Productive Learning Strategies Research Articles

Self-Efficacy and Learner Satisfaction in the Management of Respiratory Emergency among Undergraduate Students: A Simulation-Based Study

Abstract Background Simulation is an educational method that utilizes scenarios and simulators that aide to replicate real clinical situations. This research was undertaken to evaluate the effectiveness of simulation and satisfaction following the use of high-fidelity simulation among nursing students studying at undergraduate level. Materials and Methods This is a quasi-experimental research study which was conducted in the simulation laboratory of Mangaluru, Karnataka. This study involves simulation-based learning to improve clinical competency among 100 B.Sc. nursing students. The presimulation self-efficacy was assessed by giving a questionnaire to the students. After the pretest, the researchers gave a brief introduction to the simulation scenario and explained the facilities available in the simulation laboratory. Learning objectives were explained and the samples were divided into small groups. The simulation was given using clinical scenarios and computer-assisted Human Patient Simulator for 45 minutes in the simulation laboratory. Postassessment of self-efficacy as well as student satisfaction assessment were performed using a questionnaire. Results The findings showed that the simulation is a productive learning strategy and builds confidence. After the simulation, 79% of students strongly agreed that their self-efficacy improved in the management of patients with respiratory emergencies. The results showed positive correlation between the variables which indicates higher level of self-efficacy improves satisfaction among learners. The present study results also revealed that 98% of students had good satisfaction and found debriefing very useful. Conclusion The high-fidelity simulation had a great influence on improving self-efficacy and satisfaction. Hence, simulation needs to be incorporated into the curriculum to enrich skills.

Analysis of Creative and Productive Learning Strategies in PJOK Subjects

Analysis of Creative and Productive Learning Strategies in PJOK Subjects

Lay Beliefs About Who Can Bridge the Black–White Racial Gap During Interracial Exchanges

For group discussions about fraught racial topics between Black and White Americans to be beneficial, conversation participants must view the person who facilitates as effective at communicating both the perspectives of Black and White Americans. We identify a biracial advantage in this domain. In three studies (total N = 710), we tested how a facilitator’s race affects their perceived effectiveness in communicating with both Black and White Americans. Both Black and White participants expected Black and White monoracial facilitators to more effectively engage with racial in-group than racial out-group members. However, they expected biracial facilitators to be equally effective in communicating with both Black and White groups. Both Black and White participants also expected biracial facilitators to use productive learning strategies (perspective taking, showing empathy) more than White facilitators, and either more than or equally to Black facilitators, suggesting one reason why people expect biracial facilitators to perform well in these moments.

Pendidikan Masa Kini Untuk Generasi Penerus Perjuangan Nabi Muhammad SAW.

To be able to realize the next generation of the Prophet's struggle, professional Islamic teachers are needed, namely teachers who are able to educate their students to become the next generation of the Prophet's struggle. It also requires the ability of teachers to use varied learning methods, productive learning strategies and modern educational media. It is also necessary to provide adequate infrastructure that can support teachers in carrying out the teaching and learning process well and attract students' interest. By knowing the characteristics of this millennial generation, the world of education can play a role and adjust learning strategies in such a way as to bring this millennial generation to an optimal level of success.

A user-transaction-based recommendation strategy for an educational digital library

The automated recommendation of content resources to learners is one of the most promising functions of educational digital libraries. Underlying strategies should take the individual progress of the learner into account to provide appropriate recommendations that are meaningful to the learner. If presented with appropriate assistance, learners will more likely engage in productive learning strategies, such as reading up on concepts and accessing preparatory materials, and refrain from unproductive behavior, such as guessing on or copying of homework. In this exploratory case study, we are analyzing transactional data within an educational digital library of online physics homework problems and learning content. The sequence of events starting with a learner failing to solve a particular problem, interacting with other online resources, and then succeeding on that same problem is used to identify potentially helpful resources for future learners. It was found that these “success stories” indeed allow for providing recommendations with acceptable accuracy, which, when implemented, may lead to more productive learning paths.

How silence facilitates verbal participation

The article reports a qualitative-quantitative case study of 239 Vietnamese university students’ perspectives on the effects of their silence on the formulation and quality of their talk. It presents participants’ voices with regards to whether and how their silent thinking influences verbal communication in the English language classroom and discusses the dynamics of productive learning strategies that would benefit the quality of speech. Data from an open-ended questionnaire reveal insights into students’ silent and verbal learning with a focus on the logical relationship between the two modes. Three findings coming out of this project include different nuances of the silent learning behaviour, the frequency of success in producing speech after mental processing practice, and a range of practical strategies that helps turn thoughts into verbal output. The study unpacks the importance of silence as autonomous learning and proposes relevant classroom activities for more rewarding outcomes.

