Learning Support Tool Research Articles

Virtual Biology Laboratory (VLab-Bio): Scenario-Based Learning Approach

The aspiration of the nation to become an industrialised society depends on various fundamentals in the fields of science and technology. The success in one's achievement can be planned ahead of time as to lead the nation into comprising of a plural society with global knowledge. In line with this, the Biology curriculum and syllabus are designed to create a scientifically and technologically oriented students and later, workers. Important components contained in science subjects like Physics, Chemistry and Biology include the aspects of doing experiment. As students embark in the process of doing experiment in the lab, they have to face some constraints such as safety, time and cost. Due to these obstacles, some topics in Biology in which experiments are part of, have not been done at school. Virtual technologies generally, and the Scenario-based Learning approach specifically, when integrated into a system in enhancing teaching and learning, have shown to be a promising tool to help students acquire knowledge in science. This study aims to i) identify teaching aids used by teachers in school, ii) investigate the topic that is to be focused in VLab-Bio and iii) analyse the examination reports to support the findings. This preliminary research uses the method of survey on 72 students and 10 biology teachers, interview and test to obtain data. Findings show that learning area under focus is Cell Division, the learning objective is Understanding Mitosis and the learning outcome is the Application of Knowledge on Mitosis in Cloning. Thus, this topic will be the main contents of designing learning modules intended to serve as a learning support tool of the Scenario-based Learning Approach for Virtual Biology Laboratory (VLab-Bio).

Effectiveness of AutoCAD 3D Software as a Learning Support Tool

The aim of this study is to test the effectiveness of AutoCAD 3D software in learning of Engineering Drawing to enhance students understanding. Data were collected from a sample of students from a secondary school in Sungai Petani, Kedah. The quasi experimental design was used to find the effectiveness of the software in improving studentâ??s achievement. The result from this study shows excellent increases in student achievement after using this software. These indicate the software can help school student visualization capability. This study suggests that teachers, school administrators and government to consider this software as learning tool in Malaysia school.

A generative framework for creative learning: A tool for planning creative-collaborative tasks in the classroom

In this paper a generative framework for creativity is presented which extends upon Wallas’s model of creativity (1926), social learning theories and creativity theories. The framework offered here presents a distillation of learning and crea-tivity theory drawing upon salient roots of both creativity and learning theories in the 21st century. The generative framework can be instantiated for use as a learning support tool to assist with the design of classroom and / or other crea-tive learning experiences. Creativity theories are discussed in relation to their appropriateness of the framework. An explanation of the framework is present-ed and an example instantiation provided. The development of the generative framework has been influenced by psychological accounts of creativity and socio-constructivist accounts of learning. The framework presented here has a number of implications for creativity theory as well as teaching and learning practice.

E-learning - a Support Tool for Teaching and Learning: a Manipal University Initiative

The current trend is ‘e’ with everything: e-commerce, e science and e-learning. The world is embarking on a new age, an age of e-learning. Electronic education is rapidly becoming a fixture in higher education. e- Learning encompasses concepts such as ‘virtual universities’ and networked and online learning. It is almost two decades now that various schemes and programs have been launched both at government and non-governmental levels to develop ICT (Information and Communication Technology) skills in teachers. Various universities in India have designed specific courses for this purpose. Organizations like the NCERT,UGC, NCTE etc. have been launching schemes to enhance the ICT skills of teachers. However, in a big country like India with millions of teachers at different levels, it is indeed difficult to produce ICT-enabled teachers on a large scale within a short period. The problems are complex and issues are numerous. In this paper, we present an overview of e-learning initiative at Manipal University, Manipal.

Simulations as Supportive Learning Tools in Digital Design Education

The article presents pedagogical and technological applications developed and studied as part of the research project Web-supported simulation tools in creative digital design education. The applications allow simulation tools, modem network-based solutions that support learning, and other simulationtools, as well as traditional and modem digital learning materials, to be smoothly integrated into normal teaching-studying-leaming activity. Two case studies were undertaken as part of this work: one inside of avirtual learning enviromnent and the pedagogical orientation agent for teaching electronics (POA). For example, efforts have been made make use of edutainment as part of the nature of tools and materials and game-like interactivity to enhance the learning process. The broader framework for the model of learning activity that is being developed and studied in this work centers on the question how and through which learning activity (learning process) study and learning in the field of innovation and in electric technology and electronics (technical work and digital design education) can be organized to take into account the challenges posed by the post-industrial information society.

