Application Of Learning Theory Research Articles

Practitioner Safety and the Application of Learning Theory related to injury risk in Equine Physiotherapy: a Worldwide Survey

In the equine physiotherapy profession, similarly to the equine veterinary profession, there may be a high risk of occupational injury and preventive strategies, such as the application of learning theory (LT), may mitigate workplace injury frequency. The purpose of this study was to identify the frequency of occupational injury among equine physiotherapists and investigate the relationship between injury rate and knowledge of LT. An online survey was distributed, receiving 64 valid responses: of these, 51 were qualified veterinary physiotherapists working with equines and their data were taken forward for analysis. The mean injury frequency was 0.59±1 per year, with 36 respondents reporting at least one injury during their career. There was a moderate negative correlation (r=-0.34, 95%CI[-0.56,-0.07], p<0.05) between career length (in years) and injury frequency. The most common site of injury for practitioners was the lower limb (n=22) and the most common type of injury was bruising (n=32). Of the respondents who claimed the work activity they were performing significantly contributed to their most severe injury, six were carrying out equine hindlimb treatment at the time of injury. Knowledge of LT was poor: only 21 of respondents scored 3/9 or higher when tested on practical application of LT and 24 achieved a grade of 6/10 or higher on theoretical knowledge, with one respondent achieving 0/10. There was a moderate positive correlation (r=0.37, 95%CI[0.10,0.58], p<0.01) between veterinary physiotherapists’ theoretical knowledge scores and their self-evaluation of LT terminology scores. There was no significant correlation between scenario-based and theoretical LT scores and injury frequency. However, there was a weak negative correlation (r=-0.31, 95%CI[-0.54,-0.04], p<0.05) between self-evaluation of LT terminology scores and injury frequency. Due to the small number of responses, results from the present study are not representative of the target population. However, results nonetheless highlight a trend of high injury rates and low levels of understanding of equine learning. This is comparable to other equine-related professions, indicating the urgent need of research into better prevention and safety-enhancing strategies, which could reduce the rates of occupational injury and safeguard the welfare of both practitioners and equines.

Hubungan Teori Belajar dengan Pembelajaran Pendidikan Agama Islam

The aim of this research is to understand the importance of applying learning theories to Islamic Religious Education learning. The method used by the author is a literature review which takes sources from books, journals, articles, websites, etc. &amp; attempts to explain the application of learning theory so that it can produce changes in behavior towards students &amp; also its relationship with Islamic Religious Education learning. Based on the research results, it was found that the application of learning theory in PAI learning uses reinforcement, motivation, stimulus and practice. Meanwhile, changes in student behavior in a positive direction are motivated in learning, interactive, strengthening memory, and tolerance.

IMPLEMENTASI TEORI-TEORI BELAJAR DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

This study aims to find the concepts and types of learning theory, describe the application of learning theory in PAI learning, and analyze the advantages and disadvantages of learning theory in PAI learning. The method applied in this study is a qualitative research method with a type of literature review. The result of this study is the concept of learning theory’s' was a theory that is used in the learning process in the classroom and outside the classroom that begins with designing the proper method. Various learning theories are Behavioristic, Cognitive, Constructivist, and Humanistic. Its application in PAI learning is that behavioristic theory makes it easier for educators and students in learning process. The cognitive theory implementation in PAI learning can also manifest noble character in students by adhering to the base sources of Islamic teachings. The application of constructivist theory in learning can be done through the five senses, experience, and the environment that will give birth to new knowledge constructions. At the same time, this humanistic theory can be used as a role model in PAI learning to humanize humans. Every theory applied in the PAI learning process certainly has advantages and disadvantages. The advantages and disadvantages of each approach in its application in PAI learning allow an educator to use all theories in a lesson, its goal is to complement one theory with other.

Application of Learning Theory in the 5-1-2 Pattern MBKM Curriculum at the Al-Fatimah Islamic Institute of Bojonegoro

Application of Learning Theory in the 5-1-2 Pattern MBKM Curriculum at the Al-Fatimah Islamic Institute of Bojonegoro

Developing Medical Students as Educators: A Course Applying Teaching and Learning Theory to Question Writing.

There is a need for formal students-as-teachers education with authentic application. We report on a course that teaches and models effective educational theory. Students applied theory by writing questions with answer explanations which were incorporated into an online educational platform used by first-year medical students.

Kolb Meets Quality: Applying Learning Theory to a Process Improvement and Safety Curriculum.

The healthcare landscape is changing, and the Accreditation Council for Graduate Medical Education has recognized the importance of training our physician workforce to demonstrate competency in quality, safety, and process improvement. In the renewal of our quality improvement and patient safety curriculum, we set out to create an impactful and relevant course of study using adult learning theories as a scaffold to design the curriculum and inform our teaching methods. In this Perspective, we describe a few key learning theories and demonstrate how we have used them in the teaching of quality improvement and patient safety concepts. Our intent was to create a curriculum that could equip the next generation of physicians with the knowledge, skills, and attitudes they will need to adapt to the changes they face in practice and improve their work environments.

