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Learning Environment (learning + environment)
Kinds of Learning Environment Selected AbstractsA pedagogical Web service-based interactive learning environment for a digital filter design course: An evolutionary approachCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 3 2010Wen-Hsiung Wu Abstract The course of digital filter design in electronic/electrical engineering involves complicated mathematical equations and dynamic waveform variations. It is a consensus among educators that using simulation tools assist in improving students' learning experiences. Previous studies on system simulation seemed to lack an appropriate approach to design such a course. Few emphasized the design of an interactive learning environment by using an evolutionary approach. This study integrated the design concept of an evolutionary approach and Web service-based technology into a simulation system entitled Pedagogical Web Service-Based Interactive Learning Environment (PEWSILE) was introduced. The PEWSILE system contained two interactive learning environments,a simple system and an advanced system. It offered a total of six pedagogical Web services. The simple interactive learning environment included text/color-based services, and text/color/diagram-based services. The advanced interactive learning environment included batch-based, interval change-based, comparison-based, and scroll bar-based services. The study also assessed the students' performance in six pedagogical Web services covering interaction and overall use, usefulness, and intention to use through a questionnaire survey and subsequent interviews. Three significant findings were reported. For example, in the advanced interactive learning environment, the designs of interval change-based and comparison-based services make it easier to observe differences in the outcome of parameter change, while batch-based services lacks the element of waveform comparison. In sum, the findings in this study provide helpful implications in designing engineering educational software. © 2010 Wiley Periodicals, Inc. Comput Appl Eng Educ 18: 423,433, 2010; View this article online at wileyonlinelibrary.com; DOI 10.1002/cae.20163 [source] Network Updating and Exploratory Learning Environment*JOURNAL OF MANAGEMENT STUDIES, Issue 6 2004Mooweon Rhee abstract This paper examines how the current relevance of social capital derived from a task-advice network affects an actor's exploratory learning environment. Building on Burt's (1992) structural holes hypothesis that a large, sparse task advice network enhances an actor's exploratory learning environment, I propose that such effects hold only when the direct and indirect network ties are composed of current network contacts (ones that have been updated since the last change in positions of an actor). Analyses of data from a sample of 230 salaried employees of a high-technology manufacturing corporation support my arguments. In addition to the focus of social capital research on network structure, therefore, this study emphasizes the time-contingent value of social capital. [source] Creating a Culturally Responsive Learning Environment for African American StudentsNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 82 2000Mary F. Howard-Hamilton This chapter explores the creation of a culturally responsive learning environment for students and faculty. How African American and white students as well as faculty develop a strong identity and healthy interpersonal relationships is translated into teaching practice. [source] A Nurturing Learning Environment,On-or OffLineNURSING FORUM, Issue 2 2001Helen I. Melland RN First page of article [source] Supporting student learning: the use of computer,based formative assessment modulesBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 5 2002Mary Peat This paper describes the development of a variety of computer,based assessment opportunities, both formative and summative, that are available to a large first year biology class at The University of Sydney. These materials include: weekly quizzes; a mock exam; quiz sections in tutorials; and special self,assessment modules (SAMs). The weekly quiz is password protected and secure but the remaining materials are available on,line from a Virtual Learning Environment (http://FYBio.bio.usyd.edu.au/VLE/L1/). Evaluations over a number of years of the use and usefulness of the formative assessment materials indicate that the student population is making significant use of materials and that these materials are helping students in their learning [source] Self-Regulated Learning in Technology-Enhanced Learning Environments: lessons of a European peer reviewEUROPEAN JOURNAL OF EDUCATION, Issue 3-4 2006KARL STEFFENS This article first describes the state-of-the-art of model building and empirical research in the field of self-regulated learning (SRL) and then focuses on self-regulated learning in Technology-Enhanced Learning Environments (TELEs). We present recent research results obtained in a European project (TELEPEERS) in the context of which we evaluated TELEs in a peer review manner with respect to their potential for supporting self-regulated learning. In addition, data were obtained on a sample of TELEPEERS students working in these environments and comparative analyses were made across the European project partners. [source] Self-Regulated Learning in a TELE at the Université de Technologie de Compiègne: an analysis from multiple perspectivesEUROPEAN JOURNAL OF EDUCATION, Issue 3-4 2006PHILIPPE TRIGANO Self-regulation has become a very important topic in the field of learning and instruction. At the same time, the introduction