Overview on agent-based social modelling and the use of formal languages

Transdisciplinary Models and Applications investigates a variety of programming languages used in validating and verifying models in order to assist in their eventual implementation. This book will explore different methods of evaluating and formalizing simulation models, enabling computer and industrial engineers, mathematicians, and students working with computer simulations to thoroughly understand the progression from simulation to product, improving the overall effectiveness of modeling systems.Postprint (author's final draft

Sustainable international experience: A collaborative teaching project

Within engineering education, there is an increasing need for providing our students with international experiences. This is most often done by exchange studies abroad. However, a majority of the students on engineering programs do not engage in any international exchange. This paper presents insights from a collaborative cross-disciplinary international project to give students international experience without having to travel. From both a sustainability perspective and a situation where e.g. a global virus outbreak stop students from travelling, solutions that give engineering students experience of working in an international setting are becoming increasingly important. Initial challenges, for the teachers involved in the project, that were addressed before the project started, included the assessment of students, the use of online collaborative tools, assessment of students and the dependence between the two courses. The learnings from the first and second iteration of the collaborative project were mainly focused around transparency, introduction of students to each other, communication, real-time issues and deadlines. By gradually remove these peripheral challenges for the students, resulting in making the students focus on the actual challenges surrounding the actual collaborative project. Even though this project is ongoing, the initial results clearly show that by integrating courses between different countries and disciplines, it is possible to create an environment that strengthens the students’ ability in teamwork, communication and addresses the cultural and professional aspects of working as an engineer in an international context

Self-Directed Learning

This book on self-directed learning (SDL) is devoted to original academic scholarship within the field of education, and is the 6th volume in the North-West University (NWU) SDL book series. In this book the authors explore how self-directed learning can be considered an imperative for education in a complex modern society. Although each chapter represents independent research in the field of self-directed learning, the chapters form a coherent contribution concerning the scholarship of self-directed learning, and specifically the effect of environmental and praxis contexts on the enhancement of self-directed learning in a complex society. The publication as a whole provides diverse perspectives on the importance of self-directed learning in varied contexts. Scholars working in a wide range of fields are drawn together in this scholarly work to present a comprehensive dialogue regarding self-directed learning and how this concept functions in a complex and dynamic higher education context. This book presents a combination of theory and practice, which reflects selected conceptual dimensions of self-directed learning in society, as well as research-based findings pertaining to current topical issues relating to implementing self-directed learning in the modern world. The varied methodologies provide the reader with different and balanced perspectives, as well as varied and innovative ideas on how to conduct research in the field of self-directed learning

A Mixed-Method Study of Mobile Devices and Student Self-Directed Learning and Achievement During a Middle School STEM Activity

The increasingly ubiquitous nature of mobile devices among K-12 students has led many to argue for and against the inclusion of mobile devices in K-12 classrooms. Some have conjectured that access to mobile devices may enable student self-directed learning. This research used a mixed-method approach to explore the relationships between mobile devices and student achievement and self-directed learning during a Science, Technology, Engineering, & Mathematics (STEM) activity in a middle school Technology and Engineering Education classroom. In this study, 706 students from 18 classes worked in groups of 2-3 to complete an open-ended engineering design challenge. Students completed design portfolios and constructed prototypes. Classes were randomly divided with some receiving access to mobile devices during the study while others did not. Additionally, randomly assigned classes completed the design portfolio electronically while others completed the portfolio on paper. Final student portfolios and products were assessed using adaptive comparative judgment (ACJ). In ACJ, judges view two artifacts (portfolios or products) electronically and choose the better of the two. Repeating this process, a number of times produced a rank-order for the artifacts. The rank order for student portfolios and products represented student achievement. Statistical analyses of student access, portfolio type, student self-directed learning, and student achievement were conducted. Thirty student interviews and five teacher interviews were conducted and interviewees were asked questions regarding mobile devices, self-directed learning, and their experience during the study. Responses from the interviews were transcribed and coded using causation and thematic coding techniques. The resulting themes from the interviews helped clarify the quantitative findings. Findings from both the quantitative and qualitative analyses showed that student access to mobile devices was significantly correlated with higher scores on student design portfolios while student achievement on design products was independent of mobile device access. This suggests that mobile devices may improve student achievement in certain types of scenarios but not in others. Student self-directed learning was independent of mobile device access. Students and teachers both commented that mobile devices may be effective at increasing student self-directed learning or achievement but only through proper instruction and demonstration

Impacts on student learning and the gross anatomy experience in medical education with the implementation of reciprocal peer teaching and self-directed learning

