Learning-related Activity Research Articles

Examining influences of science teachers' practices and beliefs about technology-based assessment on students’ performances: A hierarchical linear modeling approach

This study aimed at investigating how the factors across the student and school levels would influence students' performance on a technology-based assessment (TBA). TBAs not only enable teachers to evaluate their students' complex abilities, but have also been adopted by large-scale and international evaluation programs in recent years. Although some factors such as students' engagement or teachers' beliefs about assessments have been articulated, relatively little is understood about how the factors across levels affect students' performances on TBAs. This study thus collected data of 494 science teachers and 1774 eighth and 11th graders from 32 schools, and conducted a hierarchical linear modeling analysis to provide a more accurate estimation of the effects of the variables in each level on students' performances. The results indicated the importance of students' engagement in related learning activities and their computer experiences at both the individual and school levels. Additionally, although none of the teachers' variables at the school level such as the time teachers spent on the use of various types of TBAs or their intentions to use TBAs had significant main effects on students' performances, the teachers' influence at the school level on students' learning could still be found by a significant moderating effect from teachers' usage of TBAs. Our results provide insight into how to promote students’ performance on TBAs and can contribute in various ways to future research efforts concerning the use of TBAs in classrooms.

Learning-related population dynamics in the auditory thalamus.

Learning to associate sensory stimuli with a chosen action involves a dynamic interplay between cortical and thalamic circuits. While the cortex has been widely studied in this respect, how the thalamus encodes learning-related information is still largely unknown. We studied learning-related activity in the medial geniculate body (MGB; Auditory thalamus), targeting mainly the dorsal and medial regions. Using fiber photometry, we continuously imaged population calcium dynamics as mice learned a go/no-go auditory discrimination task. The MGB was tuned to frequency and responded to cognitive features like the choice of the mouse within several hundred milliseconds. Encoding of choice in the MGB increased with learning, and was highly correlated with the learning curves of the mice. MGB also encoded motor parameters of the mouse during the task. These results provide evidence that the MGB encodes task- motor- and learning-related information.

Digital capital and online activities: An empirical analysis of the second level of digital divide

This paper explores inequalities in using the Internet by investigating several digital activities that require different levels of digital capital. Data collected in the U.K. through an online survey of a national representative sample (868 respondents) shows that levels of digital capital and type and quality of online activities are intertwined. The analysis shows that digital capital, conceived and measured as a specific capital, is entangled with the frequency/intensity of social, economic/financial means, ordinary/daily entertainment, and political activities, but not with learning-related activities. This work contributes to the literature in both empirical and theoretical terms by testing the reliability of digital capital and expanding its use to investigate digital inequalities. From a policy-making point of view, the awareness of citizens’ level of digital capital may help tailor initiatives to support citizens in using ICTs on a wide array of fields, such as job seeking, sociability, savings, familial relationships, and several online activities. Finally, this paper highlights that digital inequalities cannot be tackled by considering access and competence separately. By contrast, the adoption of measures that synthesise the two dimensions might help simplify policy-making’s initiatives to tackle digital inequalities.

Medical students’ attitudes and perceptions towards the effectiveness of mobile learning: A comparative information-need perspective

The rapid development of information and communication technologies has revolutionized the lifestyles and learning practices of the younger population worldwide. Various new mobile platforms and forms of social media have been so pervasive and influential in the world of higher education that they have contributed much to the training of the next generation of medical professionals. As such, the current study aimed to compare the adoption of mobile learning amongst three groups of medical science students at the University of Hong Kong – namely, students majoring in Clinical Science, Chinese Medicine and Nursing. For this study, the authors used a questionnaire survey to collect a total of 150 responses. The data was analysed using descriptive statistics, Pearson’s correlation test and multiple regression analysis. The results from the study revealed that the students in the three different medical majors at the University of Hong Kong engaged with their mobile devices at slightly different levels. Although a few significant differences were found, Clinical Science students tended to have more diverse information needs and use their mobile devices for a variety of learning-related activities. In comparison, Chinese Medicine students indicated that they were less active users of mobile devices in terms of both learning and non-learning activities.

