Effective Learning Activities Research Articles

Personalizing Activity Recognition Models Through Quantifying Different Types of Uncertainty Using Wearable Sensors.

Recognizing activities of daily living (ADL) provides vital contextual information that enhances the effectiveness of various mobile health and wellness applications. Development of wearable motion sensors along with machine learning algorithms offer a great opportunity for ADL recognition. However, the performance of the ADL recognition systems may significantly degrade when they are used by a new user due to inter-subject variability. This issue limits the usability of these systems. In this paper, we propose a deep learning assisted personalization framework for ADL recognition with the aim to maximize the personalization performance while minimizing solicitation of inputs or labels from the user to reduce user's burden. The proposed framework consists of unsupervised retraining of automatic feature extraction layers and supervised fine-tuning of classification layers through a novel active learning model based on a given model's uncertainty. We design a Bayesian deep convolutional neural network with stochastic latent variables that allows us to estimate both aleatoric (data-dependent) and epistemic (model-dependent) uncertainties in recognition task. In this study, for the first time, we show how distinguishing between the two aforementioned sources of uncertainty leads to more effective active learning. The experimental results show that our proposed method improves the accuracy of ADL recognition on a new user by 25% on average compared to the case of using a model for a new user with no personalization with an average final accuracy of 89.2%. Moreover, our method achieves higher personalization accuracy while significantly reducing user's burden in terms of soliciting inputs and labels compared to other methods.

Home visits as an interprofessional learning activity for students in primary healthcare.

To evaluate person-centred home visits as an interprofessional learning (IPL) activity for undergraduate students during clinical placements in primary healthcare. Interprofessional collaboration is known to improve patient safety, increase job satisfaction, and reduce stress among healthcare professionals. Students should already during their basic training experience interprofessional collaboration. Students from six different educational programmes and supervisors and adjunct clinical lecturers from different professions participated in the learning activity. The students read a description of the patient history before the visit together with a supervisor. During the home visit, the students were responsible for history-taking and for performing relevant examinations. Afterwards, the students made a joint care plan for the patient. Students, supervisors, and adjunct clinical lecturers discussed the outcomes in a seminar and reflected on each other's professional roles. The students and the patients answered a questionnaire about the activity, and the supervisors and the adjunct clinical lecturers were interviewed in focus groups. Thirty interprofessional home visits were conducted, involving 109 students from six different healthcare professions. The students reported that they had gained insights into how different professions could collaborate and an increased understanding of teamwork. All patients were satisfied with the visits and felt that they had been listened to. The interview analysis showed one overarching theme: 'Interprofessional home visits in primary healthcare were an appreciated and effective pedagogical learning activity with a sustainability dependent on organisational factors'. The students felt that participation in the activity increased their understanding of collaboration and of other professions' skills. The supervisors found the home visits to be an appreciated and effective learning activity. The results indicate that this learning activity can be used in primary healthcare settings to promote students' IPL, but organisational factors need to be considered in order to support sustainability.

Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering

With the rise of distance learning, new challenges have emerged for educators. Among these challenges, developing effective and motivating group activities for students in the remote classroom is one of the top priorities to be addressed. According to existing literature, educational escape rooms have proven to be engaging and effective learning activities when conducted face-to-face. However, no prior research has analyzed the instructional effectiveness of these activities when they are conducted remotely. Furthermore, none of the educational escape rooms reported in the literature has been designed for teaching software modeling. This article analyzes an educational escape room conducted remotely in a software engineering fundamentals course for teaching software modeling. A total of three evaluation instruments were used: a pre-test and a post-test to measure students' learning gains, a questionnaire to collect students' perceptions, and a web platform for automatically gathering data on students' interactions. The contribution of this article is two-fold. On the one hand, it provides, for the first time, evidence that remote educational escape rooms can be effective learning activities. On the other hand, it provides, also for the first time, proof that educational escape rooms are effective and engaging activities for teaching software modeling.

