Different Types Of Learners Research Articles

Digital tools in residency and continuing medical education within the framework of adigital media concept

There are currently many online resources for medical education during residency and beyond in anesthesiology, intensive care, pain, emergency and palliative medicine. From traditional textbooks and in-person events to learning platforms, apps, podcasts, simulation training and even virtual reality, there are many ways to supplement traditional residency curricula and continuing medical education. The coronavirus disease 2019 (COVID-19) pandemic has been instrumental in making medical education content more accessible and, among other things, accelerate the transfer of knowledge.To include all colleagues in the goal of life-long learning using these modern tools, we recommend the development of adigital media concept that is individually tailored to each department of anesthesiology. First, the goals of the department should be defined, e.g., can existing teaching materials be made more digitally accessible for asynchronous learning? Then, department resources should be compiled, e.g., what learning platforms are already being used and if and how social media should play arole? One or more persons should be named responsible and maintain the new concept. In this context, it is essential to develop quality criteria to properly assess the digital content.With the support of the department, conventional teaching methods can be combined with new digital possibilities in residency education and beyond. In this way, individual shift models, various levels of participation in live teaching events and different types of learners can be taken into account. These diverse digital tools can enrich the training and further education of every team member in an anesthesiology department and will accompany us well into the future.

Lifelong learning in cardiology: success through innovation : Use of e-learning in further education and training

Lifelong learning in cardiology is essential, as treatment standards, technologies and drug treatment are constantly evolving. In this respect e‑learning plays acentral role, enabling doctors to flexibly and efficiently expand their knowledge. There are various offerings, from medical students and specialist training to highly specialised expert knowledge. The e‑learning platforms have become an indispensable tool in specialist training. Another concept is the combination of face-to-face teaching and e‑learning, known as blended learning. This is particularly effective in medical training. These models enable flexible preparation and follow-up and appeal to different types of learners. Overall, e‑learning offers avaluable resource for flexibly and efficiently acquiring knowledge and keeping up to date.

Gamifying Teacher Education with FantasyClass: Effects on Attitudes towards Physics and Chemistry among Preservice Primary Teachers

This study investigates the impact of structural gamification, using the digital platform FantasyClass, on the attitudes and motivation of preservice primary education teachers towards physics and chemistry. Employing a mixed-methods approach, the research combined quantitative and qualitative data collection and analysis involving 65 second-year university students over a 14-week course. The quantitative component was framed within a quasi-experimental pre-post design, allowing for the comparison of students’ attitudes and motivations before and after the gamified intervention. The qualitative component was designed to complement the quantitative findings. Quantitative analysis revealed significant improvements in students’ perceptions and motivation, with notable increases in positive attitudes towards these sciences. Qualitative data further highlighted enhanced interest and enjoyment, with students reporting greater engagement and a shift in their perception of physics and chemistry as accessible and enjoyable. The study also noted an increase in self-confidence among future teachers and improved teaching self-efficacy. The findings suggest that integrating gamification in initial primary science teacher education can effectively foster more favorable attitudes, enhance motivation towards science, and improve teaching confidence. Future research should explore long-term impacts, as well as personalized gamification approaches to cater to different types of learners and maximize educational effectiveness.

Interaction between overconfidence effects and training formats in nurses’ education in hand hygiene

BackgroundUndergraduate training in hand hygiene is a keystone of infection control. Several studies have shown overconfidence effects in hand hygiene practices, which can impair metacognition. We hypothesized that overconfidence might be prevalent in the early education stages of nursing students and that these effects could be reduced through frequent interactive learning formats, such as learning groups.MethodsWe conducted a multicenter cross-sectional questionnaire with 196 German nursing students, including general, surgical, and anesthetic nursing specializations.ResultsOverconfidence was observed in nursing students across all specialties and years of education. The cluster analyses showed three different types of learners: two characterized by overconfidence and one demonstrating justifiable confidence. Furthermore, the moderation analysis indicated that providing feedback and promoting metacognition regarding students’ learning achievements could mitigate overplacement, particularly through the frequent implementation of interactive teaching formats.DiscussionDespite some limitations, these findings highlight the prevalence of overconfidence effects in nursing students, the presence of different learning profiles, and the importance of incorporating feedback within interactive learning formats concerning hand hygiene. Accordingly, educators need to be trained and supervised to deliver these learning formats and provide feedback to students effectively.

