep Learning.

PubMed

Núñez, Juan L; León, Jaime

2016-07-18

Self-determination theory has shown that autonomy support in the classroom is associated with an increase of students' intrinsic motivation. Moreover, intrinsic motivation is related with positive outcomes. This study examines the relationships between autonomy support, intrinsic motivation to learn and two motivational consequences, deep learning and vitality. Specifically, the hypotheses were that autonomy support predicts the two types of consequences, and that autonomy support directly and indirectly predicts the vitality and the deep learning through intrinsic motivation to learn. Participants were 276 undergraduate students. The mean age was 21.80 years (SD = 2.94). Structural equation modeling was used to test the relationships between variables and delta method was used to analyze the mediating effect of intrinsic motivation to learn. Results indicated that student perception of autonomy support had a positive effect on deep learning and vitality (p < .001). In addition, these associations were mediated by intrinsic motivation to learn. These findings suggest that teachers are key elements in generating of autonomy support environment to promote intrinsic motivation, deep learning, and vitality in classroom. Educational implications are discussed.

Supporting Doctoral Students through the Personalisation of a Graduate Virtual Research Environment

ERIC Educational Resources Information Center

Costello, Robert

2016-01-01

This paper offers a case study in which a traditional Learning Management System (LMS) was enhanced through learning theories and web-based technologies to support the development of doctoral students. The model being used here, can address and support a personalised learning approach to assist postgraduate students, as part of matching their…

Student Success Rate in Online Learning Support Classes Compared to Traditional Classes

ERIC Educational Resources Information Center

Pope, Holly

2013-01-01

West Georgia Technical College (WGTC) did not offer online learning support courses and was losing students to other colleges that offered those courses online. Adding to this problem, online learning support class sections were not being added without sufficient proof that students could receive the same level of education in an online section as…

Learning Support and Academic Achievement among Malaysian Adolescents: The Mediating Role of Student Engagement

ERIC Educational Resources Information Center

Jelas, Zalizan M.; Azman, Norzaini; Zulnaidi, Hutkemri; Ahmad, Nor Aniza

2016-01-01

The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students' perceived learning support from parents, teachers and peers, and contribute to their…

Supervising international students in clinical placements: perceptions of experiences and factors influencing competency development.

PubMed

Attrill, Stacie; Lincoln, Michelle; McAllister, Sue

2016-07-16

Health professional education programs attract students from around the world and clinical supervisors frequently report that international students find learning in clinical placement contexts particularly challenging. In existing literature clinical supervisors, who support international students on placement have identified concerns about their communication and interactions within clinical environments. However, clinical supervisors' perspectives about their experiences with international students on placement and the strategies they utilise to facilitate international student learning have not been described. As a result we have little insight into the nature of these concerns and what clinical supervisors do to support international students' competency development. Five focus group interviews were conducted with twenty Speech-Language Pathology clinical supervisors, recruited from 2 Australian universities. Interview data were analysed thematically. Themes identified were interpreted using cognitive load and sociocultural learning theories to enhance understanding of the findings. Four themes were identified: 'Complex teaching and learning relationships', 'Conceptions of students as learners'; Student communication skills for professional practice', and 'Positive mutual learning relationships'. Findings indicated that clinical supervisors felt positive about supporting international students in clinical placements and experienced mutual learning benefits. However, they also identified factors inherent to international students and the placement environment that added to workload, and made facilitating student learning complex. Clinical supervisors described strategies they used to support international students' cultural adjustment and learning, but communication skills were reported to be difficult to facilitate within the constraints of placements. Future research should address the urgent need to develop and test strategies for improving international students' learning in clinical settings.

Effects of teacher autonomy support and students' autonomous motivation on learning in physical education.

PubMed

Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Fahlman, Mariane

2009-03-01

This study applied self-determination theory to investigate the effects of students' autonomous motivation and their perceptions of teacher autonomy support on need satisfaction adjustment, learning achievement, and cardiorespiratory fitness over a 4-month personal conditioning unit. Participants were 253 urban adolescents (121 girls and 132 boys, ages = 12-14 years). Based on a series of multiple regression analyses, perceived autonomy support by teachers significantly predicted students'need satisfaction adjustment and led to learning achievement, especially for students who were not autonomously motivated to learn in physical education. In turn, being more autonomous was directly associated with cardiorespiratory fitness enhancement. The findings suggest that shifts in teaching approaches toward providing more support for students' autonomy and active involvement hold promise for enhancing learning.

Exploring How Creating Stop-Motion Animations Supports Student Teachers in Learning to Teach Science

ERIC Educational Resources Information Center

Wishart, Jocelyn

2017-01-01

This article reports on an exploration of teaching and learning through creating rudimentary stop-motion animations set up to identify how learning opportunities involving stop-motion animations can support student learning and science teacher education. Participants were student teachers, volunteers representing both secondary and primary school…

Supporting Vertical Transfer: The Role of a Student Union Learning Community

ERIC Educational Resources Information Center

Fink, John E.; McShay, James C.; Hernandez, Pamela

2016-01-01

Student affairs practitioners at a large, mid-Atlantic research university created a learning community directed by the student union to support community college transfer students. The authors examined qualitative data and pre/post surveys from 40 learning community participants in the program's pilot year. Results suggested favorable effects of…

The Effect of Blended Learning and Social Media-Supported Learning on the Students' Attitude and Self-Directed Learning Skills in Science Education

ERIC Educational Resources Information Center

Akgunduz, Devrim; Akinoglu, Orhan

2016-01-01

The main purpose of this study is to investigate the effect of blended learning and social media supported learning on the students' attitude and self-directed learning skills in Science Education. This research took place with the 7th grade 74 students attending to a primary school in Kadikoy, Istanbul and carried out "Our Body Systems"…

Using Intelligent Tutor Technology to Implement Adaptive Support for Student Collaboration

ERIC Educational Resources Information Center

Diziol, Dejana; Walker, Erin; Rummel, Nikol; Koedinger, Kenneth R.

2010-01-01

Research on computer-supported collaborative learning has shown that students need support to benefit from collaborative activities. While classical collaboration scripts have been effective in providing such support, they have also been criticized for being coercive and not allowing students to self-regulate their learning. Adaptive collaboration…

High School Teachers Use of Writing to Support Students' Learning: A National Survey

ERIC Educational Resources Information Center

Gillespie, Amy; Graham, Steve; Kiuhara, Sharlene; Hebert, Michael

2014-01-01

A random sample of language arts, social studies, science, and math high school teachers from across the United States were surveyed about their use of writing to support student learning. Four out of every five teachers reported they used writing to support student learning, applying on average 24 different writing activities across the school…

Students' Perceptions of Self-Directed Learning and Collaborative Learning with and without Technology

ERIC Educational Resources Information Center

Lee, K.; Tsai, P.-S.; Chai, C. S.; Koh, J. H. L.

2014-01-01

This study explored students' perceptions of self-directed learning (SDL) and collaborative learning (CL) with/without technology in an information and communications technology-supported classroom environment. The factors include SDL, CL, SDL supported by technology, and CL supported by technology. Based on the literature review, this study…

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

ERIC Educational Resources Information Center

Izci, Kemal

2016-01-01

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

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

ERIC Educational Resources Information Center

Izci, Kemal

2016-01-01

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

The Impact of Leadership Support for Blended Learning on Teachers and Students

ERIC Educational Resources Information Center

Bodden-White, Michelle Marie

2015-01-01

This quantitative study examined the relationship between teachers' perceptions of leadership support for their use of a blended learning approach to teach math in fourth or fifth grade and their use of blended learning. The study also examined teachers' perceptions of leadership support for incorporating blended learning and student engagement.…

Student Support in E-Learning Courses in Higher Education--Insights from a Metasynthesis "A Pedagogy of Panic Attacks"

ERIC Educational Resources Information Center

Minnaar, A.

2011-01-01

E-learning includes the use of the internet for accessing learning materials, interacting with learning content and with instructors and students to obtain support during the learning process in order to gain knowledge and personal meaning and to grow. It occurs when students have electronic access to resources and where they are in regular online…

Nursing students' perception of a Web-based intervention to support learning.

PubMed

Koch, Jane; Andrew, Sharon; Salamonson, Yenna; Everett, Bronwyn; Davidson, Patricia M

2010-08-01

Tailoring information to the needs of the learner is an important strategy in contemporary education settings. Web-based learning support, informed by multimedia theory, comprising interactive quizzes, glossaries with audio, short narrated Power Point(R) presentations, animations and digitised video clips were introduced in a first year Bachelor of Nursing biological sciences subject at a university in metropolitan Sydney. All students enrolled in this unit were invited to obtain access to the site and the number of hits to the site was recorded using the student tracking facility available on WebCT, an online course delivery tool adopted widely by many educational institutions and used in this study. Eighty-five percent of students enrolled in the subject accessed the learning support site. Students' perception of the value of a learning support site was assessed using a web-based survey. The survey was completed by 123 participants, representing a response rate of 22%. Three themes emerged from the qualitative data concerning nursing students' perception of the web-based activities: 'enhances my learning', 'study at my own pace', and 'about the activities: what I really liked/disliked'. Web-based interventions, supplementing a traditionally presented nursing science course were perceived by students to be beneficial in both learning and language development. Although students value interactive, multimedia learning they were not ready to completely abandon traditional modes of learning including face-to-face lectures. The findings of this study contribute to an understanding of how web-based resources can be best used to support students' learning in bioscience. Copyright 2009 Elsevier Ltd. All rights reserved.

Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach

ERIC Educational Resources Information Center

Graf, Sabine; Kinshuk; Liu, Tzu-Chien

2009-01-01

In learning management systems (LMSs), teachers have more difficulties to notice and know how individual students behave and learn in a course, compared to face-to-face education. Enabling teachers to know their students' learning styles and making students aware of their own learning styles increases teachers' and students' understanding about…

Using Context-Aware Ubiquitous Learning to Support Students' Understanding of Geometry

ERIC Educational Resources Information Center

Crompton, Helen

2015-01-01

In this study, context-aware ubiquitous learning was used to support 4th grade students as they learn angle concepts. Context-aware ubiquitous learning was provided to students primarily through the use of iPads to access real-world connections and a Dynamic Geometry Environment. Gravemeijer and van Eerde's (2009), design-based research (DBR)…

A Practice-Based Approach to Student Reflection in the Workplace during a Work-Integrated Learning Placement

ERIC Educational Resources Information Center

Sykes, Christopher; Dean, Bonnie Amelia

2013-01-01

In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on…

Teachers' experiences of teaching in a blended learning environment.

PubMed

Jokinen, Pirkko; Mikkonen, Irma

2013-11-01

This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

Illustrating Performance Indicators and Course Characteristics to Support Students' Self-Regulated Learning in CS1

ERIC Educational Resources Information Center

Ott, Claudia; Robins, Anthony; Haden, Patricia; Shephard, Kerry

2015-01-01

In higher education, quality feedback for students is regarded as one of the main contributors to improve student learning. Feedback to support students' development into self-regulated learners, who set their own goals, self-monitor their actual performance according to these goals, and adjust learning strategies if necessary, is seen as an…

Detecting and Understanding the Impact of Cognitive and Interpersonal Conflict in Computer Supported Collaborative Learning Environments

ERIC Educational Resources Information Center

Prata, David Nadler; Baker, Ryan S. J. d.; Costa, Evandro d. B.; Rose, Carolyn P.; Cui, Yue; de Carvalho, Adriana M. J. B.

2009-01-01

This paper presents a model which can automatically detect a variety of student speech acts as students collaborate within a computer supported collaborative learning environment. In addition, an analysis is presented which gives substantial insight as to how students' learning is associated with students' speech acts, knowledge that will…

Middle school students' learning of mechanics concepts through engagement in different sequences of physical and virtual experiments

NASA Astrophysics Data System (ADS)

Sullivan, Sarah; Gnesdilow, Dana; Puntambekar, Sadhana; Kim, Jee-Seon

2017-08-01

Physical and virtual experimentation are thought to have different affordances for supporting students' learning. Research investigating the use of physical and virtual experiments to support students' learning has identified a variety of, sometimes conflicting, outcomes. Unanswered questions remain about how physical and virtual experiments may impact students' learning and for which contexts and content areas they may be most effective. Using a quasi-experimental design, we examined eighth grade students' (N = 100) learning of physics concepts related to pulleys depending on the sequence of physical and virtual labs they engaged in. Five classes of students were assigned to either the: physical first condition (PF) (n = 55), where students performed a physical pulley experiment and then performed the same experiment virtually, or virtual first condition (VF) (n = 45), with the opposite sequence. Repeated measures ANOVA's were conducted to examine how physical and virtual labs impacted students' learning of specific physics concepts. While we did not find clear-cut support that one sequence was better, we did find evidence that participating in virtual experiments may be more beneficial for learning certain physics concepts, such as work and mechanical advantage. Our findings support the idea that if time or physical materials are limited, using virtual experiments may help students understand work and mechanical advantage.

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

NASA Astrophysics Data System (ADS)

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

2012-07-01

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

The Long Term Implication of RTLB Support: Listening to the Voices of Student Experiences

ERIC Educational Resources Information Center

Pillay, Poobie; Flanagan, Paul

2011-01-01

Resource Teachers: Learning and Behaviour (RTLB) have supported more than 15,000 students since RTLB 1999 by assisting teachers to manage and support students with learning or behaviour difficulties within inclusive classroom environments. Research indicates that there are long term positive educational effects for students receiving short-term…

Learning in the tutorial group: a balance between individual freedom and institutional control.

PubMed

McAllister, Anita; Aanstoot, Janna; Hammarström, Inger Lundeborg; Samuelsson, Christina; Johannesson, Eva; Sandström, Karin; Berglind, Ulrika

2014-01-01

The study investigates factors in problem-based learning tutorial groups which promote or inhibit learning. The informants were tutors and students from speech-language pathology and physiotherapy programmes. Semi-structured focus-group interviews and individual interviews were used. Results revealed three themes: Responsibility. Time and Support. Under responsibility, the delicate balance between individual and institutional responsibility and control was shown. Time included short and long-term perspectives on learning. Under support, supporting documents, activities and personnel resources were mentioned. In summary, an increased control by the program and tutors decreases student's motivation to assume responsibility for learning. Support in tutorial groups needs to adapt to student progression and to be well aligned to tutorial work to have the intended effect. A lifelong learning perspective may help students develop a meta-awareness regarding learning that could make tutorial work more meaningful.

The Effect of 5E-Learning Model Supported with Webquest Media on Students' Achievement and Satisfaction

ERIC Educational Resources Information Center

Sahin, Semsettin M. S.; Baturay, Meltem Huri

2016-01-01

The purpose of this research study is to investigate the effect of the 5E-learning model supported with WebQuest media on the achievement and satisfaction of students. Therefore, two groups of students were compared in an experimental research design model. The experimental group was exposed to the 5E-learning model supported with WebQuest media;…

Examining Student Satisfaction and Gender Differences in Technology-Supported, Blended Learning

ERIC Educational Resources Information Center

Dang, Yan; Zhang, Yulei; Ravindran, Sury; Osmonbekov, Talai

2016-01-01

Recently, blended learning has become popular in higher education. In this study, we aim to investigate influential factors that could impact student learning in this young and relatively immature environment. Factors from three perspectives--students themselves, instructors, and institutional support--were examined. Specifically, these factors…

Assessing Individual-Level Factors Supporting Student Intrinsic Motivation in Online Discussions: A Qualitative Study

ERIC Educational Resources Information Center

Shroff, Ronnie H.; Vogel, Douglas R.; Coombes, John

2008-01-01

Research has established that intrinsic motivation has a positive effect on learning and academic achievement. However, little is known about the impact of different technology-supported learning activities on student intrinsic motivation or whether such learning activities significantly enhance student intrinsic motivation compared to traditional…

College Students' Perceptions of Short Message Service-Supported Collaborative Learning

ERIC Educational Resources Information Center

Zamani-Miandashti, Naser; Ataei, Pouria

2015-01-01

Interaction is a major success factor that affects collaborative learning. This study examined the perceptions of college students about short message service (SMS) supported collaborative learning. Seventy-five BSc students from three classes were asked to cooperate on group assignments. The participants used their mobile phones to exchange text…

Investigating Student Use and Value of E-Learning Resources to Develop Academic Writing within the Discipline of Environmental Science

ERIC Educational Resources Information Center

Taffs, Kathryn H.; Holt, Julienne I.

2013-01-01

The use of information and communication technologies (ICTs) in higher education to support student learning is expanding. However, student usage has been low and the value of e-learning resources has been under investigation. We reflect on best practices for pedagogical design of e-learning resources to support academic writing in environmental…

A novel collaborative e-learning platform for medical students - ALERT STUDENT

PubMed Central

2014-01-01

Background The increasing complexity of medical curricula would benefit from adaptive computer supported collaborative learning systems that support study management using instructional design and learning object principles. However, to our knowledge, there are scarce reports regarding applications developed to meet this goal and encompass the complete medical curriculum. The aim of ths study was to develop and assess the usability of an adaptive computer supported collaborative learning system for medical students to manage study sessions. Results A study platform named ALERT STUDENT was built as a free web application. Content chunks are represented as Flashcards that hold knowledge and open ended questions. These can be created in a collaborative fashion. Multiple Flashcards can be combined into custom stacks called Notebooks that can be accessed in study Groups that belong to the user institution. The system provides a Study Mode that features text markers, text notes, timers and color-coded content prioritization based on self-assessment of open ended questions presented in a Quiz Mode. Time spent studying and Perception of knowledge are displayed for each student and peers using charts. Computer supported collaborative learning is achieved by allowing for simultaneous creation of Notebooks and self-assessment questions by many users in a pre-defined Group. Past personal performance data is retrieved when studying new Notebooks containing previously studied Flashcards. Self-report surveys showed that students highly agreed that the system was useful and were willing to use it as a reference tool. Conclusions The platform employs various instructional design and learning object principles in a computer supported collaborative learning platform for medical students that allows for study management. The application broadens student insight over learning results and supports informed decisions based on past learning performance. It serves as a potential educational model for the medical education setting that has gathered strong positive feedback from students at our school. This platform provides a case study on how effective blending of instructional design and learning object principles can be brought together to manage study, and takes an important step towards bringing information management tools to support study decisions and improving learning outcomes. PMID:25017028

A novel collaborative e-learning platform for medical students - ALERT STUDENT.

PubMed

Taveira-Gomes, Tiago; Saffarzadeh, Areo; Severo, Milton; Guimarães, M Jorge; Ferreira, Maria Amélia

2014-07-14

The increasing complexity of medical curricula would benefit from adaptive computer supported collaborative learning systems that support study management using instructional design and learning object principles. However, to our knowledge, there are scarce reports regarding applications developed to meet this goal and encompass the complete medical curriculum. The aim of ths study was to develop and assess the usability of an adaptive computer supported collaborative learning system for medical students to manage study sessions. A study platform named ALERT STUDENT was built as a free web application. Content chunks are represented as Flashcards that hold knowledge and open ended questions. These can be created in a collaborative fashion. Multiple Flashcards can be combined into custom stacks called Notebooks that can be accessed in study Groups that belong to the user institution. The system provides a Study Mode that features text markers, text notes, timers and color-coded content prioritization based on self-assessment of open ended questions presented in a Quiz Mode. Time spent studying and Perception of knowledge are displayed for each student and peers using charts. Computer supported collaborative learning is achieved by allowing for simultaneous creation of Notebooks and self-assessment questions by many users in a pre-defined Group. Past personal performance data is retrieved when studying new Notebooks containing previously studied Flashcards. Self-report surveys showed that students highly agreed that the system was useful and were willing to use it as a reference tool. The platform employs various instructional design and learning object principles in a computer supported collaborative learning platform for medical students that allows for study management. The application broadens student insight over learning results and supports informed decisions based on past learning performance. It serves as a potential educational model for the medical education setting that has gathered strong positive feedback from students at our school.This platform provides a case study on how effective blending of instructional design and learning object principles can be brought together to manage study, and takes an important step towards bringing information management tools to support study decisions and improving learning outcomes.

Teachers' Motivating Methods to Support Thai Ninth Grade Students' Levels of Motivation and Learning in Mathematics Classrooms

ERIC Educational Resources Information Center

Nenthien, Sansanee; Loima, Jyrki

2016-01-01

The aims of this qualitative research were to investigate the level of motivation and learning of ninth grade students in mathematics classrooms in Thailand and to reveal how the teachers supported students' levels of motivation and learning. The participants were 333 students and 12 teachers in 12 mathematics classrooms from four regions of…

The quality and impact of computer supported collaborative learning (CSCL) in radiology case-based learning.

PubMed

Kourdioukova, Elena V; Verstraete, Koenraad L; Valcke, Martin

2011-06-01

The aim of this research was to explore (1) clinical years students' perceptions about radiology case-based learning within a computer supported collaborative learning (CSCL) setting, (2) an analysis of the collaborative learning process, and (3) the learning impact of collaborative work on the radiology cases. The first part of this study focuses on a more detailed analysis of a survey study about CSCL based case-based learning, set up in the context of a broader radiology curriculum innovation. The second part centers on a qualitative and quantitative analysis of 52 online collaborative learning discussions from 5th year and nearly graduating medical students. The collaborative work was based on 26 radiology cases regarding musculoskeletal radiology. The analysis of perceptions about collaborative learning on radiology cases reflects a rather neutral attitude that also does not differ significantly in students of different grade levels. Less advanced students are more positive about CSCL as compared to last year students. Outcome evaluation shows a significantly higher level of accuracy in identification of radiology key structures and in radiology diagnosis as well as in linking the radiological signs with available clinical information in nearly graduated students. No significant differences between different grade levels were found in accuracy of using medical terminology. Students appreciate computer supported collaborative learning settings when tackling radiology case-based learning. Scripted computer supported collaborative learning groups proved to be useful for both 5th and 7th year students in view of developing components of their radiology diagnostic approaches. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Social networking as a learning tool: nursing students' perception of efficacy.

PubMed

Tower, Marion; Latimer, Sharon; Hewitt, Jayne

2014-06-01

The pedagogical use of social networking technology in education is of growing interest to academics as a potential teaching and learning tool. However, the educational use of social networking sites such as Facebook is still under explored. Nursing students often perceive bioscience subjects as difficult and lack self-efficacy in their ability to be successful. In this case, as the final assessment for a bioscience related subject approached, students became increasingly anxious about their ability to perform in the assessment item. To better support students, a Facebook group was formed. The aim of the study was to examine students' perceptions of the efficacy of using Facebook as a tool to support study. A convenience sample of BN students (n=533 across 3 campuses), enrolled in the subject Medications and Safe Administration, were invited to join. 373 BN students joined the group (70% of the student cohort). A solution-focussed orientation underpinned the management of the group. A descriptive, online survey was administered following release of students' results for the final assessment item to assess students' perceptions of how effective the group had been in helping them learn. The survey contained both quantitative and qualitative questions. Responses were received from 89 students (24%). Survey data were analysed descriptively and qualitative data were analysed thematically by the academic team. Students perceived the group to be an innovative method of study support that guided learning by enhancing self-efficacy in their learning. Students also described how it was useful in promoting peer learning and engaging with academics. Social media platforms such as Facebook have the potential to enhance students' self-efficacy in learning and can support students to develop their learning to a deeper level. Copyright © 2013 Elsevier Ltd. All rights reserved.

Building an open academic environment – a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’

PubMed Central

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-01-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed ‘Shadow Modules’. The ‘Shadow Module’ takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In ‘Shadow Module’ activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. PMID:24117249

Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

PubMed

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-03-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. © 2013 Anatomical Society.

The impact of size of cooperative group on achievement, social support, and self-esteem.

PubMed

Bertucci, Andrea; Conte, Stella; Johnson, David W; Johnson, Roger T

2010-01-01

The effect of cooperative learning in pairs and groups of 4 and in individualistic learning were compared on achievement, social support, and self-esteem. Sixty-two Italian 7th-grade students with no previous experience with cooperative learning were assigned to conditions on a stratified random basis controlling for ability, gender, and self-esteem. Students participated in 1 instructional unit for 90 min for 6 instructional days during a period of about 6 weeks. The results indicate that cooperative learning in pairs and 4s promoted higher achievement and greater academic support from peers than did individualistic learning. Students working in pairs developed a higher level of social self-esteem than did students learning in the other conditions.

Teacher Support in Computer-Supported Lab Work: Bridging the Gap between Lab Experiments and Students' Conceptual Understanding

ERIC Educational Resources Information Center

Furberg, Anniken

2016-01-01

This paper reports on a study of teacher support in a setting where students engaged with computer-supported collaborative learning (CSCL) in science. The empirical basis is an intervention study where secondary school students and their teacher performed a lab experiment in genetics supported by a digital learning environment. The analytical…

Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses.

PubMed

Lekalakala-Mokgele, Eucebious; Caka, Ernestine M

2015-03-31

The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students' responses to learning. Equally, the environment can enhance learning if experienced positively. This study described pupil enrolled nurses' experiences of facilitative and obstructive factors in military and public health clinical learning settings. Using a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing. Data analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment. Students cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students' learning. Policies need to be developed for supporting students in the clinical learning environment.

How and what do medical students learn in clerkships? Experience based learning (ExBL).

PubMed

Dornan, Tim; Tan, Naomi; Boshuizen, Henny; Gick, Rachel; Isba, Rachel; Mann, Karen; Scherpbier, Albert; Spencer, John; Timmins, Elizabeth

2014-12-01

Clerkship education has been called a 'black box' because so little is known about what, how, and under which conditions students learn. Our aim was to develop a blueprint for education in ambulatory and inpatient settings, and in single encounters, traditional rotations, or longitudinal experiences. We identified 548 causal links between conditions, processes, and outcomes of clerkship education in 168 empirical papers published over 7 years and synthesised a theory of how students learn. They do so when they are given affective, pedagogic, and organisational support. Affective support comes from doctors' and many other health workers' interactions with students. Pedagogic support comes from informal interactions and modelling as well as doctors' teaching, supervision, and precepting. Organisational support comes from every tier of a curriculum. Core learning processes of observing, rehearsing, and contributing to authentic clinical activities take place within triadic relationships between students, patients, and practitioners. The phrase 'supported participation in practice' best describes the educational process. Much of the learning that results is too tacit, complex, contextualised, and individual to be defined as a set of competencies. We conclude that clerkship education takes place within relationships between students, patients, and doctors, supported by informal, individual, contextualised, and affective elements of the learned curriculum, alongside formal, standardised elements of the taught and assessed curriculum. This research provides a blueprint for designing and evaluating clerkship curricula as well as helping patients, students, and practitioners collaborate in educating tomorrow's doctors.

Investigating the Engagement of Mature Students with Mathematics Learning Support

ERIC Educational Resources Information Center

Breen, Cormac; Prendergast, Mark; Carr, Michael

2015-01-01

The Maths Learning Support Centre (MLSC) in the Dublin Institute of Technology (DIT) provides free mathematical support to all DIT students. This support is primarily delivered through a drop-in service, where students can receive one-to-one tuition, without an appointment, in any area of mathematics. In the first semester of the 2013/14 academic…

Middle School Students' Learning of Mechanics Concepts through Engagement in Different Sequences of Physical and Virtual Experiments

ERIC Educational Resources Information Center

Sullivan, Sarah; Gnesdilow, Dana; Puntambekar, Sadhana; Kim, Jee-Seon

2017-01-01

Physical and virtual experimentation are thought to have different affordances for supporting students' learning. Research investigating the use of physical and virtual experiments to support students' learning has identified a variety of, sometimes conflicting, outcomes. Unanswered questions remain about how physical and virtual experiments may…

Wireless Internet and Student-Centered Learning: A Partial Least-Squares Model

ERIC Educational Resources Information Center

Lu, Eric Y.; Ma, Hongyan; Turner, Sandra; Huang, Wayne

2007-01-01

Wireless Internet technology is gaining a foothold on more and more campuses, yet few studies have investigated how wireless Internet supports and enhances a student-centered learning environment. This study seeks to fill the gap by developing an instrument to measure how wireless Internet supports student-centered learning. A web survey was…

Perceived Effectiveness of Weekly Announcements in Provision of Learning Support to Sociology Students

ERIC Educational Resources Information Center

Jabeen, Sadia

2015-01-01

Announcements are considered as important source in provision of academic support to the students. Announcements assist students to get information about the university learning mechanisms, courses and other time management skills, which may help them to make their learning smooth and pleasant. In this context present study documents the perceived…

Implementing One-to-One Laptop Learning in Alberta's Schools: A Support Resource

ERIC Educational Resources Information Center

Alberta Education, 2010

2010-01-01

Research continues to support the many teaching and learning benefits of one-to-one laptop learning. Benefits range from improved student engagement and teacher-student interactions to the attainment of 21st century skills and the transformation of teacher practice. Additional benefits include improved student writing skills, increased teacher…

Creating Learning Environments in the Early Grades That Support Teacher and Student Success: Profiles of Effective Practices in Three Expanded Learning Time Schools

ERIC Educational Resources Information Center

Farbman, David A.; Novoryta, Ami

2016-01-01

In "Creating Learning Environments in the Early Grades that Support Teacher and Student Success," the National Center on Time & Learning (NCTL) profiles three expanded-time elementary schools that leverage a longer school day to better serve young students. In particular, the report describes how a longer day opens up opportunities…

Defining Integrated Student Supports for Linked Learning Pathways. Knowledge Brief

ERIC Educational Resources Information Center

John W. Gardner Center for Youth and Their Communities, 2016

2016-01-01

This document outlines how effectively integrated student supports build or scaffold student competencies in five broad domains of learning for college, career, and civic readiness. Relevant supports are not limited to "services" or "programs" but extend to enabling resources and social conditions, including, for example,…

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.

The Use of an Online Learning and Teaching System for Monitoring Computer Aided Design Student Participation and Predicting Student Success

ERIC Educational Resources Information Center

Akhtar, S.; Warburton, S.; Xu, W.

2017-01-01

In this paper we report on the use of a purpose built Computer Support Collaborative learning environment designed to support lab-based CAD teaching through the monitoring of student participation and identified predictors of success. This was carried out by analysing data from the interactive learning system and correlating student behaviour with…

The Quality of Teaching and Learning of BCOM Honours Degree Students at an Open Distance Learning University in South Africa

ERIC Educational Resources Information Center

van Antwerpen, Sumei

2015-01-01

Student support at Unisa involves a range of stakeholders providing academic and administrative support. The study was conducted among Unisa BCom honours students. The main objective of the study was to determine the educational quality of teaching and learning offered. Students were contacted by e-mail and asked to complete an online…

The Effects of an Autonomy-Supportive Teaching Intervention on Chinese Physics Students and their Teacher

NASA Astrophysics Data System (ADS)

Zhang, Danhui; Bobis, Janette; Wu, Xiaolu; Cui, Yiran

2018-04-01

Increasing student exposure to autonomy-supportive teaching approaches has been linked to enhanced student intrinsic motivation to learn. However, such approaches are rare in mainland Chinese science classrooms. An intervention-based study with quasi-experimental design and mixed methods was conducted to explore the impact of a 9-month-long autonomy-supportive teaching intervention on a physics teacher and 147 grade 8 students attending a middle school in China. Data collected through questionnaires, interviews, and observations were analyzed to elicit and track shifts in teacher practices and students' perceptions of learning physics at pre-, post-, and follow-up intervention phases. General linear modeling confirmed significant changes in students' perceptions of their learning environment over time in terms autonomy, satisfaction of autonomy needs, and agentic engagement. Interview and observational data analyses confirmed increased use of autonomy-supportive teaching behaviors and provided further insights into teacher and students' perceptions of the impact on student learning.

Civic Engagement and Organizational Learning Strategies for Student Success

ERIC Educational Resources Information Center

Moore, Tami L.; Mendez, Jesse P.

2014-01-01

Students succeed in college by engaging with faculty, peers, and the community. Institutional leaders can utilize organizational learning strategies to learn what works to support civic learning outcomes and student success.

Factors Promoting Vocational Students' Learning at Work: Study on Student Experiences

ERIC Educational Resources Information Center

Virtanen, Anne; Tynjälä, Päivi; Eteläpelto, Anneli

2014-01-01

In order to promote effective pedagogical practices for students' work-based learning, we need to understand better how students' learning at work can be supported. This paper examines the factors explaining students' workplace learning (WPL) outcomes, addressing three aspects: (1) student-related individual factors, (2) social and…

Implementation of a Learning Assistant Program Improves Student Performance on Higher-Order Assessments

PubMed Central

Sellami, Nadia; Shaked, Shanna; Laski, Frank A.; Eagan, Kevin M.; Sanders, Erin R.

2017-01-01

Learning assistant (LA) programs have been implemented at a range of institutions, usually as part of a comprehensive curricular transformation accompanied by a pedagogical switch to active learning. While this shift in pedagogy has led to increased student learning gains, the positive effect of LAs has not yet been distinguished from that of active learning. To determine the effect that LAs would have beyond a student-centered instructional modality that integrated active learning, we introduced an LA program into a large-enrollment introductory molecular biology course that had already undergone a pedagogical transformation to a highly structured, flipped (HSF) format. We used questions from a concept test (CT) and exams to compare student performance in LA-supported HSF courses with student performance in courses without LAs. Students in the LA-supported course did perform better on exam questions common to both HSF course modalities but not on the CT. In particular, LA-supported students’ scores were higher on common exam questions requiring higher-order cognitive skills, which LAs were trained to foster. Additionally, underrepresented minority (URM) students particularly benefited from LA implementation. These findings suggest that LAs may provide additional learning benefits to students beyond the use of active learning, especially for URM students. PMID:29167224

Check It Out! Using Checklists to Support Student Learning

ERIC Educational Resources Information Center

Rowlands, Kathleen Dudden

2007-01-01

Kathleen Dudden Rowlands recommends using checklists to support student learning and performance. Well-designed checklists identify steps students can take to complete complex tasks, which scaffolds students' metacognitive development and fosters the confidence and independence needed for internalizing these steps for future tasks. (Contains 7…

The Impacts of Network Centrality and Self-Regulation on an E-Learning Environment with the Support of Social Network Awareness

ERIC Educational Resources Information Center

Lin, Jian-Wei; Huang, Hsieh-Hong; Chuang, Yuh-Shy

2015-01-01

An e-learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality profoundly impacts student learning in an SNA-related e-learning environment. Additionally,…

Some Thoughts on "Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences about Student Growth"

ERIC Educational Resources Information Center

Kingston, Neal M.; Broaddus, Angela; Lao, Hongling

2015-01-01

Briggs and Peck (2015) have written a thought-provoking article on the use of learning progressions in the design of vertical scales that support inferences about student growth. Organized learning models, including learning trajectories, learning progressions, and learning maps have been the subject of research for many years, but more recently…

Culture and its influences on dental education.

PubMed

Chuenjitwongsa, S; Bullock, A; Oliver, R G

2018-02-01

Culture is an important factor influencing how students develop learning and how educators provide support to students. The aim of this paper is to explore a concept of national European cultures, and relationships between culture and educational practice with the intention of helping the dental profession gain a better understanding of effective teaching and learning in dentistry. Culture represents the collective behaviours, values and beliefs of people in a society. How people react to education is partly explained by culture. Students utilise different culturally based strategies to develop learning. We apply Hofstede's model to explore European cultures and implications for dental education and educational practice. Most Western students possess assimilating learning styles enabling them to learn effectively in student-centred contexts while most Eastern students have accommodating learning styles and are more familiar with teacher-centred learning. Eastern students may need to adapt their approach to learning to better benefit from student-centred learning. Culture influences students' learning and educational practice. Dental educators should be aware of such influences and provide support that acknowledges students' different cultural backgrounds. Cultural competence is fundamental for effective teaching and learning in dentistry. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school.

PubMed

Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard

2016-12-01

In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. N = 1,052 students from 53 German primary school classes and their science teachers participated. Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation. The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching. © 2016 The British Psychological Society.