Learning From Worked Examples, Erroneous Examples, and Problem Solving: Toward Adaptive Selection of Learning Activities

Problem solving, worked examples, and erroneous examples have proven to be effective learning activities in Intelligent Tutoring Systems (ITSs). However, it is generally unknown how to select learning activities adaptively in ITSs to maximize learning. In the previous work of A. Shareghi Najar and A. Mitrovic, alternating worked examples with problem solving (AEP) was found to be superior to learning only from worked examples or only from problem solving. In our first study, we investigated whether the addition of erroneous examples further improves learning in comparison to AEP. The results indicated that erroneous examples prepared students better for problem solving in comparison to worked examples. Explaining and correcting erroneous examples also led to improved debugging and problem-solving skills. In the second study, we introduced a novel strategy that adaptively decided what learning activity (a worked example, a 1-error erroneous example, a 2-error erroneous example, or a problem to be solved) is appropriate for a student based on his/her performance. We found the adaptive strategy resulted in comparative learning improvement in comparison to the fixed sequence of worked/erroneous examples and problem solving, but with a significantly lower number of learning activities.

Relationship of Stress Coping Behaviors and Changes in Resilience during an Integrated Nursing Practicum

This study aims to clarify what kinds of resilience and coping strategies students employ to successfully complete their clinical practicum and provide suggestions for instruction that will allow students to carry out effective learning activities. The study subjects were 86 students enrolled at Nursing University A for the 2019 school year and planning to take the integrated nursing practicum. The survey was conducted using an anonymous, self-administered questionnaire. The Wilcoxon signed-rank test was used to determine the amount of change in resilience factors from the surveys before and after the practicum. Subsequently, multiple regression analysis was carried out with stress coping behaviors that were significantly associated with resilience factors in univariate analysis as independent variables and the amount of change in resilience factors before and after the practicum as dependent variables. A total of 56 responses were received (response rate 65.8%) from the 85 survey subjects. Innate resilience factors increased significantly from 41 pre-practicums to 44 post-practicums. Acquired resilience factors also increased significantly from 32 pre-practicums to 35 post-practicums (p −0.456, p < 0.01) were significantly associated with innate resilience factors. Examining the relationship between the amount of change in student resilience and stress coping behaviors revealed that the stress coping behavior of “changing point of view” was associated with innate resilience. This finding suggests that resilience may be increased by changing one’s perspective on an event by taking on a new way of thinking. The results suggested that helping students transform realizations made during reflection into learning and create a sense of meaning may lead to fostering innate resilience during integrated nursing practicums.

FAKTOR-FAKTOR YANG BERHUBUNGAN DENGAN KUALITAS TIDUR PADA REMAJA DI SMA PGRI 2 PADANG

National Sleep Foundation found more than a third (36%) Teenagers reportedly have trouble sleeping, consequently teen activity is often found late in class due to sleep disturbances. Factors affecting sleep quality in adolescents include physiological, stress, behavioral, social and cultural, as well as environmental and lifestyle changes. The purpose of the research is to know Factors related to sleeps quality in adolescents at senior high school PGRI 2 Padang on 2019. This type of research is descriptive analytic with cross sectional study design, implemented in SMA PGRI 2 Padang in September 2019- February 2020. The population is all students with samples amounting to 61 people. The steps in data processing are editing, coding, entry and cleaning. Analysis of univariate data with frequency distribution and analysis of bivariate with test-square with confidence level 95%. The results of this study were obtained more half (65.6%) Teenagers with poor sleep quality, more than half (62.3%) Teenagers with moderate stress, more half (55.7%) Teenagers with less good environment, more half (55.7%) With an unkind lifestyle. In this study found a significant link between stress and sleep quality (p value = 0.000 value), Sleep-quality environment (p value = 0.000 value), sleep-quality lifestyle, (p value value = 0.001). Through head of SMA PGRI 2 Padang in order to involve parents in monitoring and supervising students ' sleep time to get a good quality of sleep. As well as monitoring and supervising students using gadgets in the school and effective learning activities (such as reducing assignments or homework) so that students get enough rest and sleep at home.

