Traditional Learning Resources Research Articles

OPEN EDUCATIONAL RESOURCES OF LATVIAN LANGUAGE AGENCY. PEDAGOGICAL PRECONDITIONS FOR THEIR USE

In order to implement the aims of 21st century’s education – personal self- determination and self-realization –, it is necessary to unite the traditional education forms and methods with innovative learning technologies and resources. Besides the traditional learning resources, which usually are used under supervision of teacher in joint learning process, also new and innovative resources appear, for example, open educational resources (OER). Together with other factors, they ensure availability of education and promote the current factors of modern learning process: individualization and differentiation of the learning process, development of learning skills, media competence as one the crucial skills, independence and participation in the learning process. Although it is undeniable, that OER promote the quality of education; however, as polls and researches show, the main attention is paid to the creation and publication of OER, but there is a problem in the assessment of OER quality, purposeful and pedagogically reasoned use (Stacey, 2010). Latvian Language Agency (LLA) created a portal “Teach and learn Latvian” in 2013, where were placed OER for the Latvian language learning, that are structured in two parts: Teach Latvian and Learn Latvian. By analysing the discussion among teachers, the results of polls and observations in the teaching process, LLA is elaborating a concept on creation of OER, as well ensuring the creation of qualitative content and creation of pedagogically reasoned guidelines. The aim of article is to characterise the OER, created by LLA, and pedagogical conditions for its use in the context of modern education. The article: 1) deals with the current situation of modern education, that justifies the importance of OER’s creation and use; 2) defines the notion and essence of the term OER; 3) characterises the OER, created by LLA; 4) deals with the impacts of OER on the learning process, the problems in the use of OER and reveals the pedagogical pre-conditions for its use.

Virtual X-Ray Laboratory for Teaching Crystallography and Other Courses

Contemporary research equipment is not only extremely complex and very expensive, it is typically fully computerized and most tasks are executed without student participation. This creates a number of substantial educational drawbacks and limitations. The paper presents a virtual multifunctional X-ray laboratory (v-Lab) that helps overcome the above mentioned problems, addresses the demands of distance and blended education and meets learning habits of today's students. The v-Lab enables students to practice concepts, tasks, and equipment operations in a manner that can't be achieved on actual equipment. It employs virtual X-ray equipment that realistically imitates the functionality and design of actual equipment and also includes educational analytical software. Virtual data can be exported to popular software as well. Highly interactive online experiments using virtual equipment have been created for undergraduate students to learn fundamental principles underlying the analytical x-ray methods and become familiar with the design and operation of the X-ray equipment. A variety of visual, audio and traditional learning and assessment resources were integrated with virtual experiments to provide students with "just-in-time" learning opportunities. The virtual equipment has also been used for preparing undergraduate and graduate students to perform various research studies including but not limited to: X-Ray diffraction study of phase transitions in ferroelectric ceramics and nanoscale thin films, qualitative phase analysis of various compounds, nanostructured materials and human kidney stones, etc. Examples of virtual experiments used for teaching crystallography and other science and engineering courses at several US and Russian universities are presented and discussed. An easy-to-use authoring tool enables instructors to customize existing virtual experiments, and create new ones, as well as to add their own samples into the sample collection.

A Research on Personalized Retrieval of Mobile Learning Resources

With the widespread use of mobile devices and fast development of wireless network, m-learning has become another hot topic except e-learning. Considering the less utilization of traditional learning resources and the poor-directed users, this paper puts forward an improved method of m-learning. Due to oceans of m-learning resources, this paper suggests an integration platform of information resources based on granular in order to improve learning efficiency. Meanwhile, personalized concept is introduced into the system. This paper studies personalized problems of hierarchical retrieval model and the methods of how to dynamically obtain users’ interest. According to the hierarchical features of website structure, the system can actively obtain users’ interest as well as output retrieval results based on different users’ backgrounds under the help of ant colony algorithm. This method is easy to realize and can effectively trace users’ short-term and long-term interest changes. It is suitable for the complicated and changeable network environment.

Evaluating interactive computer-based scenarios designed for learning medical technology

The use of medical equipment is growing in healthcare, resulting in an increased need for resources to educate users in how to manage the various devices. Learning the practical operation of a device is one thing, but learning how to work with the device in the actual clinical context is more challenging. This paper presents a computer-based simulation prototype for learning medical technology in the context of critical care. Properties from simulation and computer games have been adopted to create a visualization-based, interactive and contextually bound tool for learning. A participatory design process, including three researchers and three practitioners from a clinic for infectious diseases, was adopted to adjust the form and content of the prototype to the needs of the clinical practice and to create a situated learning experience. An evaluation with 18 practitioners showed that practitioners were positive to this type of tool for learning and that it served as a good platform for eliciting and sharing knowledge. Our conclusion is that this type of tools can be a complement to traditional learning resources to situate the learning in a context without requiring advanced technology or being resource-demanding.

Preference of Interactive Electronic Versus Traditional Learning Resources by University of Michigan Medical Students during the First Year Histology Component

Histology or microanatomy is an integral component of most first year medical curricula. As histology is heavily based on the review and analysis of images, modern educational resources are increasingly used for teaching this subject. These novel didactic approaches often supplement more traditional offerings of the material, such as lectures and laboratory sessions. After completion of their M1 histology component, University of Michigan medical students participated in a voluntary survey about their study habits and their use of various histology learning resources and how this usage changed over time. The data presented in this analysis demonstrate a strong preference of these students for studying histology with electronic rather than traditional learning resources. In particular, students’ use of scheduled didactic opportunities decreased over the progression of the course. Students also exhibited a strong inclination to study histology individually rather than in study groups. These reported insights in students’ preferences suggest a need to develop and update educational tools for teaching this very visual subject.

