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

Web-based learning in the field of empirical research methods

This study focuses on the development of a complex web-based learning environment aimed at promoting the acquisition of applicable knowledge in the context of studying empirical research methods at university. This learning environment was then modified further on an empirical basis. The main focus of the present article is to describe the conceptualisation of the learning environment and research activities which were guided by an integrative research paradigm. The learning environment consisted of highly structured, complex texts in which the process of empirical research was illustrated in a detailed manner. By combining these texts with other instructional measures, the learning environment is given a flexible hypertext-structure. The effectiveness of the learning environment as a whole was investigated in three studies (two evaluation studies in the field and one experimental study in the laboratory). It was demonstrated that the additional instructional measures (e.g. a specific feedback-guidance and time-management measures) were not effective. The importance of cognitive, motivational and emotional learning prerequisites for the successful utilisation of the learning environment was highlighted. The implementation of special training and additional preparatory modules is recommended in order to optimise the fit between students' prerequisites and learning environmIm Zentrum der vorliegenden Arbeit steht zum einen die Konzeptualisierung einer Lernumgebung zur Förderung des Erwerbs anwendbaren Wissens im Kontext der universitären Ausbildung in empirischen Forschungsmethoden. Zum anderen werden ausgehend von einem integrativen Forschungsparadigma Forschungsaktivitäten beschrieben, die die empirische Basis zur Weiterentwicklung der Lernumgebung bereitstellen. Die Lernumgebung besteht aus hoch strukturierten, komplexen Texten, in welchen der Prozess empirischer Forschung auf detaillierte Weise veranschaulicht wird. Diese Texte wurden mit anderen instruktionalen Maßnahmen kombiniert, wodurch die Lernumgebung eine flexible, hypertextartige Struktur bekam. Die Effektivität der gesamten Lernumgebung wurde im Rahmen dreier empirischer Studien untersucht, von denen zwei als Evaluationsstudien im Feld durchgeführt wurden; die dritte war eine experimentelle Laborstudie. Es wurde gezeigt, dass die zusätzlichen instruktionalen Maßnahmen (z. B. eine spezifische Feedback-Anleitung und eine Zeitmanagement-Maßnahme) nicht wirksam waren. Die Bedeutung kognitiver, motivationaler und emotionaler Lernvoraussetzungen für die erfolgreiche Nutzung der Lernumgebung konnte nachgewiesen werden. Um die Passung zwischen den Eingangsvoraussetzungen der Studierenden und der Lernumgebung zu verbessern, wurde die Implementation eines speziellen Trainings und eines zusätzlichen vorbereitenden Moduls vorgeschlag

Comparison of serious inhaler technique errors made by device-naïve patients using three different dry powder inhalers: a randomised, crossover, open-label study

Background: Serious inhaler technique errors can impair drug delivery to the lungs. This randomised, crossover, open-label study evaluated the proportion of patients making predefined serious errors with Pulmojet compared with Diskus and Turbohaler dry powder inhalers. Methods: Patients ≥18 years old with asthma and/or COPD who were current users of an inhaler but naïve to the study devices were assigned to inhaler technique assessment on Pulmojet and either Diskus or Turbohaler in a randomised order. Patients inhaled through empty devices after reading the patient information leaflet. If serious errors potentially affecting dose delivery were recorded, they repeated the inhalations after watching a training video. Inhaler technique was assessed by a trained nurse observer and an electronic inhalation profile recorder. Results: Baseline patient characteristics were similar between randomisation arms for the Pulmojet-Diskus (n = 277) and Pulmojet-Turbohaler (n = 144) comparisons. Non-inferiority in the proportions of patients recording no nurse-observed serious errors was demonstrated for both Pulmojet versus Diskus, and Pulmojet versus Turbohaler; therefore, superiority was tested. Patients were significantly less likely to make ≥1 nurse-observed serious errors using Pulmojet compared with Diskus (odds ratio, 0.31; 95 % CI, 0.19–0.51) or Pulmojet compared with Turbohaler (0.23; 0.12–0.44) after reading the patient information leaflet with additional video instruction, if required. Conclusions These results suggest Pulmojet is easier to learn to use correctly than the Turbohaler or Diskus for current inhaler users switching to a new dry powder inhaler