Puzzling Over Patterns

Social scientists in the United States face impacts of legislative attacks on critical thinking in classrooms from K-12 through college. Reduction and removal of content and pedagogy designed to develop and discuss critical thinking present challenges for anthropologists by increasing inequality in access and engagement for learners at all levels. Community engagement and creative problem solving can inform the development of learning opportunities for people who process and approaching complex problems differently. Puzzling, when used in learning processes, can increase inclusivity to facilitate learning data analysis skills with different types of learners. Activities like these allow for involvement in analysis and interpretation of data and add to anthropologists’ toolkits to learn, systematize, explain, and use social science informed knowledge.

Equality and Diversity in Learning through Differentiated Instructions

Calls for effective instructional strategies persist to appropriately address the diverse learning needs of learners through differentiated instruction, despite numerous futile attempts to raise teaching and learning standards globally and with the growing zeal towards equality and diversity of all learners in today’s classrooms. In order to satisfy the aspirations and requirements of every learner, this presentation will explain the meaning, justification, legislation, and principles of equality and diversity. It will also provide guidance to educators and other stakeholders on utilizing differentiated instructions to promote equality in educational environments. The presentation explores various frameworks, as evident in the literature and global surveys, unanimously acknowledging that each learner learns differently. This recognition gave rise to the theory of differentiated instruction, which considers individual learner differences in modifying the type of content delivered, the assessments conducted, the sequence of content delivery, and/or various other learner characteristics. In order to promote equality among all different types of learners, the presentation clarifies the concept of differentiated teaching and offers suggestions for its implementation in inclusive classroom settings. In conclusion, the presentation underscores current equality or inclusive practices and the roles and solutions that differentiated teaching may play in helping all diverse learners across educational environments.
 Keywords: equality, diversity, differentiated instruction, learning

Assessment of Learning Styles Using Kolb’s Learning Style Inventory among Medical College Students: A Cross-sectional Study

Introduction: Technology has become increasingly integral in medical education, especially with the implementation of newer Competency Based Medical Education (CBME) curricula. Blending conventional methods with e-learning and ensuring its effectiveness in supporting student learning requires effort and consideration. In this regard, Kolb’s learning styles, introduced in 1984, can be helpful in identifying different types of learners within the student population and tailoring teaching methods accordingly to enhance student outcomes. Aim: To assess the learning styles of medical students using Kolb’s Learning Style Inventory, version 3.1, and to compare the learning styles with the year of study. Materials and Methods: A cross-sectional, questionnairebased study was conducted in the Department of Pharmacology, Terna Medical College, Navi Mumbai, Maharashtra, India. on 194 first and second Bachelor of Medicine and Bachelor of Surgery (MBBS) students. The study included students who were present when the questionnaire was administered. The learning styles were assessed using Kolb’s Learning Style Inventory, version 3.1. Descriptive statistics were applied. Results: The total strength of both the first and second-year batches combined was 254. Out of these, 194 students were present when the questionnaire was administered, resulting in a response rate of 76.38%. Seven incorrectly answered questionnaires were excluded from the analysis. Among the 194 valid questionnaires received, 55 students (29.41%) had convergent as their learning style, making it the most common learning style. The next most common learning style was accommodative, with 52 students (27.81%) exhibiting this style. Specifically, among the first-year MBBS students, 35 out of 108 (32.41%) had a convergent learning style, while among the second-year MBBS students, 24 out of 79 (30.38%) had an accommodative learning style. There was a statistically significant difference observed in the learning styles between the first and second-year MBBS students (p-value <0.05). Conclusion: In present study, it was observed that the convergent learning style was dominant among the medical students in the first and second years combined, with the first year being predominantly convergent and the second year being predominantly accommodative.

