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Encyclopedia of the Sciences of Learning
... Disebutkan pula bahwa bahwa setiap individu memiliki gaya belajar yang berbeda (Kolb & Kolb, 2012) antara satu dengan yang lain sesuai dengan faktor yang memperngaruhi individu tersebut baik dari faktor lingkungan sosial, pengalaman belajar dalam dunia pendidikan, maupun kemampuan kognitif dasar dari setiap individu tersebut (Wahyuni, 2017;Sirait, 2018). ...
... Kemampuan mahasiswa program studi pendidikan matematika semester lima dalam memberikan solusi ataupun penyelesaian permasalahan matematika sebagian besar sesuai dengan penjelasan yang diberikan oleh Kolb sehingga untuk mengevaluasi kemampuan mahasiswa mahasiswa dalam memberikan penyelesaian permasalahan matematika dasar dengan materi program linier diwakili oleh gaya belajar Kolb (Kolb & Kolb, 2012). Hal serupa disampaikan oleh (Kolb & Kolb, 2013;Olusegun, 2015) yang menjelaskan paradigm pembelajaran matematika dalam menyelesaikan permasalahan matematika sesuai dengan gaya belajar setiap individu itu sendiri. ...
... Teori belajar yang dicanangkan oleh Kolb mewakili empat tahapan yaitu tahapan pengalaman yang menekankan pada gaya belajar divergen, asimilasi, konvergen, dan akomodasi (Kolb & Kolb, 2012). Dari keempat gaya belajar yang dikemukan tersebut memiliki karakteristik yang berbeda-beda satu sama lain, termasuk jenis kelamin yang memiliki gaya belajar berbeda (Metin, Yilmaz, Birişçi, & Coşkun, 2011). ...
Tujuan penelitian ini adalah melakukan evaluasi terhadap kemampuan pemecahan masalah mahasiswa program studi pendidikan matematika UNIPA Surabaya semester lima yang telah mengampu mata kuliah operasional riset dengan kasus persamaan linier untuk tiga variabel. Penelitian kualitatif ini menggunakan dua subjek dengan kualifikasi yang memiliki tipe belajar divergen dan konvergen dari empat jenis tipe belajar mahasiswa berdasarkan gaya belajar Kolb. Penelitian ini dilakukan pada mahasiswa semester lima, subjek penelitian 1 sebagai subjek dengan tipe belajar divergen dengan perolehan skor AC-CE sebesar -7 dan AE-RO sebesar -12, sementara untuk subjek dengan tipe belajar konvergen diambil subjek penelitian 4 dengan perolehan skor AC-CE sebesar 8 dan AE-RO sebesar 3. Berdasarkan tipe gaya belajar antara divergen dan konvergen diperoleh gambaran bahwa untuk tipe belajar divergen memiliki ketelitian yang kurang dalam melakukan pemeriksaan kembali hasil pekerjaannya. Sementara itu, untuk subjek dengan tipe belajar konvergen mampu menjelaskan langkah-langkah yang digunakan sesuai dengan rencana dan terurut dan memiliki ketelitian yang lebih baik dalam mengerjakan dan memeriksa kembali. Dalam proses pembelajaran, subjek memiliki cara yang berbeda dalam memberikan reaksi ketika mendengarkan penjelasan dan mengungkapkan kembali pengetahuannya. Subjek dengan tipe divergen memiliki motivasi dan strategi dalam belajar yang lebih tinggi dibandingkan subjek dengan tipe belajar konvergen
... Basically, a learning hierarchy illustrates the relationship between the lower level (pre-requisites) and the higher level skills. In a follow up work by [7] [7] The emphasis of the learning hierarchy technique has always been on the intellectual domain and was first introduced in the development of a military training program by Gagne' [8]. However, since then many efforts have been made to establish its usefulness in TVET [3], [7], [9], [10]. ...
... Basically, a learning hierarchy illustrates the relationship between the lower level (pre-requisites) and the higher level skills. In a follow up work by [7] [7] The emphasis of the learning hierarchy technique has always been on the intellectual domain and was first introduced in the development of a military training program by Gagne' [8]. However, since then many efforts have been made to establish its usefulness in TVET [3], [7], [9], [10]. ...
... In a follow up work by [7] [7] The emphasis of the learning hierarchy technique has always been on the intellectual domain and was first introduced in the development of a military training program by Gagne' [8]. However, since then many efforts have been made to establish its usefulness in TVET [3], [7], [9], [10]. The assumption behind the technique is that, trainees need to master the pre-requisite skills before they can proceed to the next higher level skill. ...
... Fifth, learning is the result of transactions between the student and their environment. Finally, learning itself creates knowledge as social knowledge is created and then recreated by the student (Kolb and Kolb, 2012). ...
... There are four stages of the EL model as described by Kolb and Kolb (2012). These four stages are Situation Analysis, Problem Analysis, Solution Analysis, and Implementation Analysis. ...
... Filling a gap in the literature, the Emzingo program provides MBA students an opportunity to develop as managers outside the classroom. It is important to go back and to link the experience of the Emzingo participants to the four-stage EL Model (Kolb and Kolb 2012). Again, the four stages for the model are Situation Analysis, Problem Analysis, Solution Analysis, and Implementation Analysis. ...
Social entrepreneurship in business education is growing in importance as a way to teach ethics and instill high ethical standards in individuals. One effective way to integrate social entrepreneurship is through experiential learning; where the participant is actively involved in processing the knowledge and developing skills, while being involved in the learning situation. MBA programs are currently beginning to incorporate social entrepreneurship into their curricula to teach their students, as well as developing students’ intercultural skills. An examination of the current trends will be followed by an analysis of how business schools can effectively incorporate social entrepreneurship into the MBA curriculum. To tie these concepts together, the paper provides a case study of a program run by Emzingo, a leadership development company, and IE Business School. The reasons for the in-depth case study are three-fold. First, it provides an example of how business schools can use experiential learning to incorporate social entrepreneurship in an international context. Second, it highlights the benefits of incorporating social entrepreneurship in MBA programs. Finally, it provides a general framework for business programs that are looking to integrate various social entrepreneurship elements in their MBA programs.
... Basically, a learning hierarchy illustrates the relationship between the lower level (pre-requisites) and the higher skills. In a follow up work by [13], the learning hierarchy technique is described as, … a top-down analysis technique that can be used by an instructional designer (or a teacher) to identify the prerequisites for an expected learning outcome (learning objective) in the intellectual learning domain. The top-down analysis of the topmost expected learning outcome would result in a set of subordinate intellectual skills that are related to each other in a hierarchical manner. ...
... The top-down analysis of the topmost expected learning outcome would result in a set of subordinate intellectual skills that are related to each other in a hierarchical manner. The top-most expected learning outcome is known as the terminal objective while the subordinate objectives are known as the enabling objective [13] The emphasis of the learning hierarchy technique has always been on the intellectual domain and was first introduced in the development of a military training program by Gagne' [14]. However, since then many efforts have been made to establish its usefulness in TVET [13], [15]- [17]. ...
