Group Formation Based on Learning Styles: Can It Improve Students' Teamwork?

ERIC Educational Resources Information Center

Kyprianidou, Maria; Demetriadis, Stavros; Tsiatsos, Thrasyvoulos; Pombortsis, Andreas

2012-01-01

This work explores the impact of teacher-led heterogeneous group formation on students' teamwork, based on students' learning styles. Fifty senior university students participated in a project-based course with two key organizational features: first, a web system (PEGASUS) was developed to help students identify their learning styles and…

Statistical Inference and Simulation with StatKey

ERIC Educational Resources Information Center

Quinn, Anne

2016-01-01

While looking for an inexpensive technology package to help students in statistics classes, the author found StatKey, a free Web-based app. Not only is StatKey useful for students' year-end projects, but it is also valuable for helping students learn fundamental content such as the central limit theorem. Using StatKey, students can engage in…

Characterizing Student Perceptions of and Buy-In toward Common Formative Assessment Techniques

ERIC Educational Resources Information Center

Brazeal, Kathleen R.; Brown, Tanya L.; Couch, Brian A.

2016-01-01

Formative assessments (FAs) can occur as preclass assignments, in-class activities, or postclass homework. FAs aim to promote student learning by accomplishing key objectives, including clarifying learning expectations, revealing student thinking to the instructor, providing feedback to the student that promotes learning, facilitating peer…

Explicating the Role of Mathematical Tasks in Conceptual Learning: An Elaboration of the Hypothetical Learning Trajectory

ERIC Educational Resources Information Center

Simon, Martin A.; Tzur, Ron

2004-01-01

Simon's (1995) development of the construct of hypothetical learning trajectory (HLT) offered a description of key aspects of planning mathematics lessons. An HLT consists of the goal for the students' learning, the mathematical tasks that will be used to promote student learning, and hypotheses about the process of the students' learning.…

Judgment of Learning, Monitoring Accuracy, and Student Performance in the Classroom Context

ERIC Educational Resources Information Center

Cao, Li; Nietfeld, John L.

2005-01-01

As a key component in self-regulated learning, the ability to accurately judge the status of learning enables students to become strategic and effective in the learning process. Weekly monitoring exercises were used to improve college students' (N = 94) accuracy of judgment of learning over a 14-week educational psychology course. A time series…

Characterizing Student Perceptions of and Buy-In toward Common Formative Assessment Techniques

PubMed Central

Brazeal, Kathleen R.; Brown, Tanya L.; Couch, Brian A.

2016-01-01

Formative assessments (FAs) can occur as preclass assignments, in-class activities, or postclass homework. FAs aim to promote student learning by accomplishing key objectives, including clarifying learning expectations, revealing student thinking to the instructor, providing feedback to the student that promotes learning, facilitating peer interactions, and activating student ownership of learning. While FAs have gained prominence within the education community, we have limited knowledge regarding student perceptions of these activities. We used a mixed-methods approach to determine whether students recognize and value the role of FAs in their learning and how students perceive course activities to align with five key FA objectives. To address these questions, we administered a midsemester survey in seven introductory biology course sections that were using multiple FA techniques. Overall, responses to both open-ended and closed-ended questions revealed that the majority of students held positive perceptions of FAs and perceived FAs to facilitate their learning in a variety of ways. Students consistently considered FA activities to have accomplished particular objectives, but there was greater variation among FAs in how students perceived the achievement of other objectives. We further discuss potential sources of student resistance and implications of these results for instructor practice. PMID:27909023

Introductory Biology Students’ Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding

PubMed Central

Sabel, Jaime L.; Dauer, Joseph T.; Forbes, Cory T.

2017-01-01

Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be used to help students engage in self-regulated learning and generate internal feedback to improve their learning. This study examined the use of enhanced answer keys with added reflection questions and instruction as scaffolds for engaging undergraduate students in self-regulated learning within an introductory biology course. Study findings show that both the enhanced answer keys and reflection questions helped students to engage in metacognition and develop greater understanding of biological concepts. Further, students who received additional instruction on the use of the scaffolds changed how they used them and, by the end of the semester, were using the scaffolds in significantly different ways and showed significantly higher learning gains than students who did not receive the instruction. These findings provide evidence for the benefit of designing scaffolds within biology courses that will support students in engaging in metacognition and enhancing their understanding of biological concepts. PMID:28645893

Active Learning: Engaging Students to Maximize Learning in an Online Course

ERIC Educational Resources Information Center

Khan, Arshia; Egbue, Ona; Palkie, Brooke; Madden, Janna

2017-01-01

Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the only social presence between the faculty…

Energized Learning

Science.gov Websites

Energized Learning Students Lessons Bullet Getting Started Bullet Bringing It Home Bullet Unit activities with keys to subject matter standards. As students work through one or more of the standards-based Why Use the Energized Learning Site? How will teachers and Students Use the Energized Learning Site

Curricular Learning Communities and Unprepared Students: How Faculty Can Provide a Foundation for Success

ERIC Educational Resources Information Center

Engstrom, Cathy McHugh

2008-01-01

The pedagogical assumptions and teaching practices of learning community models reflect exemplary conditions for learning, so using these models with unprepared students seems desirable and worthy of investigation. This chapter describes the key role of faculty in creating active, integrative learning experiences for students in basic skills…

Student Attitudes toward Learning Analytics in Higher Education: “The Fitbit Version of the Learning World”

PubMed Central

Roberts, Lynne D.; Howell, Joel A.; Seaman, Kristen; Gibson, David C.

2016-01-01

Increasingly, higher education institutions are exploring the potential of learning analytics to predict student retention, understand learning behaviors, and improve student learning through providing personalized feedback and support. The technical development of learning analytics has outpaced consideration of ethical issues surrounding their use. Of particular concern is the absence of the student voice in decision-making about learning analytics. We explored higher education students' knowledge, attitudes, and concerns about big data and learning analytics through four focus groups (N = 41). Thematic analysis of the focus group transcripts identified six key themes. The first theme, “Uninformed and Uncertain,” represents students' lack of knowledge about learning analytics prior to the focus groups. Following the provision of information, viewing of videos and discussion of learning analytics scenarios three further themes; “Help or Hindrance to Learning,” “More than a Number,” and “Impeding Independence”; represented students' perceptions of the likely impact of learning analytics on their learning. “Driving Inequality” and “Where Will it Stop?” represent ethical concerns raised by the students about the potential for inequity, bias and invasion of privacy and the need for informed consent. A key tension to emerge was how “personal” vs. “collective” purposes or principles can intersect with “uniform” vs. “autonomous” activity. The findings highlight the need the need to engage students in the decision making process about learning analytics. PMID:28066285

Students' Reflections on Industry Placement: Comparing Four Undergraduate Work-Integrated Learning Streams

ERIC Educational Resources Information Center

Hughes, Karen; Mylonas, Aliisa; Benckendorff, Pierre

2013-01-01

This paper compares four work-integrated learning (WIL) streams embedded in a professional Development course for tourism, hospitality and event management students. Leximancer was used to analyze key themes emerging from reflective portfolios completed by the 137 students in the course. Results highlight that student learning outcomes and…

Shaping the Future of Learning Using the Student Voice: We're Listening but Are We Hearing Clearly?

ERIC Educational Resources Information Center

Meadows, Chris; Soper, Kate; Cullen, Rod; Wasiuk, Catherine; McAllister-Gibson, Colin; Danby, Phil

2016-01-01

Student voice data is a key factor as Manchester Metropolitan University strives to continually improve institutional technology enhanced learning (TEL) infrastructure. A bi-annual Institutional Student Survey enables students to communicate their experience of learning, teaching and assessment on programmes and specific units studied. Each cycle…

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

PubMed

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

2018-01-01

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

Biomedical Ph.D. students enrolled in two elite universities in the United kingdom and the United States report adopting multiple learning relationships.

PubMed

Kemp, Matthew W; Lazarus, Benjamin M; Perron, Gabriel G; Hanage, William P; Chapman, Elaine

2014-01-01

The ability to form multiple learning relationships is a key element of the doctoral learning environment in the biomedical sciences. Of these relationships, that between student and supervisor has long been viewed as key. There are, however, limited data to describe the student perspective on what makes this relationship valuable. In the present study, we discuss the findings of semi-structured interviews with biomedical Ph.D. students from the United Kingdom and the United States to: i) determine if the learning relationships identified in an Australian biomedical Ph.D. cohort are also important in a larger international student cohort; and ii) improve our understanding of student perceptions of value in their supervisory relationships. 32 students from two research intensive universities, one in the United Kingdom (n = 17), and one in the United States (n = 15) were recruited to participate in a semi-structured interview. Verbatim transcripts were transcribed, validated and analysed using a Miles and Huberman method for thematic analysis. Students reported that relationships with other Ph.D. students, post-doctoral scientists and supervisors were all essential to their learning. Effective supervisory relationships were perceived as the primary source of high-level project guidance, intellectual support and confidence. Relationships with fellow students were viewed as essential for the provision of empathetic emotional support. Technical learning was facilitated, almost exclusively, by relationships with postdoctoral staff. These data make two important contributions to the scholarship of doctoral education in the biomedical sciences. Firstly, they provide further evidence for the importance of multiple learning relationships in the biomedical doctorate. Secondly, they clarify the form of a 'valued' supervisory relationship from a student perspective. We conclude that biomedical doctoral programs should be designed to contain a minimum level of formalised structure to promote the development of multiple learning relationships that are perceived as key to student learning.

Biomedical Ph.D. Students Enrolled in Two Elite Universities in the United Kingdom and the United States Report Adopting Multiple Learning Relationships

PubMed Central

Kemp, Matthew W.; Lazarus, Benjamin M.; Perron, Gabriel G.; Hanage, William P.; Chapman, Elaine

2014-01-01

Objective The ability to form multiple learning relationships is a key element of the doctoral learning environment in the biomedical sciences. Of these relationships, that between student and supervisor has long been viewed as key. There are, however, limited data to describe the student perspective on what makes this relationship valuable. In the present study, we discuss the findings of semi-structured interviews with biomedical Ph.D. students from the United Kingdom and the United States to: i) determine if the learning relationships identified in an Australian biomedical Ph.D. cohort are also important in a larger international student cohort; and ii) improve our understanding of student perceptions of value in their supervisory relationships. Study Design 32 students from two research intensive universities, one in the United Kingdom (n = 17), and one in the United States (n = 15) were recruited to participate in a semi-structured interview. Verbatim transcripts were transcribed, validated and analysed using a Miles and Huberman method for thematic analysis. Results Students reported that relationships with other Ph.D. students, post-doctoral scientists and supervisors were all essential to their learning. Effective supervisory relationships were perceived as the primary source of high-level project guidance, intellectual support and confidence. Relationships with fellow students were viewed as essential for the provision of empathetic emotional support. Technical learning was facilitated, almost exclusively, by relationships with postdoctoral staff. Conclusions These data make two important contributions to the scholarship of doctoral education in the biomedical sciences. Firstly, they provide further evidence for the importance of multiple learning relationships in the biomedical doctorate. Secondly, they clarify the form of a ‘valued’ supervisory relationship from a student perspective. We conclude that biomedical doctoral programs should be designed to contain a minimum level of formalised structure to promote the development of multiple learning relationships that are perceived as key to student learning. PMID:25054473

Welding. Student Learning Guide.

ERIC Educational Resources Information Center

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains 30 modules for completing a course in welding. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student self-check…

Team-Based Learning in a Statistical Literacy Class

ERIC Educational Resources Information Center

St. Clair, Katherine; Chihara, Laura

2012-01-01

Team-based learning (TBL) is a pedagogical strategy that uses groups of students working together in teams to learn course material. The main learning objective in TBL is to provide students the opportunity to "practice" course concepts during class-time. A key feature is multiple-choice quizzes that students take individually and then re-take as…

Incorporating Active Learning Techniques into a Genetics Class

ERIC Educational Resources Information Center

Lee, W. Theodore; Jabot, Michael E.

2011-01-01

We revised a sophomore-level genetics class to more actively engage the students in their learning. The students worked in groups on quizzes using the Immediate Feedback Assessment Technique (IF-AT) and active-learning projects. The IF-AT quizzes allowed students to discuss key concepts in small groups and learn the correct answers in class. The…

Education Leaders' Guide to Transforming Student and Learning Supports. A Center Guide

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2014

2014-01-01

New directions for student and learning supports are key to systemically addressing barriers to learning and teaching. The aim is to unify and then develop a comprehensive and equitable system of student/learning supports at every school. This guide incorporates years of research and prototype development and a variety of examples from…

Melding Service Learning and Leadership Skills Development: Keys to Effective Course Design

ERIC Educational Resources Information Center

Lester, Scott W.

2015-01-01

The author presents keys to designing a class that successfully melds service learning and student leadership development. These prescriptions are based on the lessons learned over 8 years of teaching a class titled "Community Leadership." This class emphasizes experiential learning and revolves around service learning projects. The…

Who Wants to Be a Biologist? An Excellent Quiz Tool for Students

ERIC Educational Resources Information Center

Turner, Ian J.

2008-01-01

Lectures tend to be a largely passive experience with respect to student learning and it has been shown that engaging students in their own learning can increase their understanding. Quizzes have been shown to be a mechanism that improves the student learning experience, and other key factors such as a competitive environment, enjoyment, and a…

Interactions of Chemistry Teachers with Gifted Students in a Regular High-School Chemistry Classroom

ERIC Educational Resources Information Center

Benny, Naama; Blonder, Ron

2018-01-01

Regular high-school chemistry teachers view gifted students as one of several types of students in a regular (mixed-ability) classroom. Gifted students have a range of unique abilities that characterize their learning process: mostly they differ in three key learning aspects: their faster learning pace, increased depth of understanding, and…

Key Issues in Sex Education: Reflecting on Teaching, Learning and Assessment

ERIC Educational Resources Information Center

Oerton, Sarah; Bowen, Helen

2014-01-01

Drawing upon critical reflections of staff and student experiences of teaching, learning and assessment on an undergraduate module entitled Key Issues in Sex Education, we discuss the strategies used to engage students in debates around sex and relationships education (SRE). To date, there is little research which evaluates how formal assessments…

Student Engagement in Learning Vocabulary with CALL

ERIC Educational Resources Information Center

Stroud, Robert

2014-01-01

Ensuring that students are "engaged" in learning is a key concern for instructors across many fields. With regards to vocabulary in language learning, teachers should provide students with tasks which promote high levels of motivation and resultant engagement. The recent trend of online systems which have dynamic, collaborative, and even…

Machine Shop. Student Learning Guide.

ERIC Educational Resources Information Center

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains eight modules for completing a course in machine shop. It is designed especially for use in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities and resources, information sheets, student self-check with answer key,…

Harry Potter and the Dichotomous Key

ERIC Educational Resources Information Center

Crowther, David T.

2003-01-01

In this lesson, students use Bertie Bott's Every Flavor Beans--a "wild" candy written about in the Harry Potter books and now available in stores--to learn about classification and dichotomous keys. In these activities, students sort jelly beans according to a key and then construct a key for a "new" flavor of beans. Students then build on their…

Legitimisation, personalisation and maturation: Using the experiences of a compulsory mobile curriculum to reconceptualise mobile learning.

PubMed

Joynes, Viktoria; Fuller, Richard

2016-06-01

Smartphone use is well established in society, with increasing acceptance in many professional workplaces. Despite the growth in mobile resources, how students and teachers benefit from these devices remains under-researched. An exploration of student and educators views on the impact of mobile learning re-sources on placement learning experiences as part of the Leeds 'MBChB Mobile' programme. Focus groups incorporating visual methodologies were undertaken with students from each year group; semi-structured interviews were undertaken with clinical teaching staff, including those who experienced the mobile programme as students themselves. Four key themes emerged. 'Maturity of learning', related to the way in which senior students use resources in a more nuanced way than junior colleagues. 'Learning differently', identified 'personalisation' and 'just in time' opportunities that mobile resources afforded. 'Learning legitimately' was identified by students as key to ensuring they adopted appropriate behaviours in relation to mobile learning. Using mobile resources at undergraduate level was found to 'change learning patterns for life'. There is a need to further develop the educational theory behind using mobile resources for learning. The results here suggest that mobile technologies are shaping learning behaviours, and are an indicator of learning maturity, reflecting the wider context of societal enculturation.

Assessing the Impact of Lesson Study on the Teaching Practice of Middle School Science Teachers

NASA Astrophysics Data System (ADS)

Grove, Michael C.

Despite wave after wave of educational reform in the United States our students continue to lag behind their peers in other industrialized countries on virtually all measures of academic achievement. Effective professional development (PD) is seen as a key to improving instructional practice and therefore student learning, but traditional forms of PD have been wholly unsuccessful in changing teaching practice. Over the last two decades an emerging body of research has identified some key features of effective PD that seem to create meaningful change and improvement in instructional practice. Some of this research highlights the promise of adapting Japanese lesson study (LS) to the American context as a means of incrementally improving instruction. Much of the existing research around LS is descriptive in nature and offers little insight into if and how participation in LS impacts subsequent instructional practice. This study utilized case study methodology to examine the instructional practice of one group of four middle school science teachers before, during, and after participation in LS. The study attempted to identify specific learning outcomes of a LS process, to identify influences on teacher learning during LS, and to identify subsequent changes in the instructional practice of participants resulting from participation in LS. Key findings from the study include significant teacher learning derived from the LS process, the identification of influences that enhanced or inhibited teacher learning, and clear evidence that participants successfully integrated learning from the LS into subsequent instructional practice. Learning outcomes included deepening of subject matter knowledge, increased understanding of student thinking and abilities, clarity of expectations for student performance, recognition of the ineffectiveness of past instructional practice, specific instructional strategies, shared student learning goals, and an increased commitment to future development of student learning. Influences supporting teacher learning were trust and honest dialogue among participants, focused collaboration, examination of student work, and the opportunity to watch other teachers deliver instruction. Influences inhibiting teacher learning related to failure to adhere to key features of the LS protocol. The study offers initial evidence confirming the promise of LS as a model of effective PD.

Learning-to-Learn and Learning-to-Teach: The Impact of Disciplinary Subject Study on Student-Teachers' Professional Identity

ERIC Educational Resources Information Center

Rogers, Graham

2011-01-01

A coherent view of student-teachers' preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university-based teacher-education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student-teacher experience is still a relatively limited one. This paper…

Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning.

PubMed

Meade, Oonagh; Bowskill, Dianne; Lymn, Joanne S

2011-01-11

There is growing research on student use of podcasts in academic settings. However, there is little in-depth research focusing on student experience of podcasts, in particular in terms of barriers to, and facilitators of, podcast use and students' perceptions of the usefulness of podcasts as learning tools. This study aimed to explore the experiences of non-medical prescribing students who had access to podcasts of key pharmacology lectures as supplementary learning tools to their existing course materials. Semi-structured interviews were carried out with seven non-medical prescribing students (average age = 43 years), all of whom were nurses, who had access to seven podcasts of key pharmacology lectures. These podcasts took the form of downloadable audio lecture recordings available through the virtual learning environment WebCT. Low, medium and high users of the podcasts took part in the interviews in order to access a variety of student experiences. Interview data was analysed using thematic template analysis to identify key themes surrounding student experience of podcast availability, particularly in relation to barriers to and facilitators of podcast use, and students' experiences of podcasts as a learning tool. Students used podcasts for a variety of reasons such as revisiting lectures, preparing for exams, to clarify or revise specific topics and, to a lesser extent, to catch up on a missed lecture. Barriers to podcast use centred mainly around technological issues. Lack of experience of the technology required to access podcasts proved a barrier for some students. A lack of access to suitable technology was also a reported barrier. Family assistance and I.T. assistance from the university helped facilitate students' use of the podcasts. Students found that using podcasts allowed them to have greater control over their learning and to gauge their learning needs, as well as helping them build their understanding of a complex topic. Students used podcasts for a variety of reasons. Barriers to podcasts use were generally related to technological issues. Students often found that once assistance had been gained regarding these technological issues, they accessed the podcasts more easily. Students felt that access to podcasts added value to their learning materials by allowing them to better manage their learning and build their understanding. Podcasts represent a valuable additional learning tool for this specific group of older students.

Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning

PubMed Central

2011-01-01

Background There is growing research on student use of podcasts in academic settings. However, there is little in-depth research focusing on student experience of podcasts, in particular in terms of barriers to, and facilitators of, podcast use and students' perceptions of the usefulness of podcasts as learning tools. This study aimed to explore the experiences of non-medical prescribing students who had access to podcasts of key pharmacology lectures as supplementary learning tools to their existing course materials. Methods Semi-structured interviews were carried out with seven non-medical prescribing students (average age = 43 years), all of whom were nurses, who had access to seven podcasts of key pharmacology lectures. These podcasts took the form of downloadable audio lecture recordings available through the virtual learning environment WebCT. Low, medium and high users of the podcasts took part in the interviews in order to access a variety of student experiences. Interview data was analysed using thematic template analysis to identify key themes surrounding student experience of podcast availability, particularly in relation to barriers to and facilitators of podcast use, and students' experiences of podcasts as a learning tool. Results Students used podcasts for a variety of reasons such as revisiting lectures, preparing for exams, to clarify or revise specific topics and, to a lesser extent, to catch up on a missed lecture. Barriers to podcast use centred mainly around technological issues. Lack of experience of the technology required to access podcasts proved a barrier for some students. A lack of access to suitable technology was also a reported barrier. Family assistance and I.T. assistance from the university helped facilitate students' use of the podcasts. Students found that using podcasts allowed them to have greater control over their learning and to gauge their learning needs, as well as helping them build their understanding of a complex topic. Conclusions Students used podcasts for a variety of reasons. Barriers to podcasts use were generally related to technological issues. Students often found that once assistance had been gained regarding these technological issues, they accessed the podcasts more easily. Students felt that access to podcasts added value to their learning materials by allowing them to better manage their learning and build their understanding. Podcasts represent a valuable additional learning tool for this specific group of older students. PMID:21223547

Enterprise Education: Learning through Personal Experience

ERIC Educational Resources Information Center

Jones, Colin

2009-01-01

This paper outlines the development of a reflective process through which student feelings are brought to the surface to advance their learning outcomes. A key notion in relation to the capacity of student development is the ability of students to alter their collective habits of thought and in turn the nature of the learning environment. The…

Discontinuities in University Student Experiences of Learning through Discussions

ERIC Educational Resources Information Center

Ellis, Robert A.; Calvo, Rafael A.

2006-01-01

This article reports on research into the student experience of learning through discussions in a third-year undergraduate engineering subject. Information engineering students studying e-commerce were required to engage in face-to-face and online discussions as a key aspect of their learning experience. This study investigates the quality of the…

Engineering Students' Experiences from Physics Group Work in Learning Labs

ERIC Educational Resources Information Center

Mellingsaeter, Magnus Strøm

2014-01-01

Background: This paper presents a case study from a physics course at a Norwegian university college, investigating key aspects of a group-work project, so-called learning labs, from the participating students' perspective. Purpose: In order to develop these learning labs further, the students' perspective is important. Which aspects are essential…

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…

Using Students' Performance to Improve Ontologies for Intelligent E-Learning System

ERIC Educational Resources Information Center

Icoz, Kutay; Sanalan, Vehbi A.; Ozdemir, Esra Benli; Kaya, Sukru; Cakar, Mehmet Akif

2015-01-01

Ontologies have often been recommended for E-learning systems, but few efforts have successfully incorporated student data to represent knowledge conceptualizations. Defining key concepts and their relations between each other establishes the backbone of our E-learning system. The system guides an individual student through his/her course by…

Modeling Students' Readiness to Adopt Mobile Learning in Higher Education: An Empirical Study

ERIC Educational Resources Information Center

Al-Adwan, Ahmad Samed; Al-Madadha, Amr; Zvirzdinaite, Zahra

2018-01-01

Mobile devices are increasingly coming to penetrate people's daily lives. Mobile learning (m-learning) is viewed as key to the coming era of electronic learning (e-learning). In the meantime, the use of mobile devices for learning has made a significant contribution to delivering education among higher education students worldwide. However, while…

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.

Personalization vs. How People Learn

ERIC Educational Resources Information Center

Riley, Benjamin

2017-01-01

Riley asserts that some findings of cognitive science conflict with key principles of personalized learning--that students should control the content of their learning and that they should control the pace of their learning. A personalized approach is in conflict with the cognitive science principle that committing key facts in a discipline to…

Towards High-Quality Reflective Learning amongst Law Undergraduate Students: Analysing Students' Reflective Journals during a Problem-Based Learning Course

ERIC Educational Resources Information Center

Rué, Joan; Font, Antoni; Cebrián, Gisela

2013-01-01

There is wide agreement that problem-based learning is a key strategy to promote individual abilities for "learning how to learn". This paper presents the main contributions that reflective journals and the problem-based learning approach can make to foster professional knowledge and quality learning in higher education. Thirty-six…

The Power of Service-Learning.

ERIC Educational Resources Information Center

McCarthy, Mary H.; Corbin, Linda

2003-01-01

Describes key elements of service learning: response to the community, student-led decision-making, analytical reflection. Includes a case study of service learning in the Hudson, Massachusetts, Public School District, the main goal of which is to provide students with opportunities to learn the core values of empathy, ethics, and service. (PKP)

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…

Brain Type or Sex Differences? A structural equation model of the relation between brain type, sex, and motivation to learn science

NASA Astrophysics Data System (ADS)

Zeyer, Albert; Bölsterli, Katrin; Brovelli, Dorothee; Odermatt, Freia

2012-03-01

Sex is considered to be one of the most significant factors influencing attitudes towards science. However, the so-called brain type approach from cognitive science suggests that the difference in motivation to learn science does not primarily differentiate the girls from the boys, but rather the so-called systemisers from the empathizers. The present study investigates this hypothesis by using structural equation modelling on a sex-stratified sample of 500 male and female students of secondary II level. The results show, that the motivation to learn science is directly influenced by the systemizing quotient SQ, but not by sex. The impact of sex on the motivation to learn science, measured by five key concepts, only works indirectly, namely through the influence of sex on the SQ. The empathizing quotient (EQ) has no impact on the motivation to learn science. The SQ explains between 13 and 23 percent of the variation of the five key constructs. In female students, the impact of the SQ is very similar for all key concepts. In male students, it is highest for self-efficacy and lowest for assessment anxiety. The motivation to learn science is significantly larger for male students in all involved SMQ key concepts, but the difference is small. The interpretation of these findings and conclusions for science teaching and further research are discussed.

Autonomy and Responsibility: Online Learning as a Solution for At-Risk High School Students

ERIC Educational Resources Information Center

Lewis, S.; Whiteside, A.; Garrett Dikkers, A.

2014-01-01

In this three-year, mixed methods case study, the benefits and challenges of online learning for at-risk high school students were examined. A key finding was that at-risk students identify the benefits and challenges of online learning to be the same. While students appreciate the opportunity to work ahead and study at their own pace, they see it…

Where There Is a WIL There Is a Way: Using a Critical Reflective Approach to Enhance Work Readiness

ERIC Educational Resources Information Center

Wingrove, Dallas; Turner, Michelle

2015-01-01

Creating authentic learning experiences that prepare students for their future work in an ever-changing workforce represents a key challenge in higher education. One key way to enable the integration of learning and work is to foster students' capacity for critical reflection and reflexive thinking. This paper seeks to contribute to knowledge of…

Pre-registration student nurses perception of the hospital-learning environment during clinical placements.

PubMed

Midgley, Kirsten

2006-05-01

If we subscribe to the notion that nursing is an action profession, that nurses learn by doing [Neary, M., 2000. Responsive assessment: assessing student nurses' clinical competence. Nurse Education Today 21, 3-17], then the mastery of fundamental clinical skills must be a key component of courses leading to registration. The last two decades have seen widespread changes to nurse education but the clinical field remains an invaluable resource in preparing students for the reality of their professional role supporting the integration of theory and practice and linking the 'knowing what' with the 'knowing how'. The clinical-learning environment represents an essential element of nurse education that needs to be measurable and warrants further investigation. This exploratory cohort study (n = 67) examined pre-registration student nurses' perception of the hospital-learning environment during clinical placements together with the key characteristics of the students' preferred learning environment utilising an established tool, the clinical-learning environment inventory (CLEI) tool [Chan, D., 2001a. Development of an innovative tool to assess hospital-learning environments. Nurse Education Today 21, 624-631; Chan, D., 2001b. Combining qualitative and quantitative methods in assessing hospital-learning environments. International Journal of Nursing Studies 3, 447-459]. The results demonstrated that in comparison with the actual hospital environment, students would prefer an environment with higher levels of individualisation, innovation in teaching and learning strategies, student involvement, personalisation and task orientation.

Beyond Engagement Analytics: Which Online Mixed-Data Factors Predict Student Learning Outcomes?

ERIC Educational Resources Information Center

Strang, Kenneth David

2017-01-01

This mixed-method study focuses on online learning analytics, a research area of importance. Several important student attributes and their online activities are examined to identify what seems to work best to predict higher grades. The purpose is to explore the relationships between student grade and key learning engagement factors using a large…

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…

The Impact of Certain Socio-Demographic Conditions on the Students' Success in Learning

ERIC Educational Resources Information Center

Agic, Hariz; Osmanbegovic, Edin; Suljic, Erna

2016-01-01

Educational policies have focused on achieving the learning outcomes of students. The challenge is to determine adequate strategies in teaching and learning and how to achieve efficient and effective educational goals. The key elements in this process are the students, teachers and families with all their determinants. In this paper, we intended…

A Case Study of American and Chinese College Students' Motivation Differences in Online Learning Environment

ERIC Educational Resources Information Center

Zhao, Chunjuan; Mei, Zongxiang

2016-01-01

Motivating students has been a key challenge facing instructors in non-face-to-face instructional contexts. Existing researches into motivation in online learning environment have revealed that there are learning motivation differences among students from different cultural backgrounds. The purpose of this study is to identify whether American and…

Effects of a Critical Thinking Skills Program on the Learning Motivation of Primary School Students

ERIC Educational Resources Information Center

Hu, Weiping; Jia, Xiaojuan; Plucker, Jonathan A.; Shan, Xinxin

2016-01-01

Learning motivation has a significant effect on student learning, which is a key determinant of academic performance and creativity. It is increasingly popular and important to cultivate learning motivation in schools. To consider this trend, a long-term intervention program named "Learn to Think" (LTT) was designed not only to improve…

Social Learning by Design: The Role of Social Media

ERIC Educational Resources Information Center

Brooks, Laura

2009-01-01

It is no secret that learning has a social context. As library media specialists work with students nearly every day, they take for granted their pedagogical roots in social learning theory based on the premise that students need modeling and observation to learn from one another. Information gathering becomes a key activity, and social…

Self-Assessment: Challenging Students to Take Charge of Learning

ERIC Educational Resources Information Center

Harada, Violet H.

2010-01-01

Students are frequently unaware that they hold the power of learning in their own hands. Their ability to figure out what they are doing and where they are heading are crucial keys to consciously applying learning strategies, developing effective work habits, and assessing their own performance. The ability to regulate one's own learning means…

Beliefs about Language Learning of Thai Upper Secondary School Students in Different Educational Contexts

ERIC Educational Resources Information Center

Apairach, Sirawit; Vibulphol, Jutarat

2015-01-01

Beliefs about language learning are considered key for success in language learning. These beliefs can be shaped by contextual factors (Amuzie & Winke, 2009; Dole & Sinatra, 1994; Negueruela-Azarola, 2011). This paper explores the beliefs about language learning of Thai secondary school students in two educational contexts: in the…

Assessing the Acceptance of a Blended Learning University Course

ERIC Educational Resources Information Center

Tselios, Nikolaos; Daskalakis, Stelios; Papadopoulou, Maria

2011-01-01

Usefulness and ease of use proved to be key determinants of the acceptance and usage of e-learning. On the contrary, little is known about students' perceptions in a blended learning setting. In this paper, the Technology Acceptance Model (TAM) was utilised, in order to investigate Greek university students' attitudes toward blended learning. The…

Carpentry. Student Learning Guide.

ERIC Educational Resources Information Center

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains 17 modules for completing a course in carpentry. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

Masonry. Student Learning Guide.

ERIC Educational Resources Information Center

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains nine modules for completing a course in masonry. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

Effects of image-based and text-based active learning exercises on student examination performance in a musculoskeletal anatomy course.

PubMed

Gross, M Melissa; Wright, Mary C; Anderson, Olivia S

2017-09-01

Research on the benefits of visual learning has relied primarily on lecture-based pedagogy, but the potential benefits of combining active learning strategies with visual and verbal materials on learning anatomy has not yet been explored. In this study, the differential effects of text-based and image-based active learning exercises on examination performance were investigated in a functional anatomy course. Each class session was punctuated with an average of 12 text-based and image-based active learning exercises. Participation data from 231 students were compared with their examination performance on 262 questions associated with the in-class exercises. Students also rated the helpfulness and difficulty of the in-class exercises on a survey. Participation in the active learning exercises was positively correlated with examination performance (r = 0.63, P < 0.001). When controlling for other key demographics (gender, underrepresented minority status) and prior grade point average, participation in the image-based exercises was significantly correlated with performance on examination questions associated with image-based exercises (P < 0.001) and text-based exercises (P < 0.01), while participation in text-based exercises was not. Additionally, students reported that the active learning exercises were helpful for seeing images of key ideas (94%) and clarifying key course concepts (80%), and that the image-based exercises were significantly less demanding, less hard and required less effort than text-based exercises (P < 0.05). The findings confirm the positive effect of using images and active learning strategies on student learning, and suggest that integrating them may be especially beneficial for learning anatomy. Anat Sci Educ 10: 444-455. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Implementing an interprofessional first-year teamwork project: some key reflections.

PubMed

McNaughton, Susan Maree

2013-09-01

Implementing an interprofessional teamwork project for first-year students presents pedagogical and practical challenges. While transferable skills and attributes are important, engagement of students with limited professional experience in teamwork depends on relevance to current learning needs. This report outlines principles learned from planning and implementing a teamwork project for an interprofessional health administration and service development course. Practising interprofessional teamwork as leaders and teachers, aligning with previous, current and future teamwork content and processes and responding to student feedback and achievement have been the key factors in shaping the project over three semesters. Face-to-face and online interprofessional teamwork learning has necessitated developing resources that support self-direction, using familiar technology and providing enabling physical environments. Implications for first-year interprofessional teamwork are that structured well-resourced processes, responsiveness and alignment of learning all improve student outcomes.