of new technologies in the field of Information and Communication Technologies (ICT) has made it possible to create rich Technology-Enhanced Learning Environments (TELEs) with multiple affordances for supporting self-regulated learning (SRL). This study was conducted within the framework of the TELEPEERS project where we wanted to identify TELEs that seemed to have a potential for supporting SRL. For the last ten years, our University has been deeply involved in research, innovation, and exploration of digital technologies for training (initial and continuous). Local, regional, national, European and international projects were conceived and developed, so that a very significant knowledge base exists today. Our study focuses on a course called ,Introduction to Algorithms and Programming' (NF01) which our University is offering and on the perception of different stakeholders (experts and students) of its affordances for supporting SRL. [source] Everyday Activity Settings, Natural Learning Environments, and Early Intervention PracticesJOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES, Issue 1 2006Carl J. Dunst Abstract, Findings from two studies examining the parent and child outcomes associated with different ways of conceptualizing natural learning environment early intervention practices are presented. One sample in each study was asked to indicate the extent to which early intervention practitioners implemented their interventions in everyday family or community activities, and one sample in each study was asked to indicate the extent to which everyday family or community activities were used as sources of child learning opportunities. Results from both studies showed that using everyday activities as sources of children's learning opportunities were associated with positive benefits, whereas practitioners' implementing their interventions in everyday activities showed little or no positive benefits, and in several cases, had negative consequences. Results are discussed in terms of the need to carefully consider how and in what manner natural learning environment practices are operationalized by early intervention practitioners. [source] Language, Autonomy and the New Learning Environments,by ALLFORD, DOUGLAS, & NORBERT PACHLERMODERN LANGUAGE JOURNAL, Issue 3 2009PETER B. SWANSON No abstract is available for this article. [source] Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs)MODERN LANGUAGE JOURNAL, Issue 2 2001Silke Von Der Emde Though MOOs (multiple user domains object-oriented) have found a limited use in some language courses, their potential for transforming the language learning classroom has not been fully recognized or valued. In Fall 1998 and 1999, the authors teamed up to teach the first language course conducted almost entirely using a MOO and involving a 7-week exchange between students learning German at an American college and advanced students of English at a German university. Drawing on their experiences, the authors systematically map out the tremendous pedagogical benefits to using a MOO for language learning: a student-centered learning environment structured by such objectives as peer teaching, autonomous learning principles, intellectually rich content-based instruction, individualized learning, and play. In addition to offering a model for the successful integration of technology into the classroom, this article suggests how MOOs can help achieve the long-sought goal of securely anchoring intermediate or even elementary language learning back into the liberal arts curriculum. [source] A pedagogical Web service-based interactive learning environment for a digital filter design course: An evolutionary approachCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 3 2010Wen-Hsiung Wu Abstract The course of digital filter design in electronic/electrical engineering involves complicated mathematical equations and dynamic waveform variations. It is a consensus among educators that using simulation tools assist in improving students' learning experiences. Previous studies on system simulation seemed to lack an appropriate approach to design such a course. Few emphasized the design of an interactive learning environment by using an evolutionary approach. This study integrated the design concept of an evolutionary approach and Web service-based technology into a simulation system entitled Pedagogical Web Service-Based Interactive Learning Environment (PEWSILE) was introduced. The PEWSILE system contained two interactive learning environments,a simple system and an advanced system. It offered a total of six pedagogical Web services. The simple interactive learning environment included text/color-based services, and text/color/diagram-based services. The advanced interactive learning environment included batch-based, interval change-based, comparison-based, and scroll bar-based services. The study also assessed the students' performance in six pedagogical Web services covering interaction and overall use, usefulness, and intention to use through a questionnaire survey and subsequent interviews. Three significant findings were reported. For example, in the advanced interactive learning environment, the designs of interval change-based and comparison-based services make it easier to observe differences in the outcome of parameter change, while batch-based services lacks the element of waveform comparison. In sum, the findings in this study provide helpful implications in designing engineering educational software. © 2010 Wiley Periodicals, Inc. Comput Appl Eng Educ 18: 423,433, 2010; View this article online at wileyonlinelibrary.com; DOI 10.1002/cae.20163 [source] A virtual classroom for information