... The top-most expected learning outcome is known as the terminal objective while the subordinate objectives are known as the enabling objective [13] The emphasis of the learning hierarchy technique has always been on the intellectual domain and was first introduced in the development of a military training program by Gagne' [14]. However, since then many efforts have been made to establish its usefulness in TVET [13], [15]- [17]. The assumption behind the technique is that, trainees need to master the pre-requisite skills before they can proceed to the next higher level skill. ...
From the perspective of cognitivism, any complex learning task can be broken down into its supporting components which when acquired will lead to the learning of the complex task. Failure to identify the supporting components will lead to non-achievement of the intended learning goal. The procedural task analysis and the learning task analysis technique are techniques that can be used to analyse learning or training demand which would lead to a better understanding of prerequisites to an intended learning/training goal. This paper provides an example of how procedural task analysis and the learning task analysis techniques can be used to identify the pre-requisites to a learning goal for a vocational skill training course in mechanical engineering.
... This research is a survey research, based on Mix Method, both qualitative and quantitative approaches. According to Johnson in Alivernini (2012), the specific idea of combining qualitative and quantitative methods is used when it comes to studying the same phenomenon. The Mix Method research used takes the mechanism as described in the Dhanapati model. ...
... This design, according to Plano Clark (Subedi, 2016) is conducted by collecting quantitative data first and then collecting qualitative data to help explain or decipher the quantitative results. The statement of this method also resembles what has been done by Alivernini (2012), who describes that this method is a partially mixed method, on the other hand, it does not mix quantitative and qualitative components in or across all stages: each component is carried out separately and mixed when the results are discussed and interpreted. In addition to using mixed research methods, the preparation of research instruments is carried out by using the instrument preparation technique as conducted by Mardapi (2008). ...
This study aims to obtain an overview of the character of the students of Buddhist Religious Colleges in Indonesia, which can provide an actual picture of the results of the learning process, particularly about the character of students in the Buddhist Colleges in Indonesia. This research is a survey research, based on Mix Method, both qualitative and quantitative, so it can be called as Mix Method research. All sections used in this research are part of the evaluation of the reflection on character education that has been carried out. The results showed that the instrument for assessing the character of Buddhist College students had good validity and reliability, which could be arranged based on the dimensions: Honesty, Caring, Independence, Discipline, Responsibility, Hard work, Simplicity, Courage, Justice. Based on the analysis of evaluative reflection, both qualitative and quantitative data indicate that Buddhist College students have good character of integrity, despite the fact that they still have to reconsider students' hard work, as well as attention to the caring aspect.
... This research is a survey research, based on Mix Method, both qualitative and quantitative approaches. According to Johnson in Alivernini (2012), the specific idea of combining qualitative and quantitative methods is used when it comes to studying the same phenomenon. The Mix Method research used takes the mechanism as described in the Dhanapati model. ...
... This design, according to Plano Clark (Subedi, 2016) is conducted by collecting quantitative data first and then collecting qualitative data to help explain or decipher the quantitative results. The statement of this method also resembles what has been done by Alivernini (2012), who describes that this method is a partially mixed method, on the other hand, it does not mix quantitative and qualitative components in or across all stages: each component is carried out separately and mixed when the results are discussed and interpreted. In addition to using mixed research methods, the preparation of research instruments is carried out by using the instrument preparation technique as conducted by Mardapi (2008). ...
This study aims to obtain an overview of the character of the students of Buddhist Religious Colleges in Indonesia, which can provide an actual picture of the results of the learning process, particularly about the character of students in the Buddhist Colleges in Indonesia. This research is a survey research, based on Mix Method, both qualitative and quantitative, so it can be called as Mix Method research. All sections used in this research are part of the evaluation of the reflection on character education that has been carried out. The results showed that the instrument for assessing the character of Buddhist College students had good validity and reliability, which could be arranged based on the dimensions: Honesty, Caring, Independence, Discipline, Responsibility, Hard work, Simplicity, Courage, Justice. Based on the analysis of evaluative reflection, both qualitative and quantitative data indicate that Buddhist College students have good character of integrity, despite the fact that they still have to reconsider students' hard work, as well as attention to the caring aspect.
... Proses pembelajaran dengan model experiential learning memberikan pengaruh terhadap pembentukan pengetahuan baru dari pengalaman sebelumnya secara lebih konkret dan nyata sehingga memudahkan pembelajar dalam memahami suatu konsep-konsep abstrak (Moon, 2006, p. 23). Metode yang lebih konkret melalui pengalaman langsung sehingga mudah dipahami dalam proses perolehan pengetahuan atau pembelajaran, dalam praktik langsung tersebut terjadi proses evaluasi terhadap kesenjangan pengetahuan yang telah dipelajari dan pengetahuan saat pengalaman, maka terjadi proses refleksi yang memodifikasi dari konsep yang sudah ada sebelumnya untuk selanjutnya dipraktikkan kembali secara berulang-ulang sesuai kebutuhan (Kolb, 2012(Kolb, , pp. 1216(Kolb, -1217. Contoh metode experiential learning yang sesuai dalam pengajaran moral adalah kegiatan filmed role-play. ...
... Teori experiential learning yang dicetuskan oleh David Kolb pada tahun 1984 menjelaskan bahwa proses pembelajaran melibatkan proses pengenalan terhadap konsep abstrak yang dapat diaplikasikan dalam berbagai situasi. Experiential learning merupakan filosofi pendidikan yang holistik di mana pengalaman hidup, pendidikan dan pekerjaan seseorang memegang peran penting dalam pembelajaran dan pemahaman terhadap pengetahuan baru (Fry, Ketteridge & Marshall, 2008;Kolb & Kolb, 2012, pp. 1215-1217. ...
div>Indonesia is a religion based country. Religion studies should be positioned as school’s curriculum priority, both in public and private school. Integrated Christianity and moral studies might be the solution of conflicts within family, school, community, both national and international societies. One of many values that urgently needs to be promoted is an attitude of tolerance in facing our multicultural society. School as an educational institution has an important role in teaching tolerance skill to students as early age. One of the challenges is finding the right method to deliver the abstract concepts to children who are in the stage of pre-operational concrete. This research has done an introductionary study towards the bullying case that happened earlier in the researchers workplace 4th and 5th graders within 4 months. Therefore, this research address the urgency of an integrated curriculum of Christianity studies with moral studies practices, specifically on multicultural values through experiential learning with filmed role-play. Research was conducted in XYZ School for primary 3, 4 and 5. This instructional strategy resulted in increase of attitude of tolerance both in cognitive and behavior domain, but has no increase in the affective domain. All respondents agree by implementing filmed role-play has contributed to their deeper understanding towards the concept of tolerance.</div
... This culinary skills intervention consisted of 2 sequential lessons that were developed using Social Cognitive Theory 30 and Experiential Learning Theory. 31 These theories were selected based on the supposition that individuals learn by observing others (eg, peers, adults) via social and environmental contexts 30 and by actively engaging in skill development 31 to gain mastery and self-efficacy for the skill. 30 Lessons were originally designed to teach the topics of knife skills, cooking methods, and following recipes related to fruits and vegetables. ...
