Learning In Education System Research Articles

College Students' Self-Perception of Changes in ADHD Symptoms Over Time: Implications for DSM-V Subtype Schema

Free AccessCollege Students' Self-Perception of Changes in ADHD Symptoms Over Time: Implications for DSM-V Subtype SchemaFrances Prevatt, Jerry Van Walker, Leigh Baker and Nicki TaylorFrances PrevattShe can be reached via e-mail at [email protected]Search for more papers by this author, Jerry Van WalkerSearch for more papers by this author, Leigh BakerSearch for more papers by this author and Nicki Taylor1 On the faculty of the Department of Educational Psychology and Learning Systems at Florida State University in Tallahassee.2 Graduate Student in the Department of Educational Psychology.Search for more papers by this authorPublished Online:July 2010https://doi.org/10.1521/adhd.2010.18.4.9PDFPDF PLUS ShareShare onFacebookTwitterLinkedInRedditEmail ToolsAdd to favoritesDownload CitationsTrack Citations About Previous article Next article FiguresReferencesRelatedDetails Cited byCited by1. Anxiety in College Students With ADHDOnline publication date: 28 August 2012. Go to citation Crossref Google Scholar Volume 18Issue 4Aug 2010 Information© 2010 The Guilford PressPDF download

From Quantitative Results to Qualitative Meaning: A Look at Renzulli Learning Through the Eyes of Students, Teachers, and Administrators at Oak Hills Elementary School and Inman Middle School

This article summarizes an experimental study that investigated the use of Renzulli Learning on oral reading fluency, reading comprehension, science achievement, and social studies achievement among 383 elementary and middle schools students. The Renzulli Learning System is an online educational learning system and profiler designed to match student interests, learning styles, and expression styles with highly challenging enrichment resources. Students were randomly assigned to use Renzulli Learning for 2–3 hours each week for 16-weeks, and those students who participated demonstrated significantly higher growth in reading comprehension, oral reading fluency, and social studies achievement than control group students who did not participate in Renzulli Learning.

A Comparison and Research on the Sino-U.S Bilingual Education

With the coming of era of global economic integration and knowledge economy, China is increasingly opening its door to the outside world and actively making connection with international society. Under such circumstance, the Chinese education, especially higher learning education will certainly has a very close connection and interaction with the international education system, and this also means that Chinese higher learning education system will face the new challenge of how to train Chinese students to handle the international competition with bilingual ability. Therefore, it will be helpful for us to have a comparison and research on the bilingual education in China and the United States.

The Effects of the Use of Renzulli Learning on Student Achievement in Reading Comprehension, Reading Fluency, Social Studies, and Science

Renzulli Learning is an on-line educational profile and educational learning system designed to match student interests, learning styles, and expression styles with a vast array of educational activities and resources designed to enrich and engage studentsâ?? learning process. In this experimental study, quantitative procedures were used to investigate the use of Renzulli Learning on oral reading fluency, reading comprehension, science achievement, social studies achievement of 383 elementary and middle schools students. The research took place in two schools, an urban middle school in Georgia where half of all students are considered to be at risk due to poverty or other factors, and a suburban elementary school in southern California. Students in grades 3 ­ 5 (n = 185) and grades 6 ­ 8 (n = 198) were randomly assigned to use Renzulli Learning for 2-3 hours each week for a 16-week period. Students in the treatment groups were compared to students who did not have the opportunity to use Renzulli Learning in control classes in the same schools. A two-way repeated-measures ANOVA was used to explore differences between treatment and control students. After 16 weeks, students who participated in Renzulli Learning demonstrated significantly higher growth in reading comprehension (p < .001), significantly higher growth in oral reading fluency (p = .016), and significantly higher growth in social studies achievement (p = .013) than those students who did not participate in Renzulli Learning.

