Variety Of Learning Resources Research Articles

Pengembangan Pembelajaran Berbasis Web Centric Course pada Materi Stoikiometri untuk Meningkatkan Minat Belajar Siswa di SMA Titian Teras Jambi

Recently, Web-based chemistry teaching is becoming a need as support materials for enrichment in chemistry instruction with a variety of learning resources. The web-based teaching enables both teachers and students to collaborate to explore a variety of learning resources and to address issues of stochiometry through discussion forums both online and offline. This study aims to develop web based learning via web centric course at the stoichiometry topic, taking into account of the learning modalities. The subjects of research were 24 students of Senior high school class XA SMA Negeri Titian Teras Jambi. The results show that the web based model incresase student interest to learn to 27.01%. The tendency of students' interest in utilizing web is positively correlated with the achievement of learning, with a correlation value of 0.62. Thus chemistry instructional through web based learning with regard to learning modalities is effective to enhance students' interests and comprehension of stoichiometry

Building an Educational Model that Promotes Competence Through Innovation

NURSING PRACTICE DEMANDS COMPETENCE, BUT NURSE EXECUTIVES REPORT THAT CURRENT NURSING EDUCATION DOES NOT PREPARE STUDENTS FOR THE REALITIES OF THE ACUTE CARE ENVIRONMENT. New graduates who lack understanding of the real world of nursing often leave the profession shortly after entry into practice (Institute of Medicine, 2011). Nurse educators must engage in revitalizing nursing curricula using innovative methodologies that also meet growing practice demands.Innovative methodologies and technologies that push the envelope of learning, particularly in the areas of cognitive knowledge acquisition and clinical reasoning, are currently employed on a wide but limited basis. For instance, online learning, once on the fringes of nursing education, is now an accepted teaching and learning modality. High-fidelity human patient simulation (HFS) has also taken student clinical learning to a new level of assumed competence. However, it is rare to find the two modalities paired together, particularly in pre-licensure nursing education.This article describes an innovative, multistate, online baccalaureate nursing education model used by Western Governors University College of Health Professions. The model combines online didactic methods with high-stakes, HFS assessment and a pioneering clinical coaching model. Graduates are competent scientists, detectives, and leaders in the healing environment.The CTUS Model Competence is key to nursing education and practice (Lenburg, Klein, Abdur-Rahman, Spencer, & Boyer, 2009). This innovative, online approach to pre-licensure education is built on the newly developed CTUS model ( ognitive knowledge, ask skill knowledge, situated se of knowledge and ynthesis of knowledge and ethical comportment), developed by J. Jones- Schenk to ensure that all aspects of nursing competencies are mastered (Personal communication, November 9, 2010). Cognitive knowledge is attained through online course work, followed by mastery of task/skills and situated use of knowledge in simulation. Use of a coached clinical immersion model leads to synthesis of knowledge and the development of ethical comportment. Competence is assessed using a variety of appropriate methods. Competencies become increasingly complex as students progress through the curriculum.Program outcomes (competencies) were derived from a comprehensive set of national, state, professional, and institutional standards and the contributions of nationally recognized nurse professionals and leaders. Faculty then identified measurable course competencies and objectives and determined the type of assessment that would measure students' mastery. All students must demonstrate competence in all assessments to graduate.CONTENT KNOWLEDGE A variety of learning resources are used to deliver content in an asynchronous online format, including electronic textbooks, tutorials, and case studies. Content knowledge is assessed using standardized objective examinations, essay examinations, projects, or performance-based tasks. While students may participate in didactic content at their convenience, specified components must be completed in order to advance to the learning lab and clinical setting. Students must pass summative assessments for each course in order to progress to subsequent courses.TASK SKILL KNOWLEDGE/SITUATED USE OF KNOWLEDGE An underlying assumption of the model is that clinical education can be substantially transformed through the use of high-fidelity simulation. Clinical learning labs precede acute care clinical learning and build skills and confidence. The simulation curriculum is standardized across onsite clinical learning labs and includes scenarios designed to address high-risk, high-volume patient diagnoses across the lifespan. Scenarios reflect Health Cost and Utilization Project (H-CUP) hospitalization data (www.ahrq.gov/data/hcup/) and current quality and safety patient care initiatives.Since this online program does not have a physical campus, regularly scheduled simulation boot camps take place in simulation labs rented from schools of nursing and/or hospitals; the labs carry a full complement of high-fidelity simulators: adult, child, and mother-baby. …

‘Signpost’ – an innovative online solution to mapping resources to curriculum competences

AimPaediatric training is in a period of flux. A move away from the more traditional apprenticeship model to one defined by complex curricula has coincided with a decrease in working...