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

PubMed Central

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

2016-01-01

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

Supporting and Evaluating Transitional Learning for International University Students

ERIC Educational Resources Information Center

Owens, Alison

2011-01-01

In 2007, as part of its response to the continuing diversification of students, Central Queensland University introduced a for-credit undergraduate course, "The Principles of University Learning", focusing on "learning to learn" in the Australian university context. The aim was to support the transition of learners with diverse…

Lifting the Status of Learning Support Teachers

ERIC Educational Resources Information Center

Kusuma-Powell, Ochan; Powell, William

2016-01-01

Status, the perception of one's standing in relation to others in a group, negatively influence learning. Status issue have implications for educating students with special learning needs: Both these students and the learning support or special education teachers who serve them often hold low status in a school community. Like adults, children…

Supporting and structuring "contributing student pedagogy" in Computer Science curricula

NASA Astrophysics Data System (ADS)

Falkner, Katrina; Falkner, Nickolas J. G.

2012-12-01

Contributing student pedagogy (CSP) builds upon social constructivist and community-based learning principles to create engaging and productive learning experiences. What makes CSP different from other, related, learning approaches is that it involves students both learning from and also explicitly valuing the contributions of other students. The creation of such a learning community builds upon established educational psychology that encourages deep learning, reflection and engagement. Our school has recently completed a review and update of its curriculum, incorporating student content-creation and collaboration into the design of key courses across the curriculum. Our experiences, based on several years of experimentation and development, support CSP-based curriculum design to reinforce the value of the student perspective, the clear description of their own transformative pathway to knowledge and the importance of establishing student-to-student networks in which students are active and willing participants. In this paper, we discuss the tools and approaches that we have employed to guide, support and structure student collaboration across a range of courses and year levels. By providing an account of our intentions, our approaches and tools, we hope to provide useful and transferrable knowledge that can be readily used by other academics who are considering this approach.

Simulation as a learning strategy: supporting undergraduate nursing students with disabilities.

PubMed

Azzopardi, Toni; Johnson, Amanda; Phillips, Kirrilee; Dickson, Cathy; Hengstberger-Sims, Cecily; Goldsmith, Mary; Allan, Trevor

2014-02-01

To promote simulation as a learning strategy to support undergraduate nursing students with disabilities. Supporting undergraduate nursing students with disabilities has gained further momentum because of amendments to the Disability Discrimination Act in 2009. Providers of higher education must now ensure proactive steps to prevent discrimination against students with a disability are implemented to assist in course progression. Simulation allows for the impact of a student's disability to be assessed and informs the determination of reasonable adjustments to be implemented. Further suitable adjustments can then be determined in a safe environment and evaluated prior to scheduled placement. Auditing in this manner, offers a risk management strategy for all while maintaining the academic integrity of the program. Discursive. Low, medium and high fidelity simulation activities critically analysed and their application to support undergraduate nursing students with disabilities assessed. With advancing technology and new pedagogical approaches simulation as a learning strategy can play a significant role. In this role, simulation supports undergraduate nursing students with disabilities to meet course requirements, while offering higher education providers an important risk management strategy. The discussion recommends simulation is used to inform the determination of reasonable adjustments for undergraduate nursing students with disabilities as an effective, contemporary curriculum practice. Adoption of simulation, in this way, will meet three imperatives: comply with current legislative requirements, embrace advances in learning technologies and embed one of the six principles of inclusive curriculum. Achieving these imperatives is likely to increase accessibility for all students and offer students with a disability a supportive learning experience. Provides capacity to systematically assess, monitor, evaluate and support students with a disability. The students' reasonable adjustments can be determined prior to attending clinical practice to minimise risks and ensure the safety of all. © 2013 Blackwell Publishing Ltd.

Academic Outcomes among a Sample of Learning Support Community College Students

ERIC Educational Resources Information Center

Skinner, Amy D.

2014-01-01

This research examined the relationship between placement in a learning support college program and subsequent academic outcomes. The sample consisted of 275 entering freshmen students who were enrolled in the Learning Support reading courses in the fall of 2005. Data were collected from the Gordon College Office of Institutional Research. The…

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…

Examining Institutional Support for Student Learning Assessment at Historically Black Colleges and Universities

ERIC Educational Resources Information Center

Overton, Doris Anntoinette

2010-01-01

This study examined institutional support for student learning assessment initiatives at accredited four-year historically Black colleges and universities. Three domains and one construct of institutional support for learning assessment were the foci of this two-part study (i.e., organizational and administrative practices and policies, the…

Patterns in clinical students' self-regulated learning behavior: a Q-methodology study.

PubMed

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

2017-03-01

Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process. We explored patterns in undergraduate students' self-regulated learning behavior in the clinical environment, to improve tailored supervision, using Q-methodology. Q-methodology uses features of both qualitative and quantitative methods for the systematic investigation of subjective issues by having participants sort statements along a continuum to represent their opinion. We enrolled 74 students between December 2014 and April 2015 and had them characterize their learning behavior by sorting 52 statements about self-regulated learning behavior and explaining their response. The statements used for the sorting were extracted from a previous study. The data was analyzed using by-person factor analysis to identify clusters of individuals with similar sorts of the statements. The resulting factors and qualitative data were used to interpret and describe the patterns that emerged. Five resulting patterns were identified in students' self-regulated learning behavior in the clinical environment, which we labelled: Engaged, Critically opportunistic, Uncertain, Restrained and Effortful. The five patterns varied mostly regarding goals, metacognition, communication, effort, and dependence on external regulation for learning. These discrete patterns in students' self-regulated learning behavior in the clinical environment are part of a complex interaction between student and learning context. The results suggest that developing self-regulated learning behavior might best be supported regarding individual students' needs.

Defining and comparing learning actions in two simulation modalities: students training on a latex arm and each other's arms.

PubMed

Ravik, Monika; Havnes, Anton; Bjørk, Ida Torunn

2017-12-01

To explore, describe and compare learning actions that nursing students used during peripheral vein cannulation training on a latex arm or each other's arms in a clinical skills centre. Simulation-based training is thought to enhance learning and transfer of learning from simulation to the clinical setting and is commonly recommended in nursing education. What students actually are doing during simulation-based training is, however, less explored. The analysis of learning actions used during simulation-based training could contribute to development and improvement of simulation as a learning strategy in nursing education. A qualitative explorative and descriptive research design, involving content analysis of video recordings, was used. Video-supported observation of nine nursing students practicing vein cannulation was conducted in a clinical skills centre in late 2012. The students engaged in various learning actions. Students training on a latex arm used a considerably higher number of learning actions relative to those training on each other's arms. In both groups, students' learning actions consisted mainly of seeking and giving support. The teacher provided students training on each other's arms with detailed feedback regarding insertion of the cannula into the vein, while those training on a latex arm received sparse feedback from the teacher and fellow students. The teacher played an important role in facilitating nursing students' practical skill learning during simulation. The provision of support from both teachers and students should be emphasised to ensure that nursing students' learning needs are met. This study suggest that student nurses may be differently and inadequately prepared in peripheral vein cannulation in two simulation modalities used in the academic setting; training on a latex arm and on each other's arms. © 2017 John Wiley & Sons Ltd.

The development and evaluation of the use of a virtual learning environment (Blackboard 5) to support the learning of pre-qualifying nursing students undertaking a human anatomy and physiology module.

PubMed

Green, Sue M; Weaver, Mike; Voegeli, David; Fitzsimmons, Debs; Knowles, Jess; Harrison, Maureen; Shephard, Kerry

2006-07-01

Students commence nurse education with varying levels of understanding of human anatomy and physiology due to a wide range of previous exposure to the topic. All students, however, are required to attain a broad knowledge of this topic prior to qualification. This paper describes the use of a Virtual Learning Environment (VLE), Blackboard 5, and the associated development of appropriate resources aimed at supporting nursing students undertaking a human anatomy and physiology module at Higher Education Level 1. The VLE was used as part of a blended learning approach. The results suggested that the majority of students utilised the VLE throughout the academic year. Opportunities for independent and self-directed learning were available in that students chose when and where to learn. Students generally commented favourably on ease of use and type of resources available. Frequency of use of the VLE, however, did not correlate strongly with the final examination mark achieved. Overall the VLE and the associated available resources appeared useful in supporting student learning and has been adopted for use in subsequent years.

Students' Views about the Problem Based Collaborative Learning Environment Supported by Dynamic Web Technologies

ERIC Educational Resources Information Center

Ünal, Erhan; Çakir, Hasan

2017-01-01

The purpose of this study was to design a problem based collaborative learning environment supported by dynamic web technologies and to examine students' views about this learning environment. The study was designed as a qualitative research. Some 36 students who took an Object Oriented Programming I-II course at the department of computer…

Supporting Students in Open and Distance Learning. Open and Distance Learning Series.

ERIC Educational Resources Information Center

Simpson, Ormond

This book, which is intended for individuals involved in recruiting and teaching students in open and distance learning (ODL) situations, examines academic and nonacademic student support issues in ODL. The following are among the topics discussed in the book's 14 chapters: (1) models and definitions of ODL systems; (2) rationale for student…

Support Required for Primary and Secondary Students with Communication Disorders and/or Other Learning Needs

ERIC Educational Resources Information Center

McLeod, Sharynne; McKinnon, David H.

2010-01-01

Prioritization of school students with additional learning needs is a reality due to a finite resource base. Limited evidence exists regarding teachers' prioritization of primary and secondary school students with additional learning needs. The aim of the present article was to differentiate teachers' perceptions of the level of support required…

Assessment for Learning as Support for Student Self-Regulation

ERIC Educational Resources Information Center

Heritage, Margaret

2018-01-01

Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…

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

PubMed

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

2017-03-01

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

The Effects of Different Computer-Supported Collaboration Scripts on Students' Learning Processes and Outcome in a Simulation-Based Collaborative Learning Environment

ERIC Educational Resources Information Center

Wieland, Kristina

2010-01-01

Students benefit from collaborative learning activities, but they do not automatically reach desired learning outcomes when working together (Fischer, Kollar, Mandl, & Haake, 2007; King, 2007). Learners need instructional support to increase the quality of collaborative processes and individual learning outcomes. The core challenge is to find…

Teacher Support in Learning: Instrumental and Appraisal Support in Relation to Math Achievement

ERIC Educational Resources Information Center

Wong, Tracy K. Y.; Tao, Xi; Konishi, Chiaki

2018-01-01

This study explored the extent to which teachers' instrumental (i.e., tangible aid to promote learning) and appraisal support (i.e., teacher feedback) enhanced students' achievement in mathematics. Participants included 13,950 fifteen-year-old Canadian students who participated in the 2012 Programme for International Student Assessment. Based on…

Evaluating Quality of Students' Support Services in Open Distance Learning

ERIC Educational Resources Information Center

Nsamba, Asteria; Makoe, Mpine

2017-01-01

Evaluating the quality of students' support services in distance education institutions is vital because by nature Open Distance Learning (ODL) is a high-involvement service industry, with multiple student support service encounters. Most quality evaluation models tend to view quality from the institutional perspective. As a result, little is…

Clinical supervisors' perspectives on delivering work integrated learning: a survey study.

PubMed

Mather, Carey A; McKay, Angela; Allen, Penny

2015-04-01

Previous research has indicated a disconnect between academic nursing programmes and workplace learning environments. Nurse supervisors and clinical practitioners have reported inadequate information and training on how to support students of nursing to learn in the clinical setting. This study aimed to investigate the level of confidence that clinical supervisors have in relation to specific components of supporting student learning in the work place. Survey of clinical nurse supervisors. Simulation-based clinical reasoning workshops. Sixty participants: fifty nine registered nurses, including nurse managers and clinical nurse educators, and one allied health professional. Survey using Likert scales and free-text questions. The findings indicated that clinicians were confident in sharing their knowledge and experience with students and making them feel welcome in the work place, they were less confident about what were the significant learnings in relation to students' academic programme. Registered nurses supervising students were experienced clinicians with many role responsibilities, which were perceived as barriers to the role of clinical supervisor. Participants reported that they would like tools to assist them with developing links to the academic programme. They considered that these tools would support student learning and remediation in the work place. This study found that the abilities of supervisors to support student learning is an identified gap impacting on work integrated learning. The results indicated the need for a professional development workshop, to enable clinical supervisors to move beyond promoting a supervision model, towards a theoretical framework for assisting and guiding students to learn. Addressing this deficit will improve growth and change in student learning in the work place. Copyright © 2015 Elsevier Ltd. All rights reserved.

Effects of Teaching and Learning Styles on Students' Reflection Levels for Ubiquitous Learning

ERIC Educational Resources Information Center

Hsieh, Sheng-Wen; Jang, Yu-Ruei; Hwang, Gwo-Jen; Chen, Nian-Shing

2011-01-01

Ubiquitous learning (u-learning), in conjunction with supports from the digital world, is recognized as an effective approach for situating students in real-world learning environments. Earlier studies concerning u-learning have mainly focused on investigating the learning attitudes and learning achievements of students, while the causations such…

Features Students Really Expect from Learning Analytics

ERIC Educational Resources Information Center

Schumacher, Clara; Ifenthaler, Dirk

2016-01-01

In higher education settings more and more learning is facilitated through online learning environments. To support and understand students' learning processes better, learning analytics offers a promising approach. The purpose of this study was to investigate students' expectations toward features of learning analytics systems. In a first…

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

PubMed

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

2018-03-01

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

Students' Preferred Characteristics of Learning Environments in Vocational Secondary Education

ERIC Educational Resources Information Center

Placklé, Ingeborg; Könings, Karen D.; Jacquet, Wolfgang; Struyven, Katrien; Libotton, Arno; van Merriënboer, Jeroen J. G.; Engels, Nadine

2014-01-01

If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument--the Inventory Powerful Learning…

Students' Preferred Characteristics of Learning Environments in Vocational Secondary Education

ERIC Educational Resources Information Center

Placklé, Ingeborg; Könings, Karen D.; Jacquet, Wolfgang; Struyven, Katrien; Libotton, Arno; van Merriënboer, Jeroen J. G.; Engels, Nadine

2014-01-01

If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning…

How Does Student Understanding of a Concept Change Throughout a Unit of Instruction? Support Toward the Theory of Learning Progressions

NASA Astrophysics Data System (ADS)

Dyer, Brian Jay

This study documented the changes in understanding a class of eighth grade high school-level biology students experienced through a biology unit introducing genetics. Learning profiles for 55 students were created using concept maps and interviews as qualitative and quantitative instruments. The study provides additional support to the theory of learning progressions called for by experts in the field. The students' learning profiles were assessed to determine the alignment with a researcher-developed learning profile. The researcher-developed learning profile incorporated the learning progressions published in the Next Generation Science Standards, as well as current research in learning progressions for 5-10th grade students studying genetics. Students were found to obtain understanding of the content in a manner that was nonlinear, even circuitous. This opposes the prevailing interpretation of learning progressions, that knowledge is ascertained in escalating levels of complexity. Learning progressions have implications in teaching sequence, assessment, education research, and policy. Tracking student understanding of other populations of students would augment the body of research and enhance generalizability.

Academic stress and active learning of nursing students: A cross-sectional study.

PubMed

Magnavita, Nicola; Chiorri, Carlo

2018-06-08

The active role of nursing students is particularly important in the delivery of health care, since playing an active role at the bedside and the use of active and collaborative engagement of students in the nursing activities has been associated with improved student learning. This is consistent with Karasek's learning hypothesis, but it has never been tested on nursing students. This study aimed at investigating whether nursing students in high control conditions reported lower levels of work impairment than students in the conditions with low control, compared them with a group of healthcare workers (HCWs), and tested the moderating role of social support at work. 633 nursing students and 160 HCWs completed the Nursing Work Functioning Questionnaire (NWFQ), and the Demand-Control-Support questionnaire (DCS). Results showed that nursing students reported higher levels of work impairment and were less likely to be classified as active (high demand/high control) or low strain (low demand/high control) than HCWs, and that social support at work moderated the association between being in active or low strain condition and work impairment. Programs to enhance the learning of nursing students must not only fight strain and isolation but must also promote active learning, by increasing the control over the job, team work, and support from teachers. Copyright © 2018. Published by Elsevier Ltd.

Using Mobile Peer Mentors for Student Engagement: Student Rovers in the Learning Commons

ERIC Educational Resources Information Center

Tout, Dan; Pancini, Geri; McCormack, Rob

2014-01-01

This paper presents findings from a 2010 evaluation of Victoria University's Student Rover program, an on-campus work-based learning program in which mobile student mentors are employed and deployed within the university's Learning Commons to provide "just-in-time" and "just-in-place" learning support to other students. Student…

Using Elearning techniques to support problem based learning within a clinical simulation laboratory.

PubMed

Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2004-01-01

This paper details the results of the first phase of a project that used eLearning to support students' learning within a simulated environment. The locus was a purpose built Clinical Simulation Laboratory (CSL) where the School's newly adopted philosophy of Problem Based Learning (PBL) was challenged through lecturers reverting to traditional teaching methods. The solution, a student-centred, problem-based approach to the acquisition of clinical skills was developed using learning objects embedded within web pages that substituted for lecturers providing instruction and demonstration. This allowed lecturers to retain their facilitator role, and encouraged students to explore, analyse and make decisions within the safety of a clinical simulation. Learning was enhanced through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that an elearning approach can support PBL in delivering a student centred learning experience.

Examining Motivational Orientation and Learning Strategies in Computer-Supported Self-Directed Learning (CS-SDL) for Mathematics: The Perspective of Intrinsic and Extrinsic Goals

ERIC Educational Resources Information Center

Lao, Andrew Chan-Chio; Cheng, Hercy N. H.; Huang, Mark C. L.; Ku, Oskar; Chan, Tak-Wai

2017-01-01

One-to-one technology, which allows every student to receive equal access to learning tasks through a personal computing device, has shown increasing potential for self-directed learning in elementary schools. With computer-supported self-directed learning (CS-SDL), students may set their own learning goals through the suggestions of the system…

Design Support System for Open Distance Learning Student Teamwork

NASA Astrophysics Data System (ADS)

Putranto, A.; Pradipto, Y. D.

2017-01-01

Open distance learning students in doing team assignment, they seldom face to some problems such as student fell unfair in numbers of workload contribution, instructors also do not know which students do more work than others. So there are some questions ie: how to connect between instructor, team members, and working documents. Methods will be used are first, analyzing current condition and last by designing systems to connect between instructor, team members, and document. The expected result is support systems for open distance learning student teamwork.

The Effects of Different Learning Environments on Students' Motivation for Learning and Their Achievement

ERIC Educational Resources Information Center

Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-01-01

Background: Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with…

Not Blogging, Drinking: Peer Learning, Sociality and Intercultural Learning in Study Abroad

ERIC Educational Resources Information Center

Tonkin, Kati; Bourgault du Coudray, Chantal

2016-01-01

Research into study abroad students' intercultural learning has demonstrated a need to provide pedagogical support before, during and after the study abroad experience. This article reports on the authors' efforts to support the in-country learning of Australian study abroad students through an online guided reflection exercise (blog) with a…

The Relationship between Social-Emotional Learning Ability and Perceived Social Support in Gifted Students

ERIC Educational Resources Information Center

Ogurlu, Üzeyir; Sevgi-Yalin, Hatun; Yavuz-Birben, Fazilet

2018-01-01

This study aimed to examine the relationship between social-emotional learning skills and perceived social support of gifted students. Based on this relationship, the authors also examined to what extent social and emotional learning skills were predictive of social support. In addition, gender variables were compared in social and emotional…

Addressing Barriers to Learning and Teaching to Enhance Equity of Opportunity. Report from the National Summit on ESSA and Learning Supports

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2017

2017-01-01

Passage of the "Every Student Succeeds Act" (ESSA) provides opportunities to improve how schools address barriers to learning and teaching and re-engage disconnected students and families. Of particular relevance to these concerns, ESSA replaces what has been described as a maze of programs with a "Student Support and Academic…

From Place to Virtual Space: Reconfiguring Student Support for Distance and E-Learning in the Digital Age

ERIC Educational Resources Information Center

Tait, Alan

2014-01-01

This article examines the impact of digital technologies on student support in distance and e-learning, drawing on the case of Open University UK. Giving a historical perspective on the use of technologies in learning over many centuries, it argues that the dominant paradigm of geography--which has defined the structures for student support…

Local Implementation Effectiveness of a Multi-Tier System of Support in Elementary School Settings

ERIC Educational Resources Information Center

Houlton, Terry P.

2017-01-01

Ensuring all students learn at high levels is demanding. Multi-tier systems of supports (MTSS) has shown promise as a way to promote high levels of learning for all students while catching students who are struggling to learn. However, implementing MTSS models in school districts and schools has seen its challenges. The context of an individual…

Finnish Students' Reasons for Their Achievement in Classroom Activities: Focus on Features That Support Self-Regulated Learning

ERIC Educational Resources Information Center

Mykkänen, Arttu; Perry, Nancy; Järvelä, Sanna

2017-01-01

The aim of this study was to investigate how finnish students explain factors that contribute to their achievement in classroom learning activities and whether these factors are related to support of self-regulated learning (SRL) in classroom. Over seven weeks, 24 primary school students were videotaped during their typical classroom activities in…

Restructuring Learning: 1990 Summer Institute Papers and Recommendations by the Council of Chief State School Officers (Mystic, Connecticut, 1993).

ERIC Educational Resources Information Center

Council of Chief State School Officers, Washington, DC.

In 1990, the work of the Council of Chief State School Officers (CCSSO) focused on restructuring learning--fundamentally changing the relationship among student, teacher, knowledge, and other students in ways that support the development of higher order learning for all students. This publication is part of CCSSO's effort to support attempts to…

Shifting the Balance in First-Year Learning Support: From Staff Instruction to Peer-Learning Primacy

ERIC Educational Resources Information Center

van der Meer, Jacques; Scott, Carole

2008-01-01

Effective response to the learning needs of first-year students is a contested issue. In many learning support centres the dominant approach to developing student learning skills is through generic or tailored workshops and/or individual consultations. Although there is a place for these activities, we argue that the balance should be shifted…

Technological Support and Problem-Based Learning as a Means of Formation of Student's Creative Experience

ERIC Educational Resources Information Center

Cakula, Sarma

2011-01-01

Problem-based learning and technology support for students in higher education investigates the new perspectives of education in connection with the change of life paradigm. The present research seeks to find out what study methods and technology support can be used for developing students' creative experience in the context of education for…

Collaborative Learning: Students' Perspectives on How Learning Happens

ERIC Educational Resources Information Center

Almajed, Abdulaziz; Skinner, Vicki; Peterson, Ray; Winning, Tracey

2016-01-01

Collaborative learning (CL), a core component of inquiry-based learning approaches, aims to support students' development of key skills (e.g., working in multidisciplinary teams). To design effective CL activities, we need to understand students' perceptions about CL. However, few studies have examined students' understandings of CL. This…

A care improvement program acting as a powerful learning environment to support nursing students learning facilitation competencies.

PubMed

Jukema, Jan S; Harps-Timmerman, Annelies; Stoopendaal, Annemiek; Smits, Carolien H M

2015-11-01

Change management is an important area of training in undergraduate nursing education. Successful change management in healthcare aimed at improving practices requires facilitation skills that support teams in attaining the desired change. Developing facilitation skills in nursing students requires formal educational support. A Dutch Regional Care Improvement Program based on a nationwide format of change management in healthcare was designed to act as a Powerful Learning Environment for nursing students developing competencies in facilitating change. This article has two aims: to provide comprehensive insight into the program components and to describe students' learning experiences in developing their facilitation skills. This Dutch Regional Care Improvement Program considers three aspects of a Powerful Learning Environment: self-regulated learning; problem-based learning; and complex, realistic and challenging learning tasks. These three aspects were operationalised in five distinct areas of facilitation: increasing awareness of the need for change; leadership and project management; relationship building and communication; importance of the local context; and ongoing monitoring and evaluation. Over a period of 18 months, 42 nursing students, supported by trained lecturer-coaches, took part in nine improvement teams in our Regional Care Improvement Program, executing activities in all five areas of facilitation. Based on the students' experiences, we propose refinements to various components of this program, aimed at strengthenin the learning environment. There is a need for further detailed empirical research to study the impact this kind of learning environment has on students developing facilitation competencies in healthcare improvement. Copyright © 2015 Elsevier Ltd. All rights reserved.

Supporting online learning with games

NASA Astrophysics Data System (ADS)

Yao, JingTao; Kim, DongWon; Herbert, Joseph P.

2007-04-01

This paper presents a study on Web-based learning support systems that is enhanced with two major subsystems: a Web-based learning game and a learning-oriented Web search. The Internet and theWeb may be considered as a first resource for students seeking for information and help. However, much of the information available online is not related to the course contents or is wrong in the worse case. The search subsystem aims to provide students with precise, relative and adaptable documents about certain courses or classes. Therefore, students do not have to spend time to verify the relationship of documents to the class. The learning game subsystem stimulates students to study, enables students to review their studies and to perform self-evaluation through a Web-based learning game such as a treasure hunt game. During the challenge and entertaining learning and evaluation process, it is hoped that students will eventually understand and master the course concepts easily. The goal of developing such a system is to provide students with an efficient and effective learning environment.

An exploration of the factors that contribute to learning satisfaction of first-year anatomy and physiology students.

PubMed

Eagleton, Saramarie

2015-09-01

Lecturers have reverted to using a "blended" approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also "grade oriented" rather than "learning oriented" as they indicated that they were more concerned about results than "owning" the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology. Copyright © 2015 The American Physiological Society.

Moving on the Continuum between Teaching and Learning: Communities of Practice in a Student Support Programme

ERIC Educational Resources Information Center

Naude, Luzelle; Bezuidenhout, Hannemarie

2015-01-01

The focus of this article is on the experiences of staff members involved in a student support programme. The experiential, social, and student-centred approaches incorporated in this programme provided not only students, but also academics with pathways to lifelong learning. Functioning in a community of practice (CoP) (with students and also…

Medical students' use of Facebook for educational purposes.

PubMed

Ali, Anam

2016-06-01

Medical students use Facebook to interact with one another both socially and educationally. This study investigates how medical students in a UK medical school use Facebook to support their learning. In particular, it identifies the nature of their educational activities, and details their experiences of using an educational Facebook group. Twenty-four medical students who self-identified as being Facebook users were invited to focus groups to attain a general overview of Facebook use within an educational context. A textual analysis was then conducted on a small group of intercalating medical students who used a self-created Facebook group to supplement their learning. Five of these students participated in semi-structured interviews. Six common themes were generated. These included 'collaborative learning', 'strategic uses for the preparation for assessment', 'sharing experiences and providing support', 'creating and maintaining connections', 'personal planning and practical organization' and 'sharing and evaluating educational resources'. Evidence from this study shows that medical students are using Facebook informally to enhance their learning and undergraduate lives. Facebook has enabled students to create a supportive learning community amongst their peers. Medical educators wishing to capitalize on Facebook, as a platform for formal educational initiatives, should remain cautious of intruding on this peer online learning community.

Information Literacy in a Digital Era: Understanding the Impact of Mobile Information for Undergraduate Nursing Students.

PubMed

Doyle, Glynda J; Furlong, Karen E; Secco, Loretta

2016-01-01

Recent entry-to-practice nursing informatics competencies for Registered Nurses in Canada mean nurse educators need educational strategies to promote student competency within the rapidly evolving informatics field. A collaborative research team from three Canadian nursing programs completed a mixed method survey to describe how nursing students used mobile nursing information support and the extent of this support for learning. The Mobile Information Support Evaluation Tool (MISET) assessed Usefulness/Helpfulness, Information Literacy Support, and Use of Evidence-Based Sources. The quantitative and qualitative data were analyzed to describe students' perspectives and the ways they used mobile resources in learning situations. Findings suggest nursing students mainly accessed mobile resources to support clinical learning, and specifically for task-oriented information such as drug medication or patient conditions/diagnoses. Researchers recommend a paradigm shift whereby educators emphasize information literacy in a way that supports evidence-based quality care.

Web-Based Learning Environment Based on Students’ Needs

NASA Astrophysics Data System (ADS)

Hamzah, N.; Ariffin, A.; Hamid, H.

2017-08-01

Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.

Felder-Soloman's Index of Learning Styles: internal consistency, temporal stability, and factor structure.

PubMed

Hosford, Charles C; Siders, William A

2010-10-01

Strategies to facilitate learning include using knowledge of students' learning style preferences to inform students and their teachers. Aims of this study were to evaluate the factor structure, internal consistency, and temporal stability of medical student responses to the Index of Learning Styles (ILS) and determine its appropriateness as an instrument for medical education. The ILS assesses preferences on four dimensions: sensing/intuitive information perceiving, visual/verbal information receiving, active/reflective information processing, and sequential/global information understanding. Students entering the 2002-2007 classes completed the ILS; some completed the ILS again after 2 and 4 years. Analyses of responses supported the ILS's intended structure and moderate reliability. Students had moderate preferences for sensing and visual learning. This study provides evidence supporting the appropriateness of the ILS for assessing learning style preferences in medical students.

Assessing Learning in Service-Learning Courses through Critical Reflection

ERIC Educational Resources Information Center

Molee, Lenore M.; Henry, Mary E.; Sessa, Valerie I.; McKinney-Prupis, Erin R.

2010-01-01

The purpose of this study was to describe and examine a model for assessing student learning through reflection in service-learning courses. This model utilized a course-embedded process to frame, facilitate, support, and assess students' depth of learning and critical thinking. Student reflection products in two service-learning courses (a…

A Learning Style-Based Grouping Collaborative Learning Approach to Improve EFL Students' Performance in English Courses

ERIC Educational Resources Information Center

Kuo, Yu-Chen; Chu, Hui-Chun; Huang, Chi-Hao

2015-01-01

Learning English is an important and challenging task for English as Foreign Language (EFL) students. Educators had indicated that, without proper learning support, most EFL students might feel frustrated while learning English, which could significantly affect their learning performance. In the past research, learning usually utilized grouping,…

The Learning Thermometer: Closing the Loop between Teaching, Learning, Wellbeing and Support in Universities

ERIC Educational Resources Information Center

Stallman, Helen M.; King, Sharron

2016-01-01

The increasing awareness and impact of mental health problems in university students in addition to a need for objective measures of teaching quality provide the impetus for a new approach to supporting students. There is a need for more effective tools that integrate the institutional silos of teaching, learning, support, and wellbeing to help…

Enhancing E-Learning through Teacher Support: Two Experiences

ERIC Educational Resources Information Center

Gaudioso, E.; Hernandez-del-Olmo, F.; Montero, M.

2009-01-01

Teachers in e-learning play a crucial role as facilitators of the students' learning experiences. To this end, a teacher needs to monitor, understand and evaluate the activity of the students in the course. What is more, e-learning can be enhanced if tools for supporting teachers in this task are provided. In this paper, two experiences are…

Introducing Adaptivity Features to a Regular Learning Management System to Support Creation of Advanced eLessons

ERIC Educational Resources Information Center

Komlenov, Zivana; Budimac, Zoran; Ivanovic, Mirjana

2010-01-01

In order to improve the learning process for students with different pre-knowledge, personal characteristics and preferred learning styles, a certain degree of adaptability must be introduced to online courses. In learning environments that support such kind of functionalities students can explicitly choose different paths through course contents…

The Influence of Students and Teachers Characteristics on the Efficacy of Face-to-Face and Computer Supported Collaborative Learning

ERIC Educational Resources Information Center

Solimeno, Andrea; Mebane, Minou Ella; Tomai, Manuela; Francescato, Donata

2008-01-01

In this paper we compared the efficacy of face-to-face and computer supported collaborative learning (CSCL) in increasing academic knowledge and professional competences. We also explored how students' personality characteristics and learning strategies and teachers' characteristics were associated with better learning outcomes in online or…

Reducing Dropout Rates through Expanded Learning Opportunities. Issue Brief

ERIC Educational Resources Information Center

Harris, Laura; Princiotta, Daniel

2009-01-01

Expanded learning opportunities (ELOs), which include afterschool, summer learning, and extended day and extended year programs, can help states reduce dropout rates and increase graduation rates. Effective elementary, middle, and high school ELOs support academic rigor, boost student engagement, and provide students with supportive relationships.…

Use of a student support group to reduce student stress in a nurse anesthesia program.

PubMed

Kless, J R

1989-02-01

Stress in nurse anesthesia programs may be excessive at times, especially in new students. While some degree of stress is necessary to motivate learning, excessive or prolonged stress can interfere with the normal learning process, thereby prolonging a student's clinical and academic progress. In the extreme, excessive stress may even preclude a student's successful completion of the educational program. Active faculty intervention through a student support group is advocated as a method for controlling stress levels and facilitating student learning. The positive effects of such intervention also increase the overall productivity of a program and better prepare nurse anesthesia students for their future careers.

Intertextuality and Multimodal Meanings in High School Physics: Written and Spoken Language in Computer-Supported Collaborative Student Discourse

ERIC Educational Resources Information Center

Tang, Kok-Sing; Tan, Seng-Chee

2017-01-01

The study in this article examines and illustrates the intertextual meanings made by a group of high school science students as they embarked on a knowledge building discourse to solve a physics problem. This study is situated in a computer-supported collaborative learning (CSCL) environment designed to support student learning through a science…

How the Every Student Succeeds Act Can Support Social and Emotional Learning. Research Brief. RB-9988-WF

ERIC Educational Resources Information Center

Grant, Sean; Hamilton, Laura S.; Wrabel, Stephani L.; Gomez, Celia J.; Whitaker, Anamarie; Leschitz, Jennifer T.; Unlu, Fatih; Chavez-Herrerias, Emilio R.; Baker, Garrett; Barrett, Mark; Harris, Mark; Ramos, Alyssa

2017-01-01

Social and emotional competencies are proving critical to students' success in the classroom and in life. Although the Every Student Succeeds Act (ESSA) does not explicitly reference social and emotional learning (SEL), this legislation in fact offers opportunities to support school-based SEL interventions. How is SEL supported by ESSA? Which SEL…

Using Webquest in Learning Grammar: Students' Perceptions in Higher Education

ERIC Educational Resources Information Center

Irzawati, Ira

2013-01-01

Webquest is an internet based learning tool that can be used by students in learning English. This study investigates students' perceptions about the use of Webquest to support learning grammar in Higher Education. Seventy-two of second semester students were involved as participants in this study. Questionnaire and interview were used to collect…

Students with Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption

ERIC Educational Resources Information Center

Wight, Mary Caitlin S.