A critical re-evaluation of fMRI signatures of motor sequence learning.

Despite numerous studies, there is little agreement about what brain changes accompany motor sequence learning, partly because of a general publication bias that favors novel results. We therefore decided to systematically reinvestigate proposed functional magnetic resonance imaging correlates of motor learning in a preregistered longitudinal study with four scanning sessions over 5 weeks of training. Activation decreased more for trained than untrained sequences in premotor and parietal areas, without any evidence of learning-related activation increases. Premotor and parietal regions also exhibited changes in the fine-grained, sequence-specific activation patterns early in learning, which stabilized later. No changes were observed in the primary motor cortex (M1). Overall, our study provides evidence that human motor sequence learning occurs outside of M1. Furthermore, it shows that we cannot expect to find activity increases as an indicator for learning, making subtle changes in activity patterns across weeks the most promising fMRI correlate of training-induced plasticity.

El rol de las redes sociales en la comprensión oral de segundas lenguas con soporte móvil

La comprensión oral es una competencia importante para quien estudia una segunda lengua, pero requiere una práctica y una orientación significativas. Existe un volumen considerable de literatura sobre los factores que intervienen, por un lado, en el desarrollo de la competencia oral, que pueden clasificarse como perceptuales, cognitivos o metacognitivos y, por otro, en las estrategias de la enseñanza y el aprendizaje que apoyan dicho proceso. Los autores de este artículo desarrollaron una app de aprendizaje asistido de lenguas (MALL según el acrónimo inglés), denominada ANT (Audio News Trainer), para apoyar a los estudiantes en dicho aprendizaje, ofreciéndoles grabaciones de audio con noticias de actualidad y actividades de aprendizaje relacionadas con ellas. Hay dos versiones de la aplicación, una es para el uso individual y otra está vinculada a Facebook para potenciar los aspectos psicopedagógicos relevantes en el desarrollo de la comprensión oral. En este artículo se exploran dos preguntas de investigación acerca del uso de dicha red social para motivar a los estudiantes y para ayudarles a que se autorregulen mejor respectivamente, utilizando cuestionarios y datos experimentales recopilados del uso de ANT. Los resultados obtenidos de estos análisis muestran que la interacción guiada entre estudiantes de una segunda lengua en la red social Facebook causa un impacto significativo en la motivación y en la autorregulación que acompañan la evolución de la comprensión oral.

Students’ Attitudes towards the Use of Smartphone for Language Learning Purposes

Utilization of smartphone technology and English language, emerging English language and smartphone technology in non-academic and academic activities for learning purposes, student’s perception towards the usage of smartphone apps for English learning purposes, and smartphone apps for enhancing English proficiency are the area where this study is focused, gained from Indonesian High School students. Two hundred participants from 10th-12th grader of private high schools in Surabaya - Indonesia participated by completing an anonymous questionnaire and 16 participants of each grade were randomly selected and interviewed to gain further understanding towards the findings. The findings indicated smartphone technologies are mostly used by the participants for communication and social media purposes. On the other hand, smartphone is also used incontrovertibly by participants for the certain educational purposes. In addition, learning English via smartphone mobile apps, and diverse types of teenager’s online activities were discovered, as well as area of their English skill improvement. The findings suggest that: the students are considerably enthusiastic for using apps to support learning and they also view that smartphones bring substantial potentials and should be optimized for learning through systematic and purposeful activities properly designed for school learning-related activities

An Effective usage of E Resources S elected Medical Colleges Students in Chennai

The fast and easily access the information in every where using the social and academic activity of the laptop, personal computer and Mobile phones. The right time using the respondents are access the information through internet connected with any computer peripherals. The present study has an Effective usage of E -Resources selected Medical Colleges Students in Chennai: An Evaluative Study. The study has selected only two medical institutes are namely as a SRM Medical College and Stanley Medical College around in Chennai only. The most of the medical students using the electronic resources are subject related learning activities.

Building Memory Representations for Exemplar-Based Judgment: A Role for Ventral Precuneus.