Lifelong Learning Key Competence Levels of Graduate Students

ERIC Educational Resources Information Center

Adabas, Abdurrahman; Kaygin, Hüseyin

2016-01-01

The European Union defines lifelong learning as all activities aimed at improving an individual's knowledge, skills and competences individually, socially or vocationally throughout his/her life. In 2007, eight key competences necessary for lifelong learning were identified by the European Union Education and Culture Commission. These competences…

Active Classroom Participation in a Group Scribbles Primary Science Classroom

ERIC Educational Resources Information Center

Chen, Wenli; Looi, Chee-Kit

2011-01-01

A key stimulus of learning efficacy for students in the classroom is active participation and engagement in the learning process. This study examines the nature of teacher-student and student-student discourse when leveraged by an interactive technology--Group Scribbles (GS) in a Primary 5 Science classroom in Singapore which supports rapid…

Introductory Biology Students' Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding.

PubMed

Sabel, Jaime L; Dauer, Joseph T; Forbes, Cory T

2017-01-01

Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be used to help students engage in self-regulated learning and generate internal feedback to improve their learning. This study examined the use of enhanced answer keys with added reflection questions and instruction as scaffolds for engaging undergraduate students in self-regulated learning within an introductory biology course. Study findings show that both the enhanced answer keys and reflection questions helped students to engage in metacognition and develop greater understanding of biological concepts. Further, students who received additional instruction on the use of the scaffolds changed how they used them and, by the end of the semester, were using the scaffolds in significantly different ways and showed significantly higher learning gains than students who did not receive the instruction. These findings provide evidence for the benefit of designing scaffolds within biology courses that will support students in engaging in metacognition and enhancing their understanding of biological concepts. © 2017 J. L. Sabel et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Mimetic Desire and Intersubjectivity in Disciplinary Cultures: Constraints or Enablers to Learning in Higher Education?

ERIC Educational Resources Information Center

Gunn, Vicky

2014-01-01

The interplay of the inner lives (intersubjectivity) of students and academics within a range of disciplinary cultural manifestations is a key element in the generation of student learning. This article suggests that research on student learning has yet to adequately articulate how this interplay occurs, suggesting that a focus on the influence of…

The Future of Adaptive Learning: Does the Crowd Hold the Key?

ERIC Educational Resources Information Center

Heffernan, Neil T.; Ostrow, Korinn S.; Kelly, Kim; Selent, Douglas; Van Inwegen, Eric G.; Xiong, Xiaolu; Williams, Joseph Jay

2016-01-01

Due to substantial scientific and practical progress, learning technologies can effectively adapt to the characteristics and needs of students. This article considers how learning technologies can adapt over time by crowdsourcing contributions from teachers and students--explanations, feedback, and other pedagogical interactions. Considering the…

Refining a Learning Progression of Energy

ERIC Educational Resources Information Center

Yao, Jian-Xin; Guo, Yu-Ying; Neumann, Knut

2017-01-01

This paper presents a revised learning progression for the energy concept and initial findings on diverse progressions among subgroups of sample students. The revised learning progression describes how students progress towards an understanding of the energy concept along two progress variables identified from previous studies--key ideas about…

Creating stories for learning about the neonatal care experience through the eyes of student nurses: An interpretive, narrative study.

PubMed

Petty, Julia

2017-01-01

Storytelling is an increasingly well recognised and valued platform to learn about the human experience within healthcare. Little is known however about how stories can enhance understanding in neonatal care, a specialised field offering rich opportunities for learning. This study focuses on the creation of stories based on the experiences of student nurses to inform teaching and learning strategies in the neonatal field. The study aimed to create stories from the narratives of student nurses working within the neonatal field and identify what key themes for learning emerged in order to develop a storytelling resource to share experiences with their peers. An interpretive, constructivist approach was used to collect, analyse and create stories from student nurse's experiences, in line with narrative inquiry. Six pre-registration children's nursing students were selected by purposive sampling. Interviews were undertaken within six weeks following placement completion in an agreed location. Narratives were obtained by semi-structured interviews. Narrative analysis and core story creation was undertaken to construct stories and key learning themes emerged which provided the pedagogical basis for subsequent digital resource development. Key themes emerged relating to the insight and observances of student nurses and the neonatal journey they had experienced, including the nature of neonatal care, experiences of the neonate and parents, the environment and their own learning transition. Preliminary peer evaluation of the storytelling resource revealed storytelling as an interesting and novel approach to teaching & learning, learning from ones' peers, preparation for practice and a valuable insight into a new specialist area. The study has value to teaching and learning by enabling an appreciation of how narrative can be used to portray the experiences of learners. Findings also support an approach to analysing narrative to create stories for learning and inform subsequent digital resource development. Copyright © 2016 Elsevier Ltd. All rights reserved.

Students' Attitudes and Motivation for Learning English at Dokuz Eylul University School of Foreign Languages

ERIC Educational Resources Information Center

Öztürk, Kadim

2014-01-01

Attitudes and motivation are two of the key factors in second language learning since positive attitudes and high levels of motivation are considered as the predictors of a successful learning process. This study aims to reveal the relation between university preparatory students' attitudes towards learning English and their language learning…

An Examination of Collaborative Learning Assessment through Dialogue (CLAD) in Traditional and Hybrid Human Development Courses

ERIC Educational Resources Information Center

McCarthy, Wanda C.; Green, Peter J.; Fitch, Trey

2010-01-01

This investigation assessed the effectiveness of using Collaborative Learning Assessment through Dialogue (CLAD) (Fitch & Hulgin, 2007) with students in undergraduate human development courses. The key parts of CLAD are student collaboration, active learning, and altering the role of the instructor to a guide who enhances learning opportunities.…

Service-Learning May Influence Some Students' Attendance and Academic Performance

ERIC Educational Resources Information Center

Baumann, Paul

2014-01-01

In 2010, the National Center for Learning and Civic Engagement (NCLCE) established the Schools of Success, a national network of 19 schools that use service-learning as an instructional strategy. The schools were part of a three-year project to examine how the elements of service-learning might enhance key student outcomes, such as academic…

The Difference a Cohort Makes: Understanding Developmental Learning Communities in Community Colleges

ERIC Educational Resources Information Center

Wathington, Heather D.; Pretlow, Joshua; Mitchell, Claire

2011-01-01

Learning communities, a small cohort of students enrolled together in two or more linked courses, have become a popular intervention to help underprepared students succeed in college. Though learning communities abound in practice, the key structural feature of a learning community--the cohort--may not be fully understood. Authors posit that a…

Implementing a Self-Regulated "WebQuest" Learning System for Chinese Elementary Schools

ERIC Educational Resources Information Center

Hsiao, Hsien-Sheng; Tsai, Chung-Chieh; Lin, Chien-Yu; Lin, Chih-Cheng

2012-01-01

The rapid growth of Internet has resulted in the rise of WebQuest learning recently. Teachers encourage students to participate in the searching for knowledge on different topics. When using WebQuest, students' self-regulation is often the key to successful learning. Therefore, this study establishes a self-regulated learning system to assist…

Does Comparing Solution Methods Facilitate Conceptual and Procedural Knowledge? An Experimental Study on Learning to Solve Equations

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Star, Jon R.

2007-01-01

Encouraging students to share and compare solution methods is a key component of reform efforts in mathematics, and comparison is emerging as a fundamental learning mechanism. To experimentally evaluate the effects of comparison for mathematics learning, the authors randomly assigned 70 seventh-grade students to learn about algebra equation…

Undergraduate nursing students' perceptions of service-learning through a school-based community project.

PubMed

Bassi, Sherry

2011-01-01

Service-learning (SL) is an experiential teaching method that combines instruction with community service, with the aim of enriching students' academic learning, interpersonal skills and sense of responsibility while making meaningful contributions to the community. However, measuring outcomes of service-learning projects is difficult. This article reports on the perceptions of 18 third-year undergraduate nursing students who took part in a pilot service-learning project targeting tobacco use in a local elementary school. Faculty members evaluated the program's outcomes by engaging students in structured reflection on the program about its relevance to their future careers as practicing professionals, especially in community-based settings. The students' perceptions were elicited through three sets of reflective assignments following the project. Findings from the reflective assignments suggest that the pilot program was successful in enhancing the students' academic, social, and personal development while building a partnership between the school of nursing and key players in the community, including school-based nurses, teachers, administrators, families, and community leaders. The author suggests that service-learning projects can help nursing students accomplish key developmental tasks of the college years (such as building their competence, autonomy, and integrity), while helping impart the skills and values they will need as they graduate and seek professional nursing roles.

Bologna with Student Eyes 2015: Time to Meet the Expectations from 1999

ERIC Educational Resources Information Center

O'Driscoll, Cat; Fröhlich, Melanie; Gehrke, Elisabeth; Isoski, Tijana; O Maolain, Aengus; Meister, Lea; Nordal, Erin; Galan Palomares, Fernando Miguel; Pietkiewicz, Karolina; Sanchez, Ines; Todorovski, Blazhe

2015-01-01

Compared to previous years where every aspect of the Bologna process was analysed from a student perspective we have chosen to highlight some key issues for the future that are important for students. Some of the key areas for the the European Students' Union in this edition are student-centred learning, the social dimension, recognition and the…

A Multisite Study of Learning in Introductory Psychology Courses

ERIC Educational Resources Information Center

Gurung, Regan A. R.; Daniel, David B.; Landrum, R. Eric

2012-01-01

Four hundred and fifty-four students enrolled in introductory psychology at different institutions across the nation participated in a study of factors related to learning. Key measures included an instructor rating, ratings of textbook quality and helpfulness, study time, student self-evaluations of study behaviors, approach to learning,…

Social Networks and Performance in Distributed Learning Communities

ERIC Educational Resources Information Center

Cadima, Rita; Ojeda, Jordi; Monguet, Josep M.

2012-01-01

Social networks play an essential role in learning environments as a key channel for knowledge sharing and students' support. In distributed learning communities, knowledge sharing does not occur as spontaneously as when a working group shares the same physical space; knowledge sharing depends even more on student informal connections. In this…

Promoting Intercultural Learning in a Multicultural University: Ideals and Realities

ERIC Educational Resources Information Center

Ippolito, Kate

2007-01-01

This paper evaluates a module designed to facilitate intercultural learning within an international, multicultural student group. Intercultural learning is a desired outcome of an internationalised curriculum, but achieving it is difficult. Key reasons are persistence of deficit models used to frame both international student assimilation and…

Commercial Foods and Culinary Arts. Student Learning Guide.

ERIC Educational Resources Information Center

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains one module for completing a course in commercial foods and culinary arts. It is designed especially for use in secondary schools in Palm Beach County, Florida. The module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information…

Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms

ERIC Educational Resources Information Center

Zhai, Junqing; Tan, Aik-Ling

2015-01-01

This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers…

Reflective learning in community-based dental education.

PubMed

Deogade, Suryakant C; Naitam, Dinesh

2016-01-01

Community-based dental education (CBDE) is the implementation of dental education in a specific social context, which shifts a substantial part of dental clinical education from dental teaching institutional clinics to mainly public health settings. Dental students gain additional value from CBDE when they are guided through a reflective process of learning. We propose some key elements to the existing CBDE program that support meaningful personal learning experiences. Dental rotations of 'externships' in community-based clinical settings (CBCS) are year-long community-based placements and have proven to be strong learning environments where students develop good communication skills and better clinical reasoning and management skills. We look at the characteristics of CBDE and how the social and personal context provided in communities enhances dental education. Meaningfulness is created by the authentic context, which develops over a period of time. Structured reflection assignments and methods are suggested as key elements in the existing CBDE program. Strategies to enrich community-based learning experiences for dental students include: Photographic documentation; written narratives; critical incident reports; and mentored post-experiential small group discussions. A directed process of reflection is suggested as a way to increase the impact of the community learning experiences. We suggest key elements to the existing CBDE module so that the context-rich environment of CBDE allows for meaningful relations and experiences for dental students and enhanced learning.

Factors Affecting Students' Self-Efficacy in Higher Education

ERIC Educational Resources Information Center

van Dinther, Mart; Dochy, Filip; Segers, Mien

2011-01-01

Researchers working in educational settings are increasingly paying attention to the role students' thoughts and beliefs play in the learning process. Self-efficacy, a key element of social cognitive theory, appears to be an important variable because it affects students' motivation and learning. This article investigates empirical literature…

A Guided Inquiry Activity for Teaching Ligand Field Theory

ERIC Educational Resources Information Center

Johnson, Brian J.; Graham, Kate J.

2015-01-01

This paper will describe a guided inquiry activity for teaching ligand field theory. Previous research suggests the guided inquiry approach is highly effective for student learning. This activity familiarizes students with the key concepts of molecular orbital theory applied to coordination complexes. Students will learn to identify factors that…

Exploring Physics in the Classroom

ERIC Educational Resources Information Center

Amann, George

2005-01-01

The key to learning is student involvement! This American Association of Physics Teachers/Physics Teaching Resource Agents (AAPT/PTRA) manual presents examples of two techniques that are proven to increase student involvement in your classroom. Based on the "5E" model of learning, exploratories are designed to get your students excited about the…

Computer Technology-Infused Learning Enhancement

ERIC Educational Resources Information Center

Keengwe, Jared; Anyanwu, Longy O.

2007-01-01

The purpose of the study was to determine students' perception of instructional integration of computer technology to improve learning. Two key questions were investigated in this study: (a) What is the students' perception of faculty integration of computer technology into classroom instruction? (b) To what extent does the students' perception of…

Teaching Women's Studies: Exploring Student Engagement in Technology-Rich Classroom Learning Communities

ERIC Educational Resources Information Center

Staking, Kimberlee

2013-01-01

Although university students are key participants in knowledge-making processes, their insights about learning are sparsely documented, and too rarely considered in contemporary conversations in higher education. In centering the insights and experiences of students enrolled in two women's studies courses at the University of Maryland, this…

Conditional Processes of Effective Instructor Communication and Increases in Students' Cognitive Learning

ERIC Educational Resources Information Center

Bolkan, San; Goodboy, Alan K.; Myers, Scott A.

2017-01-01

This study examined two effective teaching behaviors traditionally considered by instructional communication scholars to associate positively with students' academic experiences: instructor clarity and immediacy. Our study situated these teaching behaviors in a conditional process model that integrated two key assumptions about student learning:…

Know Thy Student! Combining Learning Analytics and Critical Reflections to Increase Understanding of Students' Self-Regulated Learning in an Authentic Setting

ERIC Educational Resources Information Center

Colthorpe, Kay; Zimbardi, Kirsten; Ainscough, Louise; Anderson, Stephen

2015-01-01

It is well established that a student's capacity to regulate his or her own learning is a key determinant of academic success, suggesting that interventions targeting improvements in self-regulation will have a positive impact on academic performance. However, to evaluate the success of such interventions, the self-regulatory characteristics of…

APA Summit on Medical Student Education Task Force on Informatics and Technology: learning about computers and applying computer technology to education and practice.

PubMed

Hilty, Donald M; Hales, Deborah J; Briscoe, Greg; Benjamin, Sheldon; Boland, Robert J; Luo, John S; Chan, Carlyle H; Kennedy, Robert S; Karlinsky, Harry; Gordon, Daniel B; Yager, Joel; Yellowlees, Peter M

2006-01-01

This article provides a brief overview of important issues for educators regarding medical education and technology. The literature describes key concepts, prototypical technology tools, and model programs. A work group of psychiatric educators was convened three times by phone conference to discuss the literature. Findings were presented to and input was received from the 2005 Summit on Medical Student Education by APA and the American Directors of Medical Student Education in Psychiatry. Knowledge of, skills in, and attitudes toward medical informatics are important to life-long learning and modern medical practice. A needs assessment is a starting place, since student, faculty, institution, and societal factors bear consideration. Technology needs to "fit" into a curriculum in order to facilitate learning and teaching. Learning about computers and applying computer technology to education and clinical care are key steps in computer literacy for physicians.

Exploring the Moderating Role of Perceived Flexibility Advantages in Mobile Learning Continuance Intention (MLCI)

ERIC Educational Resources Information Center

Huang, Rui-Ting; Hsiao, Chia-Hua; Tang, Tzy-Wen; Lien, Tsung-Cheng

2014-01-01

The primary purpose of this study was to explore the key factors that could affect mobile learning continuance intention (MLCI), and examine the moderating effect of perceived flexibility advantages (PFA) on the relationship between key mobile learning elements and continuance intention. Five hundred undergraduate students who had previously…

Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity

ERIC Educational Resources Information Center

Trujillo, Gloriana; Tanner, Kimberly D.

2014-01-01

Conceptual learning is a uniquely human behavior that engages all aspects of individuals: cognitive, metacognitive, and affective. The affective domain is key in learning. In this paper, that authors have explored three affective constructs that may be important for understanding biology student learning: self-efficacy--the set of beliefs that one…

The Space of Pedagogic Imaginary: The Interstice of Teacher's Intent and Students' Learning

ERIC Educational Resources Information Center

Doerr, Neriko Musha

2016-01-01

How do we make of students learning something their teacher did not intend to teach? Researchers suggest it unnecessary extras, learning of implicit rules of the game, or keys to understand power structure. Based on an ethnographic fieldwork of a college alternative break trip to learn about poverty through simulation, this article suggests such…

Fab! or Drab?: Increasing the Effectiveness of Teaching and Learning in Summer Classes

ERIC Educational Resources Information Center

Omelicheva, Mariya Y.

2012-01-01

This article reviews the pitfalls and benefits of teaching and learning in summer school and identifies the lack of student interest as the key factor affecting the effectiveness of learning in the summer. The primary goal of this research is to investigate the impact of active learning strategies on generating student interest and improving their…

Identifying Key Features of Effective Active Learning: The Effects of Writing and Peer Discussion

PubMed Central

Pangle, Wiline M.; Wyatt, Kevin H.; Powell, Karli N.; Sherwood, Rachel E.

2014-01-01

We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning. PMID:25185230

Assessing Students' Reflective Responses to Chemistry-related Learning Tasks

ERIC Educational Resources Information Center

Tan, Kok Siang; Goh, Ngoh Khang

2008-01-01

Key to renewed concern on the affective domain of education (Fensham, 2007) and on school graduates' readiness for a world of work (DEST, 2008; WDA, 2006) is the student's inclination-to-reflect when engaged in a learning or problem-solving task. Reflective learning is not new to education (Dewey, 1933; Ellis, 2001). Since the…

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…

The Influence of Principal Leadership on Classroom Instruction and Student Learning: A Study of Mediated Pathways to Learning

ERIC Educational Resources Information Center

Sebastian, James; Allensworth, Elaine

2012-01-01

Purpose: This study examines the influence of principal leadership in high schools on classroom instruction and student achievement through key organizational factors, including professional capacity, parent-community ties, and the school's learning climate. It identifies paths through which leadership explains differences in achievement and…

The Rise of Online Learning

ERIC Educational Resources Information Center

Umpstead, Bruce

2009-01-01

This article discusses the rise of online learning and describes how educators in Michigan are doing their part to harness the power of online learning to transform today's high school students into lifelong learners, a key component of students' long-term success in the global economy. The author urges schools to prepare for the growing demand in…

Writing To Learn in Science: A Curriculum Guide.

ERIC Educational Resources Information Center

Chatel, Regina G.

This curriculum guide supports and gives structure to engaging students in writing-to-learn activities in science classes by delineating writing outcomes and assessment. The guide is structured according to the beliefs that students need models, revision is the key to successful writing, writing is a tool for demonstrating learning, and writing is…

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…

Quality of Life and Motivation to Learn: A Study of Medical Students

ERIC Educational Resources Information Center

Henning, Marcus; Krageloh, Christian; Hawken, Susan; Zhao, Yipin; Doherty, Iain

2010-01-01

There is growing literature in the area of medical students' quality of life. As far as we know, no qualitative studies have investigated the links between students' quality of life issues and their motivation to learn. The key question that drove the present study was: Is there a correlation between students' quality of life and their motivation…

Assessing Student Learning in a Virtual Laboratory Environment

ERIC Educational Resources Information Center

Wolf, T.

2010-01-01

Laboratory experience is a key factor in technical and scientific education. Virtual laboratories have been proposed to reduce cost and simplify maintenance of lab facilities while still providing students with access to real systems. It is important to determine if such virtual labs are still effective for student learning. In the assessment of a…

Humanizing Mathematics: An Amalgamation of Constructionist Theory and Situated Cognition in the Mathematics Classroom

ERIC Educational Resources Information Center

Reilly, Brian M.

2017-01-01

A primary contributor to facilitating student learning in mathematics includes the mathematics teacher. The design of instructional delivery, presentation of engaging activities and analysis of student feedback are the key responsibilities that mathematics teachers are tasked with in order to present learning opportunities to the students. The…

Getting Our Students to Engage: A Review of Two Key Contributions 10 Years on

ERIC Educational Resources Information Center

Cousin, Glynis

2012-01-01

Two articles dealing with different dimensions of student learning are discussed for their contemporary relevance. The first, "Culturally mixed groups on international campuses: An opportunity for intercultural learning" by Simone Volet and Grace Ang (1998), examines the factors that encourage students to gravitate towards co-nationals rather than…

Learning Context When Studying Financial Planning in High Schools: Nesting of Student, Teacher, and Classroom Characteristics

ERIC Educational Resources Information Center

Danes, Sharon M.; Rodriguez, Michael C.; Brewton, Katherine E.

2013-01-01

Grounded in social construction theory, the current study investigates the learning context when studying financial planning in high school by analyzing the nesting of student, teacher and classroom characteristics. Key findings were that three student characteristics (initial financial knowledge, gender, senior grade level), one teacher variable…

Online Video Modules for Improvement in Student Learning

ERIC Educational Resources Information Center

Lancellotti, Matthew; Thomas, Sunil; Kohli, Chiranjeev

2016-01-01

The objective of this teaching innovation was to incorporate a comprehensive set of short online video modules covering key topics from the undergraduate principles of marketing class, and to evaluate its effectiveness in improving student learning. A quasiexperimental design was used to compare students who had access to video modules with a…

Campus-Based Student Experiences of Learning Technologies in a First-Year Science Course

ERIC Educational Resources Information Center

Ellis, Robert; Weyers, Mark; Hughes, Jane

2013-01-01

This study reports on an investigation into the campus-based experience of university students studying mammalian physiology that was significantly supported with learning technologies. The design of the course enabled the students to interrogate the key ideas that they came across in their lectures and laboratories through online activities which…

Students as Expert Witnesses of Teaching and Learning

ERIC Educational Resources Information Center

Busher, Hugh

2012-01-01

Student voice is a key component in constructing discourses of respect, empowerment and citizenship in schools. It can help schools to become learning communities, rather than knowledge factories, that serve the needs of the majority of their members, the students, as successfully as possible and prepare them for future lives in a wide variety of…

Improving Student Retention in Higher Education: Improving Teaching and Learning

ERIC Educational Resources Information Center

Crosling, Glenda; Heagney, Margaret; Thomas, Liz

2009-01-01

As a key performance indicator in university quality assurance processes, the retention of students in their studies is an issue of concern world-wide. Implicit in the process of quality assurance is quality improvement. In this article, we examine student retention from a teaching and learning perspective, in terms of teaching and learning…

Another Strategy for Teaching Histology to A&P Students: Classification versus Memorization.

ERIC Educational Resources Information Center

Bavis, Ryan W.; Seveyka, Jerred; Shigeoka, Cassie A.

2000-01-01

Defines dichotomous keys as common learning tools based on identification rather than memorization. Provides an example of a dichotomous key developed for introducing histology in human anatomy and physiology (A&P) courses and explains how students can use the dichotomous key. Discusses the goals of the exercises and the process of…

Energizing the nursing lecture: Application of the Theory of Multiple Intelligence Learning.

PubMed

Amerson, Roxanne

2006-01-01

Nurse educators struggle to find ways to create learning opportunities that are interactive and appeal to the needs of various students. The key to energizing the nursing lecture is to create an environment that encourages students to be active participants. It is essential to use creativity to design cognitive strategies that appeal to students' learning preferences. This article discusses the methods one educator has used to implement the Theory of Multiple Intelligence Learning in the classroom. Specific cognitive strategies that address the learning preferences of each intelligence are discussed.

Secondary School Students' Understanding of the Socio- Emotional Nature of the New Zealand Key Competencies

ERIC Educational Resources Information Center

Brudevold-Iversen, Tessa; Peterson, Elizabeth R.; Cartwright, Claire

2013-01-01

In its 2007 curriculum, New Zealand introduced Key Competencies (KCs) that are intended to ensure students' future participation in the economy, communities, and also to introduce metacognitive and socio-emotional dimensions to learning. The KCs also have important implications for contributing to students' wellbeing and resilience. However, they…

A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education

NASA Astrophysics Data System (ADS)

Spelt, Elisabeth Jacoba Hendrika; Luning, Pieternelleke Arianne; van Boekel, Martinus A. J. S.; Mulder, Martin

2017-11-01

Preparing science and engineering students to work in interdisciplinary teams necessitates research on teaching and learning of interdisciplinary thinking. A multidimensional approach was taken to examine student interdisciplinary learning in a master course on food quality management. The collected 615 student experiences were analysed for the cognitive, emotional, and social learning dimensions using the learning theory of Illeris. Of these 615 experiences, the analysis showed that students reported 214, 194, and 207 times on, respectively, the emotional, the cognitive, and the social dimension. Per learning dimension, key learning experiences featuring interdisciplinary learning were identified such as 'frustrations in selecting and matching disciplinary knowledge to complex problems' (emotional), 'understanding how to apply theoretical models or concepts to real-world situations' (cognitive), and 'socially engaging with peers to recognise similarities in perceptions and experiences' (social). Furthermore, the results showed that students appreciated the cognitive dimension relatively more than the emotional and social dimensions.

Learning to Learn: Improving Attainment, Closing the Gap at Key Stage 3

ERIC Educational Resources Information Center

Mannion, James; Mercer, Neil

2016-01-01

In 2010, a comprehensive secondary school in the south of England implemented a whole-school approach to "learning to learn" (L2L). Drawing on a range of evidence-based practices, a team of teachers worked collaboratively to design and deliver a taught L2L curriculum to all students throughout Key Stage 3. In total, the first cohort of…

Expanded Learning Time and Opportunities: Key Principles, Driving Perspectives, and Major Challenges

ERIC Educational Resources Information Center

Blyth, Dale A.; LaCroix-Dalluhn, Laura

2011-01-01

If expanded learning is going to make a real difference, then three key principles must inform how communities overcome challenges and assure equitable access to learning opportunities. Much of today's debate is framed in the language of formal education systems--students, classrooms, schools--even though part of the expansion seeks to engage a…

A Learning Analytics Methodology for Detecting Sentiment in Student Fora: A Case Study in Distance Education

ERIC Educational Resources Information Center

Kagklis, Vasileios; Karatrantou, Anthi; Tantoula, Maria; Panagiotakopoulos, Chris T.; Verykios, Vassilios S.

2015-01-01

Online fora have become not only one of the most popular communication tools in e-learning environments, but also one of the key factors of the learning process, especially in distance learning, as they can provide to the students involved, motivation for collaboration in order to achieve a common goal. The purpose of this study is to analyse data…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

Learning Objects and the Development of Students' Key Competencies: A New Zealand School Experience

ERIC Educational Resources Information Center

Falloon, Garry

2010-01-01

This paper outlines a study investigating the impact of the use of learning objects on the development of two key competencies from the revised New Zealand Curriculum Framework (Ministry of Education, 2007). It specifically focuses on the key competencies of "thinking" and "relating to others", and explores how teachers in an…

What Belongs in Your 15-Bean Soup? Using the Learning Cycle to Address Misconceptions about Construction of Taxonomic Keys

ERIC Educational Resources Information Center

Ross, Ann; Vanderspool, Staria

2004-01-01

Students can use seed characteristics to discriminate between the different kinds of legumes using taxonomic classification processes of sorting and ranking, followed by construction of taxonomic keys. The application of the Learning Cycle process to taxonomic principles, hierarchical classification, and construction of keys presents the…

Team-Based Learning in Pharmacy Education

PubMed Central

Ofstad, William

2013-01-01

Instructors wanting to engage students in the classroom seek methods to augment the delivery of factual information and help students move from being passive recipients to active participants in their own learning. One such method that has gained interest is team-based learning. This method encourages students to be prepared before class and has students work in teams while in the classroom. Key benefits to this pedagogy are student engagement, improved communication skills, and enhanced critical-thinking abilities. In most cases, student satisfaction and academic performance are also noted. This paper reviews the fundamentals of team-based learning in pharmacy education and its implementation in the classroom. Literature reports from medical, nursing, and pharmacy programs are also discussed. PMID:23716738

Teaching and Learning in the Era of the Common Core: An Introduction to the Project and the Nine Research Papers in the "Students at the Center" Series

ERIC Educational Resources Information Center

Jobs for the Future, 2012

2012-01-01

Despite the wide interest in and need for student-centered approaches to learning, educators have scant access to a comprehensive accounting of the key components of it. To build the knowledge base for the emerging field of student-centered learning, Jobs for the Future, a national nonprofit based in Boston, commissioned papers from nine teams of…

Learning about the Nature of Science Using Algae

ERIC Educational Resources Information Center

Edelmann, Hans G.; Martius, Thilo; Hahn, Achim; Schlüter, Kirsten; Nessler, Stefan H.

2016-01-01

Enquiry learning and teaching about the nature of science (NoS) is a key element of science education. We have designed an experimental setting for students aged 12-14 years to exercise enquiry-learning skills and to introduce students to the NoS aspects of creativity and imagination. It also illustrates the impact of carbon dioxide on the growth…

Listening to Students: Customer Journey Mapping at Birmingham City University Library and Learning Resources

ERIC Educational Resources Information Center

Andrews, Judith; Eade, Eleanor

2013-01-01

Birmingham City University's Library and Learning Resources' strategic aim is to improve student satisfaction. A key element is the achievement of the Customer Excellence Standard. An important component of the standard is the mapping of services to improve quality. Library and Learning Resources has developed a methodology to map these…

Information Literacy in the Tension between School's Discursive Practice and Students' Self-Directed Learning

ERIC Educational Resources Information Center

Gärdén, Cecilia

2016-01-01

Introduction: Self-guided learning has had a major impact on adult education, where information seeking and use are key aspects of learning. With their lack of experience in study contexts, the students are nevertheless assumed to develop information literacy. Method: The paper aims to create an understanding of how information literacy can be…

"Her Energy Kind of Went into a Different Place": A Qualitative Study Examining Supervisors' Experience of Promoting Reflexive Learning in Students

ERIC Educational Resources Information Center

McCandless, Robert; Eatough, Virginia

2012-01-01

For family therapists in training, a key learning outcome is the development of reflexive abilities. This study explores the experience of three experienced training supervisors as they address this learning outcome with students. Transcripts of semi-structured interviews were analyzed using interpretative phenomenological analysis. The…

Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice. REL 2015-086

ERIC Educational Resources Information Center

Burr, Elizabeth; Haas, Eric; Ferriere, Karen

2015-01-01

While the literature on learning disabilities and on second-language acquisition is relatively extensive within the field of education, less is known about the specific characteristics and representation of English learner students with learning disabilities. Because there are no definitive resources and processes for identifying and determining…

An Exploration into First-Year University Students' Approaches to Inquiry and Online Learning Technologies in Blended Environments

ERIC Educational Resources Information Center

Ellis, Robert A.; Bliuc, Ana-Maria

2016-01-01

The use of online learning technologies in experiences of inquiry is increasingly ubiquitous in university contexts. In blended environments, research into university experiences suggests that student approaches to learning are a key determiner of the quality of outcomes. The purpose of this study was to develop relevant measures which help…

The Power of Examples: Illustrative Examples Enhance Conceptual Learning of Declarative Concepts

ERIC Educational Resources Information Center

Rawson, Katherine A.; Thomas, Ruthann C.; Jacoby, Larry L.

2015-01-01

Declarative concepts (i.e., key terms with short definitions of the abstract concepts denoted by those terms) are a common kind of information that students are expected to learn in many domains. A common pedagogical approach for supporting learning of declarative concepts involves presenting students with concrete examples that illustrate how the…

Students' Task Interpretation and Conceptual Understanding in an Electronics Laboratory

ERIC Educational Resources Information Center

Rivera-Reyes, Presentacion; Lawanto, Oenardi; Pate, Michael L.

2017-01-01

Task interpretation is a critical first step for students in the process of self-regulated learning, and a key determinant when they set goals in their learning and select strategies in assigned work. This paper focuses on the explicit and implicit aspects of task interpretation based on Hadwin's model. Laboratory activities improve students'…

Nomenclature101.com: A Free, Student-Driven Organic Chemistry Nomenclature Learning Tool

ERIC Educational Resources Information Center

Flynn, Alison B.; Caron, Jeanette; Laroche, Jamey; Daviau-Duguay, Melissa; Marcoux, Caroline; Richard, Gise`le

2014-01-01

Fundamental to a student's understanding of organic chemistry is the ability to interpret and use its language, including molecules' names and other key terms. A learning gap exists in that students often struggle with organic nomenclature. Although many resources describe the rules for naming molecules, there is a paucity of resources…

A Multi-Faceted Formative Assessment Approach: Better Recognising the Learning Needs of Students

ERIC Educational Resources Information Center

Jenkins, James O.

2010-01-01

Students are increasingly subject to a series of learning pressures that prevent effective engagement in assessment. Thus, the aim of this study was to create a multi-faceted formative assessment approach that better enabled students to engage in the assessment process. A formative assessment approach, consisting of six key initiatives, is…

Preservice Elementary School Teachers' Knowledge of Fractions: A Mirror of Students' Knowledge?

ERIC Educational Resources Information Center

Van Steenbrugge, H.; Lesage, E.; Valcke, M.; Desoete, A.

2014-01-01

This research analyses preservice teachers' knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first reviewed…

Service Provider Perceptions of Key Factors Related to Postsecondary Success of Students with Learning Disabilities in Institutions of Higher Education

ERIC Educational Resources Information Center

Herring, Nathan L.

2012-01-01

Students with learning disabilities have been attending postsecondary education in increasing numbers since the early 1990's. Improvements in secondary education services, legal rights to reasonable accommodations, and college services for these students have been credited with this increase (Browning, 1997; Flexer, Simmons, Luft, & Baer,…

This Old Thing? Using Old Laboratory Equipment to Enhance Student Learning

ERIC Educational Resources Information Center

Elcoro, Mirari; McCarley, Nancy

2015-01-01

Using a surplus of older laboratory instruments, 48 students in a learning and behavior course completed an assignment designed to provide an introduction to the history and use of some instruments in psychology. Students worked in pairs, were assigned one instrument, and created labels in which they identified several keys characteristics of an…

Communication between Tutors--Students in DL: A Case Study of the Hellenic Open University

ERIC Educational Resources Information Center

Panagiotis, Anastasiades; Chrysoula, Iliadou

2010-01-01

Two-way communication between students and tutors is one of the two key factors contributing to the success of a Distance Learning programme, the other being the complete and well-designed educational package. Both elements are essential to guide students' learning. By means of this communication the tutor can facilitate the interaction of…

Effective use of pause procedure to enhance student engagement and learning.