The Educational Learning System of the North Korean Women: Centering around the Activity of North Korean Women's Alliance

The Educational Learning System of the North Korean Women: Centering around the Activity of North Korean Women's Alliance

Innovation in distance education learning systems: the case of the National Correspondence Institute of Tanzania, 1972–2002

The paper attempts to provide relevant data on the achievements, albeit quantitatively, of the National Correspondence Institute of Tanzania over the past 30 years as a case study in distance education innovation. The case‐study data reveal reasons for the near collapse of the distance education programme during the 1990s, and the renewed policy thrust to use distance education to meet expanded secondary education development programmes in the twenty‐first century. For Tanzania to achieve equitable socio‐economic development, efforts need to be directed to adopting fully‐fledged open and distance education policies. It is no longer feasible to achieve equitable access for all citizens to quality education by depending only on conventional formal education systems. Adopting open and distance education learning systems in the twenty‐first century is crucial.

The critical, relational practice of instructional design in higher education: an emerging model of change agency

This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change at interpersonal, professional, institutional and societal levels. Through narrative inquiry the voices of designers reflect the scope of agency, community and relational practice in which they regularly engage with faculty in institutions of higher learning.

Structuring the formation of lifelong language learning in educational systems, "Military Institute of Physical Culture"

Structuring the formation of lifelong language learning in educational systems, "Military Institute of Physical Culture"

Home schooling as an open-learning educational challenge in South Africa

Despite current legislation which makes provision for collaboration between the public school sector and home schooling, it appears that much can still be done to move towards a closer partnership. Consequently I investigated the possibilities of such a liaison. A literature review on the nature of home schooling in general was conducted as background to a qualitative investigation on the views of parents, educators and other role players of home schooling within the South African context. The findings showed that home schooling was an open learning educational system which provided opportunities to those learners who wished to participate, irrespective of the possible disadvantages. In conclusion it was found that co-operation between the education authorities and home schoolers was in the best interests of the individual's right to learn, and a symbiotic relationship between the two could benefit both of them. South African Journal of Education Vol. 27 (1) 2007: pp. 83-100

Synchronous support and monitoring in web‐based educational systems

PurposeThe purpose of this paper is to present the design of a context‐aware service for synchronous support in web‐based educational systems.Design/methodology/approachThe proposed service supports synchronous interaction among tutors and students, based on their current context, thus increasing the communication channels, the reasoning and the exchanging of ideas.FindingsThe proposed service introduced here gives additional value to distance learning educational systems, as it transforms the web from a medium primarily used for asynchronous communication into a synchronous one.Originality/valueAs educational institutes move their content online and open universities support lessons through the internet, services like the proposed one are of general value.

Exploring a Joint Model of Conventional and Online Learning Systems

Which of the three processes in business education leads to optimum student learning: conventional learning processes, online learning processes, or joint conventional and online learning processes? This question is found to be theoretically and practically important when we view online education as a radical innovation. Taking this radical innovation view of online education, we create a theoretical framework that seeks to answer the above research question. We provide a number of propositions that compare the components of online learning systems with components of conventional learning system in terms of their ability to lead to superior student learning. The components of conventional and online learning systems in business education used for comparison are the pedagogical role of the instructor, the teaching/learning environment, the motivational level of the students, the role of action learning in business education, and the role of creativity in business education. The propositions result in the creation of a combined conventional and online learning system that we term the "integrated learning model." We propose that this model leads to optimum student learning.

Teaching autonomy

A key factor in the transition to university is the enculturation of new students into both the discipline they are studying and effective study practices. Most significantly, students, whatever their chosen discipline, must learn to become autonomous learners. Too often this process is either left to chance or seen as a natural attribute of the higher education learning system rather than a particular skill that must be learnt and can be taught. In this article we discuss one particular approach to designing ‘structured autonomy’ into a first year core media studies module. We argue that the notion of autonomy needs to be considered as a central component of learning, teaching and assessment strategies and, moreover, that an integrated approach towards these factors has the additional benefit of contributing towards a more holistic first year experience for students.