The brain networks underlying human multiple-cue judgment, the judgment of a continuous criterion based on multiple cues, have been examined in a few recent studies, and the ventral precuneus has been found to be a key region. Specifically, activation differences in ventral precuneus (as measured with functional magnetic resonance imaging, fMRI) has been linked to an exemplar-based judgment process, where judgments are based on memory for previous similar cases. Ventral precuneus is implicated in various episodic memory processes, notably such that increased activity during learning in this region as well as in the ventromedial prefrontal cortex (vmPFC) and the medial temporal lobes (MTL) have been linked to retrieval success. The present study used fMRI during a multiple-cue judgment task to gain novel neurocognitive evidence informative for the link between learning-related activity changes in ventral precuneus and exemplar-based judgment. Participants (N = 27) spontaneously learned to make judgments during fMRI, in a multiple-cue judgment task specifically designed to induce exemplar-based processing. Contrasting brain activity during late learning to early learning revealed higher activity in ventral precuneus, the bilateral MTL, and the vmPFC. Activity in the ventral precuneus and the vmPFC was found to parametrically increase between each judgment event, and activity levels in the ventral precuneus predicted performance after learning. These results are interpreted such that the ventral precuneus supports the aspects of exemplar-based processes that are related to episodic memory, tentatively by building, storing, and being implicated in retrieving memory representations for judgment.

Embracing Dropouts in MOOCs: Exploring Potentials of Invisible Learners

The objective of the paper is to examine how and what the non-completing participants of MOOCs learn. In this paper we term them invisible learners. The paper presents a qualitative study of learning activities and outcomes of invisible learners. The study consists of 11 interviews with MOOC participants and a survey answered by 51 participants. The results of the study show that invisible learners learn by 1) reading and watching, 2) following and being part of, 3) networking, 4) reflecting and 5) applying. Further, the study shows that the learning outcomes of the invisible learners can be described as 1) inspiration, 2) update, and 3) input for practice. Invisible learners show signs of self-governance by choosing what is relevant to them, and initiating their own learning activities in relation to their own practice. The paper concludes that there are educational potentials of the activities of invisible learners. The study shows that the course format may not be suitable for invisible learners that do not wish to do assignments and follow specific learning objectives. Rather, the educational potential is to provide invisible learners with relevant input to their own practices. To accommodate invisible learners, the challenge is to design courses that provide input and inspiration to learners’ own practices without prescribing what they will learn.

Thinking Like a Manager: A Participatory Exercise for Understanding Managerial Roles

Using the premise of a fictional earbud company, “EarWorm,” students in an introductory management course become EarWorm managers who problem-solve and make decisions about the best choices for their company. This article outlines this engaging and participatory exercise in detail. Students are able to directly connect course concepts to EarWorm’s challenges in an active model that gives them ownership over their company’s fate. Appendices to the article provide related active learning activities using the EarWorm premise, which can serve as instructional modules to help students explore key management concepts related to global business and organization design.

CYBERSLACKING : A LITERATURE REVIEW OF NON-ACADEMIC MEDIA MULTITASKING OF UNIVERSITY STUDENTS

Abstract University students use internet in daily life ranging from learning, socializing and recreation purposes. Cyberslacking in the campus relates to the topic of non-academic media multitasking among university students. Media multitasking defines as connecting to more than one media simultaneously and cyberslacking is activities with media multitasking in the context of non-academic internet access during lectures. This present study will review some researches on cyberslacking and non-academic media multitasking in the context of university students. The review findings conclude that cyberslacking is also media multitasking in the context of non-academic internet access during lectures. Media multitasking could be distinguished between learning related activities and unlearning related activities and cyberslacking is regarded as unlearning related activities. Students who do cyberslacking mostly engage in social networking sites during media multitasking behaviors. Some studies discuss the impact of cyberslacking and non-media multitasking to academic performance. Other studies also mentioned about self regulation and self efficacy as important variables that relate to cyberslacking and non-academic media multitasking. Further researches on cyberslacking should be considered building theoretical model of cyberslacking in the educational setting as well as the development of measurement tools for academic cyberslacking behaviors. Keywords : cyberslacking, non-academic media multitasking, university students

