Foundations Of Learning Theory Research Articles

Robust partially linear models for automatic structure discovery

Partially linear models (PLMs), rooted in the combination of linear and nonlinear approximation, are recognized to be capable of modeling complex data. Indeed, the performance of PLMs depends heavily on the choice of model structure, such as which covariates have linear or nonlinear effects on the response. Nevertheless, most existing PLMs are limited to the mean regression, resulting in sensitivity to non-Gaussian noises, such as skewed noise and heavy-tailed noise. In order to mitigate the influence of noise in structure discovery, this paper proposes a Robust Linear And Nonlinear Discovery algorithm (RLAND) by integrating the modal regression and PLMs. Statistical analysis on generalization bound and structure discovery consistency are established to characterize its learning theory foundations. Computation analysis illustrates that the RLAND can be efficiently realized by half quadratic optimization and the quadratic programming. Empirical evaluations on simulation and real-world data validate the competitive performance of the proposed method.

Modeling effective cybersecurity training frameworks: A delphi method-based study

Today, cybersecurity training is commonplace in both large companies and Small & Medium Enterprise (SME). Nonetheless, the effectiveness of many of the current training offerings is put into question by reports of increasing successful cyber-attacks. While a number of models for developing Cybersecurity (CS) training frameworks for industrial personnel or general audience have been proposed, these models often lack consideration for humans aspects of learning (cognitive abilities, learning styles, meta-cognition among others) during development. Additionally, the success of a CS training program highly depends on its ability to engage participants. To develop a CS training framework that is able to motivate participants, we must consider individual-specific factors that can affect the result of training, besides establishing optimal training delivery methods and assessment. For this, in this work we propose a CS training framework based on a revised version of the ADDIE model and more recent research personalised learning theory. The Delphi method was used to both develop and validate our decisions during the development of the training framework model. The results of the decision of the Delphi method have later been compared to recommendations in the literature to create the finalised framework. This work presents two major distinctions from other CS training frameworks models described in the literature. First, the developed model is strongly based in learning theory foundations and takes into consideration differences in learning styles, cognitive abilities and metacognition of individuals, to offer tailored solutions optimized for each group of employees and single individual. Second, the use of the Delphi method and the involvement of experts stakeholders from various sides of academia and industry gave a wide insight into current needs and recommendations for CS training, as well as formal validation for the final development.

Creating Clinician Educators: Evaluation of a One-Month Medical Education Curriculum for Senior Residents

BackgroundClinician-educator tracks improve teaching behaviors in trainees. However, detailed curriculum descriptions to fully understand, compare, and reproduce them are often lacking. We aimed to describe and evaluate a medical education curriculum for senior residents. MethodsBased on Kolb's experiential learning model, we designed a one-month curriculum to increase teaching effectiveness. PGY 2-4 internal medicine and medicine-pediatrics residents in a university-based training program participated in the course from 2015-2019. In a pre-post design, participants completed a survey to evaluate the curriculum. Survey items related to four constructs in medical education: knowledge, confidence, skills, and importance (5-point Likert scale; 1=low, 5=high). We assessed the difference in the means for each construct before and after the curriculum. ResultsThirty-nine residents completed the curriculum (19% of total residents), and 100% of participants completed the surveys. We observed an increase in the mean self-rated level of teaching knowledge (2.63 [SD 0.57] vs. 4.43 [SD 0.42], p<0.005), confidence (3.31 [SD 0.4] vs. 4.29 [SD 0.32], p<0.005), and skills (2.9 [SD 0.63] vs. 4.14 [SD 0.38], p<0.005) after completing the course. Residents consistently graded individual curricular components highly. ConclusionsWe describe a one-month medical education curriculum with a strong foundation in learning theory. The curriculum is feasible and presented in sufficient detail to allow reproduction. Our findings suggest that it increases participants’ self-perceptions of teaching knowledge, confidence, and skills.