Enhancing student learning with case-based learning objects in a problem-based learning context: the views of social work students in Scotland and Canada

This paper summarizes the results of an evaluation of students' perspectives comparing learning from a multimedia case-based learning object with learning from text-based case studies. A secondary goal of the study was to test the reusability of the learning object in different instructional contexts. The learning object was deployed in the context of a problem-based learning approach to teaching social work students in three different courses in two different countries: Scotland (N=39) and Canada (N=57). Students completed a structured survey form including a series of statements using a five point Likert scale to quantify their views of the different case types (text-based and multimedia). Results indicate strong support for the use of multimedia case scenarios in social work education. Students felt their learning was enhanced using multimedia case studies compared to text-based case studies. A number of benefits, disadvantages and recommendations were identified that will help guide the future development, (re)use, and exchange of digitized learning resources in social work education

The relation between prior knowledge and students' collaborative discovery learning processes

In this study we investigate how prior knowledge influences knowledge development during collaborative discovery learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a discovery learning task in the physics field of kinematics. The (face-to-face) communication between students was recorded and the interaction with the environment was logged. Based on students' individual judgments of the truth-value and testability of a series of domain-specific propositions, a detailed description of the knowledge configuration for each dyad was created before they entered the learning environment. Qualitative analyses of two dialogues illustrated that prior knowledge influences the discovery learning processes, and knowledge development in a pair of students. Assessments of student and dyad definitional (domain-specific) knowledge, generic (mathematical and graph) knowledge, and generic (discovery) skills were related to the students' dialogue in different discovery learning processes. Results show that a high level of definitional prior knowledge is positively related to the proportion of communication regarding the interpretation of results. Heterogeneity with respect to generic prior knowledge was positively related to the number of utterances made in the discovery process categories hypotheses generation and experimentation. Results of the qualitative analyses indicated that collaboration between extremely heterogeneous dyads is difficult when the high achiever is not willing to scaffold information and work in the low achiever's zone of proximal development

Learning from the past and looking at the future. Closing the evaluation-revision-implementation cycle in an elearning module

This paper will outline the importance of implementing an instructional design model which incorporates a continuous cycle of evaluation, revision and implementation. The context is a case study of a distance learning module which was first presented in 1993 as an introductory module for students taking an Oscail BA programme. As the majority of Oscail students are adults returning to education after a long period of absence from formal education, providing learners with a supportive learning environment which would ease re-entering the educational world has always been one of Oscail’s key goals. Between 1993 and 2002, the Introductory Module was offered in the traditional distance education format and was subject to regular evaluation and revision (Lorenzi, MacKeogh and Fox, 2004; MacKeogh and Lorenzi, 2005). By early 2000, the wider accessibility of technology encouraged Oscail to combine the need to prepare students for university study with the development of e-learning skills. In 2002 the Introductory Module was reconstituted as the SPEL (Student Passport for E-learning) module and was presented for three years. A review of the module in 2006 indicated shortfalls in what is described in the literature as the bolt-on ‘skills approach’ which makes use of ‘a set of atomized skills – removed from subject specific domains’ (Lea & Street, 1998: 158). This prompted a rethink of the overall approach to preparing students for study, and resulted in a decision to adopt an embedded approach to e-skills development. It was hoped that a task-based approach to applying skills to subject specific activities would improve the quality of the learning experience and ultimately result in better retention rates. A review of the implementation of the embedded approach in the first year reveals that while students reported an increase in skills development over the module, and identified a number of positive features, the approach did not succeed in increasing retention. Detailed evaluation including surveys of tutors and students as well as online focus groups have identified a number of factors which militated against the achievement of some of the goals of the module. These included the scheduling of activities, workload, a shorter than usual academic year, insufficient tutor training and student induction, and administrative support. This paper will start with a brief overview of instructional design systems and the models used by Oscail in developing its elearning programmes. We will then outline the way in which through a cycle of implementation, evaluation and revision, the original introductory module evolved into a full year-long module comprising an embedded portfolio of study skills tasks. We will describe the outcomes of the embedded SPEL programme and will outline the evaluation process that has led to further revisions. We will discuss the specific issues that have emerged from the evaluations and will show what measures have been put in place to overcome the difficulties encountered. We will conclude with some observations on the changing roles of stakeholders in the context of new elearning approaches