Availability Of Learning Resources Research Articles

EDUCATION REFORMS TOWARDS 21ST CENTURY SKILLS: TRANSFORMING STUDENTS’ LEARNING EXPERIENCES THROUGH EFFECTIVE LEARNING ENVIRONMENTS

This paper reviews literature on learning environments with a view to making recommendations on how teachers could create effective and high-quality learning environments that provide learners with transformative learning experiences as they go through the process of education. An effective learning environment is critical because quality education, which is essential to real learning and human development, is influenced by factors both inside and outside the classroom. Learning institutions have a responsibility to create an effective learning environment that is capable of mitigating the factors that can impede students’ learning as they also enhance those that promote learning. The qualities of a learning environment such as leadership style, physical and psychological security, availability of learning resources, curriculum content, objectives, models of curriculum delivery, assessment and the school culture contribute significantly to student learning either positively or negatively depending on how they are shaped. This implies that teachers have an awesome responsibility of establishing structures that systematically address these qualities to ensure that learning institutions promote individualized learning that is inclusive of all learners. The paper recommends reforms in education with a view to ensuring that learning environments provide learners with opportunities that enable them to go through transformative learning experiences that nurture them with the desire for lifelong education. Article visualizations:

Designing an educational tool to revitalise woven textile mending

Purpose Because of advances in woollen woven textile manufacture, the occurrence of industrial textile mending has diminished. While the demand for the skill is still present in certain settings, the availability of learning resources is limited relating to this particular craft. The purpose of this paper is to design and produce an effective educational learning tool to teach mending skills. Design/methodology/approach To address the aims of this dissertation project, bricolage methodology and qualitative research methods have been used. Using the findings from primary and secondary research, the educational, instructional video was developed to document and display the mending craft practice in a format that would endure and be accessible to anybody who wished to learn. After determining that the ability to understand woven pattern structures was key in learning mending skill, the visual tool was developed using two-dimensional woven structure diagrams and animations to train pattern comprehension and recognition. Findings The results of educational video tool testing confirmed that using two-dimensional animated diagrams of woven structures was an effective method to teach pattern comprehension. Also, it was found that the trainee’s participation in the instructional video was effective in helping to teach other learners mending skills. The structure of the educational video made the learning more organised and comprehensible, as it assisted in the learning process through the combined media that reiterated the same information in different formats. Originality/value Design technology was applied to provide a comprehensible educational resource that could be used to learn and revitalise mending skills. The principles and methods applied in this resource could be adapted to teach different textile disciplines or other craft practices.

Learning environment and emotional well-being: A qualitative study of undergraduate nursing students

BackgroundStudents can experience multiple stressors during their academic life which have an impact on their emotional health and academic progress. PurposeThis study sought to explore students' understanding of and factors affecting their emotional well-being in an undergraduate nursing programme at a private nursing institution in Karachi, Pakistan. MethodIn this qualitative study, data were collected through individual semi-structured interviews using a self-designed guide from 16 participants in total, drawn from various years of the selected undergraduate programme. FindingsParticipants noted that the quality of the ‘learning environment’ was a key influence on their emotional well-being. They highlighted faculty role and teaching approaches, academic expectations and availability of learning resources as important factors that affected their emotional well-being as well as their academic performance. Institutional support was also deemed important. Factors associated with a ‘hidden curriculum’ were found to be a threat to students' emerging sense of professionalism. ConclusionSuggestions are given as to how the learning environment in the nursing programme under study can be improved to take into account students' emotional well-being. Emphasis needs to be laid on developing supportive faculty role to provide conducive learning environment and professional development of students. Efforts to develop stress-free academic environment with supportive institutional policies need to be considered.

