Learning Tool For Students Research Articles

The Effect of Online Formative Self-Assessment on Academic Performance of Chiropractic Students

The main objectives of this study are: 1. Evaluate the degree of utilization of online, formative self-assessment (OFSA); 2. To evaluate the effect of OFSA on summative final exam (SFE) scores. The design of the study involved students having the opportunity to take a total of eight weekly OFSA quizzes voluntarily, outside of class time and throughout the academic term. Demographic, utilization and SFE scores were collected and analyzed. The results included: 1. high participation rate with 93% (N = 173) of the total number of students having taken at least one or more quizzes and 53% (N = 98) of students took at least four or more OFSA quizzes. 2. There was a 0.72 (p=.008; CI: .196 to 1.253) increase of SFE scores per quiz taken as per linear regression. The correlation was mildly, positive (r = .194, p < .01). In post hoc analysis, the mean SFE score of the frequent (4 or more quizzes) OFSA takers was 3.52 higher than that of the infrequent (3 or fewer quizzes) takers (p < .01). Based on the results, OFSA may offer a complementary learning tool for students in a Chiropractic program.

Comparison of effectiveness of WhatsApp and Facebook as learning tool for the students of a medical college.

To compare the effectiveness of Facebook and WhatsApp as learning tools for undergraduate medical students in ophthalmology. The quantitative, quasi-experimental study was conducted at Khawaja Muhammad Safdar Medical College, Sialkot, Pakistan from October 2017 to March 2018, and comprised 4th year medical students. A pre-test of ophthalmology topics was taken and participants were divided into Facebook and WhatsApp groups by gender-based stratified randomisation. Four topics were taught through Facebook and WhatsApp to the relevant groups and post-test was taken using multiple choice questions. Data was analysed using SPSS 20. Of the 100 students, 35(35%) were males and 65(65%) were females. The overall mean age was 21.76±0.85 years (range: 20-24 years of. The two groups had 50(50%) subjects each. A significant difference was found between pre- and post-test results of both the groups (p<0.001). There was no significant difference between the groups (p>0.05) neither the baseline nor post-intervention. There was significant difference along gender lines (p>0.05). Facebook and WhatsApp as learning tools had no significant difference in terms of impact on the learning process.

The role of medical simulation in obstetrics

Medical simulation is widely recognized as a didactic learning tool for students and health care professionals, with the aim to promote and implement measures dedicated to patient’s safety. It is growing rapidly worldwide, becoming part of the curricula in medical schools and medical societies. It represents a useful method of training for rare and complex situations, with catastrophic potential, for which health care professionals have no experience, could not learn it individually and which could overcome them cognitively. Obstetrics is the only specialty in which relevant results on clinical outcome have been demonstrated in the area of great obstetric emergencies. Medical simulation will increase the level of technical competence and communication, will promote an ethical and responsible behavior and a multidisciplinary teamwork. Its end result will be the improvement of patients’ safety.

A Text Detection Algorithm for Image of Student Exercises Based on CTPN and Enhanced YOLOv3

Intelligent learning system (ILS) has become a popular learning tool for students. It can collect students' wrong questions in exercises and dig out their unskilled knowledge points so that it can recommend personalized exercises for students. Detecting text accurately from images of students' exercises is significant and essential in an ILS. However, a big challenge of text detection is that traditional text detection algorithms can not detect complete text lines in an exercise scene, and their detection box always splits between Chinese and mathematical symbols. In this article, we propose a deep-learning-based approach for text detection, which improves You Only Look Once version 3 (YOLOv3) by changing the regression object from a single character to a fixed-width text and applies a stitching strategy to construct text lines based on the relation matrix, which improves the accuracy by 9.8%. Experimental results on both RCTW Chinese text detection dataset and real exercise scenario show that our model can improve detection effectiveness. In addition, we compare our method with two state-of-the-art approaches in applications of exercise text detection, and discuss its capability and limitations. We have also provided a platform which has implemented the proposal for detecting text lines in students' daily homework or examination papers, which enhances user experience well.