2015-01-01

This examination of the literature on foreign, or second, language learning by native English-speaking students with disabilities addresses the benefits of language learning, the practices and policies of language exemption, the perceptions of students and educators regarding those practices, and available resources for supporting students with…

A Study of the Relationship between Distance Learners' Perception of the Value of Student Support Services and a Sense of Belonging in the University's Learning Community

ERIC Educational Resources Information Center

Emmanuel-Frenel, Rouseline

2017-01-01

This study asked two primary questions: (1) to what extent do distance learners find value in student support services; and (2) is there a relationship between the value placed on student support services and students' sense of belonging in the university's learning community? Value was defined as the frequency of use, importance, and satisfaction…

International Students' Motivation and Learning Approach: A Comparison with Local Students

ERIC Educational Resources Information Center

Chue, Kah Loong; Nie, Youyan

2016-01-01

Psychological factors contribute to motivation and learning for international students as much as teaching strategies. 254 international students and 144 local students enrolled in a private education institute were surveyed regarding their perception of psychological needs support, their motivation and learning approach. The results from this…

Review of Mathematics Interventions for Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Marita, Samantha; Hord, Casey

2017-01-01

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

The Evolution of Student Services in the UK

ERIC Educational Resources Information Center

Morgan, Michelle

2012-01-01

There is limited literature that looks at the evolution of student services in the UK and their effectiveness in providing student support. Student support is broadly defined as all services that support students to learn. Academic and non-academic support are essential mechanisms in providing holistic student support. In this article, the author…

Tagclouds and Group Cognition: Effect of Tagging Support on Students' Reflective Learning in Team Blogs

ERIC Educational Resources Information Center

Xie, Ying; Lin, Shu-Yuan

2016-01-01

We investigated the effects of supported tagging (a prompting mechanism for students to stop and think about their writing) for team blogging on undergraduate students' reflective learning and the relationship between tagclouds and group cognition. Thirty-nine students were randomly assigned to six groups and blogged for 5 weeks. Three groups were…

Developing an Embedded Peer Tutor Program in Design Studio to Support First Year Design Students

ERIC Educational Resources Information Center

Zamberlan, Lisa; Wilson, Stephanie

2015-01-01

An improved first year student experience is a strategic focus for higher education in an increasingly competitive marketplace. A successful peer tutoring program creates a visible community of practice, supports the student learning experience, elevates senior students as ambassadors of the program, and reinforces an emphasis on learning through…

Color-Coded Graphic Organizers for Teaching Writing to Students with Learning Disabilities

ERIC Educational Resources Information Center

Ewoldt, Kathy B.; Morgan, Joseph John

2017-01-01

A commonly used method for supporting the writing of students with learning disabilities (LD), graphic organizers have been shown to effectively support instruction for students with LD in a variety of content areas (Dexter & Hughes, 2011). Students with LD often struggle with the process of developing their ideas into organized sentences; the…

Enhancement of Elementary School Students' Science Learning by Web-Quest Supported Science Writing

ERIC Educational Resources Information Center

Min-Hsiung, Chuang; Jeng-Fung, Hung; Quo-Cheng, Sung

2011-01-01

This study aimed to probe into the influence of implementing Web-quest supported science writing instruction on students' science learning and science writing. The subjects were 34 students in one class of grade six in an elementary school in Taiwan. The students participated in the instruction, which lasted for eight weeks. Data collection…

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

PubMed

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

2018-06-01

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

Bridging the gap between self-directed learning of nurse educators and effective student support.

PubMed

Van Rensburg, Gisela H; Botma, Yvonne

2015-11-26

Self-directed learning requires the ability to identify one's own learning needs, develop and implement a plan to gain knowledge and to monitor one's own progress. A lifelong learning approach cannot be forced, since it is in essence an internally driven process. Nurse educators can, however, act as role models to empower their students to become independent learners by modelling their own self-directed learning and applying a number of techniques in supporting their students in becoming ready for self-directed learning.  The aim of the article is to describe the manifestations and implications of the gap between self-directed learning readiness of nurse educators and educational trends in supporting students.  An instrumental case study design was used to gain insight into the manifestations and implications of self-directed learning of nurse educators. Based on the authentic foci of various critical incidents and literature, data were collected and constructed into a fictitious case. The authors then deductively analysed the case by using the literature on self-directed learning readiness as departure point. Four constructs of self-directed learning were identified, namely internal motivation, planning and implementation, self-monitoring and interpersonal communication. Supportive strategies were identified from the available literature.  Nine responses by nurse educators based on the fictitious case were analysed.Analysis showed that readiness for self-directed learning in terms of the identified constructswas interrelated and not mutually exclusive of one other.  The success of lifelong learning is the ability to engage in self-directed learning which requires openness to learning opportunities, good self-concept, taking initiative and illustrating independence in learning. Conscientiousness, an informed acceptance of a responsibility for one's own learning and creativity, is vital to one's future orientation towards goal-directed learning. Knowledge and understanding of one's own and students' selfdirected learning abilities are critical for nurse educators. In the nursing profession, it has been shown that self-directed learning by the nurse educators has a direct relationship towards the development of a lifelong learning approach by their students. Supporting students towards becoming self-directed learners throughout their professional life, in turn, will impact directly on the quality of nursing and midwifery practice. (Article to follow).

Learning Skills Workshops Supporting First-Year Courses

ERIC Educational Resources Information Center

Grills, Sheilagh

2017-01-01

Student Services support, including learning skills assistance, can be integral in empowering learners. First-year students are expected to be self-directed in their learning, yet may have neither been challenged nor experienced negative consequences for a lack of perseverance. Academic skills professionals can be partners with teaching faculty in…

Technology Supported Facilitation and Assessment of Small Group Collaborative Inquiry Learning in Large First-Year Classes

ERIC Educational Resources Information Center

Lawrie, Gwendolyn A.; Gahan, Lawrence R.; Matthews, Kelly E.; Weaver, Gabriela C.; Bailey, Chantal; Adams, Peter; Kavanagh, Lydia J.; Long, Phillip D.; Taylor, Matthew

2014-01-01

Collaborative learning activities offer the potential to support mutual knowledge construction and shared understanding amongst students. Introducing collaborative tasks into large first-year undergraduate science classes to create learning environments that foster student engagement and enhance communication skills is appealing. However,…

Support for the Costs of Learning. LSDA Reports.

ERIC Educational Resources Information Center

Kirk, Gordon

Various options for supporting the costs of learning by youths between the ages of 16 and 19 years in the United Kingdom were assessed. Currently available student support services were reviewed, and evidence documenting the link between supports and student success was presented. Data were collected from the following sources: current research on…

Do Science Teachers Distinguish between Their Own Learning and the Learning of Their Students?

ERIC Educational Resources Information Center

Brauer, Heike; Wilde, Matthias

2018-01-01

Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students' knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students' learning. This seems to be due to the inability to…

Using a Learning Log to Support Students' Learning in Biology Lessons

ERIC Educational Resources Information Center

Stephens, Karen; Winterbottom, Mark

2010-01-01

Learning logs or reflective journals are frequently used in further and higher education to encourage students' reflection on their learning. Such approaches are rare in school. This study employed a learning log over a five-week period, with a class of 14-15 year old students learning about digestion, respiration and breathing at a Suffolk upper…

Empowering Teachers to Author Multimedia Learning Resources That Support Students' Critical Thinking

ERIC Educational Resources Information Center

Holley, Debbie; Boyle, Tom

2012-01-01

Students studying Marketing, Fashion, Public Relations, Advertising and similar subjects need to develop a "critical eye" in relation to images, media and digital technologies. This project aims to empower teachers to develop multimedia learning resources that would support students engaging in this essential activity. Developing such…

Using a Digital Pen to Support Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Ok, Min Wook; Rao, Kavita

2017-01-01

Secondary students with learning disabilities (LD) can benefit from using assistive and instructional technologies to support content and skill acquisition. Digital pens have features that can be beneficial for students who struggle with comprehension, note taking, and organization. Livescribe pens, in particular, provide a variety features that…

A Comprehensive Approach to RtI: Embedding Universal Design for Learning and Technology

ERIC Educational Resources Information Center

Basham, James D.; Israel, Maya; Graden, Janet; Poth, Rita; Winston, Markay

2010-01-01

Response to intervention (RtI) provides tiered levels of supports to all students and allows for increasingly more intensive and individualized instruction. Similarly, universal design for learning (UDL) addresses needs of students by proactively planning for instructional, environmental, and technology supports to allow all students to…

Online Support Service Quality, Online Learning Acceptance, and Student Satisfaction

ERIC Educational Resources Information Center

Lee, Jung-Wan

2010-01-01

This paper examines potential differences between Korean and American students in terms of their perception levels regarding online education support service quality, online learning acceptance, and satisfaction. Eight hundred and seventy-two samples, which were collected from students in online classes in the United States and Korea, were…

Assessment for Learning: Why Assessment Does Not Always Support Student Teachers' Learning

ERIC Educational Resources Information Center

Mumm, Kristi; Karm, Mari; Remmik, Marvi

2016-01-01

Numerous studies have dealt with the importance of assessment for learning (AfL) in higher education, arguing that AfL helps to promote students' learning and supports them in becoming self-directed learners. The majority of the recent literature focuses mainly on the role of individual aspects of AfL. Less attention has been paid to the…

A Cultural Comparison of Trust in eLearning Artifacts

ERIC Educational Resources Information Center

Simmons, Lakisha L.; Simmons, Chris B.; Hayek, Mario; Parks, Rachida; Mbarika, Victor W.

2012-01-01

A significant body of literature focuses on learning mediated by technology (eLearning). We conceptually develop and empirically test a model of trust antecedents with online undergraduate students. Contributing to the student eLearning success literature, we posit that eLearning students require the support of technologies and trust in those…

E-Learning in Universities: Supporting Help-Seeking Processes by Instructional Prompts

ERIC Educational Resources Information Center

Schworm, Silke; Gruber, Hans

2012-01-01

University students are more responsible than school students for their own learning. The role of self-regulated learning increases in virtual e-learning course environments. Academic help-seeking is an important strategy of self-regulated learning, but many students fail to use this strategy appropriately. A lack of information and a perceived…

Utilizing Formative Assessments to Guide Student Learning in an Interactive Physics Learning Environment

ERIC Educational Resources Information Center

Lee, Young-Jin

2011-01-01

In the last decades, many education researchers have been trying to use computerized learning environments to enhance student learning. Without proper instructional supports and guidance, however, students often failed to acquire knowledge from computer-based learning activities. The objective of this study was to demonstrate how research-based…

Enhancing Fourth Grade Students' Writing Achievement through Purposeful Experiential Learning: An Action Research Study

ERIC Educational Resources Information Center

McManus, Michael S.; Thiamwong, Ladda

2015-01-01

This study focuses on the effects of involving fourth grade students in an experiential learning task that improves the school and requires the students to call on community agency, area business, and high school student support. Data related to students' learning were collected by using evaluative writing surveys, student and parent conferences,…

The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools

ERIC Educational Resources Information Center

Engeness, Irina; Edwards, Anne

2017-01-01

The relationship between the different mediational means for supporting students' learning with digital tools in science group work in a Norwegian lower-secondary school is examined. Analyses of teacher-student and student-student interactions are located in cultural-historical theory and draw on Galperin's conceptualisation of learning processes.…

Effects of Using Mobile Devices on English Listening Diversity and Speaking for EFL Elementary Students

ERIC Educational Resources Information Center

Hwang, Wu-Yuin; Huang, Yueh-Min; Shadiev, Rustam; Wu, Sheng-Yi; Chen, Shu-Lin

2014-01-01

This study designed learning activities supported by a mobile learning system for students to develop listening and speaking skills in English as a foreign language (EFL). How students perceive learning activities and a mobile learning system were examined in this study. Additionally, how different practices relate to students' language…

Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

ERIC Educational Resources Information Center

Brecke, Ronald; Jensen, Jacy

2007-01-01

This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We…

Providing Hearing-Impaired Students with Learning Care after Classes through Smart Phones and the GPRS Network

ERIC Educational Resources Information Center

Liu, Chen-Chung; Hong, Yi-Ching

2007-01-01

Although computers and network technology have been widely utilised to assist students learn, few technical supports have been developed to help hearing-impaired students learn in Taiwan. A significant challenge for teachers is to provide after-class learning care and assistance to hearing-impaired students that sustain their motivation to…

Bridging the Gap between Students and Computers: Supporting Activity Awareness for Network Collaborative Learning with GSM Network

ERIC Educational Resources Information Center

Liu, C.-C.; Tao, S.-Y.; Nee, J.-N.

2008-01-01

The internet has been widely used to promote collaborative learning among students. However, students do not always have access to the system, leading to doubt in the interaction among the students, and reducing the effectiveness of collaborative learning, since the web-based collaborative learning environment relies entirely on the availability…

Teachers' Perceptions of the Availability and Need of a Support Program for Students with Learning Difficulties Attending Elementary Schools in the Atlantic Union Conference

ERIC Educational Resources Information Center

Coke, Lileth Althea

2013-01-01

Purpose of the Study. Support programs have been known to be very effective in helping students succeed academically, socially, behaviorally, and emotionally. The purpose of this study was to investigate teachers' perceptions of the availability and need of a support program for students with learning difficulties who attend elementary schools…

Does Supporting Multiple Student Strategies Lead to Greater Learning and Motivation? Investigating a Source of Complexity in the Architecture of Intelligent Tutoring Systems

ERIC Educational Resources Information Center

Waalkens, Maaike; Aleven, Vincent; Taatgen, Niels

2013-01-01

Intelligent tutoring systems (ITS) support students in learning a complex problem-solving skill. One feature that makes an ITS architecturally complex, and hard to build, is support for strategy freedom, that is, the ability to let students pursue multiple solution strategies within a given problem. But does greater freedom mean that students…

The Experience of Deep Learning by Accounting Students

ERIC Educational Resources Information Center

Turner, Martin; Baskerville, Rachel

2013-01-01

This study examines how to support accounting students to experience deep learning. A sample of 81 students in a third-year undergraduate accounting course was studied employing a phenomenographic research approach, using ten assessed learning tasks for each student (as well as a focus group and student surveys) to measure their experience of how…

An evaluation of a science professional development model: Examining participants' learning and use of new knowledge and skills, organizational support and change, and student learning outcomes

NASA Astrophysics Data System (ADS)

Zender, Georgi Anne

The problem of this study was to determine in what ways science professional development would support kindergarten through sixth grade teachers in their implementation of a revised curriculum. The problem centered on evaluating the relationship between professional development involvement and teachers' learning and use of new knowledge and skills, organizational support and change, and student learning outcomes. Using data derived from survey responses and other sources (e.g., test scores, financial records, etc.), this study examined use of a science course of study, use of activities/experiments from workshops, use and adequacy of materials adoptions, administrative support, and achievement scores. This research was completed using an Ex Post Facto research design. Using the General Linear Model and causal-comparative analyses, thus study significantly concluded that teachers with a higher level of involvement in science professional development were more likely to use the revised course of study for lesson planning and to perceive materials adoptions as being adequate, and that districts that had participated in science professional development to revise curriculum showed more gains in student learning outcomes. Data on teachers' learning and use of new knowledge and skills implied that districts needed to continue to design teacher leadership situations that implement long-term professional development, build capacity for shared decision making, create a supportive environment for leaders, and incorporate assessments. Teacher leaders needed to actively engage in action research as a professional development strategy to promote reflection on their teaching and student learning. Data on organizational support and change implied that without logistical and financial support for teaching and learning in terms of hands-on materials, teachers would be unable to support future curriculum improvement efforts. Building principals needed to play a more active role in the implementation of curriculum. Data on student learning outcomes implied that both content knowledge and inquiry skills were critical bases for curriculum in terms of teacher efficacy and student achievement. Teachers needed to examine student work as a professional development strategy to also promote reflection on teaching and learning. Further research and professional development in the area of science assessment, in terms of scientific content and processes, was suggested.

Promoting Reflective Physics Teaching Through the Use of Collaborative Learning Annotation System

NASA Astrophysics Data System (ADS)

Milner-Bolotin, Marina

2018-05-01

Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning outcomes and of teaching practices are changing Therefore 21st-century physics teachers should be supported in developing a different way of thinking about technology-enhanced physics teaching and learning. We call it Deliberate Pedagogical Thinking with Technology, and base it on the original Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge frameworks. However, unlike the two aforementioned frameworks, the Deliberate Pedagogical Thinking with Technology emphasizes not only teachers' knowledge, but also their attitudes and dispositions about using digital tools in order to support student learning. This paper examines how an online system that allows an ongoing discussion of videos uploaded on it by the students can support reflection in physics teacher education. Examples of using such a system in physics teacher education and teacher-candidates' feedback on their experiences with it are also discussed.

Comulang: towards a collaborative e-learning system that supports student group modeling.

PubMed

Troussas, Christos; Virvou, Maria; Alepis, Efthimios

2013-01-01

This paper describes an e-learning system that is expected to further enhance the educational process in computer-based tutoring systems by incorporating collaboration between students and work in groups. The resulting system is called "Comulang" while as a test bed for its effectiveness a multiple language learning system is used. Collaboration is supported by a user modeling module that is responsible for the initial creation of student clusters, where, as a next step, working groups of students are created. A machine learning clustering algorithm works towards group formatting, so that co-operations between students from different clusters are attained. One of the resulting system's basic aims is to provide efficient student groups whose limitations and capabilities are well balanced.

Support groups: an empowering, experiential strategy.

PubMed

Heinrich, K T; Robinson, C M; Scales, M E

1998-01-01

The authors describe a student-facilitated support group experience initiated at student request and designed for RN-BSN students. Students report they emerged enlightened about group theory, empowered to share their knowledge of groups, and energized to initiate groups in their work settings. If educators make the learning experience safe, practice letting go and being vigilant, and celebrate group successes, students learn how to initiate, facilitate, and terminate small groups.

Using concept maps and goal-setting to support the development of self-regulated learning in a problem-based learning curriculum.

PubMed

Thomas, Lisa; Bennett, Sue; Lockyer, Lori

2016-09-01

Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed, professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and ongoing professional practice. However, the development of SRL skills is often left to chance. This study presents the investigated outcomes for students when support for the development of SRL was embedded in a PBL medical curriculum. This investigation involved design, delivery and testing of SRL support, embedded into the first phase of a four-year, graduate-entry MBBS degree. The intervention included concept mapping and goal-setting activities through iterative processes of planning, monitoring and reflecting on learning. A mixed-methods approach was used to collect data from seven students to develop case studies of engagement with, and outcomes from, the SRL support. The findings indicate that students who actively engaged with support for SRL demonstrated increases in cognitive and metacognitive functioning. Students also reported a greater sense of confidence in and control over their approaches to learning in PBL. This study advances understanding about how the development of SRL can be integrated into PBL.

Is there a role for a primary health nurse in a learning support team in a disadvantaged high school? Evaluation of a pilot study.

PubMed

Dennis, Sarah; Noon, Ted; Liaw, Siaw Teng

2016-02-01

Disadvantaged children experience more health problems and have poorer educational outcomes compared with students from advantaged backgrounds. This paper presents the quantitative and qualitative findings from a pilot study to determine the impact of the Healthy Learner model, where an experienced primary care nurse was embedded in a learning support team in a disadvantaged high school. Students entering high school with National Assessment Program, Literacy and Numeracy (NAPLAN) scores in the lowest quartile for the school were assessed by the nurse and identified health issues addressed. Thirty-nine students were assessed in 2012-13 and there were up to seven health problems identified per student, ranging from serious neglect to problems such as uncorrected vision or hearing. Many of these problems were having an impact on the student and their ability to engage in learning. Families struggled to navigate the health system, they had difficulty explaining the student's problems to health professionals and costs were a barrier. Adding a nurse to the learning support team in this disadvantaged high school was feasible and identified considerable unmet health needs that affect a student's ability to learn. The families needed extensive support to access any subsequent health care they required.

eLearning techniques supporting problem based learning in clinical simulation.

PubMed

Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2005-08-01

This paper details the results of the first phase of a project using eLearning to support students' learning within a simulated environment. The locus was a purpose built clinical simulation laboratory (CSL) where the School's philosophy of problem based learning (PBL) was challenged through lecturers using traditional teaching methods. a student-centred, problem based approach to the acquisition of clinical skills that used high quality learning objects embedded within web pages, substituting for lecturers providing instruction and demonstration. This encouraged student nurses to explore, analyse and make decisions within the safety of a clinical simulation. Learning was facilitated through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that eLearning techniques can help students acquire clinical skills in the safety of a simulated environment within the context of a problem based learning curriculum.

Equitable Access by Design. A Conceptual Framework for Integrated Student Supports within Linked Learning Pathways

ERIC Educational Resources Information Center

de Velasco, Jorge Ruiz; Newman, Elizabeth; Borsato, Graciela

2016-01-01

This report proposes a conceptual framework for defining and implementing a system of integrated student supports that provides equitable access to college and career readiness via Linked Learning pathways in high schools. The framework emphasizes the central commitment of the Linked Learning approach to challenge prevailing norms of…

Supporting Student Outcomes through Expanded Learning Opportunities

ERIC Educational Resources Information Center

Little, Priscilla M.

2009-01-01

This purpose of this report is to examine the role of after school and summer learning programs in supporting student success and to help bridge the divide between out-of-school time programs and schools by offering research-derived principles for effective expanded learning partnership efforts. Discussion points include: (1) Benefits of expanded…

Threshold Concepts as Focal Points for Supporting Student Learning

ERIC Educational Resources Information Center

Jordan, Katy; Tracy, Frances; Johnstone, Keith

2011-01-01

The Plant Sciences Pedagogy Project conducted research into undergraduate teaching and learning in the Department of Plant Sciences at the University of Cambridge and has translated the research findings into interventions to improve support for student learning. A key research objective for the project was to investigate how teachers within the…

"Dear Fresher …"--How Online Questionnaires Can Improve Learning and Teaching Statistics

ERIC Educational Resources Information Center

Bebermeier, Sarah; Nussbeck, Fridtjof W.; Ontrup, Greta

2015-01-01

Lecturers teaching statistics are faced with several challenges supporting students' learning in appropriate ways. A variety of methods and tools exist to facilitate students' learning on statistics courses. The online questionnaires presented in this report are a new, slightly different computer-based tool: the central aim was to support students…

Designing an Online Writing System: Learning with Support

ERIC Educational Resources Information Center

Kuo, Chih-Hua

2008-01-01

The potential of online language learning has received much attention recently. This paper reports the design of an online writing system featuring learning support for non-native students during their writing process. The central premise is that in the online writing situation, students are in great need of writing aids. The proposed system…

A Statewide Collaborative Effort to Create School Leadership that Supports Learning

ERIC Educational Resources Information Center

Waddle, Jerry L.; Murphy, Carole H.

2007-01-01

With the evidence that improved leadership in schools produces increased student learning and with the accountability demands of No Child Left Behind and the Missouri School Improvement Program, it is imperative that school leaders in Missouri be prepared to support student learning at its highest level. Therefore, Missouri has made a substantial…

Rethinking District Budgets to Unify and Sustain a Critical Mass of Student and Learning Supports at Schools. A Center Brief

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2012

2012-01-01

imperative for policy makers to reverse trends toward lopsided cutbacks that decimate efforts to address factors interfering with learning and teaching. Furthermore, it is essential to move forward in more cost-effective ways by unifying student and learning supports and…

Visual Supports for the Learning Disabled: A Handbook for Educators

ERIC Educational Resources Information Center

Sells, Leighan

2013-01-01

A large percent of the population is affected by learning disabilities, which significantly impacts individuals and families. Much research has been done to identify effective ways to best help the students with learning disabilities. One of the more promising strategies is the use of visual supports to enhance these students' understanding…

The Use of Electronic Mail To Support Off-Campus Student Learning.

ERIC Educational Resources Information Center

Doring, Allan

A key element in the completion of study by off-campus students is support during their learning. The nature of off-campus study renders nearly impossible the face-to-face contact which provides expansion of lecture material, direct answers to problems, guidance on procedures, and immediate responses to learning difficulties. Electronic mail…

Learner Support Services for Online Students: Scaffolding for Success.

ERIC Educational Resources Information Center

Ludwig-Hardman, Stacey; Dunlap, Joanna C.

2003-01-01

Effective retention for online students requires learner support services. Based on the principle of scaffolding, these services include intake and diagnosis during recruitment and admission, orientation to online learning, one-to-one advising, and access to a learning community. These supports can help overcome isolation, lack of self-direction…

Designing Digital Problem Based Learning Tasks that Motivate Students

ERIC Educational Resources Information Center

van Loon, Anne-Marieke; Ros, Anje; Martens, Rob

2013-01-01

This study examines whether teachers are able to apply the principles of autonomy support and structure support in designing digital problem based learning (PBL) tasks. We examine whether these tasks are more autonomy- and structure-supportive and whether primary and secondary school students experience greater autonomy, competence, and motivation…

Supporting Off-Shore Students: A Preliminary Study

ERIC Educational Resources Information Center

Hussin, Virginia

2007-01-01

This paper reports on the first part of a recent research study into current initiatives to support the learning of non-English speaking background (NESB) transnational students in Asia who are studying off-shore at Australian universities. Learning support and development staff in 12 universities were surveyed using a questionnaire. The survey…

The Essential Supports for School Improvement. Research Report

ERIC Educational Resources Information Center

Sebring, Penny Bender; Allensworth, Elaine; Bryk, Anthony S.; Easton, John Q.; Luppescu, Stuart

2006-01-01

This report sets forth a framework of essential supports and contextual resources for school improvement, examines empirical evidence on its key elements and how they link to improvements in student learning, and investigates how a school's essential supports interact with community context to affect student learning. The purpose of this research…

A Learning Module for BA Students to Develop ICT Skills for Their Learning Activities

ERIC Educational Resources Information Center

Platteaux, Hervé; Hoein, Sergio

2015-01-01

This case illustrates the process of developing a learning module to support BA students in their use of ICT (Information and Communication Technology) tools in their learning. At the university where this case occurred, the skill level of ICT use among students in a learning context was very heterogeneous. The E-learning Competency Centre, or…

Assessing the Factors Deemed to Support Individual Student Intrinsic Motivation in Technology Supported Online and Face-to-Face Discussions

ERIC Educational Resources Information Center

Shroff, Ronnie H.; Vogel, Douglas R.

2009-01-01

Research has established that intrinsic motivation has a positive effect on learning and academic achievement. In order to investigate the phenomenon of intrinsic motivation in technology-supported learning environments, this paper investigates the factors deemed to support individual student intrinsic motivation in online discussions. A research…

Perceived Social Support and Self-Esteem in Adolescents with Learning Disabilities at a Private School

ERIC Educational Resources Information Center

LaBarbera, Robin

2008-01-01

This study evaluated perceived social support and self-esteem in 66 students who attended a private school for students with learning disabilities. Results from a hierarchical regression analysis indicated that support from parents predicted 35% of the variance in global self-worth. Support from classmates, close friends, and teachers did not make…

Supporting the Transition of Learning Disabled Students to the Postsecondary Environment

ERIC Educational Resources Information Center

Gray, Patricia Jean

2012-01-01

Students with learning disabilities present a diverse spectrum of learning needs; research suggest they may have difficulty making the transition to the postsecondary environment. Learning disabled students at the subject high school were not successfully making the transition from the secondary to the postsecondary environment. This study was…

Student Engagement and Blended Learning: Making the Assessment Connection

ERIC Educational Resources Information Center

Vaughan, Norman

2014-01-01

There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty…

Validating a Technology Enhanced Student-Centered Learning Model

ERIC Educational Resources Information Center

Kang, Myunghee; Hahn, Jungsun; Chung, Warren

2015-01-01

The Technology Enhanced Student Centered Learning (TESCL) Model in this study presents the core factors that ensure the quality of learning in a technology-supported environment. Although the model was conceptually constructed using a student-centered learning framework and drawing upon previous studies, it should be validated through real-world…

Using Visualization to Motivate Student Participation in Collaborative Online Learning Environments

ERIC Educational Resources Information Center

Jin, Sung-Hee

2017-01-01

Online participation in collaborative online learning environments is instrumental in motivating students to learn and promoting their learning satisfaction, but there has been little research on the technical supports for motivating students' online participation. The purpose of this study was to develop a visualization tool to motivate learners…

A Systematic Review of Function-Based Interventions for Students with Learning Disabilities

ERIC Educational Resources Information Center

McKenna, John William; Flower, Andrea; Kyung Kim, Min; Ciullo, Stephen; Haring, Christa

2015-01-01

Students with learning disabilities (LD) experience pervasive academic deficits requiring extensive academic intervention; however, they may also engage in problem behaviors that adversely affect teaching and learning, thus lessening the potential impact of specialized instruction and supports. The learning deficits of students with LD are…

The relationship between autonomous motivation and autonomy support in medical students' academic achievement.

PubMed

Feri, Rose; Soemantri, Diantha; Jusuf, Anwar

2016-12-29

This study applied self-determination theory (SDT) to investigate the relationship between students' autonomous motivation and tutors' autonomy support in medical students' academic achievement. This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Mean score (±standard deviation) of the autonomous motivation, tutors' autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students' autonomous motivation was associated with improvement of students' academic achievement (β=15.2, p=0.004). However, augmentation of tutors' autonomy support was not reflected in the improvement of students' academic achievement (β = -12.6, p = 0.019). Both students' autonomous motivation and tutors' autonomy support had a contribution of about 4.2% students' academic achievement (F = 4.343, p = 0.014, R 2 = 0.042). Due to the unique characteristic of our medical students' educational background, our study shows that tutors' autonomy support is inconsistent with students' academic achievement. However, both autonomous motivation and support are essential to students' academic achievement. Further study is needed to explore students' educational background and self-regulated learning competence to improve students' academic achievement.

Multicultural Inquiry toward Demystifying Scientific Culture and Learning Science

ERIC Educational Resources Information Center

Meyer, Xenia S.; Crawford, Barbara A.

2015-01-01

This study investigated how student participation in an authentic scientific investigation may shape underrepresented students' views of science and support students in learning science. The research centered on the instructional approach used in a fifth-grade classroom to engage English language learning students from Latino backgrounds in a…

Reading Instruction in Science for Students with Learning Disabilities

ERIC Educational Resources Information Center

Kaldenberg, Erica R.; Watt, Sarah J.; Therrien, William J.

2015-01-01

As a growing number of students with learning disabilities (LD) receive science instruction in general education settings, students with LD continue to perform significantly lower than their non-disabled peers. The shift from textbook-driven instruction to inquiry-based approaches to science learning supports students who struggle with reading.…

School Libraries and Student Learning: A Guide for School Leaders

ERIC Educational Resources Information Center

Morris, Rebecca J.

2015-01-01

Innovative, well-designed school library programs can be critical resources for helping students meet high standards of college and career readiness. In "School Libraries and Student Learning", Rebecca J. Morris shows how school leaders can make the most of their school libraries to support ambitious student learning. She offers…

Appraisal of the dental school learning environment: the students' view.

PubMed

Henzi, David; Davis, Elaine; Jasinevicius, Roma; Hendricson, William; Cintron, Laura; Isaacs, Marcia

2005-10-01

The majority of studies examining dental school curriculum have addressed organization, structure, and content issues from the perspectives of administrators, faculty, practitioners/alumni, and professional organizations. However, few studies have focused on students' opinions of dental school. The purpose of this study was to determine students' perceptions of the learning environment, intellectual climate, and teacher-student relationships in dental school. This report describes how the "dental version" of the Medical Student Learning Environment Survey (MSLES) was used to identify students' perceptions of their dental education. Freshman and junior dental students' perceptions were measured with the Dental Student Learning Environment Survey (DSLES), which evaluates learning environment, intellectual climate, and relationships among students and teachers in seven areas: flexibility, student-to-student interaction, emotional climate, supportiveness, meaningful experience, organization, and breadth of interest. The DSLES was mailed to twenty-three dental schools in North America with eighteen of the schools distributing the inventory. A total of 619 dental students responded. Results were differentiated between freshman and junior dental students. Both freshman and junior students provided the highest (most positive) ratings for the DSLES subscales of "breadth of interest" (interest in dentistry and outside interests are encouraged) and "meaningful learning experience" (significance of courses to dentistry). Freshman students provided the lowest (least positive) ratings for "emotional climate" (students' responses to the way their courses were conducted and stress levels), and junior students provided the least positive ratings for "faculty supportiveness" (extent of faculty support and encouragement provided to students). The DSLES identified students' perceptions of their educational experience and localized areas for improvement. By addressing these areas of concern, faculty can increase student satisfaction with their dental education.

Willingness To Communicate, Social Support, and Language Learning Orientations of Immersion Students.

ERIC Educational Resources Information Center

MacIntyre, Peter D.; Baker, Susan C.; Clement, Richard; Conrod, Sarah

2001-01-01

Hypothesized that orientations toward language learning (L2) as well as social support would influence students willingness to communicate (WTC) in a second language. Grade 9 L2 students of French immersion participated in the study. Results showed endorsement of all five orientations (travel, job related, friendship with Francophones, personal…

State of the Art Student Support Services in an IEP Learning Center

ERIC Educational Resources Information Center

Hanson, Jessica; Maxwell, Jeffrey; Mulder, Monika

2015-01-01

Intensive English language programs (IEPs) at American universities have the task of recruiting, retaining, and preparing international students for mainstream classes. In order to achieve these tasks, many programs have explored using supplemental instruction (SI) in the form of learning centers (LCs) to support their students. In this study, we…

Using Augmented Reality to Support a Software Editing Course for College Students

ERIC Educational Resources Information Center

Wang, Y.-H.

2017-01-01

This study aimed to explore whether integrating augmented reality (AR) techniques could support a software editing course and to examine the different learning effects for students using online-based and AR-based blended learning strategies. The researcher adopted a comparative research approach with a total of 103 college students participating…

Teaching Strategies: Supporting EAL Students in Learning Biology Terminology

ERIC Educational Resources Information Center

Fernando, Primani; Cooper, Rebecca

2017-01-01

This paper provides a brief introduction to teaching strategies that can be used to support English as Additional Language (EAL) students in learning biology terminology. The paper begins with an overview of EAL students and considers the difficulties that they may face in the classroom along with the challenges that mainstream teachers may have…

Inference Instruction to Support Reading Comprehension for Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Hall, Colby; Barnes, Marcia A.

2017-01-01

Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing…

Reviving post-take surgical ward round teaching.

PubMed

Force, Jade; Thomas, Ian; Buckley, Frances

2014-04-01

Learning in the clinical environment is an important feature of medical education. Ward-round teaching leads to relevant, applied and lasting learning of knowledge, skills and attitudes; however, on fast-paced ward rounds in specialties such as general surgery, the student experience is often suboptimal, and teaching can be overlooked. Clinical teaching fellows (CTFs) are postgraduate doctors ranging from foundation year-2 (FY2) level through to specialty trainees, who have elected to spend up to 2 years out of the programme to teach medical undergraduates. This article explores whether CTFs can successfully support the regular delivery of undergraduate medical teaching on the busy post-take surgical ward round (PTSWR). The CTFs at Raigmore Hospital, Inverness, planned and facilitated weekly, structured teaching sessions to accompany the PTSWR. This educational intervention was evaluated using pre- and post-intervention student questionnaires. The questionnaires focused on student enjoyment and depth of learning using Likert scales and free-text components. Students were also asked about barriers to learning on typical PTSWRs. The consultant surgeons leading on these rounds were issued separate questionnaires, to gauge their evaluation of CTF support. The main barrier to effective undergraduate ward round teaching was a lack of time on the part of clinical staff. Ward rounds accompanied by CTF support significantly increased student enjoyment (p < 0.0001) and perceived learning (p < 0.0001). Consultant surgeons were supportive of the teaching initiative. Support from CTFs on busy PTSWRs optimised student satisfaction, and was welcomed by clinical staff. CTF support could be widened to other busy ward rounds, e.g. acute medical takes, to enhance student learning and reduce the teaching burden on clinical faculty staff. © 2014 John Wiley & Sons Ltd.

The impact of embedded support for underprepared students in a college chemistry course

NASA Astrophysics Data System (ADS)

Hesser, Tiffany L.

This quasi-experimental study examined the impact of embedded support on academic success for students requiring remediation in college chemistry. Additional support for underprepared students incorporated within a course is recommended by Connecticut's Public Act 12-40, An Act Concerning College Readiness and Completion. For this study, embedded support consisted of weekly instructional support sessions and introduced the concepts of metacognitive awareness and motivation in learning. Students' progression through the course was measured using a series of standardized questions. Metacognitive awareness and motivation levels were measure at the start and completion of the semester using the Metacognitive Awareness Inventory (MAI) and Motivated Student Learning Questionnaire (MSLQ). It was found that with embedded support, underprepared students performed academically at a level equivalent to that of their college-ready peers. Based on these results, this embedded support model as an evidence-based practice should be considered in class development or policies surrounding students identified as underprepared.

Cooperative m-learning with nurse practitioner students.

PubMed

Wyatt, Tami H; Krauskopf, Patricia B; Gaylord, Nan M; Ward, Andrew; Huffstutler-Hawkins, Shelley; Goodwin, Linda

2010-01-01

New technologies give nurse academicians the opportunity to incorporate innovative teaching-learning strategies into the nursing curricula. Mobile technology for learning, or m-learning, has considerable potential for the nursing classroom but lacks sufficient empirical evidence to support its use. Based on Mayer's multimedia learning theory, the effect of using cooperative and interactive m-learning techniques in enhancing classroom and clinical learning was explored. The relationship between m-learning and students' learning styles was determined through a multimethod educational research study involving nurse practitioner students at two mid-Atlantic universities. During the 16-month period, nurse practitioner students and their faculty used personal digital assistants (PDAs) to participate in various m-learning activities. Findings from focus group and survey responses concluded that PDAs, specifically the Pocket PC, are useful reference tools in the clinical setting and that all students, regardless of learning style, benefited from using PDAs. It was also demonstrated that connecting students with classmates and other nurse practitioner students at distant universities created a cooperative learning community providing additional support and knowledge acquisition. The authors concluded that in order to successfully prepare nurse practitioner graduates with the skills necessary to function in the present and future health care system, nurse practitioner faculty must be creative and innovative, incorporating various revolutionary technologies into their nurse practitioner curricula.