PubMed

Bachhel, Rachna; Thaman, Richa Ghay

2014-08-01

Active learning strategies have been documented to enhance learning. We created an active learning environment in neuromuscular physiology lectures for first year medical students by using 'Pause Procedure'. One hundred and fifty medical students class is divided into two Groups (Group A and Group B) and taught in different classes. Each lecture of group A (experimental Group) undergraduate first year medical students was divided into short presentations of 12-15 min each. Each presentation was followed by a pause of 2-3min, three times in a 50 min lecture. During the pauses students worked in pairs to discuss and rework their notes. Any queries were directed towards the teacher and discussed forthwith. At the end of each lecture students were given 2-3 minutes to write down the key points they remembered about the lecture (free-recall). Fifteen days after completion of the lectures a 30 item MCQ test was administered to measure long term recall. Group B (control Group) received the same lectures without the use of pause procedure and was similarly tested. Experimental Group students did significantly better on the MCQ test (p-value<0.05) in comparison to the control Group. Most of the students (83.6%) agreed that the 'pause procedure' helped them to enhance lecture recall. Pause procedure is a good active learning strategy which helps students review their notes, reflect on them, discuss and explain the key ideas with their partners. Moreover, it requires only 6-7 min of the classroom time and can significantly enhance student learning.

Effective Use of Pause Procedure to Enhance Student Engagement and Learning

PubMed Central

Thaman, Richa Ghay

2014-01-01

Introduction: Active learning strategies have been documented to enhance learning. We created an active learning environment in neuromuscular physiology lectures for first year medical students by using ‘Pause Procedure’. Materials and Methods: One hundred and fifty medical students class is divided into two Groups (Group A and Group B) and taught in different classes. Each lecture of group A (experimental Group) undergraduate first year medical students was divided into short presentations of 12-15 min each. Each presentation was followed by a pause of 2-3min, three times in a 50 min lecture. During the pauses students worked in pairs to discuss and rework their notes. Any queries were directed towards the teacher and discussed forthwith. At the end of each lecture students were given 2-3 minutes to write down the key points they remembered about the lecture (free-recall). Fifteen days after completion of the lectures a 30 item MCQ test was administered to measure long term recall. Group B (control Group) received the same lectures without the use of pause procedure and was similarly tested. Results: Experimental Group students did significantly better on the MCQ test (p-value<0.05) in comparison to the control Group. Most of the students (83.6%) agreed that the ‘pause procedure’ helped them to enhance lecture recall. Conclusion: Pause procedure is a good active learning strategy which helps students review their notes, reflect on them, discuss and explain the key ideas with their partners. Moreover, it requires only 6-7 min of the classroom time and can significantly enhance student learning. PMID:25302251

Systems-Oriented Workplace Learning Experiences for Early Learners: Three Models.

PubMed

O'Brien, Bridget C; Bachhuber, Melissa R; Teherani, Arianne; Iker, Theresa M; Batt, Joanne; O'Sullivan, Patricia S

2017-05-01

Early workplace learning experiences may be effective for learning systems-based practice. This study explores systems-oriented workplace learning experiences (SOWLEs) for early learners to suggest a framework for their development. The authors used a two-phase qualitative case study design. In Phase 1 (spring 2014), they prepared case write-ups based on transcribed interviews from 10 SOWLE leaders at the authors' institution and, through comparative analysis of cases, identified three SOWLE models. In Phase 2 (summer 2014), studying seven 8-week SOWLE pilots, the authors used interview and observational data collected from the seven participating medical students, two pharmacy students, and site leaders to construct case write-ups of each pilot and to verify and elaborate the models. In Model 1, students performed specific patient care activities that addressed a system gap. Some site leaders helped students connect the activities to larger systems problems and potential improvements. In Model 2, students participated in predetermined systems improvement (SI) projects, gaining experience in the improvement process. Site leaders had experience in SI and often had significant roles in the projects. In Model 3, students worked with key stakeholders to develop a project and conduct a small test of change. They experienced most elements of an improvement cycle. Site leaders often had experience with SI and knew how to guide and support students' learning. Each model could offer systems-oriented learning opportunities provided that key elements are in place including site leaders facile in SI concepts and able to guide students in SOWLE activities.

Missouri Program Highlights How Standards Make a Difference

ERIC Educational Resources Information Center

Killion, Joellen

2017-01-01

Professional development designed to integrate key features of research-based professional learning has positive and significant effects on teacher practice and student achievement in mathematics when implemented in schools that meet specified technology-readiness criteria. Key features of research-based professional learning include intensive…

Teaching Competences Necessary for Developing Key Competences of Primary Education Students in Spain: Teacher Assessments

ERIC Educational Resources Information Center

De-Juanas Oliva, Ángel; Martín del Pozo, Rosa; Pesquero Franco, Encarnación

2016-01-01

In Spain the syllabus of primary education students and their future teachers is broken down by competences. As teacher educators we were interested in finding out "which teaching competences teachers consider are most necessary to facilitate learning of student key competences." Therefore, we conducted a study with a sample of 286…

Lessons from medical students' perceptions of learning reflective skills: a multi-institutional study.

PubMed

Vivekananda-Schmidt, Pirashanthie; Marshall, Michelle; Stark, Patsy; McKendree, Jean; Sandars, John; Smithson, Sarah

2011-01-01

A core competency during undergraduate medical training is the development of reflective learning. The current literature is limited to demonstrating how reflective learning has been implemented or the approaches to its development. There is a lack of insight into students' perceptions of reflection and the factors that support development of reflective practice. Bridging this gap may provide insight into how reflective learning within the curriculum can be better developed to increase engagement from learners. Eight focus group interviews with second year students from four UK medical schools were held. Results were thematically analysed. Students have a high level of understanding of the purpose of reflection in practice but they perceive that there is a tension between public and private reflections. Assessment of the reflective process was perceived to be useful for developing reflective skills but grading of their reflective writing was not considered to be useful. Staff who champion the development of reflective skills and mentor students were perceived to play key roles in aiding the development of reflective skills. Appropriate experiences were seen to be a key part of developing reflective skills. These findings highlight potential ways to revise and improve engagement with the reflective learning components of undergraduate courses.

Assurance of Learning in the MIS Program

ERIC Educational Resources Information Center

Harper, Jeffrey S.; Harder, Joseph T.

2009-01-01

This article describes the development of a systematic and practical methodology for assessing program effectiveness and monitoring student development in undergraduate decision sciences programs. The model we present is based on a student's progression through learning stages associated with four key competencies: technical, analytical,…

How do students implement collaborative testing in real-world contexts?

PubMed

Wissman, Kathryn T; Rawson, Katherine A

2016-01-01

Recent research has explored the effects of collaborative testing, showing costs and benefits during learning and for subsequent memory. However, no prior research is informative about whether and how students use collaborative testing in real-world contexts. Accordingly, the primary purpose of the current research was to explore the extent to which students use collaborative testing during self-regulated learning. We conducted three surveys (n = 692 across three samples) asking students about their use of collaborative testing, with a particular interest in conditions under which students report implementing collaborative testing. Among the key outcomes, a majority of students reported using collaborative testing when studying in a group. Additionally, students reported that key term definitions are the material most often used during collaborative testing. Students are also more motivated to use testing and believe testing is more effective and more fun when implemented in a group versus alone. Outcomes also shed light on metacognitive components of collaborative testing, with the student asking (versus answering) the question making the monitoring judgement whereas both students make the control decision about when to terminate practice. We discuss ways in which the collaborative memory literature can be extended to support more successful student learning.

Owning and Operating a Small Business. A Guide for Industrial Cooperative Training Programs. Learning Activity Package No. 14.

ERIC Educational Resources Information Center

Braden, Robert P.; Remzi, Kerim

This learning activity package (LAP) on starting a small business is designed for student self-study. It will help students learn about their aptitudes and abilities as well as about the basics of running a small business. Following a list of learning objectives, the LAP contains a pretest (answer key provided at the end of the LAP). Ten learning…

Case study of a problem-based learning course of physics in a telecommunications engineering degree

NASA Astrophysics Data System (ADS)

Macho-Stadler, Erica; Jesús Elejalde-García, Maria

2013-08-01

Active learning methods can be appropriate in engineering, as their methodology promotes meta-cognition, independent learning and problem-solving skills. Problem-based learning is the educational process by which problem-solving activities and instructor's guidance facilitate learning. Its key characteristic involves posing a 'concrete problem' to initiate the learning process, generally implemented by small groups of students. Many universities have developed and used active methodologies successfully in the teaching-learning process. During the past few years, the University of the Basque Country has promoted the use of active methodologies through several teacher training programmes. In this paper, we describe and analyse the results of the educational experience using the problem-based learning (PBL) method in a physics course for undergraduates enrolled in the technical telecommunications engineering degree programme. From an instructors' perspective, PBL strengths include better student attitude in class and increased instructor-student and student-student interactions. The students emphasised developing teamwork and communication skills in a good learning atmosphere as positive aspects.

Current Practices in Global/International Advanced Pharmacy Practice Experiences: Preceptor and Student Considerations.

PubMed

Dornblaser, Emily K; Ratka, Anna; Gleason, Shaun E; Ombengi, David N; Tofade, Toyin; Wigle, Patricia R; Zapantis, Antonia; Ryan, Melody; Connor, Sharon; Jonkman, Lauren J; Ochs, Leslie; Jungnickel, Paul W; Abrons, Jeanine P; Alsharif, Naser Z

2016-04-25

The objective of this article is to describe the key areas of consideration for global/international advanced pharmacy practice experience (G/I APPE) preceptors, students and learning objectives. At the 2013 Annual Meeting of the American Association of Colleges of Pharmacy (AACP), the GPE SIG prepared and presented an initial report on the G/IAPPE initiatives. Round table discussions were conducted at the 2014 AACP Annual Meeting to document GPE SIG member input on key areas in the report. Literature search of PubMed, Google Scholar and EMBASE with keywords was conducted to expand this report. In this paper, considerations related to preceptors and students and learning outcomes are described. Preceptors for G/I APPEs may vary based on the learning outcomes of the experience. Student learning outcomes for G/I APPEs may vary based on the type of experiential site. Recommendations and future directions for development of G/IAPPEs are presented. Development of a successful G/I APPE requires significant planning and consideration of appropriate qualifications for preceptors and students.

The "7 Keys of the Dragon": An E-Learning Gamelike Environment for Albanian and Russian

ERIC Educational Resources Information Center

Revithiadou, Anthi; Kourtis-Kazoullis, Vasilia; Soukalopoulou, Maria; Konstantoudakis, Konstantinos; Zarras, Christos; Pelesoglou, Nestoras

2014-01-01

In this article we report on the development of an interactive open source extensible software, dubbed "The 7 Keys of the Dragon," for the teaching/learning of Albanian and Russian to students (9-12 years old) with the respective languages as their heritage languages. Based on the assumption that games in language learning are associated…

Using 'How People Learn' as a Blueprint for Developing Teaching Strategies in an Introductory Geology Course

NASA Astrophysics Data System (ADS)

Debari, S. M.; Bachmann, J.; Dougan, B.; Fackler-Adams, B.; Kratz, R.; Linneman, S.; Plake, T.; Smith, B.

2008-12-01

A new curriculum for an introductory geology course, Geology and Everyday Thinking (GET), incorporates the key research findings of How People Learn (NAS, 1999), and is based on the pedagogical approach of Physics and Everyday Thinking (PET; http://petproject.sdsu.edu/). These key findings have profound implications for developing teaching strategies that promote student learning. They suggest that for learning to occur: 1) students' preconceptions must be engaged, 2) students must be able to build their own conceptual framework, and 3) students must be given an opportunity to reflect on their learning (metacognition). Our curriculum has been carefully constructed into cycles that apply these key findings while exploring a key geologic concept. Each cycle engages students' 'Initial Ideas' about these concepts (and continuously revisits those Initial Ideas), sequentially builds upon concepts in a logical framework, and requires reflective writing. The curriculum employs questioning, small group work, and small and large class discussions. Students construct concepts by doing inquiry lab activities, but embedded group discussions that promote discourse and questioning among students is a crucial tool in the sense-making and solidification of those concepts. The questioning and discourse occur throughout each module so that students' preconceptions about a particular concept are brought out early on, and are revisited and challenged again as students construct their new understanding. Whiteboarding, or the process of sharing small-group ideas to a larger group, is the primary method of generating discussion. The instructor's role as facilitator and questioner is the cornerstone in this process. The primary audience for this course is future elementary teachers, who are required take a year-long science sequence. The year-long sequence includes physics (PET), geology (GET), and a correlative new curriculum in biology (BET). Class size is limited to 24 students, and the sequence is taught at a 4-year university as well as at four regional feeder community colleges. These courses model an inquiry-based teaching methodology that our pre-service teachers will use to teach science to their future students. Both quantitative and qualitative assessment data collected from our students show impressive gains both in attitudes about science and science content, especially compared to larger lecture-based introductory courses.

What Do Professional Learning Policies Say about Purposes of Teacher Education?

ERIC Educational Resources Information Center

Kennedy, Aileen

2015-01-01

Enhancing teacher learning is acknowledged globally as a key route to improving student outcomes, thereby contributing to nation states' economic competitiveness. This globally accepted policy "hypernarrative" is driving reform of teacher education policy internationally. This article seeks to analyse some key features of contemporary…

Learning Spaces Framework: Learning in an Online World

ERIC Educational Resources Information Center

Ministerial Council on Education, Employment, Training and Youth Affairs (NJ1), 2008

2008-01-01

"Contemporary learning--learning in an online world" describes the integrated nature of the highly technological world in which young people live and learn. A key priority is to design learning spaces that integrate technologies: engaging students in ways not previously possible; creating new learning and teaching possibilities;…

The 3 R's of Learning Time: Rethink, Reshape, Reclaim

ERIC Educational Resources Information Center

Sackey, Shera Carter

2012-01-01

The Learning School Alliance is a network of schools collaborating about professional practice. The network embodies Learning Forward's purpose to advance effective job-embedded professional learning that leads to student outcomes. A key component of Learning Forward's Standards for Professional Learning is a focus on collaborative learning,…

Note-taking and Handouts in The Digital Age.

PubMed

Stacy, Elizabeth Moore; Cain, Jeff

2015-09-25

Most educators consider note-taking a critical component of formal classroom learning. Advancements in technology such as tablet computers, mobile applications, and recorded lectures are altering classroom dynamics and affecting the way students compose and review class notes. These tools may improve a student's ability to take notes, but they also may hinder learning. In an era of dynamic technology developments, it is important for educators to routinely examine and evaluate influences on formal and informal learning environments. This paper discusses key background literature on student note-taking, identifies recent trends and potential implications of mobile technologies on classroom note-taking and student learning, and discusses future directions for note-taking in the context of digitally enabled lifelong learning.

The Use of Deep Learning Strategies in Online Business Courses to Impact Student Retention

ERIC Educational Resources Information Center

DeLotell, Pam Jones; Millam, Loretta A.; Reinhardt, Michelle M.

2010-01-01

Interest, application and understanding--these are key elements in successful online classroom experiences and all part of what is commonly referred to as deep learning. Deep learning occurs when students are able to connect with course topics, find value in them and see how to apply them to real-world situations. Asynchronous discussion forums in…

Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

ERIC Educational Resources Information Center

Sturgill, Amanda; Motley, Phillip

2014-01-01

Reflection is a key component of service learning, but research shows that in order to maximize learning, the reflection must be of high quality. This paper compares the affordances of three different models of written reflection in engendering students' higher-order thought processes. Student reflections were compared across axes of guided versus…

The Effects of the Design and Development of a Chemistry Curriculum Reform on Teachers' Professional Growth: A Case Study

ERIC Educational Resources Information Center

Coenders, Fer; Terlouw, Cees; Dijkstra, Sanne; Pieters, Jules

2010-01-01

A curriculum innovation requires new learning material for students and a preparation program for teachers, in which teacher learning is a key ingredient. In this paper we describe how three experienced teachers, involved in the development and subsequent classroom enactment of student learning material for context-based chemistry education,…

Using Electronic Portfolios to Foster Literacy and Self-Regulated Learning Skills in Elementary Students

ERIC Educational Resources Information Center

Abrami, Philip C.; Venkatesh, Vivek; Meyer, Elizabeth J.; Wade, C. Anne

2013-01-01

The research presented here is a continuation of a line of inquiry that explores the impacts of an electronic portfolio software called ePEARL, which is a knowledge tool designed to support the key phases of self-regulated learning (SRL)--forethought, performance, and self-reflection--and promote student learning. Participants in this study were…

Improving Literacy and Metacognition with Electronic Portfolios: Teaching and Learning with ePEARL

ERIC Educational Resources Information Center

Meyer, Elizabeth; Abrami, Philip C.; Wade, C. Anne; Aslan, Ofra; Deault, Louise

2010-01-01

Can an electronic portfolio that is both a multimedia container for student work and a tool to support key learning processes have a positive impact on the literacy practices and self-regulated learning skills of students? This article presents the findings of a yearlong study conducted in three Canadian provinces during the 2007-2008 school year…

PBL: An Evaluation of the Effectiveness of Authentic Problem-Based Learning (aPBL)

ERIC Educational Resources Information Center

Woods, Donald R.

2012-01-01

Many different versions of Problem-based Learning (PBL) are used today. To be consistent in evaluating the effectiveness of PBL, the focus in this paper is on what Howard Barrows called authentic PBL (aPBL). In aPBL students are empowered with the learning process; key distinguishing features are that the students teach each other the new…

Improving Information Literacy Skills through Learning to Use and Edit Wikipedia: A Chemistry Perspective

ERIC Educational Resources Information Center

Walker, Martin A.; Li, Ye

2016-01-01

Our students rely on Wikipedia on their mobile devices or laptops, since it is an extremely rich and broad resource. This article overviews the Chemistry content on Wikipedia and how students can learn to use it effectively as an information resource, critically evaluating content, and learning key information literacy skills. We also discuss how…

Learning Science through Writing: Associations with Prior Conceptions of Writing and Perceptions of a Writing Program

ERIC Educational Resources Information Center

Ellis, Robert A.; Taylor, Charlotte E.; Drury, Helen

2007-01-01

Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students' preconceptions of learning through writing and their perceptions of their writing…

Assessing the Relationship Between Questioning and Understanding to Improve Learning and Thinking (QUILT) and Student Achievement in Mathematics: A Pilot Study

ERIC Educational Resources Information Center

Craig, Jim; Cairo, III, Leslie

2005-01-01

Good questions, effectively delivered are a key feature of learning and teaching. QUILT is a research-based, field-tested professional development program designed to assist teachers in developing and implementing effective questioning skills to facilitate student learning. The QUILT framework presents classroom questioning as a five-stage…

The Power of Audience

ERIC Educational Resources Information Center

Levy, Steven

2008-01-01

Teachers in Expeditionary Learning schools have discovered that finding an authentic audience for a genuine product is the key to getting students to take responsibility for their own work. The author, a school designer for Expeditionary Learning Schools Outward Bound, describes three examples of projects in which students worked on curriculum…

Transition Planning for African-American Learning Disabled Students: Are Career and Technical Education Schools the Key to Postsecondary Success?

ERIC Educational Resources Information Center

Walker, Tara D.

2017-01-01

Career and technical education (CTE) programs have been a part of secondary education reform efforts in Georgia aimed at closing the achievement gaps among disadvantaged groups and preparing all students to be college and career ready. The problem is African-American students with learning disabilities (AASWLD) continue to have worse postsecondary…

Student Perceptions of iPads as Mobile Learning Devices for Fieldwork

ERIC Educational Resources Information Center

Welsh, Katharine E.; Mauchline, Alice L.; Powell, Victoria; France, Derek; Park, Julian R.; Whalley, W. Brian

2015-01-01

This paper reports findings from six field courses about student's perceptions of iPads as mobile learning devices for fieldwork. Data were collected through surveys and focus groups. The key findings suggest that the multi-tool nature of the iPads and their portability were the main strengths. Students had some concerns over the safety of the…

A Qualitative Analysis of the Self-Regulated Learning of First-Semester College Students

ERIC Educational Resources Information Center

Toms, Marcia

2016-01-01

Self-regulated learning (SRL) plays a key role in student's academic achievement. This study used a social cognitive lens and qualitative methods to discover and describe the SRL of a group of eight students during their first semester in college. Each participant was interviewed four times at strategic points between August and December 2012. In…

At the Crossroads of Language Variation: Urban College Students Learn about Sociolinguistics

ERIC Educational Resources Information Center

Levinson, Kenneth

2005-01-01

Learning about how language works not only gives students a better grounding in English; it also provides insights into the nature of what it means to be human. Language is both universal and a key element of human diversity. In becoming schooled in linguistic aspects of diversity, students become aware of their own language choices and the…

A First Step in Learning Analytics: Pre-Processing Low-Level Alice Logging Data of Middle School Students

ERIC Educational Resources Information Center

Werner, Linda; McDowell, Charlie; Denner, Jill

2013-01-01

Educational data mining can miss or misidentify key findings about student learning without a transparent process of analyzing the data. This paper describes the first steps in the process of using low-level logging data to understand how middle school students used Alice, an initial programming environment. We describe the steps that were…

Using Observational Journals in an Introductory Astronomy Course

NASA Astrophysics Data System (ADS)

Sadler, P.

2000-05-01

The might of science is in its power to predict. Yet, students rarely are exposed to anything but others' stories concerning how nature behaves. Students do not experience the frustration and elation that discovery brings. For ten years, our introductory astronomy course has used observational journals as a key component in the learning process. Every night, as the planets, stars, and moon dance by, astronomy students use the opportunity to collect and analyze their own data describing heavenly motions. For most, finding the patterns in original data provides an opportunity to fashion and test their own predictive models for the first time in their lives. Such efforts provide an alternative to lecture and laboratory for mastering key scientific concepts and modifying student misconceptions. Students have learned how to represent visual information through a variety of graphs, built and improved their own measurement instruments, and drawn on artistic and writing skills. We will examine the steps required to make observational journals a productive learning activity: careful recordkeeping, classroom discussion, instructor feedback, and reflective writing. I will show examples of how students' work progress through increasing levels of cognitive sophistication that match well with learning theories.

Four Keys to a Smooth Flight.

ERIC Educational Resources Information Center

O'Neill, Jan; Conzemius, Anne

2002-01-01

Describes four key elements typically seen in schools that show continuous improvement in student results. Such schools' cultures are permeated by a shared focus on student learning, a strong culture of reflective practice, a collaborative environment where teachers see colleagues and parents as important partners, and an ever increasing…

Learning about Vertebrate Limb Development

ERIC Educational Resources Information Center

Liang, Jennifer O.; Noll, Matthew; Olsen, Shayna

2014-01-01

We have developed an upper-level undergraduate laboratory exercise that enables students to replicate a key experiment in developmental biology. In this exercise, students have the opportunity to observe live chick embryos and stain the apical ectodermal ridge, a key tissue required for development of the vertebrate limb. Impressively, every…

Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study.

PubMed

Burgess, Annette; Roberts, Chris; Ayton, Tom; Mellis, Craig

2018-04-10

While Problem Based Learning (PBL) has long been established internationally, Team-based learning (TBL) is a relatively new pedagogy in medical curricula. Both PBL and TBL are designed to facilitate a learner-centred approach, where students, in interactive small groups, use peer-assisted learning to solve authentic, professionally relevant problems. Differences, however, exist between PBL and TBL in terms of preparation requirements, group numbers, learning strategies, and class structure. Although there are many similarities and some differences between PBL and TBL, both rely on constructivist learning theory to engage and motivate students in their learning. The aim of our study was to qualitatively explore students' perceptions of having their usual PBL classes run in TBL format. In 2014, two iterations in a hybrid PBL curriculum were converted to TBL format, with two PBL groups of 10 students each, being combined to form one TBL class of 20, split into four groups of five students. At the completion of two TBL sessions, all students were invited to attend one of two focus groups, with 14 attending. Thematic analysis was used to code and categorise the data into themes, with constructivist theory used as a conceptual framework to identify recurrent themes. Four key themes emerged; guided learning, problem solving, collaborative learning, and critical reflection. Although structured, students were attracted to the active and collaborative approach of TBL. They perceived the key advantages of TBL to include the smaller group size, the preparatory Readiness Assurance Testing process, facilitation by a clinician, an emphasis on basic science concepts, and immediate feedback. The competitiveness of TBL was seen as a spur to learning. These elements motivated students to prepare, promoted peer assisted teaching and learning, and focussed team discussion. An important advantage of PBL over TBL, was the opportunity for adequate clinical reasoning within the problem solving activity. Students found their learning experience in TBL and PBL qualitatively different. There were advantages and disadvantages to both. This suggests a hybrid approach utilising the strengths of both methods should be considered for wide scale implementation.

Research into experiential learning in nurse education.

PubMed

Hill, Barry

2017-09-07

This research is founded on an innovative pedagogical project as part of a higher education lecturer teaching qualification. This project involved redesigning the module 'advanced history taking and physical examination with clinical reasoning', a continuing professional development at a higher education institution. The author undertook an exploration of the literature, considering evidence on teaching styles and the way in which students learn and gain knowledge. The module was redesigned, impelemented and then evaluated by the student participants. Key themes in the evaluation centred on the experiential learning style and experiential teaching style. There are numerous internal and external factors that affect teaching, and student learning. Experiential learning has provided a successful teaching pedagogy when applied to clinical skill acquisition, and has positively benefited the module delivery and pass rate, suggesting it has embedded 'deep learning'. Student feedback was positive, and the redesigned module has had a positive impact on student engagement and the teacher-student interaction.

The Role of Leadership in a Statewide Student Laptop Implementation

ERIC Educational Resources Information Center

Allen, Lee. E.; Franceschini, Louis; Lowther, Deborah L.

2009-01-01

Researchers have frequently found that leadership plays a key role in the successful and effective implementation of technology in K-12 school districts (Meltzer & Sherman, 1997; Schiller, 2002; Bliss & Bliss, 2003; Anderson & Dexter, 2005). A key component of the Michigan Freedom To Learn (FTL): One-to-One Learning initiative…

Case Report: The Impact of a Resubmission Intervention on Level 1 Distance Learning Students

ERIC Educational Resources Information Center

Pinchbeck, Jessica; Heaney, Caroline

2017-01-01

Student retention and success are key performance indicators within higher education. One of the key opportunities to address both of these lies with the support offered to students who fail a module but are entitled to resubmit. This study investigates the value of implementing a resubmission intervention to improve the quantity and quality of…

Baccalaureate nursing students' perceptions of learning and supervision in the clinical environment.

PubMed

Dimitriadou, Maria; Papastavrou, Evridiki; Efstathiou, Georgios; Theodorou, Mamas

2015-06-01

This study is an exploration of nursing students' experiences within the clinical learning environment (CLE) and supervision provided in hospital settings. A total of 357 second-year nurse students from all universities in Cyprus participated in the study. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher instrument. The dimension "supervisory relationship (mentor)", as well as the frequency of individualized supervision meetings, were found to be important variables in the students' clinical learning. However, no statistically-significant connection was established between successful mentor relationship and team supervision. The majority of students valued their mentor's supervision more highly than a nurse teacher's supervision toward the fulfillment of learning outcomes. The dimensions "premises of nursing care" and "premises of learning" were highly correlated, indicating that a key component of a quality clinical learning environment is the quality of care delivered. The results suggest the need to modify educational strategies that foster desirable learning for students in response to workplace demands. © 2014 Wiley Publishing Asia Pty Ltd.

Student Response to Remote-Online Case-Based Learning: A Qualitative Study

PubMed Central

2016-01-01

Background Case-based learning (CBL) typically involves face-to-face interaction in small collaborative groups with a focus on self-directed study. To our knowledge, no published studies report an evaluation of Web conferencing in CBL. Objective The primary aim of this study was to explore student perceptions and attitudes in response to a remote-online case-based learning (RO-CBL) experience. Methods This study took place over a 2-week period in 2013 at Monash University, Victoria, Australia. A third year cohort (n=73) of physiotherapy students was invited to participate. Students were required to participate in 2 training sessions, followed by RO-CBL across 2 sessions. The primary outcome of interest was the student feedback on the quality of the learning experience during RO-CBL participation. This was explored with a focus group and a survey. Results Most students (68/73) completed the postintervention survey (nonparticipation rate 8%). RO-CBL was generally well received by participants, with 59% (40/68) of participates stating that they’d like RO-CBL to be used in the future and 78% (53/68) of participants believing they could meet the CBL’s learning objectives via RO-CBL. The 4 key themes relevant to student response to RO-CBL that emerged from the focus groups and open-ended questions on the postintervention survey were how RO-CBL compared to expectations, key benefits of RO-CBL including flexibility and time and cost savings, communication challenges in the online environment compared to face-to-face, and implications of moving to an online platform. Conclusions Web conferencing may be a suitable medium for students to participate in CBL. Participants were satisfied with the learning activity and felt they could meet the CBL’s learning objectives. Further study should evaluate Web conferencing CBL across an entire semester in regard to student satisfaction, perceived depth of learning, and learning outcomes. PMID:27731852

Student Response to Remote-Online Case-Based Learning: A Qualitative Study.

PubMed

Nicklen, Peter; Keating, Jennifer L; Maloney, Stephen

2016-03-22

Case-based learning (CBL) typically involves face-to-face interaction in small collaborative groups with a focus on self-directed study. To our knowledge, no published studies report an evaluation of Web conferencing in CBL. The primary aim of this study was to explore student perceptions and attitudes in response to a remote-online case-based learning (RO-CBL) experience. This study took place over a 2-week period in 2013 at Monash University, Victoria, Australia. A third year cohort (n=73) of physiotherapy students was invited to participate. Students were required to participate in 2 training sessions, followed by RO-CBL across 2 sessions. The primary outcome of interest was the student feedback on the quality of the learning experience during RO-CBL participation. This was explored with a focus group and a survey. Most students (68/73) completed the postintervention survey (nonparticipation rate 8%). RO-CBL was generally well received by participants, with 59% (40/68) of participates stating that they'd like RO-CBL to be used in the future and 78% (53/68) of participants believing they could meet the CBL's learning objectives via RO-CBL. The 4 key themes relevant to student response to RO-CBL that emerged from the focus groups and open-ended questions on the postintervention survey were how RO-CBL compared to expectations, key benefits of RO-CBL including flexibility and time and cost savings, communication challenges in the online environment compared to face-to-face, and implications of moving to an online platform. Web conferencing may be a suitable medium for students to participate in CBL. Participants were satisfied with the learning activity and felt they could meet the CBL's learning objectives. Further study should evaluate Web conferencing CBL across an entire semester in regard to student satisfaction, perceived depth of learning, and learning outcomes.

Key principles in assessing students' practice-based learning.

PubMed

Price, Bob

Assessing student learning in the practice setting is one of the most sophisticated and complex forms of evaluation undertaken by registered nurses. The Nursing and Midwifery Council sets standards relating to learning and assessment in practice, focusing on professional values, communication and interpersonal skills, nursing practice, decision making, leadership, management and teamworking. Assessment needs to include evaluation of skill (technical, psychomotor and interpersonal), attitudes and insights, and reasoning. As assessment of student learning is conducted in the practice setting, risks have to be managed, and targets and service standards met. Therefore, it is understandable that mentors may express doubts about their ability to assess student learning rigorously and fairly. It is particularly challenging for mentors to state confidently what represents a demonstration of learning and competence when asked to decide whether a student is fit to practise.

The impact of blended learning on student performance in a cardiovascular pharmacotherapy course.

PubMed

McLaughlin, Jacqueline E; Gharkholonarehe, Nastaran; Khanova, Julia; Deyo, Zach M; Rodgers, Jo E

2015-03-25

To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students. In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises. Students who accessed all online module segments participated in more in class clicker questions (p=0.043) and performed better on the examination (p=0.023). There was no difference in clicker participation or examination performance based on time of module access (prior to or after class). The majority of participants agreed or strongly agreed that foundational content learned prior to class, applied activities during class, and content-related questions in the online module greatly enhanced learning. This study highlights the importance of integrating online modules with classroom learning and the role of blended learning in improving academic performance.

Feedback Design Patterns for Math Online Learning Systems

ERIC Educational Resources Information Center

Inventado, Paul Salvador; Scupelli, Peter; Heffernan, Cristina; Heffernan, Neil

2017-01-01

Increasingly, computer-based learning systems are used by educators to facilitate learning. Evaluations of several math learning systems show that they result in significant student learning improvements. Feedback provision is one of the key features in math learning systems that contribute to its success. We have recently been uncovering feedback…

The Invisible Hand of Inquiry-Based Learning

ERIC Educational Resources Information Center

Bennett, Mark

2015-01-01

The key elements of learning in a classroom remain largely invisible. Teachers cannot expect every student to learn to their fullest capacity; yet they can augment learning within a classroom through inquiry-based learning. In this article, the author describes inquiry-based learning and how to begin this process in the classroom.

Learning to Cure, but Learning to Care?

ERIC Educational Resources Information Center

Michalec, Barret

2011-01-01

Utilizing interviews with students and a key administrator, analyses of academic schedules, and observations of courses, labs, and small groups, this study examines if and how elements of the explicit preclinical curriculum may have deleterious effects on medical students' humanitarian attributes, namely empathy. Findings from this case-study of a…

Effects of a Service-Learning Program on University Students

ERIC Educational Resources Information Center

Hervás Torres, Mirian; Fernández Martín, Francisco D.; Arco Tirado, José Luis; Miñaca Laprida, María Isabel

2017-01-01

Introduction: The low productivity that prevailing in recent years in Higher Education requires urgently institutional responses aimed to improving quality of university education contributing to the development among students of key competences for lifelong learning. In this sense, the aim of this research was to explore the effects of an…

Communication Is Key: Unpacking "Use of Assessment Results to Improve Student Learning"

ERIC Educational Resources Information Center

Smith, Kristen L.; Good, Megan Rodgers; Sanchez, Elizabeth Hawk; Fulcher, Keston H.

2015-01-01

Although higher education institutions often engage in assessment practices, use of assessment results to improve student learning is rare (Blaich & Wise, 2011). We surmised that this rarity could be partially explained by unclear communication regarding what "use of results" means. The current study qualitatively investigated how…

A Questionnaire-Based Study on Chinese University Students' Demotivation to Learn English

ERIC Educational Resources Information Center

Li, Chili; Zhou, Ting

2017-01-01

This paper, adopting questionnaire survey method, investigated 367 non-key local university English as a Foreign Language (EFL) students' demotivation to learn English. The collected data revealed that there were two main categories of demotivators: internal factors ("lack of intrinsic interest," "experience of failure and lack of…

Web-Based, Active Learning Experiences for Biology Students.