RANCANG BANGUN APLIKASI MULTIMEDIA INTERAKTIF MOBILE LEARNING MATA KULIAH METODE PENELITIAN FPP UNIVERSITAS NEGERI PADANG

Learning 4.0 refers to 9 IT-based trends and learning. Changes in education gave birth to innovations in the field of education with the aim of improving the quality of education. Information technology as an innovation becomes an educational need. Technology support in the field of education, educators are greatly helped in efforts to improve the quality of learning. The characteristics of mobile devices that have a high degree of flexibility and portability enable students to access material, direction and information related to learning where and at any time. One of them is the use of mobile learning applications. Interactive multimedia applications can be developed into mobile learning applications. The purpose of this study is to produce an application as a learning tool for students of research methods on Android-based smartphones that have material content that is tailored to the SOP of the State University of Padang. This application was developed through the Prototyping development approach with an Android-based Java programming language using the Integrated Development Environment (IDE) of Android Studio. The making of this research resulted in the application of research methods courses as a means of learning for students who had syllabus features, lesson plans, material from units I to X and videos adapted to the syllabus. With the results of the application of learning this research method, it is expected that this application can contribute and provide convenience in the learning process of FPP UNP student research methods.

Urban Planning Simulation Game and the Development of Spatial Competence

The use of simulation has proven to be helpful for many academics from various disciplines in the last decade. In the field of pedagogy, not only does simulation help in learning something new, but it also can be utilized as a learning tool for students. Today, there have been a lot of academic discourse of what kind of competence that can be harvested from the use of simulation. On the other hand, spatial intelligence is one type of intelligence whose existence is foreshadowed by the two more popular intelligence today; verbal and mathematical intelligence. To this day, only a few studies have thoroughly explored how to develop spatial intelligence, but only for children. This lack of dedicated framework and research has produced a consequential impediment for the uptake of simulation use in university-level education, particularly in spatial- oriented subjects. This paper addresses this shortcoming by reintroducing several key information regarding simulation, model, gamification, and its connection to spatial intelligence. This literature review will then be applied to an urban planning simulation game case study of SimCity. The result of this paper shows that there are several types of simulation that can train specific spatial competencies, which will further students’ spatial competence.

Implantation of an Open Source Moodle Platform Across an Educational Institution

E-learning includes the use of open source and commercial tools and technologies to enhance teaching learning process, which have become familiar to students and faculty across the globe over the past decade. An online Learning Management System (LMS) provides basic tools to share course materials and other education related plug-in to communicate with students and, faculty for collecting assignments and manage grading method using open source platforms. This article describes the use and full deployment of Moodle, an open source e-learning LMS developed by Galgotias University which is one of the renowned educational institution in north India, into its teaching learning process for its 20000+ users which includes students and faculty. In this research paper we have discussedabout the use of monitoring tools used by the management and higher authorities, use of automated assessment and learning tools for students belonging to engineering and non-engineering domains, management of courses and enrolling users to the courses. The assessment analysis consists of moodle functionalities based on adhoc SQL queries, reports and statistical analysis of moodle activities performed by users of Galgotias University. The result displays the positive engagement of students and faculties on moodle, use of moodle for assessment of students using Virtual Programming Lab (VPL), Quiz, Project Based Learning (PBL), Simulations, Assignments based on rubrics, virtual classes, feedback and surveys.

Comic-Con: Can Comics of the Constitution Enable Meaningful Learning in Political Science?

ABSTRACTThis article explores the value and application of using comic images to teach difficult political texts. We presented either visual or textual portions of the Constitution to 71 American 18- to 22-year-olds using Survey Monkey Audience, measuring and comparing their knowledge of the Constitution before and after viewing. Respondents viewing the comic of congressional duties experienced statistically significant gains in pretest to posttest mean knowledge scores. Respondents viewing the text also experienced an increase in mean scores pretest to posttest; however, these changes were smaller and not statistically significant. This indicates that students may better comprehend content from visual depictions of difficult texts. We conclude by providing an example of one way that we use comics of political texts as a tool for student learning in an international civics exchange program.