Pengaruh Sertifikasi Terhadap Keterampilan Guru Dalam Pembuatan Rencana Pelaksanaan Pembelajaran

&lt;em&gt;&lt;span&gt;Effective learning activities require careful planning. When planning the learning activities to be carried out must consider a variety of variables, ranging from the determination of models, methods, tools, evaluation instruments and others in part. This is not easy, it requires extensive and in-depth knowledge in making a learning plan. However, Learning Implementation Plans (RPP) skill making is a skill that must be possessed by every teacher, especially teachers who are already certified. Certified teachers should already have four expected competencies, including: pedagogical, personal , social and professional . So that learning activities in class can run in accordance with what is desired . The purpose of this study is to obtain a picture of whether certification has an effect on teacher skills in making learning implementation plans. Adapu n method used is a survey method using a random sample of eight teachers. The instrument in this study uses scoring / points on the nine principles contained in the 2013 curriculum preparation principles. The results obtained are based on the results of the study being in the very high category. Even though the principles in formulating lesson plans are not yet fully understood. Both certified and non-certified teachers were on average 8.75 or 97.22%.&lt;/span&gt;&lt;/em&gt;

Strategi Pembelajaran Pendidikan Agama Kristen

Teaching and learning activities cannot be seperated from the roles of teacher or educator. Teaching and learning activities will be ideal if there were teacher, learner and some proponent factors such as: material, purpose, strategy, medium and an evaluation. Effective and efficient teaching and learning activities are always connected with those kind of proponent factors. Due to the fact that the effectiveness and efficiency of teaching and learning process must be fit with learning purpose. The success of teaching and learning activities are dependent on strategy and the ways that are used by the teacher in the learning process.

The Impact of Gender on International Relations Simulations

Model United Nations (MUN) simulations are an increasingly popular approach to teaching international relations, in both secondary and tertiary education. There is some evidence, however, that these simulations disadvantage female participants. Studies by Rosenthal et al. and Coughlin found that female students participate less in simulations than their male classmates. This may limit the value of simulations, which have otherwise been recognized as an effective active learning technique. This study investigates the impact of gender, and an intervention designed to address gender disparities in participation, on a MUN simulation conducted in a second-year undergraduate course. The study confirmed previous findings that women participate less than men, relative to their representation, and that this impacted their resulting grades. Participation was lowest on traditionally masculine topics. Furthermore, women enjoyed the simulation less than men, felt less included, and were less likely to report an increase in their confidence as negotiators following the simulation. The intervention we conducted, designed to ameliorate gender disparities in participation, was unsuccessful and may have inadvertently created a stereotype threat. This highlights that students come to the classroom with strongly gendered expectations, and that a short-term, explicit approach to addressing such expectations is insufficient.

Development of communication competency for civil engineering students

This study is specifically aimed at: (i) assessing the communication competencies of engineering students; (ii) identifying important communication skills needed for engineering students; and (iii) ensuring the types of effective teaching and learning activities to develop communication skills of engineering students. The implementation of the study refers to this quantitative-descriptive approach presenting a survey which includes the main activities, namely literature study, primary data collection and analyse, conclusions and recommendations formulation. Analysis is carried out based on information obtained from respondents. Furthermore, data processing is done by using descriptive methods that provide simple and understandable data presentation for the reader by describing or giving information about a data or situation or phenomenon. The survey findings indicate the adequacy of communication training from a curriculum that integrates communication in various core civil engineering courses. The results of the study also showed that team work and oral presentations were the most important factors for civil engineering students and for their future career development. They also place the greatest emphasis on teaching and learning activities that aim to prepare them to take part in the industrial world later.

Mobile Learning Berbasis Android Sebagai Media Pembelajaran Pendidikan Agama Islam

Advances in communication technology affect all aspects including aspects of education. An educator is required to create active, effective and fun teaching and learning activities. Related to this, the learning of Islamic Religious Education (PAI) is generally still monotonous in using learning media so that students feel bored in learning PAI. PAI’s teacher at SMK Wahana Karya tries to make an innovation in Islamic Education learning, namely by using Android-based mobile learning. This is based on the background of students who on average already use Android in everyday life. So, this study describes android-based mobile learning as a learning medium for Islamic religious education at SMK Wahana Karya. This research uses qualitative methods, where the researcher makes direct observations and interviews. Sources of data used are from school archives, school websites, interviews with principals, Islamic education teachers, and students of SMK Wahana Karya. The results of this study are, although there are still some obstacles, namely in terms of signal and classroom atmosphere conditioning. However, apart from that the use of mobile learning is considered effective and attracts students in learning Islamic Education.

