Active Learning: Effects of Core Training Design Elements on Self-Regulatory Processes, Learning, and Adaptability

This research describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches, their effects on learning and transfer, and the core training design elements (exploration, training frame, emotion-control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees’ metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for developing an integrated theory of active learning, learner-centered design, and research extensions are discussed

Application of Smartphone Technology in the Management and Treatment of Mental Illnesses

Abstract: Background: Mental illness continues to be a significant Public Health problem and the innovative use of technology to improve the treatment of mental illnesses holds great public health relevance. Over the past decade telecommunications technology has been used to increase access to and improve the quality of mental health care. There is current evidence that the use of landline and cellular telephones, computer-assisted therapy, and videoconferencing can be effective in improving treatment outcomes. Smartphones, as the newest development in communications technology, offer a new opportunity to improve mental health care through their versatile nature to perform a variety of functions. Methods: A critical literature review was performed to examine the potential of smartphones to increase access to mental health care, reduce barriers to care, and improve patient treatment outcomes. The review was performed by searching several electronic databases using a combination of keywords related to smartphones and mental health interventions using mobile devices. Literature concerning the use of cell phones, handheld computers, and smartphones to improve access to mental health care and improve treatment outcomes was identified.Results: The majority of studies identified were feasibility and pilot studies on patients with a variety of diagnosed mental illnesses using cell phones and PDAs. Authors report that most study participants, with some exceptions, were capable of using a mobile device and found them acceptable to use. Few studies extensively measured treatment outcomes and instead reported preliminary results and presented case illustrations. Studies which used smartphones successfully used them collect data on patients and deliver multimedia interventions. Discussion: The current literature offers encouraging evidence for the use of smartphones to improve mental health care but also reflects the lack of research conducted using smartphones. Studies which examine care provider use of smartphones to improve care is encouraging but has limited generalizability to mental health care. The feasibility of patient use of smartphones is also encouraging, but questions remain about feasibility in some sub-populations, particularly schizophrenia patients. Pilot testing of mobile devices and applications can greatly increase the feasibility of using smartphones in mental health care. Patients who are unfamiliar with smartphones will likely need initial training and support in their use. Conclusion: The literature identified several ways in which smartphones can increase access to care, reduce barriers, and improve treatment outcomes. Study results were encouraging but scientifically weak. Future studies are needed replicating results of studies using cell phones and PDAs on smartphones. Larger and higher quality studies are needed to examine the feasibility, efficacy, and cost-effectiveness of smartphones to deliver multiple component interventions that improve access to mental health care and improve treatment outcomes

COMPUTER ASSISTED ASSESSMENT IN OMAN: FACTORS AFFECTING STUDENT PERFORMANCE

This thesis investigates the social and psychological factors that might affect Omani higher education students if computerised assessment was to be implemented. A review of the literature and the historical and cultural development in Oman suggested that a number of different variables might affect students‘ performance when taking computerised assessment. These factors which include gender, college of study and geographical region of residence may cause unwanted and selective differences in student performance which are not related to the content of the assessment. In addition, the potential effects of such variables as computer experience and computer self-efficacy on student performance were investigated. The study also explored student and academic staff attitudes towards computerised assessment. Both quantitative and qualitative methods are used in this study through a selection of instruments such as a test that was delivered in different modes, questionnaires, focus groups and semi-structured interviews. Quantitative approaches are used to provide answers to the main study questions about student performance, and qualitative approaches are used to get deeper insights into the students‘ and staff members‘ perceptions, attitudes and values in relation to the research subject of the study. All these instruments were developed based upon the literature and also validated through a separate initial study. The main study took place after the instruments had been validated and involved over 400 students and 100 staff at three Omani Applied Sciences Colleges. Statistical analysis showed a small but significant difference between the two assessment modes in favour of the paper-and-pencil test. There was a significant difference in performance between both genders, with females out-performing males. However, the most striking finding was a differential effect of assessment mode between males and females. Males performed better in the computerized test than in the paper-based one, in contrast to females whose performance in the paper test was better. This suggests that the introduction of computerised testing may affect males and females in different ways. One 4 possible explanation for this is that Omani males have more opportunities to use computers inside and outside homes. The questionnaire results and the qualitative information from focus groups both showed that females were more nervous and found it more difficult to read from the computer screen than males did. Also, it was obvious in the focus group discussions that females had more negative feelings towards computerised testing compared to males, both before and after experiencing computerised assessment. The study found that students‘ performance in the English language test had showed significant variation across colleges, and among students from different regions. This variation seemed to be associated with variation in computer experience among students at the different colleges and from different regions. This may be due to regional differences or specificities, especially in terms of computer use, among the nine administrative regions in Oman. Staff attitudes and perceptions towards CAA, in general, were positive and not affected by either the gender or nationality/language factor. Most of the academic staff members revealed their willingness to implement CAA but also stressed that CAA should be gradually implemented. Both students and staff members identified a number of important points such as the need for a reliable system, qualified technicians and sufficient computers if Computer Assisted Assessment was to achieve wide acceptability.Ministry of Higher Educatio