Evaluating Crowdworkers as a Proxy for Online Learners in Video-Based Learning Contexts

Crowdsourcing has emerged as an effective method of scaling-up tasks previously reserved for a small set of experts. Accordingly, researchers in the large-scale online learning space have begun to employ crowdworkers to conduct research about large-scale, open online learning. We here report results from a crowdsourcing study (N=135) to evaluate the extent to which crowdworkers and MOOC learners behave comparably on lecture viewing and quiz tasks---the most utilized learning activities in MOOCs. This serves to (i) validate the assumption of previous research that crowdworkers are indeed reliable proxies of online learners and (ii) address the potential of employing crowdworkers as a means of online learning environment testing. Overall, we observe mixed results---in certain contexts (quiz performance and video watching behavior) crowdworkers appear to behave comparably to MOOC learners, and in other situations (interactions with in-video quizzes), their behaviors appear to be disparate. We conclude that future research should be cautious if employing crowdworkers to carry out learning tasks, as the two populations do not behave comparably on all learning-related activities.

Unbiased Analysis of Item-Specific Multi-Voxel Activation Patterns Across Learning.

Recent work has highlighted that multi-voxel pattern analysis (MVPA) can be severely biased when BOLD response estimation involves systematic imbalance in model regressor correlations. This problem occurs in situations where trial types of interest are temporally dependent and the associated BOLD activity overlaps. For example, in learning paradigms early and late learning stage trials are inherently ordered. It has been shown empirically that MVPAs assessing consecutive learning stages can be substantially biased especially when stages are closely spaced. Here, we propose a simple technique that ensures zero bias in item-specific multi-voxel activation patterns for consecutive learning stages with stage being defined by the incremental number of individual item occurrences. For the simpler problem, when MVPA is computed irrespective of learning stage over all item occurrences within a trial sequence, our results confirm that a sufficiently large, randomly selected subset of all possible trial sequence permutations ensures convergence to zero bias – but only when different trial sequences are generated for different subjects. However, this does not help to solve the harder problem to obtain bias-free results for learning-related activation patterns regarding consecutive learning stages. Randomization over all item occurrences fails to ensure zero bias when the full trial sequence is retrospectively divided into item occurrences confined to early and late learning stages. To ensure bias-free MVPA of consecutive learning stages, trial-sequence randomization needs to be done separately for each consecutive learning stage.

Modulation of associative learning in the hippocampal-striatal circuit based on item-set similarity

Mounting evidence suggests that the medial temporal lobe (MTL) and striatal learning systems support different forms of learning, which can be competitive or cooperative depending on task demands. We have previously shown how activity in these regions can be modulated in a conditional visuomotor associative learning task based on the consistency of response mappings or reward feedback (Mattfeld & Stark, 2015). Here, we examined the shift in learning towards the MTL and away from the striatum by placing strong demands on pattern separation, a process of orthogonalizing similar inputs into distinct representations. Mnemonically, pattern separation processes have been shown to rely heavily on processing in the hippocampus. Therefore, we predicted modulation of hippocampal activity by pattern separation demands, but no such modulation of striatal activity. Using a variant of the conditional visuomotor associative learning task that we have used previously, we presented participants with two blocked conditions: items with high and low perceptual overlap during functional magnetic resonance imaging (fMRI). As predicted, we observed learning-related activity in the hippocampus, which was greater in the high than the low overlap condition, particularly in the dentate gyrus. In contrast, the associative striatum also showed learning related activity, but it was not modulated by overlap condition. Using functional connectivity analyses, we showed that the correlation between the hippocampus and dentate gyrus with the associative striatum was differentially modulated by high vs. low overlap, suggesting that the coordination between these regions was affected when pattern separation demands were high. These findings contribute to a growing literature that suggests that the hippocampus and striatal network both contribute to the learning of arbitrary associations that are computationally distinct and can be altered by task demands.