The Architecture of Built Pedagogy for Active Learning—A Case Study of a University Campus in Hong Kong

Traditional teaching modes are engaged with teachers delivering knowledge to students with minimum feedback. Teaching is conducted in lecture theaters and classrooms, which are sometimes designed with minimum flexibility for university education. However, the rapid development of information and communication technologies has altered the teaching pedagogy from traditionally teacher-centered to more collaborative learning between teachers and students. Learning spaces should be designed to be interactive and collaborative with suitable physical movement and social engagement among teachers and students. This paper aims to examine the relationships between modern technology and pedagogical shift, and to identify and discuss the essential design principles for effective active learning through built pedagogy. A recent renovation project of The Hong Kong Polytechnic University in converting conventional classrooms and lecture theaters to active learning spaces was adopted as a case study to illustrate and validate the design principles and their actual implementation. Feedback and responses from 410 end-user students on the impact of the renovated classrooms and lecture theaters on teaching and learning effectiveness were gleaned through empirical survey questionnaires dispatched face-to-face to students after attending classes in the renovated classrooms and lecture theaters. The results of factor analysis indicated that the 15 variables of key design criteria for active learning spaces were consolidated under six underlying clustered factor groups: (1) Versatility of learning space; (2) interior design of learning environment; (3) modern information technology / audio and video (IT/AV) technologies; (4) interior lighting; (5) comfortable furniture and acoustic design; and (6) interior temperature. The survey findings can serve as good references and useful insights for architects in designing new learning spaces and facilities that assist active and collaborative learning for university students in future.

Transformative Learning

The aim of this article is to connect transformative learning theory with the practice of teaching in higher education. Connecting theory to effective active learning pedagogy is good practice in teaching adults, andragogy. Using transformative learning theory as a guide, this article describes the historical evolution of transformative learning theory and describes specific application in higher education using Chickering and Gamson's principles of undergraduate education. The discussion of teaching and learning examples from face-to-face, online, service-learning, and short-term study abroad contexts provide the reader with concrete applications.

Pengembangan Media Jaring-Jaring Bangun Ruang Dalam Model Pembelajaran Assure Kelas V Semester II di SDN Pucang Sidoarjo

Media Development Research Jaring-jaring Bangun Ruang with ASSURE Learning Model Class V Semester II SDN Pucang Sidoarjo district motivated by learning according to the observations of researchers are still teacher-centered. Task of the teacher explains the subject matter, giving example problems and exercises, while the assignment of students just listen to the teacher's explanations, noting the subject matter and do the exercises. Because of lack of varied learning, then students easily saturated and bored.&#x0D; The purpose of this development is to produce research of learning nets Media Room Wake up to the steps of learning ASSURE Learning Model is expected to improve the quality of learning. ASSURE Learning Model is done with these steps: Analyse learner, State objectives, Select methods, media, materials, utilize media and materials, Require learner participation, and Evaluate and revise. ASSURE learning activities include: 1) identify and analyze the characteristics of students associated with learning outcomes, 2) formulate and set learning goals, 3) choosing a strategy, choosing technologies and media as well as modify the material, 4) teacher planning to use the technology, media and materials to achieve learning goals, 5) learning requires active mental engagement of students, 6) tested the learning process, assess and revise the material.&#x0D; After students learn with media Jaring-jaring Bangun Ruang in the ASSURE Learning Model in which students more effective learning activities, students find pleasure in learning and achievement. This is evident with the increase in the acquisition of learning. Increased learning ability is supported by student work in the form of worksheets and observation of student activity sheets. Also from the questionnaire responses of students towards learning it, obtained an average score of 10 item statements given is 88.3 This shows that the response of students towards learning nets to Build Space ASSURE Learning Model can be very positive category. Based on the findings of this study, it is recommended to teachers of mathematics in making learning as follows: (1) makes the ASSURE Learning Model as a liberation ¬ lesson worth considering alternatives, (2) assist students in learning through the use of modern media, (3) develop this study that the results of this study is more comprehensive and profound.