Virtual reality and augmented reality in social learning spaces: a literature review

In this survey, we explore Virtual Reality and Augmented Reality within social learning spaces, such as classrooms and museums, while also extending into relevant social interaction concepts found within more reality-based and social immersive media frameworks. To provide a foundation for our findings we explore properties and interactions relevant to educational use in social learning spaces; in addition to several learning theories such as constructivism, social cognitive theory, connectivism, and activity theory, within a CSCL lens, to build a theoretical foundation for future virtual reality/augmented reality educational frameworks. Several virtual reality/augmented reality examples for learning are explored, and several promising areas to further research, such as a greater focus on accessibility, the interplay between the physical and virtual environments, and suggestions for updated learning theory foundations, are proposed.

Learning Theory Foundations of Simulation-Based Mastery Learning

Simulation-based mastery learning (SBML), like all education interventions, has learning theory foundations. Recognition and comprehension of SBML learning theory foundations are essential for thoughtful education program development, research, and scholarship. We begin with a description of SBML followed by a section on the importance of learning theory foundations to shape and direct SBML education and research. We then discuss three principal learning theory conceptual frameworks that are associated with SBML-behavioral, constructivist, social cognitive-and their contributions to SBML thought and practice. We then discuss how the three learning theory frameworks converge in the course of planning, conducting, and evaluating SBML education programs in the health professions. Convergence of these learning theory frameworks is illustrated by a description of an SBML education and research program in advanced cardiac life support. We conclude with a brief coda.

The Role of Pedagogical Beliefs in Emerging Technology Integration: An Exploratory Case Study of Faculty Perspectives

The integration of social media, mobile/wireless and Web 2.0 technologies in higher education supports student engagement locally and globally to create new knowledge using innovative strategies. However, there remains a disconnect between the positive perceptions of faculty regarding the value of integrating technology and its adoption in online contexts. The purpose of this qualitative exploratory case study was to investigate the factors that influence faculty to integrate innovative and emerging technologies, and to consider whether pedagogical beliefs influence choice and adoption of technology. Participants included graduate and undergraduate faculty members who had experience teaching online; were representative of diverse disciplines and courses and were familiar with using technology in the classroom. Using qualitative content analysis, the data from in-depth interviews, questionnaires and researcher reflective journal entries were analyzed. The findings indicate that faculty are convinced of the benefits of technology and its potential impact on student success. However, their choices are influenced by those tools that align with their pedagogical beliefs and have a foundation in learning theory, that are easy to learn, and that demonstrate increased student engagement and motivation. This study contributes to the current gap in research related to low technology adoption rates by faculty, and highlights the complexity of selecting innovative technology for online global environments.

Editorial: Neurofeedback in ADHD

Editorial: Neurofeedback in ADHD

Clinical Scholarship and Adult Learning Theory:A Role for the DNP in Nursing Education