German dental faculty attitudes towards computer‐assisted learning and their correlation with personal and professional profiles

Compared with its potential, computer technology use is still lacking in medical/dental education. To investigate the primary advantages of computer-assisted learning (CAL) systems in German dental education, as well as the reasons for their relatively low degree of use correlated with personal and professional profiles of respondents. A questionnaire was mailed to heads in the departments of conservative dentistry and prosthetic dentistry in all dental schools in Germany. Besides investigating the advantages and barriers to the use of computer technology, the questionnaire also contained questions regarding each respondent's gender, age, academic rank, experience in academia and computer skills. The response rate to the questionnaire was 90% (112 of 125). The results indicated a distinct discrepancy between the desire for and actual occurrence of lectures, seminars, etc. to instruct students in ways to search for and acquire knowledge, especially using computer technology. The highest-ranked advantages of CAL systems in order, as seen by respondents, were the possibilities for individual learning, increased motivation, and both objective theoretical tests and practical tests. The highest-ranked reasons for the low degree of usage of CAL systems in order were the inability to finance, followed equally by a lack of studies of CAL and poor cost-advantage ratio, and too much effort required to integrate CAL into the curriculum. Moreover, the higher the computer skills of the respondents, the more they noted insufficient quality of CAL systems (r = 0.200, P = 0.035) and content differences from their own dental faculty's expert opinions (r = 0.228, P = 0.016) as reasons for low use. The correlations of the attitudes towards CAL with the personal and professional profiles showed not only statistical significant reinforcements of, but also interesting deviations from, the average responses.

Exploring a Joint Model of Conventional and Online Learning Systems

Which of the three processes in business education leads to optimum student learning: conventional learning processes, online learning processes, or joint conventional and online learning processes? This question is found to be theoretically and practically important when we view online education as a radical innovation. Taking this radical innovation view of online education, we create a theoretical framework that seeks to answer the above research question. We provide a number of propositions that compare the components of online learning systems with components of conventional learning system in terms of their ability to lead to superior student learning. The components of conventional and online learning systems in business education used for comparison are the pedagogical role of the instructor, the teaching/learning environment, the motivational level of the students, the role of action learning in business education, and the role of creativity in business education. The propositions result in the creation of a combined conventional and online learning system that we term the “integrated learning model.” We propose that this model leads to optimum student learning. This model is applicable to conventional universities going online as well as purely online universities. It advises conventional universities to create a combined learning process for their traditional offline students and at the same time advises them and purely online universities to create offline learning centers in different geographical zones when addressing students enrolled

