Satisfactory Learning Research Articles

Good practices of delivery and teaching leadership for online educators in technical disciplines: A perspective

<p style="text-indent:20px;">While there are works on best practices in teaching, there is a lack of literature that concerns the associated leadership aspect. However, contemporary online educators largely play the role of leaders consciously or unconsciously. Further, STEM and technical social science subjects like finance can be related to a substantial cognitive load if instructions are poorly designed, and more so in an online context where students and educators may not have a close connection. This perspective article, drawing on the author's own experience as a successful online educator with consistently high student satisfaction scores and multiple teaching awards and referring to literature, conceptualizes good online teaching practices in technical disciplines across two dimensions – virtual leadership and cognitive load management. The perspective then suggests strategies particularly applicable in technical disciplines to achieve satisfactory learning outcomes. It is acknowledged that online delivery and style of teaching adopted by educators can be subjective and dependent on context. However, the practices suggested, including communicating expectations, developing trust-relationship with students, adaptations beyond conventional teaching and textbook, and designing and sequencing resources while considering cognitive load management, may positively impact online students' learning experience in STEM and technical social science disciplines.

Uma análise de procedimentos metodológicos executados numa disciplina de Matemática na Pós-Graduação durante a pandemia da COVID-19

O objetivo do presente artigo é analisar se os procedimentos metodológicos usados na disciplina, ministrada no formato de Regime de Exercícios Domiciliares Especiais durante a pandemia da COVID-19, resultaram num momento de aprendizagem satisfatório para os acadêmicos. Para tanto, elencou-se os objetivos específicos de apresentar a metodologia usada na disciplina durante o período sem pandemia; discutir desafios, reflexões e ações visando sanar as inquietações geradas durante o desenvolvimento da disciplina; e identificar as impressões dos acadêmicos com relação à metodologia aplicada. O procedimento central consistiu na produção de vídeos de curta duração, usando como referencial teórico a Teoria da Carga Cognitiva, primando minimizar a carga estranha e maximizar as cargas intrínseca e relevante. Aplicou-se um questionário aberto para obter os dados. As respostas às perguntas mostraram que os resultados do método adotado foram satisfatórios, vídeos de até 15 minutos, produzidos para os momentos assíncronos, receberam uma avaliação positiva e estimuladora. Na produção desses vídeos foi necessário exercitar a capacidade de ser claro, direto e sucinto, o que normalmente não ocorre numa aula presencial. Para um vídeo explicativo de curta duração, verificou-se que os acadêmicos se sentiriam muito mais estimulados em revê-lo, contrapondo com a dificuldade de assistir a um vídeo de duas horas ou mais, visto que ainda não há uma ferramenta universal de busca num vídeo qualquer, como existe no arquivo em formato PDF, que permite procurar por palavras dentro do texto. Finalmente, questiona-se se a aula presencial será a mesma no período pós-pandemia.

Pengunaan metode modifikasi dalam meningkatkan kemampuan smash permainan bolavoli

The success of teachers in the learning process in schools is largely determined by the method used. Applying the right method will give good results. This study aims to determine the increase in volleyball learning ability. The subjects of this study were 39 male students. This type of research is Classroom Action Research (PTK). This data collection uses the ability of students to make modification methods in volleyball smash learning using performance tests (psychomotor). The results of this study are an increase in the satisfactory learning achievement of volleyball using the modified method. In the assessment before the student completeness cycle was 12.8% (5 people), the student completeness in the first cycle assessment was also 12.8% (5 people), while the student completeness in the second cycle assessment was 43.6% (17 people). This proves that the modification method is able to improve the volleyball game smash skills of class XI students of SMK Kansai Pekanbaru. In future research recommendations, it is hoped that other researchers will use this modified method in learning physical education in schools to be more interesting and creative in modifying it and using a large number of samples.

Magnet hospital attributes in nursing work environment and its relationship to nursing students' clinical learning environment and satisfaction.