technology in constructionCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 2 2008Danijel Rebolj Abstract The paper describes a new postgraduate program called "ITC-Euromaster." It briefly outlines the development process, explains the content of the program, the methodological and didactic approach and the learning environment. The paper concludes with the first experiences in delivering the courses of the new program. © 2008 Wiley Periodicals, Inc. Comput Appl Eng Educ 16: 105,114, 2008; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20129 [source] Hardware architecture for a visualization classroom: VizClassCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 4 2004Tara C. Hutchinson Abstract Interactive learning, critical thinking, creative problem-solving, and problem-based learning are all critical elements for enhancing engineering education. Visualization can provide the much needed computer-assisted design and analysis environment to foster problem-based learning, while virtual reality (VR) can provide the environment for hands-on manipulation, stimulating interactive learning in the engineering classroom. To provide such a space, at the University of California, Irvine a new interactive, spatially balanced learning environment, termed VizClass, has been developed. VizClass incorporates a specially designed lecture room and laboratory integrating both 2- and 3-dimensional spatial learning by coupling a series of interactive projection display boards (touch sensitive whiteboards) and a semi-immersive 3D wall display. Control of devices integrated with VizClass is supported via a centrally located, easy to activate, touch-sensitive display. Digital material, including slides, web content, video clips, sound files, numerical simulations, or animations may be loaded and presented by instructors using either 2D or 3D modalities. This environment has already been integrated into both undergraduate and graduate level courses, providing a balanced spatial learning environment for students. This article describes the unique hardware architecture developed to support this new environment and presents the first course activities conducted within the space. © 2004 Wiley Periodicals, Inc. Comput Appl Eng Educ 12: 232,241, 2004; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20024 [source] Enhancing Knowledge Transfer in Classroom Versus Online Settings: The Interplay Among Instructor, Student, Content, and ContextDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 1 2009Louise Nemanich ABSTRACT This article integrates management education and organizational learning theories to identify the factors that drive the differences in student outcomes between the online and classroom settings. We draw upon theory on knowledge transfer barriers in organizations to understand the interlinking relationships among presage conditions, deep learning process, and product in the 3P model of student learning. We test our model in the context of undergraduate education and find that confidence in the instructor's expertise, perceived content relevance, and the social richness of the classroom learning environment enhance student enjoyment of the course. Confidence in instructor's expertise and perceived content relevance also contribute to greater understanding of causal relationships among course concepts. Enjoyment is positively associated with learning performance in the classroom, but not online, and student ability is positively associated with learning performance in the online context, but not in the classroom. Our results have implications for course designs in the traditional classroom context and the more innovative online environment. [source] Absent and Accounted For: Absenteeism and Cooperative Learning,DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 1 2006G. D. Koppenhaver ABSTRACT In a small section collaborative learning environment where student work teams promote mutual learning about investments, students limit the opportunity to learn from other students if they are absent from class. Absenteeism not only denies the student the opportunity to learn from others but also denies other members of the student's work team the opportunity to learn from the absent student. Other team members' absenteeism should be costly for individual performance if collaborative learning fosters learning and retention. The research finds that while absenteeism is detrimental to the student's own performance, absenteeism of other team members from team activities has a significant negative effect on both individual exam and homework scores. The conclusions validate the benefits of active learning and of encouraging attendance in collaborative learning environments in all disciplines. [source] A cooperative distance learning method based on narrow-band Internet and its evaluationELECTRONICS & COMMUNICATIONS IN JAPAN, Issue 4 2010Dilmurat Tilwaldi Abstract This paper describes the experimental evaluation of a cooperative distance learning method, which can be utilized on narrow-band Internet. In this method, students in a group learning environment perform a series of study tasks several times, then create an online report, communicating through a chat facility about a given topic. They try to gain a benefit from their study through a more cooperative attitude. The teacher gives a short lecture at the first stage, and then gives supplementary explanations after ascertaining the degree of understanding by the students at the middle stage of the study. Teaching materials are distributed to the students' PCs beforehand and the lecture can be carried out in a narrow-band environment by transmitting commands. The teacher analyzes the