Home About us Contact
|
Home About us Contact | ||
|
|
||
One Semester (one + semester)
Selected AbstractsE-learning in the dermatological education at the Charité: evaluation of the last three yearsJOURNAL DER DEUTSCHEN DERMATOLOGISCHEN GESELLSCHAFT, Issue 6 2008Tilman Lüdert Summary, Background: Numerous e-learning initiatives have been launched during the last decade. Many of them have not been continued, due to lack of acceptance on the part of the students, low quality or insufficient financial funding. Since 2002, the DEJAVU project has been integrated into the curriculum at the Department of Dermatology at Charité-Universitätsmedizin Berlin. DEJAVU offers an online archive of recorded lectures, lecture hand outs, structured learning modules, and case reports as well as online information about the courses/classes. Methods: Since beginning of the summer semester 2005, the student's acceptance and utilization of the online offerings was regularly surveyed, using anonymous questionnaires handed out together with the final exams. The teaching staff's opinions about e-learning were surveyed by means of a single anonymous questionnaire. Results: At the end of winter semester 2006/2007,93.5% of the students were aware of the existence of the e-learning program. The average amount of time spent with the program was 14.7 hours over the course of one semester. 66.8% of the students considered the program as very useful for their dermatology training. The lecture notes were the most frequently used online resource. Among the teaching staff, 86% considered e-learning a useful addition to traditional teaching. Conclusions: Our results show that e-learning is very well accepted by our students. It offers an additional way of acquiring knowledge and should be used to complement traditional ways of teaching. [source] An enhanced Bayesian model to detect students' learning styles in Web-based coursesJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2008P. García Abstract Students acquire and process information in different ways depending on their learning styles. To be effective, Web-based courses should guarantee that all the students learn despite their different learning styles. To achieve this goal, we have to detect how students learn: reflecting or acting; steadily or in fits and starts; intuitively or sensitively. In a previous work, we have presented an approach that uses Bayesian networks to detect a student's learning style in Web-based courses. In this work, we present an enhanced Bayesian model designed after the analysis of the results obtained when evaluating the approach in the context of an Artificial Intelligence course. We evaluated the precision of our Bayesian approach to infer students' learning styles from the observation of their actions with a Web-based education system during three semesters. We show how the results from one semester enabled us to adjust our initial model and helped teachers improve the content of the course for the following semester, enhancing in this way students' learning process. We obtained higher precision values when inferring the learning styles with the enhanced model. [source] The association between students' use of an electronic voting system and their learning outcomesJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2005G. E. Kennedy Abstract This paper reports on the use of an electronic voting system (EVS) in a first-year computing science subject. Previous investigations suggest that students' use of an EVS would be positively associated with their learning outcomes. However, no research has established this relationship empirically. This study sought to establish whether there was an association between students' use of an EVS over one semester and their performance in the subject's assessment tasks. The results from two stages of analysis are broadly consistent in showing a positive association between EVS usage and learning outcomes for students who are, relative to their class, more correct in their EVS responses. Potential explanations for this finding are discussed as well as modifications and future directions of this program of research. [source] The effect of psychological and educational counselling in reducing anxiety in nursing studentsJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 4 2004F. SHARIF rn msc phd A quasi-experimental pre-, post-test, follow-up and control group design was used to investigate the effect of psychological and educational counselling in reducing anxiety in nursing students. The research study used methodological triangulation, involving the use of structured data collection techniques such as standardized questionnaires and semi-structured focus groups. Focus groups were used to provide greater insight regarding the student's opinions. The sample consisted of 100 second- and fourth-year baccalaureate nursing students from the Faculty of Nursing at Shiraz University of Medical Sciences, Iran. They were randomly assigned to either an experimental group (n = 50) or a control group (n = 50). The experimental group received a 12-week intervention programme. Quantitative analysis of data was undertaken using t -test and analysis of variance for repeated measures to test differences between and within groups. The results indicated that from pre- to post-test there was no statistically significant reduction in anxiety between groups, but there was a statistically significant reduction in anxiety after one semester (in the follow-up). Student self-esteem was increased significantly from pre- to post-test. This increase was statistically significant and remained the same in follow-up. A statistically significant difference was seen in the student grade point average from pre-test to follow-up in the experimental group but not for the control group. The implementation of an intervention programme reduced their anxiety, increased their self-esteem and improved their grade point average over time. [source] One course is not enough: Preservice elementary teachers' retention of improved views of nature of scienceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2006Valarie L. Akerson This study examined the views, and the retention of these views, of 19 preservice elementary teachers as they learned about nature of science (NOS). The preservice teachers participated in a cohort group as they took a science methods course during which they received explicit reflective instruction in nature of science. Through Views of Nature of Science version B (VNOS-B) surveys and interviews it was found that most preservice teachers held inadequate ideas of nature of science prior to instruction, but improved their views after one semester of instruction in the science methods course. However, 5 months after instruction, the graduate preservice teachers were again interviewed and it was found that several of the students reverted back to their earlier views. The results are interpreted through Perry's scheme, and implications and recommendations for elementary science teacher education are made. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 194,213, 2006 [source] Development pathways in learning to be a physiotherapistPHYSIOTHERAPY RESEARCH INTERNATIONAL, Issue 3 2006Ingrid Lindquist Abstract Background and Purpose.,Few studies have examined the experiences of students' professional socialization in physiotherapy. This international longitudinal study aimed to study experiences of situated learning and change in a student cohort during a physiotherapy education programme.,Method.,A phenomenographic design with semi-structured interviews was carried out with a cohort of physiotherapy students from two sites, strategically selected for variation in gender, age, educational background, work experience and academic level. Interviews were carried out after each of the first five semesters in the programme by a team of researchers. Seventy-six interviews explored students' learning experiences. Analysis identified the variation in experiences seen as important to becoming a physiotherapist.,Results.,Distinct perceptions of professional growth and progression are identified in four pathways of development: ,Reflecting on Practice'; ,Communicating with Others'; ,Performing Skills'; and ,Searching Evidence'. These pathways demonstrate qualitative differences in the focus of learning experiences and preferred learning context, and include learning in a context which supports reflection, learning as agreed by others in a context with patients and other professionals, learning physiotherapy skills in a practice context and learning formal knowledge in a context where theory can be linked with practice.,Conclusions.,In a cohort of students professional growth can be seen in a variety of development pathways. Each shows progress of professional growth in the ,what' as changes in experiences and the ,how' as ways of learning from them. In addition, the pattern of pathways in a cohort may change from one semester to another suggesting individuals may adopt different learning pathways throughout their education. Teaching staff are challenged to consider how they recognize a variation in development pathways in their student cohorts and how they purposefully ensure experiences to guide students through different learning pathways in socialization to become a physiotherapist. Copyright © 2006 John Wiley & Sons, Ltd. [source] Velocity as a Predictor of Performance Satisfaction, Mental Focus, and Goal RevisionAPPLIED PSYCHOLOGY, Issue 3 2010Joelle D. Elicker In a longitudinal study, the authors examined the role of students' rate of progress, or velocity, in goal-striving over one semester of a college-level Introductory Psychology course. At both mid-course and near end-of-course time periods, results demonstrated that velocity uniquely contributed to the prediction of students' performance satisfaction, mental focus, and goal revision, above and beyond the influence of performance-goal discrepancies and ability. Specifically, velocity demonstrated main effects on performance satisfaction and mental focus. Velocity significantly interacted with goal importance in the prediction of goal revision. The authors call for increased attention to the role of velocity in self-regulation. Dans une étude longitudinale, les auteurs examinent le rôle du taux de progrès des étudiants ou leur rapiditéà atteindre des buts sur un semestre pour un cours d'introduction à la psychologie en faculté. Deux mesures ont été faites: l'une à la moitié du semestre et l'autre à la fin de ce même semestre. Les résultats montrent que uniquement la rapidité contribue à prédire la satisfaction de la performance des étudiants, la concentration, et la révision de l'objectif quels que soient les écarts entre le but de la performance et les capacités. Plus spécifiquement, la rapidité a des effets importants sur la satisfaction de la performance et la concentration. La rapidité interagit significativement avec l'importance des buts dans le cas où l'on envisage leur révision. Les auteurs soulignent le rôle de la rapidité sur l'auto-régulation. [source] Comparing Web, Correspondence and Lecture versions of a second-year non-major Biology courseBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2000Michael Collins A comparison of correspondence and Web versions of the same course indicated that, although the students were very satisfied with the Web version, the correspondence section achieved the higher mean final scores in three of the four semesters while the Web course achieved the higher mean score in only one semester. A literature search indicated that there are very few studies which compare the relative successes of Web-based courses and traditional (lecture) courses as this present study does. In addition most of these other comparative studies are based on only one offering of the Web-based course, whereas the present study evaluates the Web-based course over four different semesters. [source] | |||||||||||||