Defragmenting Learning.

In the 1990s, language acquisition researchers and theoretical linguists developed an interest in learning mechanisms, and learning theorists rediscovered the verbal learning tradition. Nonetheless, learning theory and language acquisition continued to develop largely independently, which has stymied progress in both fields. However, exciting progress is happening in applying learning theory to language, and, more recently, in using language learning data to advance domain-general learning theory. These developments raise hopes for a bidirectional flow of information between the fields. The importance of language data for learning theory and of learning theory for understanding language is briefly discussed.

Utilization of humor and application of learning theory: Perspective of nursing students

BackgroundHumor is one of the teaching strategies that is least utilized by the Nursing teaching faculty that involve the students in active learning with fun and fruitful learning. There are different ways of utilization of humor in the classroom like jokes, cartoons, amusing stories, comedy, and the use of animated pictures. ObjectiveTo explore the perceptions of nursing students regarding the use of humor as a teaching strategy in the classroom. And, to what extent the cognitive and affective theories are related to the humor strategy. Study designQualitative explorative design. Setting of the studyThe study was conducted in a private college of nursing in Islamabad, Pakistan. Participants of the studyThe participants of the study were students of Bachelor of Science nursing. MethodologyThrough purposive sampling, eight participants were interviewed until the data saturation. Each interview was of 20 to 35 min duration. Conventional content analysis was used for data analysis. ResultThe four main categories that emerged from this study include: Experiences of different types of humor, Cognitive impacts of humorous activities, Affective impact of humorous activities, and suggestions for faculty to use Humor as a Strategy. ConclusionIt is clear that the usage of humor as a teaching strategy enhances the cognitive and affective level of complexity that enables students to be more relaxed, developed interest, and paid more attention in class to create a positive atmosphere.

Role Model Pembelajaran Kooperatif Jigsaw Melalui Filsafat Pendidikan Islam

A teacher who is still primarily focused on themselves is to blame for the less effective learning process. Problems arise as a result of this, according to numerous perspectives of educators. Some of the outcomes cause students to take a passive role in their education. This study is one step in a larger investigation on how best to apply learning theories, techniques, and strategies. This study employs a descriptive quantitative methodology using procedures for gathering data from surveys and interviews. Online surveying was done using a Google form. The study's findings regarding the application of the jigsaw-type cooperative learning role model in Islamic Education Philosophy courses revealed that students believed it was very interesting and not boring, and that it could assist students in finding solutions to issues during lectures. A discussion-based learning environment was also mentioned by students, who felt that their relationship with the professor was less personal as a result of their reluctance to voice their thoughts. And some other students are courageous enough to voice their opinions. Some students, among others, completed the assignment with complete accountability.

Underpinning Learning Theories of Medical Educational Games: A Scoping Review.

Gamification is the process of game thinking and game mechanics to attract learners and solve problems. It is a unique growing phenomenon in education and training programs. Educational games, by application of game design and game elements in learning environments, motivate students to learn and improve the teaching and learning process. Herein, this scoping review presents an overview of the theoretical underpinnings of gamification that is crucial in understanding the theoretical pillar of successful educational games. This scoping review follows Arksey and O'Malley's stages of scoping review. In this review, the gamification in medical education articles that implicitly or explicitly presented underpinning learning theories of gamification in medical education was retrieved. So, keywords such as gamification, learning theories, higher education, and medical education were searched in Scopus, PubMed, WEB OF SCIENCE, EMBASE, ERIC, and Cochrane Library from 1998 to March 2019. The search indicated 5416 articles which were narrowed down by title and abstract relatedness. 464 articles entered the second phase of the study and after reviewing their full text, finally, 10 articles which were explicitly and implicitly reported the underpinning learning theories remained. Gamification is a strategy using game design techniques for non-game experiences for more effective learning and provides a more attractive environment for teaching and learning. Designing gamification based on learning theories (behavioral, cognitive, and constructivist), makes them more efficient, and the application of learning theories in designing gamification is recommended.