students' communication logs and gives advice for the next study session. This paper describes the result of an evaluation of the proposed method involving a simulated installation of the environment within the campus, which simulated a trial of cooperative distance learning in the periphery of an overseas desert environment. © 2010 Wiley Periodicals, Inc. Electron Comm Jpn, 93(4): 36,49, 2010; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/ecj.10139 [source] An Approach to Interdisciplinary Training in Postgraduate EducationEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2006P Brodin Aims, A primary goal for clinical graduate training is to provide the student with the expertise required for specialist treatment in the actual discipline. At the same time there is an increasing need for a broader perspective on specialist care and the students should be aware of the limitations inherent in own specialty. In order to plan treatment in the best interest of the patient, and to be prepared to take part in treatments involving other specialties, the students should be exposed to interdisciplinary cooperation throughout the training. An approach to joint academic and clinical training with the purpose of providing graduate students with a broader perspective on specialist care is described and discussed. Material and methods, During their first year graduate students in the 7 different disciplines complete a joint Core Curriculum consisting of 8 different courses to stimulate a scientific approach to their profession and understanding of basic biologic mechanisms. To create a learning environment focusing on the development of interdisciplinary competence, a joint clinic has been established. Teams of students from different disciplines have been organized in order to establish ,partnership' for the treatment of patients with complex problems. The students also take part in the sessions held by a faculty Team of experts for assessment and treatment planning of referred patients with complex problems. Furthermore, faculty members conduct courses and seminars for students from other disciplines and students also participate in selected parts of the regular program in other disciplines. Results, Formal evaluation has so far been conducted for the Core Curriculum. Most students respond that they are satisfied with the courses, and the curriculum has also been adjusted based on the comments. The students report that treatment of patients in need of interdisciplinary treatment has been facilitated by having ,partners' in other disciplines. Participation in the Team of expert's sessions has been appreciated, and the attendance at interdisciplinary courses and seminars has been good. Conclusions, Based on the experience over the last 5 years, the interdisciplinary aspects of graduate training should be expanded to stimulate a holistic approach also to specialist treatment. [source] Simulation of patient encounters using a virtual patient in periodontology instruction of dental students: design, usability, and learning effect in history-taking skillsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2004M. Schittek Janda Simulations are important educational tools in the development of health care competence. This study describes a virtual learning environment (VLE) for diagnosis and treatment planning in oral health care. The VLE is a web-based, database application where the learner uses free text communication on the screen to interact with patient data. The VLE contains forms for history taking, clinical images, clinical data and X-rays. After reviewing the patient information, the student proposes therapy and makes prognostic evaluations of the case in free text. A usability test of the application was performed with seven dental students. The usability test showed that the software responded with correct answers to the majority of the free text questions. The application is generic in its basic functions and can be adapted to other dental or medical subject areas. A randomised controlled trial was carried out with 39 students who attended instruction in history taking with problem-based learning cases, lectures and seminars. In addition, 16 of the 39 students were randomly chosen to practise history taking using the virtual patient prior to their first patient encounter. The performance of each student was recorded on video during the patient sessions. The type and order of the questions asked by the student and the degree of empathy displayed towards the patient were analysed systematically on the videos. The data indicate that students who also undertook history taking with a virtual patient asked more relevant questions, spent more time on patient issues, and performed a more complete history interview compared with students who had only undergone standard teaching. The students who had worked with the virtual patient also seemed to have more empathy for the patients than the students who had not. The practising of history taking with a virtual patient appears to improve the capability of dental students to take a relevant oral health history. [source] A cost-effective simulation curriculum for preclinical endodonticsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2004Roberta Pileggi A challenge in contemporary dental education is to achieve a smooth transition from preclinical teaching environments to patient-care clinics in a cost-effective manner. The preclinical endodontic courses at The University of Texas, Dental Branch at Houston provide a unique learning environment that enables the student to perform endodontic treatment on extracted teeth in a typodont, and be involved in diagnosis and treatment-planning discussions. The