Learning Tool For Students Research Articles

Proceedings of Contributed Presentations 10th World Federation of Chiropractic/Association of Chiropractic Colleges Education Conference

Proceedings of Contributed Presentations 10th World Federation of Chiropractic/Association of Chiropractic Colleges Education Conference

The Interdisciplinary Patient Partner Program: Building Better Health Care Professionals through Mentorship with Patients and Families.

This article was migrated. The article was marked as recommended. Introduction: Patient- and Family Centered Care (PFCC) aims to promote collaborative empowering relationships among patients, families, and health care professionals. Best practice for teaching patient- and family-centred care is unknown. Methods, Results: Patient and Family Advisors were matched with an interdisciplinary group of 2-3 students from medicine, pharmacy, and nursing over a five month period to teach PFCC. Advisors provided their journey in the health care system as a basis for further exploration of the 4 pillars of Patient and Family Centered Care. 28 students and 14 Patient and Family Advisors completed the program. Overall, students and advisors were satisfied with the program. Attitudes toward family centeredness were evaluated on a scale of 1 (Strongly Disagree) to 5 (Strongly Agree). Paired samples t-tests were conducted to gauge perceived increases over the program. All items increased significantly with large effect sizes. Discussion: Patient and Family Advisors highlighted the importance of sharing stories and exploring them through dialogue with students as a key factor in the success of the program. The Interdisciplinary Patient Partner Program also reinforced the power of relationship as a learning tool for students. The interdisciplinary nature of this program resulted in additional learning opportunities such as learning about the interdependencies between health care professionals and the importance of an interdisciplinary approach to health care Conclusion: Matching medicine, pharmacy and nursing students with Patient and Family Advisors is an effective way to improve students' understanding of Patient and Family Centered Care.

Understanding Characteristics, Uses, Perceptions, and Barriers Related to School Farms in Oregon

The relevance of experiential learning and opportunities a school farm can provide, along with the acknowledgment of potential barriers and the current deficit of research on school farms in Oregon make this study useful as a starting point in this line of exploration and in the preparation of teacher candidates. This study intended to gather descriptive data concerning school farms to gain a better understanding of the characteristics, uses, perceptions, and barriers to utilizing school farms as an experiential learning tool for students. Williams and McCarthy (1985) indicated utilizing school farms as a teaching-learning resource could benefit agricultural education programs, and Rose (2004) suggested we begin to reconsider how the school and workplace are connected. Approximately half of the agricultural education teachers in Oregon have access to a school farm. The primary facilities available on Oregon school farms were for equipment and tool storage and animal projects, with SAE and laboratory instruction being the main uses for students. Factors and barriers consist of the condition of the school farm, facilities, finances, and the ability of the teacher to oversee and to engage all students in the activity.

EDUCATIONAL SHORT VIDEOS TO UTILIZE IN THE BIOCHEMISTRY LABORATORY: OPINIONS OF UNIVERSITY STUDENTS

This research aimed to reveal the opinions of the university students who conducted original educational videos context for the experiments in the Biochemistry laboratory course. Participants were fourth year students (N=40) of the Mathematics and Science Education Department, in Chemistry Education Program. A case study was used and carried out during the Spring term of 2014 at the Faculty of Education of Dokuz Eylul University in Izmir, Turkey. The students designed and took participation in educational short videos. Besides, each group students prepared poster presentations of their video at the end of the 14-week implementation process. To collect data, semi-structured interviews were used. The interview results of the research showed that learning was more meaningful and valid through this laboratory course because the students attended the course with interest and favor and motivated positively. Eventually, the educational short videos can be a powerful convincing learning tool for students. Keywords: active learning, educational short video, biochemistry laboratory, multimedia learning, science education.