To analyse nursing students' perception of the Magnet hospital attributes of the work environment at the hospitals where they perform their clinical placement and the relationship of this factor to their clinical learning environment and supervision, satisfaction and intention to stay in those hospitals once graduated. This study had a cross-sectional, correlational, design. Data were collected using self-reported questionnaires from 180 nursing students at a university in southeast Spain between September-October 2018. Nursing work environment and clinical learning environment were measured using the Practice Environment Scale of the Nursing Work Index and Clinical Learning Environment, Supervision and Nurse Teacher scale, respectively. Students' satisfaction with the work environment and with the clinical learning process were measured using a four-point Likert scale developed by the researchers. Percentages, frequencies, mean, standard deviation, χ2 test, Mann-Whitney U test, Spearman and phi correlation were used to analyse the data. Nursing students' perception of greater Magnet-like features at work environment was associated with better clinical learning environment (Spearman rs=|0.22-0.54|; p<.01) and satisfaction with the work environment (Spearman rs=0.18; p=.01) and with their learning process (Spearman rs=0.21; p<.01). Greater intention to stay working in the hospital after graduation was significantly associated with greater satisfaction with the learning process (phi=0.31; p<.01) and the work environment (phi=0.23; p=.02). Magnet-like features at the work environment lead to superior clinical learning environment and higher students' satisfaction, two factors that play a decisive role in their decision to stay at hospitals where they performed clinicals after graduation. In the face of a global nurse shortage, nursing managers and faculty leaders should consider the improvement of nursing workplaces as a strategic alliance to promote satisfactory clinical learning experience and aid recruitment of nurses.

Real-time energy purchase optimization for a storage-integrated photovoltaic system by deep reinforcement learning

The objective of this article is to minimize the cost of energy purchased on a real-time basis for a storage-integrated photovoltaic (PV) system installed in a microgrid. Under non-linear storage charging/discharging characteristics, as well as uncertain solar energy generation, demands, and market prices, it is a complex task. It requires a proper level of tradeoff between storing too much and too little energy in the battery: future excess PV energy is lost in the former case, and demand is exposed to future high electricity prices in the latter case. We propose a reinforcement learning approach to deal with a non-stationary environment and non-linear storage characteristics. To make this approach applicable, a novel formulation of the decision problem is presented, which focuses on the optimization of grid energy purchases rather than on direct storage control. This limits the complexity of the state and action space, making it possible to achieve satisfactory learning speed and avoid stability issues. Then the Q-learning algorithm combined with a dense deep neural network for function representation is used to learn an optimal decision policy. The algorithm incorporates enhancements that were found to improve learning speed and stability by prior work, such as experience replay, target network, and increasing discount factor. Extensive simulation results performed on real data confirm that our approach is effective and outperforms rule-based heuristics.

Pengaruh nomophobia terhadap academic failure pada mahasiswa

Every student has the hope of achieving maximum or satisfactory learning achievement in his studies. An initial survey conducted on a number of students at the psychology faculty of Unmer Malang found that students experienced symptoms that led to academic failure, where the symptoms were: often not focused or unable to concentrate during lectures, easily gave up when faced with difficulties, felt unable to do work. tasks well, decreased interest in learning, doubting their own abilities, learning is considered a burden and something boring. One way to overcome this problem, students make a diversion by playing smartphones. This has a negative impact on the decline in student achievement. The purpose of this study was to determine the effect of nomophobia on student academic failure. The research design uses a quantitative survey approach, with the data collection technique using random sampling. After going through the regression test, it was found that there was an influence of nomophobia on academic failure of 0.211 (21.1%) on academic failure, which means that the hypothesis in this study was accepted.