specially designed stone typodont used has built-in radiographic capability, and is mounted at each chair in the clinic. During each preclinical session, students are assigned clinical cubicles and proper aseptic protocol is followed. Students are required to wear gloves, masks and eyewear, and place a rubber dam during treatment. Written self-assessment evaluations based upon prescribed criteria are utilised; feedback is given by faculty composed of both full-time endodontists and graduate students who periodically rotate and are calibrated on a regular basis. In the lecture phase, clinical case scenarios are presented to reinforce concepts of diagnosis and emergency care and to help integrate endodontics with other disciplines; a Socratic-like teaching style is established by the faculty facilitator to create an environment for developing critical-thinking and problem-solving skills. The overall feedback from graduating students has been very positive. Advantages of this format are an easier transition to patient management, a more keen interest in specialsation and a perceived increase in levels of confidence. [source] The Effect of Learning Experiences and Context on Infant Imitation and GeneralizationINFANCY, Issue 6 2008Emily J. H. Jones Over the first years of life, infants gradually develop the ability to retrieve their memories across cue and contextual changes. Whereas maturational factors drive some of these developments in memory ability, experiences occurring within the learning event may also impact infants' ability to retrieve memories in new situations. In 2 experiments we examined whether it was possible to facilitate 12-month-old infants' generalization of learning in the deferred imitation paradigm by varying experiences before or during the demonstration session, or during the retention interval. In Experiment 1, altering the length, timing, or variability of training had no impact on generalization; infants showed a low, but consistent level of memory retrieval. In Experiment 2, infants who experienced a unique context for encoding and retrieval exhibited generalization; infants who experienced the context prior to the demonstration session, or during the retention interval, did not. Specificity is a robust feature of infant memory and is not substantially altered by encoding experiences in an observational learning paradigm. Previous history with a learning environment can, however, impact the flexibility of memory retrieval. [source] Visual framework for development and use of constitutive modelsINTERNATIONAL JOURNAL FOR NUMERICAL AND ANALYTICAL METHODS IN GEOMECHANICS, Issue 15 2002Youssef M. A. Hashash Abstract Advanced constitutive relations are used in geotechnical engineering to capture measured soil and rock behaviour in the laboratory, and in numerical models to represent the material response. These constitutive relations have traditionally been difficult to use, understand, and develop except by a limited number of specialists. This paper describes a framework for transforming the representation of constitutive relations, as well as stress and strain quantities from a series of mathematical equations and matrix quantities to multidimensional geometric/visual objects in a dynamic interactive colour-rich display environment. The paper proposes a shift in current approaches to the development of constitutive equations and their use in numerical simulations by taking advantage of rapid advancements in information technology and computer graphics. A novel interactive visualization development and learning environment for material constitutive relations referred to as VizCoRe is presented. Visualization examples of two constitutive relations, the linear elastic with von Mises failure criteria and the Modified Cam Clay (MCC) are shown. These include two- and three-dimensional renderings of stress states and paths and yield and failure surfaces. In addition, the environment allows for the visualization of the implicit integration algorithm used for the numerical integration of both constitutive models. Copyright © 2002 John Wiley & Sons, Ltd. [source] The Tri-focal model of care: Advancing the teaching-nursing home conceptINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 6 2008Beverly O'Connell RN PhD FRCNA Providing residential aged care is challenging because of the complexity of residents' health status, difficulties recruiting and retaining skilled staff, and financial and regulatory constraints. This paper discusses some of these challenges and describes an innovative model of care, termed ,The Tri-focal model of care'. This model was developed based on the concepts of ,partnership-centred care', ,positive work environment' and the need for evidence-based practice to underpin all aspects of care. It is envisaged that the implementation of this model will provide a rich learning environment that advances the teaching-nursing home concept and the quality of residential aged care. [source] Learning and skills formation in the new economy: evidence from GreeceINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2002Stella Zambarloukos In today's knowledge,driven economy, education and training are considered major factors affecting a society's level of economic attainment and growth. Lack of information,related knowledge and skills, in particular, are among the prime factors likely to delay a country's progress towards the information society. Experience, however, has shown that an educated labour force does not automatically translate into dynamic economic development and technological innovation. The human resource potential is not a simple outcome of the education system but it is a much more complex