A theory of effective computer-based instruction for adults

Computer-based instruction (CBI) was considered the technological phenomenon to revolutionize education and training. Today, the Internet and computer technology are reported to have significantly altered the education landscape (Johnson & Aragon, 2002). The rapid advances in technology, the need for lifelong learning, and the growth of non-traditional students have encouraged the use of the computer as a method of instructional delivery. Evaluating the effectiveness of CBI as a whole technology is very difficult. The inability to measure effectiveness is attributable in part to the fact that CBI is not just one component, but a complex range of services and activities carried out for instructional and learning purposes (Gibbons & Fairweather, 2000). This study presents a theory of critical components that impact the effectiveness of computer-based instruction for adults. The theory was developed to provide a framework for research to explain or predict effective learning by adults using a desktop computer. The five conclusions drawn from this research are: (1) the characteristics of self-directedness and computer self-efficacy of adult learners play an important role in designing CBI for adults; (2) learning goal level impacts instructional design strategy and instructional control component of CBI design; (3) external support and instructional support are needed to provide a positive CBI experience; (4) CBI design is interwoven with the units of self-directedness, computer self-efficacy, learning goal level, instructional design, and external support; and (5) the theory draws together the isolated variables researchers consider important in the adult learning process and aligns them to provide effective CBI

Computer based assessment acceptance model for secondary school students in Saudi Arabia

Computer-based assessment (CBA) has significantly remodelled educational evaluation processes and allowed teachers to better manage growing number of students especially in secondary schools in Saudi Arabia. However, secondary school students are showing resistance to accept CBA systems, and the factors causing this resistance to CBA systems have remained matters of speculation. Using a modified empirically validated model, the present study systematically established major determinants of this resistance by drawing on the well-known Computer-Based Assessment Acceptance Model (CBAAM). The CBAAM model is an efficient model but fails to consider some other factors that will maj orly affect the acceptance and use of CBA systems. The researcher carried out a systematic literature review for the period of 2007-2018, followed by a field assessment from 10 secondary schools in Saudi Arabia, where three major factors (computer attitude, computer anxiety and computer literacy) affecting CBA system acceptance were extracted from the researcher’s interaction with the students. Drawing from the field assessment, the existing CBAAM model is extended resulting in a comprehensive model with 22 hypotheses. Thereafter, a questionnaire was developed and the content is validated using 15 experts comprising of 9 academics and 6 practitioners. The model was evaluated with 565 responses which comprises of 274 males and 289 females. The Partial Least Squares Structural Equation Modelling (PLS-SEM) technique was used in the evaluation. The result showed that 17 out of the 22 hypotheses were found to be significant and explained 74% of the variance. The most important factors from the significant relationships are ‘perceived usefulness’, ‘perceived playfulness’, ‘content’ and ‘ computer attitude’ which were identified using the Importance-Performance Map Analysis (IPMA). Furthermore, results confirmed that secondary school student’s ‘behavioural intention’ towards CBA acceptance is directly influenced by ‘computer anxiety’, ‘content’, ‘perceived playfulness’ and ‘perceived usefulness’. While, ‘facilitating conditions’, ‘goal expectancy’, ‘computer attitude’ and ‘perceived ease of use’ showed indirect influence. This study’s results can effectively guide educationists and decision makers to better manage CBA resistance and improve its acceptance by secondary school students in Saudi Arabia

Understanding Physicians' Adoption Of Electronic Medical Records: Healthcare Technology Self-Efficacy, Service Level And Risk Perspectives

Most developed countries across the globe are deploying electronic medical record (EMR) as one of the most important initiatives in their healthcare policy. EMR can not only reduce the problems associated with managing paper medical records but also improve the accuracy of medical decisions made by physicians and increase the safety of patients. Considering that physicians are the primary users of EMR, their willingness to use EMR is a critical success factor for EMR implementation in a hospital. This study aims to extend an individual-level information technology adoption model by incorporating three additional variables to investigate whether the individual characteristics of a physician affect EMR adoption. A field survey is conducted with a total of 217 physicians from 15 different academic medical centers and metropolitan hospitals for six weeks. Then, the Structural Equation Modeling (SEM) analysis results indicate that perceived service level is an important antecedent of perceived usefulness. Healthcare technology self-efficacy, perceived risk, and perceived service level are also important antecedents of perceived ease of use. This study is concluded with implications for academics, hospital managers, governments, and medical information service providers