Abnormal brain structure and behavior in MyD88-deficient mice

While the original protein Toll in Drosophila melanogaster regulates both host defense and morphogenesis, the role of its ortholog Toll-like receptors (TLRs), the interleukin 1 receptor (IL-1R) family, and the associated signaling pathways in mammalian brain development and structure is poorly understood. Because the adaptor protein myeloid differentiation primary response protein 88 (MyD88) is essential for downstream signaling of most TLRs and IL-1R, we systematically investigated the effect of MyD88 deficiency on murine brain structure during development and on behavior. In neonatal Myd88−/− mice, neocortical thickness was reduced, while density of cortical neurons was increased. In contrast, microglia, astrocyte, oligodendrocyte, and proliferating cell numbers were unchanged in these mice compared to wild-type mice. In adult Myd88−/− mice, neocortical thickness was unaltered, but neuronal density in neocortex and hippocampus was increased. Neuron arborization was less pronounced in adult Myd88−/− mice compared to wild-type animals. In addition, numbers of microglia and proliferating cells were increased in the neocortex and subventricular zone, respectively, with unaltered astrocyte and oligodendrocyte numbers, and myelinization was enhanced in the adult Myd88−/− neocortex. These morphologic changes in the brain of adult Myd88−/− mice were accompanied by specific behavioral traits, such as decreased locomotor activity, increased anxiety-like behavior, but normal day/light activity, satisfactory learning, short- and long-term spatial memory, potential cognitive inflexibility, and increased hanging and locomotor behavior within their home cage. Taken together, MyD88 deficiency results in morphologic and cellular changes in the mouse brain, as well as in altered natural and specific behaviors. Our data indicate a pathophysiological significance of MyD88 for mammalian CNS development, structure, and function.

몽골 초중고등학교의 스마트교실을 활용한 한국어교육

Journal of the International Network for Korean Language and Culture 17-2, 185-216. This paper aims to provide an overview of Korean language education in Mongolian elementary and secondary schools that use smart learning and to examine the usefulness of smart learning in Korean language education in the KFL environment as a new teaching-learning paradigm. This study reviewed theoretical studies of smart learning and discussed its main components and learning effectiveness in the Korean language in Mongolian elementary and secondary schools. As components of smart learning in the Korean language, this study focused on smart classrooms, which are composed of smart learning devices, smart learning contents of the Korean language, teaching methods, and teachers in charge of Korean language education. It also surveyed 15 teachers, and the results were analyzed to discuss the effectiveness of smart classrooms. To summarize these discussions, Korean language education in Mongolian elementary and secondary schools has proper components, and a relatively satisfactory learning effect. However, we are compelled to point out the limitations of this study which did not include a comparison of learning effects between the experimental and comparative groups owing to the special recent circumstances. Smart learning of the Korean language in Mongolian elementary and secondary schools has contributed to the expansion of Korean language education in Mongolia. It is considered a new educational paradigm that can be applied to the field of Korean language education in elementary and secondary schools abroad.(Sangmyung University)

Infusing visual analytics technology with business education: An exploratory investigation in fostering higher-order thinking in China

ABSTRACT Visual analytics technology enjoys a growing trend in data analysis and visualisation science. The potential of visual analytics application in classroom learning remains opaque. We integrated visual analytics tool in learning to examine higher-order thinking in terms of technology’s innovation attributes, learning satisfaction, and epistemological beliefs advancement. A cross-sectional survey of 247 undergraduate business students was conducted in a south China university. Result suggests that three features of visual analytics shared variance in satisfactory learning. This satisfactory VA-assisted learning predicts business students’ higher-order thinking, while the change in epistemological beliefs only occurs with satisfactory evaluation. Implications for education practitioners to adopt technological transformation have been provided.

Surveying the assessment components suitability for engineering learning in a challenging educational environment

This study used a mixed methodology to investigates the possibility of using blended assessment for engineering education in a challenging learning environment. It discussed the outcome of the evaluation, which is problematized by the influences of an encumbered learning environment. It used the blended engineering models to investigate the circumstances of assessments and its outcomes in a university situated in the sub-Sahara African region. It revealed the experiences of post-internship engineering students using a single blended course. The survey showed that students` knowledge of factors impeding thorough assessment for productivity in the region and advocated ways of improvement. It disclosed past and present assessment percentage shares in addition to suggesting a preferred assessment percentage share required for graduating skilled engineers. The result uncovered where assessment might be situated so that there is a satisfactory learning outcome for engineering programs.&#x0D; Keywords: Blended engineering learning, Challenged educational environments, Assessment outcomes.