process that involves tacit knowledge, learning by doing and on,the,job training. This means that skills and knowledge acquired depend not only on the educational system but on firm organisation and culture as well as ties between organisations. The present study examines the relationship between skill supply, firm organisation and learning by means of interviews in 23 firms in Greece. It shows that a major problem faced by SMEs in peripheral European countries is the lack of in,house capabilities and knowledge which limits the amount and type of learning that takes place. Finally, the article argues that policy,makers should institute educational policies and training programmes that will compensate for the inability of Greek firms to provide a learning environment. [source] Factors Affecting Training Effectiveness in the Context of the Introduction of New Technology,A US Case StudyINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2001Constantine Kontoghiorghes The purpose of this exploratory study was to identify the key factors within and outside the training context that could affect training effectiveness. The most important variables that were found to facilitate trainee learning and training transfer are: measurement of trainee knowledge before and immediately after training; supervisory support and encouragement for the application of new skills and knowledge; intrinsic rewards for applying newly learned skills and knowledge; a participative/sociotechnical organisation that is characterised by a high degree of employee involvement; and, a continuous learning environment that encourages frequent participation in multiskill training and retraining programs. [source] Clinical Learning Environment Inventory: factor analysisJOURNAL OF ADVANCED NURSING, Issue 6 2010Jennifer M. Newton newton j.m., jolly b.c., ockerby c.m. & cross w.m. (2010) Clinical Learning Environment Inventory: factor analysis. Journal of Advanced Nursing,66(6), 1371,1381. Abstract Title.,Clinical Learning Environment Inventory: factor analysis. Aim., This paper is a report of the psychometric testing of the Clinical Learning Environment Inventory. Background., The clinical learning environment is a complex socio-cultural entity that offers a variety of opportunities to engage or disengage in learning. The Clinical Learning Environment Inventory is a self-report instrument consisting of 42 items classified into six scales: personalization, student involvement, task orientation, innovation, satisfaction and individualization. It was developed to examine undergraduate nursing students' perceptions of the learning environment whilst on placement in clinical settings. Method., As a component of a longitudinal project, Bachelor of Nursing students (n = 659) from two campuses of a university in Australia, completed the Clinical Learning Environment Inventory from 2006 to 2008. Principal components analysis using varimax rotation was conducted to explore the factor structure of the inventory. Results., Data for 513 students (77%) were eligible for inclusion. Constraining data to a 6-factor solution explained 51% of the variance. The factors identified were: student-centredness, affordances and engagement, individualization, fostering workplace learning, valuing nurses' work, and innovative and adaptive workplace culture. These factors were reviewed against recent theoretical developments in the literature. Conclusion., The study offers an empirically based and theoretically informed extension of the original Clinical Learning Environment Inventory, which had previously relied on ad hoc clustering of items and the use of internal reliability of its sub-scales. Further research is required to establish the consistency of these new factors. [source] The Effectiveness of a Community-Based Program for Reducing the Incidence of Falls in the Elderly: A Randomized TrialJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 9 2004Lindy Clemson BAppSc(OT), MAppSc(OT) Objectives: To test whether Stepping On, a multifaceted community-based program using a small-group learning environment, is effective in reducing falls in at-risk people living at home. Design: A randomized trial with subjects followed for 14 months. Setting: The interventions were conducted in community venues, with a follow-up home visit. Participants: Three hundred ten community residents aged 70 and older who had had a fall in the previous 12 months or were concerned about falling. Intervention: The Stepping On program aims to improve fall self-efficacy, encourage behavioral change, and reduce falls. Key aspects of the program are improving lower-limb balance and strength, improving home and community environmental and behavioral safety, encouraging regular visual screening, making adaptations to low vision, and encouraging medication review. Two-hour sessions were conducted weekly for 7 weeks, with a follow-up occupational therapy home visit. Measurements: The primary outcome measure was falls, ascertained using a monthly calendar mailed by each participant. Results: The intervention group experienced a 31% reduction in falls (relative risk (RR)=0.69, 95% confidence interval (CI)=0.50,0.96; P=.025). This was a clinically meaningful result demonstrating that the Stepping On program was effective for community-residing elderly people. Secondary analysis of subgroups showed that it was particularly effective for men (n=80; RR=0.32, 95% CI=0.17,0.59). Conclusion: The results of this study renew attention to the idea that cognitive-behavioral learning in a small-group environment can reduce falls. Stepping On offers a successful fall-prevention option. [source] Creating supportive clinical learning environments: an