Effectiveness Implementation of Gagne's Learning Theory with Combination Problem-Solving Approach to Ability Think Critical Student

21st century education requires students to have various abilities and skills including critical thinking. For this reason, it is necessary to apply learning theory in shaping students' thinking ability activities. This study aims to determine the effectiveness of learning mathematics through Gagne's Learning Theory with a combination of Problem Solvers at SMP Negeri 55 Surabaya. The subjects of this study were 36 students of class IX-E at SMP Negeri 55 Surabaya. The type of research used is quantitative descriptive research. Learning instruments and tools in learning used are lesson plans, worksheets, learning completeness results questions (test questions), student activity observation sheets, teacher ability observation sheets to manage learning, and student response questionnaires. The results of the study show that: (1) student activity during learning is in the active category; (2) the teacher's ability to manage abstract learning is very good; (3) Many students achieve 91% completeness with an average score of 3 for the indicator of critical thinking skills; and (4) student response to the learning process is very positive. The results of the study can be concluded that the application of Gagne's Learning theory with a combination of Problem Solving is effectively used in learning mathematics because it meets all the criteria for learning effectiveness.

MENGENAL TEORI KOGNITIF SOSIAL ALBERT BANDURA DAN IMPLIKASINYA DALAM DUNIA PENDIDIKAN

Talking about education never be separated from terminology of education psychology. One of theories in relation with this topic is beaviorism learning theory.The beaviorism concept is elaborated by Albert Bandura in social cognitive theory.For him,most ofhuman learning occurs in social environment. In contacting with others, the man gets the knowledges, rules, skills, strategies, convictions and attitudes. At the same time,the man also sees the models, by those they will learn the advantage, conformity and the results of those behaviours. So, individuals act upon their convictions about their capabilities and the expected results from their acts. In this writing, Emanuel Haru will go further in presenting some constucts of social cognitive theory of Albert Bandura. The way of learning concept, modeling process, its effect on learning and performance, goal and expectation, self eficacy and the application of learning theory in education realm.

Dynamics of Piaget’s Cognitive Learning Approach and Vygotsky’s Sociocultural Theory in Different Stages of Medical and Allied Health Education

The two learning theories which were evidently used in medical education include cognitive and sociocultural frameworks. The interplay of different learning theories in education is vital since most of the existing theories have specific focus of development. In addition, a certain theory is best fit with a particular learning outcome and audience profile. The application of learning theories is education is said to be dynamic and becomes more complex with increasing educational level. This systematic review aims to describe the possible shift from integration of cognitive learning theory to employment of socio-cultural approach in medical and health-allied education over the years among students, educators and the learning institution through systematic review following the PRISMA guidelines. In addition, the changes in teaching modality and individual acceptance of the shift of learning framework among cognitive constructivist and social constructivist will also be documented. This present review may serve as baseline information on the connection of two widely used theories in medical education in different year levels. Further, this study emphasizes the significance of the alignment of different learning theories and combination of insights from several educational frameworks, would permit the creation of a teaching/learning design with real theoretical depth. A more inclusive systematic review is necessary to involve more related studies, and exploration of interaction among other learning theories in health and other fields of study is encouraged.

Scope and Application of Learning Theories in the Delivery of Medical Education

Learning is a complex process and refers to the acquisition of new knowledge, comprehension, skills, attitude, behaviors, values, and preferences. Learning theories have been proposed to explain how students receive, process, and retain knowledge. These theories differ from each other based on the underlying principles. Being medical educators, we should have an understanding of each of the learning theories, so that instead of taking sides with one specific theory, we should be broad enough in our vision to accept and employ them based on the nature of the educational experience. To conclude, it is vital that medical teachers should be aware of how students learn, and this aspect can be understood by knowing about different learning theories. Further, we must understand that there is an overlap between educational theories and they complement each other, and thus we should not consider them in isolation.

Equipping graduates with future-ready capabilities: an application of learning theories to higher education

ABSTRACT Educators are responsible for developing generic graduate capabilities, but the theoretical justification for teaching techniques is infrequently articulated. This conceptual paper aims to provide theory-informed principles to guide teaching practice in developing future-focused generic capabilities. The paper describes future-focused generic capabilities and then considers how cognitive constructivist, transformational and social learning theories inform the development of these capabilities. From these theories, four principles (4Es) for teaching generic capabilities are identified: students need to 1) be Enthused to develop personally relevant generic capabilities, 2) have opportunities to Explore by intellectually and emotionally connecting learning to processes, topics and situations, 3) develop by purposefully Extending their capabilities within varied and progressively more complex contexts, and 4) be given opportunities to Exhibit their capabilities. We contend that the development of generic capabilities can be informed by this set of principles. By unearthing and researching them, educators can become more versatile, informed, and impactful.