ERIC Educational Resources Information Center

Skinner, Kerri M.; Hoback, W. Wyatt

2003-01-01

Presents a website that addresses concepts that form a foundation for understanding ecology, pest management, and environmental ethics. Key features of the website include its self-contained, non-linear design; a learning environment that allows students to test ideas without penalty; real-world examples; and built-in assessment tools that…

Effective Task Design for the TBL Classroom

ERIC Educational Resources Information Center

Roberson, Bill; Franchini, Billie

2014-01-01

Group and team tasks are the culminating outputs of student learning in team and collaborative learning environments. How they are conceived and designed, therefore, can directly determine the success of the pedagogical strategy. A key design issue for creating effective tasks is how best to focus student knowledge, observation, and analysis…

"Scratch"ing below the Surface: Mathematics through an Alternative Digital Lens?

ERIC Educational Resources Information Center

Calder, Nigel; Taylor, Merilyn

2010-01-01

A key element in the examination of how students process mathematics through digital technologies is considering the ways that digital pedagogical media might influence the learning process. How might students' understanding emerge through engagement in a digital-learning environment? Interactive software that has cross-curricula implications and…

Belonging: The Gateway to Global Learning for All Students

ERIC Educational Resources Information Center

Braskamp, David C.; Braskamp, Larry A.; Glass, Chris R.

2015-01-01

For several years, the authors have been analyzing data from the Global Perspective Inventory (GPI), a national survey that measures undergraduate students' ability to take a global perspective by examining cognitive, intrapersonal, and interpersonal dimensions of this key attribute of global learning. The survey also probes the frequency of…

Dilemma in Teaching Mathematics

ERIC Educational Resources Information Center

Md Kamaruddin, Nafisah Kamariah; Md Amin, Zulkarnain

2012-01-01

The challenge in mathematics education is finding the best way to teach mathematics. When students learn the reasoning and proving in mathematics, they will be proficient in mathematics. Students must know mathematics before they can apply it. Symbolism and logic is the key to both the learning of mathematics and its effective application to…

Developing Skills in Years 11 and 12 Secondary School Economics

ERIC Educational Resources Information Center

Stokes, Anthony; Wright, Sarah

2013-01-01

This paper explores different approaches for developing skills in economics in schools. It considers the different preferred learning styles of students through the VARK method and applies a contextual learning approach to engage students and develop skills. The key skills that are considered are literacy, numeracy, information and communication…

Scientific Discoveries the Year I Was Born

ERIC Educational Resources Information Center

Cherif, Abour

2012-01-01

The author has successfully used a learning activity titled "The Year I Was Born" to motivate students to conduct historical research and present key scientific discoveries from their birth year. The activity promotes writing, helps students enhance their scientific literacy, and also improves their attitude toward the learning of science. As one…

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…

Taking a Risk: Sharing Leadership and Power

ERIC Educational Resources Information Center

Ziegler, William T.; Ramage, David E.

2012-01-01

Schools must be learning organizations, but learning does not happen automatically. Visiting classrooms, reviewing student work, collecting artifacts, and analyzing achievement data is essential to the health of a school and its ability to educate students. One of the key ways the school administrators of Pottsgrove Middle School in Pottstown,…

Are You a Leader? How We Learned to Stop Asking

ERIC Educational Resources Information Center

Bacal, Jessica; Ly, Minh; Walters, Jennifer L.; Einbinder, Allyson

2015-01-01

Smith College initiated an ePortfolio pilot project to guide students in documenting key learning experiences and in linking those experiences to Smith's institutional mission of "developing leaders for society's challenges" (Smith College, 2011). Twenty-one college students volunteered to participate in the pilot, based on the…

Reflections on Post-Evaluation of Baccalaureate Programs: Revisiting Education Quality

ERIC Educational Resources Information Center

Jianrong, Sun

2009-01-01

This paper discusses the distinction between two types of educational quality: quality at the institutional level and quality at the student learning level. The key element for continuous institutional improvement after completion of the evaluation of institutional teaching should be on redefining quality in student learning and developing a…

Key Features of High-Quality Policies and Guidelines to Support Social and Emotional Learning: Recommendations and Examples for the Collaborating States Initiative (CSI)

ERIC Educational Resources Information Center

Dusenbury, Linda; Yoder, Nick

2017-01-01

The current document serves two purposes. First, it provides an overview of six key features of a high-quality, comprehensive package of policies and guidance to support student social and emotional learning (SEL). These features are based on Collaborative for Academic Social, and Emotional Learning's (CASEL's) review of the research literature on…

Seven Keys to Successful Study.

ERIC Educational Resources Information Center

Edwards, Peter

Written for secondary, technical, and technical and further education (TAFE) students, this book aims to make learning easier and more enjoyable by showing students how to use a series of basic study skills called "keys." The book offers an explanation, examples, graphic illustrations, and activities for each skill. Chapters include: (1)…

Q Methodology as a Tool for Program Assessment

ERIC Educational Resources Information Center

Ramlo, Susan E.

2015-01-01

Program assessment is now commonplace at most colleges and universities and is required for accreditation of specific degree programs. Key aspects of program assessment include program improvement, improved student learning, and adequate student preparation for the workforce. Thus, program assessment is a key ingredient to program health. Although…

An Interactive Multimedia Dichotomous Key for Teaching Plant Identification

ERIC Educational Resources Information Center

Jacquemart, Anne-Laure; Lhoir, Pierre; Binard, Fabian; Descamps, Charlotte

2016-01-01

Teaching plant identification includes demonstrating how to use dichotomous keys; this requires knowledge of numerous botanical terms and can be challenging, confusing and frustrating for students. Here, we developed a multimedia tool to help students (1) learn botanical terms, (2) practice, train and test their knowledge of plant identification…

General chemistry courses that can affect achievement: An action research study in developing a plan to improve undergraduate chemistry courses

NASA Astrophysics Data System (ADS)

Shweikeh, Eman

Over the past 50 years, considerable research has been dedicated to chemistry education. In evaluating principal chemistry courses in higher education, educators have noted the learning process for first-year general chemistry courses may be challenging. The current study investigated perceptions of faculty, students and administrators on chemistry education at three institutions in Southern California. Via action research, the study sought to develop a plan to improve student engagement in general chemistry courses. A mixed method was utilized to analyze different perceptions on key factors determining the level of commitment and engagement in general chemistry education. The approach to chemistry learning from both a faculty and student perspective was examined including good practices, experiences and extent of active participation. The research study considered well-known measures of effective education with an emphasis on two key components: educational practices and student behavior. Institutional culture was inclusively assessed where cognitive expectations of chemistry teaching and learning were communicated. First, the extent in which faculty members are utilizing the "Seven Principles for Good Practice in Undergraduate Education" in their instruction was explored. Second, student attitudes and approaches toward chemistry learning were examined. The focus was on investigating student understanding of the learning process and the structure of chemistry knowledge. The seven categories used to measure students' expectations for learning chemistry were: effort, concepts, math link, reality link, outcome, laboratory, and visualization. This analysis represents the views of 16 faculty and 140 students. The results validated the assertion that students need some competencies and skills to tackle the challenges of the chemistry learning process to deeply engage in learning. A mismatch exists between the expectations of students and those of the faculty. Furthermore, improving attitudes and beliefs could be a potential for bringing about successful interventions to general chemistry learning. Importantly, the role of collaboration between chemistry educators is essential to forming instructional strategies. Additionally, shifting paradigms should be given utmost attention, including differences among student engagement in general chemistry, ways in which faculty can modify practices to meet student expectations, and the role of administrators in providing the necessary tools that stimulate chemistry education and research.

Nurse Educator Perceptions of the Importance of Relationship in Online Teaching and Learning.

PubMed

Smith, Yvonne M; Crowe, Alicia R

The purpose of this study was to understand the perceptions of teaching nursing students in online environments as experienced by nursing educators who have been teaching online for a minimum of 2 years. The study used an interview-based qualitative descriptive design. Semistructured interviews with 10 full-time nurse educators were conducted. The participants represented a range of ranks and teaching experience. Analysis involved a constant comparative process of initial and focused coding. Relationships were important to these nurse educators, and there was an interconnected nature among (a) student engagement and learning, (b) "knowing students," and (c) helping students meet their needs. Although different in how they experienced these elements, they seemed to share a sense that you have to know your students to help them meet their needs, and that you have to help them meet their needs so that they can learn, and building relationships within the online environment is key to all if this. Relationships are the heart of nursing and, for these nurse educators, a key aspect of nursing education. Having a strong relationship between nurse educators and nursing students supports student engagement in learning online. With continually increasing online nurse education, understanding these relationships is important to improve nursing education and consequently improve nursing practice. Copyright © 2016 Elsevier Inc. All rights reserved.

Managing e-Learning: What Are the Real Implications for Schools?

ERIC Educational Resources Information Center

Boulton, Helen

2008-01-01

This paper is concerned with the use of e-learning in secondary education. It is based on research that has taken place over a period of two years with students aged 14-16 (Key Stage 4). The paper considers the current research in e-learning and identifies the challenges faced by students, the changing role of the learner, and the impact elearning…

Utility of Self-Made Crossword Puzzles as an Active Learning Method to Study Biochemistry in Undergraduate Education

ERIC Educational Resources Information Center

Coticone, Sulekha Rao

2013-01-01

To incorporate an active learning component in a one-semester biochemistry course, students were asked to create crossword puzzles using key concepts. Student observations on the use of self-made crossword puzzles as an active-learning instructional tool were collected using a 5-point Likert survey at the end of the semester. A majority of the…

An exploration of peer-assisted learning in undergraduate nursing students in paediatric clinical settings: An ethnographic study.

PubMed

Carey, Matthew C; Chick, Anna; Kent, Bridie; Latour, Jos M

2018-06-01

Peer-assisted leaning relates to the acquisition of knowledge and skills through shared learning of matched equals. The concept has been explored within the field of nurse education across a range of learning environments, but its impact in practice is still relatively unknown. This paper reports on findings when observing paediatric undergraduate nursing students who engage in PAL within the clinical practice setting. The aim of this paper is to report the findings of a study undertaken to explore peer-assisted learning in undergraduate nursing students, studying children's health, in the clinical practice setting. A qualitative ethnographic study using non-participant observations. A range of inpatient paediatric clinical settings across two teaching hospitals. First, second and third year paediatric student nurses enrolled on a Bachelor of Nursing Programme. Non-participant observations were used to observe a range of interactions between the participants when engaging in peer-assisted learning within the same clinical area. A total of 67 h of raw data collected across all observations was analysed using framework analysis to draw together key themes. Of the 20 identified students across two hospitals, 17 agreed to take part in the study. Findings were aggregated into three key themes; 1. Peers as facilitators to develop learning when engaging in peer-assisted learning, 2. Working together to develop clinical practice and deliver care, 3. Positive support and interaction from peers to enhance networking and develop working structure. Peer-assisted learning in undergraduate children's nursing students stimulates students in becoming engaged in their learning experiences in clinical practice and enhance collaborative support within the working environment. The benefits of peer-assisted learning in current clinical practice settings can be challenging. Therefore, education and practice need to be aware of the benefits and their contribution towards future strategies and models of learning. Copyright © 2018 Elsevier Ltd. All rights reserved.

Do They Feel the Same Way about Math? Testing Measurement Invariance of the PISA "Students' Approaches to Learning" Instrument across Immigrant Groups within Germany

ERIC Educational Resources Information Center

Segeritz, Micha; Pant, Hans Anand

2013-01-01

This article summarizes the key finding of a study that (a) tests the measurement invariance (MI) of the popular Students' Approaches to Learning instrument (Programme for International Student Assessment [PISA]) across ethnic/cultural groups within a country and (b) discusses implications for research focusing on the role of affective measures in…

What Makes a Matrix so Effective? An Empirical Test of the Relative Benefits of Signaling, Extraction, and Localization

ERIC Educational Resources Information Center

Kauffman, Douglas F.; Kiewra, Kenneth A.

2010-01-01

What type of display helps students learn the most and why? This study investigated how displays differing in terms of signaling, extraction, and localization impact learning. In Experiment 1, 72 students were assigned randomly to one cell of a 4 x 2 design. Students studied a standard text, a text with key ideas extracted, an outline that…

Experiences Obtained with Integration of Student Response Systems for iPod Touch and iPhone into e-Learning Environments

ERIC Educational Resources Information Center

Stav, John; Nielsen, Kjetil; Hansen-Nygard, Gabrielle; Thorseth, Trond

2010-01-01

A new type of Student Response System (SRS) based up on the latest wireless technologies and hand held mobile devices has been developed to enhance active learning methods and assess students' understanding. The key services involve a set of XML technologies, web services and modern mobile devices. A group consisting of engineers, scientists and…

Creation of Audiovisual Presentations as a Tool to Develop Key Competences in Secondary-School Students. A Case Study in Science Class

ERIC Educational Resources Information Center

Ezquerra, Ángel; Manso, Javier; Burgos, Mª Esther; Hallabrin, Carla

2014-01-01

New curricular plans based on key competences create the need for new educational proposals that allow their development. This article describes a proposal to develop key competences through project-based learning. The project's objective is the creation of a digital video. The following study was carried out with students in their final two years…

Is that really my movement? - Students' experiences of a video-supported interactive learning model for movement awareness.

PubMed

Backåberg, Sofia; Gummesson, Christina; Brunt, David; Rask, Mikael

2015-01-01

Healthcare staff and students have a great risk of developing musculoskeletal symptoms. One cause of this is heavy load related work activities such as manual handling, in which the quality of individual work technique may play a major role. Preventive interventions and well-defined educational strategies to support movement awareness and long-lasting movement changes need to be developed. The aim of the present study was to explore nursing students' experiences of a newly developed interactive learning model for movement awareness. The learning model, which is based on a life-world perspective with focus on interpersonal interaction, has been used with 11 undergraduate students from the second and final year. Each student participated in three individual video sessions with a facilitator. Two individual interviews were carried out with each student during the learning process and one interview 12-18 months after the last session. The interviews were audio-recorded and transcribed verbatim, and a phenomenological hermeneutic method inspired by Paul Ricoeur and described by Lindseth and Norberg was used to interpret the interviews and diary notes. The interpretation resulted in three key themes and nine subthemes. The key themes were; "Obtaining better preconditions for bodily awareness," "Experiencing changes in one's own movement," and "Experiencing challenges in the learning process." The interactive learning model entails a powerful and challenging experience that develops movement awareness. The experience of meaningfulness and usefulness emerges increasingly and alternates with a feeling of discomfort. The learning model may contribute to the body of knowledge of well-defined educational strategies in movement awareness and learning in, for example, preventive interventions and ergonomic education. It may also be valuable in other practical learning situations where movement awareness is required.

Wiki technology enhanced group project to promote active learning in a neuroscience course for first-year medical students: an exploratory study.

PubMed

Mi, Misa; Gould, Douglas

2014-01-01

A Wiki group project was integrated into a neuroscience course for first-year medical students. The project was developed as a self-directed, collaborative learning task to help medical students review course content and make clinically important connections. The goals of the project were to enhance students' understanding of key concepts in neuroscience, promote active learning, and reinforce their information literacy skills. The objective of the exploratory study was to provide a formative evaluation of the Wiki group project and to examine how Wiki technology was utilized to enhance active and collaborative learning of first-year medical students in the course and to reinforce information literacy skills.

A student-led process to enhance the learning and teaching of teamwork skills in medicine.

PubMed

Balasooriya, Chinthaka; Olupeliyawa, Asela; Iqbal, Maha; Lawley, Claire; Cohn, Amanda; Ma, David; Luu, Queenie

2013-01-01

The development of teamwork skills is a critical aspect of modern medical education. This paper reports on a project that aimed to identify student perceptions of teamwork-focused learning activities and generate student recommendations for the development of effective educational strategies. The project utilized a unique method, which drew on the skills of student research assistants (RAs) to explore the views of their peers. Using structured interview guides, the RAs interviewed their colleagues to clarify their perceptions of the effectiveness of current methods of teamwork teaching and to explore ideas for more effective methods. The RAs shared their deidentified findings with each other, identified preliminary themes, and developed a number of recommendations which were finalized through consultation with faculty. The key themes that emerged focused on the need to clarify the relevance of teamwork skills to clinical practice, reward individual contributions to group process, facilitate feedback and reflection on teamwork skills, and systematically utilize clinical experiences to support experiential learning of teamwork. Based on these findings, a number of recommendations for stage appropriate teamwork learning and assessment activities were developed. Key among these were recommendations to set up a peer-mentoring system for students, suggestions for more authentic teamwork assessment methods, and strategies to utilize the clinical learning environment in developing teamwork skills. The student-led research process enabled identification of issues that may not have been otherwise revealed by students, facilitated a better understanding of teamwork teaching and developed ownership of the curriculum among students. The project enabled the development of recommendations for designing learning, teaching, and assessment methods that were likely to be more effective from a student perspective.

Why Involvement Matters: A Review of Research on Student Involvement in the Collegiate Setting.

ERIC Educational Resources Information Center

Moore, Jody; Lovell, Cheryl D.; McGann, Tammy; Wyrick, Jason

1998-01-01

Highlights different types of student involvement, summarizes key findings, and identifies significant gaps in research regarding how student involvement on college campuses impacts student development and learning. Suggests that student affairs administrators need to continue the exploration on the importance of college student involvement.…

The Value of Significant Learning Strategies in Undergraduate Education

ERIC Educational Resources Information Center

Coco, Charles M.

2012-01-01

Learning taxonomies can assist faculty in developing course structures that promote enhanced student learning in the cognitive and affective domains. Significant Learning is one approach to course design that allows for development in six key areas: Foundational Knowledge, Application, Integration, Human Dimension, Caring, and Learning How to…

Identifying key areas for active interprofessional learning partnerships: A facilitated dialogue.

PubMed

Steven, Kathryn; Angus, Allyson; Breckenridge, Jenna; Davey, Peter; Tully, Vicki; Muir, Fiona

2016-11-01

Student and service user involvement is recognised as an important factor in creating interprofessional education (IPE) opportunities. We used a team-based learning approach to bring together undergraduate health professional students, early career professionals (ECPs), public partners, volunteers, and carers to explore learning partnerships. Influenced by evaluative inquiry, this qualitative study used a free text response to allow participants to give their own opinion. A total of 153 participants (50 public partners and 103 students and professionals representing 11 healthcare professions) took part. Participants were divided into mixed groups of six (n = 25) and asked to identify areas where students, professionals, and public could work together to improve health professional education. Each group documented their discussions by summarising agreed areas and next steps. Responses were collected and transcribed for inductive content analysis. Seven key themes (areas for joint working) were identified: communication, public as partners, standards of conduct, IPE, quality improvement, education, and learning environments. The team-based learning format enabled undergraduate and postgraduate health professionals to achieve consensus with public partners on areas for IPE and collaboration. Some of our results may be context-specific but the approach is generalisable to other areas.

Inclusive science education: learning from Wizard

NASA Astrophysics Data System (ADS)

Koomen, Michele Hollingsworth

2016-06-01

This case study reports on a student with special education needs in an inclusive seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and learning record using CETP-COP) methods. Three key findings emerged in the analysis and synthesis of the data: (1) The learning experiences in science for Wizard are marked by a dichotomy straddled between autonomy ["Sometimes I do" (get it)] and dependence ["Sometimes I don't (get it)], (2) the process of learning is fragmented for Wizard because it is underscored by an emerging disciplinary literacy, (3) the nature of the inclusion is fragile and functional. Implications for classroom practices that support students with learning disabilities include focusing on student strengths, intentional use of disciplinary literacy strategies, and opportunities for eliciting student voice in decision making.

Reviewing Work-Based Learning Opportunities in the Community for Physiotherapy Students: An Action Research Study

ERIC Educational Resources Information Center

Stainsby, Kate; Bannigan, Katrina

2012-01-01

Physiotherapy became a graduate profession in the 1990s marking a shift from "training" to "education". This means students are required to develop as reflective, innovative and autonomous practitioners. Traditional work-based learning has remained a key component in the curricula of physiotherapy programmes in higher…

Evaluating the Use of Learning Objects for Improving Calculus Readiness

ERIC Educational Resources Information Center

Kay, Robin; Kletskin, Ilona

2010-01-01

Pre-calculus concepts such as working with functions and solving equations are essential for students to explore limits, rates of change, and integrals. Yet many students have a weak understanding of these key concepts which impedes performance in their first year university Calculus course. A series of online learning objects was developed to…

Making Physiology Learning Memorable: A Mobile Phone-Assisted Case-Based Instructional Strategy

ERIC Educational Resources Information Center

Kukolja Taradi, S.; Taradi, M.

2016-01-01

The goal of the present study was to determine whether an active learning/teaching strategy facilitated with mobile technologies can improve students' levels of memory retention of key physiological concepts. We used a quasiexperimental pretest/posttest nonequivalent group design to compare the test performances of second-year medical students (n…

Leveraging Work-Integrated Learning through On-Campus Employment: A University-Wide Approach

ERIC Educational Resources Information Center

Mitchell, Gaon; Kay, Judie

2013-01-01

At Victoria University, Melbourne, Australia, the majority of students engage in paid employment alongside their studies; and, every student has the opportunity to engage with work-integrated learning as a key component of their academic course. This paper explores an innovative structured approach the university has initiated to align these two…

Cooperative Learning in Organic Chemistry Increases Student Assessment of Learning Gains in Key Transferable Skills

ERIC Educational Resources Information Center

Canelas, Dorian A.; Hill, Jennifer L.; Novicki, Andrea

2017-01-01

Science and engineering educators and employers agree that students should graduate from college with expertise in their major subject area as well as the skills and competencies necessary for productive participation in diverse work environments. These competencies include problem-solving, communication, leadership, and collaboration, among…

Facilitated versus Non-Facilitated Online Case Discussions: Comparing Differences in Problem Space Coverage

ERIC Educational Resources Information Center

Ertmer, Peggy A.; Koehler, Adrie A.

2015-01-01

The facilitator plays a key role in guiding students' efforts during case discussions. However, few studies have compared differences in learning outcomes for students participating in facilitated versus non-facilitated discussions. In this research, we used "problem space coverage" as a learning measure to compare outcomes between…

Nanosolar Technology Energizes Student Learning

ERIC Educational Resources Information Center

Phelps, Elizabeth; Ernst, Jeremy V.

2010-01-01

Technology education has the ability to key on major issues that are impacting the world today. Thus, it can change student learning into an experience that can be applied rather than one read about in books. This article aims to provide content and reasoning for the utilization of current economic, political, and societal issues to explore…

Changing Technology = Empowering Students through Media Literacy Education

ERIC Educational Resources Information Center

De Abreu, Belinha

2010-01-01

Background: As the world is changing quickly due to the technological advances, educators are looking at ways in which to empower their students' learning with digital platforms. Media literacy education is key for how this can happen in the 21st century classroom which seeks to promote learning without censoring the learner. Considering how media…

Understanding the "Other Side": Intercultural learning in a Spanish-English E-Mail Exchange.

ERIC Educational Resources Information Center

O'Dowd, Robert

2003-01-01

Reviews recent research on intercultural learning and reports on a yearlong e-mail exchange between Spanish and English second year university students. Identifies key characteristics of e-mail exchanges that helped to develop learners' intercultural communicative competence. Outlines elements of e-mail messages that may enable students to develop…

The Monash Portal: More Than Just a Virtual Gateway.

ERIC Educational Resources Information Center

Kennedy, David; Webster, Len; Benson, Robyn; James, Di; Bailey, Nathan

The My Monash Portal (Portal) at Monash University (Australia) provides a virtual gateway to support student-centered flexible learning by coordinating several of the university's key resources to meet the needs of students and staff. The Portal is intended to help deliver innovative learning programs, foster opportunities to undertake research,…

Strategies for Success: Uncovering What Makes Students Successful in Design and Learning

ERIC Educational Resources Information Center

Apedoe, Xornam S.; Schunn, Christian D.

2013-01-01

While the purposes of design and science are often different, they share some key practices and processes. Design-based science learning, which combines the processes of engineering design with scientific inquiry, is one attempt to engage students in scientific reasoning via solving practical problems. Although research suggests that engaging…

The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning

ERIC Educational Resources Information Center

Sebastian, James; Allensworth, Elaine; Huang, Haigen

2016-01-01

School principals can play an important role in promoting teacher leadership by delegating authority and empowering teachers in ways that allow them influence in key organizational decisions and processes. However, it is unclear whether instruction and student learning are enhanced by promoting teacher influence in all aspects of school…

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

ERIC Educational Resources Information Center

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

2008-01-01

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

A Test of the Spirit: The Duquesne University Shootings

ERIC Educational Resources Information Center

Guskey, Audrey

2013-01-01

In September 2006, five key Duquesne University basketball players were shot on the campus by an outside visitor after a school dance. This case explores how students learned firsthand Crisis Management 101--how to survive and thrive during a crisis. Student learning activities included writing journals, discussions of the university's strategies,…

Enhancing Self-Efficacy of Elementary School Students to Learn Mathematics

ERIC Educational Resources Information Center

Katz, Sara

2015-01-01

Mathematics is a key to all scientific subjects. Learning mathematics requires cognitive and meta-cognitive effort. Many students suffer from mathematics anxiety that very often leads to physiological symptoms. Self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance that affect their lives.…

The Role of Assessment Feedback in Developing Academic Buoyancy

ERIC Educational Resources Information Center

ahmed Shafi, Adeela; Hatley, Jenny; Middleton, Tristan; Millican, Richard; Templeton, Sian

2018-01-01

This research focuses on the everyday challenge in academic learning of assessment, and argues that academic buoyancy is a key factor in academic success. To scaffold students' learning and effectively support academic buoyancy, there is arguably a need for a better understanding of: (i) what students find most and least useful in their assessment…

Development and Evaluation of Computerized Problem-based Learning Cases Emphasizing Basic Sciences Concepts.

ERIC Educational Resources Information Center

Abate, Marie A.; Meyer-Stout, Paula J.; Stamatakis, Mary K.; Gannett, Peter M.; Dunsworth, Teresa S.; Nardi, Anne H.

2000-01-01

Describes development and evaluation of eight computerized problem-based learning (PBL) cases in medicinal chemistry and pharmaceutics concepts. Case versions either incorporated concept maps emphasizing key ideas or did not. Student performance on quizzes did not differ between the different case versions and was similar to that of students who…

Engaging Nature of Science to Preservice Teachers through Inquiry-Based Classroom

ERIC Educational Resources Information Center

Nuangchalerm, Prasart

2013-01-01

Inquiry-based classroom is widely distributed in the school science based on its useful and effective instruction. Science teachers are key elements allowing students to have scientific inquiry. If teachers understand and imply inquiry-based learning into science classroom, students will learn science as scientific inquiry and understand nature of…

Inclusive Assessment at Point-of-Design

ERIC Educational Resources Information Center

Keating, Neil; Zybutz, Tanya; Rouse, Karl

2012-01-01

Recognising assessment as a driver for learning and a key part of the student learning experience, this case study considers the impact of opening the assessment process to active student engagement as well as placing inclusivity at the heart of the assessment task at point-of-design. This case study presents an approach to assessment that both…

Multi-Engagement, Learning Approach and Student Learning Outcomes: Evidence from Taiwanese Private University

ERIC Educational Resources Information Center

Peng, Michael Yao-Ping; Wang, Rong-Sheng; Liu, Feng-Chi; Tuan, Sheng-Hwa

2017-01-01

Higher education plays a key role in national economic development. According to statistics from the Ministry of Education (MOE), there were 166 higher education institutions (HEIs) in Taiwan in 2014. This form of mass education provides more educational opportunities for students, but also causes problems like low teaching quality and…

Job Interviews: Keys for Results

ERIC Educational Resources Information Center

Miller, Donald S.; Catt, Stephen E.; Slocombe, Thomas E.

2014-01-01

Many students seem disinterested in learning to handle employment interviews effectively. This article discusses students' motivation to become skilled interviewees and steps educators and counselors can take to increase students' interest in this crucial career activity. The article also discusses mistakes students frequently make during…

Illustrated Plant Identification Keys: An Interactive Tool to Learn Botany

ERIC Educational Resources Information Center

Silva, Helena; Pinho, Rosa; Lopes, Lisia; Nogueira, Antonio J. A.; Silveira, Paulo

2011-01-01

An Interactive Dichotomous Key (IDK) for 390 "taxa" of vascular plants from the Ria de Aveiro, available on a website, was developed to help teach botany to school and universitary students. This multimedia tool includes several links to Descriptive and Illustrated Glossaries. Questionnaires answered by high-school and undergraduate students about…

Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments

ERIC Educational Resources Information Center

Rowe, Jonathan P.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

2011-01-01

A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to…

Embedding Entrepreneurial Thinking into Fluids-related Courses: Small Changes Lead to Positive Results

NASA Astrophysics Data System (ADS)

Carnasciali, Maria-Isabel

2017-11-01

Many fluid dynamics instructors have embraced student-centered learning pedagogies (Active & Collaborative Learning (ACL) and Problem/Project Based Learning (PBL)) to promote learning and increase student engagement. A growing effort in engineering education calls to equip students with entrepreneurial skills needed to drive innovation. The Kern Entrepreneurial Engineering Network (KEEN) defines entrepreneurial mindset based on three key attributes: curiosity, connections, and creating value. Elements of ACL and PBL have been used to embed Entrepreneurial Thinking concepts into two fluids-related subjects: 1) an introductory thermal-fluid systems course, and 2) thermo-fluids laboratory. Assessment of students' work reveal an improvement in student learning. Course Evaluations and Surveys indicate an increased perceived-value of course content. Training and development made possible through funding from the Kern Entrepreneurial Engineering Network and the Bucknall Excellence in Teaching Award.

The Effects of Peer Teaching on the University Students' Achievements in Cognitive, Affective, Psychomotor Domains and Game Performances in Volleyball Courses

ERIC Educational Resources Information Center

Mirzeoglu, Ayse Dilsad

2014-01-01

This study is related to one of the teaching models, peer teaching which is used in physical education courses. The fundamental feature of peer teaching is defined "to structure a learning environment in which some students assume and carry out many of the key operations of instruction to assist other students in the learning process".…

Probing High School Students' Cognitive Structures and Key Areas of Learning Difficulties on Ethanoic Acid Using the Flow Map Method

ERIC Educational Resources Information Center

Zhou, Qing; Wang, Tingting; Zheng, Qi

2015-01-01

The purpose of this study was primarily to explore high school students' cognitive structures and to identify their learning difficulties on ethanoic acid through the flow map method. The subjects of this study were 30 grade 1 students from Dong Yuan Road Senior High School in Xi'an, China. The interviews were conducted a week after the students…

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.

Managing clinical education through understanding key principles.

PubMed

Cunningham, Joanne; Wright, Caroline; Baird, Marilyn

2015-01-01

Traditionally, a practicum facilitated the integration of on-campus learning and practical workplace training. Over the past 3 decades, an educative practicum has evolved that promotes clinical reasoning, including analytical and evaluative abilities, through reflective practice. Anecdotal evidence indicates that the delivery of clinical education within medical radiation science entry-level programs continues to vacillate between traditional practicums and the new reflective practicums. To review the literature about clinical education within the medical radiation sciences and identify key principles for practitioners seeking to reflect upon and improve their approach to teaching and supporting students in the clinical environment. A search of 3 major journal databases, Internet searches, and hand searches of reference lists were conducted to identify literature about clinical education in the medical radiation sciences from January 1, 2000, to December 31, 2012. Twenty-two studies were included in this review. The 5 key elements associated with clinical education include the clinical support model and quality, overcoming the theory-practice gap, learning outcomes and reliable and valid assessment, preparing and supporting students, and accommodating differing teaching and learning needs. Many factors influence the quality of clinical education, including the culture of the clinical environment and clinical leadership roles. Several approaches can help students bridge the theory-practice gap, including simulators, role-playing activities, and reflective journals. In addition, clinical educators should use assessment strategies that objectively measure student progress, and they should be positive role models for their students. The successful clinical education of students in the medical radiation sciences depends upon the systems, structures, and people in the clinical environment. Clinical education is accomplished through the collaborative efforts of the clinical practitioner, the academic, and the student. Universities should include introductory material on clinical learning and teaching in their radiologic science curriculum.

Generation Z, Meet Cooperative Learning

ERIC Educational Resources Information Center

Igel, Charles; Urquhart, Vicki

2012-01-01

Today's Generation Z teens need to develop teamwork and social learning skills to be successful in the 21st century workplace. Teachers can help students develop these skills and enhance academic achievement by implementing cooperative learning strategies. Three key principles for successful cooperative learning are discussed. (Contains 1 figure.)

Enhancing Students' Socialization: Key Elements. ERIC Digest.

ERIC Educational Resources Information Center

Brophy, Jere

Coping with students who display social adjustment problems can be frustrating. However, teachers can take actions toward minimizing classroom conflicts by socializing students into a classroom environment conducive to learning. Modeling prosocial behavior is the most basic element for enhancing student socialization. In situations in which…

Student Perceptions of a Flipped Pharmacotherapy Course

PubMed Central

Khanova, Julia; McLaughlin, Jacqueline E.; Rhoney, Denise H.; Roth, Mary T.

2015-01-01

Objective. To evaluate student perception of the flipped classroom redesign of a required pharmacotherapy course. Design. Key foundational content was packaged into interactive, text-based online modules for self-paced learning prior to class. Class time was used for active and applied—but primarily case-based—learning. Assessment. For students with a strong preference for traditional lecture learning, the perception of the learning experience was negatively affected by the flipped course design. Module length and time required to complete preclass preparation were the most frequently cited impediments to learning. Students desired instructor-directed reinforcement of independently acquired knowledge to connect foundational knowledge and its application. Conclusion. This study illustrates the challenges and highlights the importance of designing courses to effectively balance time requirements and connect preclass and in-class learning activities. It underscores the crucial role of the instructor in bridging the gap between material learned as independent study and its application. PMID:26839429

Implementation of ICARE learning model using visualization animation on biotechnology course

NASA Astrophysics Data System (ADS)

Hidayat, Habibi

2017-12-01

ICARE is a learning model that directly ensure the students to actively participate in the learning process using animation media visualization. ICARE have five key elements of learning experience from children and adult that is introduction, connection, application, reflection and extension. The use of Icare system to ensure that participants have opportunity to apply what have been they learned. So that, the message delivered by lecture to students can be understood and recorded by students in a long time. Learning model that was deemed capable of improving learning outcomes and interest to learn in following learning process Biotechnology with applying the ICARE learning model using visualization animation. This learning model have been giving motivation to participate in the learning process and learning outcomes obtained becomes more increased than before. From the results of student learning in subjects Biotechnology by applying the ICARE learning model using Visualization Animation can improving study results of student from the average value of middle test amounted to 70.98 with the percentage of 75% increased value of final test to be 71.57 with the percentage of 68.63%. The interest to learn from students more increasing visits of student activities at each cycle, namely the first cycle obtained average value by 33.5 with enough category. The second cycle is obtained an average value of 36.5 to good category and third cycle the average value of 36.5 with a student activity to good category.