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

NASA Astrophysics Data System (ADS)

Sakiz, Gonul

2017-01-01

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

Using LEGO for learning fractions, supporting or distracting?

NASA Astrophysics Data System (ADS)

Rejeki, Sri; Setyaningsih, Nining; Toyib, Muhamad

2017-05-01

The role of games used for learning mathematics is still in debate. However, many research revealed that it gave positive effects on both students' motivation and performance in mathematics. Therefore, this study aims at investigating the effects of using LEGO-as one of games which students are familiar with, for learning mathematics, on both students' conceptual knowledge of fractions and students' attitude in learning mathematics. A set of learning activities consisting three meetings of fractions learning was designed for this study. The activities were mainly about solving word-context problems using LEGO as the model. Thirty students of seven grade with high-ability in mathematics and thirty two students with low-ability in mathematics were involved in this study. The data were collected through students' written works, video registration and field notes during the teaching and learning activities. The results indicate that in general the use of LEGO in learning activities support the conceptual understanding on fractions for both students with high-ability and low-ability in mathematics. Moreover, for students with low-ability in mathematics, it promotes the computational skill of fractions operation. The evidences also suggest that bringing LEGO into classroom activities improve students' motivation and engagement. However, in some cases, students were more focus on playing than learning. Therefore, teachers play important roles on providing clear pedagogical instructions about the way to use LEGO properly.

Mediated learning in the workplace: student perspectives on knowledge resources.

PubMed

Shanahan, Madeleine

2015-01-01

In contemporary clinical practice, student radiographers can use many types of knowledge resources to support their learning. These include workplace experts, digital and nondigital information sources (eg, journals, textbooks, and the Internet), and electronic communication tools such as e-mail and social media. Despite the range of knowledge tools available, there is little available data about radiography students' use of these resources during clinical placement. A 68-item questionnaire was distributed to 62 students enrolled in an Australian university undergraduate radiography program after they completed a clinical placement. Researchers used descriptive statistics to analyze student access to workplace experts and their use of digital and nondigital information sources and electronic communication tools. A 5-point Likert scale (1 = very important; 5 = not important) was used to assess the present importance and perceived future value of knowledge tools for workplace learning. Of the 53 students who completed and returned the questionnaire anonymously, most rely on the knowledge of practicing technologists and on print and electronic information sources to support their learning; some students also use electronic communication tools. Students perceive that these knowledge resources also will be important tools for their future learning as qualified health professionals. The findings from this study present baseline data regarding the value students attribute to multiple knowledge tools and regarding student access to and use of these tools during clinical placement. In addition, most students have access to multiple knowledge tools in the workplace and incorporate these tools simultaneously into their overall learning practice during clinical placement. Although a range of knowledge tools is used in the workplace to support learning among student radiographers, the quality of each tool should be critically analyzed before it is adopted in practice. Integrating practice-based learning with learning mediated by information sources provides a more complete paradigm of learning during clinical placement.

Blended learning: how can we optimise undergraduate student engagement?

PubMed

Morton, Caroline E; Saleh, Sohag N; Smith, Susan F; Hemani, Ashish; Ameen, Akram; Bennie, Taylor D; Toro-Troconis, Maria

2016-08-04

Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning.

Exploring the use of student-led simulated practice learning in pre-registration nursing programmes.

PubMed

Brown, Jo; Collins, Guy; Gratton, Olivia

2017-09-20

Simulated practice learning is used in pre-registration nursing programmes to replicate situations that nursing students are likely to encounter in clinical practice, but in a safe and protected academic environment. However, lecturer-led simulated practice learning has been perceived as detached from contemporary nursing practice by some nursing students. Therefore, a pilot project was implemented in the authors' university to explore the use of student-led simulated practice learning and its potential benefits for nursing students. To evaluate the effectiveness of student-led simulated practice learning in pre-registration nursing programmes. The authors specifically wanted to: enhance the students' skills; improve their critical thinking and reflective strategies; and develop their leadership and management techniques. A literature review was undertaken to examine the evidence supporting student-led simulated practice learning. A skills gap analysis was then conducted with 35 third-year nursing students to identify their learning needs, from which suitable simulated practice learning scenarios and sessions were developed and undertaken. These sessions were evaluated using debriefs following each of the sessions, as well as informal discussions with the nursing students. The pilot project identified that student-led simulated learning: developed nursing students' ability to plan and facilitate colleagues' practice learning; enabled nursing students to develop their mentoring skills; reinforced the nursing students' self-awareness, which contributed to their personal development; and demonstrated the importance of peer feedback and support through the debriefs. Challenges included overcoming some students' resistance to the project and that some lecturers were initially concerned that nursing students may not have the clinical expertise to lead the simulated practice learning sessions effectively. This pilot project has demonstrated how student-led simulated practice learning sessions could be used to engage nursing students as partners in their learning, enhance their knowledge and skills, and promote self-directed learning. ©2012 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

How to use coaching and action learning to support mentors in the workplace.

PubMed

Nash, Sue; Scammell, Janet

Using the example of mentoring preregistration student nurses, this article explores facilitation of learning in the workplace and examines the use of coaching and action learning to support mentors and the wider clinical team. A case study, where a mentor has difficulties with an underperforming student, is considered. Action learning and coaching are then explored, with the aim of maximising personal and team learning. These strategies can be easily transferred to other work based learning situations.

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

NASA Astrophysics Data System (ADS)

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

2017-09-01

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

Navigation Assistance: A Trade-Off between Wayfinding Support and Configural Learning Support

ERIC Educational Resources Information Center

Munzer, Stefan; Zimmer, Hubert D.; Baus, Jorg

2012-01-01

Current GPS-based mobile navigation assistance systems support wayfinding, but they do not support learning about the spatial configuration of an environment. The present study examined effects of visual presentation modes for navigation assistance on wayfinding accuracy, route learning, and configural learning. Participants (high-school students)…

Self-regulated learning in a dynamic coaching model for supporting college students with traumatic brain injury: two case reports.

PubMed

Kennedy, Mary R T; Krause, Miriam O

2011-01-01

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

'It's complicated': Staff nurse perceptions of their influence on nursing students' learning. A qualitative descriptive study.

PubMed

Hanson, Sarah E; MacLeod, Martha L; Schiller, Catharine J

2018-04-01

During both teacher-led clinical practica and precepted practica, students interact with, and learn from, staff nurses who work on the clinical units. It is understood that learning in clinical practice is enhanced by positive interactions between staff nurses and nursing students. While much is known about preceptors' experiences of working with nursing students, there is little evidence to date about staff nurses' perspectives of their interactions with students in teacher-led practica. To understand teacher-led clinical practica from the perspective of staff nurses. A qualitative descriptive approach answers the question: How do staff nurses perceive their contributions to nursing students' learning during teacher-led practica? Nine staff Registered Nurses (RNs) working within a regional acute care hospital in western Canada were interviewed using semi-structured interviews. Interview transcripts were analyzed using cross case analysis to discover themes and findings were checked by several experienced RNs. Analysis showed that nurses' interactions with nursing students are complicated. Nurses want to "train up" their future colleagues but feel a heavy burden of responsibility for students on the wards. This sense of burden for the staff nurses is influenced by several factors: the practice environment, the clinical instructor, the students themselves, and the nurses' understanding of their own contributions to student learning. Staff nurses remain willing to support student learning despite multiple factors that contribute to a sense of burden during teacher-led practica. Workplace environment, nursing program, and personal supports are needed to support their continuing engagement in student learning. Nurses need to know how important they are as role models, and the impact their casual interactions have on student nurses' socialization into the profession. Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.

Using Mind Maps to Make Student Questioning Effective: Learning Outcomes of a Principle-Based Scenario for Teacher Guidance

NASA Astrophysics Data System (ADS)

Stokhof, Harry; de Vries, Bregje; Bastiaens, Theo; Martens, Rob

2018-01-01

Student questioning is an important learning strategy, but rare in many classrooms, because teachers have concerns if these questions contribute to attaining curricular objectives. Teachers face the challenge of making student questioning effective for learning the curriculum. To address this challenge, a principle-based scenario for guiding effective student questioning was developed and tested for its relevance and practicality in two previous studies. In the scenario, which consists of a sequence of pedagogical activities, mind maps support teachers and students to explore and elaborate upon a core curriculum, by raising, investigating, and exchanging student questions. In this paper, a follow-up study is presented that tested the effectiveness of the scenario on student outcomes in terms of attainment of curricular objectives. Ten teachers and their 231 students participated in the study. Pre- and posttest mind maps were used to measure individual and collective learning outcomes of student questioning. Findings show that a majority of students progressed in learning the core curriculum and elaborated upon it. The findings suggest that visualizing knowledge construction in a shared mind map supports students to learn a core curriculum and to refine their knowledge structures.

Parental Autonomy Support and Student Learning Goals: A Preliminary Examination of an Intrinsic Motivation Intervention

ERIC Educational Resources Information Center

Froiland, John Mark

2011-01-01

In a seven week quasi-experimental study, parents (n = 15) of elementary school students (n = 15) learned autonomy supportive communication techniques that included helping their children set learning goals for homework assignments. Treatment vs. comparison group (n = 30) ANCOVA analyses revealed that the parents in the treatment group perceived…

Digitally Inspired Thinking: Can Social Media Lead to Deep Learning in Higher Education?

ERIC Educational Resources Information Center

Samuels-Peretz, Debbie; Dvorkin Camiel, Lana; Teeley, Karen; Banerjee, Gouri

2017-01-01

In this study, students from a variety of disciplines, who were enrolled in six courses that incorporate the use of social media, were surveyed to evaluate their perception of how the integration of social-media tools supports deep approaches to learning. Students reported that social media supports deep learning both directly and indirectly,…

Shallow Strategy Development in a Teachable Agent Environment Designed to Support Self-Regulated Learning

ERIC Educational Resources Information Center

Roscoe, Rod D.; Segedy, James R.; Sulcer, Brian; Jeong, Hogyeong; Biswas, Gautam

2013-01-01

To support self-regulated learning (SRL), computer-based learning environments (CBLEs) are often designed to be open-ended and multidimensional. These systems incorporate diverse features that allow students to enact and reveal their SRL strategies via the choices they make. However, research shows that students' use of such features is limited;…

Digital Learning and Teaching: Evaluation of Developments for Students in Higher Education.

ERIC Educational Resources Information Center

McClelland, Bob

2001-01-01

Focuses on an undergraduate module which served to provide a rationale for a web-based teaching, learning, and a support environment for academic staff and students. Explores module/program support development possibilities on the web from academic, quality, and commercial perspectives as well as the cybernetic and evolutionary nature of learning.…

A Case Study of Using a Social Annotation Tool to Support Collaboratively Learning

ERIC Educational Resources Information Center

Gao, Fei

2013-01-01

The purpose of the study was to understand student interaction and learning supported by a collaboratively social annotation tool--Diigo. The researcher examined through a case study how students participated and interacted when learning an online text with the social annotation tool--Diigo, and how they perceived their experience. The findings…

Teaching differential diagnosis to nurse practitioner students in a distance program.

PubMed

Colella, Christine L; Beery, Theresa A

2014-08-01

An interactive case study (ICS) is a novel way to enhance the teaching of differential diagnosis to distance learning nurse practitioner students. Distance education renders the use of many teaching strategies commonly used with face-to-face students difficult, if not impossible. To meet this new pedagogical dilemma and to provide excellence in education, the ICS was developed. Kolb's theory of experiential learning supported efforts to follow the utilization of the ICS. This study sought to determine whether learning outcomes for the distance learning students were equivalent to those of on-campus students who engaged in a live-patient encounter. Accuracy of differential diagnosis lists generated by onsite and online students was compared. Equivalency testing assessed clinical, rather than only statistical, significance in data from 291 students. The ICS responses from the distance learning and onsite students differed by 4.9%, which was within the a priori equivalence estimate of 10%. Narrative data supported the findings. Copyright 2014, SLACK Incorporated.

Functions, Use and Effects of Embedded Support Devices in Printed Distance Learning Materials.

ERIC Educational Resources Information Center

Martens, Rob; And Others

1996-01-01

To support distance learning, printed materials for the course are enriched with embedded support devices (ESD) such as schemes, illustrations, examples, questions, or margin texts. Results of 3 studies involving 900 Dutch university students indicated that students used and appreciated ESD, and that they led to better study results. (SLD)

Hardware/Software To Support Distance Learning Classes.

ERIC Educational Resources Information Center

Harrison, Bruce, Jr.

While the major part of any class is the classroom contact time, out-of-class support often makes the difference between success and failure of a student. With distance learning classes, teachers are faced with a unique set of problems in supplying this outside support. Students are often spread over large geographical areas and have varying…

How Language Supports Adaptive Teaching through a Responsive Learning Culture

ERIC Educational Resources Information Center

Johnston, Peter; Dozier, Cheryl; Smit, Julie

2016-01-01

For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity…

The Effectiveness of Using a Student Response System on Baccalaureate Nursing Student Dominant Learning Approach

ERIC Educational Resources Information Center

Rebeschi, Lisa M.

2013-01-01

Professional nurses are challenged to provide high quality, evidence-based care in today's increasingly complex healthcare environment. Thus, nurses need to develop an appreciation for life-long learning. Understanding student approach to learning may provide nurse educators with empirical evidence to support specific teaching/learning strategies…

Organisational culture and learning: a case study.

PubMed

Bell, Elaine

2013-11-01

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

Designing Science Learning Environments That Support Emerging Bilingual Students to Problematize Electrical Phenomena

NASA Astrophysics Data System (ADS)

Suarez, Enrique A.

This dissertation investigates how emerging bilingual students make sense of natural phenomena through engaging in certain epistemic practices of science, and the elements of the learning environment that created those opportunities. Specifically, the dissertation focuses on how emerging bilingual students problematized electrical phenomena, like electric flow and electrical resistance, and how the design features of the environment (e.g., sequencing of activities, linguistic practices) may have supported students as they made sense of phenomena. The first study describes how for students presented and evaluated mechanistic models of electric flow, focusing specifically on how students identified and negotiated a disagreement between their explanatory models. The results from this study highlight the complexity of students' disagreements, not only because of the epistemological aspects related to presenting and evaluating knowledge, but also due to interpersonal dynamics and the discomfort associated with disagreeing with another person. The second study focuses on the design features of the learning environment that supported emerging bilingual students' investigations of electrical phenomena. The findings from this study highlight how a carefully designed set of activities, with the appropriate material resources (e.g., experimental tools), could support students to problematize electrical resistance. The third study describes how emerging bilingual students engaged in translanguaging practices and the contextual features of the learning environment that created and hindered opportunities for translanguaging. The findings from this study identify and articulate how emerging bilingual students engaged in translanguaging practices when problematizing electrical resistance, and strengthen the perspective that, in order to be equitable for emerging bilingual students, science learning environments need to act as translanguaging spaces. This dissertation makes three contributions to how science educators understand how elementary-aged emerging bilingual students learning science. First, I offer a detailed account of how emerging bilingual students engaged in epistemic practices to problematize electrical phenomena. Secondly, I argue learning environments need to create opportunities for emerging bilingual students to engage in productive epistemic work through leveraging multiple kinds of resources from their semiotic repertoires. Finally, this dissertation contributes to our understanding of how emerging bilingual students engage in translanguaging practices as they investigate and talk about the natural world.

Web-based Learning and Computer Supported Collaborative Learning for psychomotor skill acquisition: perspectives of medical undergraduate students.

PubMed

Koh, Jansen; Cheung, Jeffrey J H; Mackinnon, Kim; Brett, Clare; Kapralos, Bill; Dubrowski, Adam

2013-01-01

There is a lack of evidence for the use of Web-based Learning (WBL) and Computer Supported Collaborative Learning (CSCL) for acquiring psychomotor skills in medical education. In this study, we surveyed medical undergraduate students attending a simulation based training session for central line insertion on their perspectives and utilization of WBL and CSCL for acquisition of a complex psychomotor skill.

Approaches to Studying and Students' Use of a Computer Supported Learning Environment

ERIC Educational Resources Information Center

Foster, Jonathan; Lin, Angela

2007-01-01

Although studies of students' study approaches in face to face learning environments are commonplace, studies investigating the role of students' study approaches in online learning environments is currently a less explored area. This paper presents the findings of a survey aimed at investigating the relationship between students' approaches to…

Supporting Students' Learning in the Domain of Computer Science

ERIC Educational Resources Information Center

Gasparinatou, Alexandra; Grigoriadou, Maria

2011-01-01

Previous studies have shown that students with low knowledge understand and learn better from more cohesive texts, whereas high-knowledge students have been shown to learn better from texts of lower cohesion. This study examines whether high-knowledge readers in computer science benefit from a text of low cohesion. Undergraduate students (n = 65)…

Students' Opinions on Facebook Supported Blended Learning Environment

ERIC Educational Resources Information Center

Erdem, Mukaddes; Kibar, Pinar Nuhoglu

2014-01-01

The first purpose of this study was to determine students' opinions on blended learning and its implementation. The other purpose was to explore the students' opinions on Facebook integration into blended learning environment. The participants of this study were 40 undergraduate students in their fourth semester of the program.…

A safe place with space for learning: Experiences from an interprofessional training ward.

PubMed

Hallin, Karin; Kiessling, Anna

2016-01-01

Interprofessional learning in a real ward context effectively increases collaborative and professional competence among students. However, less is known on the processes behind this. The aim of this study was to explore medical, nurse, physiotherapy, and occupational therapy students' perspectives on the process of their own learning at an interprofessional training ward (IPTW). We performed a qualitative content analysis on free-text answers of 333 student questionnaires from the years 2004 to 2011. Two main themes emerged: first, students found that the IPTW provided an enriching learning environment--a safe place with space. It included authentic and relevant patients, well-composed and functioning student teams, competent and supportive supervisors, and adjusted ward structures to support learning. Second, they developed an awareness of their own development with faith in the future--from chaos to clarity. It included personal, professional, and interprofessional development towards a comprehensive view of practice and a faith in their ability to work as professionals in the future. Our findings are discussed with a social constructivist perspective. This study suggests that when an IPTW provides a supportive and permissive learning environment with possibilities to interact with one another--a safe place with space--it enables students to move from insecurity to faith in their abilities--from chaos to clarity. However, if the learning environment is impaired, the students' development could be halted.

Teachers' Beliefs Regarding the Generalization of Students' Learning and How to Support the Generalization of Students' Learning

ERIC Educational Resources Information Center

Diamond, Jaime Marie

2013-01-01

The idea that learning generalizes beyond the conditions of initial learning serves as a basis for our educational system (National Research Council, 2000). That is, educators hope students will use the learning that is generated in the classroom to productively reason about situations they have yet to encounter. One body of research that has…

Learning to Learn about the Practicum: A Self-Study of Learning to Support Student Learning in the Field

ERIC Educational Resources Information Center

Thomas, Lynn

2017-01-01

This study explores student teacher learning on the practicum from the perspective of supervisors, associate teachers, professors in pre-service teacher education programs and the students themselves. Self-study became a means by which I came to better understand the phenomenon of practicum as a whole, the constraints and opportunities, the where…

Computer Mediated Communication: Social Support for Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Eden, Sigal; Heiman, Tali

2011-01-01

The study examined the relationships between the usage mode of four kinds of computerized mediated communication (CMC) by students with and without learning disabilities (LD) and perceived social and emotional support. Little is known about how undergraduate students with LD interpret and perceive CMC. We investigated the impact of the use of CMC…

Signing Avatars: Using Virtual Reality to Support Students with Hearing Loss

ERIC Educational Resources Information Center

Zirzow, Nichole K.

2015-01-01

Students who are deaf or hard of hearing (D/HH) need additional support to learn curricular content and achieve academic outcomes. Students who attend rural schools may face greater challenges since they may have more limited access to services provided specially trained deaf educators. Yet, they need specialized instruction in learning how to use…

Extending E-Book with Contextual Knowledge Recommender for Reading Support on a Web-Based Learning System

ERIC Educational Resources Information Center

Chen, Gwo-Dong; Wei, Fu-Hsiang; Wang, Chin-Yeh; Lee, Jih-Hsien

2007-01-01

Reading content of the Web is increasingly popular. When students read the same material, each student has a unique comprehension of the text and requires individual support from appropriate references. Most references in typical web learning systems are unorganized. Students are often required to disrupt their reading to locate references. This…

The Role of Informal Learning Spaces in Enhancing Student Engagement with Mathematical Sciences

ERIC Educational Resources Information Center

Waldock, Jeff; Rowlett, Peter; Cornock, Claire; Robinson, Mike; Bartholomew, Hannah

2017-01-01

By helping create a shared, supportive, learning community, the creative use of custom-designed spaces outside the classroom has a major impact on student engagement. The intention is to create spaces that promote peer interaction within and across year groups, encourage closer working relationships between staff and students and support specific…

Increasing Motivation and Engagement in Elementary and Middle School Students through Technology-Supported Learning Environments

ERIC Educational Resources Information Center

Godzicki, Linda; Godzicki, Nicole; Krofel, Mary; Michaels, Rachel

2013-01-01

This action research project report was conducted in order to increase motivation and engagement in elementary and middle school students through technology-supported learning environments. The study was conducted from August 27, 2012, through December 14, 2012 with 116 participating students in first-, fourth-, fifth- and eighth-grade classes. To…

[Multi-course web-learning system for supporting students of medical technology].

PubMed

Honma, Satoru; Wakamatsu, Hidetoshi; Kurihara, Yuriko; Yoshida, Shoko; Sakai, Nobue

2013-05-01

Web-Learning system was developed to support the self-learning for national qualification examination and medical engineering practice by students. The results from small tests in various situations suggest that the unit-learning systems are more effective, especially for the early stage of their self learning. In addition, the answers of some questionnaire suggest that the students' motivation has a certain relation with the number of the questions in the system. That is, the less number of the questions, the easier they are worked out with a higher learning motivation by students. Thus, the system was extended to enable students to study various subjects and/or units by themselves. The system enables them to have learning effects more easily by the exercise during lectures. The effectiveness of the system was investigated on medical associated subjects installed in the system. The concerning questions of Medical engineering and Pathological histology are adequately divided into several groups, of which sixteen Web-Learning subsystems were well composed for their practical application. Our concerning various unit-learning systems were confirmed much useful for most students comparing with the case of the overall Web-Learning system.

Blended learning in situated contexts: 3-year evaluation of an online peer review project.

PubMed

Bridges, S; Chang, J W W; Chu, C H; Gardner, K

2014-08-01

Situated and sociocultural perspectives on learning indicate that the design of complex tasks supported by educational technologies holds potential for dental education in moving novices towards closer approximation of the clinical outcomes of their expert mentors. A cross-faculty-, student-centred, web-based project in operative dentistry was established within the Universitas 21 (U21) network of higher education institutions to support university goals for internationalisation in clinical learning by enabling distributed interactions across sites and institutions. This paper aims to present evaluation of one dental faculty's project experience of curriculum redesign for deeper student learning. A mixed-method case study approach was utilised. Three cohorts of second-year students from a 5-year bachelor of dental surgery (BDS) programme were invited to participate in annual surveys and focus group interviews on project completion. Survey data were analysed for differences between years using multivariate logistical regression analysis. Thematic analysis of questionnaire open responses and interview transcripts was conducted. Multivariate logistic regression analysis noted significant differences across items over time indicating learning improvements, attainment of university aims and the positive influence of redesign. Students perceived the enquiry-based project as stimulating and motivating, and building confidence in operative techniques. Institutional goals for greater understanding of others and lifelong learning showed improvement over time. Despite positive scores, students indicated global citizenship and intercultural understanding were conceptually challenging. Establishment of online student learning communities through a blended approach to learning stimulated motivation and intellectual engagement, thereby supporting a situated approach to cognition. Sociocultural perspectives indicate that novice-expert interactions supported student development of professional identities. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

First year nursing students' experiences of social media during the transition to university: a focus group study.

PubMed

Ferguson, Caleb; DiGiacomo, Michelle; Saliba, Bernard; Green, Janet; Moorley, Calvin; Wyllie, Aileen; Jackson, Debra

2016-10-01

Social media platforms are useful for creating communities, which can then be utilised as a mean for supportive, professional and social learning. To explore first year nursing student experiences with social media in supporting student transition and engagement into higher education. Qualitative focus groups. Ten 1st year Bachelor of Nursing students were included in three face-to-face focus groups. Data were analysed using qualitative thematic content analysis. Three key themes emerged that illustrates the experiences of transition and engagement of first year student nurses using social media at university. (1) Facilitating familiarity and collaboration at a safe distance, (2) promoting independent learning by facilitating access to resources, and (3) mitigating hazards of social media. This study has demonstrated the importance of social media in supporting informal peer-peer learning and support, augmenting online and offline relationships, and building professional identity as a nurse.

An International Survey of Veterinary Students to Assess Their Use of Online Learning Resources.

PubMed

Gledhill, Laura; Dale, Vicki H M; Powney, Sonya; Gaitskell-Phillips, Gemma H L; Short, Nick R M

Today's veterinary students have access to a wide range of online resources that support self-directed learning. To develop a benchmark of current global student practice in e-learning, this study measured self-reported access to, and use of, these resources by students internationally. An online survey was designed and promoted via veterinary student mailing lists and international organizations, resulting in 1,070 responses. Analysis of survey data indicated that students now use online resources in a wide range of ways to support their learning. Students reported that access to online veterinary learning resources was now integral to their studies. Almost all students reported using open educational resources (OERs). Ownership of smartphones was widespread, and the majority of respondents agreed that the use of mobile devices, or m-learning, was essential. Social media were highlighted as important for collaborating with peers and sharing knowledge. Constraints to e-learning principally related to poor or absent Internet access and limited institutional provision of computer facilities. There was significant geographical variation, with students from less developed countries disadvantaged by limited access to technology and networks. In conclusion, the survey provides an international benchmark on the range and diversity in terms of access to, and use of, online learning resources by veterinary students globally. It also highlights the inequalities of access among students in different parts of the world.

New perspectives on the pedagogy of programming in a developing country context

NASA Astrophysics Data System (ADS)

Apiola, Mikko; Tedre, Matti

2012-09-01

Programming education is a widely researched and intensely discussed topic. The literature proposes a broad variety of pedagogical viewpoints, practical approaches, learning theories, motivational vehicles, and other elements of the learning situation. However, little effort has been put on understanding cultural and contextual differences in pedagogy of programming. Pedagogical literature shows that educational design should account for differences in the ways of learning and teaching between industrialized and developing countries. However, the nature and implications of those differences are hitherto unclear. Using group interviews and quantitative surveys, we identified several crucial elements for contextualizing programming education. Our results reveal that students are facing many similar challenges to students in the west: they often lack deep level learning skills and problem-solving skills, which are required for learning computer programming, and, secondly, that from the students' viewpoint the standard learning environment does not offer enough support for gaining the requisite development. With inadequate support students may resort to surface learning and may adopt extrinsic sources of motivation. Learning is also hindered by many contextually unique factors, such as unfamiliar pedagogical approaches, language problems, and cultural differences. Our analysis suggests that challenges can be minimized by increasing the number of practical exercises, by carefully selecting between guided and minimally guided environments, by rigorously monitoring student progress, and by providing students timely help, repetitive exercises, clear guidelines, and emotional support.

In pursuit of a holistic learning environment: the impact of music in the medical physiology classroom.

PubMed

Modell, Harold I; DeMiero, Frank G; Rose, Louise

2009-03-01

A holistic learning environment is one that nurtures all aspects of students' learning. The environment is safe, supportive, and provides opportunities to help students deal with nonacademic as well as academic factors that impact their learning. Creation of such an environment requires the establishment of a supportive learning community. For a variety of reasons, establishing such a learning community of first-year medical students can be challenging. This communication presents one approach to meeting this challenge in a medical school Human Physiology course. Steps were taken at the beginning of the course to create the community, and activities designed to reinforce these efforts were incorporated into the course as it progressed. Two pilot studies were conducted to test the hypothesis that providing students with a participatory music experience may help to promote a holistic learning environment by helping them restore a sense of balance to their emotional well-being as well as reinforce a sense of community in the classroom. Student response to these activities indicated that these efforts provided emotional support during stressful periods during the quarter, helped promote a feeling of safety within the environment, and re-energized the class during long class sessions. This project illustrates that each instructor, within the confines of his/her own classroom, can make a significant contribution to achieving a holistic learning environment for his/her students.

The Effects of Guided Elaboration in a CSCL Programme on the Learning Outcomes of Primary School Students from Dutch and Immigrant Families

ERIC Educational Resources Information Center

Prinsen, Fleur Ruth; Terwel, Jan; Zijlstra, Bonne J. H.; Volman, Monique M. L.

2013-01-01

This study examined the effects of guided elaboration on students' learning outcomes in a computer-supported collaborative learning (CSCL) environment. The programme provided students with feedback on their elaborations, and students reflected on this feedback. It was expected that students in the experimental (elaboration) programme would show…

Virtual parameter-estimation experiments in Bioprocess-Engineering education.

PubMed

Sessink, Olivier D T; Beeftink, Hendrik H; Hartog, Rob J M; Tramper, Johannes

2006-05-01

Cell growth kinetics and reactor concepts constitute essential knowledge for Bioprocess-Engineering students. Traditional learning of these concepts is supported by lectures, tutorials, and practicals: ICT offers opportunities for improvement. A virtual-experiment environment was developed that supports both model-related and experimenting-related learning objectives. Students have to design experiments to estimate model parameters: they choose initial conditions and 'measure' output variables. The results contain experimental error, which is an important constraint for experimental design. Students learn from these results and use the new knowledge to re-design their experiment. Within a couple of hours, students design and run many experiments that would take weeks in reality. Usage was evaluated in two courses with questionnaires and in the final exam. The faculties involved in the two courses are convinced that the experiment environment supports essential learning objectives well.

Peer Assessment among Secondary School Students: Introducing a Peer Feedback Tool in the Context of a Computer Supported Inquiry Learning Environment in Science

ERIC Educational Resources Information Center

Tsivitanidou, Olia; Zacharia, Zacharias C.; Hovardas, Tasos; Nicolaou, Aphrodite

2012-01-01

In this study we introduced a peer feedback tool to secondary school students while aiming at investigating whether this tool leads to a feedback dialogue when using a computer supported inquiry learning environment in science. Moreover, we aimed at examining what type of feedback students ask for and receive and whether the students use the…

A student-centred feedback model for educators.

PubMed

Rudland, Joy; Wilkinson, Tim; Wearn, Andy; Nicol, Pam; Tunny, Terry; Owen, Cathy; O'Keefe, Maree

2013-04-01

Effective feedback is instrumental to effective learning. Current feedback models tend to be educator driven rather than learner-centred, with the focus on how the supervisor should give feedback rather than on the role of the learner in requesting and responding to feedback. An alternative approach emphasising the theoretical principles of student-centred and self-regulated learning is offered, drawing upon the literature and also upon the experience of the authors. The proposed feedback model places the student in the centre of the feedback process, and stresses that the attainment of student learning outcomes is influenced by the students themselves. This model emphasises the attributes of the student, particularly responsiveness, receptiveness and reflection, whilst acknowledging the important role that the context and attributes of the supervisor have in influencing the quality of feedback. Educational institutions should consider strategies to encourage and enable students to maximise the many feedback opportunities available to them. As a minimum, educators should remind students about their central role in the feedback process, and support them to develop confidence in meeting this role. In addition, supervisors may need support to develop the skills to shift the balance of responsibility and support students in precipitating feedback moments. Research is also required to validate the proposed model and to determine how to support students to adopt self-regulatory learning, with feedback as a central platform. © Blackwell Publishing Ltd 2013.

Selection and Use of Online Learning Resources by First-Year Medical Students: Cross-Sectional Study

PubMed Central

Elliott, Kristine

2017-01-01

Background Medical students have access to a wide range of learning resources, many of which have been specifically developed for or identified and recommended to them by curriculum developers or teaching staff. There is an expectation that students will access and use these resources to support their self-directed learning. However, medical educators lack detailed and reliable data about which of these resources students use to support their learning and how this use relates to key learning events or activities. Objective The purpose of this study was to comprehensively document first-year medical student selection and use of online learning resources to support their bioscience learning within a case-based curriculum and assess these data in relation to our expectations of student learning resource requirements and use. Methods Study data were drawn from 2 sources: a survey of student learning resource selection and use (2013 cohort; n=326) and access logs from the medical school learning platform (2012 cohort; n=337). The paper-based survey, which was distributed to all first-year students, was designed to assess the frequency and types of online learning resources accessed by students and included items about their perceptions of the usefulness, quality, and reliability of various resource types and sources. Of 237 surveys returned, 118 complete responses were analyzed (36.2% response rate). Usage logs from the learning platform for an entire semester were processed to provide estimates of first-year student resource use on an individual and cohort-wide basis according to method of access, resource type, and learning event. Results According to the survey data, students accessed learning resources via the learning platform several times per week on average, slightly more often than they did for resources from other online sources. Google and Wikipedia were the most frequently used nonuniversity sites, while scholarly information sites (eg, online journals and scholarly databases) were accessed relatively infrequently. Students were more likely to select learning resources based on the recommendation of peers than of teaching staff. The overwhelming majority of the approximately 70,000 resources accessed by students via the learning platform were lecture notes, with each accessed an average of 167 times. By comparison, recommended journal articles and (online) textbook chapters were accessed only 49 and 31 times, respectively. The number and type of learning resources accessed by students through the learning platform was highly variable, with a cluster analysis revealing that a quarter of students accessed very few resources in this way. Conclusions Medical students have easy access to a wide range of quality learning resources, and while some make good use of the learning resources recommended to them, many ignore most and access the remaining ones infrequently. Learning analytics can provide useful measures of student resource access through university learning platforms but fails to account for resources accessed via external online sources or sharing of resources using social media. PMID:28970187

Supporting students' construction of scientific explanation through curricular scaffolds and teacher instructional practices

NASA Astrophysics Data System (ADS)

McNeill, Katherine Lynch

An essential goal of classroom science is to help all students become scientifically literate to encourage greater public understanding in a science infused world. This type of literacy requires that students participate in scientific inquiry practices such as construction of arguments or scientific explanations in which they justify their claims with appropriate evidence and reasoning. Although scientific explanations are an important learning goal, this complex inquiry practice is frequently omitted from k-12 science classrooms and students have difficulty creating them. I investigated how two different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these two types of support influence student learning of scientific explanations. This study focuses on an eight-week middle school chemistry curriculum, How can I make new stuff from old stuff?, which was enacted by six teachers with 578 students during the 2004-2005 school year. Overall, students' written scientific explanations improved during the unit in which they were provided with multiple forms of teacher and curricular support. A growth curve model of student learning showed that there was a significant difference in the effect of the two curricular scaffolds towards the end of the unit and on the posttest. The context-specific scaffolds resulted in greater student learning of how to write scientific explanations, but only for three of the six teachers. The case studies created from the videotapes of classroom enactments revealed that teachers varied in which instructional practices they engaged in and the quality of those practices. Analyses suggested that the curricular scaffolds and teacher instructional practices were synergistic in that the supports interacted and the effect of the written curricular scaffolds depended on the teacher's enactment of the curriculum. The context-specific curricular scaffolds were more successful in supporting students in this complex task only when teachers' enactments provided generic support for scientific explanation through instructional practices. For teachers who did not provide their students with generic support, neither curricular scaffold was more effective. Classrooms are complex systems in which multiple factors and the interactions between those factors influence student learning.