Evaluation of Parsons Problems with Menu-Based Self-Explanation Prompts in a Mobile Python Tutor

The overarching goal of our project is to design effective learning activities for PyKinetic, a smartphone Python tutor. In this paper, we present a study using a variant of Parsons problems we designed for PyKinetic. Parsons problems contain randomized code which needs to be re-ordered to produce the desired effect. In our variant of Parsons problems, students were asked to complete the missing part(s) of some lines of code (LOCs), and rearrange the LOCs to match the problem description. In addition, we added menu-based Self-Explanation (SE) prompts. Students were asked to self-explain concepts related to incomplete LOCs they solved. Our hypotheses were: (H1) PyKinetic would be successful in supporting learning; (H2) menu-based SE prompts would result in further learning benefits; (H3) students with low prior knowledge (LP) would learn more from our Parsons problems in comparison to those with high prior knowledge (HP). We found that the participants’ scores on the post-test improved, thus showing evidence of learning in PyKinetic. The experimental group participants, who had SE prompts, showed improved learning in comparison to the control group. Further analyses revealed that LP students improved more than HP students and the improvement is even more pronounced for LP learners who self-explained. The contributions of our work are a) pedagogically-guided design of Parsons problems with SE prompts used on smartphones, b) showing that our Parsons problems are effective in supporting learning and c) our Parsons problems with SE prompts are especially effective for students with low prior knowledge.

Cultivating junior high school students critical thinking skills by using short-videos in english language classroom

An effective teaching method for cultivating students' critical thinking skills of junior high school students in Indonesia is very necessary as their critical thinking ability is still low. This research is a descriptive study which aimed at cultivating learners' critical thinking by using short-videos since it is believed that technology can motivate the students, increase their interest, engage them to the lesson matter, provide effective learning activities, and demand them to think critically and creatively. The subject in this study were 130 Junior High School students (SMP Negeri 1 Sedayu, Yogyakarta) grade IX. The students were homogeny in term of age, economic, and social background as well as in English language score. Facione's critical thinking rubrics were used to indicate the level of students' critical thinking such as their interpretation, analysis, evaluation, inference, explanation, and self-regulation skill of short video. The average score of all item in pre-test critical thinking skills was at fair level with the score 9 out of 20. The results indicate the students' interpretation skills were fair with the score of 9 out of 20; analytical skill was 12; evaluation skill was 9 out of 20; self-regulation was in fair criterion with the score of 5 out of 10 and good level of explanatory's skill with the score 6 out of 10, while 12 for inferences. It can be concluded that the critical thinking skill of the students of Junior High School was still unsatisfactory as most of them can only reach fair levels. The use of video cannot improve all critical thinking skills. It is recommended more practices for the students.

Establishing Effective Learning Activities to Facilitate Undergraduate Professional Interaction Course

English for Professional Interaction is a course that was designed to prepare final year undergraduates for communicative demands in the workplace. As communication is an essential element in professional socialization, undergraduates preparing to complete their tertiary education are required to do this course to develop their interpersonal skills through communicative language activities modelled on situations in the workplace. However, novice language teachers who lack workplace-based inter-professional practice, face challenges not only in developing teaching content, but also in aligning teaching materials with workplace contexts. This paper explores the utility of developing a variety of methods and materials drawn primarily from sources for improving core interpersonal skills alongside communicative proficiency to help novice ESL teachers/facilitators. Novice ESL teachers refer to teachers in service with less than 5 years of teaching experience. Taking a conceptual approach, it provides insights for content development and illuminates the importance of bridging the gap between university-based inter-professional education and workplace-based inter-professional practical experience for L2 novice teachers. Obliquely, it helps L2 undergraduates develop real value for language and proper outlook on communication. &#x0D;