Intergenerational Learning: A Valuable Learning Experience for Higher Education Students

ERIC Educational Resources Information Center

Corrigan, Trudy; McNamara, Gerry; O'Hara, Joe

2013-01-01

Problem Statement: This paper reports on the evaluation of a project rooted in the principles and practice of Intergenerational Learning. Intergenerational Learning is increasingly seen as a key strategy in providing learning opportunities for older people in societies where the profile of the population is ageing rapidly. No significant work has,…

Effective Summer Programming: What Educators and Policymakers Should Know

ERIC Educational Resources Information Center

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

2018-01-01

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

Indicators of undergraduate nursing students' satisfaction with their learning journey: An integrative review.

PubMed

Walker, Sandra; Rossi, Dolene; Anastasi, Jennifer; Gray-Ganter, Gillian; Tennent, Rebeka

2016-08-01

In Australia Bachelor of Nursing programmes are delivered via both internal and distance modes yet there is little knowledge of the indicators of undergraduate nursing students' satisfaction with the learning journey. This integrative review was undertaken to uncover the indicators of undergraduate nursing students' satisfaction with their learning journey. Integrative review. A review of key papers was undertaken. Only peer-reviewed papers published in scholarly journals from 2008 onwards were included in this integrative review. Pubmed, CINAHL, Google Scholar, Cochrane, Wiley Online and ProQuest Central databases were searched for relevant papers. 49 papers were appraised, by a minimum of two team members. CASP tools were used when evaluating qualitative research, systematic and integrated reviews while survey research was evaluated using a tool specifically developed for this purpose by the research team. All tools used to assess the quality of the research studies contained comprehensive checklists and questions relevant for the particular type of study. Data related to these checklists was extracted and the research team appraised the quality of each article based on its relevance to the topic, internal and external validity, appropriateness of data analysis technique(s), and whether ethical considerations were addressed. Seventeen papers were included in the final analysis. Data analysis involved a systematic approach using content analysis techniques. This integrative review sought to identify indicators of nursing students' satisfaction with their learning journey. Authentic learning, motivation, resilience, support, and collaborative learning were identified by this integrative review as being key to nursing students' satisfaction with their learning journey. Sub themes were identified within each of these themes that assist in explaining nursing students' views of their learning journey. The findings showed that higher satisfaction levels are attained when nursing students feel included and supported during their learning journey. Copyright © 2016 Elsevier Ltd. All rights reserved.

Evaluation of creative problem-solving abilities in undergraduate structural engineers through interdisciplinary problem-based learning

NASA Astrophysics Data System (ADS)

McCrum, Daniel Patrick

2017-11-01

For a structural engineer, effective communication and interaction with architects cannot be underestimated as a key skill to success throughout their professional career. Structural engineers and architects have to share a common language and understanding of each other in order to achieve the most desirable architectural and structural designs. This interaction and engagement develops during their professional career but needs to be nurtured during their undergraduate studies. The objective of this paper is to present the strategies employed to engage higher order thinking in structural engineering students in order to help them solve complex problem-based learning (PBL) design scenarios presented by architecture students. The strategies employed were applied in the experimental setting of an undergraduate module in structural engineering at Queen's University Belfast in the UK. The strategies employed were active learning to engage with content knowledge, the use of physical conceptual structural models to reinforce key concepts and finally, reinforcing the need for hand sketching of ideas to promote higher order problem-solving. The strategies employed were evaluated through student survey, student feedback and module facilitator (this author) reflection. The strategies were qualitatively perceived by the tutor and quantitatively evaluated by students in a cross-sectional study to help interaction with the architecture students, aid interdisciplinary learning and help students creatively solve problems (through higher order thinking). The students clearly enjoyed this module and in particular interacting with structural engineering tutors and students from another discipline.

Clinical anatomy e-cases: a five-year follow-up of learning analytics.

PubMed

Perumal, Vivek; Butson, Russell; Blyth, Phil; Daniel, Ben

2017-01-27

This article explores the development and user experiences of a supplementary e-learning resource (clinical anatomy e-cases) for medical students, across a five-year teaching period. A series of online supplementary e-learning resources (the clinical anatomy e-cases) were developed and introduced to the regional and clinical anatomy module of the medicine course. Usage analytics were collected online from a cohort of third-year medical students and analysed to gain a better understanding of how students utilised these resources. Key results showed that the students used the supplementary learning resource during and outside regular teaching hours that includes a significant access during holidays. Analysis also suggested that the resources were frequently accessed during examination periods and during subsequent clinical study years (fourth or fifth years of medicine course). Increasing interest and positive feedback from students has led to the development of a further series of e-cases. Tailor-made e-learning resources promote clinical anatomy learning outside classroom hours and make supplementary learning a 24/7 task.

The Impact of Blended Learning on Student Performance in a Cardiovascular Pharmacotherapy Course

PubMed Central

McLaughlin, Jacqueline E.; Gharkholonarehe, Nastaran; Khanova, Julia; Deyo, Zach M.

2015-01-01

Objective. To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students. Design. In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises. Assessment. Students who accessed all online module segments participated in more in class clicker questions (p=0.043) and performed better on the examination (p=0.023). There was no difference in clicker participation or examination performance based on time of module access (prior to or after class). The majority of participants agreed or strongly agreed that foundational content learned prior to class, applied activities during class, and content-related questions in the online module greatly enhanced learning. Conclusion. This study highlights the importance of integrating online modules with classroom learning and the role of blended learning in improving academic performance. PMID:25861105

Analysing learning outcomes in an Electrical Engineering curriculum using illustrative verbs derived from Bloom's Taxonomy

NASA Astrophysics Data System (ADS)

Meda, Lawrence; Swart, Arthur James

2018-05-01

Learning outcomes are essential to any curriculum in education, where they need to be clear, observable and measurable. However, some academics structure learning outcomes in a way that does not promote student learning. The purpose of this article is to present the analyses of learning outcomes of an Electrical Engineering curriculum offered at a University of Technology in South Africa, in order to determine if academics are structuring them in a way that enables student learning. A qualitative case study is used where the learning outcomes from 33 study guides are reviewed using illustrative verbs derived from Bloom's Taxonomy. Results indicate that 9% of all the learning outcomes are unclear, 10% are unobservable and 23% are unmeasurable. A key recommendation is to provide regular workshops to assist academics in reviewing their learning outcomes using the illustrative verbs derived from Bloom's Taxonomy, thereby ensuring that their learning outcomes promote student learning.

Did Students Get It? Self-Assessment as Key to Learning

ERIC Educational Resources Information Center

Louis, Patricia; Harada, Violet H.

2012-01-01

As the school librarian at Aliamanu Elementary School, Patty (Patricia Louis) has focused on assessment with her teachers and students as a means to improve teaching and learning. Over the years, Patty and Vi (Violet Harada) have formed a collegial mentoring relationship, and this article provides a glimpse of what both discovered about building…

The Advisor and Instructor as a Dynamic Duo: Academic Motivation and Basic Psychological Needs

ERIC Educational Resources Information Center

Burt, Tracie D.; Young-Jones, Adena D.; Yadon, Carly A.; Carr, Michael T.

2013-01-01

Students learn in and out of a formal classroom, and instructors and academic advisors play key roles in academic motivation and learning. Therefore, through the lens of self-determination theory, we examined the ways perceived support from instructors and advisors relates to satisfaction of college students' basic psychological needs. Advisor and…

Blogs, Wikis and Podcasts--Collaborative Knowledge Building Tools in a Design and Technology Course

ERIC Educational Resources Information Center

Chandra, Vinesh; Chalmers, Christina

2010-01-01

Design and Technology has become an important part of the school curriculum. In Queensland, Australia, Technology (which encompasses Design) is one of the Key Learning Areas (KLAs) for students in the first ten years of schooling. This KLA adopts a student-centred, hands-on constructivist approach to teaching and learning. The ability to…

Improving the Connection between Healthcare Employers and Schools to Increase Work-Based Learning Opportunities for Urban High School Students

ERIC Educational Resources Information Center

Loera, Gustavo

2016-01-01

This study advances an experiential learning framework for educators to: (1) identify workforce-building strategies from key healthcare industry informants, (2) strengthen school-industry partnerships, and (3) shape urban high school students' career readiness experiences through curriculum and real life on-the-job training opportunities. Data was…

Which Variables Predict Teachers Diagnostic Competence When Diagnosing Students' Learning Behavior at Different Stages of a Teacher's Career?

ERIC Educational Resources Information Center

Klug, Julia; Bruder, Simone; Schmitz, Bernhard

2016-01-01

Diagnosing is one of teachers' key competences. Lately, a new model of teachers' diagnostic competence and therewith a new measurement method focusing on diagnosing students' learning behavior in an interdisciplinary approach have been developed. They can build a basis for promoting teachers' diagnostic competence. However, some questions relevant…

Synthesizing Frameworks of Higher Education Student Learning Outcomes. Research Report. ETS RR-13-22

ERIC Educational Resources Information Center

Markle, Ross; Brenneman, Meghan; Jackson, Teresa; Burrus, Jeremy; Robbins, Steven

2013-01-01

The public, education, and workforce sectors all have expressed interest regarding the key knowledge, skills, and abilities that enable individuals to be productive members of society. Although past efforts have attempted to create frameworks of student learning outcomes, the results have varied due to different perspectives and goals. Thus, the…

Identifying Factors that Contribute to the Satisfaction of Students in E-Learning

ERIC Educational Resources Information Center

Calli, Levent; Balcikanli, Cem; Calli, Fatih; Cebeci, Halil Ibrahim; Seymen, Omer Faruk

2013-01-01

There has been an increasing interest in the application of e-learning through the enhancement of internet and computer technologies. Satisfaction has appeared as a key factor in order to develop efficient course content in line with students' demands and expectations. Thus, a lot of research has been conducted on the concept of satisfaction in…

How Alumni Narratives of Intercultural Competence Can Inform the Scholarship of Teaching and Learning of Intercultural Communication

ERIC Educational Resources Information Center

Dillon, Randy K.

2008-01-01

Through email correspondence and interviews with former students the author explores how the Scholarship of Teaching and Learning can serve as a way to reflect upon philosophy and pedagogy in an intercultural communication course. Key lessons of intercultural competence from former students and how these lessons have impacted their professional…

Wiki Activities in Blended Learning for Health Professional Students: Enhancing Critical Thinking and Clinical Reasoning Skills

ERIC Educational Resources Information Center

Snodgrass, Suzanne

2011-01-01

Health professionals use critical thinking, a key problem solving skill, for clinical reasoning which is defined as the use of knowledge and reflective inquiry to diagnose a clinical problem. Teaching these skills in traditional settings with growing class sizes is challenging, and students increasingly expect learning that is flexible and…

Technology Plays a Key Role in Preparing Students for the World beyond Graduation. Best Practices Newsletter

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2013

2013-01-01

Many teachers use the Internet and other electronic and web-based resources to engage students in meaningful assignments for independent learning, greater ownership of learning and better preparation for college and careers. The technology practices should align with the new college- and career-readiness standards (CCRS). They also should enhance…

The Impact of Computer Supported Collaborative Learning on Internship Outcomes of Pharmacy Students

ERIC Educational Resources Information Center

Timmers, S.; Valcke, M.; de Mil, K.; Baeyens, W. R. G.

2008-01-01

This article focuses on an evaluation of the impact of an innovative instructional design of internships in view of a new integrated pharmaceutical curriculum. A key innovative element was the implementation of a computer-supported collaborative learning environment. Students were, as part of their formal curriculum, expected to work in a…

Placing Students at the Heart of Creative Learning. Creative Teaching/Creative Schools

ERIC Educational Resources Information Center

Owen, Nick, Ed.

2011-01-01

"Placing Students at the Heart of Creative Learning" shows teachers of key stages 2 and 3 how to introduce creativity into what is often seen as a prescriptive and stifling curriculum, and addresses the tensions that can exist between the requirement to follow the curriculum and the desire to employ innovative pedagogies. It offers…

Student Learning Time: A Literature Review. OECD Education Working Papers, No. 127

ERIC Educational Resources Information Center

Gromada, Anna; Shewbridge, Claire

2016-01-01

This paper examines student learning time as a key educational resource. It presents an overview of how different OECD countries allocate instruction time. It also develops a model to understand the effective use of allocated instruction time and examines how different OECD countries compare on this. The paper confirms the value of sufficient…

Personal Reflection: Reflections on a Family Health History Assignment for Undergraduate Public Health and Nursing Students

ERIC Educational Resources Information Center

Rooks, Ronica N.; Ford, Cassandra

2013-01-01

This personal reflection describes our experiences with incorporating the scholarship of teaching and learning and problem-based techniques to facilitate undergraduate student learning and their professional development in the health sciences. We created a family health history assignment to discuss key concepts in our courses, such as health…

Overcoming Navigational Design in a VLE: Students as Agents of Change

ERIC Educational Resources Information Center

Sadoux, Marion; Rzycka, Dorota; Jones, Mizuho; Lopez, Joaquin

2016-01-01

This paper focuses on the outcomes of a project funded by the Teaching and Learning Enhancement Office at the University of Nottingham Ningbo China (UNNC). Students were recruited to design a new navigational architecture for the Moodle pages of the Language Centre. They received some training on the key principles of distributive learning and…

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

ERIC Educational Resources Information Center

Chalmers, Lynne

1995-01-01

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

Building a Trusted Environment for Education Technology Products

ERIC Educational Resources Information Center

Levin, Douglas

2016-01-01

Data about learning, about teaching and about school operations helps to generate information that can and is being used to benefit students. This, in fact, is one of the key advances powering the dynamic movement to use technology in schools to support student learning. At the same time, not all parents and privacy advocates are equally…

Enhancing an Undergraduate Business Statistics Course: Linking Teaching and Learning with Assessment Issues

ERIC Educational Resources Information Center

Fairfield-Sonn, James W.; Kolluri, Bharat; Rogers, Annette; Singamsetti, Rao

2009-01-01

This paper examines several ways in which teaching effectiveness and student learning in an undergraduate Business Statistics course can be enhanced. First, we review some key concepts in Business Statistics that are often challenging to teach and show how using real data sets assist students in developing deeper understanding of the concepts.…

Experiencing Variation: Learning Opportunities in Doctoral Supervision

ERIC Educational Resources Information Center

Kobayashi, Sofie; Berge, Maria; Grout, Brian W. W.; Rump, Camilla Østerberg

2017-01-01

This study contributes towards a better understanding of learning dynamics in doctoral supervision by analysing how learning opportunities are created in the interaction between supervisors and PhD students, using the notion of experiencing variation as a key to learning. Empirically, we have based the study on four video-recorded sessions, with…

Learning Style, Culture and Delivery Mode in Online Distance Education

ERIC Educational Resources Information Center

Speece, Mark

2012-01-01

Adaptation to customer needs is a key component of competitiveness in any service industry. In online HE (higher education), which is increasingly worldwide, this adaptation must include consideration of learning styles. Most research shows that learning style has little impact on learning outcomes in online education. Nevertheless, students with…

Learning Communities for Curriculum Change: Key Factors in an Educational Change Process in New Zealand

ERIC Educational Resources Information Center

Edwards, Frances

2012-01-01

Increasingly school change processes are being facilitated through the formation and operation of groups of teachers working together for improved student outcomes. These groupings are variously referred to as networks, networked learning communities, communities of practice, professional learning communities, learning circles or clusters. The…

Spicing Up Information Literacy Tutorials: Interactive Class Activities that Worked

ERIC Educational Resources Information Center

Zdravkovic, Neda

2010-01-01

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

Learning Microbiology through Cooperation: Designing Cooperative Learning Activities That Promote Interdependence, Interaction, and Accountability.

ERIC Educational Resources Information Center

Trempy, Janine E.; Skinner, Monica M.; Siebold, William A.

2002-01-01

Describes the course "The World According to Microbes" which puts science, mathematics, engineering, and technology majors into teams of students charged with problem solving activities that are microbial in origin. Describes the development of learning activities that utilize key components of cooperative learning including positive…

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.

What should students learn about complementary and alternative medicine?

PubMed

Gaster, Barak; Unterborn, John N; Scott, Richard B; Schneeweiss, Ronald

2007-10-01

With thousands of complementary and alternative medicine (CAM) treatments currently being used in the United States today, it is challenging to design a concise body of CAM content which will fit into already overly full curricula for health care students. The purpose of this article is to outline key principles which 15 National Center for Complementary and Alternative Medicine-funded education programs found useful when developing CAM course-work and selecting CAM content. Three key guiding principles are discussed: teach foundational CAM competencies to give students a framework for learning about CAM; choose specific content on the basis of evidence, demographics and condition (what conditions are most appropriate for CAM therapies?); and finally, provide students with skills for future learning, including where to find reliable information about CAM and how to search the scientific literature and assess the results of CAM research. Most of the programs developed evidence-based guides to help students find reliable CAM resources. The cumulative experiences of the 15 programs have been compiled, and an annotated table outlining the most highly recommended resources about CAM is presented.

A Huge Responsibility: Three Keys to Teaching Elementary Students

ERIC Educational Resources Information Center

Davison, Leslie

2014-01-01

Based on her 20 years of teaching Spanish, Leslie Davison strives for a holistic approach to teaching and learning that is authentic and relevant to her young language learners. Herein, she shares three keys to teaching elementary level students in a way that ensures they will have a "Can Do" attitude in terms of language proficiency and…

Social Studies Assessment Program: Grade 10 [and] Manual and Scoring Key.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg. Curriculum Development and Implementation Branch.

Designed to assess the success of social studies instruction for students in grade 10 in Manitoba, Canada, this test evaluation instrument contains a manual, a scoring key, and a test. Administered to determine whether students learned important ideas and skills in social studies instruction, the results of the testing will be used to improve…

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.

Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms

NASA Astrophysics Data System (ADS)

Zhai, Junqing; Tan, Aik-Ling

2015-12-01

This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers can play the role of (1) dispenser of knowledge (giver), (2) mentor of learning (advisor), (3) monitor of students' activities (police), and (4) partner in inquiry (colearner). These roles are dynamic, and while teachers show a preference for one of the four roles, factors such as the nature of the task, the types of students, as well as the availability of time and resources affect the role that teachers adopt. The roles that teachers play in the classroom have implications for the practice of science as inquiry in the classroom as well as the identities that teachers and students form in the science learning process.

Faculty Mentoring Undergraduates: The Nature, Development, and Benefits of Mentoring Relationships

ERIC Educational Resources Information Center

McKinsey, Elizabeth

2016-01-01

Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and…

Adult Student Learning Behaviors in a Roadblock Mathematics Course

ERIC Educational Resources Information Center

Tennant, Aimee

2012-01-01

Adult students are a growing population on college campuses. Adult students have lower graduation rates and longer times to graduation than traditional-age students. The ability to pass a college level mathematics course is a key factor in the graduation rates of all students. Past research has identified developmental mathematics, college…

Going To The Field: Immersing Student Researchers in Coupled Human-Natural Systems

NASA Astrophysics Data System (ADS)

Weissmann, G. S.; Ibarra, R.

2014-12-01

Taking students into the field can offer a rich, grounded understanding of a particular environment and of a particular scientific approach to attaining a desired observation. Going into the field immerses students into coupled human-natural systems, which introduces two key elements to teaching: experiential learning and socio-cultural context. While these elements can greatly enrich student learning, instructors have to take extra steps to scaffold this learning. This scaffolding can present physical scientists with a challenge: how to reconcile views that such pedagogical activities are 'extraneous'/not central to the pursuit of physical science. Here we offer perspectives as an anthropologist and as an environmental scientist on the value of a diverse pedagogical approach to conducting field studies involving students. Insights drawn from facilitating a range of field experiences (e.g., short-term study abroad, service-learning and independent/supervised research both home and abroad) will be shared regarding approaches to scaffolding student learning. We will focus on an approach that the scholarship of teaching and learning has long shown to be effective - what can be called a "wrap-around" approach to the field: preparation before, support during, and reflection afterward. Of these steps, the post-trip reflection on the experience is a key, and often under-utilized, strategy, and suggestions as to why this are offered. This approach not only helps students understand better the course content, but it also helps them understand the role that socio-cultural context plays in shaping both the research and in the state of the environment. We illustrate these different dimensions of the field experience with examples from our courses.

Visitor or Inhabitant? Addressing the Needs of Undergraduate Transnational Medical Students

ERIC Educational Resources Information Center

Lindley, Jennifer; McCall, Louise; Abu-Arab, Adela

2013-01-01

This study was conducted to identify key issues for students in an undergraduate medical course with cross border delivery and the impact of these issues on the students' ability to learn. Data relating to the student experience and perceived student needs were collected from transnational students and teaching staff from Australia and Malaysia.…

Creating an improvement culture for enhanced patient safety: service improvement learning in pre-registration education.

PubMed

Christiansen, Angela; Robson, Linda; Griffith-Evans, Christine

2010-10-01

The present study reports a descriptive survey of nursing students' experience of service improvement learning in the university and practice setting. Opportunities to develop service improvement capabilities were embedded into pre-registration programmes at a university in the Northwest of England to ensure future nurses have key skills for the workplace. A cross-sectional survey designed to capture key aspects of students' experience was completed by nursing students (n = 148) who had undertaken a service improvement project in the practice setting. Work organizations in which a service improvement project was undertaken were receptive to students' efforts. Students reported increased confidence to undertake service improvement and service improvement capabilities were perceived to be important to future career development and employment prospects. Service improvement learning in pre-registration education appears to be acceptable, effective and valued by students. Further research to identify the impact upon future professional practice and patient outcomes would enhance understanding of this developing area. Nurse Managers can play an active role in creating a service culture in which innovation and improvement can flourish to enhance patient outcomes, experience and safety. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

Key Words in Instruction. The Student Information Scientist, Part I

ERIC Educational Resources Information Center

Callison, Daniel

2005-01-01

Information literacy standards for student learning, indicators for student performance, and hundreds of collaborative lesson plans around the country give some indication of the skills students are expected to master as effective and efficient users of information. Hopefully the goal is that all involved in information literacy education become…

Student Conceptions about Energy Transformations: Progression from General Chemistry to Biochemistry

ERIC Educational Resources Information Center

Wolfson, Adele J.; Rowland, Susan L.; Lawrie, Gwendolyn A.; Wright, Anthony H.

2014-01-01

Students commencing studies in biochemistry must transfer and build on concepts they learned in chemistry and biology classes. It is well established, however, that students have difficulties in transferring critical concepts from general chemistry courses; one key concept is "energy." Most previous work on students' conception of energy…

Developing an Objective Structured Clinical Examination to Assess Work-Integrated Learning in Exercise Physiology

ERIC Educational Resources Information Center

Naumann, Fiona; Moore, Keri; Mildon, Sally; Jones, Philip

2014-01-01

This paper aims to develop a valid method to assess the key competencies of the exercise physiology profession acquired through work-integrated learning (WIL). In order to develop a competency-based assessment, the key professional tasks needed to be identified and the test designed so students' competency in different tasks and settings could be…

Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

ERIC Educational Resources Information Center

Chang, Wen-Chih; Yang, Hsuan-Che; Shih, Timothy K.; Chao, Louis R.

2009-01-01

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning…

Blurring the Boundaries? Supporting Students and Staff within an Online Learning Environment

ERIC Educational Resources Information Center

Quinsee, Susannah; Hurst, Judith

2005-01-01

The inclusion of online learning technologies into the higher education (HE) curriculum is frequently associated with the design and development of new models of learning. One could argue that e-learning even demands a reconfiguration of traditional methods of learning and teaching. One of the key elements of this transformational process is…

Social and Emotional Learning for Children with Learning Disability: Implications for Inclusion

ERIC Educational Resources Information Center

Cavioni, Valeria; Grazzani, Ilaria; Ornaghi, Veronica

2017-01-01

This paper discusses the key role of social and emotional learning programmes for children with Learning Disability (LD). The first part of the paper discusses the difficulties students with learning disability may encounter in their education, such as issues related to peer group acceptance, friendship and social isolation, low self-efficacy and…

Use of a Virtual Learning Platform for Distance-Based Simulation in an Acute Care Nurse Practitioner Curriculum.

PubMed

Carman, Margaret; Xu, Shu; Rushton, Sharron; Smallheer, Benjamin A; Williams, Denise; Amarasekara, Sathya; Oermann, Marilyn H

Acute care nurse practitioner (ACNP) programs that use high-fidelity simulation as a teaching tool need to consider innovative strategies to provide distance-based students with learning experiences that are comparable to those in a simulation laboratory. The purpose of this article is to describe the use of virtual simulations in a distance-based ACNP program and student performance in the simulations. Virtual simulations using iSimulate were integrated into the ACNP course to promote the translation of content into a clinical context and enable students to develop their knowledge and decision-making skills. With these simulations, students worked as a team, even though they were at different sites from each other and from the faculty, to manage care of an acutely ill patient. The students were assigned to simulation groups of 4 students each. One week before the simulation, they reviewed past medical records. The virtual simulation sessions were recorded and then evaluated. The evaluation tools assessed 8 areas of performance and included key behaviors in each of these areas to be performed by students in the simulation. More than 80% of the student groups performed the key behaviors. Virtual simulations provide a learning platform that allows live interaction between students and faculty, at a distance, and application of content to clinical situations. With simulation, learners have an opportunity to practice assessment and decision-making in emergency and high-risk situations. Simulations not only are valuable for student learning but also provide a nonthreatening environment for staff to practice, receive feedback on their skills, and improve their confidence.

Design and implementation of a flipped classroom learning environment in the biomedical engineering context.

PubMed

Corrias, Alberto; Cho Hong, James Goh

2015-01-01

The design and implementation of a learning environment that leverages on the use of various technologies is presented. The context is an undergraduate core engineering course within the biomedical engineering curriculum. The topic of the course is data analysis in biomedical engineering problems. One of the key ideas of this study is to confine the most mathematical and statistical aspects of data analysis in prerecorded video lectures. Students are asked to watch the video lectures before coming to class. Since the classroom session does not need to cover the mathematical theory, the time is spent on a selected real world scenario in the field of biomedical engineering that exposes students to an actual application of the theory. The weekly cycle is concluded with a hands-on tutorial session in the computer rooms. A potential problem would arise in such learning environment if the students do not follow the recommendation of watching the video lecture before coming to class. In an attempt to limit these occurrences, two key instruments were put in place: a set of online self-assessment questions that students are asked to take before the classroom session and a simple rewards system during the classroom session. Thanks to modern learning analytics tools, we were able to show that, on average, 57.9% of students followed the recommendation of watching the video lecture before class. The efficacy of the learning environment was assessed through various means. A survey was conducted among the students and the gathered data support the view that the learning environment was well received by the students. Attempts were made to quantify the impacts on learning of the proposed measures by taking into account the results of selected questions of the final examination of the course. Although the presence of confounding factors demands caution in the interpretation, these data seem to indicate a possible positive effect of the use of video lectures in this technologically enhanced learning environment.

Transformational Education for Psychotherapy and Counselling: A Relational Dynamic Approach

ERIC Educational Resources Information Center

Macaskie, Jane; Meekums, Bonnie; Nolan, Greg

2013-01-01

An evolving relational dynamic approach to psychotherapy and counselling education is described. Key themes integrated within the approach are the learning community and transformational relationships. Learning is a reciprocal change process involving students, teachers, supervisors and therapists in overlapping learning communities. Drawing on…

Driving student-centred calculus: results of a comprehensive case study for Kaizen learning in the Sultanate of Oman

NASA Astrophysics Data System (ADS)

Heim, Bernhard; Rupp, Florian; Viet, Nils; Stockhausen, Paul v.; Gallenkämper, Jonas; Kreuzer, Judith

2015-04-01

The art of teaching freshmen students is undergoing a rapid paradigm change. Classical forms of teaching are not applicable any more and an unmanageable offer of new multimedia tools and concepts is glutting the market. Moreover, compared to previous courses, the class size triples. In view of these challenges, we implemented a new teaching concept best described as Kaizen learning. By Kaizen learning, we define a teaching philosophy that is based on a concise mix of short learning units (with feedback loops and tests) and of carefully chosen repetitions (also with feedback loops and tests) to calibrate a course for the students. Here, this intensive blended, student-centred learning paradigm is analysed together with its direct impact on the students' performance. This case study leads to easy-to-implement key drivers for successfully teaching science in Oman, such as (1) human-human interaction, (2) clearly communicated expectations, (3) avoidance of a short-term learning attitude, (4) a no-calculator policy, (5) continuous Kaizen learning, and (6) balanced combination of traditional teaching and e-learning.

Leadership for learning: a literature study of leadership for learning in clinical practice.

PubMed

Allan, Helen T; Smith, Pamela A; Lorentzon, Maria

2008-07-01

To report a literature study of leadership for learning in clinical practice in the United Kingdom. Background Previous research in the United Kingdom showed that the ward sister was central to creating a positive learning environment for student nurses. Since the 1990s, the ward mentor has emerged as the key to student nurses' learning in the United Kingdom. A literature study of new leadership roles and their influence on student nurse learning (restricted to the United Kingdom) which includes an analysis of ten qualitative interviews with stakeholders in higher education in the United Kingdom undertaken as part of the literature study. Learning in clinical placements is led by practice teaching roles such as mentors, clinical practice facilitators and practice educators rather than new leadership roles. However, workforce changes in clinical placements has restricted the opportunities for trained nurses to role model caring activities for student nurses and university based lecturers are increasingly distant from clinical practice. Leadership for learning in clinical practice poses three unresolved questions for nurse managers, practitioners and educators - what is nursing, what should student nurses learn and from whom? Leadership for student nurse learning has passed to new learning and teaching roles with Trusts and away from nursing managers. This has implications for workforce planning and role modelling within the profession.

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

PubMed

Gan, Runye; Snell, Linda

2014-04-01

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

Oral Health on Wheels: A Service Learning Project for Dental Hygiene Students.

PubMed

Flick, Heather; Barrett, Sheri; Carter-Hanson, Carrie

2016-08-01

To provide dental hygiene students with a service learning opportunity to work with special needs and culturally diverse underserved populations through the Oral Health on Wheels (OHOW) community based mobile dental hygiene clinic. A student feedback survey was administered between the years of 2009 and 2013 to 90 students in order to gather and identify significant satisfaction, skills acquisition and personal growth information after the student's clinical experience on the OHOW. ANOVA and Pearson correlation coefficient statistical analysis were utilized to investigate relationships between student responses to key questions in the survey. An analysis of 85 student responses (94.44%) demonstrated statistically significant correlations between student learning and their understanding of underserved populations, building confidence in skills, participation as a dental team member and understanding their role in total patient care. The strong correlations between these key questions related to the clinical experience and students confidence, skills integration into the dental team, and understanding of both total patient care, and the increased understanding of the oral health care needs of special populations. All questions directly link to the core mission of the OHOW program. The OHOW clinical experience allows dental hygiene students a unique opportunity to engage in their community while acquiring necessary clinical competencies required by national accreditation and providing access to oral health care services to underserved patients who would otherwise go without treatment. Copyright © 2016 The American Dental Hygienists’ Association.

Differential use of learning strategies in first-year higher education: the impact of personality, academic motivation, and teaching strategies.

PubMed

Donche, Vincent; De Maeyer, Sven; Coertjens, Liesje; Van Daal, Tine; Van Petegem, Peter

2013-06-01

Although the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics. Previous studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective into account and examines the joint effects of personality, academic motivation, and teaching strategies on students' learning strategies in a same educational context in first-year higher education. In this study, 1,126 undergraduate students and 90 lecturers from eight professional bachelor programmes in a university college participated. Self-report measures were used to measure students' personality, academic motivation, and learning strategies. Students' processing and regulation strategies are mapped using the Inventory of Learning Styles. Key characteristics of more content-focused versus learning-focused teaching strategies were measured. Multivariate multi-level analysis was used to take the nested data structure and interrelatedness of learning strategies into account. Different personality traits (openness, conscientiousness, and neuroticism) and academic motivation (amotivation, autonomous, and controlled motivation) were found to be independently associated with student learning strategies. Besides these student characteristics, also teaching strategies were found to be directly associated with learning strategies. The study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor overinterpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do. © 2013 The British Psychological Society.

A Comparative Study of the Impacts and Students' Perceptions of Indoor and Outdoor Learning in the Science Classroom

ERIC Educational Resources Information Center

Dhanapal, Saroja; Lim, Cally Cheng Yee

2013-01-01

The increasing awareness among educators around the world on the specialities of indoor and outdoor learning in enhancing students' academic performance and development of skills and attitudes influenced the purposes and background of this research study (Fagerstam, 2012; Jordet, 2010; Martin, 2010; Rickinson et al., 2004). Two key purposes…

Together We Can! The Collaborative Spirit at Forest Lake Elementary Technology Magnet School Energizes Learning for Students

ERIC Educational Resources Information Center

Steck, Kappy; Padget, Lizzie

2012-01-01

Collaboration is the key! It is the driving force that has allowed Forest Lake Elementary Technology Magnet School to be consistently recognized as a "school that works" for all members of the learning community. Forest Lake's staff, teachers, students, and parents enthusiastically embrace the collaborative spirit that is a vital,…

Preschool Attendance: How Researchers and Practitioners Are Working Together to Understand and Address Absenteeism among Our Youngest Students

ERIC Educational Resources Information Center

Ehrlich, Stacy B.; Gwynne, Julia; Allensworth, Elaine M.; Fatani, Serah

2016-01-01

Consistent school attendance is a key foundation of student learning. While missing one or two school days each year is not likely to have serious consequences, chronic absenteeism (missing 10% or more of enrolled school days) can seriously undermine the learning process (Allensworth & Easton, 2007). Given national efforts to increase the…

Alkaloid-Derived Thioureas in Asymmetric Organocatalysis: A Cooperative Learning Activity in a Project-Based Laboratory Course

ERIC Educational Resources Information Center

Monge, David

2015-01-01

An experiment carried out by advanced undergraduate students in a project-based laboratory course is described. Taking into account the positive effects of working in teams, which has been key for successful research in industry and academia, a cooperative learning experience in the laboratory was developed. Students working in teams of four…

What's Politics Got to Do with It? "Power" as a "Threshold" Concept for Undergraduate Business Students

ERIC Educational Resources Information Center

Williams, Paul D.