E-Learning in Malaysia: Moving forward in Open Distance Learning

ERIC Educational Resources Information Center

Abas, Zoraini Wati

2009-01-01

Many higher education institutions have embarked on e-learning as a means to support their learning and teaching activities. In distance learning institutions, e-learning has enabled them to reach out to students dispersed over a wide geographical area, locally and internationally. In some countries, e-learning has also given students the…

Supporting Student Nurses Learning in and through Clinical Practice: The Role of the Clinical Guide.

ERIC Educational Resources Information Center

Andrews, Margaret; Roberts, Debbie

2003-01-01

A clinical guide is an experienced nurse who supports nursing students throughout the program, particularly in clinical placements. More than a mentor, a guide is fully involved in promoting deep learning in clinical settings. (SK)

Adaptive Intelligent Support to Improve Peer Tutoring in Algebra

ERIC Educational Resources Information Center

Walker, Erin; Rummel, Nikol; Koedinger, Kenneth R.

2014-01-01

Adaptive collaborative learning support (ACLS) involves collaborative learning environments that adapt their characteristics, and sometimes provide intelligent hints and feedback, to improve individual students' collaborative interactions. ACLS often involves a system that can automatically assess student dialogue, model effective and…

Group work: Facilitating the learning of international and domestic undergraduate nursing students.

PubMed

Shaw, Julie; Mitchell, Creina; Del Fabbro, Letitia

2015-01-01

Devising innovative strategies to address internationalization is a contemporary challenge for universities. A Participatory Action Research (PAR) project was undertaken to identify issues for international nursing students and their teachers. The findings identified group work as a teaching strategy potentially useful to facilitate international student learning. The educational intervention of structured group work was planned and implemented in one subject of a Nursing degree. Groups of four to five students were formed with one or two international students per group. Structural support was provided by the teacher until the student was learning independently, the traditional view of scaffolding. The group work also encouraged students to learn from one another, a contemporary understanding of scaffolding. Evaluation of the group work teaching strategy occurred via anonymous, self-completed student surveys. The student experience data were analysed using descriptive statistical techniques, and free text comments were analysed using content analysis. Over 85% of respondents positively rated the group work experience. Overwhelmingly, students reported that class discussions and sharing nursing experiences positively influenced their learning and facilitated exchange of knowledge about nursing issues from an international perspective. This evaluation of a structured group work process supports the use of group work in engaging students in learning, adding to our understanding of purposeful scaffolding as a pathway to enhance learning for both international and domestic students. By explicitly using group work within the curriculum, educators can promote student learning, a scholarly approach to teaching and internationalization of the curriculum.

What happens to reading between first and third grade? Implications for students who use AAC.

PubMed

Sturm, Janet M; Spadorcia, Stephanie A; Cunningham, James W; Cali, Kathleen S; Staples, Amy; Erickson, Karen; Yoder, David E; Koppenhaver, David A

2006-03-01

School-age students who use AAC need access to communication, reading, and writing tools that can support them to actively engage in literacy learning. They also require access to core literacy learning opportunities across grade levels that foster development of conventional literacy skills. The importance of the acquisition of conventional literacy skills for students who use AAC cannot be overemphasized. And yet, one of the critical challenges in supporting the literacy learning of students who use AAC has been a lack of knowledge about literacy curricula and supports to literacy learning for these students. Most students who use AAC do not become conventionally literate and few of those who do achieve literacy skills beyond the second grade level. This article will provide an overview of the most frequent reading instructional activities in first and third grade classrooms. To better understand the foundational experiences important to literacy learning, the results of a survey project that examined the reading activities of general education students and teachers during primary grade instruction are presented, and critical shifts in instruction that occurred between first and third grade are highlighted. The primary instructional focus of core reading activities is also examined, along with adaptations for students who use AAC.

Health professional learner attitudes and use of digital learning resources.

PubMed

Maloney, Stephen; Chamberlain, Michael; Morrison, Shane; Kotsanas, George; Keating, Jennifer L; Ilic, Dragan

2013-01-16

Web-based digital repositories allow educational resources to be accessed efficiently and conveniently from diverse geographic locations, hold a variety of resource formats, enable interactive learning, and facilitate targeted access for the user. Unlike some other learning management systems (LMS), resources can be retrieved through search engines and meta-tagged labels, and content can be streamed, which is particularly useful for multimedia resources. The aim of this study was to examine usage and user experiences of an online learning repository (Physeek) in a population of physiotherapy students. The secondary aim of this project was to examine how students prefer to access resources and which resources they find most helpful. The following data were examined using an audit of the repository server: (1) number of online resources accessed per day in 2010, (2) number of each type of resource accessed, (3) number of resources accessed during business hours (9 am to 5 pm) and outside business hours (years 1-4), (4) session length of each log-on (years 1-4), and (5) video quality (bit rate) of each video accessed. An online questionnaire and 3 focus groups assessed student feedback and self-reported experiences of Physeek. Students preferred the support provided by Physeek to other sources of educational material primarily because of its efficiency. Peak usage commonly occurred at times of increased academic need (ie, examination times). Students perceived online repositories as a potential tool to support lifelong learning and health care delivery. The results of this study indicate that today's health professional students welcome the benefits of online learning resources because of their convenience and usability. This represents a transition away from traditional learning styles and toward technological learning support and may indicate a growing link between social immersions in Internet-based connections and learning styles. The true potential for Web-based resources to support student learning is as yet unknown.

Health Professional Learner Attitudes and Use of Digital Learning Resources

PubMed Central

Chamberlain, Michael; Morrison, Shane; Kotsanas, George; Keating, Jennifer L; Ilic, Dragan

2013-01-01

Background Web-based digital repositories allow educational resources to be accessed efficiently and conveniently from diverse geographic locations, hold a variety of resource formats, enable interactive learning, and facilitate targeted access for the user. Unlike some other learning management systems (LMS), resources can be retrieved through search engines and meta-tagged labels, and content can be streamed, which is particularly useful for multimedia resources. Objective The aim of this study was to examine usage and user experiences of an online learning repository (Physeek) in a population of physiotherapy students. The secondary aim of this project was to examine how students prefer to access resources and which resources they find most helpful. Methods The following data were examined using an audit of the repository server: (1) number of online resources accessed per day in 2010, (2) number of each type of resource accessed, (3) number of resources accessed during business hours (9 am to 5 pm) and outside business hours (years 1-4), (4) session length of each log-on (years 1-4), and (5) video quality (bit rate) of each video accessed. An online questionnaire and 3 focus groups assessed student feedback and self-reported experiences of Physeek. Results Students preferred the support provided by Physeek to other sources of educational material primarily because of its efficiency. Peak usage commonly occurred at times of increased academic need (ie, examination times). Students perceived online repositories as a potential tool to support lifelong learning and health care delivery. Conclusions The results of this study indicate that today’s health professional students welcome the benefits of online learning resources because of their convenience and usability. This represents a transition away from traditional learning styles and toward technological learning support and may indicate a growing link between social immersions in Internet-based connections and learning styles. The true potential for Web-based resources to support student learning is as yet unknown. PMID:23324800

Evaluation of students' perception of their learning environment and approaches to learning

NASA Astrophysics Data System (ADS)

Valyrakis, Manousos; Cheng, Ming

2015-04-01

This work presents the results of two case studies designed to assess the various approaches undergraduate and postgraduate students undertake for their education. The first study describes the results and evaluation of an undergraduate course in Water Engineering which aims to develop the fundamental background knowledge of students on introductory practical applications relevant to the practice of water and hydraulic engineering. The study assesses the effectiveness of the course design and learning environment from the perception of students using a questionnaire addressing several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning, and methods of communication and assessment. The second study investigates the effectiveness of supervisory arrangements based on the perceptions of engineering undergraduate and postgraduate students. Effective supervision requires leadership skills that are not taught in the University, yet there is rarely a chance to get feedback, evaluate this process and reflect. Even though the results are very encouraging there are significant lessons to learn in improving ones practice and develop an effective learning environment to student support and guidance. The findings from these studies suggest that students with high level of intrinsic motivation are deep learners and are also top performers in a student-centered learning environment. A supportive teaching environment with a plethora of resources and feedback made available over different platforms that address students need for direct communication and feedback has the potential to improve student satisfaction and their learning experience. Finally, incorporating a multitude of assessment methods is also important in promoting deep learning. These results have deep implications about student learning and can be used to further improve course design and delivery in the future.

The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development. Consensus Statements of Evidence from the Council of Distinguished Scientists

ERIC Educational Resources Information Center

Jones, Stephanie M.; Kahn, Jennifer

2017-01-01

"The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development" articulates the scientific consensus regarding how people learn. The research brief presents a set of consensus statements--developed and unanimously signed onto by the Commission's Council of Distinguished Scientists--that affirm the…

Professional Learning in Higher Education: Understanding How Academics Interpret Student Feedback and Access Resources to Improve Their Teaching

ERIC Educational Resources Information Center

Curwood, Jen Scott; Tomitsch, Martin; Thomson, Kate; Hendry, Graham D.

2015-01-01

Previous research on professional learning has identified that face-to-face consultation is an effective approach to support academics' learning from student feedback. However, this approach is labour and time intensive, and does not necessarily provide all academics with just-in-time support. In this article, we describe an alternative approach,…

Supporting Students' Learning to Learn in General Chemistry Using Moodle

ERIC Educational Resources Information Center

Gonza´lez, Maritza Lau; Haza, Ulises Ja´uregui; Gramagtes, Aurora Pe´rez; Leo´n, Gloria Farin~as; Le Bolay, Nadine

2014-01-01

A combination of regular classroom teaching with the use of resources available on the Moodle platform has been designed to foster the development of skills for learning to learn for students in an undergraduate general chemistry course. The use of the Moodle platform essentially aimed at strengthening the students' prior knowledge of…

Teamwork Orientation, Group Cohesiveness, and Student Learning: A Study of the Use of Teams in Online Distance Education

ERIC Educational Resources Information Center

Williams, Ethlyn A.; Duray, Rebecca; Reddy, Venkateshwar

2006-01-01

This research examines computer-supported collaborative learning. Master's of business administration (MBA) students in an online program were surveyed to examine the extent to which an orientation toward teamwork and the development of group cohesiveness affect overall student learning and the learning that results specifically from team…

Parental Role and Support for Online Learning of Students with Disabilities: A Paradigm Shift

ERIC Educational Resources Information Center

Smith, Sean J.; Burdette, Paula J.; Cheatham, Gregory A.; Harvey, Susan P.

2016-01-01

This study, conducted by researchers at the Center on Online Learning and Students With Disabilities, investigated parent perceptions and experiences regarding fully online learning for their children with disabilities. Results suggest that with the growth in K-12 fully online learning experiences, the parent (or adult member) in students'…

Predicting High School Student Use of Learning Strategies: The Role of Preferred Learning Styles and Classroom Climate

ERIC Educational Resources Information Center

Cheema, Jehanzeb; Kitsantas, Anastasia

2016-01-01

This study investigated the predictiveness of preferred learning styles (competitive and cooperative) and classroom climate (teacher support and disciplinary climate) on learning strategy use in mathematics. The student survey part of the Programme for International Student Assessment 2003 comprising of 4633 US observations was used in a weighted…

Student Access to Online Interaction Technologies: The Impact on Grade Delta Variance and Student Satisfaction

ERIC Educational Resources Information Center

Revels, Mark; Ciampa, Mark

2012-01-01

Online learning has significantly changed the educational landscape in recent years, offering advantages to both schools as well as students. Despite the fact that some faculty members are not supportive of online learning, researchers have demonstrated that the quality of online learning to be as effective as classroom learning. It has been…

Technology Acceptance of Healthcare E-Learning Modules: A Study of Korean and Malaysian Students' Perceptions

ERIC Educational Resources Information Center

Neo, Mai; Park, Heykyung; Lee, Min-Jae; Soh, Jian-Yuan; Oh, Ji-Young

2015-01-01

Educators today are moving towards transforming their teaching and learning methods from conventional teacher-centered approaches to student-centered learning approaches with the support of technology so as to better motivate students to participate and engage in their learning process. This study was developed as a joint collaborative effort…

First Report about an E-learning Application Supporting PBL: Students' Usages, Satisfactions, and Achievements

ERIC Educational Resources Information Center

Gurpinar, Erol; Zayim, Nese; Ozenci, Ciler Celik; Alimoglu, Mustafa Kemal

2009-01-01

The purpose of the study was to determine applicability of e-learning in problem based learning (PBL) by investigating its usage and acceptability among students and its effect on academic achievement. The study was carried out among first year medical students of Akdeniz University, Turkey. A web-based learning environment (WBLE) including…

Undergraduate Students' Perceptions of Technology-Supported Learning: The Case of an Accounting Class

ERIC Educational Resources Information Center

Flynn, Antoinette; Concannon, Fiona; Bheachain, Caoilfhionn Ni

2005-01-01

The aim of this study is to explore students' perceptions of e-learning in a large undergraduate accounting class environment. E-learning technologies are increasingly widespread; however, they are often employed for technology's sake rather than directed by a pedagogic rationale. This study explores e-learning technology from the student's…

Student Learning and Evaluation in Analytical Chemistry Using a Problem-Oriented Approach and Portfolio Assessment

ERIC Educational Resources Information Center

Boyce, Mary C.; Singh, Kuki

2008-01-01

This paper describes a student-focused activity that promotes effective learning in analytical chemistry. Providing an environment where students were responsible for their own learning allowed them to participate at all levels from designing the problem to be addressed, planning the laboratory work to support their learning, to providing evidence…

Developing an Entrepreneurship Module by Using Product-Based Learning Approach in Vocational Education

ERIC Educational Resources Information Center

Yulastri, Asmar; Hidayat, Hendra; Ganefri; Islami, Syaiful; Edya, Fuji

2017-01-01

Boring lecturers and irrelevant learning materials needed by students caused the students are less motivated to learn entrepreneurship course in vocational education. It is caused by the learning materials that will be delivered by the lectures can be predicted by the students. Thus, a relevant and supplementary support is much needed which can be…

My Pocket Technology: Introducing a Mobile Assisted Inquiry Learning Environment (MAILE) to Promote Inquiries among Secondary Students

ERIC Educational Resources Information Center

Leelamma, Sreelekha; Indira, Uma Devi

2017-01-01

This paper introduces the Mobile Assisted Inquiry Learning Environment (MAILE), an Experimental Instructional Strategy (EIS) which employs an inquiry-based learning approach to guide secondary school students to learn environmental science in an engaging way supported by mobile phones. The students are situated in both the real world and the…

Student Development of Information Literacy Skills during Problem-Based Organic Chemistry Laboratory Experiments

ERIC Educational Resources Information Center

Shultz, Ginger V.; Li, Ye

2016-01-01

Problem-based learning methods support student learning of content as well as scientific skills. In the course of problem-based learning, students seek outside information related to the problem, and therefore, information literacy skills are practiced when problem-based learning is used. This work describes a mixed-methods approach to investigate…

Successful Strategies for College-Bound Students with Learning Disabilities.

ERIC Educational Resources Information Center

Harris, Richard; Robertson, Jacqueline

2001-01-01

Discussion of support services for college students with learning disabilities presents the nine-step process used at Ball State University (Indiana) to encourage students to identify themselves, meet eligibility guidelines, learn about services and accommodations provided by the university, talk to professors about needed accommodations, use…

Blended Learning: A Dangerous Idea?

ERIC Educational Resources Information Center

Moskal, Patsy; Dziuban, Charles; Hartman, Joel

2013-01-01

The authors make the case that implementation of a successful blended learning program requires alignment of institutional, faculty, and student goals. Reliable and robust infrastructure must be in place to support students and faculty. Continuous evaluation can effectively track the impact of blended learning on students, faculty, and the…

The effects of task and resource interdependence on achievement and social support: an exploratory study of Italian children.

PubMed

Bertucci, Andrea; Johnson, David W; Johnson, Roger T; Conte, Stella

2011-01-01

The relative efficacy of positive task interdependence, positive resource interdependence, and individualistic learning were compared with achievement and academic and personal social support. The authors randomly assigned to conditions 66 7th-grade Italian students with no previous experience in cooperative learning. They participated in 6 90-min instructional sessions dealing with the dangers of smoking, alcohol, and drugs. The results indicated that students assigned to the task-interdependence and resource-interdependence conditions achieved higher and perceived greater peer academic support than did students working individually. Students in the resource-interdependence condition showed a higher perception of peer personal support than students assigned to the other conditions.

Peer-Monitoring vs. Micro-Script Fading for Enhancing Knowledge Acquisition when Learning in Computer-Supported Argumentation Environments

ERIC Educational Resources Information Center

Bouyias, Yannis; Demetriadis, Stavros

2012-01-01

Research on computer-supported collaborative learning (CSCL) has strongly emphasized the value of providing student support with micro-scripts, which should withdraw (fade-out) allowing students to practice the acquired skills. However, research on fading shows conflicting results and some researchers suggest that the impact of fading is enhanced…

Student Supports: A McREL Report Prepared for Stupski Foundation's Learning System

ERIC Educational Resources Information Center

Moore, Laurie; Rease, David; Barker, Jane

2009-01-01

This document is one of eight reports prepared to support the development of a new learning system, a development effort that is the first step in a major initiative undertaken by the Stupski Foundation. This document synthesizes recent research and theoretical literature on effective strategies for supporting urban, underserved students'…

A Comparison between National and Transnational Students' Access of Online Learning Support Materials and Experience of Technical Difficulties on a Fully Online Distance Learning Master of Public Health Programme

ERIC Educational Resources Information Center

Gemmell, Isla; Harrison, Roger

2017-01-01

Online distance learning (ODL) is now recognised as a mainstream teaching method for undergraduate and postgraduate students around the world. However, differences in learner characteristics such as help-seeking behaviour between transnational students and home students may impact on student attainment. 64 students undertaking an online master of…

Students' satisfaction to hybrid problem-based learning format for basic life support/advanced cardiac life support teaching.

PubMed

Chilkoti, Geetanjali; Mohta, Medha; Wadhwa, Rachna; Saxena, Ashok Kumar; Sharma, Chhavi Sarabpreet; Shankar, Neelima

2016-11-01

Students are exposed to basic life support (BLS) and advanced cardiac life support (ACLS) training in the first semester in some medical colleges. The aim of this study was to compare students' satisfaction between lecture-based traditional method and hybrid problem-based learning (PBL) in BLS/ACLS teaching to undergraduate medical students. We conducted a questionnaire-based, cross-sectional survey among 118 1 st -year medical students from a university medical college in the city of New Delhi, India. We aimed to assess the students' satisfaction between lecture-based and hybrid-PBL method in BLS/ACLS teaching. Likert 5-point scale was used to assess students' satisfaction levels between the two teaching methods. Data were collected and scores regarding the students' satisfaction levels between these two teaching methods were analysed using a two-sided paired t -test. Most students preferred hybrid-PBL format over traditional lecture-based method in the following four aspects; learning and understanding, interest and motivation, training of personal abilities and being confident and satisfied with the teaching method ( P < 0.05). Implementation of hybrid-PBL format along with the lecture-based method in BLS/ACLS teaching provided high satisfaction among undergraduate medical students.

Student-Student Online Coaching: Conceptualizing an Emerging Learning Activity

ERIC Educational Resources Information Center

Hrastinski, Stefan; Stenbom, Stefan

2013-01-01

The aim of this paper is to describe student-student online coaching, defined as "an online service where a student gets support on a specific subject matter from a more experienced student". Student-student online coaching emphasizes learning a subject matter by giving a student the opportunity to get coached by a coach, i.e. a more experienced…

Effects of Concept-Mapping-Based Interactive E-Books on Active and Reflective-Style Students' Learning Performances in Junior High School Law Courses

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Sung, Han-Yu; Chang, Hsuan

2017-01-01

Researchers have pointed out that interactive e-books have rich content and interactive features which can promote students' learning interest. However, researchers have also indicated the need to integrate effective learning supports or tools to help students organize what they have learned so as to increase their learning performance, in…

The Relative Merits of Transparency: Investigating Situations that Support the Use of Robotics in Developing Student Learning Adaptability across Virtual and Physical Computing Platforms

ERIC Educational Resources Information Center

Okita, Sandra Y.

2014-01-01

This study examined whether developing earlier forms of knowledge in specific learning environments prepares students better for future learning when they are placed in an unfamiliar learning environment. Forty-one students in the fifth and sixth grades learned to program robot movements using abstract concepts of speed, distance and direction.…

Investigating 6th graders' use of a tablet-based app supporting synchronous use of multiple tools designed to promote collaborative knowledge building in science

NASA Astrophysics Data System (ADS)

Sherwood, Carrie-Anne

At this pivotal moment in time, when the proliferation of mobile technologies in our daily lives is influencing the relatively fast integration of these technologies into classrooms, there is little known about the process of student learning, and the role of collaboration, with app-based learning environments on mobile devices. To address this gap, this dissertation, comprised of three manuscripts, investigated three pairs of sixth grade students' synchronous collaborative use of a tablet-based science app called WeInvestigate . The first paper illustrated the methodological decisions necessary to conduct the study of student synchronous and face-to-face collaboration and knowledge building within the complex WeInvestigate and classroom learning environments. The second paper provided the theory of collaboration that guided the design of supports in WeInvestigate, and described its subsequent development. The third paper detailed the interactions between pairs of students as they engaged collaboratively in model construction and explanation tasks using WeInvestigate, hypothesizing connections between these interactions and the designed supports for collaboration. Together, these manuscripts provide encouraging evidence regarding the potential of teaching and learning with WeInvestigate. Findings demonstrated that the students in this study learned science through WeInvestigate , and were supported by the app - particularly the collabrification - to engage in collaborative modeling of phenomena. The findings also highlight the potential of the multiple methods used in this study to understand students' face-to-face and technology-based interactions within the "messy" context of an app-based learning environment and a traditional K-12 classroom. However, as the third manuscript most clearly illustrates, there are still a number of modifications to be made to the WeInvestigate technology before it can be optimally used in classrooms to support students' collaborative science endeavors. The findings presented in this dissertation contribute in theoretical, methodological, and applied ways to the fields of science education, educational technology, and the learning sciences, and point to exciting possibilities for future research on students' collaborations using future iterations of WeInvestigate with more embedded supports; comparative studies of students' use of synchronous collaboration; and studies focused on elucidating the role of the teacher using WeInvestigate - and similar mobile platforms - for teaching and learning.

The School Leader's Guide to Student Learning Supports: New Directions for Addressing Barriers to Learning

ERIC Educational Resources Information Center

Adelman, Howard S.; Taylor, Linda

2005-01-01

Barriers to learning and teaching interfere with students' ability to participate effectively and benefit fully from classroom instruction and other educational activities. For school improvement efforts to succeed in ways that truly improve student achievement and student test scores, systemic changes must be made in how schools provide learning…

Teachers' roles in supporting children's literacy development through play.

PubMed

Saracho, Olivia N

2002-04-01

This study focused on the roles five kindergarten teachers assumed to promote literacy. Data were collected through systematic videotaped observations during the children's play periods. Saracho's analysis of the transcriptions in identifying the roles of the teachers suggested teachers' roles in the children's literacy-play include director of instructions (instructing students to follow directions and learn concepts), transition director (directing students to make smooth transitions), supporter of learning (acknowledging and praising students' work to promote learning), storyteller (reading or telling a story and encouraging children to respond), and instructional guide (providing instructional guidance for learning).

It pays to compare: an experimental study on computational estimation.

PubMed

Star, Jon R; Rittle-Johnson, Bethany

2009-04-01

Comparing and contrasting examples is a core cognitive process that supports learning in children and adults across a variety of topics. In this experimental study, we evaluated the benefits of supporting comparison in a classroom context for children learning about computational estimation. Fifth- and sixth-grade students (N=157) learned about estimation either by comparing alternative solution strategies or by reflecting on the strategies one at a time. At posttest and retention test, students who compared were more flexible problem solvers on a variety of measures. Comparison also supported greater conceptual knowledge, but only for students who already knew some estimation strategies. These findings indicate that comparison is an effective learning and instructional practice in a domain with multiple acceptable answers.

Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections among Multiple Graphical Representations

ERIC Educational Resources Information Center

Rau, Martina A.; Aleven, Vincent; Rummel, Nikol

2017-01-01

Prior research shows that multiple representations can enhance learning, provided that students make connections among them. We hypothesized that support for connection making is most effective in enhancing learning of domain knowledge if it helps students both in making sense of these connections and in becoming perceptually fluent in making…

ESSA, Equity of Opportunity, and Addressing Barriers to Learning. Research for School Improvement and Transformation. Policy Brief

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2016

2016-01-01

The "Every Student Succeeds Act" (ESSA) recognizes that significant numbers of students require supports to successfully meet challenging state academic standards. This brief (1) analyzes the act to assess how it addresses the nature and scope of supports to address barriers to learning and re-engage disconnected students and (2)…

A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways

ERIC Educational Resources Information Center

Jang, Hyungshim; Reeve, Johnmarshall; Halusic, Marc

2016-01-01

We tested the educational utility of "teaching in students' preferred ways" as a new autonomy-supportive way of teaching to enhance students' autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study…

Applying Objective Diagnostic Criteria to Students in a College Support Program for Learning Disabilities

ERIC Educational Resources Information Center

Sparks, Richard L.; Lovett, Benjamin J.

2013-01-01

This study examined whether a large group of postsecondary students participating in a support program for students classified as having learning disabilities (LD) met criteria for five objective diagnostic models for LD: IQ-achievement discrepancy (1.0 SD, 1.5 SD, and greater than 2.0 SD) models, a "Diagnostic and Statistical Manual of…

Inclusion of Immersive Virtual Learning Environments and Visual Control Systems to Support the Learning of Students with Asperger Syndrome

ERIC Educational Resources Information Center

Lorenzo, Gonzalo; Pomares, Jorge; Lledo, Asuncion

2013-01-01

This paper presents the use of immersive virtual reality systems in the educational intervention with Asperger students. The starting points of this study are features of these students' cognitive style that requires an explicit teaching style supported by visual aids and highly structured environments. The proposed immersive virtual reality…

Peer-Assisted Learning Programme: Supporting Students in High-Risk Subjects at the Mechanical Engineering Department at Walter Sisulu University

ERIC Educational Resources Information Center

Makola, Qonda

2017-01-01

The majority of the students who enroll at the Walter Sisulu University (WSU) in South Africa are not equipped with the necessary academic/learning skills to cope with the university environment, especially in Mechanical Engineering. The Department of Higher Education and Training (2013, p. 17), further states that "students' support is…

Reconceptualizing Academic Support

ERIC Educational Resources Information Center

Vantine, Laura

2016-01-01

Over the past 30 years, more and more independent schools have established academic support programs and learning centers to address their students' individual learning needs. Perhaps not surprisingly, as the number of students being evaluated has increased, even more families have requested academic accommodations and services for their children.…

Innovative Assessments That Support Students' STEM Learning

ERIC Educational Resources Information Center

Thummaphan, Phonraphee

2017-01-01

The present study aimed to represent the innovative assessments that support students' learning in STEM education through using the integrative framework for Cognitive Diagnostic Modeling (CDM). This framework is based on three components, cognition, observation, and interpretation (National Research Council, 2001). Specifically, this dissertation…

Preliminary Lessons about Supporting Participation and Learning in Inclusive Classrooms

ERIC Educational Resources Information Center

Morningstar, Mary E.; Shogren, Karrie A.; Lee, Hyunjoo; Born, Kiara

2015-01-01

This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of classroom practices supporting learning and participation of all students, including students with significant disabilities, adds to an understanding of…

Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement.

PubMed

Hodges, Linda C

2018-06-01

As the use of collaborative-learning methods such as group work in science, technology, engineering, and mathematics classes has grown, so has the research into factors impacting effectiveness, the kinds of learning engendered, and demographic differences in student response. Generalizing across the range of this research is complicated by the diversity of group-learning approaches used. In this overview, I discuss theories of how group-work formats support or hinder learning based on the ICAP (interactive, constructive, active, passive) framework of student engagement. I then use this model to analyze current issues in group learning, such as the nature of student discourse during group work, the role of group learning in making our classrooms inclusive, and how classroom spaces factor into group learning. I identify key gaps for further research and propose implications from this research for teaching practice. This analysis helps identify essential, effective, and efficient features of group learning, thus providing faculty with constructive guidelines to support their work and affirm their efforts.

A Collective Pursuit of Learning the Possibility to Be: The CAMP Experience Assisting Situationally Marginalized Mexican American Students to a Successful Student Identity

ERIC Educational Resources Information Center

Reyes, Reynaldo, III

2007-01-01

Many students of Mexican descent must learn how to be successful students. This study describes 5 students of Mexican descent from situationally marginalized lives who were a part of a support and retention scholarship program (College Assistance Migrant Program--CAMP). These case studies document how they perceived their learning and how they…

The Learning Environment in Clicker Classrooms: Student Processes of Learning and Involvement in Large University-Level Courses Using Student Response Systems

ERIC Educational Resources Information Center

Trees, April R.; Jackson, Michele H.

2007-01-01

To explore what social and educational infrastructure is needed to support classroom use of student response systems (Roschelle et al., 2004), this study investigated the ways in which student characteristics and course design choices were related to students' assessments of the contribution of clicker use to their learning and involvement in the…

The potential of the inventory of learning styles to study students' learning patterns in three types of medical curricula.

PubMed

Van der Veken, J; Valcke, M; Muijtjens, A; De Maeseneer, J; Derese, A

2008-01-01

Introducing innovative curricular designs can be evaluating by scrutinizing the learning patterns students use. Studying the potential of Vermunt's Inventory of Learning Styles (ILS) in detecting differences in student learning patterns in different medical curricula. Cross-sectional between-subjects comparison of ILS-scores in third-year medical students in a conventional, an integrated contextual and a PBL-curriculum using one-way post hoc ANOVA. Response rate was 85%: 197 conventional, 130 integrated contextual and 301 PBL students. The results show a differential impact from the three curricula. In relation to processing strategies, the students in the problem-based curriculum showed less rote learning and rehearsing, greater variety in sources of knowledge used and less ability to express study content in a personal manner than did the students in the conventional curriculum. The students of the integrated contextual curriculum showed more structuring of subject matter by integrating different aspects into a whole. In relation to regulation strategies, the students in the problem-based curriculum showed significantly more self-regulation of learning content and the students in the integrated contextual curriculum showed lower levels of regulation. As to learning orientations, the students in the problem-based curriculum showed less ambivalence and the students of the conventional curriculum were less vocationally oriented. The study provides empirical support for expected effects of traditional and innovative curricula which thus far were not well supported by empirical studies.

Supporting students' strategic competence: a case of a sixth-grade mathematics classroom

NASA Astrophysics Data System (ADS)

Özdemir, İ. Elif Yetkin; Pape, Stephen J.

2012-06-01

Mathematics education research has documented several classroom practices that might influence student self-regulation. We know little, however, about the ways these classroom practices could be structured in real classroom settings. In this exploratory case study, we purposefully selected a sixth-grade mathematics teacher who had participated in a professional development program focussed on NCTM standards and SRL in the mathematics classroom for extensive classroom observation. The purpose was to explore how and to what extend she structured classroom practices to support strategic competence in her students. Four features of classroom practices were found as evidence for how strategic competence was potentially supported in this classroom: (a) allowing autonomy and shared responsibility during the early stages of learning, (b) focusing on student understanding, (c) creating contexts for students to learn about strategic learning and to exercise strategic behaviour, and (d) helping students to personalise strategies by recognising their ideas and strategic behaviours.

Influences of Learning Environment Characteristics on Student Learning During Authentic Science Inquiry in an Introductory Physical Geology Course

NASA Astrophysics Data System (ADS)

Miller, H. R.; Sell, K. S.; Herbert, B. E.

2004-12-01

Shifts in learning goals in introductory earth science courses to greater emphasis on critical thinking and the nature of science has led to the adoption of new pedagogical techniques, including inquiry-based learning (IBL). IBL is thought to support understanding of the nature of science and foster development of scientific reasoning and critical thinking skills by modeling authentic science inquiry. Implementation of new pedagogical techniques do not occur without influence, instruction and learning occurs in a complex learning environment, referring to the social, physical, mental, and pedagogical contexts. This study characterized the impact of an IBL module verses a traditionally structured laboratory exercise in an introductory physical geology class at Texas A&M University. Student activities in this study included manipulation of large-scale data sets, use of multiple representations, and exposure to ill-constrained problems common to the Texas Gulf Coast system. Formative assessment data collected included an initial survey of self efficacy, student demographics, content knowledge and a pre-mental model expression. Summative data collected included a post-test, post-mental model expression, final laboratory report, and a post-survey on student attitudes toward the module. Mental model expressions and final reports were scored according to a validated rubric instrument (Cronbrach alpha: 0.84-0.98). Nine lab sections were randomized into experimental and control groups. Experimental groups were taught using IBL pedagogical techniques, while the control groups were taught using traditional laboratory "workbook" techniques. Preliminary assessment based on rubric scores for pre-tests using Student's t-test (N ˜ 140) indicated that the experimental and control groups were not significantly different (ρ > 0.05), therefore, the learning environment likely impacted student's ability to succeed. A non-supportive learning environment, including student attitudes, teaching assistant attitudes, the lack of scaffolded learning, limited pedagogical content knowledge, and departmental oversight, which were all encountered during this study, can have an affect on the students' attitudes and achievements during the course. Data collected showed an overall improvement in content knowledge (38% increase); while performance effort clearly declined as seen through post-mental model expressions (a decline in performance by 24.8%) and percentage of assignments turned in (39% of all students turned in the required final report). A non-supportive learning environment was also seen through student comments on the final survey, "I think that all the TA's and the professor have forgotten that we are an intro class". A non-supportive environment clearly does not encourage critical thinking and completion of work. This pilot study showed that the complex learning environment can play a significant role in student learning. It also illustrates the need for future studies in IBL with supportive learning environments in order for students to achieve academic excellence and develop scientific reasoning and critical thinking skills.

Investigating engagement, thinking, and learning among culturally diverse, urban sixth graders experiencing an inquiry-based science curriculum, contextualized in the local environment

NASA Astrophysics Data System (ADS)

Kelley, Sybil Schantz

This mixed-methods study combined pragmatism, sociocultural perspectives, and systems thinking concepts to investigate students' engagement, thinking, and learning in science in an urban, K-8 arts, science, and technology magnet school. A grant-funded school-university partnership supported the implementation of an inquiry-based science curriculum, contextualized in the local environment through field experiences. The researcher worked as co-teacher of 3 sixth-grade science classes and was deeply involved in the daily routines of the school. The purposes of the study were to build a deeper understanding of the complex interactions that take place in an urban science classroom, including challenges related to implementing culturally-relevant instruction; and to offer insight into the role educational systems play in supporting teaching and learning. The central hypothesis was that connecting learning to meaningful experiences in the local environment can provide culturally accessible points of engagement from which to build science learning. Descriptive measures provided an assessment of students' engagement in science activities, as well as their levels of thinking and learning throughout the school year. Combined with analyses of students' work files and focus group responses, these findings provided strong evidence of engagement attributable to the inquiry-based curriculum. In some instances, degree of engagement was found to be affected by student "reluctance" and "resistance," terms defined but needing further examination. A confounding result showed marked increases in thinking levels coupled with stasis or decrease in learning. Congruent with past studies, data indicated the presence of tension between the diverse cultures of students and the mainstream cultures of school and science. Findings were synthesized with existing literature to generate the study's principal product, a grounded theory model representing the complex, interacting factors involved in teaching and learning. The model shows that to support learning and to overcome cultural tensions, there must be alignment among three main forces or "causal factors": students, teaching, and school climate. Conclusions emphasize system-level changes to support science learning, including individualized support for students in the form of differentiated instruction; focus on excellence in teaching, particularly through career-spanning professional support for teachers; and attention to identifying key leverage points for implementing effective change.

E-learning: is this teaching at students or teaching with students?