التكنولوجيا ودورها في العملية التعليمية الحاسوب انموذجا

Computer-assisted education appeared at the hands of (Wilson, Sopes, and Atkinson), as it can be used in all fields of learning, as the integration of modern technologies in the educational process has become a major priority that all countries seek in order to keep pace with modern developments, as it has become impossible to imagine a leading school or university without E-learning, in an attempt to link between the human mind and the computer mind, and accordingly, we are in dire need of a different type of learners, as it has become imperative for the individual in the information age to persevere in continuous education throughout his life. The main task of education now is to teach people how To learn, that is, to prepare generations that are capable of continuous education despite the absence of the teacher or the element of direct oral educational communication, where the learner resorts to educational programs using the computer and similar modern technological means. Therefore, development and modernization in the educational process has become a matter that cannot be overlooked, and therefore it is necessary to rely on modern educational means by employing the computer in the transfer and circulation of knowledge and knowledge to learners, which contributes to raising the rate of achievement performance for them away from traditional methods of narrating and throwing information that makes the learner a mere passive inappropriate recipient For the age of information that requires a more capable, more productive and open mind, using the computer as a modern educational tool, the learner becomes the focus of the educational process into an active element, as it becomes an interactive product with the educational environment.

Research on the development path of higher education model innovation based on quadratic planning algorithm

Abstract According to the internal and external constraints of higher education model innovation and development as well as the innovation power, this paper proposes the higher education model development path based on the quadratic planning algorithm and neural network. Using the establishment of a quadratic planning algorithm and neural network model, the EM-AGA-BP algorithm is selected to construct the quality prediction model of higher education model innovation path of deep neural network based on the establishment of the quality evaluation system. The proposed algorithmic path is analyzed for development prediction, and the algorithm is recommended for 2020-level learners, which are classified into different types based on their learning and the relationship between the achievement of course objectives and the similarity of educational paths is explored separately for different types of learners. In type 4 learners, in addition to the similarity of 20%-40%, the total course goal attainment decreases by 0.0085. For the same type of learners, the more similar the educational path is to the recommended path, the better the total course goal attainment is.

Mapping the mental lexicon of EFL learners

The present paper explores the lexical profiles of monolingual and bilingual learners acquiring English as a second and third language, respectively. Those profiles allow to get insights into learners’ lexical access and lexical organization in the new language. To shed more light in this issue, a lexical fluency task was used to gather data. Results showed lack of significant differences in all the measures taken, but some very interesting differences appear when graph theory metrics are applied. Thus, educational bilinguals show higher levels of lexical organization and stronger connections among the nodes. This can be indicative of a mental lexicon which is better organized, more compact, and more stable. Additionally, educational bilinguals’ networks display highest clustering coefficient and shortest path length. In semantic terms, this means that educational bilinguals can navigate their lexicon more efficiently and in a way that better resembles native lexical search. These findings open up new avenues for insightful studies concerning lexicon organization in different types of learners, with bilingualism being a relevant modulating factor.

Super learner approach to predict total organic carbon using stacking machine learning models based on well logs

Determining the total organic carbon (TOC) content is essential information for risk assessment in oil exploration, as it is a parameter used for the characterization of hydrocarbon-generating rocks, considering that intervals rich in organic matter are the basic requirements for oil and gas accumulation. However, the determination of TOC can be costly, demanding destructive tests in samples from the source rock, expensive laboratory machinery, and specialized personnel. In this context, one notes the necessity of the computational methods to bypass those problems and that machine learning models emerge as an option. One approach to integrating machine learning methods improves performance and, consequently, the prediction quality is stacking models. This paper presents a super learner strategy, based on stacking approaches, as a surrogate model for TOC modeling. The super-learner has three levels in this structure containing different types of learners (machine learning methods), where two stack models from the first two levels. The following machine learning models were used in the building of super learner the K-Neighbors Nearest (KNN), Linear Regression (LR), Multi-layer Perceptron Neural Network (MLP), Random Forest (RF), Ridge Regression (RR), and Support Vector Regression (SVR). The proposed model was compared with standalone machine learning models and other canonical stacking models. The resulting super learner stacking model attained the best average performance for the TOC modeling (R = 0.897, R2 = 0.80, RMSE = 1.16, MAE = 0.93, and MAPE = 28.30%). The proposed approach produces an alternative data-driven efficient model for TOC prediction, resulting in reliable automated technology to assist oil and gas well management and decision-making.