Priming productive study strategies with preparatory quizzes in an engineering course

SummaryOne approach to encourage productive study strategies is to incorporate preparatory quizzes (or pre‐quizzes) in which students are required to submit answers to questions before the underlying material is covered in class. In the present study, students took an introductory mechanical engineering class that either included pre‐quizzes (treatment group) or did not (control group). Students in the treatment group visited the online textbook more often and earlier in advance of deadlines, indicating better management of their study time—behaviors that have been shown to be productive study strategies. They also performed better in the course, indicating that techniques intended to prime productive study strategies can pay off. Finally, measures of productive learning strategies correlated with measures of course performance for both groups. These findings support the pretesting principle, which holds that students study more effectively and learn better when they take practice tests before a lesson.

Resettled Refugee Teens’ Perspectives: Identifying a Need to Centralize Youths’ “Funds of Strategies” in Future Efforts to Enact Culturally Responsive Pedagogy

This paper examines how refugee youth strategically navigate learning during the first years of resettlement. Interweaving frameworks of youth agency and culturally responsive pedagogy (CRP), we investigate how refugees learn, how they perceive instruction in the U.S., and what they recommend teachers do to support them. Analysis of interview and observational data reveals that teens engage in productive learning strategies after school but have less agency to enact these strategies during school. Also emphasized in this study is teens’ desire for more rigorous coursework in secondary schools. Drawing from our findings, we theoretically propose that teens—not just teachers—have roles in implementing CRP. Thus, implications for research include the need for a greater focus on how resettled refugee youth mediate learning for one another and how teachers can learn about and empower youth to draw upon their Funds of Strategies as they strive to implement CRP.

The Effect of Peer Instruction Method on Pre-Service Teachers’ Conceptual Comprehension of Methodology Course

Peer teaching has become a productive learning strategy at all education levels. Peer Instruction Method is carried out in a range of forms and contexts like co-tutoring, reciprocal tutoring and discussion groups without teachers. To examine the effectiveness of using the peer instruction method to enhance the conceptual comprehension of pre-service teachers’ attending a methodology course. The participants included 78 female post-graduate English teachers, who were seeking to obtain their teaching qualifications and were enrolled in a teaching methodology course during the first semester of the 2015 academic year. Statistically significant differences were observed while examining peer instruction method and students’ achievements (t = .181; sig = .857). Higher score ranging from 4.5500 and 3.4000 was observed among students in regards of peer instruction method. It has been examined that lecture enjoyability is increased from peer instruction method. Students are more perceived towards making apparent viewpoints concerning course concepts. Peer instruction method positively influence on attitudes of treatment group to understand essential course concepts. Peer instruction method was effective in enhancing conceptual comprehension and that the participants harboured positive attitudes towards it.

Shifting senses in lexical semantic development

Most words are associated with multiple senses. A DVD can be round (when describing a disc), and a DVD can be an hour long (when describing a movie), and in each case DVD means something different. The possible senses of a word are often predictable, and also constrained, as words cannot take just any meaning: for example, although a movie can be an hour long, it cannot sensibly be described as round (unlike a DVD). Learning the scope and limits of word meaning is vital for the comprehension of natural language, but poses a potentially difficult learnability problem for children. By testing what senses children are willing to assign to a variety of words, we demonstrate that, in comprehension, the problem is solved using a productive learning strategy. Children are perfectly capable of assigning different senses to a word; indeed they are essentially adult-like at assigning licensed meanings. But difficulties arise in determining which senses are assignable: children systematically overestimate the possible senses of a word, allowing meanings that adults rule unlicensed (e.g., taking round movie to refer to a disc). By contrast, this strategy does not extend to production, in which children use licensed, but not unlicensed, senses. Children’s productive comprehension strategy suggests an early emerging facility for using context in sense resolution (a difficult task for natural language processing algorithms), but leaves an intriguing question as to the mechanisms children use to learn a restricted, adult-like set of senses.

An evaluation of simulated clinical practice for adult branch students

To evaluate simulation strategies used for adult branch nursing students in one university. A questionnaire was used to collect quantitative data and open comments (qualitative data). The evaluation was completed by 45 of a group of 60 second-year diploma nursing students. There was widespread agreement that simulation is a productive learning strategy that broadens theoretical learning and supports the practice element of nurse education. Areas commented on included developing confidence, individual support and linking theory to practice. Simulation supports the practical learning experience. It will neither take the place of traditional methods of teaching nor replace good practice experience for nursing students, but can support both elements of nurse education.

Untangling dimensions of middle school students' beliefs about scientific knowledge and science learning

Responses to a written beliefs test for 178 eighth grade students and interviews with a subset of the students are analysed to investigate students' beliefs about the tentativeness of scientific knowledge and about the autonomy and strategies appropriate for science learning. These three dimensions of beliefs are salient because they align with the image of science teaching promoted by current reform movements. Analyses focus on change in beliefs and relationships among dimensions of beliefs and between those beliefs and students' understandings of science concepts. Results show that students' beliefs do not change much during the one-semester course. Students who view scientific knowledge as tentative also try to understand science. Autonomous students do not hold the most productive learning strategies, though students with low autonomy develop significantly less coherent understandings of science concepts. Instructional implications focus on potential roles of teachers and technology in promoting productive beliefs about scientific knowledge and science learning. Implications for individualized instruction follow classroom-level implications.