Evolution and Identification from a Bibliometric Perspective of the Use of Robots in the Intervention of Children with ASD

Irruption of technologies in the educational context, specifically robotics has meant changes in the use of learning tools for students with ASD. In this sense, the inclusion of robots in intervention with these students allowed to design simpler and more controlled learning environments, adjusted to the needs of these students. From this line of research, the main of this study has been to realize a systematic and thematic review providing a state-of-art review about the use of robots as a tool for social interaction with ASD students using some variables such as instrument, features of the participants, aim of the research, results, developed activities, worked areas. Therefore, a bibliometric study has been applied through the Web of Science (WOS). The advanced search with keywords on the subject, object of study, ended with 13 publications which were adjusted to previously established criteria such as age of the participants (between 2 and 16 years), purpose of articles (academic) or the years of publication (between the years 2005 and 2017). The results have showed, according to the established variables, an evolution of the scientific production, being year 2017 the most productive and observing that, in general lines, the prototypes of recent robots have more work options. The conclusions, in line with previous studies, show that robots have been used in the intervention with children with ASD being more used and effective as a tool to promote communicative interaction while there is no evidence of intervention in curricular contents, what may indicate its effectiveness in this area and transfer future studies to other areas.

Simulasi Getaran Sistem Diskrit Satu Derajat Kebebasan

&lt;em&gt;Equipment has been made to simulate a discrete system vibration of one degree of freedom. The aim is to obtain equipment for learning for students in the field of mechanical vibration. Vibration simulation includes free vibration and forced vibration of discrete system in one degree of freedom. The main parts of this equipment are rigid rods with mass of 2.6 kg, vibrators with mass of 3.385 kg, spring with stiffness of 3738 N/m and loading masses. A rigid rod of 0.775 m in length is supported by a hinge on one end and hung on a spring in another position. The vibrator is rotated by an electric motor and the rotation can be adjusted from 90-1600 rpm. The vibrator is mounted on a rigid object at the position of 0.285 m, 0.385 m, 0.485 m and 0.585 m from the hinge. A spring with stiffness of 3738 N/m is placed on a rigid object at the position of the hinge. The loading masses of 1.08 kg and 2.08 kg are mounted on a rigid beam in a row at the position of 0.685 m from the hinge. For the free vibration experiments, the natural frequency for each position of vibrator is searched experimentally and theoretically. It is found that the results of the two are similar. For the forced vibration experiments, graphs of vibrational responses are constructed in the frequency domain, then the resonance frequencies are compared to the natural frequency results from the free vibration experiment. Apparently the results are very close. This shows that the research equipment made is reliable and can be used as a student learning tool.&lt;/em&gt;

Tridimensional vectorial modeling of the upper limb from anatomical slices of the Korean visible human

Introduction: The virtual dissection is a new and remarkable learning tool in anatomy. The authors present here a 3D reconstruction of the upper limb from the Visible Korean human slices. [1–4] Materials and methods: The manual segmentation of 1640 anatomical slices was achieved with the SURFdriver® software producing an interactive 3D vectorial model of the left upper limb. Eighty seven anatomical structures were reconstructed as separate 3D objects i.e skin, 31 bones, 29 muscles, 7 tendons, 6 nerves, 5 arteries and 9 veins (ligaments and lymphatics were not reconstructed). Results: They were gathered into a 3D vectorial model of the whole limb and exported in Acrobat® 3Dpdf format, producing a true virtual dissection tool: 87 anatomical structures can be individually and interactively manipulated with a touch screen: you can swipe, scroll, zoom, rotate and navigate inside the model as well as remove layers of skin and muscle and take measurements. In addition, 3D labels with the name of each anatomical element are available. Discussion and conclusions: This new computerized virtual dissection table is a simple and powerful learning tool for students. It is also the basis of future simulation tools for surgeon’s training.

Enhancement of Anatomical Education Using Augmented Reality: An Empirical Study of Body Painting.

Students in undergraduate premedical anatomy courses may experience suboptimal and superficial learning experiences due to large class sizes, passive lecture styles, and difficult-to-master concepts. This study introduces an innovative, hands-on activity for human musculoskeletal system education with the aim of improving students' level of engagement and knowledge retention. In this study, a collaborative learning intervention using the REFLECT (augmented reality for learning clinical anatomy) system is presented. The system uses the augmented reality magic mirror paradigm to superimpose anatomical visualizations over the user's body in a large display, creating the impression that she sees the relevant anatomic illustrations inside her own body. The efficacy of this proposed system was evaluated in a large-scale controlled study, using a team-based muscle painting activity among undergraduate premedical students (n=288) at the Johns Hopkins University. The baseline knowledge and post-intervention knowledge of the students were measured before and after the painting activity according to their assigned groups in the study. The results from knowledge tests and additional collected data demonstrate that the proposed interactive system enhanced learning of the musculoskeletal system with improved knowledge retention (F(10,133) =3.14, P<0.001), increased time on task (F(1,275) =5.70, P<0.01), and a high level of engagement (F(9,273) =8.28, P<0.0001). The proposed REFLECT system will be of benefit as a complementary anatomy learning tool for students.