... 30 All aspects of Experiential Learning Theory were touched upon, primarily concrete experience and active experimentation, as small group recipe preparation reinforced active experimentation, whereas group review, discussions, and games applied abstract conceptualization. 31 ...
Objective:
To assess the impact and feasibility of a culinary skills intervention for adolescents led by peer educators compared with adult educators.
Methods:
Adolescents (aged 11-14 years) were randomized to peer educator (n = 22) or adult educator (n = 20) groups and attended 2 2.5-hour culinary skills lessons addressing knife skills, cooking methods, and recipes. Knowledge, attitude, and self-efficacy measurements were completed before and immediately after the intervention and at 3 and 6 months after the intervention. Fidelity checklists assessed the feasibility of program delivery. Differences within and between groups over time were assessed using ANOVA.
Results:
Adolescents (n = 42) increased knowledge (3.7 ± 2.6 points [mean ± SD]; P < .001), attitude (0.8 ± 4.5; P < .05), and self-efficacy of cooking (2.6 ± 5.3; P < .001) and cooking method (1.7 ± 4.6; P < .01) after intervention. Peer and adult educators were equally able to deliver the intervention.
Conclusions and implications:
Peers and adults can feasibly lead a culinary skills program for adolescents that increases knowledge. To affect attitude and self-efficacy, additional training of peer educators may be needed.
... Hence, in stage 2, we screened articles to ensure their relevance to K-12, STEM, and the use Fig. 1 The definitions of the ten learning strategies adopted in AR/VR-supported K-12 STEM learning Note. These definitions were drawn from Besar (2018), , East (2015), Kolb and Kolb (2012), Pedaste et al. (2015), Pluta et al. (2013), Reisoğlu et al. (2017), Sogunro (2004), Wharton Interactive (2010) and Yew and Goh (2016) of VR/AR. To this end, we further reviewed these articles' abstracts and full texts to remove studies that were not relevant to K-12 education, had no relevance to STEM education, or lacked a specific focus on the usage of VR/AR. ...
As virtual reality (VR) and augmented reality (AR) continue to become popular, there remains a noticeable gap in understanding their potential for enriching science, technology, engineering, and mathematics (STEM) learning among K-12 students. To address this knowledge gap, this study systematically reviewed 117 articles published from 2010 to 2022 on the basis of the technology-based learning model. Following the PRISMA systematic review method, research methods, research participants, learning devices, learning strategies, advantages and challenges of each article were coded and analyzed. In the last six years (i.e., 2017–2022), the overall number of studies experienced rapid growth. The largest number of articles focused on VR/AR-supported K-12 science learning, followed by mathematics and integrated STEM learning. Smartphone/tablet-based AR was the most widely used technology, while very few studies used dedicated immersive AR devices. Most studies focused on the elementary school stage, while VR/AR-supported STEM learning at senior high schools was underexplored. Studies tended to measure the effectiveness of VR/AR by quantitative methods. Situated learning, task-based learning, and game-based learning were the most widely used learning strategies in VR/AR-supported K-12 STEM learning. The advantages of VR/AR in K-12 STEM learning include a positive impact on individual learners and on learning and teaching processes. In contrast, VR/AR also poses a series of challenges to learners, teachers, and schools. The challenges learners face include distractions, decreased efficiency and effectiveness, diminished inquiry and imagination, operational issues, and discomfort. Teachers encounter difficulties maintaining classroom control, designing activities, acquiring technical competence, and adapting to the new role of facilitating student-centered learning. Schools grapple with high costs, inadequate infrastructure, a lack of private virtual spaces, and privacy concerns. Based on our findings, we propose six research agendas to enrich studies on VR/AR-supported K-12 STEM learning, along with a series of significant implications for practitioners to effectively address the intricate challenges of VR/AR implementation and fully harness its potential.
... They also show that the intervention reduced negative parenting practices, including some forms of harsh punishment, decreased children's behavioral problems, improved children's attention and resilience (Sim et al., 2014). Consistent with Sim et al. (2014) notion, Zarei and Roohafza (2018) and Dattilio (2012) urged that Cognitive-Behavioral Family Therapy is designed to help families with different challenges through the principles of behavioral modification, to change the interactional patterns of family members, and to restructure distorted beliefs and perceptions that develop as a result of faulty interaction. The mentioned notions were also echoed by Fagan (2013), where he stated that family intervention is far-reaching for improving family functioning (cohesion, communication, and conflict resolution). ...
Cognitive-Behavioral Family Therapy (CBFT), psycho education in focus, was employed to improve relationships between parents and adolescents with behavioral problems. The current intervention used an experimental design with pretests and a posttest. The family relationship scale was utilized for preliminary screening, and 16 of the 18 parents who participated in the preliminary assessment had reported poor family cohesion, communication, and conflict resolution abilities. Then, sixteen parents with low scores on the scale were randomly assigned to one of two groups, each with eight participants: (i.e., 8 treatments and 8 control group). Then, intervention was conducted on the treatment group using the Psycho-education component of CBFT. The intervention was conducted in five sessions to improve family cohesion, communication, and conflict resolution skills. 'Family Relationship Scale' was used to measure pre-and post-intervention experiences. ANCOVA was employed to test the effectiveness of the intervention by controlling the effects of the pretest. A repeated measure ANOVA with between groups' effects was used to examine differences among cohesion, communication and conflict resolution skills in the two groups. Findings indicated that the quality of family relationship was significantly improved in the treatment group with a large effect-size. Because CBFT with a psycho educational approach in focus demonstrated effectiveness, the method is suggested to be promoted in Ethiopian setting. Since the current intervention was aimed at parents of adolescents with behavioral difficulties, future intervention should include adolescents with behavioral problems as well.
... Participatory learning fosters collaboration and offers learners the opportunity to assume shared responsibility, and to work effectively and respectfully with others. It also affords them the chance to exercise flexibility and willingness to make compromises to accomplish a common goal (Domínguez, 2012). In addition, participatory learning is needed now more than ever in our rapidly changing world where there is "an ever-increasing need for robust lifelong learning, innovation, and the knowledge and skills to solve problems of the future" (Scardamalia et al., 2010, p. 5). ...
... Cannon and Feinstein (2005) present the need for learning to move beyond inert factual knowledge that, in the words of (Whitehead 1967) 'are merely received into the mind without being utilised, or tested, or thrown into fresh combinations', towards dynamic knowledge gained through experiential learning. We use experiential learning, enhanced through the immersiveness of VR, to provide students with the opportunity to experience life in ancient times and afterwards to reflect on their experience (Kolb & Kolb 2012). As Radianti et al. (2020) comment, 'These reflections lead to changes in judgment, feelings, or skills of the student.' ...