PubMed

Muirhead, Robert John

2007-01-01

The development of e-learning as a teaching strategy in higher education has implications relating to student learning, the role of the teacher, and the institution of higher education. This paper debates the andragogical and pedagogical theories that support the development of e-learning to date. Leading to a discussion on how the process of e-learning may be contributing to the "stamp-me-smart" culture and restricting the development of critical thinking within student nurses. Concluding that e-learning has a top-down institution-led development that is contrary to the student-led development espoused by universities.

Supporting Scientific Experimentation and Reasoning in Young Elementary School Students

ERIC Educational Resources Information Center

Varma, Keisha

2014-01-01

Researchers from multiple perspectives have shown that young students can engage in the scientific reasoning involved in science experimentation. However, there is little research on how well these young students learn in inquiry-based learning environments that focus on using scientific experimentation strategies to learn new scientific…

Development of a Personalized Educational Computer Game Based on Students' Learning Styles

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Sung, Han-Yu; Hung, Chun-Ming; Huang, Iwen; Tsai, Chin-Chung

2012-01-01

In recent years, many researchers have been engaged in the development of educational computer games; however, previous studies have indicated that, without supportive models that take individual students' learning needs or difficulties into consideration, students might only show temporary interest during the learning process, and their learning…

Emerging University Student Experiences of Learning Technologies across the Asia Pacific

ERIC Educational Resources Information Center

Barrett, B. F. D.; Higa, C.; Ellis, R. A.

2012-01-01

Three hundred students across eight countries and eleven higher education institutions in the Asia Pacific Region participated in two courses on climate change and disaster management that were supported by learning technologies: a satellite-enabled video-conferencing system and a learning management system. Evaluation of the student experience…

A Self-Regulatory Approach to Classroom Management: Empowering Students and Teachers

ERIC Educational Resources Information Center

Alderman, M. Kay; MacDonald, Suzanne

2015-01-01

Development of motivation and self-regulated learning skills can take classroom management beyond the role of maintaining order in the classroom to empower students and teachers for lifetime learning. The authors describe self-regulated learning, student strategies, and the classroom structure that supports motivation and self-regulation.

Innovative Assessment Paradigm to Enhance Student Learning in Engineering Education

ERIC Educational Resources Information Center

El-Maaddawy, Tamer

2017-01-01

Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering…

Experiential Learning in Management Education: What Kinds of Students Benefit?

ERIC Educational Resources Information Center

Veiga, John F.

1976-01-01

With the relationship between individual learning styles and the effectiveness of the experiential approach, it was hypothesized that the effectiveness of the experiential approach, as measured by student perceptions and student grades, was a function of learning style compatability. The results did not support this hypothesis. (Author)

Supporting Student Learning

ERIC Educational Resources Information Center

Williamson, Ronald; Blackburn, Barbara R.

2010-01-01

The organization and structure of a school can affect one's ability to improve student learning. Structural elements--such as the way time is used, the arrangements for collaboration, and the opportunities for sustained discussion of student learning in one's school--can either be barriers to reform or ways to accelerate the work. This article…

Evaluating the Effects of a "Student Buddy" Initiative on Student Engagement and Motivation

ERIC Educational Resources Information Center

Motzo, Anna

2016-01-01

Motivation is one of the most important factors which influences second language learning (Dörnyei, 1998; Gardner & Lambert, 1972). A support mechanism which reinforces student motivation through encouragement, social interaction, feedback, sound learning environments and good teaching is crucial for ensuring successful learning. This is…

Student Modeling and Ab Initio Language Learning.

ERIC Educational Resources Information Center

Heift, Trude; Schulze, Mathias

2003-01-01

Provides examples of student modeling techniques that have been employed in computer-assisted language learning over the past decade. Describes two systems for learning German: "German Tutor" and "Geroline." Shows how a student model can support computerized adaptive language testing for diagnostic purposes in a Web-based language learning…

Supporting Diverse Learners through Professional Learning for Teachers

ERIC Educational Resources Information Center

Winnen, Ashley Newman

2016-01-01

School leaders use professional learning practices as a strategy to improve teaching and therefore student learning. As student populations become more ethnically and socioeconomically diverse, teachers need ongoing training to meet the needs of today's students. One successful elementary school in Colorado was the focus of this case study…

Multi-Disciplinary Learning through a Database Development Project

ERIC Educational Resources Information Center

Ng, Vincent; Lau, Chloe; Shum, Pearl

2012-01-01

Recently, there are many good examples of how multi-disciplinary learning can support students to learn collaboratively and not solely focus on a single professional sector. During the Fall 2011 and Spring 2012 semesters, we have attempted to gather students studying different professional domains together. Students from the Department of…

RISE to the IUPUI Challenge: High Impact Practices Focused on Students' Success

ERIC Educational Resources Information Center

Baker, Sarah S.; Fisher, Mary L.; Johnson, Kathy E.

2012-01-01

Civic engagement and student success have become a hallmark of Indiana University--Purdue University Indianapolis (IUPUI). In 2008 a new program supporting increased student engagement and deeper learning was implemented, the RISE (Research, International Study, Service Learning, and Experiential Learning) to the IUPUI Challenge initiative…

Virtual Manipulatives: Tools for Teaching Mathematics to Students with Learning Disabilities

ERIC Educational Resources Information Center

Shin, Mikyung; Bryant, Diane P.; Bryant, Brian R.; McKenna, John W.; Hou, Fangjuan; Ok, Min Wook

2017-01-01

Many students with learning disabilities demonstrate difficulty in developing a conceptual understanding of mathematical topics. Researchers recommend using visual models to support student learning of the concepts and skills necessary to complete abstract and symbolic mathematical problems. Virtual manipulatives (i.e., interactive visual models)…

Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior.

ERIC Educational Resources Information Center

Margalit, Malka; Almougy, Katrina

1991-01-01

Questioning of teachers and mothers of 84 Israeli students (ages 7-10) classified as either hyperactive, learning disabled, both, or neither, found higher distractibility and hostility among hyperactive children whose families were also reported as less supportive. Learning-disabled students were characterized by dependent interpersonal relations…

Concept Cartoons Supported Problem Based Learning Method in Middle School Science Classrooms

ERIC Educational Resources Information Center

Balim, Ali Günay; Inel-Ekici, Didem; Özcan, Erkan

2016-01-01

Problem based learning, in which events from daily life are presented as interesting scenarios, is one of the active learning approaches that encourages students to self-direct learning. Problem based learning, generally used in higher education, requires students to use high end thinking skills in learning environments. In order to use…

Innovative assessment paradigm to enhance student learning in engineering education

NASA Astrophysics Data System (ADS)

El-Maaddawy, Tamer

2017-11-01

Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering design course. Direct evidence of the impact of employing this innovation on student learning and achievement was derived by monitoring student academic performance in direct assessment tasks throughout the semester. Students' feedback demonstrated the effectiveness of this innovation to improve their understanding of course topics build their autonomy, independent judgement, and self-regulated learning skills.

Designing instruction to support mechanical reasoning: Three alternatives in the simple machines learning environment

NASA Astrophysics Data System (ADS)

McKenna, Ann Frances

2001-07-01

Creating a classroom environment that fosters a productive learning experience and engages students in the learning process is a complex endeavor. A classroom environment is dynamic and requires a unique synergy among students, teacher, classroom artifacts and events to achieve robust understanding and knowledge integration. This dissertation addresses this complex issue by developing, implementing, and investigating the simple machines learning environment (SIMALE) to support students' mechanical reasoning and understanding. SIMALE was designed to support reflection, collaborative learning, and to engage students in generative learning through multiple representations of concepts and successive experimentation and design activities. Two key components of SIMALE are an original web-based software tool and hands-on Lego activities. A research study consisting of three treatment groups was created to investigate the benefits of hands-on and web-based computer activities on students' analytic problem solving ability, drawing/modeling ability, and conceptual understanding. The study was conducted with two populations of students that represent a diverse group with respect to gender, ethnicity, academic achievement and social/economic status. One population of students in this dissertation study participated from the Mathematics, Engineering, and Science Achievement (MESA) program that serves minorities and under-represented groups in science and mathematics. The second group was recruited from the Academic Talent Development Program (ATDP) that is an academically competitive outreach program offered through the University of California at Berkeley. Results from this dissertation show success of the SIMALE along several dimensions. First, students in both populations achieved significant gains in analytic problem solving ability, drawing/modeling ability, and conceptual understanding. Second, significant differences that were found on pre-test measures were eliminated on post-test measures. Specifically, female students scored significantly lower than males on the overall pre-tests but scored as well as males on the same post-test measures. MESA students also scored significantly lower than ATDP students on pre-test measures but both populations scored equally well on the post-tests. This dissertation has therefore shown the SIMALE to support a collaborative, reflective, and generative learning environment. Furthermore, the SIMALE clearly contributes to students' mechanical reasoning and understanding of simple machines concepts for a diverse population of students.

An Odyssey into Cooperative Learning.

ERIC Educational Resources Information Center

Lemke, Thomas L.; Basile, Carole

1997-01-01

An experiment using cooperative learning in a introductory pharmacy course in medicinal chemistry revealed general acceptance of the cooperative learning approach by students, and some perceived advantages for both students and teachers. Although quantitative evidence supporting superiority of the cooperative learning approach was not found,…

Learning environment: the impact of clerkship location on instructional quality.

PubMed

Prunuske, Jacob P; Deci, David M

2013-03-01

Students provide variable feedback on instructional quality at ambulatory training sites. We hypothesized several strengths and weaknesses of placing students at resident and non-resident training sites, including differences in faculty behaviors, patient characteristics, work environment, learning opportunities, and levels of student engagement. We systematically assessed for differences in learning quality between clerkship sites with and without residents. Students completed the MedED IQ, a validated survey assessing four domains of instructional quality, after completing a required primary care rotation. We calculated descriptive and summary statistics and two sample tests of proportion analyzing student agreement with each MedEd IQ item with respect to the presence or absence of resident learners. Of 149 total, 113 (75.8%) students completed the MedEd IQ site survey. A greater percentage of students at resident training sites (25.8%) than at non-resident sites (7.3%) agreed with the statement "The opportunities were too diverse, preventing me from developing proficiency." A greater percentage of students at resident training sites (19.4%) than at non-resident sites (1.2%) agreed with the statement "The health care team was not supportive of my learning." There were no differences between sites with or without residents on 14 items measuring preceptor actions or seven items measuring student involvement. Ambulatory clerkship sites with and without residents provide comparable quality learning experiences and precepting. Students placed at resident training sites may be overwhelmed with diverse opportunities and have a less supportive learning environment than students placed at non-resident sites. Future research should evaluate the impact of health care team development programs designed to foster a more supportive training environment for medical students. Ways of aligning residency and medical student education goals within the training setting should be explored.

How do students navigate and learn from nonlinear science texts: Can metanavigation support promote science learning?

NASA Astrophysics Data System (ADS)

Stylianou, Agni

2003-06-01

Digital texts which are based on hypertext and hypermedia technologies are now being used to support science learning. Hypertext offers certain opportunities for learning as well as difficulties that challenge readers to become metacognitively aware of their navigation decisions in order to trade both meaning and structure while reading. The goal of this study was to investigate whether supporting sixth grade students to monitor and regulate their navigation behavior while reading from hypertext would lead to better navigation and learning. Metanavigation support in the form of prompts was provided to groups of students who used a hypertext system called CoMPASS to complete a design challenge. The metanavigation prompts aimed at encouraging students to understand the affordances of the navigational aids in CoMPASS and use them to guide their navigation. The study was conducted in a real classroom setting during the implementation of CoMPASS in sixth grade science classes. Multiple sources of group and individual data were collected and analyzed. Measures included student's individual performance in a pre-science knowledge test, the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a reading comprehension test and a concept map test. Process measures included log file information that captured group navigation paths during the use of CoMPASS. The results suggested that providing metanavigation support enabled the groups to make coherent transitions among the text units. Findings also revealed that reading comprehension, presence of metanavigation support and prior domain knowledge significantly predicted students' individual understanding of science. Implications for hypertext design and literacy research fields are discussed.

A Framework for a Computer System to Support Distributed Cooperative Learning

ERIC Educational Resources Information Center

Chiu, Chiung-Hui

2004-01-01

To develop a computer system to support cooperative learning among distributed students; developers should consider the foundations of cooperative learning. This article examines the basic elements that make cooperation work and proposes a framework for such computer supported cooperative learning (CSCL) systems. This framework is constituted of…

A Statewide Service Learning Network Ignites Teachers and Students.

ERIC Educational Resources Information Center

Monsour, Florence

Service learning, curriculum-linked community service, has proved remarkably effective in igniting students' desire to learn. In 1997, the Wisconsin Partnership in Service Learning was initiated as a cross-disciplinary, cross-institutional endeavor. Supported by a grant from Learn and Serve America, the partnership created a network throughout…

Student Reflections on an LIS Internship from a Service Learning Perspective Supporting Multiple Learning Theories

ERIC Educational Resources Information Center

Cooper, Linda Z.

2013-01-01

This paper presents a case study that examines an internship as service learning and participating students' perceptions of their learning in two learning environments. The internship experience in this situation is first examined to ascertain that it qualifies as service learning. At the conclusion of this service learning internship experience,…

A Peer-Assisted Learning Experience in Computer Programming Language Learning and Developing Computer Programming Skills

ERIC Educational Resources Information Center

Altintas, Tugba; Gunes, Ali; Sayan, Hamiyet

2016-01-01

Peer learning or, as commonly expressed, peer-assisted learning (PAL) involves school students who actively assist others to learn and in turn benefit from an effective learning environment. This research was designed to support students in becoming more autonomous in their learning, help them enhance their confidence level in tackling computer…

Impact of a personal learning plan supported by an induction meeting on academic performance in undergraduate Obstetrics and Gynaecology: a cluster randomised controlled trial.

PubMed

Deane, Richard P; Murphy, Deirdre J

2015-03-11

A personal learning plan (PLP) is an approach to assist medical students maximise their learning experience within clinical rotations. The aim of this study was to investigate whether medical students who created a PLP supported by an induction meeting had an improved academic performance within an undergraduate clinical rotation. A cluster randomised controlled study was conducted over a full academic year (2012/13). The intervention was the creation of a PLP by medical students supported by an individual 'one-to-one' induction meeting between each student and a faculty member. Randomisation was by unit of rotation in which students completed the program. There were 2 clusters in the intervention group (n = 71 students) and 2 clusters in the control group (n = 72 students). Primary outcome was the overall examination score. Secondary outcomes were student attendance and student evaluation. There was no difference in overall examination score between the intervention group and control group (mean score 56.3 ± 4.8% versus 56.7 ± 5.6%, p = 0.64). The majority of students in the intervention group (n = 51/71, 85%) reported that the PLP and induction meeting enhanced their learning experience. Attendance at the induction meeting was identified as a key element. The creation of a PLP supported by an induction meeting was rated highly by students as an approach to enhance their learning experience but did not result in an improved academic performance. Further research is required to establish the role of an interim or exit meeting.

iMidwife: midwifery students' use of smartphone technology as a mediated educational tool in clinical environments.

PubMed

DeLeo, Annemarie; Geraghty, Sadie

2017-12-18

The increasing use of smartphone technology in health care provides midwifery students with unprecedented access to online resources that facilitates the optimal care of women and supports ongoing learning. A small pilot study was conducted in Western Australia, with 29 undergraduate and postgraduate midwifery students to explore the use of smartphone technology whilst in clinical practice. This study aimed to define the impact of smartphones in clinical decision-making and learning whilst in clinical areas, by midwifery students at the point of care. An online survey was used to collect data. Five consistent themes were identified from the results. Smartphone technology encourages self-directed learning, consolidation of theory, engagement through blended learning, complements online education in clinical practice and is a trend in the future of midwifery curriculum. Smartphones enhance the learning and mobility of supportive resources that consolidate midwifery students' clinical experience in workplace environments.

Supporting students undertaking the Specialist Practitioner Qualification in District Nursing.

PubMed

Ginger, Tracey; Ritchie, Georgina

2017-11-02

The ever-evolving role of the Specialist Practitioner Qualified District Nurse (SPQDN) presents an increasing number of challenges for Practice Teachers and mentors in preparing SPQDN students for the elevated level clinical and transformational leadership necessary to ensure high-quality patient care. The daily challenges of clinical practice within the community nursing setting in addition to undertaking educational interventions in the clinical arena demand that a structured approach to supervision and mentorship is crucial. Employing learning plans to assess individual students learning needs, prepare plans for educational developments and interventions and evaluate a student's progress can be a helpful tool in aiding the learning journey for both the SPQDN student and Practice Teacher or mentor. This article examines how and why a structured learning plan may be used in supporting learning and competency in achieving the necessary level of practice to meet the requirements of the SPQDN.

Healthcare students' evaluation of the clinical learning environment and supervision - a cross-sectional study.

PubMed

Pitkänen, Salla; Kääriäinen, Maria; Oikarainen, Ashlee; Tuomikoski, Anna-Maria; Elo, Satu; Ruotsalainen, Heidi; Saarikoski, Mikko; Kärsämänoja, Taina; Mikkonen, Kristina

2018-03-01

The purpose of clinical placements and supervision is to promote the development of healthcare students´ professional skills. High-quality clinical learning environments and supervision were shown to have significant influence on healthcare students´ professional development. This study aimed to describe healthcare students` evaluation of the clinical learning environment and supervision, and to identify the factors that affect these. The study was performed as a cross-sectional study. The data (n = 1973) were gathered through an online survey using the Clinical Learning Environment, Supervision and Nurse Teacher scale during the academic year 2015-2016 from all healthcare students (N = 2500) who completed their clinical placement at a certain university hospital in Finland. The data were analysed using descriptive statistics and binary logistic regression analysis. More than half of the healthcare students had a named supervisor and supervision was completed as planned. The students evaluated the clinical learning environment and supervision as 'good'. The students´ readiness to recommend the unit to other students and the frequency of separate private unscheduled sessions with the supervisor were the main factors that affect healthcare students` evaluation of the clinical learning environment and supervision. Individualized and goal-oriented supervision in which the student had a named supervisor and where supervision was completed as planned in a positive environment that supported learning had a significant impact on student's learning. The clinical learning environment and supervision support the development of future healthcare professionals' clinical competence. The supervisory relationship was shown to have a significant effect on the outcomes of students' experiences. We recommend the planning of educational programmes for supervisors of healthcare students for the enhancement of supervisors' pedagogical competencies in supervising students in the clinical practice. Copyright © 2018 Elsevier Ltd. All rights reserved.

Beyond Special Education: A New Vision of Academic Support

ERIC Educational Resources Information Center

Mowschenson, Julie Joyal; Weintraub, Robert J.

2009-01-01

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

Assistive Technology: What Physical Educators Need to Know

ERIC Educational Resources Information Center

Laughlin, Michael K.; Murata, Nathan M.; Gonnelli, Michele; Larranaga, John

2018-01-01

Assistive technology supplements and supports the learning of students with disabilities in school and at home. Thanks to federal mandates, students with disabilities receive consideration for assistive technology devices and services--the tools and supports needed to achieve determined learning outcomes. Assistive technology devices and services…

Analysing the physics learning environment of visually impaired students in high schools

NASA Astrophysics Data System (ADS)

Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-07-01

Although visually impaired students attend regular high school, their enrolment in advanced science classes is dramatically low. In our research we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. For visually impaired students to grasp physics concepts, time and additional materials to support the learning process are key. Time for teachers to develop teaching methods for such students is scarce. Suggestions for changes to the learning environment and of materials used are given.

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered.

PubMed

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

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. © 2016 E. R. Elliott et al. CBE—Life Sciences Education © 2016 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).

Layered Learning, Eustress, and Support: Impact of a Pre-Service-Learning Training on Students' Self-Efficacy in Teaching in the Community

ERIC Educational Resources Information Center

Cooke, Natalie K.; Pursifull, Anne K.; Jones, Kerry M.; Goodell, L. Suzanne

2017-01-01

Service-learning programs provide students with opportunities to gain discipline-specific skills, while providing community organizations with a steady pool of volunteers. However, because students may lack the skills needed to effectively serve the community, skills-based training may need to be incorporated into service-learning courses.…

Adaptive Web-Assisted Learning System for Students with Specific Learning Disabilities: A Needs Analysis Study

ERIC Educational Resources Information Center

Polat, Elif; Adiguzel, Tufan; Akgun, Ozcan Erkan

2012-01-01

Because there is, currently, no education system for primary school students in grades 1-3 who have specific learning disabilities in Turkey and because such students do not receive sufficient support from face-to-face counseling, a needs analysis was conducted in order to prepare an adaptive, web-assisted learning system according to variables…

Understanding Student Success and Institutional Outcomes in Service-Learning Coursework at a North Carolina Community College: A Propensity Score Study

ERIC Educational Resources Information Center

Marts, Jennifer Leigh

2016-01-01

Service-learning has roots deep in higher education. Community colleges and service-learning have an organic relationship as they both strive to represent and support their local communities. This study implemented propensity score matching to study the impact of service-learning on student outcomes for community college students. Much of the…

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…

Using Action Learning Sets to Support Students Managing Transition into the Clinical Learning Environment in a UK Medical School

ERIC Educational Resources Information Center

McKee, Anne; Markless, Sharon

2017-01-01

This paper reports on a Curriculum Innovation Project to empower third-year Undergraduate Medical students to recognise learning opportunities in their clinical placements and to proactively use them to develop their understanding and practice. The project created action learning sets (ALS) in response to the challenges students face when trying…

"We Found the 'Black Spots' on Campus on Our Own": Development of Inquiry Skills in Primary Science Learning with BYOD (Bring Your Own Device)

ERIC Educational Resources Information Center

Song, Yanjie

2016-01-01

This paper reports on a study situated in a one-year project "Bring Your Own Device (BYOD) for Mobile Knowledge Building," aiming at investigating how primary school students developed their inquiry skills in science learning in BYOD-supported learning environments. Student perceptions of the BYOD-supported inquiry experience were also…

Report to the Legislature on School Redesign: Expanding Learning Time to Support Student Success. Line-item 7061-9412

ERIC Educational Resources Information Center

Massachusetts Department of Education, 2008

2008-01-01

The "Report to the Legislature on School Redesign: Expanding Learning Time to Support Student Success" is submitted to the Legislature pursuant to Chapter 61 of the Acts of 2007, Section 2, line item 7061-9412. The School Redesign: Expanded Learning Time (ELT) initiative began in FY 06 when planning grants were first included in the…

Using concept mapping principles in PowerPoint.

PubMed

Kinchin, I M; Cabot, L B

2007-11-01

The use of linear PowerPoint templates to support lectures may inadvertently encourage dental students to adopt a passive approach to learning and a narrow appreciation of the field of study. Such presentations may support short-term learning gains and validate assessment regimes that promote surface learning approaches at the expense of developing a wider appreciation of the field that is necessary for development of clinical expertise. Exploitation of concept mapping principles can provide a balance for the negative learning behaviour that is promoted by the unreflective use of PowerPoint. This increases the opportunities for students to access holistic knowledge structures that are indicators of expertise. We illustrate this using the example of partial denture design and show that undergraduates' grasp of learning and teaching issues is sufficiently sophisticated for them to appreciate the implications of varying the mode of presentation. Our findings indicate that students understand the strategic value of bullet-pointed presentations for short-term assessment goals and the benefits of deep learning mediated by concept mapping that may support longer term professional development. Students are aware of the tension between these competing agendas.

Support for learning goes beyond academic support: Voices of students with Asperger's disorder and attention deficit hyperactivity disorder.

PubMed

Bolic Baric, Vedrana; Hellberg, Kristina; Kjellberg, Anette; Hemmingsson, Helena

2016-02-01

The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger's disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people's experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger's disorder and attention deficit hyperactivity disorder. © The Author(s) 2015.

Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry

NASA Astrophysics Data System (ADS)

Gerard, Libby F.; Linn, Marcia C.

2016-02-01

Computer scoring of student written essays about an inquiry topic can be used to diagnose student progress both to alert teachers to struggling students and to generate automated guidance. We identify promising ways for teachers to add value to automated guidance to improve student learning. Three teachers from two schools and their 386 students participated. We draw on evidence from student progress, observations of how teachers interact with students, and reactions of teachers. The findings suggest that alerts for teachers prompted rich teacher-student conversations about energy in photosynthesis. In one school, the combination of the automated guidance plus teacher guidance was more effective for student science learning than two rounds of personalized, automated guidance. In the other school, both approaches resulted in equal learning gains. These findings suggest optimal combinations of automated guidance and teacher guidance to support students to revise explanations during inquiry and build integrated understanding of science.

Male Students Give Voice to Supportive Campus Environments: A Qualitative Case Study of Undergraduate STEM Majors

ERIC Educational Resources Information Center

Amon, Julie L.

2010-01-01

Research supports the importance of student engagement in enhancing student learning, success, and various desirable educational outcomes. In the last decade, the National Survey of Student Engagement (NSSE) has been the primary instrument through which student engagement has been explored. "Supportive Campus Environment", one of the…

Effective e-learning for health professional and medical students: the experience with SIAS-Intelligent Tutoring System.

PubMed

Muñoz, Diana C; Ortiz, Alexandra; González, Carolina; López, Diego M; Blobel, Bernd

2010-01-01

Current e-learning systems are still inadequate to support the level of interaction, personalization and engagement demanded by clinicians, care givers, and the patient themselves. For effective e-learning to be delivered in the health context, collaboration between pedagogy and technology is required. Furthermore, e-learning systems should be flexible enough to be adapted to the students' needs, evaluated regularly, easy to use and maintain and provide students' feedback, guidelines and supporting material in different formats. This paper presents the implementation of an Intelligent Tutoring System (SIAS-ITS), and its evaluation compared to a traditional virtual learning platform (Moodle). The evaluation was carried out as a case study, in which the participants were separated in two groups, each group attending a virtual course on the WHO Integrated Management of Childhood Illness (IMCI) strategy supported by one of the two e-learning platforms. The evaluation demonstrated that the participants' knowledge level, pedagogical strategies used, learning efficiency and systems' usability were improved using the Intelligent Tutoring System.

Improving Student Learning: A Strategic Planning Framework for an Integrated Student Information System in Charlotte-Mecklenburg Schools

ERIC Educational Resources Information Center

Ngoma, Sylvester

2010-01-01

There is growing recognition that an electronic Student Information System (SIS) affects student learning. Given the strategic importance of SIS in supporting school administration and enhancing student performance, school districts are increasingly interested in acquiring the most effective and efficient Student Information Systems for their…

Promoting the Development of a Supportive Learning Environment through Action Research from the "Middle Out"

ERIC Educational Resources Information Center

Hodgson, David; May, Steve; Marks-Maran, Diane

2008-01-01

This paper reports on a case study of a supportive learning environment initiative (SLEI) for students on health and social care undergraduate programmes in one English university. It involved the development of small scale support projects that are firmly grounded in the outcomes of prior research as well as the ongoing experience of students and…

Investigating Relationships between the Usage of Mathematics Learning Support and Performance of At-Risk Students

ERIC Educational Resources Information Center

Berry, Emma; Mac An Bhaird, Ciarán; O'Shea, Ann

2015-01-01

The provision of some level of Mathematics Learning Support is now commonplace in the majority of Higher Education Institutions in the UK and Ireland. Most of these supports were initially established with the aim of trying to address the problem of large numbers of first-year students with weak mathematical backgrounds. The centres provide…

Effects of Explicit and Implicit Prompts on Students' Inquiry Practices in Computer-Supported Learning Environments in High School Earth Science

ERIC Educational Resources Information Center

Fang, Su-Chi; Hsu, Ying-Shao; Hsu, Wei Hsiu

2016-01-01

The study explored how to best use scaffolds for supporting students' inquiry practices in computer-supported learning environments. We designed a series of inquiry units assisted with three versions of written inquiry prompts (generic and context-specific); that is, three scaffold-fading conditions: implicit, explicit, and fading. We then…

Chem-2-Chem: A One-to-One Supportive Learning Environment for Chemistry

NASA Astrophysics Data System (ADS)

Báez-Galib, Rosita; Colón-Cruz, Héctor; Resto, Wilfredo; Rubin, Michael R.

2005-12-01

The Chem-2-Chem (C2C) tutoring mentoring program was developed at the University of Puerto Rico at Cayey, an undergraduate institution serving Hispanic students, to increase student retention and help students achieve successful general chemistry course outcomes. This program provides a supportive learning environment designed to address students' academic and emotional needs in a holistic way. Advanced chemistry students offered peer-led, personalized, and individualized learning experiences through tutoring and mentoring to approximately 21% of students enrolled in the general chemistry course. Final grades from official class lists of all general chemistry course sections were analyzed using Student's t -test, paired t -test, and χ 2 analysis. Results during the seven semesters studied show an increase of 29% in successful course outcomes defined as final letter grades of A, B, and C obtained by Chem-2-Chem participants. For each final grade, highly statistically significant differences between participants and nonparticipants were detected. There were also statistically significant differences between successful course outcomes obtained by participants and nonparticipants for each of the semesters studied. This research supports recent trends in chemical education to provide a social context for learning experiences. This peer-led learning strategy can serve as an effective model to achieve excellence in science courses at a wide range of educational institutions.

Contextualized Measurement of Self-Efficacy and College Students' Perceived Sources of Self-Efficacy in Introductory Plant Science Courses

ERIC Educational Resources Information Center

Keefe, Lisa Madalon

2013-01-01

Institutions of higher learning are recently being held more accountable for the learning outcomes of their students. As such, universities have begun to actively measure and evaluate student learning and motivational outcomes in an effort to improve the successful outcomes of their students. To support this work, two studies were conducted to…

Student Voices about the Role Feedback Plays in the Enhancement of Their Learning

ERIC Educational Resources Information Center

Plank, Christine; Dixon, Helen; Ward, Gillian

2014-01-01

If feedback is to be framed as purposeful dialogue then both students and teachers have significant roles to play. Students must be willing and able to provide feedback to teachers not only about their learning needs but also about the teaching they experience. In turn, teachers must create the conditions that support active student learning and…

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

ERIC Educational Resources Information Center

Tas, Yasemin

2016-01-01

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

Increasing Student Success: An Interview with Edward A. Morante.

ERIC Educational Resources Information Center

Spann, Milton G.; Calderwood, Barbara J.

1998-01-01

Presents an interview with Edward Morante, Dean of Student Services and Learning Resources at College of the Desert (California), regarding the needs of high-risk community college students. Morante focuses on assessment, placement, basic-skills courses, student-support services, the learning-community concept, student involvement, and evaluation,…

Factors Leading to Students' Satisfaction in the Higher Learning Institutions

ERIC Educational Resources Information Center

Siming, Luo; Niamatullah; Gao, Jianying; Xu, Dan; Shaf, Khurrum

2015-01-01

There is an increasing need to understand factors that affect satisfaction of students with learning. This study will explore the relationship between student satisfaction and teacher-student relationship, teacher preparedness, campus support facilities and experiences provided by the institute to the students. Study is a necessary activity that…

Learning Analytics across a Statewide System

ERIC Educational Resources Information Center

Buyarski, Catherine; Murray, Jim; Torstrick, Rebecca

2017-01-01

This chapter explores lessons learned from two different learning analytics efforts at a large, public, multicampus university--one internally developed and one vended platform. It raises questions about how to best use analytics to support students while keeping students responsible for their own learning and success.

Self-Regulated Learning and the Role of ePortfolios in Business Studies

ERIC Educational Resources Information Center

Morales, Lucía; Soler-Domínguez, Amparo; Tarkovska, Valentina

2016-01-01

Students' work in ePortfolios was assessed through a case study supported by observation techniques and eQuestionnaires to gather data from a sample of eighty students over a period of 4 years (20 students per academic year). The main purpose of the study was to explore whether ePortfolios can be used efficiently to support the learning process of…

Teachers' Autonomy Support, Autonomy Suppression and Conditional Negative Regard as Predictors of Optimal Learning Experience among High-Achieving Bedouin Students

ERIC Educational Resources Information Center

Kaplan, Haya

2018-01-01

The study is based on self-determination theory and focuses on the motivation of high-achieving Bedouin students who belong to a hierarchical-collectivist society. The study focuses on the question: What are the relations between teachers' autonomy support and control and an optimal learning experience among students? The study is unique in its…

Ground Rules in Team Projects: Findings from a Prototype System to Support Students

ERIC Educational Resources Information Center

Whatley, Janice

2009-01-01

Student team project work in higher education is one of the best ways to develop team working skills at the same time as learning about the subject matter. As today's students require the freedom to learn at times and places that better match their lifestyles, there is a need for any support for team project work to be also available online. Team…

Relative Effectiveness of Computer-Supported Jigsaw II, STAD and TAI Cooperative Learning Strategies on Performance, Attitude, and Retention of Secondary School Students in Physics

ERIC Educational Resources Information Center

Gambari, Amosa Isiaka; Yusuf, Mudasiru Olalere

2017-01-01

This study investigated the relative effectiveness of computer-supported cooperative learning strategies on the performance, attitudes, and retention of secondary school students in physics. A purposive sampling technique was used to select four senior secondary schools from Minna, Nigeria. The students were allocated to one of four groups:…

Selection and Use of Online Learning Resources by First-Year Medical Students: Cross-Sectional Study.

PubMed

Judd, Terry; Elliott, Kristine

2017-10-02

Medical students have access to a wide range of learning resources, many of which have been specifically developed for or identified and recommended to them by curriculum developers or teaching staff. There is an expectation that students will access and use these resources to support their self-directed learning. However, medical educators lack detailed and reliable data about which of these resources students use to support their learning and how this use relates to key learning events or activities. The purpose of this study was to comprehensively document first-year medical student selection and use of online learning resources to support their bioscience learning within a case-based curriculum and assess these data in relation to our expectations of student learning resource requirements and use. Study data were drawn from 2 sources: a survey of student learning resource selection and use (2013 cohort; n=326) and access logs from the medical school learning platform (2012 cohort; n=337). The paper-based survey, which was distributed to all first-year students, was designed to assess the frequency and types of online learning resources accessed by students and included items about their perceptions of the usefulness, quality, and reliability of various resource types and sources. Of 237 surveys returned, 118 complete responses were analyzed (36.2% response rate). Usage logs from the learning platform for an entire semester were processed to provide estimates of first-year student resource use on an individual and cohort-wide basis according to method of access, resource type, and learning event. According to the survey data, students accessed learning resources via the learning platform several times per week on average, slightly more often than they did for resources from other online sources. Google and Wikipedia were the most frequently used nonuniversity sites, while scholarly information sites (eg, online journals and scholarly databases) were accessed relatively infrequently. Students were more likely to select learning resources based on the recommendation of peers than of teaching staff. The overwhelming majority of the approximately 70,000 resources accessed by students via the learning platform were lecture notes, with each accessed an average of 167 times. By comparison, recommended journal articles and (online) textbook chapters were accessed only 49 and 31 times, respectively. The number and type of learning resources accessed by students through the learning platform was highly variable, with a cluster analysis revealing that a quarter of students accessed very few resources in this way. Medical students have easy access to a wide range of quality learning resources, and while some make good use of the learning resources recommended to them, many ignore most and access the remaining ones infrequently. Learning analytics can provide useful measures of student resource access through university learning platforms but fails to account for resources accessed via external online sources or sharing of resources using social media. ©Terry Judd, Kristine Elliott. Originally published in JMIR Medical Education (http://mededu.jmir.org), 02.10.2017.

The desktop interface in intelligent tutoring systems

NASA Technical Reports Server (NTRS)

Baudendistel, Stephen; Hua, Grace

1987-01-01

The interface between an Intelligent Tutoring System (ITS) and the person being tutored is critical to the success of the learning process. If the interface to the ITS is confusing or non-supportive of the tutored domain, the effectiveness of the instruction will be diminished or lost entirely. Consequently, the interface to an ITS should be highly integrated with the domain to provide a robust and semantically rich learning environment. In building an ITS for ZetaLISP on a LISP Machine, a Desktop Interface was designed to support a programming learning environment. Using the bitmapped display, windows, and mouse, three desktops were designed to support self-study and tutoring of ZetaLISP. Through organization, well-defined boundaries, and domain support facilities, the desktops provide substantial flexibility and power for the student and facilitate learning ZetaLISP programming while screening the student from the complex LISP Machine environment. The student can concentrate on learning ZetaLISP programming and not on how to operate the interface or a LISP Machine.