P260 Modulating motor learning using cathodal tDCS

Following a stroke, anatomically distinct regions of the motor network including both ipsi- and contralesional areas have been demonstrated to increase when moving the stroke-affected arm. However, it is not clear what this increase in activity represents. Increased activity has been shown to be related to residual hand function in chronic stroke patients, however those patients with the highest levels of activity in these regions also show the worst recovery. Transcranial direct current stimulation (tDCS) is being increasingly investigated for its potential as an adjunct therapeutic tool for rehabilitation due to its ability to modulate underlying cortical excitability and induce the neurochemical changes thought to contribute to plasticity. For optimisation of this tool, a complete understanding of the wider motor network and the regions that could provide compensatory activity is needed. Studies in chronic stroke patients are inherently limited due to the inhomogeneity of lesion volume and location. An alternative is investigated here: the modelling of a stroke-type lesion in healthy participants using cathodal tDCS to temporarily down-regulate activity in a target area of the cortex. Combining cathodal tDCS with a model of motor recovery (a simple motor learning task) during BOLD functional MRI, we hoped to identify candidate regions that might demonstrate compensatory activity. Cathodal tDCS applied to left motor cortex (M1) during an explicit sequence-learning task performed with the right hand, resulted in down-regulation of activity within left M1, with a concurrent, possibly compensatory, increase in activity in the right M1. By contrast, delivery of tDCS prior to the task led to greater learning-related activity changes in left M1, Supplementary Motor Area (SMA) and dorsal premotor cortex (PMd) compared to concurrent and sham stimulation. These results, combined with no significant difference in behavioural performance across the stimulation groups identify that cathodal tDCS induced “virtual lesions” could be a suitable model for stroke lesions and that both ipsi- and contralateral regions could be considered as therapeutic targets for compensatory up-regulation using tDCS in stroke recovery.

Rapid Integration of Artificial Sensory Feedback during Operant Conditioning of Motor Cortex Neurons

SummaryNeuronal motor commands, whether generating real or neuroprosthetic movements, are shaped by ongoing sensory feedback from the displacement being produced. Here we asked if cortical stimulation could provide artificial feedback during operant conditioning of cortical neurons. Simultaneous two-photon imaging and real-time optogenetic stimulation were used to train mice to activate a single neuron in motor cortex (M1), while continuous feedback of its activity level was provided by proportionally stimulating somatosensory cortex. This artificial signal was necessary to rapidly learn to increase the conditioned activity, detect correct performance, and maintain the learned behavior. Population imaging in M1 revealed that learning-related activity changes are observed in the conditioned cell only, which highlights the functional potential of individual neurons in the neocortex. Our findings demonstrate the capacity of animals to use an artificially induced cortical channel in a behaviorally relevant way and reveal the remarkable speed and specificity at which this can occur.

A Practical Guide to Teaching Measures of Effect Size in Physical Therapist Education