Virtual reality (VR) technology can increase prosocial behaviour toward a target person or group by enhancing their empathic response for the subject, but such technology has not always improved learning outcomes. This interdisciplinary study compared the potential advantages of delivering the same learning material about daily life in an ancient Greek household via two modes of delivery: VR technology and classroom lecture. The VR group explored a Greek villa containing historical artefacts and virtual characters with whom they were able to interact through set dialogues. The dialogues illustrated social hierarchies, gender relations, the situation of slaves, cult practice, and religious beliefs. The classroom group received the same information in a classroom environment. Both randomly-assigned groups answered a multiple-choice quiz to evaluate the knowledge gained. They also responded to open-text questions designed to test the degree of empathy that was aroused. We found that classroom lecture delivery was significantly superior in terms of the acquisition of factual knowledge, consistent with cognitive learning theory. We identified this as learning with the mind. The immersive VR environment, however, imparted a level of empathic response to the lived experiences of people in ancient Greece; in that sense it allowed learning with the heart.
... This calls for embedding processes into PBL courses that facilitate positive resolution of conflicts which inevitably arise in real-world sustainability projects (Freeth and Caniglia, 2019;Konrad et al., 2020;Lotz-Sisitka et al., 2015). Education literature has long pointed to the importance of reflection and interaction with the self (Kolb and Kolb, 2012;Mezirow, 1997) and with a learning community (Mezirow, 1997;Freire, 2014;Wenger, 2000) for complex learning. Effective PBL instruction requires meeting students where they are and scaffolding these processes (Förster et al., 2019;Kolmos, 2009). ...
Purpose
This research aims to investigate the role of project-based-learning within graduate sustainability curricula through the lens of key competence development. Project-based learning has become a widely recommended pedagogy for sustainability education. It is hypothesized that through collaboration, student autonomy and real-world application, students develop key competencies for sustainability. This paper also aims to examine the connection between project-based learning and competence development on a program level from the student perspective.
Design/methodology/approach
This two-year comparative case study follows the project-based-learning journeys of nine graduate sustainability students from three programs: the Master’s of Sustainability at Arizona State University, the Master’s of Sustainability Science at Leuphana University of Lüneburg and the Global Sustainability Science Master’s, an ASU and Leuphana collaboration. Over four semesters, the students each took part in four competence-oriented self-assessments and interviews to map their perceived learning throughout their programs. Additional contextual information was gathered from program and course materials and descriptions, instructor interviews and in vivo observations.
Findings
The defining aspects of project-based learning including collaboration, student autonomy and real-world connection do contribute to students’ self-perceived competence development. Student-driven and program-driven project-based learning experiences equally foster this result, as long as the pedagogical challenges of balancing support and student independence associated with each are mitigated through instructor actions, program design or individual student coping skills.
Originality/value
The results of this research can support higher education institutions in designing sustainability programs aimed at competence development through project-based learning. The focus on the curricular and program level combined with repeated overtime student-reported attribution to specific courses and activities bridges the gap between individual course case studies and theoretical recommendations for curriculum design. In addition to length and depth, this study also forefronts student experience of curricula as delivered.
... In 1984, David Kolb identified four learning styles based on experiential learning theory: accommodating, diverging, assimilating and converging. 6 These learning styles defme the way individuals grasp and transform experiences to create knowledge. 7 Learners that possess the diverging or accommodating learning style prefer to work in groups, while those that fall into the assimilating learning style prefer lectures and studying alone. ...
Purpose: In 2010, the Carnegie Foundation for the Advancement of Teaching published a call for the radical transformation of nursing education. A challenge was made to nursing educators to shift from a focus on decontextualized knowledge to an emphasis on teaching for a sense of salience, situated cognition and action in particular situations, as well as the development of lifelong learners. Team-based learning (TBL), a type of active learning, has been used in many health science programs to address these needs. The purpose of this capstone project was twofold: first, to evaluate student satisfaction, accountability and preference for team-based learning, and secondly to determine if a correlation exists between student satisfaction, accountability and preference for team-based learning and learning style as defined by Kolb. Methods: Team-based learning was used during the first semester of a nurse anesthesia program to teach 4 sessions in the module entitled 'Anesthesia for Specific Populations and Procedures' . A traditional lecture format was used to teach the remaining 5 topics in that module. Students were given a Kolb Learning Style Inventory (LSI) as well as a Team-Based Learning Student Assessment questionnaire (TBLSA) at the conclusion of the course. The LSI categorized the students into one of four learning types: converging, accommodating, diverging or assimilating and examined each student for their preference of learning method in Kolb's learning spiral. The TBLSA evaluated the students' perception of accountability (defined as student preparation before class and contribution to the team), preference for lecture or TBL, student satisfaction with the TBL method and overall experience with TBL. Results: Sixty percent of nurse anesthesia students in this study had a positive experience with team-based learning when used in a foundational nurse anesthesia class. There were significant differences between accountability (t (19)= 9.82, p<.OOl), satisfaction (t (18)= 3.18, p=.005), overall experience (t (18)= 4.77, p<. 001) and the neutral scores within each category, indicating that the experience with TBL was generally well received by the students. A correlation between the three subscales of TBL (accountability, satisfaction and preference) and learning styles could not be determined due to the limited number of students, however Pearson's correlation demonstrated a positive correlation between the use of concrete experimentation to grasp knowledge and student satisfaction (r (17)= .56, p=.012), overall experience with TBL (r (17)= .50, p=.029). A negative correlation was identified between the use of reflective observation and accountability (r (18)= -.52, p=.019), preference for TBL (r (18)= -.58, p=.008), student satisfaction (r (17)= -.51, p=.026) and overall experience (r (18)= -.60, p=.007). Conclusions: Students in this study were generally satisfied with TBL. They were more accountable for their education as a result of the implementation of the TBL method. They felt satisfied with team-based learning, but were neutral regarding preference for TBL over lecture. Students who had a preference for learning by applying knowledge to practical applications (concrete experimentation) felt more accountable and were more satisfied with TBL than those with a preference for reflective observation, active experimentation or abstract conceptualization. Students with a preference for reflective observation as a mode of learning were not satisfied with TBL and felt it negatively affected their accountability. This study adds to the literature examining the use of TBL in the health science professions and suggests that those with a preference for learning by concrete experimentation may better accept TBL, than those with a preference for learning with reflective observation.