2014-01-01

Politics courses embedded in business and commerce degree programs have soared in number in recent years. Yet how business students, often compulsorily enrolled in politics courses, learn key politics concepts is an under-researched area. The purpose of this article is to determine where the teaching and learning of political science and business…

The Separate and Collective Effects of Personalization, Personification, and Gender on Learning with Multimedia Chemistry Instructional Materials

ERIC Educational Resources Information Center

Halkyard, Shannon

2012-01-01

Chemistry is a difficult subject to learn and teach for students in general. Additionally, female students are under-represented in chemistry and the physical sciences. Within chemistry, atomic and electronic structure is a key concept and several recommendations in the literature describe how this topic can be taught better. These recommendations…

The Effect of Peer and Teacher Feedback on Changes in EFL Students' Writing Self-Efficacy

ERIC Educational Resources Information Center

Ruegg, Rachael

2018-01-01

Literature from education, educational psychology and second language acquisition has consistently found that self-efficacy is a key factor leading to increased language learning success. Students with more self-efficacy are claimed to have higher motivation and to expend more effort in the learning process. On the other hand, those with less…

Facilitating Student Learning through Contextualization. CCRC Brief. Number 53

ERIC Educational Resources Information Center

Perin, Dolores

2011-01-01

Skills in reading, writing, and mathematics are key to academic learning but are conventionally taught separately from the discipline areas to which they must be applied. For example, students may be taught writing skills in the morning in an English course and then be expected to apply them to writing an essay in a history class in the afternoon.…

Contextualising Teaching and Learning in Rural Primary Schools: Using Agricultural Experience. Volume 1 [and] Volume 2. Education Research.

ERIC Educational Resources Information Center

Taylor, Peter; Mulhall, Abigail

This research project examined the potential role of agricultural experiences as a vehicle for meeting the diverse learning needs of rural primary students in developing countries. Volume 1 of the project report represents a literature review that investigated a "new role" for agriculture as a key element for developing rural students'…

Using Supplementary Video in Multimedia Instruction as a Teaching Tool to Increase Efficiency of Learning and Quality of Experience

ERIC Educational Resources Information Center

Ljubojevic, Milos; Vaskovic, Vojkan; Stankovic, Srecko; Vaskovic, Jelena

2014-01-01

The main objective of this research is to investigate efficiency of use of supplementary video content in multimedia teaching. Integrating video clips in multimedia lecture presentations may increase students' perception of important information and motivation for learning. Because of that, students can better understand and remember key points of…

Building Hope, Giving Affirmation: Learning Communities That Address Social Justice Issues Bring Equity to the Classroom

ERIC Educational Resources Information Center

Hirsh, Stephanie; Hord, Shirley M.

2010-01-01

A school that ensures that all students--regardless of race, creed, color, socioeconomic status, gender, or disabilities--have access to and receive the highest-quality education has achieved a key measure of social justice. Since the most significant factor in whether students learn well is quality teaching, and teaching is enhanced through…

What Every Teacher Should Know: Reflections on "Educating the Developing Mind"

ERIC Educational Resources Information Center

Anderson, Lorin W.

2012-01-01

Over the past half century, much has been learned about the ways in which students develop and learn. Unfortunately, this knowledge often does not find its way into the classroom. Teachers can begin to use this knowledge by focusing on a few key ideas. They need to go beyond the presentation of content to helping students acquire strategies for…

Undergraduate Student Satisfaction and Achievement at the GetWET Observatory: A Fluid Learning Experience at Colorado State University

ERIC Educational Resources Information Center

Rathburn, Sara L.; Weinberg, Andrea E.

2011-01-01

The GetWET Observatory was developed as part of an overall course redesign of the Introductory Geology Laboratory at Colorado State University to improve student learning of key surface and groundwater concepts for nonmajors in science, technology, engineering, and mathematics. Consisting of six groundwater monitoring wells, the GetWET Observatory…

Towards the Improvement of the Student Experience of Assessment and Feedback in Construction Management Education

ERIC Educational Resources Information Center

Scott, Lloyd; Fortune, Chris

2013-01-01

It is widely accepted across Higher Education that assessment practices have a link with learning and a key factor in this link is formative assessment. Formative assessment is generally defined as taking place during a module/programme with the express purpose of improving and enhancing student learning. It is important to understand how…

EFL Students' Attitudes towards the Development of Speaking Skills via Project-Based Learning: An Omnipresent Learning Perspective

ERIC Educational Resources Information Center

Yaman, Ismail

2014-01-01

Developing speaking skills constitutes the key stage for language learners. Considering the remarkable differences between ESL and EFL students, the likelihood for language learners in many EFL settings to face the barbed wires placed on the road to speaking proficiency is far greater compared with ESL learners. The primary reason behind this…

Mobile Robot Lab Project to Introduce Engineering Students to Fault Diagnosis in Mechatronic Systems

ERIC Educational Resources Information Center

Gómez-de-Gabriel, Jesús Manuel; Mandow, Anthony; Fernández-Lozano, Jesús; García-Cerezo, Alfonso

2015-01-01

This paper proposes lab work for learning fault detection and diagnosis (FDD) in mechatronic systems. These skills are important for engineering education because FDD is a key capability of competitive processes and products. The intended outcome of the lab work is that students become aware of the importance of faulty conditions and learn to…

Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability

PubMed Central

Tolar, Tammy D.; Fuchs, Lynn; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L.

2014-01-01

Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods from these two traditions to form math problem solving LD groups. To evaluate group differences, we used MANOVA-based profile and canonical analyses to control for relations among the outcomes and regression to control for group definition variables. Results suggest that basic arithmetic is the key distinguishing characteristic that separates low-achieving problem solvers (including LD, regardless of definition) from typically achieving students. Word problem solving is the key distinguishing characteristic that separates IQ-achievement-discrepant from strictly low-achieving LD students, favoring the IQ-achievement-discrepant students. PMID:24939971

Benefits of teaching medical students how to communicate with patients having serious illness: comparison of two approaches to experiential, skill-based, and self-reflective learning.

PubMed

Ellman, Matthew S; Fortin, Auguste H

2012-06-01

Innovative approaches are needed to teach medical students effective and compassionate communication with seriously ill patients. We describe two such educational experiences in the Yale Medical School curriculum for third-year medical students: 1) Communicating Difficult News Workshop and 2) Ward-Based End-of-Life Care Assignment. These two programs address educational needs to teach important clinical communication and assessment skills to medical students that previously were not consistently or explicitly addressed in the curriculum. The two learning programs share a number of educational approaches driven by the learning objectives, the students' development, and clinical realities. Common educational features include: experiential learning, the Biopsychosocial Model, patient-centered communication, integration into clinical clerkships, structured skill-based learning, self-reflection, and self-care. These shared features - as well as some differences - are explored in this paper in order to illustrate key issues in designing and implementing medical student education in these areas.

An approach to integrating interprofessional education in collaborative mental health care.

PubMed

Curran, Vernon; Heath, Olga; Adey, Tanis; Callahan, Terrance; Craig, David; Hearn, Taryn; White, Hubert; Hollett, Ann

2012-03-01

This article describes an evaluation of a curriculum approach to integrating interprofessional education (IPE) in collaborative mental health practice across the pre- to post-licensure continuum of medical education. A systematic evaluation of IPE activities was conducted, utilizing a combination of evaluation study designs, including: pretest-posttest control group; one-group pre-test-post-test; and one-shot case study. Participant satisfaction, attitudes toward teamwork, and self-reported teamwork abilities were key evaluative outcome measures. IPE in collaborative mental health practice was well received at both the pre- and post-licensure levels. Satisfaction scores were very high, and students, trainees, and practitioners welcomed the opportunity to learn about collaboration in the context of mental health. Medical student satisfaction increased significantly with the introduction of standardized patients (SPs) as an interprofessional learning method. Medical students and faculty reported that experiential learning in practice-based settings is a key component of effective approaches to IPE implementation. At a post-licensure level, practitioners reported significant improvement in attitudes toward interprofessional collaboration in mental health care after participation in IPE. IPE in collaborative mental health is feasible, and mental health settings offer practical and useful learning experiences for students, trainees, and practitioners in interprofessional collaboration.

Influence of Learning Management Systems Self-Efficacy on E-Learning Performance

ERIC Educational Resources Information Center

Martin, Florence; Tutty, Jeremy I.; Su, Yuyan

2010-01-01

Recent advancements in technology have changed the way educators teach and students learn (Wells, Fieger & Lange, 2005). In the last decade, educational trends have progressed towards online and blended instruction. One key in this revolution is the development of the Learning Management System (LMS); software that enables the management and…

What Affect Student Cognitive Style in the Development of Hypermedia Learning System?

ERIC Educational Resources Information Center

Lee, Catherine Hui Min; Cheng, Yuk Wing; Rai, Shri; Depickere, Arnold

2005-01-01

Recent developments in learning technology such as hypermedia is becoming widespread and offer significant contribution to improve the delivery of learning and teaching materials. A key factor in the development of hypermedia learning system is cognitive style (CS) as it relates to users' information processing habits, representing individual…

A Simple Guide to Enhancing Learning through Web 2.0 Technologies

ERIC Educational Resources Information Center

Nichol, David; Hunter, Julie; Yaseen, Jonathan; Prescott-Clements, Linda

2012-01-01

This article describes the potential of new and emerging learning technologies to promote excellence in learning and teaching and further seeks to respond positively to the key trends in learning technologies for the higher education community. Through this article, we hope to positively enrich the student experience with technology-enhanced…

Complexity-Based Learning--An Alternative Learning Design for the Twenty-First Century

ERIC Educational Resources Information Center

Ng, Foo Seong David

2014-01-01

In programme delivery, while the international trend in education has seen a shift from teacher-centred to student-centred learning and from transmission to reflective approaches, most leadership programmes have remained heavily teacher-centred. A key feature of teacher-centred learning relies on practices of course-driven programmes. This feature…

Reflecting on Reflection as a Critical Component in Service Learning

ERIC Educational Resources Information Center

Bloomquist, Catherine

2015-01-01

Despite the popularity of service learning, it is sometimes criticized for its lack of academic rigor. This piece provides a counterpoint to that argument by describing a LIS service-learning course from the student's perspective. I focus particularly on the role of reflection, a key component in service-learning courses that helps to…

Note-taking and Handouts in The Digital Age

PubMed Central

Stacy, Elizabeth Moore

2015-01-01

Most educators consider note-taking a critical component of formal classroom learning. Advancements in technology such as tablet computers, mobile applications, and recorded lectures are altering classroom dynamics and affecting the way students compose and review class notes. These tools may improve a student’s ability to take notes, but they also may hinder learning. In an era of dynamic technology developments, it is important for educators to routinely examine and evaluate influences on formal and informal learning environments. This paper discusses key background literature on student note-taking, identifies recent trends and potential implications of mobile technologies on classroom note-taking and student learning, and discusses future directions for note-taking in the context of digitally enabled lifelong learning. PMID:27168620

The legacy of care as reflexive learning

PubMed Central

García, Marta Rodríguez; Moya, Jose Luis Medina

2016-01-01

Abstract Objective: to analyze whether the tutor's use of reflexive strategies encourages the students to reflect. The goal is to discover what type of strategies can help to achieve this and how tutors and students behave in the practical context. Method: a qualitative and ethnographic focus was adopted. Twenty-seven students and 15 tutors from three health centers participated. The latter had received specific training on reflexive clinical tutoring. The analysis was developed through constant comparisons of the categories. Results: the results demonstrate that the tutors' use of reflexive strategies such as didactic questioning, didactic empathy and pedagogical silence contributes to encourage the students' reflection and significant learning. Conclusions: reflexive practice is key to tutors' training and students' learning. PMID:27305180

Experiential learning in practice: An ethnographic study among nursing students and preceptors.

PubMed

Rodríguez-García, Marta; Medina-Moya, José Luis; González-Pascual, Juan Luis; Cardenete-Reyes, César

2018-03-01

This study aimed to explore the reflective dialogues and processes that take place between preceptors and their nursing students and to examine how preceptors make use of their expert knowledge in order to enhance students' experiential learning during clinical placements. Two 30-h courses on reflective teaching were conducted. The study sample included 15 preceptors and 27 undergraduate nursing students. Data were collected during the course and during clinical placements at two X hospitals. Data collection included non-participatory observation and informal conversations with preceptors, in-depth interviews and focus groups. Preceptors used a series of strategies to promote experiential learning; these included creating links with practice, the use of examples, allowing students to adopt professional roles and enhancing autonomy. The value of preceptors is their wealth of professional experience, which is key during the learning process of nursing students. Preceptors must learn to master the art of questioning and stimulating reflective dialogues, in order to stimulate students' critical thinking and encourage them to resolve common problems that arise during practice. Students demand a more active role in their own learning processes. Copyright © 2017. Published by Elsevier Ltd.

How Effective Is Example Generation for Learning Declarative Concepts?

ERIC Educational Resources Information Center

Rawson, Katherine A.; Dunlosky, John

2016-01-01

Declarative concepts (i.e., key terms and corresponding definitions for abstract concepts) represent foundational knowledge that students learn in many content domains. Thus, investigating techniques to enhance concept learning is of critical importance. Various theoretical accounts support the expectation that example generation will serve this…

Captivate: Building Blocks for Implementing Active Learning

ERIC Educational Resources Information Center

Kitchens, Brent; Means, Tawnya; Tan, Yinliang

2018-01-01

In this study, the authors propose a set of key elements that impact the success of an active learning implementation: content delivery, active learning methods, physical environment, technology enhancement, incentive alignment, and educator investment. Through a range of metrics the authors present preliminary evidence that students in courses…

When practice precedes theory - A mixed methods evaluation of students' learning experiences in an undergraduate study program in nursing.

PubMed

Falk, Kristin; Falk, Hanna; Jakobsson Ung, Eva

2016-01-01

A key area for consideration is determining how optimal conditions for learning can be created. Higher education in nursing aims to prepare students to develop their capabilities to become independent professionals. The aim of this study was to evaluate the effects of sequencing clinical practice prior to theoretical studies on student's experiences of self-directed learning readiness and students' approach to learning in the second year of a three-year undergraduate study program in nursing. 123 nursing students was included in the study and divided in two groups. In group A (n = 60) clinical practice preceded theoretical studies. In group (n = 63) theoretical studies preceded clinical practice. Learning readiness was measured using the Directed Learning Readiness Scale for Nursing Education (SDLRSNE), and learning process was measured using the revised two-factor version of the Study Process Questionnaire (R-SPQ-2F). Students were also asked to write down their personal reflections throughout the course. By using a mixed method design, the qualitative component focused on the students' personal experiences in relation to the sequencing of theoretical studies and clinical practice. The quantitative component provided information about learning readiness before and after the intervention. Our findings confirm that students are sensitive and adaptable to their learning contexts, and that the sequencing of courses is subordinate to a pedagogical style enhancing students' deep learning approaches, which needs to be incorporated in the development of undergraduate nursing programs. Copyright © 2015 Elsevier Ltd. All rights reserved.

Nurses on a mission: a professional service learning experience with the inner-city homeless.

PubMed

Lashley, Mary

2007-01-01

Nursing students can play a vital role in addressing the health care needs of the homeless. Through professional service learning experiences in community-based settings, students learn how to partner with key community leaders and agencies to meet the needs of underserved populations and provide culturally competent care to diverse populations. This article describes the development of a professional service learning experience with the homeless in which a community-academic partnership was created to meet community needs. In an era of declining health care resources, such innovative partnerships serve to reduce health disparities and improve access to care while preparing students for community-based practice with at-risk and vulnerable populations.

A new method for teaching physical examination to junior medical students.

PubMed

Sayma, Meelad; Williams, Hywel Rhys

2016-01-01

Teaching effective physical examination is a key component in the education of medical students. Preclinical medical students often have insufficient clinical knowledge to apply to physical examination recall, which may hinder their learning when taught through certain understanding-based models. This pilot project aimed to develop a method to teach physical examination to preclinical medical students using "core clinical cases", overcoming the need for "rote" learning. This project was developed utilizing three cycles of planning, action, and reflection. Thematic analysis of feedback was used to improve this model, and ensure it met student expectations. A model core clinical case developed in this project is described, with gout as the basis for a "foot and ankle" examination. Key limitations and difficulties encountered on implementation of this pilot are discussed for future users, including the difficulty encountered in "content overload". This approach aims to teach junior medical students physical examination through understanding, using a simulated patient environment. Robust research is now required to demonstrate efficacy and repeatability in the physical examination of other systems.

Institutional Characteristics and Student Retention: What Integrated Postsecondary Education Data Reveals about Online Learning

ERIC Educational Resources Information Center

Chiyaka, Edward T.; Sithole, Alec; Manyanga, Fidelis; McCarthy, Peter; Bucklein, Brian K.

2016-01-01

Online course delivery continues to grow as a viable means of providing increased educational access to more students, but low student retention rates remain a major challenge. In this study, key institutional characteristics that influence student retention in postsecondary education are analyzed. These are student-faculty ratio, graduation rate,…

Enhancing Civic Consciousness through Student Pro Bono in Legal Education

ERIC Educational Resources Information Center

Babacan, Alperhan; Babacan, Hurriyet

2017-01-01

A key aim of encouraging law students to participate in student pro bono, a form of experiential learning in legal education, is to develop their commitment to volunteer lawyering after graduation. This paper examines student pro bono in legal education in Australia and the United States. A critical review of the current approaches to student pro…

Book club elective to facilitate student learning of the patient experience with chronic disease.

PubMed

Plake, Kimberly S

2010-04-12

To evaluate the impact of a book club experience on pharmacy students' learning about chronic illness. Students read autobiographies/biographies regarding the patient experience of chronic illness. Similar to a traditional book club, small group discussions were held based on questions submitted by students. Other activities included written reflections, a final paper, and an oral presentation. A retrospective pretest and posttest were administered at the end of the course. Students indicated improvement in the key aspects of the course with significant differences (p < 0.01) between retrospective pretest and posttest scores for all course objectives assessed. Students also indicated that the course contributed to their development as pharmacists, motivated them to learn about new topics, and helped them reconsider their attitudes. A book club elective course was successful in helping students understand the patient experience.

Evaluating the ergonomics of a student learning environment.

PubMed

Rudolf, Michelle; Griffiths, Yolanda

2009-01-01

Ergonomics is a key consideration of a student-learning environment. This paper examines aspects of ergonomics and application to the design of tables in three classrooms at a Midwestern university. Custom tables with power outlets and Internet access via Ethernet data ports were planned for classrooms in 2000 to facilitate a laptop program. However, table height, specifically thigh clearance from the seat to the bottom of the work surface, was not fully considered. The ergonomic analysis of the classrooms by an occupational therapy student led to the implementation of positive changes to the tables. The enhancement of the learning environment influences student comfort and productivity and can offset the cost of renovating the tables.

Understanding Insurance. A Guide for Industrial Cooperative Training Programs. Learning Activity Package No. 15.

ERIC Educational Resources Information Center

Duenk, Lester G.; Tuel, Charles

This learning activity package (LAP) on the insurance industry and the methods used to give protection to the insured is designed for student self-study. Following a list of learning objectives, the LAP contains a pretest (answer key provided at the back). Six learning activities follow. The learning activities cover the following material: terms…

Career/Education Plans and Student Engagement in Secondary School

ERIC Educational Resources Information Center

Plasman, Jay Stratte

2018-01-01

Student engagement in education is key to ensuring successful learning. Engagement becomes crucial as students progress through high school and transition into young adulthood; however, engaging them in high school can be an arduous task. A career/education plan can help students make strong connections between their work in high school and their…

Challenging a Teacher's Perceptions of Mathematical Smartness through Reflections on Students' Thinking

ERIC Educational Resources Information Center

Wickstrom, Megan H.

2015-01-01

Creating equitable opportunities so all students can learn and succeed mathematically has been a key focus of mathematics education across several decades. Central to student achievement are students' mathematical identity and their feelings of success during instruction. Researchers (e.g., Boaler & Staples, 2008) have shown that teachers can…

Student Perceptions of Classroom Feedback

ERIC Educational Resources Information Center

Gamlem, Siv M.; Smith, Kari

2013-01-01

Feedback to students has been identified as a key strategy in learning and teaching, but we know less about how feedback is understood by students. The purpose of this study is to gain more insight into lower secondary students' perceptions of when and how they find classroom feedback useful. This article draws on data generated through individual…

Effective Instruction for Engaging Culturally Diverse Students in Higher Education

ERIC Educational Resources Information Center

Yamauchi, Lois A.; Taira, Kazufumi; Trevorrow, Tracy

2016-01-01

Engagement is related to important student outcomes such as persistence, retention, and grades. It is key to all students' learning, but it may be particularly important for culturally diverse students who may have fewer models and other resources for keeping themselves engaged. As the institutions of higher education become increasingly…

The Use of Specially Designed Tasks to Enhance Student Interest in the Cadaver Dissection Laboratory

ERIC Educational Resources Information Center

Kang, Seok Hoon; Shin, Jwa-Seop; Hwang, Young-il

2012-01-01

Cadaver dissection is a key component of anatomy education. Unfortunately, students sometimes regard the process of dissection as uninteresting or stressful. To make laboratory time more interesting and to encourage discussion and collaborative learning among medical students, specially designed tasks were assigned to students throughout…

Healthcare students' experiences when integrating e-learning and flipped classroom instructional approaches.

PubMed

Telford, Mark; Senior, Emma

2017-06-08

This article describes the experiences of undergraduate healthcare students taking a module adopting a 'flipped classroom' approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach.

Experimenting "Learn by Doing" and "Learn by Failing"

ERIC Educational Resources Information Center

Pozzi, Rossella; Noè, Carlo; Rossi, Tommaso

2015-01-01

According to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. On the other hand, the literature evidences how some kinds of game-based…

Learning Strategies and Learning-Related Emotions among Teacher Trainees

ERIC Educational Resources Information Center

Wittmann, Simone

2011-01-01

Teacher trainees are questioned about their strategic and emotional relationships with a key area of their future activity, learning. Characteristics of German teacher trainees are identified through comparisons with German students on a related course of study (educational science), and through comparisons with Swedish teacher trainees. N = 875…

Summer Learning Programs Yield Key Lessons for Districts and Policymakers

ERIC Educational Resources Information Center

Augustine, Catherine H.; McCombs, Jennifer Sloan

2015-01-01

The Wallace Foundation is funding a multiyear demonstration project to determine whether voluntary, district summer learning programs can stem summer learning loss for low-income students. Six districts--Boston, Cincinnati, Dallas, Duval County (Florida), Pittsburgh, and Rochester, New York--were selected for the demonstration project and…

Authentic Teachers: Student Criteria Perceiving Authenticity of Teachers

ERIC Educational Resources Information Center

De Bruyckere, Pedro; Kirschner, Paul A.

2016-01-01

Authenticity is seen by many as a key for good learning and education. There is talk of authentic instruction, authentic learning, authentic problems, authentic assessment, authentic tools and authentic teachers. The problem is that while authenticity is an often-used adjective describing almost all aspects of teaching and learning, the concept…

Enhancing Student Learning with Brain-Based Research

ERIC Educational Resources Information Center

Bonnema, Ted R.

2009-01-01

This paper discusses brain-based learning and its relation to classroom instruction. A rapidly growing quantity of research currently exists regarding how the brain perceives, processes, and ultimately learns new information. In order to maximize their teaching efficacy, educators should have a basic understanding of key memory functions in the…

Planning and Facilitating Debriefs of Experiential Learning Activities in Skills-Based Health Education

ERIC Educational Resources Information Center

Johns, Judith A.; Moyer, Matthew T.; Gasque, Lisa M.

2017-01-01

Purpose: This paper highlights the importance of conducting structured, student-centered discussions, known as debriefs, following experiential learning activities in health education. Drawing upon Kolb's experiential learning theory and literature from scholars in simulation-based training, the authors outline key considerations for planning and…

Putting Transformative Learning Theory into Practice

ERIC Educational Resources Information Center

Christie, Michael; Carey, Michael; Robertson, Ann; Grainger, Peter

2015-01-01

This paper elaborates on a number of key criticisms of Mezirow's transformative learning theory as well as providing arguments that validate it. Our paper exemplifies how Mezirow's theory can help adult educators and prospective school teachers understand that social structures and belief systems can influence student learning, that learners make…

Stakeholder Perceptions, Learning Opportunities, and Student Outcomes in Three Clinical Learning Models.

PubMed

Hendricks, Susan; DeMeester, Deborah; Stephenson, Evelyn; Welch, Janet

2016-05-01

Understanding the strengths and challenges of various clinical models is important for nursing education. Three long-standing clinical models (preceptored, hybrid, and traditional) were compared on several outcome measures related to satisfaction, learning opportunities, and student outcomes. Students, faculty, and preceptors participated in this study. Although no differences were noted in satisfaction or standardized examination scores, students in the preceptored clinical model were able to practice more psychomotor skills. Although participants in the preceptored model reported spending more time communicating with staff nurses than did those in the other models, students in the traditional model spent more time with faculty. No differences were noted among groups in student clinical observation time. All clinical learning models were focused on how clinical time was structured, without an emphasis on how faculty and preceptors work with students to develop nursing clinical reasoning skills. Identifying methodology to impact thinking in the clinical environment is a key next step. [J Nurs Educ. 2016;55(5):271-277.]. Copyright 2016, SLACK Incorporated.

Evaluating the effect of a clicker in an information literacy course for college nursing students in Taiwan.

PubMed

Lin, Kai-Yin

2015-03-01

In this technology era, information literacy is a global imperative. This is true for nursing students as well because they will have to help patients through operating computerized equipment. The key foundation of learning is concentration. The primary objectiveof this research was to explore the effect of clickers on nursing college students' concentration. The research involved 51 student volunteers and was quasi-experimental, with both a pretest and a posttest design. Student concentration was measured by using Student Concentration Scale in a Classroom-Learning Environment. The results showed that students' learning concentration improved, an outcome that could support integrating clickers into classroom teaching activities, and students' concentration level was better after clickers were used in the teaching process as a whole. Items under the "Concentration Capacity and Concentration Consciousness" category reached a significant level. Based on the analysis of the results, suggestions have been made for teaching and future research.

Analysis of Educational Setting, Teacher Training, and the Modeling and Instruction of Metacognitive Strategies for Students with Learning Disabilities in Jewish Day Schools

ERIC Educational Resources Information Center

Rothwachs, Yisrael

2010-01-01

Employment of metacognitive strategies has been documented as a key factor in academic success. For students with learning disabilities (LD), however, exposure to these strategies is crucial to both their academic and social growth. While there has been much research demonstrating the importance of modeling metacognitive strategies for students…

Structural Modeling on the Relationship between Positive Perception, Deliberative Belief, and Friendship Quality: A Study with Undergraduate Students

ERIC Educational Resources Information Center

Lin, Chun-Wen

2018-01-01

Some of the key issues in pedagogy are the way of students' peer learning, collaboration, and team work at school. Friendship quality is essential for academic achievement by peer learning and team work. In line with that, the aim of the present study is to examine the associations between variables that are positive perception, deliberative…

Exploring Elementary Students' Understanding of Energy and Climate Change

ERIC Educational Resources Information Center

Boylan, Colin

2008-01-01

As environmental changes become a significant societal issue, elementary science curricula need to develop students' understanding about the key concepts of energy and climate change. For teachers, developing quality learning experiences involves establishing what their students' prior understanding about energy and climate change are. A survey…

Supporting Students' Knowledge Construction and Self-Regulation through the Use of Elaborative Processing Strategies

ERIC Educational Resources Information Center

Sperling, Rayne A.; Ramsay, Crystal M.; Reeves, Philip M.; Follmer, D. Jake; Richmond, Aaron S.

2016-01-01

Theoretical and empirical support for the benefits of elaborative strategy instruction for middle level students is highlighted. Consistent with the "Keys of Educating Young Adolescents," teaching elaborative strategies enhances academic achievement, engages learners, and empowers students' future independent learning. A transactional…

Soft Skills and the Science Curriculum

ERIC Educational Resources Information Center

Ediger, Marlow

2017-01-01

Care must be given to align curricular goal and instructional methods, materials, and assessments. Student effort, student interest in science and pupil perseverance are key factors that impact the learning process. Educators must be aware of the interactions among these critical concepts to assist students in attaining desired outcomes.

Exploring Agriculture in America. Instructor Guide and Student Reference.

ERIC Educational Resources Information Center

Humphrey, John Kevin; And Others

This curriculum guide is designed to provide instruction about agriculture for eighth-grade students in Missouri. Lessons included in the curriculum employ a problem-solving instructional approach. Student-oriented activities are included to provide opportunities for experiential learning. Core competencies and key skills are identified in…

Student Satisfaction Surveys: Measurements and Utilization Issues. AIR 1993 Annual Forum Paper.

ERIC Educational Resources Information Center

Sanders, Liz; Chan, Susy

Student satisfaction surveys assess satisfaction with various facets of the university and includes key sets of questions on programs and services, university learning and social environment, university mission and values, educational preparation, transfer intent, general satisfaction, attitudes toward coursework, and student demographic…

Identifying key features of effective active learning: the effects of writing and peer discussion.

PubMed

Linton, Debra L; Pangle, Wiline M; Wyatt, Kevin H; Powell, Karli N; Sherwood, Rachel E

2014-01-01

We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning. © 2014 D. L. Linton et al. CBE—Life Sciences Education © 2014 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).

New Directions in Formative Feedback in Interactive Learning Environments

ERIC Educational Resources Information Center

Goldin, Ilya; Narciss, Susanne; Foltz, Peter; Bauer, Malcolm

2017-01-01

Formative feedback is well known as a key factor in influencing learning. Modern interactive learning environments provide a broad range of ways to provide feedback to students as well as new tools to understand feedback and its relation to various learning outcomes. This issue focuses on the role of formative feedback through a lens of how…

What's Wrong with Learning for the Exam? An Assessment-Based Approach for Student Engagement

ERIC Educational Resources Information Center

Ito, Hiroshi

2014-01-01

It is now widely recognized that assessment and the feedback play key roles in the learning process. However, assessment-based learning approaches are not yet commonly practiced in Japan. This paper provides an example of an assessment-based approach to teaching and learning employed for a course entitled "English as an International…

Influence of Linguistic Challenges on Attitude towards Mathematics Learning among Upper Primary Students of Kerala

ERIC Educational Resources Information Center

Sarabi, M. K.; Gafoor, K. Abdul

2017-01-01

Aspects that influences mathematics learning is widely studied and language factors have been identified as a key backer to difficulties in learning Mathematics. It is evidenced that not only cognitive factors but also affective factors have vital role in learning mathematics. Such affective beliefs sources from various aspects of mathematics…

Introducing a Learning Management System at a Russian University: Students' and Teachers' Perceptions

ERIC Educational Resources Information Center

Emelyanova, Natalya; Voronina, Elena

2014-01-01

Learning management systems (LMS) have been proven to encourage a constructive approach to knowledge acquisition and support active learning. One of the keys to successful and efficient use of LMS is how the stakeholders adopt and perceive this learning tool. The present research is therefore motivated by the importance of understanding teachers'…

Investments in Professional Learning Must Change: The Goals Are Ambitious, the Stakes Are High--And Resources Are the Key

ERIC Educational Resources Information Center

Killion, Joellen; Hirsh, Stephanie

2013-01-01

Adapted from the brief "Meet the Promise of Content Standards: Investing in Professional Learning," this article draws on the work of Learning Forward's initiative, Transforming Professional Learning to Prepare College- and Career-Ready Students: Implementing the Common Core. This multidimensional initiative is focused on developing…

Deep dissection: motivating students beyond rote learning in veterinary anatomy.

PubMed

Cake, Martin A

2006-01-01

The profusion of descriptive, factual information in veterinary anatomy inevitably creates pressure on students to employ surface learning approaches and "rote learning." This phenomenon may contribute to negative perceptions of the relevance of anatomy as a discipline. Thus, encouraging deep learning outcomes will not only lead to greater satisfaction for both instructors and learners but may have the added effect of raising the profile of and respect for the discipline. Consideration of the literature reveals the broad scope of interventions required to motivate students to go beyond rote learning. While many of these are common to all disciplines (e.g., promoting active learning, making higher-order goals explicit, reducing content in favor of concepts, aligning assessment with outcomes), other factors are peculiar to anatomy, such as the benefits of incorporating clinical tidbits, "living anatomy," the anatomy museum, and dissection classes into a "learning context" that fosters deep approaches. Surprisingly, the 10 interventions discussed focus more on factors contributing to student perceptions of the course than on drastic changes to the anatomy course itself. This is because many traditional anatomy practices, such as dissection and museum-based classes, are eminently compatible with active, student-centered learning strategies and the adoption of deep learning approaches by veterinary students. Thus the key to encouraging, for example, dissection for deep learning ("deep dissection") lies more in student motivation, personal engagement, curriculum structure, and "learning context" than in the nature of the learning activity itself.

A Constructive Reframing of Student Roles and Systems Learning in Medical Education Using a Communities of Practice Lens.

PubMed

Gonzalo, Jed D; Thompson, Britta M; Haidet, Paul; Mann, Karen; Wolpaw, Daniel R

2017-12-01

Health systems are in the midst of a transformation that is being driven by a variety of forces. This has important implications for medical educators because clinical practice environments play a key role in learning and professional development, and evolving health systems are beginning to demand that providers have "systems-ready" knowledge, attitudes, and skills. Such implications provide a clear mandate for medical schools to modify their goals and prepare physicians to practice flexibly within teams and effectively contribute to the improvement of health care delivery. In this context, the concepts of value-added medical education, authentic student roles, and health systems science are emerging as increasingly important. In this Article, the authors use a lens informed by communities of practice theory to explore these three concepts, examining the implications that the communities of practice theory has in the constructive reframing of educational practices-particularly common student roles and experiences-and charting future directions for medical education that better align with the needs of the health care system. The authors apply several key features of the communities of practice theory to current experiential roles for students, then propose a new approach to students' clinical experiences-value-added clinical systems learning roles-that provides students with opportunities to make meaningful contributions to patient care while learning health systems science at the patient and population level. Finally, the authors discuss implications for professional role formation and anticipated challenges to the design and implementation of value-added clinical systems learning roles.

Benefits of Teaching Medical Students How to Communicate with Patients Having Serious Illness

PubMed Central

Ellman, Matthew S.; Fortin, Auguste H.

2012-01-01

Innovative approaches are needed to teach medical students effective and compassionate communication with seriously ill patients. We describe two such educational experiences in the Yale Medical School curriculum for third-year medical students: 1) Communicating Difficult News Workshop and 2) Ward-Based End-of-Life Care Assignment. These two programs address educational needs to teach important clinical communication and assessment skills to medical students that previously were not consistently or explicitly addressed in the curriculum. The two learning programs share a number of educational approaches driven by the learning objectives, the students’ development, and clinical realities. Common educational features include: experiential learning, the Biopsychosocial Model, patient-centered communication, integration into clinical clerkships, structured skill-based learning, self-reflection, and self-care. These shared features ― as well as some differences ― are explored in this paper in order to illustrate key issues in designing and implementing medical student education in these areas. PMID:22737055

Patients as educators: interprofessional learning for patient-centred care.