The use and application of learning theory in learning analytics: a scoping review

Since its inception in 2011, Learning Analytics has matured and expanded in terms of reach (e.g., primary and K-12 education) and in having access to a greater variety, volume and velocity of data (e.g. collecting and analyzing multimodal data). Its roots in multiple disciplines yield a range and richness of theoretical influences resulting in an inherent theoretical pluralism. Such multi-and interdisciplinary origins and influences raise questions around which learning theories inform learning analytics research, and the implications for the field should a particular theory dominate. In establishing the theoretical influences in learning analytics, this scoping review focused on the Learning Analytics and Knowledge Conference (LAK) Proceedings (2011–2020) and the Journal of Learning Analytics (JLA) (2014–2020) as data sources. While learning analytics research is published across a range of scholarly journals, at the time of this study, a significant part of research into learning analytics had been published under the auspices of the Society of Learning Analytics (SoLAR), in the proceedings of the annual LAK conference and the field’s official journal, and as such, provides particular insight into its theoretical underpinnings. The analysis found evidence of a range of theoretical influences. While some learning theories have waned since 2011, others, such as Self-Regulated Learning (SRL), are in the ascendency. We discuss the implications of the use of learning theory in learning analytics research and conclude that this theoretical pluralism is something to be treasured and protected.

Piloting a Faculty Development Program in a Rural Haitian Teaching Hospital.

Background:Faculty development for nurse and physician educators has a limited evidence base in high income countries, and very little research from low- and middle-income countries. Health professions educators in many global settings do not receive training on how to educate effectively.Objective:To pilot and assess a faculty development program aimed at nurse and physician educators at a teaching hospital in rural Haiti.Methods:We developed a program covering a total of 22 topics in health professions education, including applied learning theory as well as nurse and physician targeted topics. We assessed impact through participant assessment of personal growth, participant evaluation of the program, knowledge testing pre and post program, and structured observations of program participants providing teaching during the program.Findings:Nineteen out of 37 participants completed the program. While participant reviews were uniformly positive, a pre- and post-test on general educational topics showed no significant change, and the effort to institute observation and feedback of teaching did not succeed.Conclusions:Our project showcases some benefits of faculty development, while also demonstrating the challenges of instituting faculty development in situations where participants have limited time and resources. We suspect more benefits may emerge as the program evolves to fit the learners and setting.

The Happiness Atmosphere In Classroom As Medium Of Process Foreign Language Teaching

This study aims to determine the results of the teaching process in the classroom with the approach and design of learning happiness atmosphere in classroom which aims to increase mastery of a foreign language (English). This study used a qualitative descriptive method with data collection stages such as data collection steps including setting research boundaries, collecting information through observation, structured (or semi-structured) interviews, documents, visual materials, documenting the results of information in the field . The object of this research ware semester I students who toke speaking I courses at University of Ibrahimy. The stages and teaching in this class were used multiple methods in the stimulus so that students feel happy and happy in class. The research was used student-focused learning approach (student center). The learning model applied were CTL, Communicative approach, feedback review, discussion and natural learning. In the process of learning foreign language mastery in class, students were allowed used bilingual when having difficulty in vocabulary, students were allowed to directly ask their friends when they have difficulties and other friends were advised to provide feedback on their friends' questions, The final results obtained from the learning process with the application of the happiness atmosphere in the classroom turned out to be very positive results and the students were happy, accustomed to the teaching process and continued to apply learning theory to achieve appropriate success.

Virtual Learning in Graduate Medical Education: Applying Learning Theory for Effective Educational Videos.

Virtual Learning in Graduate Medical Education: Applying Learning Theory for Effective Educational Videos.

Implementation of the Arizona Pain and Addiction Curriculum: Findings and Implications From a Statewide Evaluation.

Purpose: The U.S. is struggling with dual crises of chronic pain and opioid overdoses. To improve statewide pain and addiction care, the Arizona Department of Health Services and 18 health education programs collaboratively created the evidence-based, comprehensive Arizona Pain and Addiction Curriculum which includes a Toolbox for Operationalization with adult learning theory applications and an annual program survey to assess curriculum implementation. The purpose of this study is to analyze the first year's survey data to better understand the implementation of a novel curriculum across all programs in the state.Materials and Methods: Program surveys were sent 6 months after curriculum publication to all 18 health education programs in Arizona to assess the 6 Ds of curriculum implementation: Degree of implementation, Difficulty of implementation, Delivery methods, Faculty Development, Didactic dissonance and Discussion Opportunities.Results: Responses from all program types (14/18 programs) indicated that there was widespread implementation of the curriculum, with 71% reporting that all ten Core Components had been included in the past academic year. The majority of programs did not find the Components difficult to implement and had implemented them through lectures. Seventy-seven percent of programs did not have a process to ensure clinical rotation supervisors are teaching content consistent with the curriculum, 77% reported not addressing student's didactic dissonance, and 77% of programs did not report asking students about their interactions with industry representatives.Conclusion: In < 1 year after creation of the Arizona Pain and Addiction Curriculum, all program types reported wide implementation with little difficulty. This may represent a first step toward the transformation of pain and addiction education, and occurred statewide, across program types. Further focus on didactic dissonance, problem solving and faculty development is indicated, along with systematic education on pharmaceutical and industry influence on learners. Other programs may benefit from adopting this curriculum and may not experience significant challenges in doing so.