Using PowerPoint to Encourage Active Learning

Educators have recognized that curricula must become more focused on developing student skills and less focused on memorization of rules. Increasing demands on student time make it necessary for students to access learning support tools on demand. Successful curricula give students opportunities for active learning and opportunities to be self-regulated learners. Teaching students how to be active, self-regulated learners prepares them for careers which will require them to be lifelong learners. The creative use of technology throughout the curriculum can help educators bring active learning experiences to their students. This article describes the development of an interactive PowerPoint module for use in an introductory accounting course in a business school. This use of PowerPoint provides students with immediate, appropriate feedback with explanatory details. This tool is designed to be used outside of the classroom at the student’s own pace and can be used in disciplines other than accounting.

Local

The increasing use of mobile devices and the dissemination of wireless networks have stimulated mobile and ubiquitous computing research. In this context, education is being considered one of the main application areas. New pedagogical opportunities are created through the use of location systems to track learners, and through context awareness support. This paper proposes a model to explore these opportunities using location information and context management as learning support tools. This model, called LOCAL, was conceived for small scale learning environments, but can be applied in large-scale as well. The model was implemented and the initial results show its utility to assist the teaching and learning processes.

Online Continuing Professional Education: An Evaluative Case Study

An evaluation study, assessing the pedagogical and instructional design (e-pedagogy) effectiveness of online continuing professional education (CPE) courses offered by a large Australasian CPE provider to health care professionals (HCPs). The study used a naturalistic theory approach in conjunction with a multilevel evaluation to examine the impact of Web-based learning on over 300 HCPs. Several evaluative criteria (participant satisfaction, learning achievement, self-reported practice performance change and e-pedagogical courseware characteristics) were assessed by various qualitative and quantitative data collection methods. The evaluation revealed that learning online was an effective means for increasing CPE knowledge (p < 0.05) and improving self-reported practice performance change (p < 0.05). Additionally the study revealed that of the 42 courses examined, those which included a pedagogically scaffolded clinical or diagnostic learning support tool (57 per cent) resulted in an increased self-reported practice performance change compared with those courses which did not include the scaffolded support tool (Zobs 3.757). Participants were very satisfied with the self-paced instruction, timing of both the facilitator and server-generated course comments and the amount of learning content which could be undertaken in a learning sitting.

School, Home and Community: an examination of their impact on children's resource‐based learning

The Centre for Information and Research at the University of Central England in Birmingham is carrying out research investigating the relationship between different learning cultures and resource‐based learning in children. The research examines the ways in which children's access to learning resources and support in using them affects their learning. The aim is to produce recommendations for local agencies on how they can work together more effectively to create better learning opportunities for children across a community. The article outlines the aims and methodology of the research and identifies the factors said to affect learning, based on a review of existing literature. This research is timely as there is a national government focus on lifelong learning and widening participation; the focus has been mainly on adult education and there is a need for an examination of the ways in which children are equipped with the skills to become lifelong learners. It takes place in a context in which learning in schools has moved towards project work, requiring children to find their own information through using research and information searching skills. The research also reflects current government concerns about narrowing the existing gap between families and individuals who have access to a broad range of learning support tools and those without this support. The article highlights the value of an interagency approach to identify gaps and to ensure community‐wide support for children's learning within specific localities.

Interpretations of constructivism and consequences for Computer Assisted Learning

The changes that have occurred in accepted approaches to teaching and learning in recent years have been underpinned by shifts in psychological and pedagogical theory, culminating in moves towards a constructivist view of learning. This paper looks at the consequences of these theoretical shifts for Computer Assisted Learning (CAL).Moshman has identified three interpretations of constructivism: endogenous constructivism which emphasises learner exploration, exogenous constructivism which recognises the role of direct instruction, but with an emphasis on learners actively constructing their own knowledge representations and dialectical constructivism which emphasises the role of interaction between learners, their peers and teachers. This classification scheme provides a framework for looking at the various constructivist approaches to CAL.For example, constructivist CAL materials that draw on the endogenous view include hypermedia environments, simulations and microworlds. Materials that draw on the exogenous view include learner controlled tutorials, cognitive tools and practice modules. Lastly, materials that draw on the dialectical view include Computer Supported Collaborative Learning (CSCL) tools and support (or scaffolding) tools.

