Investigating the key attributes to enhance students' learning experience in 21st century class environment

The 21st century marks the beginning of digital age with the extensive use of digital media, mobile devices, and Internet resources. Recent studies found that this digital era has expanded the landscape of student experiences, and educational technologies as well as increased the educator’s awareness on embracing technologies to promote effective learning. This has redefined the meaning of effective learning and the approaches in motivating students. Therefore, redesigning the learning environments plays an important role in enhancing the students’ experiences in the university classrooms. In this study, the 21st century class environment is designed by mapping Jonassen’s model and Gagne’s events to employ the constructivist learning approach, organize the information processing, and design the instructions to support effective learning. In order to study student’s perception in the 21st century class environment, this study employed the mixed methods approach, includes conducting exploratory factor analysis on the questionnaire response and the qualitative analysis on students’ comments. The research samples were formed by 300 undergraduate degree students who studied at INTI International University, Malaysia. The exploratory factor analysis has identified four main factors, group learning, motivation, skills development and knowledge transfer. In the discussion, this study presents the key attributes, the main contributors to the attributes and its impact on student learning. For instance, the factor of group learning can be stimulated by emphasizing on the identified key attributes, such as improved work relationship, improved leadership, and refined collaborative learning which enhancing student learning experience as they are keen to attempt different approach, and anticipate changes. This study aims to identify the factors and elaborate the key attributes for supporting the strategies in transforming the university class environment to enhances students’ learning experiences and promote effective learning

e-AV BIOLOGY Courseware : a Model of Learning about Renewable Energy

Teaching and learning process was often faced with abstract subjects and it is out of the daily experience such as the process of biofuel production or renewable energy on industrial biotechnology field, which is one of subject unit in Biology. Therefore, this subject was difficult to be taught by teacher and difficult to be understood by student. In this research, biology especially renewable energy (the process of biofuel production) one of industrial biotechnology field was chosen because of many factors such as the production of biofuel needs long time, the process to produce biofuel is very complex and industrial biotechnology subject was difficult to be taught by teachers in the classroom. So they need the aids to explain biofuel in the classroom. The teachers’ ability and competency are necessary to teach the Biology course to be more attractive and efficient. Visualization is one of the ways that can be done to concretize an abstract idea. e-Audio Visual Biology courseware (e-AV BIOLOGY) is one of the alternative aids to explain this course, so biology learning will be more interesting for the students. This paper considers the design and development of a web-based courseware for education of biology in Indonesia Senior High Schools. The new teaching media, namely e-AV BIOLOGY, had been developed as a teaching approach in science education. e-AV BIOLOGY had been developed with integrated and comprehensive Assignment, Quizzes, and Discussion Board for supporting the students' learning process. This research had examined the impact of e-Audio Visual Biology towards students’ attitude, students’ interest and learning outcomes in Indonesia Senior High Schools. The later part of this paper presents the evaluation data from a main research conducted with students at Senior High Schools in Semarang, Indonesia. The findings from the main research are also discussed. Keywords : e-Audio Visual, Courseware, Biology, Renewable Energy, Learning Mode

Practical Use of Review Question and Content Object as Advanced Organizer for Computer Programming Lessons

AbstractThe purpose of this study is to examine the effectiveness of review question and content object as advanced organizer used for prior knowledge activation in an introductory computer programming. The students’ engagement when using the strategies was examined to reach the primary findings. Content object (CO) as the advanced organizer to activate prior knowledge used before a new programming concept was learnt. Review questions (RQ) on programming concepts and solutions were designed to encourage the paper–pen method. Findings have shown similar performance in post-test. The outcome of this study showed CO useful to foster better learning programming

Antimicrobial resistance among migrants in Europe: a systematic review and meta-analysis

