Generation of student interest in an inquiry-based mobile learning environment

A declining trend in adolescents’ interest in science learning and attitudes towards science-related careers has been reported during recent years. There has been a call for more motivating learning environments that inspire students to develop interest towards science. This study examines students’ interest development in STEM subjects in an ecologically valid setting during one school year and how features of the learning environment affect students’ generation of interest. In a quasi-experimental study design, one class of 7th grade (aged 12 to 13 years) students (N = 18) studied in an inquiry-based mobile learning environment that had a special emphasis on integrated curriculum. Interest variables were measured three times and focus group interviews were held twice during the school year. From a group of 113 students studying in an ordinary learning setting, a propensity score-matched control group of 18 students was selected based on general self-efficacy, intrinsic goal orientation, interest in technology, and web-user self-efficacy. Results from the quantitative analyses revealed only minor differences between the two groups. Results from the qualitative analyses indicate that students found the new environment to be interest generating, thus ascribing to the general idea and aim of the new environment, but also that the implementation was in many cases far from ideal, indicating that much of its potential was unrealized

Integration of pathology teaching : students and faculty perceptions

Reports on undergraduate medical education in the recent decade clearly point towards a need for greater integration of content in the medical curriculum. The pedagogy of an integrated curriculum embraces many models of integration, representing a continuum where full integration sits at one end and discipline–based teaching at the other, with many intermediate steps between the two extremes. A vertically integrated curriculum seeks to bridge the preclinical and clinical divide in content by teaching the content concurrently rather than sequentially, but still retaining discipline boundaries. A horizontally integrated curriculum seeks to further break down the distinctions between the basic and clinical sciences, with the early years of the program focusing on the basic sciences and introducing clinical features into the program wherever possible as part of a gradual shift to a more continued collaborative clinical focus. At the College of Medicine, University of Saskatchewan, the overall redesigned curricular program will be phased in over the next four years of the curriculum, with a greater emphasis towards an integrated approach of the teaching and learning of human disease. In the first year, this has led to the creation of a patchwork quilt teaching style, where a cross disciplinary functional system incorporates elements of the traditional basic science components of anatomy, physiology, embryology, and histology, and an introduction of core general pathological concepts in a vertical and horizontal integrated fashion. The main objective of this research, detailed in Chapter 1, was to investigate the advantages and disadvantages of the two models of horizontal and vertical integration of the reorganized structural teaching of pathology through an analysis of the perceptions of medical educators and first- and second-year students in the undergraduate curriculum at the College of Medicine, and based contextually within a theoretical framework of the newly designed medical curriculum. In this context, the literature review in Chapter 2 focused on four major areas that are the underpinnings of the pedagogy of pathology teaching in the undergraduate medical curriculum: (a) integration concepts in relation to medical education; (b) the practice of pathology teaching in the past, present, and future; (c) theories of curricular integration; and (d) its effects on the student learning environment. This resulted in the development of the pre-research conceptual framework for this study. The in-service monitoring research design for this study included a triangulation of research methodologies using multiple data sources, multiple subjects, and multiple data collection techniques using comparative qualitative and quantitative research inquiry techniques. Data collected from the semi-structured interviews of the medical faculty provided not only an understanding of the educators’ perceptions towards the integrated curriculum, but also some insight towards their feelings of respect, power, and identity in this new integrative environment. Personal perceptions of fear, apathy, and stress and perceptions regarding accountability and sustainability of this integrative process were also observed as arising from this educational intervention. Quantitative data analysis collected from the first-year student survey questionnaires derived the following grand mean responses with respect to the vertical integration of pathology teachings: student learning satisfaction with integration (3.6); the learning environment (3.8); student engagement (3.3); and student stress (2.9). The grand mean responses to horizontal integration showed a similar trend: student learning satisfaction (3.7); learning environment (4); student engagement (3.5); and student stress (3). Perceptions of the second-year medical students to horizontal integration of pathology teachings were comparable: student learning satisfaction (3.7); learning environment (4.2); student engagement (3.7); and student stress (3.1). A comparison of first- and second-year medical students showed a significant difference (

Contemporary learning environments: designing e-learning for education in the professions