Telepsychology: Public Speaking Fear Treatment on the Internet

CyberPsychology & BehaviorVol. 3, No. 6 Original ArticlesTelepsychology: Public Speaking Fear Treatment on the InternetC. Botella, R. Baños, V. Guillén, C. Perpiña, M. Alcañiz, and A. PonsC. BotellaSearch for more papers by this author, R. BañosSearch for more papers by this author, V. GuillénSearch for more papers by this author, C. PerpiñaSearch for more papers by this author, M. AlcañizSearch for more papers by this author, and A. PonsSearch for more papers by this authorPublished Online:5 Jul 2004https://doi.org/10.1089/109493100452228AboutSectionsPDF/EPUB Permissions & CitationsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail FiguresReferencesRelatedDetailsCited byA meta-analysis of the effect of virtual reality on reducing public speaking anxiety8 January 2022 | Current Psychology, Vol. 71Virtual Empathy : The added value of Virtual Reality in PsychotherapyAugmenting Behavioral Healthcare: Mobilizing Services with Virtual Reality and Augmented Reality3 January 2018Dropping out of a transdiagnostic online intervention: A qualitative analysis of client's experiencesInternet Interventions, Vol. 10Mild stress stimuli built into a non-immersive virtual environment can elicit actual stress responses17 April 2017 | Behaviour & Information Technology, Vol. 36, No. 9Internet-Based Cognitive Behavior Therapy for Social Anxiety Disorder8 January 2016Virtual Reality in MedicineEffectiveness of the Internet-Based Self-Help Program for Social Anxiety DisorderKorean Journal of Clinical Psychology, Vol. 33, No. 4Design considerations of a randomized clinical trial on a cognitive behavioural intervention using communication and information technologies for managing chronic low back pain22 April 2013 | BMC Musculoskeletal Disorders, Vol. 14, No. 1Social Phobia (Social Anxiety Disorder)7 October 2010An Internet-Based Self-Help Treatment for Fear of Public Speaking: A Controlled Trial C. Botella, M.J. Gallego, A. Garcia-Palacios, V. Guillen, R.M. Baños, S. Quero, and M. Alcañiz16 August 2010 | Cyberpsychology, Behavior, and Social Networking, Vol. 13, No. 4Usability and Utility of a Computerized Cognitive-Behavioral Self-Help Program for Public Speaking AnxietyCognitive and Behavioral Practice, Vol. 14, No. 2Internet and psychological treatment. How well can they be combined?Computers in Human Behavior, Vol. 22, No. 3Serie onderzoek en psychotherapie: Interapy. Diagnostiek en geprotocolleerde behandeling van welomschreven stoornissen via internetTijdschrift voor Psychotherapie, Vol. 31, No. 5Virtual Reality in Psychotherapy: Review Giuseppe Riva22 June 2005 | CyberPsychology & Behavior, Vol. 8, No. 3De geprotocolleerde Interapy-behandeling van depressie via het internet; resultaten van een gerandomiseerde trialDth, Vol. 25, No. 1A self-applied, Internet-based intervention for fear of public speaking1 January 2004 | Journal of Clinical Psychology, Vol. 60, No. 8Virtual reality exposure therapy of anxiety disorders: A reviewClinical Psychology Review, Vol. 24, No. 3Abstracts from CyberTherapy 2004 January 10–12, 2004, San Diego28 July 2004 | CyberPsychology & Behavior, Vol. 7, No. 3Internet-Based Telehealth System for the Treatment of Agoraphobia Mariano Alcañiz, Cristina Botella, Rosa Baños, Concepción Perpiñá, Beatriz Rey, José Antonio Lozano, Verónica Guillén, Francisco Barrera, and José Antonio Gil5 July 2004 | CyberPsychology & Behavior, Vol. 6, No. 4From Psychotherapy to e-Therapy: The Integration of Traditional Techniques and New Communication Tools in Clinical Settings Gianluca Castelnuovo, Andrea Gaggioli, Fabrizia Mantovani, and Giuseppe Riva5 July 2004 | CyberPsychology & Behavior, Vol. 6, No. 4New and old tools in psychotherapy: The use of technology for the integration of the traditional clinical treatments.1 January 2003 | Psychotherapy: Theory, Research, Practice, Training, Vol. 40, No. 1-2Virtual environments in clinical psychology.1 January 2003 | Psychotherapy: Theory, Research, Practice, Training, Vol. 40, No. 1-2Internet interventions: In review, in use, and into the future.Professional Psychology: Research and Practice, Vol. 34, No. 5Interapy: Treatment of Post-traumatic Stress via the InternetCognitive Behaviour Therapy, Vol. 32, No. 3Virtual Reality for Health Care: The Status of Research Giuseppe Riva5 July 2004 | CyberPsychology & Behavior, Vol. 5, No. 3Mobile Applications as Mobile Learning and Performance Support Tools in Psychotherapy Activities Volume 3Issue 6Dec 2000 To cite this article:C. Botella, R. Baños, V. Guillén, C. Perpiña, M. Alcañiz, and A. Pons.Telepsychology: Public Speaking Fear Treatment on the Internet.CyberPsychology & Behavior.Dec 2000.959-968.http://doi.org/10.1089/109493100452228Published in Volume: 3 Issue 6: July 5, 2004PDF download