Describing students of the African Diaspora: Understanding micro and meso level science learning as gateways to standards based discourse

NASA Astrophysics Data System (ADS)

Lehner, Ed

2007-04-01

In much of the educational literature, researchers make little distinction between African-American students and students of the African Diaspora who immigrated to the United States. Failing to describe these salient student differences serves to perpetuate an inaccurate view of African-American school life. In today's large cities, students of the African Diaspora are frequently learning science in settings that are devoid of the resources and tools to fully support their success. While much of the scholarship unites these disparate groups, this article details the distinctive learning culture created when students from several groups of the African Diaspora learn biology together in a Brooklyn Suspension Center. Specifically this work explains how one student, Gabriel, functions in a biology class. A self-described black-Panamanian, Gabriel had tacitly resigned to not learning science, which then, in effect, precluded him from any further associated courses of study in science, and may have excluded him from the possibility of a science related career. This ethnography follows Gabriel's science learning as he engaged in cogenerative dialogue with teachers to create aligned learning and teaching practices. During the 5 months of this research, Gabriel drew upon his unique lifeworld and the depth of his hybridized cultural identity to produce limited, but nonetheless important demonstrations of science. Coexistent with his involvement in cogenerative dialogue, Gabriel helped to construct many classroom practices that supported a dynamic learning environment which produced small yet concrete examples of standards based biology. This study supports further investigation by the science education community to consider ways that students' lifeworld experiences can serve to structure and transform the urban science classroom.

Effects of cooperative learning strategy on undergraduate kinesiology students' learning styles.

PubMed

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

2005-10-01

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

Advances in Computer-Supported Learning

ERIC Educational Resources Information Center

Neto, Francisco; Brasileiro, Francisco

2007-01-01

The Internet and growth of computer networks have eliminated geographic barriers, creating an environment where education can be brought to a student no matter where that student may be. The success of distance learning programs and the availability of many Web-supported applications and multimedia resources have increased the effectiveness of…

Technology Integration: Mobile Devices (iPods), Constructivist Pedagogy, and Student Learning

ERIC Educational Resources Information Center

Keengwe, Jared; Pearson, Donna; Smart, Kathy

2009-01-01

Although mobile technology is still evolving with most mobile devices supporting numerous communications and technology standards, there are currently very few applications of these devices to support teaching and learning activities. Integrated appropriately, mobile devices could help students acquire the skills needed to survive in a complex,…

Fostering Student Engagement: Creative Problem-Solving in Small Group Facilitations

ERIC Educational Resources Information Center

Samson, Patricia L.

2015-01-01

Creative Problem-Solving (CPS) can be a transformative teaching methodology that supports a dialogical learning atmosphere that can transcend the traditional classroom and inspire excellence in students by linking real life experiences with the curriculum. It supports a sense of inquiry that incorporates both experiential learning and the…

Using Asynchronous AV Communication Tools to Increase Academic Self-Efficacy

ERIC Educational Resources Information Center

Girasoli, Anthony J.; Hannafin, Robert D.

2008-01-01

Technology-enhanced learning environments (TELEs) deliver instructional content and provide an array of scaffolding features designed to support independent student learning. TELEs also support teacher efforts to guide student inquiry within these sometimes complex environments. Self-efficacy, defined by Bandura [Bandura, A. (1994). Self-efficacy.…

Are Academics Ready for Smart Learning?

ERIC Educational Resources Information Center

Raghunath, Riyukta; Anker, Connie; Nortcliffe, Anne

2018-01-01

Ownership of smartphones and tablets among the student population is growing. Students are using their devices to support their learning. Employers and employees are increasingly bringing their own smart devices into private and public organisations to support their business. This is leading to employees driving the Bring Your Own Device (BYOD)…

Social Support for Online Learning: Perspectives of Nursing Students

ERIC Educational Resources Information Center

Munich, Kim

2014-01-01

The purpose of this study was to identify supports beyond the educator that contributed to undergraduate and graduate nursing students' ability and motivation to learn online. Case study methodology similar to Stake (2000) was bounded or contained by undergraduate and graduate online courses. Twenty-nine undergraduate and graduate nursing…

Student perceptions about learning anatomy

NASA Astrophysics Data System (ADS)

Notebaert, Andrew John

This research study was conducted to examine student perceptions about learning anatomy and to explore how these perceptions shape the learning experience. This study utilized a mixed-methods design in order to better understand how students approach learning anatomy. Two sets of data were collected at two time periods; one at the beginning and one at the end of the academic semester. Data consisted of results from a survey instrument that contained open-ended questions and a questionnaire and individual student interviews. The questionnaire scored students on a surface approach to learning (relying on rote memorization and knowing factual information) scale and a deep approach to learning (understanding concepts and deeper meaning behind the material) scale. Students were asked to volunteer from four different anatomy classes; two entry-level undergraduate courses from two different departments, an upper-level undergraduate course, and a graduate level course. Results indicate that students perceive that they will learn anatomy through memorization regardless of the level of class being taken. This is generally supported by the learning environment and thus students leave the classroom believing that anatomy is about memorizing structures and remembering anatomical terminology. When comparing this class experience to other academic classes, many students believed that anatomy was more reliant on memorization techniques for learning although many indicated that memorization is their primary learning method for most courses. Results from the questionnaire indicate that most students had decreases in both their deep approach and surface approach scores with the exception of students that had no previous anatomy experience. These students had an average increase in surface approach and so relied more on memorization and repetition for learning. The implication of these results is that the learning environment may actually amplify students' perceptions of the anatomy course at all levels and experiences of enrolled students. Instructors wanting to foster deeper approaches to learning may need to apply instructional techniques that both support deeper approaches to learning and strive to change students' perceptions away from believing that anatomy is strictly memorization and thus utilizing surface approaches to learning.

Immigration and culture as factors mediating the teaching and learning of urban science

NASA Astrophysics Data System (ADS)

Shady, Ashraf

In this dissertation I explore how cultural and sociohistorical dimensions of stakeholder groups (teachers, students, administrators, and researchers) mediate the interests of urban students in science. This study was conducted during the school year of 2006--2007 in a low-academically performing middle school in New York City. As an Egyptian immigrant science teacher I experienced resistance from my students in an eighth grade inclusion science class that warranted the use of cogenerative dialogue as a tool to improve teaching and learning. In the cogenerative dialogue sessions, participants (e.g., students, teachers, university researchers, and sometimes administrators) make every effort to convene as equals with goals of improving teaching and learning. By seeking the students' perspectives in cogenerative dialogue participants will be able to identify contradictions that can be addressed in an effort to improve the quality of the learning environments. Examples of such contradictions include shut down techniques that teachers use intentionally and unintentionally in order to have control over students. This authentic ethnography focused on two Black students from low-income homes, and me, a middle-aged male of Egypt's middle class. Throughout this study, the students acted in the capacity of student-researchers, assisting me to construct culturally adaptive curriculum materials, and to analyze data sources. This study utilized a sociocultural framework together with microanalysis of videotaped vignettes to obtain evidence that supports patterns of coherence and associated contradictions that emerged during the research. As the teacher-researcher, I learned along with my students how to communicate successfully in the context of structures that often act against success, including social class, ethnicity, gender, and age. The results of this study indicate that as a result of participating in cogenerative dialogues, I as well as the students learned the importance of group membership, and shared responsibilities for learning and acquiring new identities that support teaching and learning, and value diversity. Students reproduced, and transformed cultural practices from other social fields, such as cogenerative dialogues and home, to support their learning. Participating in cogenerative dialogues has produced a higher quality of teacher-student discourse as evidenced in data sources.

Cue Cards: A Self-Regulatory Strategy for Students with Learning Disabilities

ERIC Educational Resources Information Center

Conderman, Greg; Hedin, Laura

2011-01-01

General and special educators have used many instructional strategies to help students with learning disabilities (LD) succeed in school. One of those strategies is cue cards. As a vehicle for supporting evidence-based practices, cue cards help students (a) learn academic and behavioral steps, principles, procedures, processes, and rules; (b)…

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…

Optional Anatomy and Physiology e-Learning Resources: Student Access, Learning Approaches, and Academic Outcomes

ERIC Educational Resources Information Center

Guy, Richard,; Byrne, Bruce; Dobos, Marian

2018-01-01

Anatomy and physiology interactive video clips were introduced into a blended learning environment, as an optional resource, and were accessed by ~50% of the cohort. Student feedback indicated that clips were engaging, assisted understanding of course content, and provided lecture support. Students could also access two other optional online…

Productive Struggle in a Geometry Class

ERIC Educational Resources Information Center

Zeybek, Zulfiye

2016-01-01

Struggle and its connection to learning are central to improve student learning and understanding of mathematics. A description of what a student's productive struggle looks like in the setting of classrooms can provide insight into how teaching can support or hinder the student's learning process. In order for any struggle to be productive, these…

Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand

ERIC Educational Resources Information Center

Vibulphol, Jutarat

2016-01-01

This research aimed to investigate second language learners' motivation and learning of English and the ways in which the teachers supported the students' motivation and learning in natural classroom settings. Based on Self-Determination Theory (SDT), questionnaires were developed and data were collected from students and their teachers in twelve…

Incorporating Service-Learning, Technology, and Research Supportive Teaching Techniques into the University Chemistry Classroom

ERIC Educational Resources Information Center

Saitta, E. K. H.; Bowdon, M. A.; Geiger, C. L.

2011-01-01

Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students at a large research institution. Chemistry students at the University of Central Florida partnered with high school students at Crooms Academy of Information Technology in interactive service learning projects. The…

Designing Informal Learning Spaces Using Student Perspectives

ERIC Educational Resources Information Center

Riddle, Matthew David; Souter, Kay

2012-01-01

This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning…

Effects of Mental Health on Student Learning

ERIC Educational Resources Information Center

VanderLind, Ren

2017-01-01

Learning can be hindered by students' mental health. Given the increased reports of mental health concerns among college students, it is imperative that we understand how best to provide supports to this population to help them learn and succeed. This is particularly significant given the body of research that demonstrates how mental illness may…

Impact of Portfolio Assessment on Physics Students' Outcomes: Examination of Learning and Attitude

ERIC Educational Resources Information Center

Gunay, Abdulkadir; Ogan-Bekiroglu, Feral

2014-01-01

In spite of the commendations for the use of portfolio assessment, there is still little evidence indicating that such assessment actually supports and encourages student learning. Hence, this research study aimed to empirically identify the effects of implementation of portfolio assessment on student learning and attitudes. True-experimental…

Investigating Postsecondary Self-Regulated Learning Instructional Practices: The Development of the Self-Regulated Learning Observation Protocol

ERIC Educational Resources Information Center

Hoops, Leah D.; Yu, Shirley L.; Wang, Qianqian; Hollyer, Virginia L.

2016-01-01

Promoting students' self-regulated learning (SRL) is one way to improve postsecondary student success. However, few studies have investigated the instructional practices of postsecondary instructors that may support students' SRL. This study sought to fill this gap. An undergraduate mathematics course was observed to determine instruction utilized…

The Legal Context for Serving Students with Learning Disabilities in Postsecondary Education

ERIC Educational Resources Information Center

Keenan, Walter R.; Shaw, Stan F.

2011-01-01

The legal basis for serving students with learning disabilities at the K-12 level is predominantly derived from the Individuals with Disabilities Education Act (IDEA). This federal law provides for substantive education support for students with learning disabilities through an Individualized Educational Program (IEP). However, because the IDEA…

Students' Experiences and Engagement with SMS for Learning in Higher Education

ERIC Educational Resources Information Center

Brett, Paul

2011-01-01

This article presents an evaluation of students' experiences and engagement with Short Message Service (SMS) (text) messages. SMS was used to support learning through engaging students in formative assessment objective questions with feedback, as well as SMS-based collaborative learning tasks. The rationale was derived from a perceived benefit of…

The Role of Legitimacy in Student Teaching: Learning to "Feel" Like a Teacher

ERIC Educational Resources Information Center

Cuenca, Alexander

2011-01-01

A key factor in learning to teach during student teaching is the cooperating teacher, who supports and mentors prospective teachers. In the apprenticeship that is student teaching, the cooperating teacher serves as a gatekeeper to the experiential learning of pre-service teachers. Although several studies indicate the significant influence…

Laptops Meet Schools, One-One Draw: M-Learning for Secondary Students with Literacy Difficulties

ERIC Educational Resources Information Center

Conway, Paul F.; Amberson, Jessica

2011-01-01

Mobile technology-enhanced literacy initiatives have become a focus of efforts to support learning for students with literacy difficulties. The "Laptops Initiative for Post-Primary Students with Dyslexia or other Reading/Writing Difficulties" offers insights into and addresses questions about ICT policy making regarding m-learning technologies for…

A systems approach to implementation of eLearning in medical education: five MEPI schools' journeys.

PubMed

Vovides, Yianna; Chale, Selamawit Bedada; Gadhula, Rumbidzayi; Kebaetse, Masego B; Nigussie, Netsanet Animut; Suleman, Fatima; Tibyampansha, Dativa; Ibrahim, Glory Ramadhan; Ntabaye, Moshi; Frehywot, Seble; Nkomazana, Oathokwa

2014-08-01

How should eLearning be implemented in resource-constrained settings? The introduction of eLearning at four African medical schools and one school of pharmacy, all part of the Medical Education Partnership Initiative (MEPI) eLearning Technical Working Group, highlighted the need for five factors essential for successful and sustainable implementation: institutional support; faculty engagement; student engagement; technical expertise; and infrastructure and support systems. All five MEPI schools reported strengthening technical expertise, infrastructure, and support systems; four schools indicated that they were also successful in developing student engagement; and three reported making good progress in building institutional support. Faculty engagement was the one core component that all five schools needed to enhance.

Enhancing science literacy through implementation of writing-to-learn strategies: Exploratory studies in high school biology

NASA Astrophysics Data System (ADS)

Hohenshell, Liesl Marie

Some evidence of benefits from writing-to-learn techniques exists; however, more research is needed describing the instructional context used to support learning through writing and the quality of learning that results from particular tasks. This dissertation includes three papers, building on past research linking inquiry, social negotiation, and writing strategies to enhance scientific literacy skills of high school biology students. The interactive constructivist position informed the pedagogical approach for two empirical, classroom-based studies utilizing mixed methods to identify quantitative differences in learning outcomes and students' perceptions of writing tasks. The first paper reports students with planned writing activities communicated biotechnology content better in textbook explanations to a younger audience, but did not score better on tests than students who had delayed planning experiences. Students with two writing experiences as opposed to one, completing a newspaper article, scored better on conceptual questions both after writing and on a test 8 weeks later. The difference in treatments initially impacted males compared to females, but this effect disappeared with subsequent writing. The second paper reports two parallel studies of students completing two different writing types, laboratory and summary reports. Three comparison groups were used, Control students wrote in a traditional format, while SWH group students used the Science Writing Heuristic (SWH) during guided inquiry laboratories. Control students wrote summary reports to the teacher, while SWH students wrote either to the teacher or to peers (Peer Review group). On conceptual questions, findings indicated that after laboratory writing SWH females performed better compared to SWH males and Control females; and as a group SWH students performed better than Control students on a test following summary reports (Study 1). These results were not replicated in Study 2. An open-ended survey revealed findings that persisted in both studies; compared to Control students, SWH students were more likely to describe learning as they were writing and to report distinct thinking was required in completing the two writing types. Students' comments across studies provide support for using non-traditional writing tasks as a means to assist learning. Various implications for writing to serve learning are reported, including identification of key support conditions.

Successful Implementation of a Computer-Supported Collaborative Learning System in Teaching E-Commerce

ERIC Educational Resources Information Center

Ngai, E. W. T.; Lam, S. S.; Poon, J. K. L.

2013-01-01

This paper describes the successful application of a computer-supported collaborative learning system in teaching e-commerce. The authors created a teaching and learning environment for 39 local secondary schools to introduce e-commerce using a computer-supported collaborative learning system. This system is designed to equip students with…

An Expert System-based Context-Aware Ubiquitous Learning Approach for Conducting Science Learning Activities

ERIC Educational Resources Information Center

Wu, Po-Han; Hwang, Gwo-Jen; Tsai, Wen-Hung

2013-01-01

Context-aware ubiquitous learning has been recognized as being a promising approach that enables students to interact with real-world learning targets with supports from the digital world. Several researchers have indicated the importance of providing learning guidance or hints to individual students during the context-aware ubiquitous learning…

Digital Media Production to Support Literacy for Secondary Students with Diverse Learning Abilities

ERIC Educational Resources Information Center

Leach, April Marie

2017-01-01

Producing digital media is a hands-on, inquiry-based mindful process that naturally embeds Universal Design for Learning (UDL) principles into literacy instruction, providing options for learning and assessment for a wide array of students with diverse learning abilities. Video production learning experiences acknowledge the cognitive talents of…

Motivated Learning with Digital Learning Tasks: What about Autonomy and Structure?

ERIC Educational Resources Information Center

van Loon, Anne-Marieke; Ros, Anje; Martens, Rob

2012-01-01

In the present study, the ways in which digital learning tasks contribute to students' intrinsic motivation and learning outcomes were examined. In particular, this study explored the relative contributions of autonomy support and the provision of structure in digital learning tasks. Participants were 320 fifth- and sixth-grade students from eight…

Assessment of a Professional Development Program on Adult Learning Theory

ERIC Educational Resources Information Center

Malik, Melinda

2016-01-01

Librarians at colleges and universities invested in graduate education must understand and incorporate adult learning theories in their reference and instruction interactions with graduate students to more effectively support the students' learning. After participating in a professional development program about adult learning theory, librarians…

Development of Concept-Based Physiology Lessons for Biomedical Engineering Undergraduate Students

ERIC Educational Resources Information Center

Nelson, Regina K.; Chesler, Naomi C.; Strang, Kevin T.

2013-01-01

engineering curriculum. In one or two introductory physiology courses, engineering students must learn physiology sufficiently to support learning in their subsequent engineering courses and careers. As preparation for future learning, physiology instruction centered on concepts may…

Internet-Mediated Learning in Public Affairs Programs: Issues and Implications.

ERIC Educational Resources Information Center

Rahm, Dianne; Reed, B. J.; Rydl, Teri L.

1999-01-01

An overview of Internet-mediated learning in public affairs programs identifies issues for faculty, students, and administrators, including intellectual property rights, instructional issues, learning approaches, student expectations, logistics and support, complexity of coordination, and organizational control. (DB)

Improving the Retention of First Year Students

NASA Astrophysics Data System (ADS)

Bishop, Graham

The thesis compares student attrition rates in two UWS Schools for 2004 and 2005. It analyses possible reasons why students discontinue and identifies strategies and approaches to improving the quality of the teaching and learning environment for these students. The thesis focuses on the retention of first year students in the School of Engineering at the University of Western Sydney. Low retention rates are costly to the university, leading to inefficient use of resources, failure to fulfil student aspirations, and intervention between the university and the student. In each chapter, the thesis addresses student retention, satisfaction and performance and the interrelation between them and outlines the measures taken by the School of Engineering to improve these measurements for students commencing in 2006 and proposes many recommendations for further improvements in subsequent years. Each chapter addresses these issues by following the student pathway, commencing with the student leaving High School and entering their chosen university and course of study. At each stage, the relevant issues are addressed which have a direct or indirect impact on student retention, satisfaction and performance. Use is made of reports and papers published by universities and organisations, as outlined in the Literature Review. The research questions provide data through the results obtained from surveys. Typical Retention Rates are 75% for UWS, 81% for the Sector, 76% for the New Generation Universities (NGUs) and 62% for the School of Engineering on which this research is focussed. This thesis confirms the research from many countries that closely links student retention with the quality of teaching and learning. Key issues are: • a sound first year student orientation and welcome by staff; encountering efficient, effective and accurate student. The introduction of a more effective and tailored orientation program in 2007 attracted, at UWS School of Engineering, 92% attendance and greater awareness by the students of their study program and the available support services; • having student queries responded to promptly and effectively; The introduction of a First Year Coordinator in 2007 proved to be well received, with a significant number of students having prompt responses to their queries, as compared with previous years; clear expectations management about services and key academic issues like assessment; the marketing of UWS Engineering programs was addressed in 2006 and 2007, with an expansion of the marketing program operated for feeder schools and improved awareness of student expectations prior to entry: an ongoing exercise; having committed, accessible, responsive and capable teaching staff; the accessibility and responsiveness of teaching staff to first year student issues, as outlined in this thesis, is being addressed in 2007; receiving prompt and helpful feedback on their learning; an issue being addressed by the First Year Teaching Team as an essential element of the teaching and learning process; together with: effective use of an appropriate selection from a myriad of learning strategies and resources which give emphasis to active learning, practice oriented learning, peer supported learning and self-managed learning; supported by a reliable infrastructure and support systems; and consistently encountering staff that are responsive and committed to giving service to student support. (Abstract shortened by ProQuest.).

Exploring the learning experiences of nursing students with dyslexia.

PubMed

Child, J; Langford, E

To examine the learning experiences of nursing students with dyslexia during clinical placements to establish ways of improving support in practice, A phenomenological lifeworld approach was adopted using semi-structured interviews. Students reflected on their experiences during clinical placements, allowing the researcher to gain an in-depth knowledge of the students' lived experience of dyslexia. Twelve student nurses, six with dyslexia and six without, were interviewed using a standard set of questions, and the data were collated and analysed. Using a comparison group of students without dyslexia was felt to be important to contextualise and compare the students' experiences. Three main themes emerged: the value of work-based learning days, the importance of the clinical placement mentor role and the need for advocacy. Both groups of nursing students contributed to recommendations relating to support in practice and those with dyslexia also shared their individual coping strategies, Nursing students with dyslexia may benefit from sharing placement experiences with colleagues outside the clinical environment. They may also benefit from receiving support from their placement mentor and a representative from the university who knows about dyslexia.

Towards a Theoretical Framework for Understanding PGCE Student Teacher Learning in the Wild Coast Rural Schools' Partnership Project

ERIC Educational Resources Information Center

Pennefather, Jane

2016-01-01

This article focuses on a theoretical model that I am developing in order to understand student teacher learning in a rural context and the enabling conditions that can support this learning. The question of whether a supervised teaching practice in a rural context can contribute to the development of student teacher professional learning and…

Students and Teachers' Perceptions into the Viability of Mobile Technology Implementation to Support Language Learning for First Year Business Students in a Middle Eastern University

ERIC Educational Resources Information Center

Tayan, Bilal M.

2017-01-01

Advancements in technology have enabled us to learn, adapt and exploit our skills and knowledge in new ways. Appreciating the potential of technology may yet give growth and enrich the process of language education, particularly through a student-centred mobile learning environment. Consequently, a constructivist approach to learning can create…

Wikis and Collaborative Learning in Higher Education

ERIC Educational Resources Information Center

Zheng, Binbin; Niiya, Melissa; Warschauer, Mark

2015-01-01

While collaborative learning and collaborative writing can be of great value to student learning, the implementation of a technology-supported collaborative learning environment is a challenge. With their built-in features for supporting collaborative writing and social communication, wikis are a promising platform for collaborative learning;…

An Exploration of the Use of Mobile Applications to Support the Learning of Chinese Characters Employed by Students of Chinese as a Foreign Language

ERIC Educational Resources Information Center

Mason, Amanda; Wenxin, Zhang

2017-01-01

At present, there are few studies which explore the learning strategies employed by students of Chinese as a Foreign Language (CFL) and even fewer that focus specifically on mobile application use. This study provides insights into how adult learners at varying levels of proficiency employ mobile apps to support their Chinese character learning.…

Perception of hospital learning environment: a survey of Hong Kong nursing students.

PubMed

Chan, Dominic S K; Ip, Wan Y

2007-10-01

The last two decades have seen widespread changes to nurse education but the clinical field remains an essential and invaluable resource in preparing students for the reality of their professional role, supporting the integration of theory and practice, and linking the 'knowing what' to do with the 'knowing how' to deliver care. The clinical learning environment represents a vital element of nurse education that needs to be measurable and warrants further investigation. This survey study examined Hong Kong nursing students' perception of the social climate of the clinical learning environment. Participants were invited to complete the two versions, the Actual and Preferred Forms, of the Clinical Learning Environment Inventory following the completion of their clinical field placement. Two hundred eighty one Actual Forms and 243 Preferred Forms returned. SPPS version 11 was employed to analyse data with descriptive and inferential statistics. It was found that there were significant differences between students' perceptions of the actual clinical learning environment and the ideal clinical learning environment they desired. The study highlights the need for a supportive clinical learning environment which is of paramount importance for students in clinical practice.

Practice-based learning: the role of practice education facilitators in supporting mentors.

PubMed

Carlisle, Caroline; Calman, Lynn; Ibbotson, Tracy

2009-10-01

Central to the provision of high quality clinical placements for nursing and midwifery students are mentors who help engender a positive learning environment. In 2004 the Scottish Executive Health Department (now Scottish Government Health Directorates), NHS Scotland, NHS Education for Scotland, NHS Boards and Higher Education Institutions initiated and supported the establishment of the Practice Education Facilitator (PEF) role whose purpose is to ensure that the student experience, at both pre- and post-registration level, is of the highest quality, primarily through the support of mentors. A 3-year project evaluated the implementation and impact of the PEF role across Scotland. The study utilised both quantitative and qualitative data collection, with a sample comprising mentors, PEFs, students and other key stakeholders. This paper reports on selected findings from that study, specifically the perceived impact of the PEF in supporting mentors. Findings indicate that the PEF role has been accepted widely across Scotland and is seen as valuable to the development of quality clinical learning environments. PEFs provide support and guidance for mentors when dealing with 'failing' students, and encourage the identification of innovative learning opportunities. PEFs play an active part in student evaluation of their placements, but further work is needed in order that the feedback to clinical areas and mentors is timely.

How to Involve Students in an Online Course: A Redesigned Online Pedagogy of Collaborative Learning and Self-Regulated Learning

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2013-01-01

In an online course, students learn independently in the virtual environment without teacher's on-the-spot support. However, many students are addicted to the Internet which is filled with a plethora of shopping websites, online games, and social networks (e.g. Facebook). To help keep students focused on and involved in online or blended…

Supporting New Students from Vocational Education and Training: Finding a Reusable Solution to Address Recurring Learning Difficulties in e-Learning

ERIC Educational Resources Information Center

Yang, Dai Fei; Catterall, Janice; Davis, Janelle

2013-01-01

This paper reports on a project that investigated the first year, online experiences of vocational education and training (VET) pathway students studying at university. It was found that, although some students embraced online learning, more than twenty percent of new VET students suffered from high levels of anxiety and frustration when learning…

A Resource Manual for Community College Faculty to Support Students with Learning Disabilities

ERIC Educational Resources Information Center

Cheng, Laura

2013-01-01

According to the 23rd Annual Report to Congress, U.S. Department of Education, one out of every five people in the United States has a learning disability (LD). The dropout rate among these students is high, and students with learning disabilities are also less likely to attend 4-year colleges and universities. Although a majority of students with…

Qualitative Analysis of Student Perceptions Comparing Team-based Learning and Traditional Lecture in a Pharmacotherapeutics Course.

PubMed

Remington, Tami L; Bleske, Barry E; Bartholomew, Tracy; Dorsch, Michael P; Guthrie, Sally K; Klein, Kristin C; Tingen, Jeffrey M; Wells, Trisha D

2017-04-01

Objective. To qualitatively compare students' attitudes and perceptions regarding team-based learning (TBL) and lecture. Design. Students were exposed to TBL and lecture in an elective pharmacotherapeutics course in a randomized, prospective, cross-over design. After completing the course, students provided their attitudes and perceptions through a written self-reflection and narrative questions on the end-of-course evaluation. Student responses were reviewed using a grounded theory coding method. Assessment. Students' responses yielded five major themes: impact of TBL on learning, perceptions about TBL learning methods, changes in approaches to learning, building skills for professional practice, and enduring challenges. Overall, students report TBL enhances their learning of course content (knowledge and application), teamwork skills, and lifelong learning skills. Conclusion. Students' attitudes and perceptions support TBL as a viable pedagogy for teaching pharmacotherapeutics.

The Support of Student Articulation of Reasoning, Student Reflection and Tutor Feedback

ERIC Educational Resources Information Center

Garner, Stuart

2007-01-01

Learning theory suggests that student learning can be improved if students are required to articulate and reflect about work that they have done. This process helps students think more clearly about their work and such articulation also enables tutors to better assess student knowledge and mental models. There are various electronic tools…

Conceptualizations of culture and cultural care among undergraduate nursing students: an exploration and critique of cultural education.

PubMed

Vandenberg, Helen; Kalischuk, Ruth Grant

2014-01-01

Culture and cultural care have become important concepts in nursing education. However, little is known about what nursing students learn about these complex concepts. The purpose of this study was to explore and critique what nursing students learn about culture and cultural care. First and fourth year students were invited to participate in a focused ethnography to explore how nursing education might shape student knowledge of culture over time. Findings revealed that both groups of students supported the essentialist view of culture. Although students supported the ideals of cultural care, students remained unaware of critical views of culture.

[The Italian instrument evaluating the nursing students clinical learning quality].

PubMed

Palese, Alvisa; Grassetti, Luca; Mansutti, Irene; Destrebecq, Anne; Terzoni, Stefano; Altini, Pietro; Bevilacqua, Anita; Brugnolli, Anna; Benaglio, Carla; Dal Ponte, Adriana; De Biasio, Laura; Dimonte, Valerio; Gambacorti, Benedetta; Fasci, Adriana; Grosso, Silvia; Mantovan, Franco; Marognolli, Oliva; Montalti, Sandra; Nicotera, Raffaela; Randon, Giulia; Stampfl, Brigitte; Tollini, Morena; Canzan, Federica; Saiani, Luisa; Zannini, Lucia

2017-01-01

. The Clinical Learning Quality Evaluation Index for nursing students. The Italian nursing programs, the need to introduce tools evaluating the quality of the clinical learning as perceived by nursing students. Several tools already exist, however, several limitations suggesting the need to develop a new tool. A national project aimed at developing and validating a new instrument capable of measuring the clinical learning quality as experience by nursing students. A validation study design was undertaken from 2015 to 2016. All nursing national programs (n=43) were invited to participate by including all nursing students attending regularly their clinical learning. The tool developed based upon a) literature, b) validated tools already established among other healthcare professionals, and c) consensus expressed by experts and nursing students, was administered to the eligible students. 9606 nursing in 27 universities (62.8%) participated. The psychometric properties of the new instrument ranged from good to excellent. According to the findings, the tool consists in 22 items and five factors: a) quality of the tutorial strategies, b) learning opportunities; c) safety and nursing care quality; d) self-direct learning; e) quality of the learning environment. The tool is already used. Its systematic adoption may support comparison among settings and across different programs; moreover, the tool may also support in accrediting new settings as well as in measuring the effects of strategies aimed at improving the quality of the clinical learning.

Nursing and healthcare students' experiences and use of e-learning in higher education.

PubMed

Moule, Pam; Ward, Rod; Lockyer, Lesley

2010-12-01

This paper presents research on nursing and healthcare students' experiences and use of e-learning. The inception of e-learning in higher education is supported by a policy background and technological developments, yet little is known of student experience and use in the United Kingdom. Conducted in 2007 and 2008, this study employed a mixed methods approach. An initial quantitative questionnaire was completed by 25 Higher Education Institutions and nine case study sites were visited. In the sites 41 students took part in focus groups and 35 staff were interviewed. Twenty-four Higher Education Institutions used a virtual learning environment and all respondents used e-learning to enable access to course materials and web-based learning resources. Three main themes were identified from student interviews, 'Pedagogic use'; 'Factors inhibiting use' and 'Facilitating factors to engagement'. Student's main engagement with e-learning was at an instructivist level and as a support to existing face-to-face modes of delivery. Student use of Web 2.0 was limited, although a number were using social software at home. Limited computer access, computing skills, technical issues and poor peer commitment affected use. Motivation and relevance to the course and practice, in addition to an appreciation of the potential for student-centred and flexible learning, facilitated use. There is scope to broaden the use of e-learning that would engage students in the social construction of knowledge. In addition, experiences of e-learning use could be improved if factors adversely affecting engagement were addressed. © 2010 The Authors. Journal of Advanced Nursing © 2010 Blackwell Publishing Ltd.

How Students Can Be Supported to Apply Geoscientific Knowledge Learned in the Classroom to Phenomena in the Field: An Example from High School Students in Norway

ERIC Educational Resources Information Center

Remmen, Kari Beate; Frøyland, Merethe

2013-01-01

Our study explores how students apply geoscientific knowledge learned in the classroom to phenomena in a field setting. This was investigated by collecting video data from an ordinary high school context in Norway involving one teacher and a class of 17 high school students. We analyzed how the students learned rock identification and relative…

Exploring Teacher Intervention in the Intersection of Digital Resources, Peer Collaboration, and Instructional Design.

PubMed

Strømme, Torunn Aa; Furberg, Anniken

2015-09-01

This paper reports on a case study of the teacher's role as facilitator in computer-supported collaborative learning (CSCL) settings in science. In naturalistic classroom settings, the teacher most often acts as an important resource and provides various forms of guidance during students' learning activities. Few studies, however, have focused on the role of teacher intervention in CSCL settings. By analyzing the interactions between secondary school students and their teacher during a science project, the current study provides insight into the concerns that teachers might encounter when facilitating students' learning processes in these types of settings. The analyses show that one main concern was creating a balance between providing the requested information and supporting students in utilizing each other's knowledge and understanding. Another concern was balancing support on an individual versus group level, and a third concern was directing the students' attention to coexisting conceptual perspectives. Most importantly, however, the analyses show how teacher intervention constitutes the pivotal "glue" that aids students in linking and using coexisting aspects of support such as peer collaboration, digital tools, and instructional design.

Experiences with establishing and implementing learning management system and computer-based test system in medical college.

PubMed

Park, Joo Hyun; Son, Ji Young; Kim, Sun

2012-09-01

The purpose of this study was to establish an e-learning system to support learning in medical education and identify solutions for improving the system. A learning management system (LMS) and computer-based test (CBT) system were established to support e-learning for medical students. A survey of 219 first- and second-grade medical students was administered. The questionnaire included 9 forced choice questions about the usability of system and 2 open-ended questions about necessary improvements to the system. The LMS consisted of a class management, class evaluation, and class attendance system. CBT consisted of a test management, item bank, and authoring tool system. The results of the survey showed a high level of satisfaction in all system usability items except for stability. Further, the advantages of the e-learning system were ensuring information accessibility, providing constant feedback, and designing an intuitive interface. Necessary improvements to the system were stability, user control, readability, and diverse device usage. Based on the findings, suggestions for developing an e-learning system to improve usability by medical students and support learning effectively are recommended.

A survey of university students' perceptions of learning management systems in a low-resource setting using a technology acceptance model.

PubMed

Chipps, Jennifer; Kerr, Jane; Brysiewicz, Petra; Walters, Fiona

2015-02-01

Learning management systems have been widely advocated for the support of distance learning. In low-resource settings, the uptake of these systems by students has been mixed. This study aimed to identify, through the use of the Technology Acceptance Model, the individual, organizational, and technological factors that could be influencing the use of learning management systems. A simple quantitative descriptive survey was conducted of nursing and health science students at a university in South Africa as part of their first exposure to a learning management system. A total of 274 respondents (56.7%) completed the survey questionnaire, made up of 213 nursing respondents (87.7%) and 61 health sciences respondents (25%). Overall, the respondents found the learning management system easy to use and useful for learning. There were significant differences between the two groups of respondents, with the respondents from health sciences being both younger and more computer literate. The nursing respondents, who received more support and orientations, reported finding the learning management system more useful. Recommendations are made for training and support to ensure uptake.