PubMed

Towle, Angela; Godolphin, William

2013-01-01

Patients with chronic conditions have unique expertise that enhances interprofessional education. Although their active involvement in education is increasing, patients have minimal roles in key educational tasks. A model that brings patients and students together for patient-centred learning, with faculty playing a supportive role, has been described in theory but not yet implemented. To identify issues involved in creating an educational intervention designed and delivered by patients and document outcomes. An advisory group of community members, students and faculty guided development of the intervention (interprofessional workshops). Community educators (CEs) were recruited through community organizations with a healthcare mandate. Workshops were planned by teams of key stakeholders, delivered by CEs, and evaluated by post-workshop student questionnaires. Workshops were delivered by CEs with epilepsy, arthritis, HIV/AIDS and two groups with mental health problems. Roles and responsibilities of planning team members that facilitated control by CEs were identified. Ten workshops attended by 142 students from 15 different disciplines were all highly rated. Workshop objectives defined by CEs and student learning both closely matched dimensions of patient-centredness. Our work demonstrates feasibility and impact of an educational intervention led by patient educators facilitated but not controlled by faculty.

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure.

PubMed

Fernandez-Rio, Javier; Cecchini, Jose A; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12-17 years old ( M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ -means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students' academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students' participation and achievements, and they are key elements to prevent school failure.

Small Group Discussion as a Key Component in Online Assessment Training for Enhanced Student Learning in Web-Based Peer Assessment

ERIC Educational Resources Information Center

Liu, Xiongyi; Li, Lan; Zhang, Zhihong

2018-01-01

The purpose of this study is to examine the effect of online assessment training, with synchronous group discussion as a key component, on subsequent web-based peer assessment results. Participants included 81 college students, mostly women, taking a business writing class. After initial submission of a draft counter-offer letter, they completed…

Getting Ready for the "School of the Future": Key Questions and Tentative Answers

NASA Astrophysics Data System (ADS)

Ott, Michela; Pozzi, Francesca

This paper explores some key aspects of "today's school", as opposed to those that have characterized "yesterday's school", with the final aim of shedding light on "tomorrow's school". In this direction, the paper puts forward tentative answers to some key questions related to the new characteristics and roles of teachers and students (main actors of the learning process) and the new features/ potentialities of contemporary educational tools which, in turn, require the enactment of innovative pedagogical approaches and educational methods. The emerging picture of the present learning landscape helps in figuring out a future situation where learning possibilities are substantially increased.

Facilitating small groups: how to encourage student learning.

PubMed

Kitchen, Mark

2012-02-01

Many clinicians are involved in medical education, with small group teaching (SGT) forming a significant part of their work. Most facilitate these sessions by experience and common sense: less than one-third of them have received formal training in SGT. Evidence suggests small group productivity depends on good facilitation rather than on topic knowledge. Applying the fundamental concepts of SGT will lead to improvements in the quality of clinicians' teaching and in student learning. Good SGT creates the perfect environment for learning and discussion, without the need for didactic teaching. SGT emphasises the role of students in sharing and discussing their ideas in a safe learning environment, without domination by the tutor. This article provides clinicians with basic requirements for effective session design and planning, explains how to encourage student participation, how to manage students as a group, how to manage student learning, and how to recognise and deal with problems. Active facilitation and group management is the key to success in SGT, and consequently better learning outcomes. Improving the facilitation skills of clinical teachers makes teaching more effective, stimulating, and enjoyable for both tutors and students. © Blackwell Publishing Ltd 2012.

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

PubMed Central

Gormally, Cara

2017-01-01

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

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.

A Focused Ethnography of Baccalaureate Nursing Students Who Are Using Motivational Interviewing.

PubMed

Howard, Lisa M; Williams, Beverly A

2016-09-01

The purpose of this article is to describe how nursing students learned and used motivational interviewing (MI) in a community-based clinical context at a primary care vascular risk reduction clinic focused on health promotion. A focused ethnography was used to access a sample of 20 undergraduate nursing students, 16 patients, and 2 instructors. Data were generated from participant observations, field notes, student journals, and interviews (one-on-one and focus group). Central to the students' experience was their transformation because of learning and using MI. Three sub themes describe the social processes that shaped the student experience: learning a relational skill, engaging patients, and collaborating as partners. It is feasible for nursing students to learn MI and use this approach to enhance collaborative care in a primary care setting. The experience can be transformative for students. Supporting patients to adopt healthy lifestyles is a significant role for nurses in practice. The findings provide key insights and strategies for nurse educators teaching students a collaborative communication approach, such as MI, to engage patients in health behavior change. © 2016 Sigma Theta Tau International.

The Garden Wonder Wall: Fostering Wonder and Curiosity on Multi-Day Garden Field Trips

ERIC Educational Resources Information Center

Driscoll, Elizabeth A.; Lownds, Norman K.

2007-01-01

Field trips to the Michigan 4-H Children's Garden must provide rich science learning experiences for students and teachers. A key to this is getting students to ask questions. To facilitate student question asking we developed the Wonder Wall, a "wall" where students could write their questions. Student questions were answered as part of…

Learning to Teach Graduate Students: A Self-Study by Students and a Faculty Member

ERIC Educational Resources Information Center

Conway, Colleen; Palmer, C. Michael; Edgar, Scott; Hansen, Erin

2016-01-01

This study examined our perceptions as a music education professor and three PhD students as we conducted a self-study of our individual and collective experiences teaching graduate students. We framed our work around the key question: How do PhD students describe experiences specifically in relation to perceived potential as teachers of graduate…

Identifying the elements of physics courses that impact student learning: Curriculum, instructor, peers, and assessment

NASA Astrophysics Data System (ADS)

West, Emily Lincoln Ashbaugh

Prior research across hundreds for introductory physics courses has demonstrated that traditional physics instruction does not generally lead to students learning physics concepts in a meaningful way, but that interactive-engagement physics courses do sometimes promote a great deal more student learning. In this work I analyze a reform effort in a large-enrollment, introductory, physics course. I find that evaluating a curriculum in isolation from other influences, such as the instructor implementation and the student population, is problematical. Instead, I propose a model of classroom culture identifying the curriculum, instructor, and student peer group as key components to creating a learning environment. Assessment, a key influence of classroom culture, is considered a product of the instructor/curriculum interaction. All three aspects of the classroom culture have the potential to influence student learning outcomes. I analyze the implementation of two different reformed physics series in terms of classroom culture. In a calculus-based course, I evaluate a new reform-based curriculum for the first and third quarters of instruction. In the first quarter, mechanics, I find that having an instructor teach in alignment with the philosophy of the reformed curriculum is essential, with students of only certain section instructors having improved outcomes over traditional instruction on measures of conceptual understanding. In the electromagnetism quarter of instruction, student outcomes for all reformed sections are higher than those from traditional sections in spite of variations in instructor implementation. The vast range of instructor-student interactions within such a reformed course are analyzed in an observational study, finding that some types of interactions are characteristic of particular instructors, regardless of the content studied that day. An analysis of assessment proposes an alternative grading method that is superior to the traditional grading practices, which are inadequate to consistently evaluate certain classes of test items. Those taking part in curriculum design or research in the context of physics classrooms must be aware that variations in instructor implementation, the student population, and assessment practices all have tremendous potential to influence student learning outcomes.

Teaching EBP Using Game-Based Learning: Improving the Student Experience.

PubMed

Davidson, Sandra J; Candy, Laurie

2016-08-01

Evidence-based practice (EBP) is considered a key entry to practice competency for nurses. However, many baccalaureate nursing programs continue to teach "traditional" nursing research courses that fail to address many of the critical knowledge, skills, and attitudes that foster EBP. Traditional classroom teaching strategies do little to promote the development of competencies critical for engaging in EBP in clinical contexts. The purpose of this work was to develop, implement, and evaluate an innovative teaching strategy aimed at improving student learning, engagement and satisfaction in an online EBP course. The goals of this paper are to: (1) describe the process of course development, (2) describe the innovative teaching strategy, and (3) discuss the outcomes of the pilot course offered using game-based learning. A midterm course-specific survey and standard institutional end of course evaluations were used to evaluate student satisfaction. Game platform analytics and thematic analysis of narrative comments in the midterm and end of course surveys were used to evaluate students' level of engagement. Student learning was evaluated using the end of course letter grade. Students indicated a high satisfaction with the course. Student engagement was also maintained throughout the course. The majority of students (87%, 26/30) continued to complete learning quests in the game after achieving the minimum amount of points to earn an A. Seven students completed every learning quest available in the game platform. Of the 30 students enrolled in the course, 17 students earned a final course grade of A+ and 13 earned an A. Provide students with timely, individualized feedback to enable mastery learning. Create student choice and customization of learning. Integrate the use of badges (game mechanics) to increase engagement and motivation. Level learning activities to build on each other and create flow. © 2016 Sigma Theta Tau International.

How Evident Are Student Efficacy Measures across Academic Tracks? A Student-Centered Analysis of Academic Tracking and Labeling as They Relate to Literacy Instruction, Conduct Development, and Mentorship

ERIC Educational Resources Information Center

Gibson, Pandwe Aletha

2010-01-01

This empirical study quantified the effects of academic tracking and labeling on student efficacy in the three extended learning time (ELT) schools in Boston, Massachusetts. Prominent research on student efficacy implicates literacy instruction, conduct development, and student mentorship as key factors driving student achievement. These three…

Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers.

PubMed Central

Dugan, E; Kamps, D; Leonard, B

1995-01-01

We investigated the use of cooperative learning groups as an instructional strategy for integrating 2 students with autism into a fourth-grade social studies class. Baseline consisted of 40 min of teacher-led sessions including lecture, questions and discussion with students, and the use of maps. The intervention condition consisted of 10 min of teacher introduction of new material, followed by cooperative learning groups that included tutoring on key words and facts, a team activity, and a whole class wrap-up and review. An ABAB design showed increases for target students and peers for the number of items gained on weekly pretests and posttests, the percentage of academic engagement during sessions, and durations of student interaction during the intervention. PMID:7601803

Supporting Inclusive Practicum Experiences for International Students across the Social Sciences: Building Industry Capacity

ERIC Educational Resources Information Center

Felton, Kathleen; Harrison, Gai

2017-01-01

Practicum experiences are critical learning environments for developing requisite skills, knowledge, behaviours and attitudes across the professions. Evidence suggests that international students in professional social and behavioural science programs struggle across a number of dimensions while on practicum. Key issues for these students coalesce…

Beyond Test Scores: Adding Value to Assessment

ERIC Educational Resources Information Center

Rothman, Robert

2010-01-01

At a time when teacher quality has emerged as a key factor in student learning, a statistical technique that determines the "value added" that teachers bring to student achievement is getting new scrutiny. Value-added measures compare students' growth in achievement to their expected growth, based on prior achievement and demographic…

Learning Algebra from Worked Examples

ERIC Educational Resources Information Center

Lange, Karin E.; Booth, Julie L.; Newton, Kristie J.

2014-01-01

For students to be successful in algebra, they must have a truly conceptual understanding of key algebraic features as well as the procedural skills to complete a problem. One strategy to correct students' misconceptions combines the use of worked example problems in the classroom with student self-explanation. "Self-explanation" is the…

Using Pseudozoids to Teach Classification and Phylogeny to Middle School Students

ERIC Educational Resources Information Center

Freidenberg, Rolfe Jr.; Kelly, Martin G.

2004-01-01

This research compared the outcomes of teaching middle school students two different methods of classification and phylogeny. Two classes were randomly selected and taught using traditional methods of instruction. Three classes were taught using the "Pseudozoid" approach, where students learned to classify, develop and read dichotomous keys, and…

Learning the Language of Evolution: Lexical Ambiguity and Word Meaning in Student Explanations

ERIC Educational Resources Information Center

Rector, Meghan A.; Nehm, Ross H.; Pearl, Dennis

2013-01-01

Our study investigates the challenges introduced by students' use of lexically ambiguous language in evolutionary explanations. Specifically, we examined students' meaning of five key terms incorporated into their written evolutionary explanations: "pressure", "select", "adapt", "need", and "must". We utilized a new technological tool known as the…

Personal Computers Help Gifted Students Work Smart. ERIC Digest #E483.

ERIC Educational Resources Information Center

Jones, Geoffrey

This digest considers the role of personal computers in the education of gifted students. There is evidence that students are working "smarter," whether they are learning and using more information, understanding key concepts and relationships better, or developing higher level thinking skills. Research findings concerning the specific…

"Now" We Have an App for That

ERIC Educational Resources Information Center

Schaen, Richard J.; Hayden, Garry; Zydney, Janet M.

2016-01-01

The best Science, Technology, Engineering, and Mathematics (STEM) design challenges are student centered, with students themselves making the key decisions. But with young children who are still learning basic academic and social skills, implementing projects where they truly take the lead can be quite challenging. To give students at one…

Mining Login Data for Actionable Student Insight

ERIC Educational Resources Information Center

Agnihotri, Lalitha; Aghababyan, Ani; Mojarad, Shirin; Riedesel, Mark; Essa, Alfred

2015-01-01

Student login data is a key resource for gaining insight into their learning experience. However, the scale and the complexity of this data necessitate a thorough exploration to identify potential actionable insights, thus rendering it less valuable compared to student achievement data. To compensate for the underestimation of login data…

Food Additives: "Eat, Drink, and Be Healthy". Health and the Consumer.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Elementary and Secondary Education.

One in a series, this consumer education learning activity package teaches secondary students about food additives. The package includes instructions for the teacher, suggestions for activities, lists of resource materials, film guides, student activity worksheets, a student resource booklet of background readings, and answer keys. Content taught…

Exploring Chinese Students' Experience of Curriculum Internationalisation: A Comparative Study of Scotland and Australia

ERIC Educational Resources Information Center

Cheng, Ming; Adekola, Olalekan Adeban; Shah, Mahsood; Valyrakis, Manousos

2018-01-01

Increasing enrolment of Chinese students has become a key feature of internationalisation for Western universities, but there is limited research into how curriculum internationalisation affects Chinese students' learning experiences. Using the typologies of curriculum internationalisation as a framework, this paper explores and compares how…

Student as Communication Skills Trainer: From Research to "Concept Keys"

ERIC Educational Resources Information Center

Bodie, Graham D.

2008-01-01

Although textbooks are filled with practical communication advice, many students overlook the importance of basing practical advice about communication on quality research. This oversight is important for two reasons. First, given the explosion of self-help remedies focused on communication, students should learn to distinguish between…

A Semantic Web-Based Authoring Tool to Facilitate the Planning of Collaborative Learning Scenarios Compliant with Learning Theories

ERIC Educational Resources Information Center

Isotani, Seiji; Mizoguchi, Riichiro; Isotani, Sadao; Capeli, Olimpio M.; Isotani, Naoko; de Albuquerque, Antonio R. P. L.; Bittencourt, Ig. I.; Jaques, Patricia

2013-01-01

When the goal of group activities is to support long-term learning, the task of designing well-thought-out collaborative learning (CL) scenarios is an important key to success. To help students adequately acquire and develop their knowledge and skills, a teacher can plan a scenario that increases the probability for learning to occur. Such a…

Increasing medical students' engagement in public health: case studies illustrating the potential role of online learning.

PubMed

Sheringham, J; Lyon, A; Jones, A; Strobl, J; Barratt, H

2016-09-01

The value of e-learning in medical education is widely recognized but there is little evidence of its value in teaching medical students about public health. Such evidence is needed because medical students' engagement with public health has been low. We present three recent case studies from UK medical schools to illustrate diverse ways in which online approaches can increase medical students' engagement with learning public health. A comparative case study approach was used applying quantitative and qualitative data to examine engagement in terms of uptake/use amongst eligible students, acceptability and perceived effectiveness using an analytic framework based on Seven Principles of Effective Teaching. Across the three case studies, most (67-85%) eligible students accessed online materials, and rated them more favourably than live lectures. Students particularly valued opportunities to use e-learning flexibly in terms of time and place. Online technologies offered new ways to consolidate learning of key public health concepts. Although students found contributing to online discussions challenging, it provided opportunities for students to explore concepts in depth and enabled students that were uncomfortable speaking in face-to-face discussions to participate. E-learning can be applied in diverse ways that increase medical student engagement with public health teaching. © The Author 2015. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Effects of Using Flashcards to Develop Automaticity with Key Vocabulary Words for Students with and without Learning Disabilities Enrolled in a High School Spanish Course

ERIC Educational Resources Information Center

Stager, Phillip A.

2010-01-01

The purpose of this study was to investigate the effects of using flashcards to develop automaticity (rapid word recognition) with key vocabulary words and phrases in order to improve fluency and reading comprehension skills for participants with and without diagnosed learning disabilities enrolled in a high school Spanish course. Eighty-seven…

Building and Sharing Knowledge Key Practice: What Do You Know, What Don't You Know, What Did You Learn? Research Report. ETS RR-15-24

ERIC Educational Resources Information Center

O'Reilly, Tenaha; Deane, Paul; Sabatini, John

2015-01-01

In this paper we provide the rationale and foundation for the building and sharing knowledge key practice for the "CBAL"™ English language arts competency model. Building and sharing knowledge is a foundational literacy activity that enables students to learn and communicate what they read in texts. It is a strategic process that…

Online learning in paediatrics: a student-led web-based learning modality.

PubMed

Gill, Peter; Kitney, Lauren; Kozan, Daniel; Lewis, Melanie

2010-03-01

undergraduate medical education is shifting away from traditional didactic methods towards a more self-directed learning environment. E-learning has emerged as a vital learning modality that allows students to apply key principles to practical scenarios in a truly personalised approach.  at the University of Alberta, paediatrics is taught longitudinally, with lectures distributed throughout the preclinical curriculum and concentrated in the 8-week paediatric clinical clerkship. As a result, students entering clerkship lack core foundational knowledge and clinical skills. PedsCases (http://www.pedscases.com) is a student-driven interactive website designed to achieve the learning outcomes identified by the competency-based paediatric curriculum. This open-access e-learning tool is a comprehensive peer-reviewed learning resource that incorporates various learning modalities. Material is student generated and peer reviewed by staff paediatricians to ensure validity, accuracy and usefulness. After 17 months, PedsCases contains 216 questions, 19 cases, 11 flashcard-type quizzes, 11 podcasts and two clinical videos, and has had 2148 unique visitors from 73 different countries. PedsCases is one of the top five references returned by Internet search engines for the phrase 'paediatrics for medical students'. PedsCases is a collaborative resource created for and by medical students that provides an opportunity for active self-directed learning while disseminating knowledge in an evidence-based, interactive and clinically relevant fashion. PedsCases encourages students to take an active role in their education and drive medical education initiatives in response to the evolving curriculum. As the focus of medical education shifts towards independent learning, student-led educational tools such as PedsCases have emerged as essential resources for students. © Blackwell Publishing Ltd 2010.

Qualitative Assessment of Learning Strategies among Medical Students Using Focus Group Discussions and In-depth Interviews.

PubMed

Joshi, Anuradha Sujai; Ganjiwale, Jaishree Deepak; Varma, Jagdish; Singh, Praveen; Modi, Jyoti Nath; Singh, Tejinder

2017-12-01

Globally, students with top academic performance and high intellectual capacity usually opt to study medicine. However, once students get enrolled, their academic performance varies widely. Such variations appear to be determined by various factors, one of them being types of learning strategies adopted by students. The learning strategies utilized by the students with better academic performance are likely to be more effective learning strategies. The objective is to identify effective learning strategies used by medical students. This study was carried out among the MBBS students of Final Professional Part I. Students were categorized into three groups namely: high, average, and low rankers based on overall academic performance in second Professional University examination. First, a questionnaire consisting of closed- and open-ended questions was administered to students, to find their learning strategies. Subsequently, focus group discussion and in-depth interviews were conducted for high- and low-rankers. Discussions were audio-recorded, transcribed, and analyzed. Key statements were highlighted, collated, and categorized into general themes and sub-themes. Evident themes which emerged as effective strategies were hard work in the form of regularity of studies, meticulous preparation of notes, constructive use of time, utilization of e-learning, learning styles and deep learning approach and regular ward visits. Intrinsic motivation, family support, balancing physical activities and studies, guidance by seniors, teachers, dealing with nonacademic issues such as language barriers and stress were also identified as important strategies. Disseminating effective learning strategies in a systematic manner may be helpful to students in achieving better academic outcomes. Furthermore, educationists need to modulate their teaching strategies based on students' feedback.

Book Club Elective to Facilitate Student Learning of the Patient Experience With Chronic Disease

PubMed Central

2010-01-01

Objectives To evaluate the impact of a book club experience on pharmacy students' learning about chronic illness. Design Students read autobiographies/biographies regarding the patient experience of chronic illness. Similar to a traditional book club, small group discussions were held based on questions submitted by students. Other activities included written reflections, a final paper, and an oral presentation. Assessment A retrospective pretest and posttest were administered at the end of the course. Students indicated improvement in the key aspects of the course with significant differences (p < 0.01) between retrospective pretest and posttest scores for all course objectives assessed. Students also indicated that the course contributed to their development as pharmacists, motivated them to learn about new topics, and helped them reconsider their attitudes. Conclusion A book club elective course was successful in helping students understand the patient experience. PMID:20498730

"Men's health--a little in the shadow": a formative evaluation of medical curriculum enhancement with men's health teaching and learning.

PubMed

Holden, Carol A; Collins, Veronica R; Anderson, Christopher J; Pomeroy, Sylvia; Turner, Richard; Canny, Benedict J; Yeap, Bu B; Wittert, Gary; McLachlan, Rob I

2015-11-26

Enhancing a medical school curriculum with new men's health teaching and learning requires an understanding of the local capacity and the facilitators and barriers to implementing new content, and an approach that accommodates the systemic and cultural differences between medical schools. A formative evaluation was undertaken to determine the perspectives of key informants (academics, curriculum developers) from four Australian medical schools about the strategies needed to enhance their curriculum with men's health teaching and learning. Through semi-structured questioning with 17 key informants, interviewees also described the contextual barriers and facilitators to incorporating new topic areas into existing curriculum. Interviews were recorded with consent, transcribed verbatim, and analysed by two researchers to identify key themes. Interviewees were enthusiastic about incorporating men's health content through a men's health curriculum framework but highlighted the need for systems to assist in identifying gaps in their current curriculum where the men's health topics could be integrated. The student experience was identified as a key driver for men's health teaching and learning. Furthermore, core men's health clinical outcomes needed to be defined and topic areas vertically integrated across the curricula. This would ensure that students were appropriately equipped with the skills and knowledge for subsequent clinical practice in a range of geographical settings. Interviewees consistently suggested that the best implementation strategy is to have someone 'on the ground' to work directly with medical school staff and champion the men's health discipline. Providing mechanisms for sharing knowledge and resources across medical schools was highlighted to facilitate implementation, particularly for those medical schools with limited men's health teaching resources. Despite the unanimous support for men's health teaching and learning, the evaluation highlighted that the student experience must be recognised as paramount when integrating new topic areas into an already packed curriculum. A community of practice, where medical schools share relevant resources and knowledge, could help to ensure a commonality of student experience with respect to men's health learning in medical schools across different geographical settings and with different levels of resourcing. Such an approach could also be adapted to other areas of curriculum enhancement.

Changing Places: A Study of Chinese Students in the UK

ERIC Educational Resources Information Center

Gu, Qing; Maley, Alan

2008-01-01

This article explores the way tertiary level Chinese students in the UK adapt, in varying degrees, to their new learning and living environment. A questionnaire and interview study that includes both Chinese students and their British teachers attempts to ascertain key issues with a view to helping sojourning students adapt to their environment,…

Developing Intercultural Understanding for Study Abroad: Students' and Teachers' Perspectives on Pre-Departure Intercultural Learning

ERIC Educational Resources Information Center

Holmes, P.; Bavieri, L.; Ganassin, S.

2015-01-01

This study reports on students' and teachers' perspectives on a programme designed to develop Erasmus students' intercultural understanding prior to going abroad. We aimed to understand how students and their teachers perceived pre-departure materials in promoting their awareness of key concepts related to interculturality (e.g., essentialism,…

Student Perspectives on the Teaching of Geographical Information Systems (GIS) in Geography Degrees

ERIC Educational Resources Information Center

Seremet, Mehmet; Chalkley, Brian

2015-01-01

In an era when graduate employability is a key concern, the teaching of geographical information systems (GIS) has become a subject of considerable interest. This paper reports on a study of the GIS student learning experience using student survey data from six UK geography undergraduate programmes. The findings show that although students'…

Investigating General Chemistry Students' Metacognitive Monitoring of Their Exam Performance by Measuring Postdiction Accuracies over Time

ERIC Educational Resources Information Center

Hawker, Morgan J.; Dysleski, Lisa; Rickey, Dawn

2016-01-01

Metacognitive monitoring of one's own understanding plays a key role in learning. An aspect of metacognitive monitoring can be measured by comparing a student's prediction or postdiction of performance (a judgment made before or after completing the relevant task) with the student's actual performance. In this study, we investigated students'…

Using Learning Environments to Create Meaningful Work for Co-Op Students

ERIC Educational Resources Information Center

Nevison, Colleen; Drewery, David; Pretti, Judene; Cormier, Lauren

2017-01-01

For students in cooperative education (co-op) programs, meaningful work is a critical aspect of participation and a key component of program success. However, studies have not explored how meaningful work can be created for co-op students. The purpose of this study was to evaluate the relationship between co-op students' perceptions of a learning…

Literacy Coaching to Improve Student Reading Achievement: A Multi-Level Mediation Model

ERIC Educational Resources Information Center

Matsumura, Lindsay Clare; Garnier, Helen E.; Spybrook, Jessaca

2013-01-01

In a longitudinal group-randomized trial, we explore the key role of the quality of classroom text discussions in mediating the effects of Content-Focused Coaching (CFC) on student reading achievement (2983 students, 167 teachers). Schools in the United States serving large numbers of minority and English language learning (ELL) students from…

Developing an Approach for Comparing Students' Multimodal Text Creations: A Case Study

ERIC Educational Resources Information Center

Levy, Mike; Kimber, Kay

2009-01-01

Classroom teachers routinely make judgments on the quality of their students' work based on their recognition of how effectively the student has assembled key features of the genre or the medium. Yet how readily can teachers talk about the features of student-created multimodal texts in ways that can improve learning and performance? This article…

Understanding Classroom Feedback Practices: A Study of New Zealand Student Experiences, Perceptions, and Emotional Responses

ERIC Educational Resources Information Center

Harris, Lois R.; Brown, Gavin T.; Harnett, Jennifer A.

2014-01-01

While feedback is a key factor for improving student learning, little is known about how students understand and experience feedback within the classroom. This study analysed 193 New Zealand primary and secondary students' survey responses alongside drawings of their understandings and experiences of feedback to examine how they experience,…

States Mull Best Way to Assess Their Students for Graduation

ERIC Educational Resources Information Center

Gewertz, Catherine

2007-01-01

Texas, which has helped shape key tenets of the standards and accountability movement, is on the brink of revamping the way it assesses high school students for graduation. Instead of testing knowledge that students accumulate over several years, the state would test what students learn in each course. A bill passed by the Texas Senate last month…

"Her energy kind of went into a different place": a qualitative study examining supervisors' experience of promoting reflexive learning in students.

PubMed

McCandless, Robert; Eatough, Virginia

2012-10-01

For family therapists in training, a key learning outcome is the development of reflexive abilities. This study explores the experience of three experienced training supervisors as they address this learning outcome with students. Transcripts of semi-structured interviews were analyzed using interpretative phenomenological analysis. The Supervisory Relationship emerged as a single overarching theme that contained and contextualized three further themes: Promoting Learning, Dimensions of Power, and The Self of the Supervisor. One theme is reported here, Promoting Learning, with an illustrative example of experiential learning in a student that demonstrates the overriding significance of The Supervisory Relationship. The findings are discussed in the context of current literature and research regarding supervision and training. This study adds richness and detail to material published on supervisory experience, and documents supervisory "micro-skills" relevant to the development of reflexive abilities in students. © 2012 American Association for Marriage and Family Therapy.

Team-based learning in therapeutics workshop sessions.

PubMed

Beatty, Stuart J; Kelley, Katherine A; Metzger, Anne H; Bellebaum, Katherine L; McAuley, James W

2009-10-01

To implement team-based learning in the workshop portion of a pathophysiology and therapeutics sequence of courses to promote integration of concepts across the pharmacy curriculum, provide a consistent problem-solving approach to patient care, and determine the impact on student perceptions of professionalism and teamwork. Team-based learning was incorporated into the workshop portion of 3 of 6 pathophysiology and therapeutics courses. Assignments that promoted team-building and application of key concepts were created. Readiness assurance tests were used to assess individual and team understanding of course materials. Students consistently scored 20% higher on team assessments compared with individual assessments. Mean professionalism and teamwork scores were significantly higher after implementation of team-based learning; however, this improvement was not considered educationally significant. Approximately 91% of students felt team-based learning improved understanding of course materials and 93% of students felt teamwork should continue in workshops. Team-based learning is an effective teaching method to ensure a consistent approach to problem-solving and curriculum integration in workshop sessions for a pathophysiology and therapeutics course sequence.

Training future health providers to care for the underserved: a pilot interprofessional experience.

PubMed

Hasnain, Memoona; Koronkowski, Michael J; Kondratowicz, Diane M; Goliak, Kristen L

2012-01-01

Interprofessional teamwork is essential for effective delivery of health care to all patients, particularly the vulnerable and underserved. This brief communication describes a pilot interprofessional learning experience designed to introduce medicine and pharmacy students to critical health issues affecting at-risk, vulnerable patients and helping students learn the value of functioning effectively in interprofessional teams. With reflective practice as an overarching principle, readings, writing assignments, a community-based immersion experience, discussion seminars, and presentations were organized to cultivate students' insights into key issues impacting the health and well-being of vulnerable patients. A written program evaluation form was used to gather students' feedback about this learning experience. Participating students evaluated this learning experience positively. Both quantitative and qualitative input indicated the usefulness of this learning experience in stimulating learners' thinking and helping them learn to work collaboratively with peers from another discipline to understand and address health issues for at-risk, vulnerable patients within their community. This pilot educational activity helped medicine and pharmacy students learn the value of functioning effectively in interprofessional teams. Given the importance of interprofessional teamwork and the increasing need to respond to the health needs of underserved populations, integrating interprofessional learning experiences in health professions training is highly relevant, feasible, and critically needed.

A Language Skills Program for Secondary LD Students.

ERIC Educational Resources Information Center

Howe, Bill

1982-01-01

A program was developed to increase the receptive and expressive language skills of 24 secondary learning-disabled students. Program units covered word sorting, sight-word vocabulary, key-word reading, reading rate, reading comprehension, listening, and writing. (Author/SW)

How Do I Get My Students to Work Together? Getting Cooperative Learning Started

NASA Astrophysics Data System (ADS)

Hamby Towns, Marcy

1998-01-01

The American Chemical Society Committee on Professional Training presented in their Spring 1996 newsletter the results of an industrial roundtable which was convened to address what industry looks for in new hires. Roundtable participants voiced broad agreement that in addition to technical skills, one of the key experiences industry seeks in new hires is team problem solving. Cooperative learning activities improve team problem solving skills and promote the development of interpersonal skills and communication skills through face-to-face interactions. Cooperative learning is not simply putting students into groups and telling them to work together. Cooperative learning requires preparation on the part of the students and the instructor. This article discusses how to implement cooperative learning through a series of activities which allow the students to get to know each other. Students who build supportive committed relationships with each other become more committed to the course, more committed to each other, and more willing to take on tough tasks because they expect to succeed. In essence, they form a coherent learning community.

The Effects of Using Animations on Sixth Grade Students' Academic Success in Turkish Grammar Learning

ERIC Educational Resources Information Center

Gün, Mesut

2016-01-01

The purpose of this empirical study is to determine how and to what extent the use of animations impacts auditory acquisition, one of the key learning fields in 6th grade grammar, as measured by students' academic success and completion rates. By using a pre-test and post-test design, this empirical study randomly divided a group of Turkish 6th…

Start-Up Entrepreneurs and University Students in a Co-Learning Mode: Learning Effects of a Collaborative Entrepreneurial Coaching Programme

ERIC Educational Resources Information Center

Saukkonen, Juha; Nukari, Jussi; Ballard, Sharon; Levie, Jonathan

2016-01-01

Start-up companies have been recognized as key drivers of wealth and job creation. Many students now in universities will therefore find their future employment in start-up companies, or will found them. Success in the start-up environment requires a specific set of skills. There is a growing supply of university education for new venture creation…

Knowledge about the Brain for Parents, Students, and Teachers: The Keys to Removing the Invisible Roadblocks to Learning and High Self-Esteem for All Students.

ERIC Educational Resources Information Center

Beamish, Claude R.

This paper presents basic information about the brain and how learning takes place, considers causes of differing human temperaments as explained by principles of Jungian psychology, reports on research on the causes of low achievement, and suggests a method to correct many educational problems. Principles of developmental neurology and right/left…

Students' Approaches to Groupwork in a Blended Course, Associations with Perceptions of the Online Environment and Academic Achievement--When Is Learning Engaged?

ERIC Educational Resources Information Center

Ellis, Robert A.

2016-01-01

University teachers provided first year Arts students with hundreds of cinematic images online to analyse as a key part of their predominantly face-to-face undergraduate course. This qualitative study investigates the extent to which the groups engaged in learning involving their analysis of the images and how this was related to their perception…

A comparative study on first-time and experienced project-based learning students in an engineering design module

NASA Astrophysics Data System (ADS)

Chua, K. J.

2014-09-01

This study aims to compare and evaluate the learning ability and performance differences between two groups of students undergoing project-based learning (PjBL), with one group having prior PjBL experience, while the other group is being freshly exposed to PjBL. More specifically, it examines if there are significant differences in knowledge score, problem-solving ability, and eventual project-deliverable outcomes between the two sets of students. Performances were compared via qualitative and quantitative analyses. Key findings have indicated a significant increase in fundamental formative knowledge; enhanced problem-solving abilities; and production of better performing artefacts with regard to the set of design skills between experienced and first-time PjBL groups. This study also highlighted that experienced PjBL students have less conflicts within their groups, and are more receptive to PjBL compared to first-time PjBL students. Results from this study provide a starting point for educators to seek new learning/facilitating strategies that are relevant based on the experience and learning styles of students.

A systematic review of creative thinking/creativity in nursing education.

PubMed

Chan, Zenobia C Y

2013-11-01

This systematic review aimed to identify the types of nursing course structure that promotes students' creative thinking and creativity. Systematic review. Five electronic databases: The British Nursing Index, CINAHL, PsycINFO, Scopus and Ovid Medline. The databases were systematically searched to identify studies that discussed the concept of creative thinking in nursing education or reported a strategy that improved students' creative thinking. Qualitative studies or studies that included qualitative data were included. After reading the full content of the included studies, key themes and concepts were extracted and synthesized. Eight studies were identified. Four main themes relating to the course structure in teaching creativity were developed: diversity learning, freedom to learn, learning with confidence and learning through group work. To promote creative thinking in nursing students, educators themselves need to be creative in designing courses that allow students to learn actively and convert thoughts into actions. Educators should balance course freedom and guidance to allow students to develop constructive and useful ideas. Confidence and group work may play significant roles in helping students to express themselves and think creatively. Copyright © 2012 Elsevier Ltd. All rights reserved.