... Daran schließt das Sammeln von Erfahrung mit anschließender Refl exion dieser Erfahrungen an, gefolgt von der Validierung oder Revision vorhandenen Wissens und Vorstellung bzw. Einstellungen (in Anlehnung an die Ausführungen von Kolb, 1984;Kolb & Kolb, 2012). Der Vorbereitungsdienst fokussiert somit die Refl exion erlebter Praxis unter Bezugnahme auf zuvor erarbeitete theoretische Grundlagen, während die dritte Phase darauf zielt, dass bereits vorhandene berufl iche Kompetenzen erhalten, aktualisiert und weiterentwickelt werden (KMK, 2019a). ...
Referendar*innen können coronabedingt häufig weder wie gewohnt bedarfsdeckenden Unterricht durchführen noch Ausbildungsunterricht erhalten. Stattdessen konzipieren sie u.a. Lerngelegenheiten für das „Homeschooling“, den (digital gestützten) Fernunterricht und den Unterricht unter Berücksichtigung der Hygiene- und Abstandsregeln, sodass sich ihre Tätigkeiten von denen unter regulären Bedingungen unterscheiden. Hinzu dürfen / müssen sie modifizierte unterrichtspraktische Prüfungen in Form von (digital gestützten) Ersatzleistungen absolvieren. Anzunehmen ist, dass diese Gemengelage einerseits dazu führt, dass sie mit Situationen konfrontiert sind, die sie nutzen können, um ihre eigene (Medien-)Kompetenz zu erweitern. Andererseits kann das Erfordernis des Einsatzes digitaler Medien Kompetenzbedarfe aufdecken oder Überforderungen auslösen. Im Zentrum des Beitrags steht eine explorative, leitfadengestützte Interviewstudie mit Referendar*innen. Die Studie zielt darauf, die Rahmenbedingungen näher zu beleuchten, unter denen angehende Lehrkräfte 2020 ihr Referendariat absolvieren, und ihre Erfahrungen zu explorieren.
... Learning cycle (A.Kolb & Kolb, 2012) ...
The purpose of this study is to understand the process of learning and cultural literacy education needs based on experienced arts and cultural actors. This study carried out for cultural literacy practitioners will be formed optimally if the learning process takes significant importance. This research is a case study with qualitative approach carried out in Bejiharjo village, Yogyakarta. Data was collected through interviews, observation, and focus group discussions. The key people included art and cultural practitioners, community leaders, and cultural village manager. The results showed that the actor implementing the learning process independently and collectively preserved and developed culture. It is realised there is a need for cultural literacy education that can be applied directly in cultural activities related to regeneration, curriculum, trainer and competence in marketing arts and culture. A meaningful education process can be done as an act of development to manage arts and cultural community.
... Examples are imagery, role-play, mock quizzes and patient shadowing. For more information on this type of learning see [20]. 3. Skills training, where by repetition of desired (verbal and non-verbal) behavior and/or training technical ability, a change of behavior is evoked. ...
Empathy and self-care are important qualities of maternal care professionals. The balance between "being with the mother" and "being with oneself" is crucial for high quality maternal care and a sustainable professional life in this field. Corresponding training for health staff in maternal care for either or ideally both factors is desirable. However, to our knowledge, a systematic compilation and investigation of evidence on the availability of such training formats, the training methods used and the main factors influencing training effectiveness has not been conducted. This systematic review aims to provide an overview of existing training methods for maternal care professionals.
A comprehensive search was conducted in ERIC, CINAHL, MEDLINE, PSYCHinfo, PSYCHindex and the Web of Science on 13 January 2017. All study types and also descriptions of training formats were included, rated for risk of bias and analyzed with regard to the types of learning activities used, the (reported) advantages and disadvantages of these and any special requirements to ensure intervention effectiveness. A review protocol for this systematic review has been published on PROSPERO under number CRD42017058552.
From an initial deduplicated search result set of 907 references 13 (mostly observational) studies were included. Most frequently a combination of cognitive and experiential learning activities was used. Organizational and institutional factors were most frequently reported to influence intervention effectiveness. There is a lack of interventions combining empathy and self-care as outcomes. Study results with regard to intervention effectiveness were positive overall, however 11 out of 13 studies showed a risk of bias. Further dissemination or development of training formats as well as investigation into the effectiveness of interventions for empathy and self-care is needed.
... Context-based learning involves the use practical procedures and processes that focus on real-life applications of science topics discussed during classes. Context-based learning also promotes learning that highlights the interaction between the interests of learners and the standard classroom settings (Rose, 2012). ...
The main purpose of this study is to develop and validate context-based laboratory activities and low-cost kits for chemistry to improve the practical and laboratory skills of Grade-10 students in a junior public high school. The efficacy of these teaching materials were assessed and quantified by teacher and student respondents using descriptive and quasi-experimental methods. Both laboratory activities and kits were designed to support the use of low-cost chemicals and reagents; and promote the improvisation of equipment and materials. These materials were assessed by 12 teachers and field-tested by 30 Grade 10 students. A standardized multiple-choice pre-test and post-test consisting of 65 items each were used to measure students’ mean gain performances. Prior to using the materials, a pre-test was conducted and have identified students’ least mastered topics, the chemical reaction, Boyle’s and Charles’ Laws respectively. A post-test was administered to measure the mean gain performance after using the materials. Data show that both the teacher and student respondents evaluated the context-based activities and low-cost kits effective and highly acceptable (4.79 on a scale of 5 weighted mean). Mean gain performance in chemistry increased significantly in the experimental group compared to the control group, with Hake’s mean gain scores of 0.63 and 0.25 respectively. The mean scores and levels of mastery of students in the experimental group who used these materials were also significantly higher than those in the control group.
... A 'learning from experience' approach [30][31][32] was largely used to drive this refinement process with targeted action research [33] to investigate pressing issues. These two approaches share parallels -personal philosophies are articulated, followed by cycles of observation, reflection, planning and action, that may, in the case of action research, involve International Journal of Mathematical Education in Science and Technology 995 the use of research methods. ...
Rarely do university departments of mathematics redesign their basic mathematics courses. Through developing an online version of our associate degree in engineering in collaboration with Open Universities Australia, we redesigned the first in a sequence of five engineering mathematics courses. The online cohort proved different to our face-to-face experience. We embarked on a process of refining the unit using experiential learning and action research. The 13 week unit is delivered up to four times a year and this paper reviews the first 10 cycles of enhancements over 3 years and unpacks the layers of hypotheses underlying development decisions. Several category themes were identified with a focus on students, teachers and learning activities. Investment in online developments for mathematics can have multiple flow-on impacts for other teaching modes. Good curriculum design, regardless of environment, will always be a cornerstone of effective course development processes.