Preparation for successful nursing educational out- comes begins with a solid foundation in learning theory. Two adult instructional theorists provide excellent frameworks that can be used to prepare students for licen- sure and practice. Gagne's Hierarchy of Knowledge out- lines nine events that progress from foundational knowl- edge to higher levels of learning. Keller's ARCS Model of Motivational Design centers the learning process on attention, relevance, confidence, and satisfaction. A com- parison of these theorists is presented as a framework to maximize the nurse educator's effectiveness in the class- room and clinical setting. It is argued that the Doctor of Nursing Practice (DNP) degree offers the skills required for effective teaching, exceeding the program offerings of a master's program.Nursing education represents a unique combination of theory, application, and practice. The DNP degree has fo- cused on the development of advanced competencies for increasingly complex clinical, faculty, and leadership roles, enhanced knowledge to improve nursing practice and pa- tient outcomes, and enhanced leadership skills to strength- en practice and health care delivery (Hathaway, Jacob, Steg- bauer, Thompson, & Graff, 2006). Faculty with the DNP are advanced practice nurses (APNs) with clinical expertise who can bring theoretical concepts to life with authority in the classroom. As an APN with expertise in a particular area of patient care or population, the DNP provides a bridge between the theory and practice of nursing.The Importance of TheoryTanner (2009) notes that nursing's content-laden curricu- lum fails to provide the case-based experiential learning necessary to develop clinical judgment in nursing stu- dents. DNP faculty educators add dimension and breadth to the theoretical fundamentals and clinical experiences within the core nursing education program.Adult learners, according to Knowles and colleagues, are self-directed, experienced, and oriented and motivated to learn (Knowles, Holton, & Swanson, 2005, p. 62). The Knowles approach to adult learning is experiential, em- ploying problem solving with a focus on topics of immedi- ate value to the needs of the learner. Clinical scholars who have the capacity to translate research, shape systems of care, and ask questions to improve performance (Institute of Medicine, 2011), DNP educators are adept at applying adult learning theory to link theoretical concepts to clini- cal practice.A quality learning experience creates an opportunity for students to provide feedback to the educator and, like- wise, for the educator to assess the learners' performance. These encounters provide the underpinnings for continued learning throughout a nurse's career when technological advances and increasingly complex care require continu- ous education in the practice arena. Noddings (2003) asks, What sort of practice is teaching? (p. 248). Exploring this question to gain a better understanding of ways to en- gage the learner motivates educators to perfect the prac- tice of teaching. Uncovering educational theories provides a reciprocal grounding for teacher and learner central to the preparation of educators. As educators discover the instructional framework that fits their own personal teach- ing style, they can accentuate the learner's style, maxi- mizing the assimilation of the vast array of concepts into a competent knowledge base. An effective educator uses instructional design to keep learners engaged and assists students to continue learning.Gagne and KellerRobert M. Gagne and John Keller provide excellent frame- works for teaching the nursing concepts that prepare adult nursing students to attain licensure and to practice compe- tently. Gagne built upon behaviorist and cognitive theories to identify diverse levels of learning that correspond to dif- ferent types of instruction. The five major types of learning levels are: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. …

A Review of Managerial Skills Training in the Classroom

Courses designed specifically to develop students’ managerial skills began to emerge in the 1980s, in response to criticism of the theoretical and quantitative orientation of business school coursework. Since then, a number of management textbooks focusing on skills-based learning have been published, and many instructors have become acquainted with both the benefits and challenges of adopting these approaches in their classrooms. This article reviews the literature on teaching managerial skills, including its history, foundation in learning theory, course design issues, and unique challenges. The overall purpose is to provide a comprehensive guide for instructors interested in offering a managerial skills course for the first time or those seeking to refresh an existing one.

Book Review: … And All the Children Are Above Average: A Review of The End of Ignorance: Multiplying Our Human Potential

The End of Ignorance (TEOI), laced with anecdote, is published for a lay audience, by a nonacademic press, with no real foundation in learning theory. Yet every mathematics education researcher—perhaps every educational researcher—needs to have John Mighton's book clearly within his or her sights. Mighton's curriculum approach, JUMP Math, threatens to leapfrog over the head of the mathematics education establishment, delivering mathematical learning to every child, from the profoundly learning disabled on up, at up to three or four grade levels beyond their current grade placement.

General conditions for predictivity in learning theory.

Developing theoretical foundations for learning is a key step towards understanding intelligence. 'Learning from examples' is a paradigm in which systems (natural or artificial) learn a functional relationship from a training set of examples. Within this paradigm, a learning algorithm is a map from the space of training sets to the hypothesis space of possible functional solutions. A central question for the theory is to determine conditions under which a learning algorithm will generalize from its finite training set to novel examples. A milestone in learning theory was a characterization of conditions on the hypothesis space that ensure generalization for the natural class of empirical risk minimization (ERM) learning algorithms that are based on minimizing the error on the training set. Here we provide conditions for generalization in terms of a precise stability property of the learning process: when the training set is perturbed by deleting one example, the learned hypothesis does not change much. This stability property stipulates conditions on the learning map rather than on the hypothesis space, subsumes the classical theory for ERM algorithms, and is applicable to more general algorithms. The surprising connection between stability and predictivity has implications for the foundations of learning theory and for the design of novel algorithms, and provides insights into problems as diverse as language learning and inverse problems in physics and engineering.