(ProQuest: ... denotes formulae omitted.)BACKGROUND AND PURPOSEEvidence-based practice (EBP) is a key component of physical therapist (PT) education.1'2 The accreditation criteria developed by the Commission on Accreditation of Physical Therapist Education state that students should be able to critically evaluate sources of information, apply the knowledge appropriately, and integrate best-practice evidence in clinical decision-making.3 Interpreting the real world significance of research results requires specialized knowledge that may not be covered in graduate-level research methods and statistics courses.Research appraisal involves interpretation of statistical tests and the resulting P values associated with null hypothesis significance testing (NHST). However, the use of NHST is controversial, and its criticisms are well documented.4-10 Critiques of NHST include the arbitrary nature of alpha, the role it plays in publication bias, misinterpretation of P values, and the excessive influence of sample size.4,5'8-10 A common mistake is to equate statistical significance with clinical significance. Effect sizes offer an important way to move beyond the limitations of significance testing, because they offer estimates of the magnitude of treatment effects, betweengroup differences, and associations between variables.In 1999, the American Psychological Association (APA) convened a task force on statistical significance testing. The group concluded that the practice of significance testing should be deemphasized, and its recommendation to research authors was to include indices of effect size in research reports. The APA considers effect size reporting essential to good research.11 Currently, the editorial practices of top medical and rehabilitation medicine journals encourage the reporting of effect sizes. The Consolidated Standards of Reporting Trials (CONSORT) statement includes a recommendation to report effect sizes and 95% confidence intervals (CIs) for primary and secondary outcomes in randomized trials.12 Journals such as Physical Therapy and the Journal of Orthopaedic and Sports Physical Therapy require authors to follow CONSORT guidelines.The purpose of this paper is to provide a detailed review of commonly used effect size measures and to present opportunities for related learning activities. We discuss the uses, interpretations, applications, and strengths and limitations of each measure.POSITION AND RATIONNALEOur position is that a detailed, yet balanced presentation of effect size measures should be included in PT education to improve students' abilities to appraise the clinical and practical relevance of evidence. To critically appraise research, one must understand both the applications and limitations of effect size measures. When possible, we recommend comparing different effect sizes from the same data to demonstrate some of the nuances involved in choosing an effect size.Barriers to EBP in physical therapy include a lack of time, perceptions that findings are not generalizable or clinically relevant, and a lack of training in critical appraisal of research results.13-16 Knowledge transfer frameworks have received increased attention as formal processes that can mitigate these barriers and promote EBP in physical therapy.17,18 A thorough understanding of effect size measures may improve knowledge translation interventions. Effect size measures can be clinically relevant and they allow for comparison between studies and populations. The concepts may therefore help to bridge the gap between research findings and clinical decision-making.There are many journal articles and texts that review effect size. Most of them, however, focus on calculations and technicalities and do not provide practical suggestions for application of these concepts in research and teaching. This paper will focus instead on evaluation and interpretation of effect sizes as they apply to PT education, research, and practice. …

Nursing students' attendance at learning activities in relation to attainment and passing courses: A prospective quantitative study

BackgroundStudents' motivation and ways of engaging in their schoolwork are important for their performance, including passing exams. Attendance at learning activities has also been argued to be of major importance, although no causal relationship with passing exams has been established in nursing education. ObjectivesThe aim of this study was to describe the impact of attendance at nonmandatory learning activities on attainment, in terms of passing or failing of exams, in nursing education courses including both mandatory and non-mandatory activities. DesignA prospective quantitative design. SettingThe nursing education programme at a Swedish university. ParticipantsNursing students (n=361) from two courses and four classes within the nursing programme. MethodsAttendance was registered at every non-mandatory teaching activity by asking the students to note their attendance on a list. Data such as sex, age, and whether the students had passed the exam were also collected for each course and each semester separately. ResultsIncreased participation was associated with an increasing proportion of students passing the exam. The chance of passing the exam increased by 13% for every additional learning occasion attended. Logistic regression showed an OR of 5.4 for an attendance of 100%. ConclusionsAn increase in attendance gave a higher proportion of exam passes. Encouraging students to attend non-mandatory learning activities could be of value, and potentially contribute to an increased graduation rate for nursing students.

An Interpretive Inquiry into the Integration of the Information and Communication Technology Tools in TEFL at Egyptian Universities

T his study sought to investigate EFL faculty members’ perceptions, competencies, current practice and preparation in integrating information and communication technology (ICT) tools in their teaching and learning activities in relation to different variables (gender, age, teaching experience, academic level differences, training); as well as barriers that prevent them from making effective use of such tools. A total of one hundred and seventy two EFL faculty members from 14 public universities in Egypt participated in this study. They completed a five-point Likert scale questionnaire that was later analyzed using quantitative methods. Subsequently, follow-up interviews were conducted with 12respondents. Overall, the results revealed that while EFL staff members had positive perceptions of the usefulness of ICT tools in language teaching and learning and they are familiar with ICT use mostly in their personal lives and, to a lesser degree, in teaching practices, they were less likely to integrate them into their language teaching. Findings suggested continuous professional training should be seen as a main solution in assisting staff members strengthens their ICT skills and encouraging them to keep up to date with recent technologies in ELT.