... The literature is replete with specific interaction strategies that enhance children's thinking skills and cognitive processes. Researchers suggested a variety of parents' behaviors such as distancing (e.g., Siegel, 1982), scaffolding (e.g., Wood, 1989; Wood, Bruner, & Ross, 1976), responsiveness (e.g., Bornstein, Azuma, TamisLeMonda, & Ogino, 1990; Bornstein & Tamis-LeMonda, 1990; Vibbert & Bornstein, 1989), and mediated learning experience (Feuerstein, et al., 2002; Klein, 1988 Klein, , 1996 Tzuriel, , 2001 Tzuriel, , 2011a Tzuriel, , 2011b). The effects of these strategies on children's cognitive development are expressed along a continuum of concepts from specific behaviors (e.g., gazing) to general thinking skills (e.g., reasoning, metacognitive competence, cognitive plasticity, cognitive modifiability). ...
Dyads of siblings in which the younger sibling had an intellectual disability (ID, n = 25) were videotaped interacting. The ID group was compared with typically developing sibling dyads matched on mental age (n = 25) and chronological age (n = 25). We observed the mediation strategies, activation, and antimediation behaviors of older siblings and younger siblings' responsiveness to mediation. Mediation strategies were analyzed by the Observation of Mediation Interaction scale. The ID group scored highest on mediation strategies and lowest on activation and antimediation behaviors. Younger siblings' responsiveness to mediation was highest among the ID group. Mediation for Intentionality and Reciprocity and Meaning were positively associated with the verbal responsiveness of the younger siblings. Activation and antimediation behaviors were negatively associated with the verbal responsiveness.
... As detailed by Kolb in the Kolb's learning style construct, individuals may prefer any of four basic learning modes and it is important that methods to develop practitioner knowledge and skills provide opportunities for experiential learning that is robust and enduring. The challenge is to develop teaching and learning methods that promote this meaningful experiential learning so that the PCP must not only assimilate the medical knowledge (pediatric hypertension) but also become effective practitioners who can actively care for pediatric patients with hypertension [36]. ...
Background
In order to better understand the educational needs regarding appropriate recognition, diagnosis and management of pediatric hypertension (HTN), we asked practicing pediatricians questions regarding their educational needs and comfort level on this topic.
Methods
We conducted 4 focus group sessions that included 27 participants representing pediatric residents, adolescent medicine physicians, clinic based pediatricians and office based pediatricians. Each focus group session lasted for approximately an hour and 90 pages of total transcriptions were produced verbatim from audio recordings.
Results
Four reviewers read each transcript and themes were elucidated from these transcripts. Overall, 5 major themes related to educational needs and clinical concerns were found: utilization of resources to define blood pressure (BP), correct BP measurement method(s), co-morbidities, barriers to care, and experience level with HTN. Six minor themes were also identified: differences in BP measurement, accuracy of BP, recognition of HTN, practice pattern of care, education of families and patients, and differences in level of training. The focus group participants were also questioned on their preferences regarding educational methods (i.e. e-learning, small group sessions, self-study, large group presentations) and revealed varied teaching and learning preferences.
Conclusions
There are multiple methods to approach education regarding pediatric HTN for primary care pediatricians based on provider preferences and multiple educational activities should be pursued to achieve best outcomes. Based on this data, the next direction will be to develop and deliver multiple educational methods and to evaluate the impact on practice patterns of care for children and adolescents with HTN.
... This data implies that students want to be active learners. Students appreciate if the instructors integrate active learning techniques into instruction (Gogus, 2012). The contributions of this study are: ...
This study examines the study skills and the learning styles of university students by using scoring method. The study investigates whether the study skills can be summarized in a single universal score that measures how hard a student works. The sample consists of 418 undergraduate students of an international university. The presented scoring was method adapted from the domain of risk management. The proposed method computes an overall score that represents the study skills, using a linear weighted summation Author name / Procedia – Social and Behavioral Sciences 00 (2012) 000–000 2 scheme. From among 50 questions regarding to learning and study skills, the 30 highest weighted questions are suggested to be used in the future studies as a learning and study skills inventor. The proposed scoring method and study yield results and insights that can guide educators regarding how they can improve their students' study skills. The main point drawn from this study is that the students greatly value opportunities for interaction with instructors and peers, cooperative learning and active engagement in lectures.
Using social identity theory and constructivist learning theory, this case study explores interactive ways to enhance inclusive learning design by enabling students to tell stories about solutions to societal problems that were exacerbated by the pandemic. Educators have the ability to create curriculum that fosters deeper understanding about inequity in our communities. Students in Florida Focus, a TV news class, applied what they learned about social justice to newscasts that amplified diverse voices that are too often absent in mass media.
Questioning how and why simulations can be suitable for supporting intraindividual learning and expertise development motivated this study. We depart from an empirically well supported cognitive perspective of expertise that focusses on cognitive adaptations through long-term engagement with professional work activities. The strength of simulation learning is seen in its multiple explanatory base, which is used to build the framework PETS (Promoting Expertise Through Simulation). The PETS model specifically addresses how simulations can contribute to intraindividual knowledge restructuring through case processing and learner-tailored guidance of a trainer supporting the thorough engagement in deliberate practice activities to go beyond automatization. Preparation, briefing, repetitive practice opportunities, and debriefing are phases of instructional embedding in simulation learning for which the PETS model identifies important prerequisites to enhance understanding of what works for whom under which conditions and why during expertise development.
Though I very much like to develop and deliver lectures, experiential learning (EL) has a vital role in University of Dayton’s (UD) School of Business Administration (SBA) curriculum. EL is documented as part of our core values and strategic goals and objectives. The SBA’s commitment to EL is stated in the following:
Background:
Patient care restrictions created by the COVID-19 pandemic constrained medical students' ability to interact directly with patients. Additionally, organ transplant recipients faced increasing isolation due to the rise of telemedicine, the importance of social distancing and their immunosuppressed state. We created a pilot program to pair students with transplant patients for structured, virtual encounters and studied its impact on medical students and patients.
Methods:
In May 2020, medical students conducted virtual visits with patients via telephone or video conferencing. Patients and students were surveyed regarding their experiences and independent focus groups were conducted. The survey responses and focus group discussions were deidentified, transcribed, and analyzed for themes.
Results:
Ten participating students were in their first, second, or final year of medical school. The 14 patients were liver or kidney transplant recipients or kidney donors. All interactions lasted longer than 30 minutes, with 56% greater than 1 hour. Three themes emerged related to the student experience: improvement of their clinical communication skills, development of knowledge and attitudes related to organ transplantation and donation, and independent management of a patient encounter. Three themes related to the patient experience: appreciation of the opportunity to share their personal patient experience to help educate future physicians, a cathartic and personally illuminating experience and an opportunity to share the message of donation.
Conclusions:
This pilot program provided a novel opportunity for virtual student-patient interactions that was feasible, well-received, and mutually beneficial. The use of virtual non-medical patient experiences allowed for experiential learning during which students learned about both clinical medicine and enhanced their communication skills directly from patients. Additionally, patients were able to engage with medical students in a new way, as teachers of clinical interactions, and reported a high level of satisfaction in addition to deriving personal benefit.