Young People's Knowledge of Antibiotics and Vaccinations and Increasing This Knowledge Through Gaming: Mixed-Methods Study Using e-Bug.

Backgrounde-Bug, led by Public Health England, educates young people about important topics: microbes, infection prevention, and antibiotics. Body Busters and Stop the Spread are 2 new e-Bug educational games.ObjectiveThis study aimed to determine students’ baseline knowledge, views on the games, and knowledge improvement.MethodsStudents in 5 UK educational provisions were observed playing 2 e-Bug games. Before and after knowledge and evaluation questionnaires were completed, and student focus groups were conducted.ResultsA total of 123 junior and 350 senior students completed the questionnaires. Vaccination baseline knowledge was high. Knowledge increased significantly about antibiotic use, appropriate sneezing behaviors, and vaccinations. In total, 26 student focus groups were conducted. Body Busters was engaging and enjoyable, whereas Stop the Spread was fast-paced and challenging but increased vaccination and health behavior intentions.Conclusionse-Bug games are an effective learning tool for students to enhance knowledge about microbes, infection prevention, and antibiotics. Game-suggested improvements should help increase enjoyment.

Development and Evaluation of Massive Open Online Course (MOOC) as a Supplementary Learning Tool: An Initial Study

The popularity of Massive Open Online Courses (MOOCs) is prevalent among researchers and practitioners as a new paradigm of open education resource. Since the development of this technology may entail enormous investment, it is critical for institutions to clearly plan the process in designing, developing and evaluating MOOCs that fulfill the needs of target users while keeping the investment to a minimum. Evaluation plays a vital role in assuring that the developed product meets user’s satisfaction. This study presents the process of developing a MOOC as a supplementary learning tool for students in a higher education and its usability evaluation which are rarely discussed in detail in prior literatures. Evaluation was done through a questionnaire and the items were adapted from Computer System Usability Questionnaire (CSUQ). The MOOC development process in this research which was based on the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model and the MOOC usability evaluation results enrich existing literatures on MOOC. Overall, findings showed that users were satisfied with the developed MOOC with most of the items gained high mean score above 4.00. When respondents were asked to comment on the strength of the MOOC, the most prominent one turned out to be the MOOC’s ability to make students’ learning easier.

WeBWorK as an open online homework system in a second-year material and energy balances course

–Many studies have shown the advantages of dynamic homework tools for student learning. Material and energy balances is a common foundational course in chemical engineering and related disciplines. There are a number of open educational resources that have been developed around material and energy balances such as screencasts, interactive simulations and conceptual multiple choice tests. In order to build upon these resources, we sought to create online homework assignments on an easily accessible platform, with instant feedback and dynamic questions with individual numbers and unique solutions. We selected WeBWorK as a tool for this due to its common use, open and editable nature and the ease to which problems can be shared between authors through the Open Problem Library system built into the software. WeBWorK problem sets were easy to use for students and well received. The switch from pencil and paper to WeBWorK showed no significant effect on student grades or participation in homework assignments. On the Instructors’ side, WeBWorK saved time overall by reducing grading significantly. This allowed greater time for student interaction with instructors. However certain problem types, notably creating diagrams or explaining problem solving methodology could not be accomplished with WeBWorK. A hybrid of pencil and paper homework as well as WeBWorK is recommended for material and energy balances due to the course material and objectives