BACKGROUND: Rates of antimicrobial resistance (AMR) are rising globally and there is concern that increased migration is contributing to the burden of antibiotic resistance in Europe. However, the effect of migration on the burden of AMR in Europe has not yet been comprehensively examined. Therefore, we did a systematic review and meta-analysis to identify and synthesise data for AMR carriage or infection in migrants to Europe to examine differences in patterns of AMR across migrant groups and in different settings. METHODS: For this systematic review and meta-analysis, we searched MEDLINE, Embase, PubMed, and Scopus with no language restrictions from Jan 1, 2000, to Jan 18, 2017, for primary data from observational studies reporting antibacterial resistance in common bacterial pathogens among migrants to 21 European Union-15 and European Economic Area countries. To be eligible for inclusion, studies had to report data on carriage or infection with laboratory-confirmed antibiotic-resistant organisms in migrant populations. We extracted data from eligible studies and assessed quality using piloted, standardised forms. We did not examine drug resistance in tuberculosis and excluded articles solely reporting on this parameter. We also excluded articles in which migrant status was determined by ethnicity, country of birth of participants' parents, or was not defined, and articles in which data were not disaggregated by migrant status. Outcomes were carriage of or infection with antibiotic-resistant organisms. We used random-effects models to calculate the pooled prevalence of each outcome. The study protocol is registered with PROSPERO, number CRD42016043681. FINDINGS: We identified 2274 articles, of which 23 observational studies reporting on antibiotic resistance in 2319 migrants were included. The pooled prevalence of any AMR carriage or AMR infection in migrants was 25·4% (95% CI 19·1-31·8; I2 =98%), including meticillin-resistant Staphylococcus aureus (7·8%, 4·8-10·7; I2 =92%) and antibiotic-resistant Gram-negative bacteria (27·2%, 17·6-36·8; I2 =94%). The pooled prevalence of any AMR carriage or infection was higher in refugees and asylum seekers (33·0%, 18·3-47·6; I2 =98%) than in other migrant groups (6·6%, 1·8-11·3; I2 =92%). The pooled prevalence of antibiotic-resistant organisms was slightly higher in high-migrant community settings (33·1%, 11·1-55·1; I2 =96%) than in migrants in hospitals (24·3%, 16·1-32·6; I2 =98%). We did not find evidence of high rates of transmission of AMR from migrant to host populations. INTERPRETATION: Migrants are exposed to conditions favouring the emergence of drug resistance during transit and in host countries in Europe. Increased antibiotic resistance among refugees and asylum seekers and in high-migrant community settings (such as refugee camps and detention facilities) highlights the need for improved living conditions, access to health care, and initiatives to facilitate detection of and appropriate high-quality treatment for antibiotic-resistant infections during transit and in host countries. Protocols for the prevention and control of infection and for antibiotic surveillance need to be integrated in all aspects of health care, which should be accessible for all migrant groups, and should target determinants of AMR before, during, and after migration. FUNDING: UK National Institute for Health Research Imperial Biomedical Research Centre, Imperial College Healthcare Charity, the Wellcome Trust, and UK National Institute for Health Research Health Protection Research Unit in Healthcare-associated Infections and Antimictobial Resistance at Imperial College London

Surgical site infection after gastrointestinal surgery in high-income, middle-income, and low-income countries: a prospective, international, multicentre cohort study