PEMANFAATAN SUMBER BELAJAR DALAM PROSES PEMBELAJARAN

Learning resource is anything tangible objects and people that can support learning so as to include all possible sources can be utilized by faculty in order to study the behavior occurs. factors that encourage students and faculty in selecting and utilizing a variety of learning resources, namely: (1) Internal is awareness, motivation, interests, abilities, and comfort within the user, and (2) External is the availability of learning resources, variations learning resources, the quantity of learning resources, the quality of learning resources, ease of access to learning resources, forms and types of learning resources, learning, space, human resources, as well as the traditions and the prevailing system of educational institutions. There is a tendency to use a variety of learning resources in the educational unit is influenced by two main factors, namely internal factors and external factors. Internal factors are the dominant influence awareness, passion, interests, abilities, and comfort in the user himself. In terms of external factors that influence the availability of varied learning, learning resources quantity, ease of access to learning resources, learning, space, human resources, as well as the traditions and the system being applicable in educational institutions.

Two studies of the empirical basis of two learning resource-oriented motivational strategies for gifted educators

Two learning resource-oriented motivational strategies for gifted educators are introduced: a homeostatic orientation that aims for balance and an allostatic orientation that aims at growth. In order to establish the empirical basis of these motivational strategies, two studies were conducted with samples of students from a specialized post-secondary business school who were enrolled in grades 11–13. Study 1 focused on the empirical basis of the homeostatic orientation. It was shown that the availability of learning resources is associated with two forms of balance within an actiotope: robustness and resilience. Furthermore, it could be shown that the effects of exogenous learning resources on robustness and resilience are mediated by endogenous learning resources. The focus of Study 2 was the empirical basis of the allostatic orientation. It was shown that the availability of learning resources is associated with various indicators of growth of an actiotope. Similarly to Study 1, the effects of exogenous learning resources on outcome variables representing the growth of an actiotope were mediated by endogenous learning resources. Thus, evidence suggests that a homeostatic orientation as well as an allostatic orientation are valid motivational strategies for gifted educators.

A Blended Approach to Learning in an Obstetrics and Gynecology Residency Program: Proof of Concept.

ProblemGraduate medical education programs are expected to educate residents to be able to manage critically ill patients. Most obstetrics and gynecology (OB/GYN) graduate medical education programs provide education primarily in a didactic format in a traditional face-to-face setting. Busy clinical responsibilities tend to limit resident engagement during these educational sessions. The revision of the training paradigm to a more learner-centered approach is suggested.InterventionA blended learning education program was designed and implemented to facilitate the teaching and learning of obstetric emergencies, specifically diabetic ketoacidosis and acute-onset severe hypertension in pregnancy. The program incorporated tools to foster a community of inquiry. Multimedia presentations were also utilized as the main modality to provide instruction. The blended learning course was designed in accordance with the cognitive theory of multimedia learning.ContextThis intervention was carried out in the Department of Obstetrics and Gynecology, Southern Illinois University. All 15 OB/GYN residents were enrolled in this course as part of their educational curriculum. First, face-to-face instructions were given in detail about the blended learning process, course content, and online website. The residents were then assigned tasks related to completing the online component of the course, including watching multimedia presentations, reading the resources placed online, and participating in online asynchronous discussions. The course culminated with a face-to-face session to clarify misconceptions. Pre- and postcourse quizzes were administered to the residents to assess their retention and understanding.OutcomeObjective analysis demonstrated significant improvements in retention and understanding after participating in the course. The blended learning format was well received by the residents. Resident perception of social presence in the asynchronous online discussions was demonstrative of low scores relating to peer-to-peer interaction. The multimedia presentations and the availability of learning resources were well received.Lessons LearnedOutcomes of this study suggest that blended learning is a viable tool to support teaching and learning of obstetric emergencies in an OB/GYN residency program.

English

This study aimed at investigating grade four students learning at Jimma town, Ethiopia. A cross sectional survey method was employed. Students, teachers and principals were participants of the study. Standardized tests, questionnaire, interview and observation were the instruments used to collect authentic information from the research participants. The collected data were analyzed quantitatively using various statistical techniques and qualitatively categorizing it in to different themes to substantiate the numerical data. The result indicated that students’ learning achievement was inadequate in two key subjects namely English and Mathematics which are the core subjects in all education levels of the country. Moreover, there was immense gap among schools and across subjects in students’ performance. The major reasons identified were students’ background (family socioeconomic status and educational level and mother tongue), students’ interest and attitudes towards key subjects (English, Mathematics, Environmental Science and Mother tongue), availability of learning resources and support from school and the families/guardian. From the factors, the most prominent ones are issues related with their home related problems and utilization of the available resources. Thus, researchers recommended that relentless effort should be exerted by all stakeholders to bring students to the level expected of them as stated in the curricula. Key terms: Assessment, learning assessment, key subjects.