Learning perception of Veterinary students about cardiovascular physiology using a functional model

ABSTRACT Learning the physiology of the cardiovascular system can be difficult for students, but the use of active teaching methodologies can help and enhance learning. To facilitate the understanding of how the cardiovascular system works, we built a functional model for Veterinary Medicine students attending a cardiovascular physiology lecture and evaluated their self-reported perceptions of how well they learned. We used simple materials to construct the cardiovascular model, such as bottles of transparent polyethylene terephthalate (PET), transparent tubing, rubber balloons, and rubber pears taken from aneroid manometers. Twenty-four veterinary students attended a traditional cardiovascular physiology lecture before being introduced to the functional model. Each student then filled out a structured questionnaire that assessed their learning perception. The data was analyzed by chi-squared (χ2) test. We observed that most students considered the use of the model to be a more efficient and satisfactory learning method (p < 0.05). The functional model proved to be a useful tool for learning cardiovascular system physiology. Through the model, the students were able to visualise the way that important structures function, an outcome that is often not possible in classes involving animal vivisections. Moreover, the model facilitates the teaching of the pathophysiology of the cardiovascular system.

University students’ ability to identify and apply leisure concepts in an EMI class in South Korea : Analyzing writings about the movie A River Runs through It

As developed countries age, there are fewer students to matriculate to college campuses. One way of filling seats is by recruiting international students. These students can be economically beneficial as they often pay higher tuition costs and contribute to local economies through living expenses (OECD, 2020). A growing trend making non-Anglophone countries attractive to these students is English as a method of instruction (EMI) classes. EMI courses teach subject matter in classes such as business, tourism, and international relations in English, even though it may not be the native language of any of the students in the classroom. In order to provide satisfactory learning environments for these students, it is necessary to utilize varied and contemporary teaching methods. One such method is the incorporation of movies in order to illustrate key topics and aid in retention. This exploratory paper analyzes Korean and international student reaction papers in an EMI Introduction to Leisure class at “K” University in South Korea to investigate students’ understanding of the lecture material and how they apply their knowledge to scenes from the film A River Runs through It. The results of this study can serve as a guide to how to reinforce key concepts for instructors of EMI courses, particularly in leisure and tourism.

Relationship Between Clinical Learning Environment and Students’ Critical Thinking Skills

Students in learning environment learn how to apply knowledge, skills, communication and professionalization. So the objective of clinical learning is to improve students' professional critical thinking and decision-making skills and increase their self-confidence. Aim: the study aims to determine the Relationship between clinical learning environment and students’ critical thinking skills. Research design: a correlational descriptive design used to conduct this study. Setting: the study conducted in faculty of nursing South Valley University. Subject: random sample from 2nd, 3rd, and 4th years’ students to carry out the study total sample 384 students. Tools: three tools were used, 1st: personal data and a question, does the clinical learning environment enhances your critical thinking skills? 2nd: Clinical Learning Environment Inventory and 3rd: California Critical Thinking Skills Test. Results: the present study findings that there was satisfactory students’ result 75% of clinical learning environment the mean and standard deviation 101.14±11.82. Satisfactory 91.7% critical thinking skills the mean and standard deviation was 202.71±23.36. Students’ self-confidence was 100.0% unsatisfactory. Conclusion: There was satisfactory clinical learning environment in relation to satisfactory critical thinking skills and that in agreement with students’ perception. Recommendations: faculty staff members at all departments should improve clinical learning environment to enhance critical thinking skills. Improve students’ self-confidence through: close supervision, good communication and training programs.

Introduction and Implementation of Early Clinical Exposure in Undergraduate Medical Training to Enhance Learning.