Mobile Instant Messaging as Collaborative Tool for Language Learning

In recent years, collaborative learning is commonly used in higher intuitions. One of the modes of collaborative learning is exploiting mobile phones specifically instant messaging to foster new possibilities for achieving more effective and attractive learning activities. Even though mobile phones have become valuable collaborative learning tools, but their substantial contributions to collaborative learning are still insufficient. The current study collated and correlated 40 journal articles published between 2015 and 2017 on mobile instant messaging as a collaborative tool in language learning at higher intuitions. A systematic review was conducted to investigate the effectiveness of mobile instant messaging as a collaborative tool for language learning. Numerous issues, such as exploration of the application, the research methods, participants, intervention duration, teaching method, collaborative learning strategies, impacts, and challenges were addressed. The outcomes revealed that mobile instant messaging improved student and lecturer collaboration, created effective distant learning opportunities, and increased students’ participation. Further, the results also provided insights on future research and practice such as recommendations on how to appropriately employ mobile phones specifically instant messaging in facilitating language learning. Additionally, some studies suggested the collaborative learning activities administered through mobile instant messaging should be planned carefully to guide students to experience more effective collaborative learning.

Proposal and Evaluation on Formation of Abilities Averaging for Effective Active Learning

In recent years, active learning with group work activities has been adopted in class of educational institution. Group work activities are expected to form students’ independence, cooperativeness, thinking faculty, expressiveness, and so on. However, in group work activities, there are drawbacks that adversely affect the progress and outcomes of students’ activities if an imbalance occurs in the personality and characteristics among the group members. For that reason, in order to maximize the learning effects of group work activities, it is indispensable to balance the performance exerted by the organized group. Therefore, “Formation of Abilities Averaging (FAA)” was proposed as a model of the method of organization to complement a group in consideration of personal characteristics and abilities in this research. Moreover, in order to demonstrate the characteristics of FAA, several methods were compared. In the experiments, the group work activities of Think-Pair-Share was done with a history class of general studies as a model. Then, the superiority was evaluated by the results of questionnaire surveys using Visual Analog Scale after the activities. As a result, in the FAA designating the positions within the group, the interest that leads to self-study after the class was high, and the effect of students’ motivation to learn was observed. In addition, FAA enables the organizer to control the condition of organization, it was possible to make more groups than when using other methods, indicated high degree of freedom and versatility.

Sustained mentorship promotes the development of active learning strategies in undergraduate biology classrooms: Evidence gained from the Promoting Active Learning and Mentoring (PALM) Network

Here we report on the work of the Promoting Active Learning and Mentoring Network (PALM), a National Science Foundation‐supported project started in 2016 and dedicated to leveraging the expertise found in life science professional societies to provide long‐term mentorship in developing active learning techniques in the classroom. PALM mentees work one‐on‐one with mentors that are seasoned in active learning strategies and travel to their mentor's institution to observe classes, plan modifications for their own classes, and strategize the best active learning techniques that are suited to their class' particular needs. A monthly online journal club and regular opportunities to meet in conjunction with the Society for the Advancement of Biology Education Research (SABER) and ASCB meetings provide a dynamic teaching and learning community for mentees and mentors alike. After their mentorship, mentees are encouraged to work with their colleagues on active learning strategies and to become a PALM mentor to further the spread of effective active learning strategies to an ever‐wider audience.We have assessed the efficacy of PALM mentorship through the use of the Classroom Observation Protocol for Undergraduate STEM (COPUS) protocol (Smith et al., 2013) on pre‐mentorship and post‐mentorship videos of mentee teaching. The COPUS results have revealed a consistent shift in mentee teaching practices from a strict focus on lecture to a more diffuse combination of classroom activities in which the student is more directly active and engaged in the class and the instructor is more directly engaging students in a more personalized manner. While the specific changes in classroom practice vary between individual mentees due to the distinct needs and environments of each class, there is a consistent picture of more student‐centered classrooms that are more engaging and dynamic for both student and instructor. Overall, the COPUS data suggests that the long‐term mentoring strategies brought forth by PALM are an effective and sustainable means to promote the development of active learning techniques among undergraduate biology instructors.Support or Funding InformationNational Science Foundation #1624200This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.