Content Visualization: An Evaluation of PowerPoint Effectiveness as a Learning Tool for Students

PowerPoint is a slide show presentation program from Microsoft, which also one of the most widely used programs to develop visual presentation all over the world. PowerPoint has become enormously popular because of the functionalities offered and since it is designed to be easy to use. Previous researchers stated PowerPoint as one of the best tool to facilitate users to deliver idea/objective/goal, especially in education field. But some of the researchers argue that in today’s environment, PowerPoint no longer be the best tool to deliver information. This research aims to evaluate and design the content of the slide which influences the level of students understanding on information being presented. This research will be comparing three methods at once, which are a conventional method where the material course will be presented without any PowerPoint and are limited to boards and books. The second method will be a material-course presentation using a PowerPoint where it was using an aesthetically pleasing and methodically correct PowerPoint. And the last method would be the combination between the two. By using a statistical test ANOVA that among three methods there is no significance impact to the students understanding. Nevertheless, based on the test score that are done after treatment the results show that the quality of PowerPoint slide has an influence to the level of students understanding compared to conventional methods (blackboard and textbook). But only attractive slide itself is insufficient to improve students understanding, this study will incorporate conventional method and attractive slide through content visualization in order to gives a better impact on students understanding.

Student learning and sense-making from video lectures

ABSTRACTWhile ‘flipped’ classrooms have been heralded as a valuable tool for student learning, little is known about the process by which students learn from the out-of-class resources. This study investigates 12 undergraduate students’ sense-making activities while watching videos about topics in introductory statistics. Analysis of interview data indicated that the students made sense of the videos in very different ways and that the challenges students faced varied widely from person to person. These results highlight the need to take into account the wide variety in students’ background knowledge and sense-making practices when creating videos. These results also suggest the importance of structuring students’ interactions with videos so that video lectures may become more useful instructional tools for a larger number of students.

The Impact of Mobile Gadget in EFL Learning: Perceptions of EFL Undergraduates

AbstractMost of young people are enthusiasticin having the most recent mobile gadgets just to boast among their peers. They likely utilize them to make phone calls, take pictures, listen to songs, watch videos, or surf the internet access for learning or just entertainment. In a technologically advanced country like Indonesia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile gadget for connecting and communicating. Moreover, it has become a common trend among undergraduates to carry a mobile gadget to the classroom as well.In this paper, the researcher emphasize the potential of mobile gadgets as a learning tool for students and have incorporated them into the learning environment.The present study examines the application of mobile gadgetin EFL learning and investigates the perceptions of EFL students about mobile gadget in learning activity. A field study was conducted on thirty undergraduatestudents majoring in accounting study Serang Raya University. The methodology of data collection included a self-report for students and teachers’ and students’ questionnaire. Findings of the research are significant for EFL teachers and researchers for introducing innovative methods and helpful materials for the English classroom.Keywords: Mobile gadget, students’ perception, teachers’ perception..

Cross Cultural Experiences of Chinese Students Studying Food Science in Ireland

This study focuses on the specific needs of Chinese students studying food science in UCC in order to provide better teaching and learning tools for students. Semi-structured individual interviews were used to establish the pros and cons of their learning experiences. The students interviewed showed consensus, such as: it is essential that they receive lecture notes with an adequate lead time so that they can pre-read and translate sections. They must havegood WIFI access to facilitate real-time online translation. In order to speed and ease their transition into the Irish higher education system it is necessary to provide tutorials to Chinese students for the unfamiliar essay exam question format.