A new UK university library service to meet the needs of today's students and tomorrow's lifelong learners

Today's students should no longer be training for a job for life. They should be acquiring an education that both encourages and equips them to become and remain life-long learners able to respond positively and quickly to today's rapidly changing world. If these graduand skills are to be fostered, academic libraries must play an active role. They need to introduce new services that help to lay a groundwork for encouraging familiarity with a wide range of information sources and bibliographical skills, for fostering an enquiring and independent mind and for developing the ability to pursue a self-directed study programme. The ResIDe Electronic Library at the University of the West of England, Bristol was originally introduced as an electronic reserve to provide wider and easier access to library materials. It has now evolved, through co-operative academic and library staff working, into a valuable support tool for teaching and learning that encourages such skills and attitudes.

The Critical Incident Technique in Library and Information Management Research

The primary focus of this paper is the application of the Critical Incident Technique in three studies undertaken by researchers in the Department of Information and Communications, Manchester Metropolitan University, UK. These are: a study of staff development needs as a key element in a study of change in Higher Education in the UK; a study of decision-making practices in small to medium-size libraries in Europe (the DECIMAL Project)); and the development of a learning support tool, which was intended to focus on supporting library and information workers moving into management (the LISTEN Project). The origins and method of CIT as described in Flanagan's seminal paper (1954) are outlined. The use of CIT as a qualitative research technique is discussed, with reference to a number of other relevant studies.

Are integrated learning systems effective learning support tools?

The following summary presents the key findings of an evaluation of a 6 month trial of one Integrated Learning System (ILS) in nine U.K. Schools, conducted by the School of Education, Leicester University. The pupils in the target population ranged from 8 to 13 years of age. The evaluation design was based on the comparison of outcome performance in mathematics (basic numeracy) and reading for designated experimental and control groups in five schools, although additional data from all nine schools enriched this central core of data. In addition the evaluators monitored pupil behaviour. There were significant learning gains in the ILS treatment group for mathematics (basic numeracy) compared to the Control group. However, no such gains were recorded for reading. There were no discernible differences in patterns of attendance at school for ILS and Control groups. In general, behaviour was good when using the ILS with higher time on task and a calmer working atmosphere than in the standard classroom. There was some indication that this improved behaviour transferred to the standard classroom over time.

HyperMedia in the plant sciences: The weed key and identification system/videodisc

THE WEED KEY AND IDENTIFICATION SYSTEM/VIDEODISC was created as a learning support tool for the study of 181 weed species found in the northeastern United States. This criteria-based search system enables the identification of plant species based on characteristics selected by the user. The weed database displays textual and graphic information as well as provides access to videodisc images from the Weed Key and Identification Videodisc. This set of HyperCard stacks and videodisc was developed through a Faculty Technology Initiative grant to Dr. Nathan Hartwig, professor of weed science, from CBEL—Teaching and Learning Technologies at the Pennsylvania State University.