Development of a Virtual Faculty Network Using Flipgrid

The new landscape of contingent employment in higher education has presented unique challenges for educational institutions preparing working professionals to assume roles as educators. Unlike their traditional counterparts, adjunct faculty possess disciplinary knowledge and expertise but lack formal, academic preparation for teaching (Anderson, 2009; Cangelosi, Crocker, &amp; Sorrell, 2009; Girard, 2003; Spencer, 2013). Consequently, adjunct faculty require additional tools for on-going development and to feel connected to the organization (AACN, 2017; McDonald, 2010). Such faculty supports influence employee motivation and workplace engagement (Bauer, 2011; Meixner, Kruck, &amp; Madden, 2010) and are positively correlated with job satisfaction and organizational commitment (Gappa, 2000; Lew, 2009). To address the complex needs of adjunct nursing and health professions faculty, the College of Nursing and Health Care Professions has implemented an approach to faculty development using Flipgrid, a video discussion platform. Most commonly used in K-12 education as a learning tool for students, the platform was “flipped” to engage adjunct faculty across health disciplines in a virtual faculty network. Twelve faculty participated in a beta test over the course of a semester to evaluate accessibility, functionality, and overall usefulness of the platform to influence faculty engagement. Results were consistent with the literature pertaining to faculty work engagement (Forbes, Hickey, &amp; White 2010; McDonald, 2010; Raman, 2015). Faculty reported that the professional development activity promoted a sense of community among educators and encouraged collaboration. Ability to engage in meaningful dialog, outside of traditional meetings, was reported as a major theme influencing the sharing of best practices.

Development of a Virtual Faculty Network Using Flipgrid

The new landscape of contingent employment in higher education has presented unique challenges for educational institutions preparing working professionals to assume roles as educators. Unlike their traditional counterparts, adjunct faculty possess disciplinary knowledge and expertise but lack formal, academic preparation for teaching (Anderson, 2009; Cangelosi, Crocker, &amp; Sorrell, 2009; Girard, 2003; Spencer, 2013). Consequently, adjunct faculty require additional tools for on-going development and to feel connected to the organization (AACN, 2017; McDonald, 2010). Such faculty supports influence employee motivation and workplace engagement (Bauer, 2011; Meixner, Kruck, &amp; Madden, 2010) and are positively correlated with job satisfaction and organizational commitment (Gappa, 2000; Lew, 2009). To address the complex needs of adjunct nursing and health professions faculty, the College of Nursing and Health Care Professions has implemented an approach to faculty development using Flipgrid, a video discussion platform. Most commonly used in K-12 education as a learning tool for students, the platform was “flipped” to engage adjunct faculty across health disciplines in a virtual faculty network. Twelve faculty participated in a beta test over the course of a semester to evaluate accessibility, functionality, and overall usefulness of the platform to influence faculty engagement. Results were consistent with the literature pertaining to faculty work engagement (Forbes, Hickey, &amp; White 2010; McDonald, 2010; Raman, 2015). Faculty reported that the professional development activity promoted a sense of community among educators and encouraged collaboration. Ability to engage in meaningful dialog, outside of traditional meetings, was reported as a major theme influencing the sharing of best practices.

Morbidity and mortality conferences as medical student learning tools.

Morbidity and mortality conferences as medical student learning tools.

Time to Play: Integrating Play and Playfulness in Legal Philosophical Courses as Tools for Student Learning. Special Issue on Active Learning and Teaching in Legal Education

This article introduces the concepts of play and playfulness within the context of legal philosophical education. I argue that integrating play and playfulness in legal education engages students and prepares them for dealing with the perpetual uncertainty of late modernity that they will face as future legal professionals. This article, therefore, aims to outline the first contours of a useful concept of play and playfulness in legal education. Drawing on the work of leading play theorists Huizinga, Caillois, Lieberman, and Csikszentmihalyi, play within legal education can be described as a (1) partly voluntary activity that (2) enables achievement of learning goals, (3) is consciously separate from everyday life by rules and/or make-believe, (4) has its own boundaries in time and space, (5) entails possibility, tension, and uncertainty, and (6) promotes the formation of social grouping. Playfulness is a lighthearted state of mind associated with curiosity, creativity, spontaneity, and humor. Being playful also entails being able to cope with uncertainty. The integration of these concepts of play and playfulness in courses on jurisprudence will be illustrated by the detailed description of three play and playful activities integrated into the course ‘Introduction to Legal Philosophy’ at the Vrije Universiteit Amsterdam.

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