Indeed, Learning Outcomes (LO) are vital components of a curriculum design. These themes are not only a reflex of Education academic, administrative standards but, more importantly, a prelude for lecturing’s guidance and learning comprehension. Although Learning Outcomes refer to those learning achievements that learners will be able to demonstrate once completing the learning process, fulfilling this wanted goal still represents an academic challenge for all kinds of teaching and learning disciplines, and language is not exempted from being a subject that requires especial scrutinizes when addressing Learning Outcomes. Herewith, the study aimed to analyze learning outcome aspects and implications in second language acquisition in Tertiary Education classroom practices. It also brings up a based prospect on language insights and curriculum settings. To accomplish this objective, various manuscripts and Internet accredited websites were searched. The outcome revealed that the idea of boosting second language learners’ knowledge and skills cognition meaning, differentiation, and association to treat the acquisition of learning outcomes at Tertiary Education classroom practices might be assumed as an academic functional approach that helps academicians in handling the second language acquisition process, and therefore in producing university graduate’s skills.
Aims and objectives
We explored dispatched nurses’ experiences of wearing full gear personal protective equipment to care for patients with coronavirus disease‐2019 (COVID‐19) in Wuhan, China.
Background
Full gear personal protective equipment is the primary and foremost measure to prevent the contact and transmission of severe acute respiratory syndrome‐coronavirus 2 (SARS‐CoV2); however, working in full gear personal protective equipment may hinder nursing care activities and thus negatively affect patients’ and nurses’ health.
Design
This descriptive qualitative inquiry followed the COREQ guidelines.
Methods
Individual semi‐structured telephone interviews were conducted in a purposive sample of 15 frontline nurses who were dispatched to the outbreak epicentre from March to April 2020. Verbatim transcripts were content analysed.
Results
Four themes emerged from the data: inadequate preparedness for working with full gear personal protective equipment, full gear personal protective equipment stimulated stress responses, coping strategies and professional growth. Participants learned a great deal from problem‐focussed and emotion‐focussed strategies to tackle challenges related to the prolonged wearing of full gear personal protective equipment for quality nursing care and reduced risk of exposure. They became more vigilant to the adherence to evolving protocols and appropriate training concerning full gear personal protective equipment use.
Conclusions
Frontline nurses confronted various but diminishing challenges related to the use of full gear personal protective equipment when caring for patients with COVID‐19 across the approximate 40‐day period. Consistent use of coverall personal protective equipment to protect from SARS‐CoV‐2 in high exposure settings would be feasible if nurses were better prepared; therefore, scenario‐based skill training concerning the prolonged use of full gear personal protective equipment should be offered regularly and intensively.
Relevance to clinical practice
This study informs future decisions concerning improved full gear personal protective equipment‐related psychomotor training and promoting ways for nurses to cope with the stress that comes from working in highly contiguous environments.
Perspectives on the nature of learning influence decisions about curriculum design, teaching and learning strategies, and assessment of students. Current literature on medical education suggests that medical teachers have much interest in using theories to inform their practice. This article describes the following learning theories that have been discussed to various degrees in previous literature on medical education: cognitivism, constructivism, experiential learning, adult learning, self-directed learning, community of practice and situated learning, cognitive apprenticeship, and reflective learning. Each theory is explained in sufficient detail to help readers grasp its essence. Then, medical education literature is cited to show how the theory has been used or can be used to guide practice in medical education. Finally, this article analyzes the problem-based learning approach as an example to illustrate how the theories may be reflected in practice. Throughout the introduction of the various theories, this article aims at their application in medical education and attempts to draw connections among the theories rather than represent them as unrelated or competing ideas.
Scientific insights into what it means to manage on‐farm trees by local farmers, is an essential step towards documenting local ecological knowledge for sustainable landscape management. A study was therefore conducted in the Kumawu Forest District in the Ashanti Region of Ghana to assess how farmers conceptualise on‐farm tree management and develop local knowledge for it. Using a case study approach, data were collected through informal interviews and focus group discussions with 120 farmers drawn from 15 communities who were involved in the management of three cropping systems; cocoa, maize and cassava‐cocoyam‐plantain mix. It was observed that the farmers regard on‐farm tree management as a continuous process which occurs in three phases of the farming cycle; land preparation, crop cultivation and fallow management. For each of the three phases, farmers are guided by specific principles that ensure enough light penetration in‐between tree crowns in the land preparation phase, suitable spacing between trees and crops in the crop cultivation phase and adequate tree regeneration in the fallow phase. The decisions made during the selection of tree species, spacing of trees adjudged suitable for any particular cropping system and recruitment of saplings prior to the fallow phase of farming constitute tree management. Farmers develop tree management knowledge by studying the physical characteristics of species, matching them to ecological functions they could perform and how they are likely to respond to treatments meant to control or enhance their development. Species are then subjected to trial and recommended or otherwise.
To achieve deeper understanding when learning from multiple representations, learners should actively select, organize and integrate the relevant information from text and graphics within a coherent mental representation. However, as learners often fail to select and integrate all relevant information, especially from graphics, they need specific instructional support. The current study investigated the effects of instructional support in the form of adjunct aids (i.e. fill‐in‐the blank tasks) with references to the graphics (e.g. “see Figure X”) on retention and understanding. In our study, 106 learners (N) received multimedia instructional materials about the formation of auroras either with or without adjunct aids – the former with references to graphics (signals), or with none. In line with our hypotheses, adjunct aids with signals led to deeper understanding, as reflected by higher scores in the comprehension test. In contrast, adjunct aids with signals did not lead to higher scores in the retention test. Thus, our results are in line with previous research, showing that instructional support for integrating text and graphics specifically fosters deeper understanding. Possible boundary conditions and implications for future research are discussed.
Nowadays the best way of teaching is interactive – communicative teaching. Because
of that communication based learning is very crucial. In this article Communicationbased
learning of listening is described.
The purpose of this study is to clarify the influence of preceding factors on the coaching behaviors of emergency life-saving technicians. The antecedents include implicit person theories (IPTs) about the personality and personal attributes (e.g., personality and ability), experiential learning behaviors, and experiences of being coached from their managers. We investigated and analyzed 351 emergency life-saving technicians concerning the relationship with these factors and coaching behaviors. The results showed that the incremental theory, experiential learning behaviors, and experiences of being coached by their managers had a positive influence on their own coaching behaviors. It was also found that experiences of being coached by their managers mediated experience learning behaviors, affecting their coaching behaviors. Implications for coaching behaviors research and practice are discussed.
If education could be considered the profession of the utilization of knowledge, then this would be difficult to pass on, especially when we talk about human sciences. In such disciplines, it is critical to develop students’ ability to reflect philosophical contemplation, theories, and different themes on the real life. Consequently, education in humanities is a process through which the student and the lecturer alike are immersed in the reviewing and making of knowledge. Therefore, this research aims at investigating the potentials of the interactive photography exposition as an inquiry-based learning tool. The study methodology depended on carrying out an educational experiment where an interactive photography exposition was held as a learning and assessment tool within the curriculum of “Humanities in Landscape Architecture.” The study ended up with the idea that the interactive photography exposition experience promoted the making of knowledge; addition and transformation of the preexisting knowledge occurred through different phases of the immersive experience of photographs and themes interrelation and contrasting.