intervention studyJOURNAL OF CLINICAL NURSING, Issue 1-2 2010Amanda Henderson Aim., To assess the impact of an intervention aimed to build capacity of registered nurses to enhance the clinical learning environment for undergraduate nursing students. Workplace learning is vital for the development of skills, attributes and knowledge of student nurses. Registered nurses need to be appropriately prepared to maximise student learning during clinical placement. Background., The quality of student learning during clinical practicum is largely dependent on interactions with ward staff. Design., A quasi-experimental design. Method., Measurement of students' perceptions of the psycho social learning environment during and outside of the intervention period was used to evaluate the capacity building intervention. The capacity building intervention consisted of interactive education in clinical areas over a six-week period for registered nurses in two acute surgical wards. Results., First, second and third year students (n = 62) who undertook their clinical practicum in the two surgical wards, before, during and six months after the capacity building intervention assessed the psycho-social learning environment at the time of their clinical practicum. Findings showed that students who undertook their clinical practicum during the intervention period rated the psycho-social clinical learning environment significantly higher than students who undertook their practicum at times outside of the intervention period. Conclusions., An experienced researcher/educator conducting capacity building sessions can effectively assist and support registered nurses to engage with students. Relevance to clinical practice., Capacity building sessions can improve practice, however, structures and processes that ensure continuation of practice change need to be embedded for improvements to be sustained. [source] How students and instructors using a virtual learning environment perceive the fit between technology and taskJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2008T.J. McGill Abstract Virtual learning environments (VLEs) are widespread in higher education today, typically used to deliver instructional materials and facilitate communication within a course. This study aimed to investigate the task,technology fit of VLEs for their two main groups of users: instructors and students, using the VLE WebCT. Task,technology fit, user satisfaction, attitude towards use and anticipated consequences of use were found to be significantly higher for students than for instructors. Instructors were found to have higher perceptions of social norms and higher perceptions of facilitating conditions than students. However, there was no difference between the instructors and students in level of utilization of the VLE. Students perceived that the VLE had higher impacts on their learning compared with instructors' perceptions regarding their teaching. These results suggest that despite high levels of support acknowledged by instructors, they may still be unsure about the contribution of VLEs to their teaching. [source] Development of a cross-platform ubiquitous language learning service via mobile phone and interactive television,JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2007S. Fallahkhair Abstract This paper describes the development processes for a cross-platform ubiquitous language learning service via interactive television (iTV) and mobile phone. Adapting a learner-centred design methodology, a number of requirements were gathered from multiple sources that were subsequently used in TAMALLE (television and mobile phone assisted language learning environment) development. A number of issues that arise in the context of cross-platform user interface design and architecture for ubiquitous language learning were tackled. Finally, we discuss a multi-method evaluation regime to gauge usability, perceived usefulness and desirability of TAMALLE system. The result broadly revealed an overall positive response from language learners. Although, there were some reported difficulties in reading text and on-screen display mainly on the iTV side of the interface, TAMALLE was perceived to be a usable, useful and desirable tool to support informal language learning and also for gaining new contextual and cultural knowledge. [source] Towards a typology of computer use in primary educationJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2007J. Tondeur Abstract, In the present study, we reject the view that computer use can be studied as an isolated variable in a learning environment. Our main objective is to develop an instrumental tool to measure different types of educational computer use in the classroom. This builds on a comprehensive review of the literature about computer use in education. This review helped to construct a questionnaire to identify a typology of computer use in primary education. In addition, the questionnaire was enriched by input of experts in this field. The questionnaire was presented to a sample of 352 primary school teachers. The input from a first subsample was used to carry out an exploratory factor analysis; the second subsample was used to verify the identified factor structure via confirmatory factor analysis. A three-factor structure of computer use in primary education was identified: ,the use of computers as an information tool', ,the use of computers as a learning tool,' and ,learning basic computer skills'. The three-factor structure was confirmed in the confirmatory factor analysis. The results underpin a number of meaningful differences in the current practice of computer use in primary education. [source] | |||||||||||||||||||||||||