Development of structural analysis virtual modules for iPad application

AbstractStructural Analysis is a course to study structures subjected to different loading conditions, which employs engineering mechanics, material science, and applied mathematics to determine structural deformation, internal forces, and structural support reactions. Without any lab demonstrations, students taking the course miss the opportunity to observe key visual concepts of structural analysis. To address this issue, this paper aims to develop an iPad application, iStructure, which will illustrate and teach key concepts of structural analysis and can be used as an instructional tool for instructors and learning tool for students. iStructure covers three main structural modules: beam, truss, and frame. This paper reports structural analysis methods and computer algorithms used to develop iStructure and its applications. The structural characteristics, such as structural deformation, internal force diagrams, stress and strain diagrams, and influence line are illustrated and simulated within each module using Objective‐C programming. The Frame and Truss Modules employ Matrix Structural Analysis methods for determining the conditions of the structure. The modules incorporate a modified and efficient matrix structural analysis procedure through the use of pointer addresses, which avoid developing multiple large matrices for structural analysis by using the DOF indices to develop the global partition matrix directly. This procedure provides faster computation and less memory demands, while making instant structural analysis of relatively complicated structural configurations possible. The Beam Module utilizes a predefined beam formulas method for determining the conditions of the structure. This method significantly reduces the structural analysis computation demand and is necessary for the development of the Influence Line, which requires multiple structural analyses iteration.

Simulation Training in Obstetrics.

Simulation now permeates all levels of training in obstetrics and maternal-fetal medicine. We will review the role of obstetric simulation through the continuum of training and practice. Simulation allows learners to acquire skills in a nonthreatening environment while avoiding harm to patients. Simulation in obstetrics evolved from a learning tool for students and residents, to a method for experienced physicians to learn new procedures and reenter the full breadth and depth of practice. Specialty boards and credentialing organizations recognize simulation training as an innovative approach to assess and assure technical, clinical, and teamwork skills.

The reflective diary: an experiential tool for enhancing social work students’ research learning

There has been substantial discussion internationally about the need for social work students to integrate research into practice. Little has been written, however, about teaching methods that address the cognitive and emotional challenges students experience in their efforts to develop research competencies. Many students believe that research does not apply to the ‘real’ world of practice and are anxious and fearful when they begin a research course. Using a retrospective review of students’ assignments, this article describes the use of reflective diaries in teaching MSW students from a university in the USA skills for practice-based social work research. Reflective diaries provide a safe forum for students to actively engage with the challenges they experience while taking a research course and take ownership of their learning needs. The diary entries provide instructors with windows into their students’ learning processes that enable them to create scaffolding opportunities that support students in developing confidence in their research skills. This article describes the pedagogical philosophy behind reflective diaries, details of the diaries assignment, and benefits of this learning tool for students and instructors. The authors offer recommendations for incorporating reflective diaries into social work research courses and implications for evidence-based practice.

Cognitively Accessible Academic Lessons for Students With Intellectual Disabilities Using the iPad

The purpose of this study was to improve access to general education curricula, through the use of an iPad, for students with intellectual disabilities (IDs). The participants were 72 students (kindergarten through eighth grade) identified as having an ID. During the 6-week study, the 41 students in the experimental iPad group received academic instruction and completed work via the iPad, while the 31 students in the control group received the same instruction via paper-and-pencil materials. Data were compared to determine the effects of the intervention on the academic content knowledge, work completion, and teacher perceptions of the engagement of students with IDs. Student perceptions concerning the use of the iPad as a learning tool were collected and evaluated. Analyses indicate that academic student achievement increased with both the iPad and traditional teaching methods and that performance was maintained. Additionally, the iPad usage had a significant effect on the work completion and engagement of students with IDs as indicated by work completion data and teacher perceptions of engagement. Moreover, students participating in the study responded favorably about using the iPad. Implications from these findings indicate that the iPad may be an effective learning tool for students with IDs.

A Learner-Centered Grading Method Focused on Reaching Proficiency with Course Learning Outcomes

Getting students to use grading feedback as a tool for learning is a continual challenge for educators. This work proposes a method for evaluating student performance that provides feedback to students based on standards of learning dictated by clearly delineated course learning outcomes. This method combines elements of standards-based grading into a framework that uses Marzano’s Taxonomy of Learning to guide the writing of clearly defined and scaffolded learning outcomes. By means of this methodology, students are equipped with increased levels of information obtained from assessments, both formative and summative. Students and faculty alike can more accurately diagnose strengths and weaknesses in learning down to the level of the concept(s). Early observations from a first-semester general chemistry course suggest that setting transparent standards for grading can serve as a valuable learning tool for students to allow them to focus on content proficiency rather than grades alone.