New horizons for e-learning in medical education: ecological and Web 2.0 perspectives

An ecological and a Web 2.0 perspective of e-learning provides new ways of thinking about how people learn with technology and also how new learning opportunities are offered by new technology. These perspectives highlight the importance of developing connections between a wide variety of learning resources, containing both codified and tacit knowledge. New adaptive technology has the potential to create personalized, yet collective, learning. The future implications for e-learning in medical education is considered.

Postgraduate Diploma/Master of Science in Wound Healing and Tissue Repair

Keywords: Education; Wound care; Master's course; Postgraduate study; Continuing education; Web-based education

Non-traditional interventions to stimulate discussion: the use of games and puzzles

There is substantial literature on the use of non-conventional approaches to promote learning, such as games and crosswords, but there has been little investigation into how useful students find them. This paper outlines the results of an investigation into whether first year biology students used card game discussions and crosswords provided to help them in their learning, and how useful these resources were perceived to be. The perceptions of teaching staff with respect to the resources were also evaluated. Use of the resources varied, with 81% using the curriculum-embedded ‘card game discussions’ and 54% using the non-compulsory crosswords. Students who used these resources found them of benefit to their learning, whilst those who did not use them indicated a preference for other learning resources. Staff perceived that the card game discussions were designed for active learning, integration of content and revision, but that the main use of crosswords was for revision, terminology and fun. The positive response of the majority of students about the usefulness of the learning opportunities encourages the development of further resources, but the fact that some students did not use the materials reminds academics that a variety of learning resources need to be available for students.

Microway: a structured design exercise for teaching microprocessor applications

The careful specification of a structured design problem has promoted effective learning by facing students with the 'need to know' about subject matter that had failed to motivate them when taught by other methods. By partitioning the problem into subtasks and organising groups of students into design teams it has been possible for them to engage with a nontrivial system in the limited time available. Their understanding of concepts and techniques has thus been acquired in an applications context and general design skills have also been developed. The effectiveness of learning has been enhanced by the close integration of practical work with a variety of learning resources. There has been a marked improvement in students' interest and confidence, especially among those who were previously worried about the subject.

Perceptions Regarding Instructional Methods Used In Adult Agricultural Education Programs

A review of the literature suggested that there is a continual need for evaluation of instructional methods and technology in adult education (Brrundage & Mackeracker, 1980; Charters and Associates, 1981; Cox, 1955; Cross, 1984; Ehrendberg, 1983; Phipps, 1980; Wilson & Goerke, 1978). Pucel, De Vogel and Persico (1988), in a study to identify needs in post-secondary and adult vocational education in the year 2000 and beyond, found that respondents believed that a variety of methods will be used to deliver knowledge and skills, including demonstrations, on-the-job instruction, computer-assisted instruction, simulations, reading, cooperative learning and lecturing. Pucel, et. al., also found respondents predicting that a wide variety of learning resources will be used to implement instruction. These resources included the following items in order of perceived priority: job-related tools and equipment, goods and materials, videotapes, teacher constructed instruction sheets, interactive video, learning modules, manufacturer’s manuals, telecommunications, textbooks, computers, transparencies, slides, audio-tapes and journal articles (Pucel, De Vogel and Persico, 1988).

Junior Red Cross in the Schools

ABSTRACTThis article analyzes the Canadian activities of the Junior Red Cross (JRC), the youth division of the world wide Red Cross organization, for an understanding of the role of international movements, voluntary agencies and informal educational practices in curriculum change. The JRC has been one of the very few outside-the-school organizations that has had access to the classrooms in public schools in all provinces in Canada. Its emphasis on health, citizenship and international understanding closely approximated the changing curricular interests in post-World War I Canada. By using a wide variety of learning resources, integrating subject matter, focussing on self-activity as a basis for learning, and promoting mental hygiene, the Junior Red Cross Program was an example of the ‘new’ education in practice.The success it experienced in the schools was related to the match between its aims and those of the school systems, to the overlapping of educational and Red Cross personnel, to its ability to pr...

He Classroomand the LibraryThat Cover Seven Countries

This article describes an instructional telecommunications system in use at Kirkwood Community College in Cedar Rapids, Iowa. This interactive television delivery system provides sixty hours of live educational programming each week to over twenty locations across a seven-county service area. The article also describes the ways in which Kirkwood is providing ready access to a variety of learning resources to students located away from the main campus in Cedar Rapids.