Designing e-learning environments for quality professional education is a challenge for education designers, as the continuing practice of simply moving courses online can be surprisingly disabling. We argue that as universities strive to educate for excellence in professional practice, design approaches for the e-learning components must be conceptualized in a broader view of a contemporary learning environment involving integrated virtual and physical dimensions. These are comprehensively considered in an integrated way to facilitate learning experiences providing an emphasis on grounded practice. Our paper considers learning environments in the service of a broader understanding of a professional &quot;practicum.&quot; In providing the more flexible, immediate and evolving virtual experiences, e-learning as a feature must take account of a range of education design considerations we model in a framework of elements. These are outlined, and broader issues are illuminated through a comparative case analysis of educational technology developments at Deakin University in the two professional fields of teaching and journalism. The Education Studies Online (ESO) project and the HOTcopy newsroom simulation project exemplify elements of the approach recommended in addressing the challenges of quality professional education. We highlight the generative role of the education designer in adopting an integrative and strategic stance, when creating such environments. Implications for the selection and use of various e-learning resources and corporate e-learning systems become evident as we highlight the dangers of a returning &quot;instructional industrialism&quot; as we risk allowing courses to &quot;move online&quot;, rather than moving towards proposed features of contemporary learning environments. <br /

ENGLISH INSTRUCTIONAL MATERIALS FOR THE INTEGRATED ISLAMIC ELEMENTARY SCHOOL (SDIT)

The global trend to include English program in the early years of primary education in recent years has given ascend to the need for experienced teachers who was teaching English to young learners. There are kind of instructional materials for teaching English to the young learners. However, not all of instructional materials can be used effectively and appropriately in the classroom especially in an integrated Islamic school which is adopted and combined both government curriculum and integrated Islamic curriculum. Therefore, this research aims in investigating kind of instructional materials that generally used by the English teacher and the impacts of using instructional materials toward the learning environment. Further, the researcher also described the challenges of English teachers in adopting the instructional materials at integrated Islamic elementary school. To reach the aims, a descriptive qualitative study design is conducted towards the participants: seven English teachers from different integrated Islamic elementary schools in Central Java. The research employed questionnaire and interview to obtain the deeper data. The findings of the research are expected to provide an overview for English teacher in choosing the appropriate instructional materials with any considerations since they can motivate the young learners in learning English as a foreign language especially at the integrated Islamic elementary school

Developing a Collaborative Virtual Learning Environment between Students in Cross Disciplines to Meet the New College Structure

p\u3e Integrated project delivery is a rapidly developing approach to design and construction that uses business structures, new technologies and newly developing practices to collaboratively use the talents and contributions of all participants in the design and construction process. This project replicates this approach by creating a collaborative project between the Department of Construction Management and Technology and the Department of Quantity Surveying. The term “collaborative learning” refers to an instruction method in which students at various performance levels work together in small groups towards a common goal. The students are responsible for one another’s learning as well as their own (see Dillenbourg, 1999). The objectives of this collaborative project are to promote interaction between students from different but related courses: enhance students’ ability to think creatively, solve problems, and make decisions as a team:evaluate the benefits of using a virtual learning environment for assessment: examine the benefits of BIM as a tool in feedback. There are a number of benefits to this project with an emphasis being given to the interaction of the students. The collaborative learning approach provides a format for the students to interact including giving and receiving help, exchanging information and resources, giving and receiving feedback, challenging and encouraging each other, and jointly reflecting on progress. The other perceived benefit is in the use of a virtual learning environment and information communication tools

Educational Transformation Through Virtual Learning Environment (VLE) as an Effort to Improve Students' Critical Thinking Competence

Industrial revolution 4.0 in the 21st century, many countries have made their country's roadmaps to be able to survive in the midst of dynamic changes. The 21st century is marked by information that can be accessed by anyone, anytime and anywhere, computing or the use of robots, automation or work that can be done routinely and communication that becomes unlimited in every aspect of people's lives. The purpose of this research is to, 1) find out the feasibility of the developed Virtual Learning Environment (VLE) media for use in learning, 2) find out the perceptions of teachers and students towards the developed Virtual Learning Environment (VLE). This research and development (R&amp;D) research adapt the 4-D development model (define, design, develop and desiminate). The results of this research, namely the validity of the learning media developed was obtained from the assessment results with an average percentage of 93% in the 'Very Good' category, the quality of the learning media developed obtains assessment results with an average percentage of 92% in the category "Very Good" and received a positive response from students with a percentage ≥ 90%. Learning uses integrated Android-based VLE media STEM approaches are able to improve 4C competencies and beyond provide a positive response to significant student learning outcomes