An Investigation of Teacher Autonomy at Two Universities in Vietnam

The study was conducted at two universities in Vietnam; namely Dong A University in Da Nang city and Dai Nam University in Hanoi aiming to investigate the teacher autonomy in teaching English to English majored students and non-English majored students and to see if the level of autonomy of the teacher differs with different types of learners. The study was carried out with 137 students which consist of 54 English majored and 83 non-English majored students. The research employs quantitative descriptive study design, adapting the Learning Climate Questionnaire (LCQ) (Núñez et al., 2012). The findings of the study indicated that the students’ perception towards their teachers’ autonomy was at medium level (M=2.6). The descriptive statistics also indicated that the level of autonomy was significantly different between majored and non-majored students; M=3.1 and M=2.3 respectively. In detail, the means of the level of autonomy of the teachers who teach English majored students is higher than those of non- English majored students.

Insights into Tertiary Non-English Majors’ Self-Efficacy Beliefs and Anxiety in English Language Learning

Self-efficacy (SE) in language learning in general and English language learning (ELL) in particular has been considered one of the vital psychological factors in the learning process, and it has a certain correlation with anxiety. Nevertheless, it is observed that different types of learners may have different characteristics of SE and anxiety. This quantitative study aims to scrutinize non-English majors’ SE beliefs and their anxiety in ELL. A group of 100 non-English majors were conveniently sampled from a Ho Chi Minh City-based institution in Vietnam to answer the questionnaires from which the gained data were processed by the SPSS software in terms of descriptive statistics and Pearson’s Correlation. The findings indicated that the participants felt anxious, and their level of SE beliefs in ELL was low. Moreover, non-English majors’ level of SE beliefs was negatively correlated with their anxiety in ELL. This study also discusses the pedagogical implications of the findings, which are hoped to increase non-English majors’ SE beliefs and reduce their anxiety in ELL, as well as shed light on future similar studies.

Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge

AbstractDigital literacy games can be beneficial for children with reading difficulties as a supplement to classroom instruction and an important feature of these games are the instructional supports, such as feedback. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. However, there is limited research around the relationship between prior knowledge, instruction and feedback in the context of learning games. This paper presents an empirical study exploring the influence of prior knowledge on response to feedback, in two conditions: with or without instruction. Thirty‐six primary children (age 8–11) with reading difficulties participated: each child was assessed for their prior knowledge of two suffix types—noun and adjective suffixes. They subsequently received additional instruction for one suffix type and then played two rounds of a literacy game—one round for each suffix type. Our analysis shows that prior knowledge predicted initial success rates and performance after a verbal hint differently, depending on whether instruction was provided. These results are discussed with regards to learning game feedback design and the impact on different types of knowledge involved in gameplay, as well as other game design elements that might support knowledge building during gameplay. Practitioner notesWhat is already known about this topic Instructional supports, such as elaborative feedback, are a key feature of learning games. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. Prior knowledge is an important moderator to consider in the context of elaborative feedback. What this paper adds Providing additional instruction (eg, pre‐training) may act as a knowledge enhancer building on children's existing disciplinary expertise, whereas the inclusion of elaborative feedback (eg, a hint) could be seen as a knowledge equaliser enabling children regardless of their prior knowledge to use the pre‐training within their gameplay. Highlights the importance of children's preferred learning strategies within the design of pre‐training and feedback to ensure children are able to use the instructional support provided within the game. Possible implications for pre‐training and feedback design within literacy games, as well as highlighting areas for further research. Implications for practice and/or policy Pre‐training for literacy games should highlight key features of the learning content and explicitly make connections with the target learning objective as well as elaborative feedback. Pre‐training should be combined with different types of in‐game feedback for different types of learners (eg, level of prior knowledge) or depending on the type of knowledge that designers want to build (eg, metalinguistic vs. epilinguistic). Modality, content and timing of the feedback should be considered carefully to match the specific needs of the intended target audience and the interaction between them given the primary goal of the game.