Computerised provider order entry and residency education in an academic medical centre

Many academic medical centres (AMCs) have introduced institutional policies, changed processes of care and implemented new technologies to improve health care quality. The impact of such changes on medical education has received little attention. We examine the impact of computerised provider order entry (CPOE) on the educational experiences of medical trainees who work and train in AMCs. We conducted semi-structured interviews of postgraduate trainees and attending physicians in internal medicine at five AMCs (two with CPOE, three without CPOE). Trainees routinely rotate from CPOE to non-CPOE AMCs, whereas some attending physicians work at both types of AMC and are therefore well positioned to reflect on differences between CPOE and non-CPOE learning environments. Data collection and analysis used grounded theory methods. We sampled purposively until we achieved theoretical saturation. Our study included 11 residents and six attending physicians. Computerised provider order entry had both positive and negative impacts on five aspects of postgraduate training: (i) learning (better for medication interactions and availability of learning resources; worse for learning medication doses); (ii) teaching (more medication information available to enhance case discussions; fewer face-to-face teaching opportunities); (iii) feedback (improved ability to observe medication ordering behaviours to inform feedback; less provision of direct feedback); (iv) clinical supervision (facilitates efficient and safe supervision from a distance; may impede trainee independence), and (v) trainee assessment (increased opportunity to assess clinical decision-making and organisational skills). We identify five key educational themes that are positively and negatively impacted by CPOE. These themes form a conceptual framework that could be applied to define the educational impact of other health care quality and patient safety practices. This will help educators to identify educational opportunities and protect the safety of the training experience of residents in AMCs.

Mathematics achievement in middle school level in Pakistan

PurposeThe general objective of this paper is to investigate the mathematics achievement of middle grade students in Pakistan. Specifically: to determine whether mathematics achievement varies systematically across students and schools; to what extent the mathematics curriculum and frameworks are implemented in schools; to what extent gender and location account for differences in mathematics achievement (at item and test scores levels); to what extent student demographics, home background, and homework variables predict mathematics achievement; to what extent schools' physical and academic resources predict mathematics achievement; and to what extent student‐ and school‐level variables interact to predict achievement indirectly.Design/methodology/approachThe approach was to undertake a quantitative survey of 14,440 students from 770 schools across the country. The analytic strategy included item‐level Rasch analysis, DIF analysis across gender and regional location, and MLM analysis to test various student‐ and school‐level models.FindingsRasch analysis indicated that students were able to pass low‐rigour items requiring simple mathematical skills. The DIF analysis indicated that items favouring female students in either content domain belonged to knowledge of concepts to recall basic facts, terminologies, numbers, and geometric properties. Items favouring male students in either domain belonged to the problem solving level. MLM analysis revealed that at the student level, gender, location, and some home background and homework variables contributed towards mathematics achievement. At the school level, availability of learning resources and better physical facilities were found to be associated with increase in achievement scores.Research limitations/implicationsOnly a few major variables with policy and research implications were tested to keep the interpretations clear and simple. The next stage of this study could examine the more complex pattern of relationships and interactions among relationships for subgroups.Practical implicationsThe study has implications for a review of the gender gap in school enrolment, the national curriculum for mathematics, homework policy, the role of regional languages as a medium of instruction in schools, the provision of school resources, and learning aids in schools.Originality/valueThe paper shows that the estimated models were successful in explaining the variation in average achievement in terms of proportion of variance explained and significance of estimates of the effects.

STRATEGI BELAJAR BERBASIS ANEKA SUMBER

The advancement of information and communication technoloy has significant impacts into all aspects of human life including in education. The teachers and the text books are not the only learning resources for the student any more. As there are abundant informations available for students to meet their learning needs. The informations are presented in various media and easy to access. Teaching and learning process at the education institutions should be adjusted to the availability of learning resources. This article discussess Resource Based Learning (RBL) by clarifying the concept, describing how to implement of RBL and showing the example of RBL implementation in Indonesia. It concludes that RBL can solve a number of learning problems particularly in long life education. Therefore, as early as possible everybody should learn how to learn by using RBS.