Engineering effective learning toolkit

Performance ImprovementVolume 43, Issue 5 p. 40-42 Book Review Engineering effective learning toolkit Harold D. Stolovitch, Harold D. Stolovitch and Erica J. Keeps are Principals in HSA Learning & Performance Solutions LLC, an international firm that specializes in the application of instructional technology and human performance technology. They are coeditors of both editions of the award-winning Handbook of Human Performance Technology: A Comprehensive Guide for Analyzing and Solving Performance Problems in Organizations. Harold is a past president of ISPI and former editor of Performance Improvement. Erica is a former executive board member of ISPI and a past president of the Michigan Chapter.Search for more papers by this authorErica J. Keeps, Harold D. Stolovitch and Erica J. Keeps are Principals in HSA Learning & Performance Solutions LLC, an international firm that specializes in the application of instructional technology and human performance technology. They are coeditors of both editions of the award-winning Handbook of Human Performance Technology: A Comprehensive Guide for Analyzing and Solving Performance Problems in Organizations. Harold is a past president of ISPI and former editor of Performance Improvement. Erica is a former executive board member of ISPI and a past president of the Michigan Chapter.Search for more papers by this authorJames D. Russell, Jim Russell is Professor Emeritus of Educational Technology at Purdue University. He continues to teach part time and works for Purdue's Center for Instructional Excellence. During the spring semesters he teaches for the Educational Psychology and Learning Systems Department at Florida State University. He also consults with the Office of Distributed and Distance Learning there. Jim is a frequent book reviewer for Performance Improvement and Performance Improvement Quarterly. He continues to coauthor textbooks such as Instructional Media and Technologies for Learning (7th edition) and Instructional Technology for Teaching and Learning (2nd edition).Search for more papers by this author Harold D. Stolovitch, Harold D. Stolovitch and Erica J. Keeps are Principals in HSA Learning & Performance Solutions LLC, an international firm that specializes in the application of instructional technology and human performance technology. They are coeditors of both editions of the award-winning Handbook of Human Performance Technology: A Comprehensive Guide for Analyzing and Solving Performance Problems in Organizations. Harold is a past president of ISPI and former editor of Performance Improvement. Erica is a former executive board member of ISPI and a past president of the Michigan Chapter.Search for more papers by this authorErica J. Keeps, Harold D. Stolovitch and Erica J. Keeps are Principals in HSA Learning & Performance Solutions LLC, an international firm that specializes in the application of instructional technology and human performance technology. They are coeditors of both editions of the award-winning Handbook of Human Performance Technology: A Comprehensive Guide for Analyzing and Solving Performance Problems in Organizations. Harold is a past president of ISPI and former editor of Performance Improvement. Erica is a former executive board member of ISPI and a past president of the Michigan Chapter.Search for more papers by this authorJames D. Russell, Jim Russell is Professor Emeritus of Educational Technology at Purdue University. He continues to teach part time and works for Purdue's Center for Instructional Excellence. During the spring semesters he teaches for the Educational Psychology and Learning Systems Department at Florida State University. He also consults with the Office of Distributed and Distance Learning there. Jim is a frequent book reviewer for Performance Improvement and Performance Improvement Quarterly. He continues to coauthor textbooks such as Instructional Media and Technologies for Learning (7th edition) and Instructional Technology for Teaching and Learning (2nd edition).Search for more papers by this author First published: 09 February 2007 https://doi.org/10.1002/pfi.4140430510 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume43, Issue5May/June 2004Pages 40-42 RelatedInformation

Constructing Disability and Social Inequality Early in the Life Course: the case of special education in Germany and the United States

Joining life course and educational stratification research with disability studies' complimentary emphasis on structure and disabling barriers enables a more complete analysis of the experiences and life chances of primary and secondary school students who are classified disabled. Because the processes that affect life course phases and transitions, as well as individual opportunities, identities, and attainments are cumulative, analysis of early differentiation is necessary to understand how (special) education legitimates and generates social inequality. Universal compulsory education led schools to develop a variety of sorting mechanisms. Especially during the resulting transitions within an educational system's learning opportunity structures, special educational needs are identified, labelled and categorical boundaries drawn around dis/ability altering individuals' trajectories. By stigmatizing, separating, and segregating students, special education institutions in Germany and the United States construct social inequality early in the life course.

Systems thinking and systematic methodologya semi-empirical experience in support of the ISPI value proposition