The Interaction of Motivation, Self‐Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups

Autonomous learning and effective self‐regulatory strategies are increasingly important in foreign language learning; without these, students might not be able to exploit learning opportunities outside language classrooms. This study investigated the influence of motivational factors and self‐regulatory strategies on autonomous learning behavior. The researchers developed a new questionnaire for Hungarian learners and administered it to secondary school students, university students, and adult language learners. Their structural equation models show that strong instrumental goals and international posture, together with positive future self‐guides, are prerequisites for use of effective self‐regulatory strategies, which in turn play an important role in influencing autonomous use of traditional and computer‐assisted learning resources. Findings reveal no major structural differences between the groups, which suggests that the model is applicable to the most important language learner populations in the context investigated. Efficient management of time and boredom, as well as proactivity in seeking learning opportunities, were found to be necessary to promote autonomous use of traditional learning resources. In contrast, satiation control and time management were not important determiners of independent use of modern learning technology. Results indicate that in order to exploit the affordances of learning technology, a proactive approach to locating and using these learning resources is necessary.

Residents' self-reported learning needs for intraoperative knowledge: are we missing the bar?

Background The purpose of this study was to compare the intraoperative learning needs and educational resource use of junior and senior residents. Our goal was to gain a better understanding of the progression of learning needs in surgical training. Methods Residents (n = 125) completed a previously validated, 27-item survey indicating the following: (1) the extent to which traditional learning resources are used when preparing for cases in the operating room, and (2) which intraoperative management topics in which they believed they were deficient despite preoperative preparation. Results On a scale of 1 to 5, with 5 indicating frequent use, postgraduate year (PGY)-5 residents (n = 39) indicated surgical atlases (4.15; SD, .90) and surgical texts (4.15; SD, .90) were their most frequently used resources when preparing for a case in the operating room. In contrast, PGY-1 residents (n = 32) indicated anatomy atlases (3.97; SD, .93) and advice from colleagues (3.64; SD, .90) were their most frequently used resources when preparing for a case in the operating room. Despite the differences in how the PGY-5 group and the PGY-1 group prepared for a case, of 12 intraoperative management topics both groups believed they were the least prepared for instrument use/selection and suture selection. Conclusions Today's residents represent a heterogeneous group of individuals with different learning needs based on level of experience, knowledge, and learning style. Our study highlights unexpected but critical learning needs for senior-level residents that can and should be readily addressed.

A Comparison of Faculty and Resident Perception of Resident Learning Needs in the Operating Room

The purpose of this study was to gain an understanding of faculty and resident perception of residents' learning needs regarding operative management. Our hypothesis is that surgical faculty and residents have significantly different perceptions of residents' learning needs. This study used a 27-item survey designed to determine (1) the extent to which traditional learning resources are used by residents when preparing for cases in the operating room, (2) which Web-based resources residents use for operating room preparation, and (3) which operative management topics residents were deficient in despite preoperative preparation. The settings for this study were the exhibit hall area during the 90th American College of Surgeons' Clinical Congress Meeting and a weekly resident conference. Participants for this study included a convenience sample of faculty and resident volunteers from the Clinical Congress and residents of our program (N = 246). On a scale of 1-5, with 5 indicating frequent use, residents rated their most frequently used resources as Major Surgical Texts (3.99) and Advice from colleagues (3.97). The top 3 operative management topics residents felt least prepared for after studying were "instrument use" (67.7%), "suture selection" (65.3%), and "operative field exposure" (50.0%). The top 3 operative management topics faculty felt residents were least prepared for were "anatomy" (73.9%), "natural history of disease" (73.9%), and "procedure choices" (69.6%). Chi-square analysis comparing faculty and resident perceptions of resident learning needs showed significant differences (p < 0.05) in 12 of the 12 operative management topics rated. A critical step in guiding development and proper use of learning technologies for surgical education is the conduct of needs assessments. The disparity between faculty and resident perception of residents' learning needs in the operating room underscores the need for residents to be included in needs assessments relating to surgical training.

Evaluation of a web‐based resource to support a molecular biology practical class—does computer‐aided learning really work?

AbstractIn view of the increasing usage of information technology in learning and teaching there is an increasing need for meaningful evaluation of the effectiveness of information technology‐based media. The aim of this study was to investigate whether a web‐based computer‐aided learning (CAL) package enhances the learning outcomes of a laboratory‐based molecular biology class. A multiplex PCR practical exercise to detect genetically modified sequences in soybean DNA was carried out by students using either traditional (non‐electronic) teaching and learning resources or a web‐based CAL resource. The learning outcomes were evaluated by pre‐ and post‐class subject‐based comparative tests with self‐assessed confidence ratings and questionnaires. Scores relating to four modes of student learning style were assessed by questionnaire and these were correlated with the effectiveness of the support resource used. There was a significantly greater improvement in knowledge‐based test performance and self‐assessed confidence rating by students using CAL‐based learning support versus those using traditional resources. Learning style score did not correlate with the enhancement in performance by students supported by the CAL package, although one learning style did favor a response to the traditional support package. We conclude that compared with a non‐electronic alternative, the use of CAL can enhance learning and teaching outcomes in a laboratory‐based molecular biology class.