Context:Conventional medical curricula have created an impenetrable wall between the preclinical and clinical years of training, thus submerging relevance of basic sciences in clinical setup. Recently, the Medical Council of India has introduced a number of changes and updates in the medical education, including “early clinical exposure” (ECE) in newly proposed competency-based medical education. ECE does not replace the basic and clinical sciences but enriches and contextualizes that learning, therefore motivating the students to develop a better insight into medical profession.Aims:(1) To develop a protocol for the introduction of ECE in undergraduate medical training, (2) to validate and to deliver it to the 1st year MBBS students and assess their perceptions.Settings and Design:It was a prospective, nonrandomized, interventional study.Subjects and Methods:After taking permission from the institutional research committee and institutional ethical committee, a protocol for the introduction of ECE in Biochemistry was developed. The feedback questionnaire for the students and the faculty and retro-preself-efficacy questionnaire for the students were designed and validated. The ECE protocol was delivered to 143 1st-year MBBS students, and perceptions of concerned were collected and analyzed.Statistical Analysis Used:Collected data were analyzed in terms of percentages, medians, and satisfaction index and were represented in graphs.Results:Students reported that the ECE session was an enjoyable, satisfactory, and effective learning tool, with the improvement in knowledge, retention, attention, and motivation. Students also reported that this method of teaching–learning should be implemented in other topics as well as in other subjects of the first professional course.Conclusions:ECE protocol was perceived as very satisfactory by the students, and it helped in improvement of knowledge and to understand the relevance of preclinical subject in clinical setup.

Modal additive models with data-driven structure identification

Additive models, due to their high flexibility, have received a great deal of attention in high dimensional regression analysis. Many efforts have been made on capturing interactions between predictive variables within additive models. However, typical approaches are designed based on conditional mean assumptions, which may fail to reveal the structure when data is contaminated by heavy-tailed noise. In this paper, we propose a penalized modal regression method, Modal Additive Models (MAM), based on a conditional mode assumption for simultaneous function estimation and structure identification. MAM approximates the non-parametric function through forward neural networks, and maximizes modal risk with constraints on the function space and group structure. The proposed approach can be implemented by the half-quadratic (HQ) optimization technique, and its asymptotic estimation and selection consistency are established. It turns out that MAM can achieve satisfactory learning rate and identify the target group structure with high probability. The effectiveness of MAM is also supported by some simulated examples.

Error analysis on regularized regression based on the Maximum correntropy criterion

This paper aims at the regularized learning algorithm for regression associated with the correntropy induced losses in reproducing kernel Hilbert spaces. The main target is the error analysis for the regression problem in learning theory based on the maximum correntropy. Explicit learning rates are provided. From our analysis, when choosing a suitable parameter of the loss function, we obtain satisfactory learning rates. The rates depend on the regularization error and the covering numbers of the reproducing kernel Hilbert space.

Functional Brain Network Classification for Alzheimer’s Disease Detection with Deep Features and Extreme Learning Machine

The human brain can be inherently modeled as a brain network, where nodes denote billions of neurons and edges denote massive connections between neurons. Analysis on functional brain networks provides powerful abilities to discover potential mechanisms of human brain, and to aid brain disease detection, such as AD (Alzheimer’s disease). Effective discrimination of patients of AD and MCI (mild cognitive impairment) from NC (normal control) is important for the early diagnosis of AD. Therefore, this paper explores the problem of brain network classification for AD detection. Two deep learning methods of functional brain network classification are designed. The convolutional learning method learns the deep regional-connectivity features, while the recurrent learning method learns the deep adjacent positional features. The ELM (extreme learning machine)-boosted structure is also implemented to further improve the learning ability. Extensive experiments are conducted to evaluate and compare the AUC (area under curve), accuracy, recall, and training time of the proposed methods on a real-world dataset. Results indicate that (1) the proposed methods which learn deep features directly from brain networks outperform shallow learning methods and (2) models with the ELM-boosted structure achieve a higher performance. This paper explores the brain networks learning with deep features and ELM. The results demonstrate that the proposed methods provide a satisfactory learning ability in the application of AD detection.