Research on Mathematical Animation Using Pascal Animation as an Example

Background:Most students thinking mathematics is a difficult subject. This study aims to enhance students’ motivation and efficiency in learning mathematics.Material and methods:This study developed 3D animation on the binomial theorem with historical stories of mathematics as the plot. It also examined the effect of animation on students’ learning willingness and comprehension. And using questionnaire to collect data.Results:The results showed that enhance the students’ comprehension of the binomial theorem, suggesting that 3D animation could effectively improve mathematical learning.Conclusions:Moreover, the results showed that the students’ willingness to learn mathematics also increased, suggesting that 3D animation can be used as an auxiliary learning tool for students. The results demonstrated that using 3D animation can improve students’ learning willingness, comprehension, and application of mathematics.

Standardized testing and the promise of progress

Abstract In light of the constantly expanding use of standardized tests (STs) not only in industrialized countries but also in developing nations, this article seeks to offer some reflections on the assessment path that educational systems across the world are taking. In unpacking the STs we must not take for granted a number of aspects of standardized tests—from their construction and application to their unintended consequences. The article proceeds in four distinct but interrelated parts: (1) understanding the assumptions and process in the development of STs, (2) probing the assumptions underlying the use of STs, (3) recognizing that STs are limited in what they can tell teachers about how to improve their instructional practices, and (4) forming a broader philosophical critique about how knowledge transmission should be measured and by whom. There are multiple procedures and features that render STs an easy–to-use assessment tool for student learning. However, assumptions used test design create considerable distance between their construction and any measurement of ability to teach. This distance impedes the use of STs as practical tools to improve instruction. Nonetheless, the testing industry in the US is solid and there are global efforts underway not only to expand the application from pre-Kindergarten to secondary schools but also to the university level.

Comparing Online and In-Person Delivery Formats of the OSHA 10-Hour General Industry Health and Safety Training for Young Workers

Seven school districts or comprehensive high schools were enrolled in online OSHA 10-hour General Industry or Construction health and safety training via CareerSafe to determine the feasibility of online training for students, given limited resources for in-person trainings. A two-campus school district was analyzed comparing OSHA 10 for General Industry across in-person, supervisor-level teachers as authorized trainers, and online course formats. The online training courses were completed by 86 of 91 students, while another 53 of 57 students completed in-person training. Both groups completed identical OSHA-approved quizzes for "Introduction to OSHA," the initial 2-h module consistently provided in OSHA 10 courses across topics and formats. Results indicated teacher supervision was critical, and girls had higher online course completion rates, overall quiz scores, and never failed. Though both cohorts passed, in-person had significantly higher scores than online; both struggled with two questions. Online OSHA 10 for General Industry can be an efficient learning tool for students when limited resources prevent widespread availability of in-person courses.