Suggestopedia and Its Application in Different Types of Learners

Suggestopedia and Its Application in Different Types of Learners

Embodiment and metaphorising in the learning of mathematics

In this paper we undertake a critical reading of the Ouroboric (circular) relationship between the guiding metaphors of artificial intelligence and those of natural human intelligence, which has evolved from a vicious circle, triggered by the metaphorising of cognition as information processing, to a virtuous one, fostered by the advent of the embodied and enactive turn in cognitive science. We describe then our own experimental and theoretical approach to mathematical thinking and learning, where metaphorization plays a key role, besides embodiment and enaction. We comment on some concrete examples of mathematical thinking with different types of learners, in combinatorics, arithmetic, geometry and probability, where idiosyncratic metaphorization emerges and enacting and embodiment make a dramatic difference. We outline finally some significant challenges to contemporary AI, cognitive sciences, and mathematics proper, suggested by our examples. These challenges involve metaphorising as the tip of the iceberg in human cognition, metaphorising in intelligent systems, Ouroboric circularity, mathematical collective improvisation as an analogue of musical improvisation, group creativity and human swarm intelligence.

A Cognitive Behavioral Computing Model Combined with DM’s Teaching Quality Improvement

There are more and more ideas of applying data research science to replace theoretical research science, including monitoring and evaluation of school teaching quality. In order to distinguish different types of learners through knowledge and behavior performance, so as to better improve the teaching quality of teachers, a data mining model based on knowledge expression and calculation mode is provided. According to all the key cognitive and behavioral input parameters and cognitive and behavioral index factors, through the collection of artificial neural networks, sensitivity analysis, data mining, and classification regression trees, they are divided into three types of differences, so as to better adopt differentiation strategies for learners with different types. The experimental results also show that the behavior parameters are far more critical than the knowledge parameters. The research results show that the model is effective in supporting teachers' work in the education system.

Learning Patterns in STEAM Education: A Comparison of Three Learner Profiles

A learner profile is a method of classifying learners through their characteristics. Much of the current research on learner profiles has focused on online learning environments; there is a lack of in-depth category profiling and learning behavior analysis of student profiles in the STEAM context. To address this research demand, this study conducted a cluster analysis based on observed higher-order thinking behaviors, leadership behaviors, and verbal and non-verbal interaction behaviors of 81 primary school students in a STEAM project to explore the differences in learning outcomes, learning perception, and social recognition among different types of learners. The results revealed that STEAM students can be divided into three categories: Thinkers, Speakers, and Followers. There are significant differences between Thinkers and Followers in terms of positive emotions. Speakers and Followers have notable differences in their contributions and active participation. The research results can help teachers acquire a deeper understanding of student types in STEAM and thus provide more relevant and personalized instructional facilitation and class management.

Instagram

The process of transforming young students into competent medical graduates is a challenging one, wherein as teachers, we have to adopt a combination of innovative and traditional teaching-learning approaches to meet the needs of different types of learners. In the current era, the majority of teachers and medical students has access to the Internet and use smartphones. Instagram is a social media application that provides a platform for users to share image-based or video-based information. The findings of studies have revealed that the application has been utilized by teachers to share images dealing with infectious diseases and radio-diagnosis, and this, in turn, inculcates clinical reasoning and critical thinking skills. To conclude, the utility and reach of social media applications, including Instagram, are increasing among medical students each day. The need of the hour is to acknowledge the scope of the same and use the same for the benefit of students either in the form of passing specific information or through a structured curriculum to ensure attainment of the learning outcomes.

한국 중학생들의 단기 해외 어학연수가 영어 학습 동기와 영어 성취도에 미치는 영향

The present study investigated whether short-term overseas English programs had any impact on Korean middle school students’ English learning motivation and their English proficiency. A total of 140 Korean middle school students from three middle schools responded to questionnaires regarding the length of participation in the short-term overseas English program, English learning motivation, and English achievement. Results show that the students’ experience of the short-term overseas language program has a positive influence on both English learning motivation and English achievement. However, the effect is not statistically significant. Pedagogical implications based on the findings support the need for the development of overseas English programs suitable for different types of learners (e.g., proficiency levels, learning styles, students’ needs).