Understanding Modern Learning Environment (MLE) in Big Data Era

As an attempt to understand Modern Learning Environment (MLE) to support learning in big data era, its exploration where the students are engaged to access online resources using their mobile devices, laptop and other digital devices needs to understand MLE as the term integrated between digital technology tools and learning skills. The convenient facilitation has a whole section designed to support learning styles which can exactly create the learning environment to be modern. This paper aims to explore innovative design for MLE with big data approach to see the chance in applying this model for the construction to the design of big data based learning environments to facilitate online learning towards information and knowledge in higher education setting. The finding reveals to propose model reference to be implemented to improve student learning outcomes in a technology-rich teaching and learning environ- ment in higher education. As a result, this paper is expected to contribute in the support with an initiative in the learning performance

Using electronic voting systems data outside lectures to support learning

Many years of research into using Electronic Voting Systems (EVS) within lectures has so far led to the conclusion that EVS is of beneficial value to students’ learning by involving students directly in conversation and deeper reflection. EVS researchers have proposed that using the voting data from EVS outside the lecture theatre may also benefit learning. They suggest that an Integrated Learning Environment (ILE) presenting this data would enable students to self-direct their learning and tutors to continue the dialogue from lectures. This thesis describes the implementation of such an ILE used within an introductory programming course at the University of Glasgow, in order to investigate these proposed benefits. The results show that there are certain benefits to this approach but these are small compared to the benefits within lectures. Only some questions are likely to generate these benefits and only some students seem to have an attitude towards learning to appreciate this. The results also show that there may not be reason to build an ILE to provide these benefits. This thesis discusses to what extent students use the questions in lectures as an instigator into deeper reflection and to what extent the EVS data can be used to provide an accurate assessment of students’ attainment. This thesis also discusses what impact the instructional design of the course has on students’ learning and uses this discussion to illuminate the findings. This reasoning leads to suggested changes to the instructional design to provide better opportunity for deeper reflection amongst the students. This suggestion is currently being trialled and judging from early observations seems prosperous

Taking advantage of dissonance: a CPD framework

Purpose: To communicate the findings of an empirical research project based on a real world problem that involved the development of a Continuous Professional Development (CPD) framework for a children’s integrated service workforce. In addition, to give attention to the notion that children’s integrated services have not necessarily been viewed from the perspective of conflict management and that this has meant ensuing conflicts that characterise such organisations are more often than not ignored. Design/Methodology/Approach: A case study approach involving a mixed methodology consisting of semi-structured interviews for senior managers and service leads; a quantitative survey for frontline practitioners and focus groups for service users, carers and children. Findings: Rather than the service being fully integrated, services were aligned, and this was reflected in the conflict between professional cultures, reinforcing an ‘us and them’ culture. This culture had seemingly permeated all aspects of the organisation including the senior management team. It was also noted that certain systems and processes, as well as bureaucracy, within the service were seen as hindering integrated working and was in effect a catalyst for conflict. Originality/Value: Through the application of conflict management theory it will be illustrated how conflict could be used to effectively steer children integrated services towards creativity and productivity through an organisational wide framework that not only embraces dissonance, but also promotes a learning environment that takes advantage of such dissonance to incorporate a hybrid of professional practice and expertise

Generation of student interest in an inquiry-based mobile learning environment

A declining trend in adolescents’ interest in science learning and attitudes towards science-related careers has been reported during recent years. There has been a call for more motivating learning environments that inspire students to develop interest towards science. This study examines students’ interest development in STEM subjects in an ecologically valid setting during one school year and how features of the learning environment affect students’ generation of interest. In a quasi-experimental study design, one class of 7th grade (aged 12 to 13 years) students (N = 18) studied in an inquiry-based mobile learning environment that had a special emphasis on integrated curriculum. Interest variables were measured three times and focus group interviews were held twice during the school year. From a group of 113 students studying in an ordinary learning setting, a propensity score-matched control group of 18 students was selected based on general self-efficacy, intrinsic goal orientation, interest in technology, and web-user self-efficacy. Results from the quantitative analyses revealed only minor differences between the two groups. Results from the qualitative analyses indicate that students found the new environment to be interest generating, thus ascribing to the general idea and aim of the new environment, but also that the implementation was in many cases far from ideal, indicating that much of its potential was unrealized.</p