Student Perceptions of Immediate Feedback Testing in Student Centered Chemistry Classes

ERIC Educational Resources Information Center

Schneider, Jamie L.; Ruder, Suzanne M.; Bauer, Christopher F.

2018-01-01

Feedback is an important aspect of the learning process. The immediate feedback assessment technique (IF-AT®) form allows students to receive feedback on their answers during a testing event. Studies with introductory psychology students supported both perceived and real student learning gains when this form was used with testing. Knowing that…

Deepening Understanding of Prior Knowledge: What Diverse First-Generation College Students in the U.S. Can Teach Us

ERIC Educational Resources Information Center

Castillo-Montoya, Milagros

2017-01-01

Educational research indicates that teachers revealing and utilizing students' prior knowledge supports students' academic learning. Yet, the variation in students' prior knowledge is not fully known. To better understand students' prior knowledge, I drew on sociocultural learning theories to examine racially and ethnically diverse college…

Student nurse dyads create a community of learning: proposing a holistic clinical education theory.

PubMed

Ruth-Sahd, Lisa A

2011-11-01

This paper is a report of a qualitative study of students' experiences of cooperative learning in the clinical setting. Although cooperative learning is often used successfully in the classroom, it has not been documented in the clinical setting with sophomore nursing students being paired with other sophomore nursing students. Using a grounded theory methodology a sample of 64 participants (32 student nurse dyads, eight clinical groups, in two different acute care institutions) were observed on their first day in the clinical setting while working as cooperative partners. Interviews were also conducted with students, patients and staff preceptors. Data were collected in the fall of 2008, spring and fall of 2009 and the spring of 2010 using semi-structured interviews and reflective surveys. Data were analysed using the constant comparative method. A holistic clinical education theory for student nurses was identified from the data. This theory includes a reciprocal relationship among five categories relevant to a community of learning: supportive clinical experience; improved transition into practice; enhanced socialization into the profession; increased accountability and responsibility; and emergence of self-confidence as a beginning student nurse. The use of student dyads creates a supportive learning environment while students were able to meet the clinical learning objectives. Cooperative learning in the clinical setting creates a community of learning while instilling very early in the education process the importance of teamwork. This approach to clinical instruction eases the transition from the classroom to the clinical learning environment, and improves patient outcomes. © 2011 Blackwell Publishing Ltd.

Theoretical and practical considerations for the development of online international collaborative learning for dental hygiene students.

PubMed

Gussy, M G; Knevel, R J M; Sigurdson, V; Karlberg, G

2006-08-01

Globalization and concurrent development in computer and communication technology has increased interest in collaborative online teaching and learning for students in higher education institutions. Many institutions and teachers have introduced computer-supported programmes in areas including dental hygiene. The potential for the use of this technology is exciting; however, its introduction should be careful and considered. We suggest that educators wanting to introduce computer-supported programmes make explicit their pedagogical principles and then select technologies that support and exploit these principles. This paper describes this process as it was applied to the development of an international web-based collaborative learning programme for dental hygiene students.

The Impact of Using Mobile-Supported Learning Management Systems in Teaching Web Design on the Academic Success of Students and Their Opinions on the Course

ERIC Educational Resources Information Center

Tezer, Murat; Çimsir, Burcu Turan

2018-01-01

This research aimed to examine the impact of using mobile-supported learning management systems (LMS) in teaching web design on the academic success of students and their opinion on the course; and it was conducted on 70 volunteer students (35 experimental, 35 control) enrolled at Giresun University, Technical Sciences Vocational School, Computer…

Essential Conditions for Technology-Supported, Student-Centered Learning: An Analysis of Student Experiences with Math Out Loud Using the ISTE Standards for Students

ERIC Educational Resources Information Center

Dondlinger, Mary Jo; McLeod, Julie; Vasinda, Sheri

2016-01-01

This article explores links between student experiences with technology-rich mathematics instruction and the ISTE Standards for Students. Research methods applied constructivist grounded theory to analyze data from student interviews against the ISTE Standards for Students to identify which elements of the design of this learning environment…

Numbers Are Not Enough. Why e-Learning Analytics Failed to Inform an Institutional Strategic Plan

ERIC Educational Resources Information Center

Macfadyen, Leah P.; Dawson, Shane

2012-01-01

Learning analytics offers higher education valuable insights that can inform strategic decision-making regarding resource allocation for educational excellence. Research demonstrates that learning management systems (LMSs) can increase student sense of community, support learning communities and enhance student engagement and success, and LMSs…

Balancing the Assessment "of" Learning and "for" Learning in Support of Student Literacy Achievement

ERIC Educational Resources Information Center

Edwards, Patricia A.; Turner, Jennifer D.; Mokhtari, Kouider

2008-01-01

There is a delicate balance between the assessment of learning and assessment for learning. The recommendations included in this Assessment department may be useful for teachers working to achieve this balance and find a more accurate and complete understandings of students' literacy strengths and needs.

Analysing a Web-Based E-Commerce Learning Community: A Case Study in Brazil.

ERIC Educational Resources Information Center

Joia, Luiz Antonio

2002-01-01

Demonstrates the use of a Web-based participative virtual learning environment for graduate students in Brazil enrolled in an electronic commerce course in a Masters in Business Administration program. Discusses learning communities; computer-supported collaborative work and collaborative learning; influences on student participation; the role of…

Tweeting the Night Away: Using Twitter to Enhance Social Presence

ERIC Educational Resources Information Center

Dunlap, Joanna C.; Lowenthal, Patrick R.

2009-01-01

To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of…

Creating a Project-Based Learning Environment to Improve Project Management Skills of Graduate Students

ERIC Educational Resources Information Center

Arantes do Amaral, Joao Alberto; Gonçalves, Paulo; Hess, Aurélio

2015-01-01

This article describes the project-based learning environment created to support project management graduate courses. The paper will focus on the learning context and procedures followed for 13 years, in 47 project-based learning MBA courses, involving approximately 1,400 students and 34 community partners.

Transforming Online Learning through Narrative and Student Agency

ERIC Educational Resources Information Center

Lindgren, Robb; McDaniel, Rudy

2012-01-01

Efforts to improve online learning have focused primarily on the technology platform for delivering educational content and supporting student discourse. In this paper we describe an alternative approach that invokes two powerful forces behind human learning: narrative and agency. Each of these constructs and their potential impacts on learning is…

Integrative Learning: Making Liberal Education Purposeful, Personal, and Practical

ERIC Educational Resources Information Center

Ferren, Ann S.; Anderson, Chad B.

2016-01-01

This chapter explores three key features of integrative learning practice that play a vital role in fostering student success: guidance and support through critical transitions; entire development of the student; and engagement in project-based learning that connects learning to complex, real-world problems, and opportunities that can have…

Empowering Underachieving Adolescents: An Emancipatory Learning Perspective on Underachievement

ERIC Educational Resources Information Center

Ren, Kai; Deakin Crick, Ruth

2013-01-01

The article reports on an empirical study into underachievement of 14-year-old students in four English schools by drawing upon learning power theory and practice. The study examined the characteristic learning power profiles of underachieving and overachieving adolescents, and then used student learning profiles diagnostically to support the…

Designing high-quality interactive multimedia learning modules.

PubMed

Huang, Camillan

2005-01-01

Modern research has broadened scientific knowledge and revealed the interdisciplinary nature of the sciences. For today's students, this advance translates to learning a more diverse range of concepts, usually in less time, and without supporting resources. Students can benefit from technology-enhanced learning supplements that unify concepts and are delivered on-demand over the Internet. Such supplements, like imaging informatics databases, serve as innovative references for biomedical information, but could improve their interaction interfaces to support learning. With information from these digital datasets, multimedia learning tools can be designed to transform learning into an active process where students can visualize relationships over time, interact with dynamic content, and immediately test their knowledge. This approach bridges knowledge gaps, fosters conceptual understanding, and builds problem-solving and critical thinking skills-all essential components to informatics training for science and medicine. Additional benefits include cost-free access and ease of dissemination over the Internet or CD-ROM. However, current methods for the design of multimedia learning modules are not standardized and lack strong instructional design. Pressure from administrators at the top and students from the bottom are pushing faculty to use modern technology to address the learning needs and expectations of contemporary students. Yet, faculty lack adequate support and training to adopt this new approach. So how can faculty learn to create educational multimedia materials for their students? This paper provides guidelines on best practices in educational multimedia design, derived from the Virtual Labs Project at Stanford University. The development of a multimedia module consists of five phases: (1) understand the learning problem and the users needs; (2) design the content to harness the enabling technologies; (3) build multimedia materials with web style standards and human factors principles; (4) user testing; (5) evaluate and improve design.

Autonomy support environment and autonomous motivation on nursing student academic performance: An exploratory analysis.

PubMed

Bronson, Sevilla

2016-09-01

In the U.S., enrollment and graduation rates of baccalaureate nursing programs are slowly increasing. Rigorous program requirements can be overwhelming for students who may have difficulty adjusting to curriculum demands. Faculty who help students to adjust may also build a supportive learning environment that promotes autonomous motivation, improves engagement, and strengthens academic performance. Students may also experience well-being and autonomy when they feel supported and when their needs are met. The aim of this study was to investigate nursing students' autonomy support environments and autonomous motivation (measured as spirituality), and the influence on engagement and academic performance. A cross-sectional correlational design using a convenience sample of 150 nursing students in the last year of a baccalaureate nursing program was used. Participants were recruited from four universities in Florida and data collection occurred over three months. All participants were enrolled in the last year of their baccalaureate nursing program with an average Grade Point Average (GPA) of 3.36. The learning climate alone was moderately supportive of student motivation (M=70.60, SD=18.99). No significant relationship between the autonomy support environment and autonomous motivation (r=.034, p=.676) was found. Correlations and regression analysis of autonomous motivation and work engagement were significant (F (2, 147)=28.28, p=.000). Comparison of participant groups from each university independently revealed supportive learning environments. Strategies to promote autonomy must be developed and implemented as a means of ensuring a favorable learning environment. Future research may include the investigation of spirituality and autonomous motivation as two separate variables. Copyright © 2016 Elsevier Ltd. All rights reserved.

Medical students' perceptions of the patient-centredness of the learning environment.

PubMed

Wilcox, Mark V; Orlando, Megan S; Rand, Cynthia S; Record, Janet; Christmas, Colleen; Ziegelstein, Roy C; Hanyok, Laura A

2017-02-01

Patient-centred care is an important aspect of quality health care. The learning environment may impact medical students' adoption of patient-centred behaviours. All medical students at a single institution received an anonymous, modified version of the Communication, Curriculum, and Culture instrument that measures patient-centredness in the training environment along three domains: role modelling, students' experience, and support for patient-centred behaviours. We compared domain scores and individual items by class year and gender, and qualitatively analyzed responses to two additional items that asked students to describe experiences that demonstrated varying degrees of patient-centredness. Year 1 and 2 students reported greater patient-centredness than year 3 and 4 students in each domain: role modelling (p = 0.03), students' experience (p = <0.001), and support for patient-centred behaviours (p < 0.001). Female students reported less support for patient-centred behaviours compared with male students (p = 0.03). Qualitative analysis revealed that explicit patient-centred curricula and positive role modelling fostered patient-centredness. Themes relating to low degrees of patient-centredness included negative role modelling and students being discouraged from being patient-centred. Students' perceptions of the patient-centredness of the learning environment decreased as students progressed through medical school, despite increasing exposure to patients. Qualitative analysis found that explicit patient-centred curricula cultivated patient-centred attitudes. Role modelling impacted student perceptions of patient-centredness within the learning environment.

Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

ERIC Educational Resources Information Center

MacCallum, Kathryn; Day, Stephanie; Skelton, David; Verhaart, Michael

2017-01-01

Mobile technology promises to enhance and better support students' learning. The exploration and adoption of appropriate pedagogies that enhance learning is crucial for the wider adoption of mobile learning. An increasing number of studies have started to address how existing learning theory can be used to underpin and better frame mobile learning…

Quality of Parental Support and Students' Emotions during Homework: Moderating Effects of Students' Motivational Orientations

ERIC Educational Resources Information Center

Knollmann, Martin; Wild, Elke

2007-01-01

Two studies investigated the relationship between parental support, students' motivational orientations, and students' emotions during homework. It was assumed that intrinsically motivated students would feel better when parents provided much learning autonomy, while extrinsically motivated students would experience more positive affect when…

Supporting Success for All Students

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Macdonald, H.; McDaris, J. R.; Weissmann, G. S.

2015-12-01

The geoscience student population in the United States today does not reflect the diversity of the US population. Not only does this challenge our ability to educate sufficient numbers of students in the geosciences, it also challenges our ability to address issues of environmental justice, to bring geoscience expertise to diverse communities, and to pursue a research agenda reflecting the needs and interests of our nation as a whole. Programs that are successful in supporting students from underrepresented groups attend to the whole student (Jolly et al, 2004) as they develop not only knowledge and skills, but a sense of belonging and a drive to succeed in geoscience. The whole student approach provides a framework for supporting the success of all students, be they members of underrepresented groups or not. Important aspects of support include mentoring and advising, academic support, an inclusive learning community, and opportunities to learn about the profession and to develop geoscience and professional skills. To successfully provide support for the full range of students, it is critical to consider not only what opportunities are available but the barriers different types of students face in accessing these opportunities. Barriers may arise from gaps in academic experiences, crossing into a new and unfamiliar culture, lack of confidence, stereotype threat, implicit bias and other sources. Isolation of geoscience learning from its application and social context may preferentially discourage some groups. Action can be taken to increase support for all students within an individual course, a department or an institution. The InTeGrate STEP Center for the Geosciences, the Supporting and Advancing Geoscience Education at Two-Year Colleges program and the On the Cutting Edge Professional Development for Geoscience Faculty program all provide resources for individuals and departments including on line information, program descriptions, and workshop opportunities.

Students' Perceptions of Blended Learning and its Effectiveness As a Part of Second Year Dental Curriculum

NASA Astrophysics Data System (ADS)

Varthis, Spyridon

The field of dental medical education is one of the most rapidly evolving fields in education. Newer teaching methods are being evaluated and incorporated in dental institutions. One of the promising new methods is the blended learning approach that may involve a "flipped" instructional sequencing, where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking. The author conducted a mixed method, experimental study that focused on second year dental students' perceptions of blended learning and its effectiveness. A sample size of 40 dental students in their second year from a Northeastern Regional Dental School were invited to participate in this study to evaluate a blended learning approach in comparison to a more traditional lecture format. Students who participated in the study, participated in group problem-solving, responded to Likert-type surveys, completed content exams, and were interviewed individually. Based on Likert survey data and interview responses, the participants in the blended learning treatment reported very positive opinions including positive perceptions of the organization, support of meaningful learning and potential merits for use in dental education. There also was evidence that the blended learning group achieved at least as well as the traditional lecture group, and excelled on certain content test items. The results of this study support the conclusion that blended instruction promotes active, in-depth and self-regulated learning. During blended learning, students set standards or goals regarding their learning, evaluate their progress toward these goals, and then adapt and regulate their cognition, motivation, and behavior in order to accomplish their goals. Overall, the results of this research on blended learning, including the use of problem-based learning in group discussions, supports the merits of incorporating blended earning in dental education curricula.

An Integrated Approach to Student Services.

ERIC Educational Resources Information Center

Kelly, Rob

2001-01-01

Describes the comprehensive, coordinated approach to student support services at the University of Wisconsin Learning Innovations, an electronic learning consultation utility that develops online programs for distance learning. Topics include the Learner Relationship Management System, advising opportunities, help desk, administrative Web site,…

Rigor and Support in Racialized Learning Environments: The Case of Graduate Education

ERIC Educational Resources Information Center

Posselt, Julie R.

2018-01-01

Racial and gender dynamics in many learning environments present students from minoritized backgrounds with challenges that must be accounted for in defining both what makes a learning experience rigorous and how faculty can scaffold student growth.

Using e-learning to support clinical skills acquisition: exploring the experiences and perceptions of graduate first-year pre-registration nursing students - a mixed method study.

PubMed

Bloomfield, Jacqueline G; Jones, Anne

2013-12-01

Clinical skills education must accommodate the different needs of nursing students, particularly in view of increasing numbers of graduate entrants. E-learning has been promoted for its ability to engage learners and customise the learning process and evidence supports its use for clinical skill acquisition. However, graduate nursing students have unique needs, and their perceptions and experiences of e-learning require exploration. The aim of the study was to explore graduate first year nursing students' perceptions and experiences of e-learning when used to supplement traditional methods to learn clinical skills. Mixed methods, employing qualitative and quantitative approaches, were used. Eighty-three (46%) participants were recruited from a cohort of graduate students (n=180) enrolled in an accelerated pre-registration nursing programme. Participants completed e-learning educational materials prior to attendance at clinical skills sessions. Focus groups (n=2) explored participants' (n=15) experiences and perceptions of e-learning and identified common issues. Discussions were transcribed verbatim and analysed using a thematic approach. Findings informed the development of a questionnaire which sought to confirm perceptions of e-learning and the perceived value for clinical skills acquisition in the larger student group. Data from questionnaires (n=83) were analysed using descriptive statistics. Students found e-learning valuable for developing clinical skills and, although they viewed it positively, they did not want to relinquish conventional teaching methods, preferring both in combination. Video clips were perceived as the most useful feature while online readings were viewed as the least useful. An underestimate of time requirements, navigational issues and technical difficulties were reported frustrations. Although limited by potential volunteer bias, findings contribute to the ongoing discourse on how e-learning can support clinical skills education and provides insights from the perspective of graduate nursing students. E-learning does not suit the needs of all learners. This must be recognised to enhance the learning experience. Crown Copyright © 2013. Published by Elsevier Ltd. All rights reserved.

Students' perception of the psycho-social clinical learning environment: an evaluation of placement models.

PubMed

Henderson, Amanda; Twentyman, Michelle; Heel, Alison; Lloyd, Belinda

2006-10-01

Nursing is a practice based discipline. A supportive environment has been identified as important for the transfer of learning in the clinical context. The aim of the paper was to assess undergraduate nurses' perceptions of the psychosocial characteristics of clinical learning environments within three different clinical placement models. Three hundred and eight-nine undergraduate nursing students rated their perceptions of the psycho-social learning environment using a Clinical Learning Environment Inventory. There were 16 respondents in the Preceptor model category, 269 respondents in the Facilitation model category and 114 respondents in the clinical education unit model across 25 different clinical areas in one tertiary facility. The most positive social climate was associated with the preceptor model. On all subscales the median score was rated higher than the two other models. When clinical education units were compared with the standard facilitation model the median score was rated higher in all of the subscales in the Clinical Learning Environment Inventory. These results suggest that while preceptoring is an effective clinical placement strategy that provides psycho-social support for students, clinical education units that are more sustainable through their placement of greater numbers of students, can provide greater psycho-social support for students than traditional models.

Supporting Learning from Illustrated Texts: Conceptualizing and Evaluating a Learning Strategy

ERIC Educational Resources Information Center

Schlag, Sabine; Ploetzner, Rolf

2011-01-01

Texts and pictures are often combined in order to improve learning. Many students, however, have difficulty to appropriately process text-picture combinations. We have thus conceptualized a learning strategy which supports learning from illustrated texts. By inducing the processes of information selection, organization, integration, and…

Learning and Language: Supporting Group Work so Group Work Supports Learning

ERIC Educational Resources Information Center

Mylett, Terri; Gluck, Russell

2005-01-01

This paper reports on developments in teaching and learning for first year employment relations students at the University of Wollongong based on creating conditions of learning informed by Vygotsky's "zone of proximal development" theory. Essentially, this meant emphasising collaborative learning (group work) in the lecture theatre and…

A Study on EFL Students' Use of E-Learning Programs for Learning English--Taking a Taiwanese University as an Example

ERIC Educational Resources Information Center

Soong, Darcy

2012-01-01

With its characteristics of repeated practice and easy review, e-Learning programs have been hailed as an effective way for learning foreign languages nowadays. Supported by ICT (Information & Communication Technology), e-Learning offers students self-paced learning whereby learners can control their schedules and it is presumed to be a…

Influence of Game Quests on Pupils' Enjoyment and Goal-Pursuing in Math Learning

ERIC Educational Resources Information Center

Chen, Zhi-Hong; Liao, Calvin C. Y.; Cheng, Hercy N. H.; Yeh, Charles Y. C.; Chan, Tak-Wai

2012-01-01

As a medium for learning, digital games provide promising possibilities to motivate and engage students in subject learning. In this study, a game-based learning system, My-Pet-My-Quest, is developed to support pupils' math learning. This is due to the fact that most students in Taiwan have relatively lower positive attitude towards math learning,…

Effectiveness of Multimedia Elements in Computer Supported Instruction: Analysis of Personalization Effects, Students' Performances and Costs

ERIC Educational Resources Information Center

Zaidel, Mark; Luo, XiaoHui

2010-01-01

This study investigates the efficiency of multimedia instruction at the college level by comparing the effectiveness of multimedia elements used in the computer supported learning with the cost of their preparation. Among the various technologies that advance learning, instructors and students generally identify interactive multimedia elements as…

Real Progress in Maryland: Student Learning Objectives and Teacher and Principal Evaluation

ERIC Educational Resources Information Center

Slotnik, William J.; Bugler, Daniel; Liang, Guodong

2014-01-01

The Maryland State Department of Education (MSDE) is making significant strides in guiding and supporting the implementation of Student Learning Objectives (SLOs) as well as a teacher and principal evaluation (TPE) system statewide. MSDE support focuses on helping districts prepare for full SLO implementation by providing technical assistance with…

Discovering, Supporting, and Promoting Young Children's Passions and Interests: One Teacher's Reflections.

ERIC Educational Resources Information Center

Ferguson, Christine

2001-01-01

Describes the journey of one kindergarten teacher as she discovered, supported, and promoted the passions and interests of an at-risk kindergarten student, and shared in his joys of learning. Details an inquiry project about snakes, initiated by the student's knowledge about snakes, involving field trips, class discussion, learning centers, and…

Towards an Agile Approach to Adapting Dynamic Collaboration Support to Student Needs

ERIC Educational Resources Information Center

Adamson, David; Dyke, Gregory; Jang, Hyeju; Rosé, Carolyn Penstein

2014-01-01

This paper investigates the use of conversational agents to scaffold on-line collaborative learning discussions through an approach called Academically Productive Talk (APT). In contrast to past work on dynamic support for collaborative learning, where agents were used to elevate conceptual depth by leading students through directed lines of…

Language Development Support Systems: Project L.D.S.S. 1988-89. OREA Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Velasquez, Clara

Language Development Support Systems (Project LDSS) offered 215 limited English proficient (LEP) students at two New York City elementary schools the opportunity to improve their English skills through special language learning centers. These language learning centers were established at both schools and provided students with instruction in…

Development of a Supported Self-Directed Learning Approach for Anatomy Education

ERIC Educational Resources Information Center

Findlater, Gordon S.; Kristmundsdottir, Fanney; Parson, Simon H.; Gillingwater, Thomas H.

2012-01-01

The ability to deliver sufficient core anatomical knowledge and understanding to medical students with limited time and resources remains a major challenge for anatomy educators. Here, we report the results of switching from a primarily didactic method of teaching to supported self-directed learning for students studying anatomy as part of…

A Basic Hybrid Library Support Model to Distance Learners in Sudan

ERIC Educational Resources Information Center

Abdelrahman, Omer Hassan

2012-01-01

Distance learning has flourished in Sudan during the last two decades; more and more higher education institutions offer distance learning programmes to off-campus students. Like on-campus students, distance learners should have access to appropriate library and information support services. They also have specific needs for library and…

Student Learning Support Programmes That Demonstrate Tangible Impact on Retention, Pass Rates & Completion. 2nd Edition

ERIC Educational Resources Information Center

Manalo, Emmanuel, Ed.; Marshall, Jenny, Ed.; Fraser, Cath, Ed.

2010-01-01

This report comprises summations and brief case descriptions of some of the effective programmes and other support mechanisms that New Zealand Tertiary Learning Advisors (TLAs) provide for students in universities, polytechnics, institutes of technology, and other tertiary institutions. The programmes demonstrate tangible impact on student…

Teachers' Use of Educative Curriculum Materials to Engage Students in Science Practices

ERIC Educational Resources Information Center

Arias, Anna Maria; Davis, Elizabeth A.; Marino, John-Carlos; Kademian, Sylvie M.; Palincsar, Annemarie Sullivan

2016-01-01

New reform documents underscore the importance of integrating science practices into the learning of science. This integration requires sophisticated teaching that does not often happen. Educative curriculum materials--materials explicitly designed to support teacher and student learning--have been posited as a way to support teachers to achieve…

Accommodation Decision Making for Postsecondary Students With Learning Disabilities: Individually Tailored or One Size Fits All?

PubMed

Weis, Robert; Dean, Emily L; Osborne, Karen J

2016-09-01

Clinicians uniformly recommend accommodations for college students with learning disabilities; however, we know very little about which accommodations they select and the validity of their recommendations. We examined the assessment documentation of a large sample of community college students receiving academic accommodations for learning disabilities to determine (a) which accommodations their clinicians recommended and (b) whether clinicians' recommendations were supported by objective data gathered during the assessment process. In addition to test and instructional accommodations, many clinicians recommended that students with learning disabilities should have different educational expectations, standards, and methods of evaluation (i.e., grading) than their nondisabled classmates. Many of their recommendations for accommodations were not supported by objective evidence from students' history, diagnosis, test data, and current functioning. Furthermore, clinicians often recommended accommodations that were not specific to the student's diagnosis or area of disability. Our findings highlight the need for individually selected accommodations matched to students' needs and academic contexts. © Hammill Institute on Disabilities 2014.

Impact of an iDevice application on student learning in an occupational therapy kinesiology course.

PubMed

Hughes, Jason K; Kearney, Pamalyn

2017-01-01

As technology continues to evolve, and information is increasingly accessed through smartphones and tablets, it is essential for university faculty to reassess teaching methodologies. This study explored how use of an iDevice application (app) by participants enrolled in an entry-level occupational therapy kinesiology course affected student learning in the course. This iDevice app was developed through a collaboration between the lead author and the Department of Technology Enhanced Learning and Innovation at Augusta University. The iDevice app was released to the public via the Apple ® App Store at the midpoint of the kinesiology course. All students were invited to use the app. Focus groups were conducted with 19 students recruited from the first year cohort of occupational therapy graduate students. These focus groups were conducted at the end of the semester once grades had been submitted. Thematic analysis of focus group transcripts revealed three themes reflecting how participants perceived app use impacting their learning. Participants report the app facilitated learning through provision of visual content, serving as a reliable source of information, and generally supporting the learning process. The Kinesiology Pro Consult App provided on demand learning, allowing students to be more autonomous with their learning and take advantage of opportunities to learn anywhere and anytime. Finally, participants reported the app allowed them to be more efficient in their learning, possibly allowing more time for other courses. Mobile device apps that support student learning in specific content areas may provide positive benefits to student learning both in the specific course related to the app but also in other courses as a result of increased efficiency in learning.

Impact of an iDevice application on student learning in an occupational therapy kinesiology course

PubMed Central

Kearney, Pamalyn

2017-01-01

Background As technology continues to evolve, and information is increasingly accessed through smartphones and tablets, it is essential for university faculty to reassess teaching methodologies. This study explored how use of an iDevice application (app) by participants enrolled in an entry-level occupational therapy kinesiology course affected student learning in the course. This iDevice app was developed through a collaboration between the lead author and the Department of Technology Enhanced Learning and Innovation at Augusta University. Methods The iDevice app was released to the public via the Apple® App Store at the midpoint of the kinesiology course. All students were invited to use the app. Focus groups were conducted with 19 students recruited from the first year cohort of occupational therapy graduate students. These focus groups were conducted at the end of the semester once grades had been submitted. Results Thematic analysis of focus group transcripts revealed three themes reflecting how participants perceived app use impacting their learning. Participants report the app facilitated learning through provision of visual content, serving as a reliable source of information, and generally supporting the learning process. The Kinesiology Pro Consult App provided on demand learning, allowing students to be more autonomous with their learning and take advantage of opportunities to learn anywhere and anytime. Finally, participants reported the app allowed them to be more efficient in their learning, possibly allowing more time for other courses. Conclusions Mobile device apps that support student learning in specific content areas may provide positive benefits to student learning both in the specific course related to the app but also in other courses as a result of increased efficiency in learning. PMID:29184895

Finding the Right Fit: Helping Students Apply Theory to Service-Learning Contexts

ERIC Educational Resources Information Center

Ricke, Audrey

2018-01-01

Background: Although past studies of service-learning focus on assessing student growth, few studies address how to support students in applying theory to their service-learning experiences. Yet, the task of applying theory is a central component of critical reflections within the social sciences in higher education and often causes anxiety among…

Using Research to Inform Learning Technology Practice and Policy: A Qualitative Analysis of Student Perspectives

ERIC Educational Resources Information Center

Russell, Carol; Malfroy, Janne; Gosper, Maree; McKenzie, Jo

2014-01-01

As learning technologies are now integral to most higher education student learning experiences, universities need to make strategic choices about what technologies to adopt and how to best support and develop the use of these technologies, particularly in a climate of limited resources. Information from students is therefore a valuable…

Orchestrating 21st Century Learning in Higher Education: A Perspective on Student Voice

ERIC Educational Resources Information Center

Hämäläinen, Raija; Kiili, Carita; Smith, Blaine E.

2017-01-01

For universities to meet the 21st-century learning needs of today's students, it is important they allow students to take an active role in developing pedagogy and sharing their perspective. This paper introduces design-based research aiming to develop a pedagogic approach to support technology-enhanced learning practices at the university level…

Intercultural Learning--An Undergraduate Module Supporting the Development of Students' Cultural Awareness in International Settings

ERIC Educational Resources Information Center

Colaiacomo, Silvia; Puntil, Donata

2018-01-01

This report illustrates the context and development of the Intercultural Learning module, provided by the Modern Language Centre (MLC), King's College London. The Intercultural Learning Module is a one semester undergraduate course mostly attended by visiting study abroad students. The module aims to enhance students' intercultural awareness and…

E-Learning: Students Input for Using Mobile Devices in Science Instructional Settings

ERIC Educational Resources Information Center

Yilmaz, Ozkan

2016-01-01

A variety of e-learning theories, models, and strategy have been developed to support educational settings. There are many factors for designing good instructional settings. This study set out to determine functionality of mobile devices, students who already have, and the student needs and views in relation to e-learning settings. The study…

Three Secondary School Teachers Implementing Student-Centred Learning in Iraqi Kurdistan

ERIC Educational Resources Information Center

Burner, Tony; Madsen, Janne; Zako, Nadia; Ismail, Adham

2017-01-01

In Iraqi Kurdistan, the educational system is going through significant changes. The educational system influences the students' attitudes, and one wants the educational system to support the young democracy. In this study, student-centred learning (SCL) is seen as a first step to learning, but also to participation and engagement as a citizen.…

Mathematical Problem Solving among Latina/o Kindergartners: An Analysis of Opportunities to Learn

ERIC Educational Resources Information Center

Turner, Erin E.; Celedon-Pattichis, Sylvia

2011-01-01

This study explores opportunities to learn mathematics problem solving for Latina/o students in 3 kindergarten classrooms in the southwest. Mixed methods were used to examine teaching practices that engaged Latina/o students in problem solving and supported their learning. Findings indicate that although students in all 3 classrooms showed growth…

A Knowledge Engineering Approach to Developing Educational Computer Games for Improving Students' Differentiating Knowledge

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Sung, Han-Yu; Hung, Chun-Ming; Yang, Li-Hsueh; Huang, Iwen

2013-01-01

Educational computer games have been recognized as being a promising approach for motivating students to learn. Nevertheless, previous studies have shown that without proper learning strategies or supportive models, the learning achievement of students might not be as good as expected. In this study, a knowledge engineering approach is proposed…

Scaffolded Semi-Flipped General Chemistry Designed to Support Rural Students' Learning

ERIC Educational Resources Information Center

Lenczewski, Mary S.

2016-01-01

Students who lack academic maturity can sometimes feel overwhelmed in a fully flipped classroom. Here an alternative, the Semi-Flipped method, is discussed. Rural students, who face unique challenges in transitioning from high school learning to college-level learning, can particularly profit from the use of the Semi-Flipped method in the General…

Engaging Learners through Interactive Media: Findings and Implications from a Technology Enhanced Problem-Based Learning Environment

ERIC Educational Resources Information Center

Horton, Lucas; Liu, Min; Olmanson, Justin; Toprac, Paul

2011-01-01

In this paper we explore students' engagement in a new media enhanced problem-based learning (PBL) environment and investigate the characteristics of these environments that facilitate learning. We investigated both student experiences using a new media enhanced PBL environment and the specific elements students found most supportive of their…

New Technology, New Pedagogy? Employing Video Podcasts in Learning and Teaching about Exotic Ecosystems

ERIC Educational Resources Information Center

Hill, Jennifer L.; Nelson, Amanda

2011-01-01

This paper examines the experiences of undergraduate university students in response to the employment of video podcasts to support learning and teaching about exotic ecosystems. Six, 15-20-minute podcasts were made accessible to students through a virtual learning environment, either online or to download to mobile technology. The students were…

Othering in Online Learning: An Examination of Social Presence, Identity, and Sense of Community

ERIC Educational Resources Information Center

Phirangee, Krystle; Malec, Alesia

2017-01-01

Fostering a strong sense of community among students in online courses is the goal of many instructors because it is seen as being essential in supporting students' learning experiences. However, high dropout rates in online learning suggest that students feel disconnected and isolated from their course, feelings which have been attributed to the…

The Development and Publication of Elementary Mathematics Textbooks: Let the Buyer Beware!

ERIC Educational Resources Information Center

Reys, Barbara J.; Reys, Robert E.

2006-01-01

Mathematics textbooks are critical tools for student learning in American classrooms. Teachers use them daily to plan and deliver lessons, and students use them in class to explore and learn mathematics. Given textbooks' potential to support student learning, it is important to understand how they are developed. While pressure is growing on…

Transforming Classrooms into Learning Studios: What Does It Take to Make Classrooms a Living Space?

ERIC Educational Resources Information Center

Aslan, Sinem; Reigeluth, Charles M.; Mete, Sinem Emine

2016-01-01

In this article, the authors start with a description of the learner-centered paradigm of education. The key tenets of the paradigm are outlined as: Competency-based student progress, competency-based student assessment and records, personal learning plans, project-based learning, just-in-time instructional support, student as self-directed…

Use of Analogy in Learning Physics: The Role of Representations

ERIC Educational Resources Information Center

Podolefsky, Noah S.; Finkelstein, Naoh D.

2006-01-01

Previous studies have demonstrated that analogies can promote student learning in physics and can be productively taught to students to support their learning, under certain conditions. We build on these studies to explore the use of analogy by students in a large introductory college physics course. In the first large-scale study of its kind, we…

Supporting Social Awareness in Collaborative E-Learning

ERIC Educational Resources Information Center

Lambropoulos, Niki; Faulkner, Xristine; Culwin, Fintan

2012-01-01

In the last decade, we have seen the emergence of virtual learning environments. Initially, these environments were a little more than document repositories that tutor used unicast to the students. Informed in part by social constructivist theories of education, later environments included capabilities for tutor-student and student-student,…

Students' Views of Collaboration and Online Participation in Knowledge Forum

ERIC Educational Resources Information Center

Chan, Carol K. K.; Chan, Yuen-Yan

2011-01-01

This study examined students- views of collaboration and learning, and investigated how these predict students- online participation in a computer-supported learning environment. The participants were 521 secondary school students in Hong Kong, who took part in online collaborative inquiry conducted using Knowledge Forum[TM]. We developed a…

Enhancing Undergraduate Chemistry Learning by Helping Students Make Connections among Multiple Graphical Representations

ERIC Educational Resources Information Center

Rau, Martina A.

2015-01-01

Multiple representations are ubiquitous in chemistry education. To benefit from multiple representations, students have to make connections between them. However, connection making is a difficult task for students. Prior research shows that supporting connection making enhances students' learning in math and science domains. Most prior research…