Background: Surgical site infection (SSI) is one of the most common infections associated with health care, but its importance as a global health priority is not fully understood. We quantified the burden of SSI after gastrointestinal surgery in countries in all parts of the world. Methods: This international, prospective, multicentre cohort study included consecutive patients undergoing elective or emergency gastrointestinal resection within 2-week time periods at any health-care facility in any country. Countries with participating centres were stratified into high-income, middle-income, and low-income groups according to the UN's Human Development Index (HDI). Data variables from the GlobalSurg 1 study and other studies that have been found to affect the likelihood of SSI were entered into risk adjustment models. The primary outcome measure was the 30-day SSI incidence (defined by US Centers for Disease Control and Prevention criteria for superficial and deep incisional SSI). Relationships with explanatory variables were examined using Bayesian multilevel logistic regression models. This trial is registered with ClinicalTrials.gov, number NCT02662231. Findings: Between Jan 4, 2016, and July 31, 2016, 13 265 records were submitted for analysis. 12 539 patients from 343 hospitals in 66 countries were included. 7339 (58·5%) patient were from high-HDI countries (193 hospitals in 30 countries), 3918 (31·2%) patients were from middle-HDI countries (82 hospitals in 18 countries), and 1282 (10·2%) patients were from low-HDI countries (68 hospitals in 18 countries). In total, 1538 (12·3%) patients had SSI within 30 days of surgery. The incidence of SSI varied between countries with high (691 [9·4%] of 7339 patients), middle (549 [14·0%] of 3918 patients), and low (298 [23·2%] of 1282) HDI (p < 0·001). The highest SSI incidence in each HDI group was after dirty surgery (102 [17·8%] of 574 patients in high-HDI countries; 74 [31·4%] of 236 patients in middle-HDI countries; 72 [39·8%] of 181 patients in low-HDI countries). Following risk factor adjustment, patients in low-HDI countries were at greatest risk of SSI (adjusted odds ratio 1·60, 95% credible interval 1·05–2·37; p=0·030). 132 (21·6%) of 610 patients with an SSI and a microbiology culture result had an infection that was resistant to the prophylactic antibiotic used. Resistant infections were detected in 49 (16·6%) of 295 patients in high-HDI countries, in 37 (19·8%) of 187 patients in middle-HDI countries, and in 46 (35·9%) of 128 patients in low-HDI countries (p < 0·001). Interpretation: Countries with a low HDI carry a disproportionately greater burden of SSI than countries with a middle or high HDI and might have higher rates of antibiotic resistance. In view of WHO recommendations on SSI prevention that highlight the absence of high-quality interventional research, urgent, pragmatic, randomised trials based in LMICs are needed to assess measures aiming to reduce this preventable complication

コンピュータ シエン ノ ニホンゴ ゲンゴガク シュウトク JCALL ニ オケル AGA ソシテ IVF ノ ユウコウセイ ト ジツヨウセイ ニ ツイテ ノ チョウサ

京都大学0048新制・課程博士博士(人間・環境学)甲第10315号人博第202号14||166(吉田南総合図書館)新制||人||50(附属図書館)UT51-2003-H736京都大学大学院人間・環境学研究科人間・環境学専攻(主査)教授 大木 充, 助教授 田地 野彰, 助教授 ロバート ファウザー, 教授 鮎澤 孝子学位規則第4条第1項該当Doctor of Human and Environmental StudiesKyoto UniversityDA

Practical use of review question and content object as advanced organizer for computer programming lessons

The purpose of this study is to examine the effectiveness of review question and content object as advanced organizer used for prior knowledge activation in an introductory computer programming. The students’ engagement when using the strategies was examined to reach the primary findings. Content object (CO) as the advanced organizer to activate prior knowledge used before a new programming concept was learnt. Review questions (RQ) on programming concepts and solutions were designed to encourage the paper–pen method. Findings have shown similar performance in post-test. The outcome of this study showed CO useful to foster better learning programming

Comparative study of self-test questions and self-assessment object for introductory programming lessons

Computer programming learning requires declarative and procedural knowledge. Novice learners acquire programming declarative knowledge via lectures, tutorials, and self-assessment. Cognitive overload within programming learning materials is one of several learning barriers. Self-assessing is important to assist learners to identify misconceptions and to encourage the correct construction of knowledge. Self-Test Questions (STQ) and solutions in print are common learning methods used in a typical programming learning environment. Comparatively, Self-Assessment Object (SAO) is a type of learning object used to examine usefulness in order to impart declarative knowledge. One hundred and three foundation engineering students, enrolled in a C programming module, took part in this study and were randomly assigned to two groups. A control group used STQ and an experimental group used SAO in a programming lab over seven teaching weeks. Post-test and supporting survey results suggest that SAO was able to support programming learning and mitigate the learning difficulties addressed in this study