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Learning Materials (learning + material)
Selected AbstractsTeaching oral surgery to undergraduate students: a pilot study using a Web-based practical courseEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2003Luciana Corrêa The Internet has been used in oral surgery teaching mainly to deliver learning material across the World Wide Web and to make use of online interactivity resources in everyday surgical practice, such as by e-mails, discussion groups, and chats. The aim of this paper is to describe and evaluate a Web-based practical course on oral surgery principles, which was applied to undergraduate students. This course was investigated as a distance learning simulation in which the student would be performing surgical activities at home, and the teacher and the school environment would be absent. A Web site was created containing the course material. For this study, the students participated in the Web-based course in a multimedia lab equipped with computers and Internet, internal sound system and TV circuits. In the event of significant mistakes by students, the TV circuit could be used to show the correct procedure for all the participants at the same time. Microcameras were used to monitor the student's actions during the Internet use. Students' impressions were determined by a questionnaire. Computer manipulation with ease and antiergonomic postures were observed. We concluded that distance learning courses with practical modules must be considered as a special type of educational modality, with reference to the relationship between the student and the computer. [source] The effects of animations on verbal interaction in computer supported collaborative learningJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 5 2008M. Sangin Abstract This paper focuses on the interaction patterns of learners studying in pairs who were provided with multimedia learning material. In a previous article, we reported that learning scores were higher for dyads of an ,animations' condition than for dyads of a ,static pictures' condition. Results also showed that offering a persistent display of one snapshot of each animated sequence hindered collaborative learning. In the present paper, further analyses of verbal interactions within learning dyads were performed in order to have a better understanding of both the beneficial effect of animations and the detrimental effect of the presence of persistent snapshots of critical steps on collaborative learning. Results did not show any differences in terms of verbal categories between the two versions of the instructional material, that is, static versus animated pictures. Pairs who were provided with persistent snapshots of the multimedia sequences produced fewer utterances compared to participants without the snapshots. In addition, the persistent snapshots were detrimental both in terms of providing information about the learning content and in terms of producing utterances solely for the purpose of managing the interaction. In this study, evidence also showed that these two verbal categories were positively related to learning performances. Finally, mediation analyses revealed that the negative effect of persistent snapshots was mediated by the fact that peers of the snapshots condition produced less information providing and interaction management utterances. Results are interpreted using a psycholinguistic framework applied to computer-supported collaborative learning (CSCL) literature and general guidelines are derived for the use of dynamic material and persistency tools in the design of CSCL environments. [source] Organizing learning materials through hierarchical topic maps: an illustration through Chinese herb medicationJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 6 2007B.-J. Shih Abstract This research aims to use hierarchical topic maps to compile digital learning material and to discuss its design and application possibilities. The system renders tremendous original assets and then embeds a self-organizing map (SOM) in the material database to produce topical learning materials, as in this case, an illustration through Chinese herb medication. It helps to demonstrate robust professional information as well as knowledge structures, and provides a customized and interactive learning dynamic to support both progressive and constructive learning styles. The paper first gives a detailed procedural description of the material construction, explains how topic map techniques were applied, and observes the implications and potentials of the technology to education. Both the technical and educational evaluations of using SOM topic maps in compilation of learning materials have resulted in positive feedback. SOM allows users to review the complete databank in structural hierarchical order, which provides comprehensive understanding of the entire set of learning materials, and also brings opportunities to users to discover knowledge related to their study area. [source] Learning with an active e-course in the Knowledge Grid environmentCONCURRENCY AND COMPUTATION: PRACTICE & EXPERIENCE, Issue 3 2006Hai Zhuge Abstract An active e-course is an open, self-representable and self-organizable media mechanism. Its kernel idea is to organize learning materials in a concept space rather than in a page space. The tailored content and flexible structure of the e-courses can be dynamically formed to cater for different learners with different backgrounds, capabilities and expectations, at different times and venues. The active e-course can also assess learners' learning performances and give appropriate suggestions to guide them in further learning. An authoring tool for constructing course ontology and a system prototype have been developed to support an active e-course, enabling a learner-centred, highly interactive and adaptive learning approach. The results of an empirical study show that the system can help enhance the effectiveness and efficiency of learning. Copyright © 2005 John Wiley & Sons, Ltd. [source] Organizing learning materials through hierarchical topic maps: an illustration through Chinese herb medicationJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 6 2007B.-J. Shih Abstract This research aims to use hierarchical topic maps to compile digital learning material and to discuss its design and application possibilities. The system renders tremendous original assets and then embeds a self-organizing map (SOM) in the material database to produce topical learning materials, as in this case, an illustration through Chinese herb medication. It helps to demonstrate robust professional information as well as knowledge structures, and provides a customized and interactive learning dynamic to support both progressive and constructive learning styles. The paper first gives a detailed procedural description of the material construction, explains how topic map techniques were applied, and observes the implications and potentials of the technology to education. Both the technical and educational evaluations of using SOM topic maps in compilation of learning materials have resulted in positive feedback. SOM allows users to review the complete databank in structural hierarchical order, which provides comprehensive understanding of the entire set of learning materials, and also brings opportunities to users to discover knowledge related to their study area. [source] eDrug: a dynamic interactive electronic drug formulary for medical studentsBRITISH JOURNAL OF CLINICAL PHARMACOLOGY, Issue 6 2006Simon R. J. Maxwell What is already known about this subject ,,Delivering education about an ever-increasing number of prescribable drugs to medical students represents a major challenge. ,,Drug names are generally not logical or intuitive, and many students find learning them akin to learning a foreign language. ,,Pharmacology and therapeutics teaching is struggling for visibility in some integrated medical curricula. What this study adds ,,Development of electronic tools allowing web delivery of a restricted student formulary facilitates dynamic access to core learning materials, improves the profile of this aspect of the curriculum and is highly appreciated by students. Aims Prescribing drugs is a key responsibility of a doctor and requires a solid grounding in the relevant scientific disciplines of pharmacology and therapeutics (PT). The move away from basic science disciplines towards a more system-based and integrated undergraduate curriculum has created difficulties in the delivery of PT teaching in some medical schools. We aimed to develop a web-based strategy to overcome these problems and improve the PT learning experience. Methods We designed and introduced ,eDrug', a dynamic interactive web-based student formulary, as an aid to teaching and learning of PT throughout a 5-year integrated medical curriculum in a UK medical school of 1300 students. This was followed by a prospective observational study of student-reported views about its impact on their PT learning experience. Results eDrug was rated highly by students and staff, with the main benefits being increased visibility of PT in the curriculum, clear identification of core drugs, regular sourcing of drug information via direct links to accredited sources including the British National Formulary, prioritization of learning, immediate access and responsiveness. It has also served as a focus of discussion concerning core PT learning objectives amongst staff and students. Conclusions Web-based delivery of PT learning objectives actively supports learning within an integrated curriculum. [source] | ||||||||||