Performance ImprovementVolume 42, Issue 1 p. 17-23 Article Systems thinking and systematic methodology a semi-empirical experience in support of the ISPI value proposition Abbas Darabi PhD, Abbas Darabi, PhD, currently teaches Program Evaluation and Performance Systems Analysis courses in the Department of Educational Psychology and Learning Systems at Florida State University. He is also a Program Director at the Center for Performance Technology, a component of the Learning Systems Institute at FSU. He is an advocate of systems thinking and its application to learning and learning environments. His research interests are in the area of learning systems and training of complex cognitive skills. Dr. Darabi's current research projects include the development of an evaluation model and methodology for the United States Navy training programs. He is also in the process of transferring a trouble-shooting simulation software to PC environment and Windows platform for conducting research in the area of cognitive load and cognitive skills. He may be reached at adarabi@cpt.fsu.edu.Search for more papers by this author Abbas Darabi PhD, Abbas Darabi, PhD, currently teaches Program Evaluation and Performance Systems Analysis courses in the Department of Educational Psychology and Learning Systems at Florida State University. He is also a Program Director at the Center for Performance Technology, a component of the Learning Systems Institute at FSU. He is an advocate of systems thinking and its application to learning and learning environments. His research interests are in the area of learning systems and training of complex cognitive skills. Dr. Darabi's current research projects include the development of an evaluation model and methodology for the United States Navy training programs. He is also in the process of transferring a trouble-shooting simulation software to PC environment and Windows platform for conducting research in the area of cognitive load and cognitive skills. He may be reached at adarabi@cpt.fsu.edu.Search for more papers by this author First published: 08 February 2007 https://doi.org/10.1002/pfi.4930420106Citations: 2 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat Citing Literature Volume42, Issue1January 2003Pages 17-23 RelatedInformation

The Development of CyberLearning in Dual-Mode: Higher Education Institutions in Taiwan

Open and distance education in Taiwan has evolved into the third phase – cyberlearning – conceptualized as teaching and learning interactions mediated entirely through the application of state-of-the-art information and communications technologies (ICT), such as the Internet and World Wide Web (WWW). Socio-economic influences, the development of new technologies and a marked shift in learning paradigms have increased the utilization of ICT at all levels of the Taiwanese education system. Since the advent and provision of cyberlearning programs, well over half (56 percent) of the conventional universities and colleges have been upgraded to dual-mode higher educational institutions. They offer real-time multicast instructional systems using videoconferencing and cable TV technology, virtual classroom systems via network-based instructional management systems, and curriculum-on-demand systems utilizing video-on-demand technology. Critical success factors in the development of these cyber universities and the opportunities, challenges and implications inherent in these are analyzed. ICT and the provision of cyberlearning have gradually been changing the structure and vision of higher education institutions as well as the entire learning environment and educational systems. Because the Ministry of Education (MOE) has initiated a policy on credit-based degrees for cyberlearning courses/programs, the development of open and distance education is anticipated to hasten the transformation of Taiwan’s education system towards one which will create an ideal learning society in the 21st century.

Sustainable energy development

The paper presents an overview of sustainable energy development and is aimed to emphasize the important aspects relevant to this activity. A short introduction, related to the present energy outlook with a survey of available data, is presented. This gives the possibility to assess the motivation for a sustainable energy development. Special attention is devoted to the definition of sustainability and its generic meaning. In this respect, particular attention is devoted to the discussion of different aspects of sustainability in the present world. In order to present an engineering approach to the sustainable development, attention is devoted to the review of sustainability criterions as they have to be introduced in the future products. The main emphasis is given to review a potential development in the energy engineering science which may lead to a sustainable energy development. Seven major areas are listed with specific problems and their relevance to the sustainable energy development. This includes the following areas : energy resources and development ; efficiency assessment ; clean air technologies ; information technologies ; new and renewable energy resources ; environment capacity ; mitigation of nuclear power threat to the environment. The education system is the milestone for any economic development. In this respect, sustainable energy development will require special attention to be devoted to the new development of the education system. The distance learning education system is envisaged as the potential option for the knowledge dissemination of the new energy technologies.

Educational technology and the mass lecture: A restatement of fundamental issues

<span>Many more students and staff come into contact with basic educational technology in lecture theatres and classrooms than with computer based education or open learning systems approaches. Such delivery systems must be reliable, user-friendly and supported by well trained staff. The issues of ensuring proper lecture theatre design and fit out to ensure ease of use of educational technology and the need to attract sufficient budgets to do the task properly, are central if the use of educational technology is to become a fundamental feature of teaching and learning at the tertiary level in a time of mass lectures and static budgets.</span>