A Cloud With a Silver Lining: Helping Students Learn About Professionalism

ABSTRACTProblem: Educators face many challenges in teaching professionalism. Despite attempts to define professionalism, it remains abstract for students and often not fully appreciated until they are in clinic. Without a way to make it personally relevant, students will likely be less motivated to learn. Intervention: We used student-generated word clouds to facilitate reflection and discussions, thereby helping students make their perceptions of professionalism more explicit. Group discussion was followed by a 5-minute written reflection. Word clouds created in Semesters 1 and 7 enabled students to compare perceptions at two points in the curriculum. Context: The George Washington University Doctor of Physical Therapy Program is a 3-year, 8-semester, 109-credit postgraduate program that includes 34 weeks of clinical practice. Reflection is foundational to the curriculum, and students reflect on their learning and professional growth each semester. Historically, students were introduced to professionalism in Semester 1 using explicit instructional strategies. Despite the wealth of resources, readings, and discussions, engagement remained challenging. Outcome: Student-generated word clouds created a personally relevant visual from which uniquely designed prompts were created to facilitate discussion. Having students compare word clouds across semesters enabled them to identify what, when, how, and where they learned about professionalism. Word clouds, categorized words, and 5-minute written reflections provided evidence of individual and collective changes in student perceptions. Lessons Learned: Students will engage in rich discussions on professionalism if it is personally relevant. Anonymity can foster discussion on personal characteristics and biases. Visualization of student-generated, narrative data enhanced reflection and discussion. Comparing word clouds from two points in time helped students articulate changes in their perceptions of professionalism. A 5-minute reflection can be a powerful learning tool for students and faculty. Outcomes demonstrated the value of designing interventions grounded in the educational principles.

Using conferences poster presentations as a tool for student learning and development

This paper offers an insight into the use of poster presentations as a means of helping students prepare and develop their arguments for their final project work to be submitted for assessment. The five students, all from a Masters in Social Work course in Gothenburg, Sweden participated in an international conference in Bratislava, Slovakia. The use of poster presentations, understood in this paper from a constructionist theory of education perspective, also created the opportunities for building student’s self-confidence and helping them develop their own academic voice. Furthermore it is argued that this process helped scaffold their knowledge building before the final submission of their course work.

Utilizing the information and communication technology as a learning tool for students

Introduction and Objective: The use of information and communication technology (ICT) to facilitate learning and training the students has led to the learning environment tend to become virtual and to change the communication and learning styles. This study aimed to investigate how students benefit from new learning technologies as a learning tool. Materials and Methods: This study is a descriptive–analytical study; the population included all students of the school of Medical Sciences in 2016, in Khoy, Iran. A questionnaire was used for data collecting. The questionnaire contains 50 questions regarding demographic information, the skills and the benefits of the students of computers and the Internet as the learning tools. After gathering the data, the analysis SPSS version 16 software and descriptive and inferential statistical analysis were used. Results: Students expressed their relatively high access to computers and the Internet (60.7%) and using ICT in learning (59.3%). The students' skills in the use of computers and the Internet (56%) were relatively high (97%). Most of the students used PowerPoint software as a learning tool, and the use of educational websites was relatively high in the nursing group (75%) compared to environmental health (50%). Conclusion: Considering the increased use of information technology proportionate with the students' personal skills and the effectiveness of multimedia educational software and Internet in learning, educational planners should provide access to e-learning by creating the conditions and introducing the high quality and rich educational software.

MCQ-construction improves Quality of Essay Assessment among undergraduate dental students

A well-constructed essay is indicative of deep strategic understanding and is considered a valid assessment tool in many dental schools. It has been suggested that constructing MCQs could be an effective learning tool for students while at the same time contribute towards a pool of well-constructed MCQs that could stand up to scrutiny at high-stakes examinations. This study aimed to compare the quality of essays written by students trained and untrained in MCQ construction. The null hypothesis was that construction of MCQs did not result in higher grades achieved in “closed-book” time-limited assessment conditions. A Test cohort (n=48) of undergraduate dental students were taught and constructed MCQs during their preclinical prosthodontics course. The Control cohort (n=48) consisted of students who underwent the same course 1 year prior. The same question was administered to both cohorts without the students׳ knowledge. Answers were de-identified and randomized for grading by a blinded expert prosthodontic examiner not involved in the teaching of the students. Based on a passing grade of 50 and a maximum grade of 100, the Test cohort exhibited significantly improved essay quality, scoring a mean grade of 73.0±8.0, compared to a mean grade of 63.6±11.8 achieved by the control cohort (p<0.001). The null hypothesis was rejected. Under the conditions of this double-blind study, MCQ-construction resulted in better essays written by students under examination conditions.