Interdisciplinary research with geographic information systems (GIS) can be rewarding as researchers from different disciplines have the opportunity to create something novel. GIS, though, is known to be difficult to use and learn. It is imperative for its successful use in projects that those who need to use GIS are able to learn it quickly and easily. To better support interdisciplinary research with GIS, it is necessary to understand what researchers with interdisciplinary experience wanted to use it for and how they learned it. The aim would be to advise geography educators on creating learning resources that could compliment or supplement existing learning approaches used by interdisciplinary researchers to improve the learning experience and uptake of GIS. This article explores the results from an online survey and interviews conducted between July 2014 and August 2015 with participants from the UK, the US and Europe on how interdisciplinary researchers learned GIS and which resources and platforms were utilised. Guidelines and a framework are presented, modifying the Technological, Pedagogical and Content Knowledge framework, incorporating informal and context-based learning and GIS concepts from the Geographic Information Science and Technology Body of Knowledge. Findings show that interdisciplinary researchers want to use GIS to capture, analyse and visualise information; they largely use informal learning approaches (e.g. internet searches, watching a video, ask a more experienced person); and they predominantly use ArcGIS, QGIS and web GIS platforms. Future work suggests resources use contextually relevant learning activities and bear in mind nuances of disciplinary language.
El proyecto de investigación presentado propone la construcción de un
modelo de personalización basado en los estilos de aprendizaje de los
estudiantes; tiene como base la identidad de aprendizaje de cada individuo
y utiliza sistemas inteligentes, como los sistemas hipermedia
adaptativos, en específico los sistemas de recomendación.
En esta obra el lector encontrará «revisiones históricas propias de un trabajo exploratorio que busca la génesis de un marco teórico y conceptual que sirva de firme asidero para el desarrollo de un proyecto de indagación académicamente responsable y sostenido, así como de especificaciones conceptuales más que útiles para quienes pretenden iniciarse en el estudio de los temas tratados; también se podrá reparar en las decisivas elecciones que efectuaron los autores
para conducir su esfuerzo de una forma metodológica apropiada y sin menoscabo de su objetivo de intervención primordial.»
«[…] haciendo acopio de los recién revitalizados y, de alguna forma, renovados
enfoques pedagógicos del constructivismo, del aprendizaje social y del conexionismo, con el conjunto de acercamientos metodológicos y conceptos a ellos asociados, se revisan con detenimiento los antecedentes, los estado del arte y algunas aplicaciones de las estrategias de aplicación de las TIC en la educación superior, o bien, se analizan desde un acercamiento de la realidad compleja y sistemática las transformaciones resultantes de asumir como un factor real de cambio y mejora el uso de tales tecnologías.» (Contraportada)
This paper is devoted to describe a preliminary draft of our approach that aims to identify and track learners’ learning styles based on their behavior and actions they perform in a MOOC environment. Adaptation arises with intensity in MOOCs. indeed, it has been proved that MOOCs can benefit from the advantages of learning styles as a way to provide an adaptive navi-gational guidance to learners. In this approach, we use neural networks for the identification and tracking of learner’s learning styles in MOOCs so as to increase learners’ engagement and satisfaction. The purpose of this paper is to examine the point of view of literature and solution to integrate an adap-tive system in MOOC.
En esta obra el lector encontrará «revisiones históricas propias de un trabajo exploratorio que busca la génesis de un marco teórico y conceptual que sirva de firme asidero para el desarrollo de un proyecto de indagación académicamente responsable y sostenido, así como de especificaciones conceptuales más que útiles para quienes pretenden iniciarse en el estudio de los temas tratados; también se podrá reparar en las decisivas elecciones que efectuaron los autores para conducir su esfuerzo de una forma metodológica apropiada y sin menoscabo de su objetivo de intervención primordial.» «[…] haciendo acopio de los recién revitalizados y, de alguna forma, renovados enfoques pedagógicos del constructivismo, del aprendizaje social y del conexionis-mo, con el conjunto de acercamientos metodológicos y conceptos a ellos asocia-dos, se revisan con detenimiento los antecedentes, los estado del arte y algunas aplicaciones de las estrategias de aplicación de las TIC en la educación superior, o bien, se analizan desde un acercamiento de la realidad compleja y sistemática las transformaciones resultantes de asumir como un factor real de cambio y mejora el uso de tales tecnologías.» GERARDO CORONADO
Sonographers in clinical education roles have an important role in developing clinical skills in sonography students. These skills include technical (psychomotor) skills, image interpretation skills and clinical decision-making (CDM) skills. CDM in clinical practice is important for the quality of clinical services. Although, there is well developed and a growing body of knowledge on CDM in the health and medical literature, there is a paucity of information that sonographers or sonography students can draw on to facilitate the development of decision-making skills in the clinical setting. We postulate that a framework or model of CDM can be useful in teaching and evaluating critical thinking and clinical reasoning in sonography students. CDM frameworks can help students and their supervisors organise their learning to solve clinical questions by providing guidance, organisation and sequencing of learning experiences, scaffolding of learning, building of existing knowledge and skills through new real life experiences and promotion of deep learning. This paper outlines and discusses the elements of a CDM framework and how it can be used to in the clinical setting to develop CDM skills and provide a structure for clinical teaching.
The main objective of this work is to present the design principles of educational video games under the paradigm of context learning using augmented reality technologies. This paradigm provides new challenges in the interactive experience, which help to create new mechanisms for the assimilation of educational contents for students..
Although there is ample research about Kolb's learning styles, few studies have examined their relationship with motivations to transfer, a concept used to assess whether the content and competencies learned through professional training activities are transferred to the workplace context. Ninety-six students (M=24.58 years old; 99% males) from three vocational training institutes participated in laboratory activities at the Renewable Energy Research Institute of the University of Castilla-La Mancha, Spain. They completed a self-administered questionnaire that included the Kolb's Learning Styles Inventory; two scales adapted to measure student motivation to transfer their learning from training experiences; and a scale of satisfaction with the activities. A correlation analysis showed positive and moderately strong correlations (r=.708; p<.01) between motivations to transfer and “the relevance of the activities to academic performance”. A discriminant analysis between transfer and learning styles revealed that the “Student training motivation” item resulted in a distinct difference between assimilators and convergers, explaining 97.1% of the model variance (Wilks’ λ=.459; χ2=21.028; Sig.=.002) and classifying 56.4% of the cases. A discussion is presented as to the implications of these results for the theory of learning styles and the ways in which the design of the educational activities described in the study can be improved.
ResearchGate has not been able to resolve any references for this publication.