Do Learning Styles Influenced by Gender: A Qualitative Study Among Physiology Undergraduate Medical Students

Introduction&#x0D; Current and future trends in medical learning enforce huge burden of mastering a different set of competencies among medical student. Furthermore, the important task in medical education isto provide adequate and satisfactory student learning. Thus, better awareness of learning style preferences and various factors (such as gender) influencing learning styles, can help in delivery of rewarding, satisfying and pleasant learning experience to the students.&#x0D; Aim&#x0D; The study was planned with the aim of assessing the influence of gender on learning style preferences among Undergraduate Medical Students of Physiology.&#x0D; Materials and Method&#x0D; In this cross-sectional study among 100 undergraduate medical students of physiology, Visual, Aural, Read/write and Kinesthetic (VARK) questionnaire version 7.8 was used to collect information of students’ learning style preferences. Descriptive statistics were used to describe the variables. Chi-square test was performed to evaluate the influence of gender on learning style preferences.&#x0D; Results&#x0D; In the study, 82.22%Males and 68.75% females exhibited multiple sensory preferences. Furthermore only 17.77%Male, 31.25% Female, preferred a single sensory modality for receiving information. However gender differences were NOT significant.&#x0D; Conclusion&#x0D; Most students both male and female had preferences for multimodal learning style. Furthermore gender had no significant association with learning style preference.

Mapping the landscape of professional inquiry as a form of teacher learning in New Zealand: a narrative inquiry into one teacher’s experience

ABSTRACT In this narrative inquiry, we will explore teachers’ professional inquiry in New Zealand. We begin by outlining context-related issues that undergird the propagation of professional inquiry and provide a chronological portrayal of how inquiry originated as a form of teacher learning. Then, we apply a narrative lens on one teacher’s experience of professional inquiry to examine the ways that numerous forces have touched upon the professional inquiry and teacher learning milieu. The narrative insights that surfaced suggested that the external motivations attached to professional inquiry have stymied its teacher learning potential. Since these motivations play a key role in shaping teachers’ personal conceptualisations of purposeful inquiry, we theorised how they could be refined and reinvigorated. Investing into meaningful ways for teachers to understand external motivations attached to professional inquiry could produce more satisfactory teacher learning experiences. Furthermore, part of meaning-making through inquiry could involve teachers exploring the sociopolitical dimensions of their practices as well as the teaching profession; this could galvanise teachers into adopting a more active role in their learning as well as the education sector.

Exploring the effects of web-mediated activity-based learning and meaningful learning on improving students’ learning effects, learning engagement, and academic motivation

The application and development of educational technologies has influenced current education practices. However, there are few studies discussing how to apply these technologies and devices with appropriate teaching methods to help students achieve satisfactory learning goals, especially for computing classes. Thus, the researchers reconsidered the course design of a computing course with practical teaching methods, activity-based learning (ABL) and meaningful learning (ML), in an online learning environment. The researchers investigated, via quasi-experiments, the effects of web-mediated ABL and ML on developing students’ learning effects, learning engagement, and academic motivation in this online computing course. A 2 (ABL vs. non-ABL) × 2 (ML vs. non-ML) design, as well as factorial pretest/posttest design, was employed in this experimental research. The selected course for experiment was titled “Applied Information Technology: Office Software,” one semester in length and a required course for the four involved classes of students at a comprehensive university. All students in this study came from non-computer departments. According to the results of this study, students who received web-mediated ML had a significant increase in their learning engagement. However, the expected effects of ABL on developing students’ skills in using PowerPoint and Word, learning engagement, and academic motivation were not found in this study. Possible explanations for this nonsignificant outcome are included in the paper. The researchers’ design of an online course integrating ABL and ML may be used by teachers and schools when conducting online, flipped, or blended courses for their students, particularly for those courses focused on developing students’ skills in using PowerPoint and Word.