Poverty History, Marital History, and Quality of Children's Home Environments

Analyses of the consequences of poverty often treat poor children as a single, homogeneous group. We study relations among depth or timing of poverty, mother's marital history, and quality of the home environment for children aged 6-9, using data from the National Longitudinal Survey of Youth. HOME scores increased markedly with income up to three times the poverty line, particularly for cognitive stimulation. The benefits of having a married mother were larger among children who were not poor than among poor children, particularly for emotional support. Recent poverty was associated with deficits nearly as largely as long-term poverty. However, poverty early in life had no effect on HOME scores at assessment. Key Words: children, cognitive development, family structure, home environment, poverty. Many studies have documented the health and developmental disadvantages experienced by poor children in the United States (Carnegie Task Force, 1994; Duncan & Brooks-Gunn, 1997; Klerman, 1991; Sherman, 1994). For example, developmental outcomes such as children's aptitude test scores (Baker & Mott, 1992; Korenman, Miller, & Sjaastad, 1995; Luster & Dubow, 1992; Smith, Brooks-Gunn, & Klebanov, 1997), elementary school performance (e.g., Bradley & Caldwell, 1984; Bradley, Caldwell, & Rock, 1988), and socioemotional development (Baker & Mott, 1992) are all notably lower among poor children than among children who are not poor. Aspects of the child's home environment, such as parenting practices and the availability of learning resources, are highly correlated with both poverty status (Baker & Mott, 1992; Garrett, Ng'andu, & Ferron, 1994) and developmental outcomes (Korenman et al., 1995; Miller, 1996; Smith et al., 1997). Hence the quality of the child's home environment may act as an important mediating factor between poverty and measures of child wellbeing. In addition, there are large differences in the extent of poverty according to mother's marital history (Hogan & Lichter, 1995; McLanahan & Casper, 1995; Miller, 1996). Several studies have shown that the mother's marital status is also an important determinant of the quality of the home environment (MacKinnon, Brody, & Stoneman, 1982; Menaghan & Parcel, 1995). Children whose mothers are divorced or have never been married are worse off than those whose mothers are married. Because marital history affects both the risk of poverty and the quality of children's home environments, it is important to disentangle the respective contributions of poverty and marital history to the quality of children's home environments in order to design appropriate interventions to improve the well-being of children. The consequences of poverty for the wellbeing of American children are of considerable concern because annual child poverty rates in the early 1990s were as high as 25% (U.S. Bureau of the Census, 1993). Between 40% and 50% of American children born in recent years are expected to be poor at some point before reaching adulthood (Ashworth, Hill, & Walker, 1994; Miller, 1996). Children whose mothers remain married throughout their early childhood have a lower risk of experiencing poverty than do children with other types of family histories. According to estimates from the National Longitudinal Survey of Youth (NLSY), only one third of the children whose mothers were married both at the time of the child's birth and when the child was in early elementary school were poor at some time during childhood, compared with more than 90% of children with never-married mothers and 80% of children whose mothers became divorced during that interval (Miller, 1996). The high poverty rates for children of never-married mothers are a consequence of both relatively low rates of laborforce participation and lower average wages due to lower rates of school completion among these mothers (McLanahan & Casper, 1995). …

The Bmas Basic Course: A Consumer Survey

A postal questionnaire was sent to all participants at the basic medical acupuncture courses for doctors organised by the British Medical Acupuncture Society (BMAS) over a 12 month period. There was a 78% response to this. The answers showed that 95% of GPs attending a course were using acupuncture as a treatment at least once a week, but 39% of hospital doctors had not practised acupuncture after their course. Point finding and the treatment of musculoskeletal pain were considered to be the most useful subjects in the course, while auricular and electro- acupuncture were the least popular. Those who had joined the BMAS thought that the most important functions of the Society were meeting other medical acupuncturists, attending further courses, and this Journal. The least important were accreditation and the availability of learning resources.