Indiana University-Purdue University Indianapolis (IUPUI)Ongoing changes to medical education curricula in the United States require continued evaluation of best practices for maintaining and enhancing anatomical education in medical schools. The purpose of this study was to identify the impacts of incorporating an alternating dissection schedule, peer teaching, and self-directed learning (SDL) in the Human Gross Anatomy (A550-551) laboratory for students in the first year of medical school at Indiana University School of Medicine, Bloomington (IUSM-BL). The researcher sought to determine the impacts of peer teaching and dissection on student gross anatomy grades, to explore the underling perceived effects of peer teaching on the student gross anatomy experience, and to explain how a gross anatomy course, specifically the laboratory component, could contribute to the development of SDL. A mixed method design was selected to combine the analytic strengths of quantitative and qualitative methods. Quantitative analysis using a generalized estimating equation determined the act of dissection had an impact on students’ abilities to correctly identify structures on human gross anatomy assessments. An analysis of variance determined that student gross anatomy final grades, lecture exam averages, laboratory practical exam averages were unchanged when incorporating peer teaching and alternating dissections into the laboratory sessions. A grounded theory methodology identified perceived changes in the student experience in A550-551 through analysis of student interviews, instructor interviews, and course assignments. In conclusion, the researcher determined that active dissection is a critical component in gross anatomy; however, peer teaching and alternating dissections offset the negative impacts of reduced dissections hours through: increased active dissection time, decreased intragroup conflict, new opportunities to develop teaching and communication skills, and increased efficiency in the anatomy laboratory classroom. Additionally, this research described suggestions for future successful implementations of SDL in A5500-551. These findings provide information for educators at IUSM-BL as they make revisions to meet curricular demands and inform ongoing discussions in anatomy education related to the importance of dissection, time for laboratory experiences, and the continued goal for excellence in educating students

Self-Directed Learning

This book on self-directed learning (SDL) is devoted to original academic scholarship within the field of education, and is the 6th volume in the North-West University (NWU) SDL book series. In this book the authors explore how self-directed learning can be considered an imperative for education in a complex modern society. Although each chapter represents independent research in the field of self-directed learning, the chapters form a coherent contribution concerning the scholarship of self-directed learning, and specifically the effect of environmental and praxis contexts on the enhancement of self-directed learning in a complex society. The publication as a whole provides diverse perspectives on the importance of self-directed learning in varied contexts. Scholars working in a wide range of fields are drawn together in this scholarly work to present a comprehensive dialogue regarding self-directed learning and how this concept functions in a complex and dynamic higher education context. This book presents a combination of theory and practice, which reflects selected conceptual dimensions of self-directed learning in society, as well as research-based findings pertaining to current topical issues relating to implementing self-directed learning in the modern world. The varied methodologies provide the reader with different and balanced perspectives, as well as varied and innovative ideas on how to conduct research in the field of self-directed learning

Blended learning environments to foster self-directed learning

This book on blended learning environments to foster self-directed learning highlights the focus on research conducted in several teaching and learning contexts where blended learning had been implemented and focused on the fostering of self-directed learning. Several authors have contributed to the book, and each chapter provides a unique perspective on blended learning and self-directed learning research. From each chapter, it becomes evident that coherence on the topics mentioned is established. One of the main aspects drawn in this book, and addressed by several authors in the book, is the use of the Community of Inquiry (CoI) framework when implementing teaching and learning strategies in blended learning environments to foster self-directed learning. This notion of focusing on the CoI framework is particularly evident in both theoretical and empirical dissemination presented in this book. What makes this book unique is the fact that researchers and peers in varied fields would benefit from the findings presented by each chapter, albeit theoretical, methodological or empirical in nature – this, in turn, provides opportunities for future research endeavours to further the narrative of how blended learning environments can be used to foster self-directed learning

Black Online, Doctoral Psychology Graduates\u27 Academic Achievement: A Phenomenological Self-Directed Learning Perspective

Guided by the conceptual framework of self-directed learning and culture, this study investigated the effectiveness of Title IV private, for-profit colleges and universities (FPCUs). Little research has examined this topic, which is problematic considering the disproportionate rate of student loan defaults experienced by Black FPCU borrowers. A phenomenological design was used to explore the meaning of academic achievement for Black doctorate recipients who attained a doctorate in psychology through an FPCU. This study specifically examined how Black students experience the completion of doctoral psychology programs at 2 FPCUs and what factors contributed to these students finishing their degrees. A unique-criterion-purposive sample of 7 Black students who completed doctoral psychology programs at FPCUs within the past 5 years was recruited to participate in telephone interviews. Moustakas\u27 data analysis steps were applied to the data. The results indicated that study participants saw an association between attaining their doctorates in psychology and their self-actualization. They shared the experiences of selecting a suitable FPCU, choosing a specialty area, negotiating transfer credits, completing the doctoral coursework phase, and completing the dissertation phase. Their commitment to achieving self-actualization was a salient experience in finishing their degrees. A core aspect of self-actualization was their cultural knowledge, which helped them to overcome challenges and persevere. However, the results uncovered some insufficiencies in the FPCUs\u27 practices. They have implications for positive social change by highlighting how FPCU academic support services might use cultural knowledge and self-actualization strategies to maximize the successful matriculation of Black students