Student Satisfaction With Blackboard-Style Videos.

PubMed

Wolf, Andrew B; Peyre, Sarah E

2018-04-19

Blackboard-style videos with simple drawings illustrating concepts have become immensely popular in recent years. However, there has been no published research evaluating their efficacy in nursing education. This pilot study evaluates the use of blackboard-style videos in an online pathophysiology course. Quantitative and qualitative evaluation data were analyzed to evaluate student satisfaction. The data indicated that students were highly satisfied with the course and the delivery of content using blackboard-style videos. The qualitative analysis uncovered two key themes explaining the high level of satisfaction: visual plus narrative explanations support learning and student control over pacing enhances learning.

Service Learning in an Indigenous Not-for-Profit Organization

ERIC Educational Resources Information Center

Young, Suzanne; Karme, Tina

2015-01-01

Purpose: The purpose of this paper is to provide an understanding of how service learning pedagogy assists in student and organizational learning. Design/methodology/approach: The authors use case study reflection and ethnography approaches. Findings: The key to the success of the internship was time spent on relationship building between the…

An Activity-Based Learning Approach for Key Geographical Information Systems (GIS) Concepts

ERIC Educational Resources Information Center

Srivastava, Sanjeev Kumar; Tait, Cynthia

2012-01-01

This study presents the effect of active learning methods of concepts in geographical information systems where students participated in a series of interlocked learning experiences. These activities spanned several teaching weeks and involved the creation of a hand drawn map that was scanned and geo-referenced with locations' coordinates derived…

Moderation and Teacher Learning: What Can Research Tell Us about Their Interrelationships?

ERIC Educational Resources Information Center

Hipkins, Rosemary; Robertson, Sally

2011-01-01

This report is a synthesis that explores "opportunities for professional learning" that might occur when teachers work together to moderate their judgments about students' work. Since such conversations are inherently social, the synthesis employs the lens of sociocultural learning theory. It draws together key themes from the small…

Assessment in Immersive Virtual Environments: Cases for Learning, of Learning, and as Learning

ERIC Educational Resources Information Center

Code, Jillianne; Zap, Nick

2017-01-01

The key to education reform lies in exploring alternative forms of assessment. Alternative performance assessments provide a more valid measure than multiple-choice tests of students' conceptual understanding and higher-level skills such as problem solving and inquiry. Advances in game-based and virtual environment technologies are creating new…

Education through Movies: Improving Teaching Skills and Fostering Reflection among Students and Teachers

ERIC Educational Resources Information Center

Blasco, Pablo Gonzalez; Moreto, Graziela; Blasco, Mariluz González; Levites, Marcelo Rozenfeld; Janaudis, Marco Aurelio

2015-01-01

Learning through aesthetics--in which cinema is included--stimulates learner reflection. As emotions play key roles in learning attitudes and changing behavior, teachers must impact learners affective domain. Since feelings exist before concepts, the affective path is a critical path to the rational process of learning. Cinema is the audiovisual…

Knowledge Transfer and Information Skills for Student-Centered Learning in Spain

ERIC Educational Resources Information Center

Molina, Maria Pinto; Sales, Dora

2008-01-01

Knowing how to select, organize, and use information in order to solve problems, handle new situations, and continue learning are key issues in the teaching and learning scenario in contemporary society. Teaching these skills is particularly critical for European universities and is currently recognized as vital in the context of the European…

Feedback as Dialogue: Exploring the Links between Formative Assessment and Social Software in Distance Learning

ERIC Educational Resources Information Center

Hatzipanagos, Stylianos; Warburton, Steven

2009-01-01

The paper explores the relationship between formative assessment and social software. Formative assessment practices though beneficial for student learning become marginalised and constrained in open and distance learning environments in higher education. Feedback is a key factor in formative assessment and learners can benefit from the deployment…

Cultures of Learning in Effective High Schools

ERIC Educational Resources Information Center

Tichnor-Wagner, Ariel; Harrison, Christopher; Cohen-Vogel, Lora

2016-01-01

Purpose: Research indicates that a culture of learning is a key factor in building high schools that foster academic achievement in all students. Yet less is known about which elements of a culture of learning differentiate schools with higher levels of academic performance. To fill this gap, this comparative case study examined the cultures of…

Mucking in and Mucking out: Vocational Learning in Animal Care

ERIC Educational Resources Information Center

Salisbury, Jane; Jephcote, Martin

2010-01-01

The paper draws upon empirical material from a two year qualitative research project. The paper briefly outlines the key research questions, research design and data collection strategies. The following sections draw on observational, interview and journal data from the learning sites and the teachers and students who work and learn in them are…

Key Words in Instruction. Online Learning and Virtual Schools

ERIC Educational Resources Information Center

Lamb, Annette; Callison, Daniel

2005-01-01

Online learning and virtual schools allow students to take classes any time and anywhere. These emerging learning environments require school library media specialists to expand their thinking about their resources and services. Creation of a virtual library can provide access to remote materials that enhance the experience of online learners.…

Social Learning Theories--An Important Design Consideration for Geoscience Fieldwork

ERIC Educational Resources Information Center

Streule, M. J.; Craig, L. E.

2016-01-01

The nature of field trips in geoscience lends them to the application of social learning theories for three key reasons. First, they provide opportunity for meaningful practical experience and promote effective learning afforded by no other educational vehicle in the subject. Second, they are integral for students creating a strong but changing…

Engaging Participation and Promoting Active Learning through Student Usage of the Internet to Create Notes for General Chemistry in Class

ERIC Educational Resources Information Center

Henry, Renee Monica

2017-01-01

Reported here is a study of an interactive component to General Chemistry I and General Chemistry II where a new pedagogy for taking notes in class was developed. These notes, called key word created class notes, prompted students to locate information using the Internet guided by a key word. Reference Web sites were added to a next generation of…

Why not serve an educational buffet for students? Blended learning in optics experimental education

NASA Astrophysics Data System (ADS)

Zhou, Ya; Hu, Yao; Dong, Liquan; Liu, Ming; Zhao, Yuejin; Kong, Lingqin; Hao, Qun; Huang, Yifan

2017-08-01

When talking about higher education, it's hard not to run into a discussion on what's really better for student learning: online learning or traditional learning? Of course, the key is to offer both, and potentially emphasize blended learning as the less polarizing option. Online courses are much more flexible and less expensive, but powerless while hands-on practical capacity is involved. Traditional experimental course can maintain a fluid and solid learning process but is less productive due to its scheduled time and simplex access. In this paper, a buffet-style knowledge service mode applied in a 12-week-long project-based experimental course Optoelectronic Instrument Experiments (OIE) is discussed. Our purpose is to find a blended learning mode in experimental education.

Development and Validation of an Instrument to Measure Students' Motivation and Self-Regulation in Science Learning

NASA Astrophysics Data System (ADS)

Velayutham, Sunitadevi; Aldridge, Jill; Fraser, Barry

2011-10-01

Students' motivational beliefs and self-regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self-regulation of students in lower secondary science classrooms. The development of the instrument involved identifying key determinants of students' motivation and self-regulation in science learning based on theoretical and research underpinnings. Once the instrument was developed, a pilot study involving 52 students from two Grade 8 science classes was undertaken. Quantitative data were collected from 1,360 students in 78 classes across Grades 8, 9, and 10, in addition to in-depth qualitative information gathered from 10 experienced science teachers and 12 Grade 8 students. Analyses of the data suggest that the survey has strong construct validity when used with lower secondary students. This survey could be practically valuable as a tool for gathering information that may guide classroom teachers in refocusing their teaching practices and help to evaluate the effectiveness of intervention programmes.

Clinical nurse preceptors' perception of e-portfolio use for undergraduate students.

PubMed

Chang, Chi-Ping; Lee, Ting-Ting; Mills, Mary Etta

Nursing schools and hospitals form partnerships to foster nursing education. Clinical nurse preceptors (CNPs) have a profound influence on nursing students' Last Mile practicum. Assisting preceptors to prepare students as future staff nurses has become a critical issue. E-portfolios utilize digital access and hyperlinks to integrate student knowledge, skills, and achievements with teaching assessment, process and evaluation. Based on the school-hospital partnership, preceptors require a teaching application to facilitate student learning. This descriptive qualitative study explored preceptors' perceptions regarding the use of e-portfolios. Data were collected from November 2012 to March 2013. One-on-one in-depth interviews with preceptors from different hospitals in Taiwan were examined using content analysis. Four key themes were revealed: utilizing students' learning experiences to design the CNP's teaching plan; a group-based discussion platform as a communication channel is needed; posting teaching content to facilitate student learning process; and, motivation usage factors in ease of use, sustaining use and win (student) - win (preceptor) outcomes. The use of e-portfolios allows preceptors to prepare for the learning needs of students. By considering preceptors' preferences, the design of e-portfolios may become more user friendly and useful for preceptors to expedite their teaching process and enhance student learning experiences. Copyright © 2016 Elsevier Inc. All rights reserved.

A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity.

PubMed

MacDougall, Conan

2017-03-25

Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity ("flower diagrams"). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students.

A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity

PubMed Central

2017-01-01

Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity (“flower diagrams”). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students. PMID:28381885

Physiotherapy students' perspectives of online e-learning for interdisciplinary management of chronic health conditions: a qualitative study.

PubMed

Gardner, Peter; Slater, Helen; Jordan, Joanne E; Fary, Robyn E; Chua, Jason; Briggs, Andrew M

2016-02-16

To qualitatively explore physiotherapy students' perceptions of online e-learning for chronic disease management using a previously developed, innovative and interactive, evidence-based, e-learning package: Rheumatoid Arthritis for Physiotherapists e-Learning (RAP-eL). Physiotherapy students participated in three focus groups in Perth, Western Australia. Purposive sampling was employed to ensure maximum heterogeneity across age, gender and educational background. To explore students' perspectives on the advantages and disadvantages of online e-learning, ways to enhance e-learning, and information/learning gaps in relation to interdisciplinary management of chronic health conditions, a semi-structured interview schedule was developed. Verbatim transcripts were analysed using inductive methods within a grounded theory approach to derive key themes. Twenty-three students (78 % female; 39 % with previous tertiary qualification) of mean (SD) age 23 (3.6) years participated. Students expressed a preference for a combination of both online e-learning and lecture-style learning formats for chronic disease management, citing flexibility to work at one's own pace and time, and access to comprehensive information as advantages of e-learning learning. Personal interaction and ability to clarify information immediately were considered advantages of lecture-style formats. Perceived knowledge gaps included practical application of interdisciplinary approaches to chronic disease management and developing and implementing physiotherapy management plans for people with chronic health conditions. Physiotherapy students preferred multi-modal and blended formats for learning about chronic disease management. This study highlights the need for further development of practically-oriented knowledge and skills related to interdisciplinary care for people with chronic conditions among physiotherapy students. While RAP-eL focuses on rheumatoid arthritis, the principles of learning apply to the broader context of chronic disease management.

Developing CALL for Heritage Languages: "The 7 Keys of the Dragon"

ERIC Educational Resources Information Center

Revithiadou, Anthi; Kourtis-Kazoullis, Vasilia; Soukalopoulou, Maria; Konstantoudakis, Konstantinos; Zarras, Christos

2015-01-01

In this article we present an interactive extensible software, "The 7 Keys of the Dragon," for the teaching/learning of Albanian and Russian to students that attend primary and secondary education in Greece with the respective languages as their heritage languages. We address the key challenges we encountered during the conceptualization…

What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care

PubMed Central

Lie, Désirée A.; Forest, Christopher P.; Walsh, Anne; Banzali, Yvonne; Lohenry, Kevin

2016-01-01

Background The student-run clinic (SRC) has the potential to address interprofessional learning among health professions students. Purpose To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients. Methods The authors recruited students for a focus group study by purposive sampling and snowballing. They constructed two sets of semi-structured questions for uniprofessional and multiprofessional groups. Sessions were audiotaped, and transcripts were independently coded and adjudicated. Major themes about learning content and processes were extracted. Grounded theory was followed after data synthesis and interpretation to establish a framework for interprofessional learning. Results Thirty-six students from four professions (medicine, physician assistant, occupational therapy, and pharmacy) participated in eight uniprofessional groups; 14 students participated in three multiprofessional groups (N = 50). Theme saturation was achieved. Six common themes about learning content from uniprofessional groups were role recognition, team-based care appreciation, patient experience, advocacy-/systems-based models, personal skills, and career choices. Occupational therapy students expressed self-advocacy, and medical students expressed humility and self-discovery. Synthesis of themes from all groups suggests a learning continuum that begins with the team huddle and continues with shared patient care and social interactions. Opportunity to observe and interact with other professions in action is key to the learning process. Discussion Interprofessional SRC participation promotes learning ‘with, from, and about’ each other. Participation challenges misconceptions and sensitizes students to patient experiences, health systems, advocacy, and social responsibility. Learning involves interprofessional interactions in the patient encounter, reinforced by formal and informal communications. Participation is associated with interest in serving the underserved and in primary care careers. The authors proposed a framework for interprofessional learning with implications for optimal learning environments to promote team-based care. Future research is suggested to identify core faculty functions and best settings to advance and enhance student preparation for future collaborative team practice. PMID:27499364

What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care.

PubMed

Lie, Désirée A; Forest, Christopher P; Walsh, Anne; Banzali, Yvonne; Lohenry, Kevin

2016-01-01

Background The student-run clinic (SRC) has the potential to address interprofessional learning among health professions students. Purpose To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients. Methods The authors recruited students for a focus group study by purposive sampling and snowballing. They constructed two sets of semi-structured questions for uniprofessional and multiprofessional groups. Sessions were audiotaped, and transcripts were independently coded and adjudicated. Major themes about learning content and processes were extracted. Grounded theory was followed after data synthesis and interpretation to establish a framework for interprofessional learning. Results Thirty-six students from four professions (medicine, physician assistant, occupational therapy, and pharmacy) participated in eight uniprofessional groups; 14 students participated in three multiprofessional groups (N = 50). Theme saturation was achieved. Six common themes about learning content from uniprofessional groups were role recognition, team-based care appreciation, patient experience, advocacy-/systems-based models, personal skills, and career choices. Occupational therapy students expressed self-advocacy, and medical students expressed humility and self-discovery. Synthesis of themes from all groups suggests a learning continuum that begins with the team huddle and continues with shared patient care and social interactions. Opportunity to observe and interact with other professions in action is key to the learning process. Discussion Interprofessional SRC participation promotes learning 'with, from, and about' each other. Participation challenges misconceptions and sensitizes students to patient experiences, health systems, advocacy, and social responsibility. Learning involves interprofessional interactions in the patient encounter, reinforced by formal and informal communications. Participation is associated with interest in serving the underserved and in primary care careers. The authors proposed a framework for interprofessional learning with implications for optimal learning environments to promote team-based care. Future research is suggested to identify core faculty functions and best settings to advance and enhance student preparation for future collaborative team practice.

What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care.

PubMed

Lie, Désirée A; Forest, Christopher P; Walsh, Anne; Banzali, Yvonne; Lohenry, Kevin

2016-01-01

The student-run clinic (SRC) has the potential to address interprofessional learning among health professions students. To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients. The authors recruited students for a focus group study by purposive sampling and snowballing. They constructed two sets of semi-structured questions for uniprofessional and multiprofessional groups. Sessions were audiotaped, and transcripts were independently coded and adjudicated. Major themes about learning content and processes were extracted. Grounded theory was followed after data synthesis and interpretation to establish a framework for interprofessional learning. Thirty-six students from four professions (medicine, physician assistant, occupational therapy, and pharmacy) participated in eight uniprofessional groups; 14 students participated in three multiprofessional groups (N = 50). Theme saturation was achieved. Six common themes about learning content from uniprofessional groups were role recognition, team-based care appreciation, patient experience, advocacy-/systems-based models, personal skills, and career choices. Occupational therapy students expressed self-advocacy, and medical students expressed humility and self-discovery. Synthesis of themes from all groups suggests a learning continuum that begins with the team huddle and continues with shared patient care and social interactions. Opportunity to observe and interact with other professions in action is key to the learning process. Interprofessional SRC participation promotes learning 'with, from, and about' each other. Participation challenges misconceptions and sensitizes students to patient experiences, health systems, advocacy, and social responsibility. Learning involves interprofessional interactions in the patient encounter, reinforced by formal and informal communications. Participation is associated with interest in serving the underserved and in primary care careers. The authors proposed a framework for interprofessional learning with implications for optimal learning environments to promote team-based care. Future research is suggested to identify core faculty functions and best settings to advance and enhance student preparation for future collaborative team practice.

Learning in Authentic Earth and Planetary Contexts

NASA Astrophysics Data System (ADS)

Fergusson, J. A.; Oliver, C. A.

2006-12-01

A Virtual Field Trip project has been developed in collaboration with NASA Learning Technologies to allow students, internationally, to accompany scientists on a field trip to the Pilbara region of Western Australia to debate the relevance of ancient structures called stromatolites, to the origins of life on Earth and the search for life on Mars. The project was planned with the aim of exposing high school students to `science in the making', including exposure to the ongoing debate and uncertainties involved in scientific research. The development of the project stemmed from both research-based and anecdotal evidence that current science education programs are not providing secondary students with a good understanding of the processes of science. This study seeks to examine the effectiveness of student use of the tools to increase awareness of the processes of science and to evaluate the effectiveness of the tools in terms of student learning. The literature reports that there is a need for learning activities to be conducted within meaningful contexts. The virtual field trip tools create an environment that simulates key elements in the scientific process. Such an approach allows students to learn by doing, to work like scientists and apply their learning in an authentic context.

Introducing the ICF: the development of an online resource to support learning, teaching and curriculum design.

PubMed

Jones, Lester E

2011-03-01

The International Classification of Functioning, Disability and Health (ICF) was adopted as one of the key models to support early health professional learning across a suite of new preregistration health science courses. It was decided that an online resource should be developed to enable students, course designers and teaching staff, across all disciplines, to have access to the same definitions, government policies and other supporting information on disability. As part of the comprehensive curriculum review, enquiry-based learning was adopted as the educational approach. Enquiry-based learning promotes deeper learning by encouraging students to engage in authentic challenges. As such, it was important that the online resource was not merely a site for accessing content, but enabled students to make decisions about where else to explore for credible information about the ICF. The selection of a host location that all students and staff could access meant that the resource could not be located in the existing online learning management system. Construction using software being trialled by the library at La Trobe University allowed for the required access, as well as alignment with an enquiry-based learning approach. Consultation for the content of the online resource included formal and informal working groups on curriculum review. The published version included resources from the World Health Organization, examples of research completed within different disciplines, a test of knowledge and a preformatted search page. The format of the online resource allows for updating of information, and feedback on the utilisation of the software has been used to enhance the student experience. The key issues for the development of this online resource were accessibility for students and staff, alignment with the adopted educational approach, consultation with all disciplines, and ease of modification of information and format once published. Copyright © 2010 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

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.

Sustained Professional Development on Cooperative Learning: Impact on Six Teachers' Practices and Students' Learning.

PubMed

Goodyear, Victoria A

2017-03-01

It has been argued, extensively and internationally, that sustained school-based continuous professional development (CPD) has the potential to overcome some of the shortcomings of traditional one-off CPD programs. Yet, the evidence base on more effective or less effective forms of CPD is contradictory. The mechanisms by which sustained support should be offered are unclear, and the impacts on teachers' and students' learning are complex and difficult to track. The purpose of this study was to examine the impact of a sustained school-based, tailored, and supported CPD program on teachers' practices and students' learning. Data are reported from 6 case studies of individual teachers engaged in a yearlong CPD program focused on cooperative learning. The CPD program involved participatory action research and frequent interaction/support from a boundary spanner (researcher/facilitator). Data were gathered from 29 video-recorded lessons, 108 interviews, and 35 field journal entries. (a) Individualized (external) support, (b) departmental (internal) support, and (c) sustained support impacted teachers' practices of cooperative learning. The teachers adapted their practices of cooperative learning in response to their students' learning needs. Teachers began to develop a level of pedagogical fluency, and in doing so, teachers advanced students' learning. Because this study demonstrates impact, it contributes to international literature on effective CPD. The key contribution is the detailed evidence about how and why CPD supported 6 individual teachers to learn-differently-and the complexity of the learning support required to engage in ongoing curriculum development to positively impact student learning.

Social competence and collaborative guided inquiry science activities: Experiences of students with learning disabilities

NASA Astrophysics Data System (ADS)

Taylor, Jennifer Anne

This thesis presents a qualitative investigation of the effects of social competence on the participation of students with learning disabilities (LD) in the science learning processes associated with collaborative, guided inquiry learning. An inclusive Grade 2 classroom provided the setting for the study. Detailed classroom observations were the primary source of data. In addition, the researcher conducted two interviews with the teacher, and collected samples of students' written work. The purpose of the research was to investigate: (a) How do teachers and peers mediate the participation of students with LD in collaborative, guided inquiry science activities, (b) What learning processes do students with LD participate in during collaborative, guided inquiry science activities, and (c) What components of social competence support and constrain the participation of students with LD during collaborative, guided inquiry science activities? The findings of the study suggest five key ideas for research and teaching in collaborative, guided inquiry science in inclusive classrooms. First, using a variety of collaborative learning formats (whole-class, small-group, and pairs) creates more opportunities for the successful participation of diverse students with LD. Second, creating an inclusive community where students feel accepted and valued may enhance the academic and social success of students with LD. Third, careful selection of partners for students with LD is important for a positive learning experience. Students with LD should be partnered with academically successful, socially competent peers; also, this study suggested that students with LD experience more success working collaboratively in pairs rather than in small groups. Fourth, a variety of strategies are needed to promote active participation and positive social interactions for students with and without LD during collaborative, guided inquiry learning. Fifth, adopting a general approach to teaching collaborative inquiry that crosses curriculum borders may enhance success of inclusive teaching practices.

Facilitating Mathematical Practices through Visual Representations

ERIC Educational Resources Information Center

Murata, Aki; Stewart, Chana

2017-01-01

Effective use of mathematical representation is key to supporting student learning. In "Principles to Actions: Ensuring Mathematical Success for All" (NCTM 2014), "use and connect mathematical representations" is one of the effective Mathematics Teaching Practices. By using different representations, students examine concepts…

What millennial medical students say about flipped learning.

PubMed

Pettit, Robin K; McCoy, Lise; Kinney, Marjorie

2017-01-01

Flipped instruction is gaining popularity in medical schools, but there are unanswered questions such as the optimum amount of the curriculum to flip and whether flipped sessions should be mandatory. We were in a unique position to evaluate feedback from first-year medical students who had experienced both flipped and lecture-based courses during their first semester of medical school. A key finding was that the students preferred a variety of different learning formats over an "all or nothing" learning format. Learning format preferences did not necessarily align with perceptions of which format led to better course exam performance. Nearly 70% of respondents wanted to make their own decisions regarding attendance. Candid responses to open-ended survey prompts reflected millennial preferences for choice, flexibility, efficiency, and the ability to control the pace of their learning, providing insight to guide curricular improvements.

Collaborative Action Research on Technology Integration for Science Learning

NASA Astrophysics Data System (ADS)

Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

2012-02-01

This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.

Learning about Obligation, Compassion, and Global Justice: The Place of Contemplative Pedagogy

ERIC Educational Resources Information Center

Kahane, David

2009-01-01

There are many reasons to internationalize the higher education curriculum: catering to more diverse instructor and student bodies or equipping students to flourish in an increasingly globalized world, for example. For many educators, though, a key reason for internationalization is ethical: it helps students to examine their implicit and explicit…

Introduction to Social Psychology: Administrative Manual [And] Student Manual [And] Unit Study Guide.

ERIC Educational Resources Information Center

Rankin, Robert E.

This learning package is a three-semester-hour, independent-study course in social psychology designed for postsecondary, external degree students. Keyed to the commercially published textbook "Social Psychology: Explorations in Understanding" (Del Mar, CA: CRM, 1974), the package consists of an administrator manual, a student manual, and a…

Explanations and Context in the Emergence of Students' Informal Inferential Reasoning

ERIC Educational Resources Information Center

Gil, Einat; Ben-Zvi, Dani

2011-01-01

Explanations are considered to be key aids to understanding the study of mathematics, science, and other complex disciplines. This paper discusses the role of students' explanations in making sense of data and learning to reason informally about statistical inference. We closely follow students' explanations in which they utilize their experiences…

Student's Uncertainty Modeling through a Multimodal Sensor-Based Approach

ERIC Educational Resources Information Center

Jraidi, Imene; Frasson, Claude

2013-01-01

Detecting the student internal state during learning is a key construct in educational environment and particularly in Intelligent Tutoring Systems (ITS). Students' uncertainty is of primary interest as it is deeply rooted in the process of knowledge construction. In this paper we propose a new sensor-based multimodal approach to model…

Toward Fairness in Assessing Student Groupwork: A Protocol for Peer Evaluation of Individual Contributions

ERIC Educational Resources Information Center

Fellenz, Martin R.

2006-01-01

A key challenge for management instructors using graded groupwork with students is to find ways to maximize student learning from group projects while ensuring fair and accurate assessment methods. This article presents the Groupwork Peer-Evaluation Protocol (GPEP) that enables the assessment of individual contributions to graded student…

Wiki Acceptance by University Students to Improve Collaboration in Higher Education

ERIC Educational Resources Information Center

Cilliers, Liezel

2017-01-01

Web 2.0 technologies, such as wikis, can play a key role in promoting interaction, delivering education and providing communication between students. However, most of the existing literature does not seem to consider relationships between designing wiki-based learning activities and the student acceptance of this technology. The purpose of the…

A Learning Progression for Feedback Loop Reasoning at Lower Elementary Level

ERIC Educational Resources Information Center

Hokayem, Hayat; Ma, Jingjing; Jin, Hui

2015-01-01

This study examines to what extent elementary students use feedback loop reasoning, a key component of systems thinking, to reason about interactions among organisms in ecosystems. We conducted clinical interviews with 44 elementary students (1st through 4th grades). We asked students to explain how populations change in two contexts: a…

Using a Learner-Centered Approach to Develop an Educational Technology Course

ERIC Educational Resources Information Center

Abdelmalak, Mariam; Trespalacios, Jesús

2013-01-01

The article explores the structure of a graduate educational technology course that used a learner-centered approach to prepare students to be independent responsible learners. Key features of this approach were the balance of power between the instructor and students, involving students in decision-making about their learning, sharing the…

Investigating Elementary School Students' Technology Acceptance by Applying Digital Game-Based Learning to Environmental Education

ERIC Educational Resources Information Center

Cheng, Yuh-Ming; Lou, Shi-Jer; Kuo, Sheng-Huang; Shih, Ru-Chu

2013-01-01

In order to improve and promote students' environmental knowledge, attitudes, and behaviour, integrating environmental education into the primary education curriculum has become a key issue for environmental education. For this reason, this study aimed to investigate elementary school students' acceptance of technology applying digital game-based…

Using Analogy and Model to Enhance Conceptual Change in Thai Middle School Students

ERIC Educational Resources Information Center

Wichaidit, Sittichai; Wongyounoi, Somson; Dechsri, Precharn; Chaivisuthangkura, Parin

2011-01-01

This study examined conceptual change of Thai middle school students after learning photosynthesis with analogy and model. The analogy mapped key features from the analog (cooking food) to the target concept (photosynthesis). Modeling photosynthesis activity provided the opportunity for students to understand how plants use sugar to synthesize…

Beyond Educational Tourism: Lessons Learned while Student Teaching Abroad

ERIC Educational Resources Information Center

Quezada, Reyes L.

2004-01-01

Many universities provide overseas student teaching yet little is known as to what knowledge, skills, and dispositions university students have prior to arriving in their host country as well as after their return to their home country. This article considers several key issues and suggests factors that schools of education should consider when…

Key Factors in Online Collaboration and Their Relationship to Teamwork Satisfaction

ERIC Educational Resources Information Center

Tseng, Hungwei; Ku, Heng-Yu; Wang, Chien-Hsin; Sun, Ling

2009-01-01

Online instructors today search for ways to engage students in authentic activities in their courses to create real-world learning experiences. Collaborative grouping is 1 way that instructors promote students' creativity and productivity during the teamwork process. The present study is an attempt to enhance our understanding of students'…

Framework for Building an Effective Student Assessment System: READ/SABER Working Paper

ERIC Educational Resources Information Center

Clarke, Marguerite

2011-01-01

The purpose of this paper is to help countries understand some of the "key principles and characteristics of an effective student assessment system". The focus is on assessment of student learning and achievement at the K-12 level. The paper extracts principles and guidelines from countries' experiences, professional testing standards,…

Online Instructors' Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study

ERIC Educational Resources Information Center

Cho, Moon-Heum; Cho, YoonJung

2016-01-01

A great deal of research has documented that interactions among students or between students and instructors are key to student success in an online learning setting. However, very little research has been statistically and systematically conducted to examine online instructors' conscious and effortful use of scaffolding strategies to promote…

Hitch Your Wagon to a Mission Statement

ERIC Educational Resources Information Center

Zmuda, Allison

2007-01-01

Library media specialists typically are expected to collaborate with everyone. Because the teacher holds the proverbial key to the classroom door, he or she also has the access to the students. If there is no access to students, there is no opportunity to cause student learning. Real collaboration is, in contrast, based on a mutual understanding…

Parental Influence on Exploratory Students' College Choice, Major, and Career Decision Making

ERIC Educational Resources Information Center

Workman, Jamie L.

2015-01-01

This article explores parental influence on exploratory students' college choice, major, and career decision making. The research began with examination of a first year academic advising model and Living Learning Community. Parental influence emerged as a key theme in student decision making processes. The project was conducted using grounded…

Student Query Trend Assessment with Semantical Annotation and Artificial Intelligent Multi-Agents

ERIC Educational Resources Information Center

Malik, Kaleem Razzaq; Mir, Rizwan Riaz; Farhan, Muhammad; Rafiq, Tariq; Aslam, Muhammad

2017-01-01

Research in era of data representation to contribute and improve key data policy involving the assessment of learning, training and English language competency. Students are required to communicate in English with high level impact using language and influence. The electronic technology works to assess students' questions positively enabling…

Tools That Matter: The Assessment of Online Resources for International Students

ERIC Educational Resources Information Center

Colón, Valeriana

2015-01-01

In the age of technology, educators are encouraged to incorporate online resources into their teaching, but the effectiveness of these resources on learning and the student perspective is rarely taken into consideration. A key aspect to the assessment of online resources for international students is the user's perspective. Culture has a…

Keys to Success in 2011

ERIC Educational Resources Information Center

Kennedy, Mike

2010-01-01

Educators know how hard it can be for students to perform well in school when they come from impoverished and dysfunctional environments. Still, most schools have embraced the philosophy that every student can learn, and they work to enable students to overcome the obstacles in their lives and strive for success. In the same way, schools and…

The Classroom Flow and Engagement Experiences of Western Australian Rural and Remote Secondary School Students

ERIC Educational Resources Information Center

Cavanagh, Rob

2014-01-01

This paper commences with a brief examination of non-metropolitan student engagement and participation in schooling. It then describes how student engagement in classroom learning was conceptualised utilising Flow Theory. The key elements in this conception were subsequently used to construct an interview schedule. The characteristics of the…

Key issues and challenges in developing a pedagogical intervention in the simulation skills center--an action research study.

PubMed

Reierson, Inger Åse; Hvidsten, Anne; Wighus, Marianne; Brungot, Solvor; Bjørk, Ida Torunn

2013-07-01

Simulation skills centers (SSC) are considered important learning arenas for preparing and qualifying nursing students. Limited clinical placements and claims of diminished learning opportunities raise concerns that newly educated nurses lack proficiency in many psychomotor skills. Accordingly, there is an increased focus on learning in the SSC. However, it has been questioned if the pedagogical underpinning of teaching and learning in the SSC is missing or unclear. At a bachelor nursing education in Norway, there was a desire to change practice and enhance learning in the SSC by systematic use of The Model of Practical Skill Performance (Bjørk and Kirkevold, 2000). A participatory action research design was chosen. A pedagogical intervention was developed and implemented in 2010 in a cohort of eighty-seven first year bachelor nursing students during their basic nursing skill course. The intervention is shortly described. This article reports key issues and challenges that emerged during development of the new intervention. Data to inform the study were collected via thorough meeting minutes and the project leader's logbook, and analyzed using fieldnotes analysis. Six key issues and challenges were identified. These are presented and discussed consecutively in light of their importance for development and implementation of the new intervention. Copyright © 2013 Elsevier Ltd. All rights reserved.

A new method for teaching physical examination to junior medical students

PubMed Central

Sayma, Meelad; Williams, Hywel Rhys

2016-01-01

Introduction Teaching effective physical examination is a key component in the education of medical students. Preclinical medical students often have insufficient clinical knowledge to apply to physical examination recall, which may hinder their learning when taught through certain understanding-based models. This pilot project aimed to develop a method to teach physical examination to preclinical medical students using “core clinical cases”, overcoming the need for “rote” learning. Methods This project was developed utilizing three cycles of planning, action, and reflection. Thematic analysis of feedback was used to improve this model, and ensure it met student expectations. Results and discussion A model core clinical case developed in this project is described, with gout as the basis for a “foot and ankle” examination. Key limitations and difficulties encountered on implementation of this pilot are discussed for future users, including the difficulty encountered in “content overload”. Conclusion This approach aims to teach junior medical students physical examination through understanding, using a simulated patient environment. Robust research is now required to demonstrate efficacy and repeatability in the physical examination of other systems. PMID:26937208

Multiple Intelligences for Differentiated Learning

ERIC Educational Resources Information Center

Williams, R. Bruce

2007-01-01

There is an intricate literacy to Gardner's multiple intelligences theory that unlocks key entry points for differentiated learning. Using a well-articulated framework, rich with graphic representations, Williams provides a comprehensive discussion of multiple intelligences. He moves the teacher and students from curiosity, to confidence, to…

Brain Friendly School Libraries

ERIC Educational Resources Information Center

Sykes, Judith Anne

2006-01-01

This title gives concrete practical examples of how to align school library programs and instructional practice with the six key concepts of brain-compatible learning: increasing input to the brain; increasing experiential data; multiple source feedback; reducing threat; involving students in learning decision making; and interdisciplinary unit…

Key Ingredients to Meaningful Educational Experiences.

ERIC Educational Resources Information Center

Potter, Tom; Duenkel, Nickey

1996-01-01

Two day-long college events--wilderness orienteering and a role-playing canoe trip into the past--illustrate ingredients critical for experiential learning: active learning, student focus, clear purpose, emotional investment and risk, holistic engagement, mixture of content and process, stepping outside one's comfort zone, meaningful…