Integrating Inter-disciplinary Experts for Supporting Problem-based Learning

The study reported in this paper has explored the use of an electronic forum facility in order to provide support for problem-based learning (PBL). A Web-based course involving the use of PBL (called 'Drug and Nutrient Interactions') was implemented and was augmented with interdisciplinary expert support using electronic forums. As part of their PBL experiences, students interacted with their peers, the teacher, the facilitator and experts (a dietician, a doctor, and a librarian) in order to enhance their knowledge and complete a group project. Students' online interactions and their written reflections were used to identify the types of online support which contributed to self-directed, Web-based learning in a PBL context. The study concluded that both cognitive support (guidance, clarification, suggestion, inquiry, information) and affective support (comment, confirmation, reminding and encouragement) are needed in order to facilitate the process of learning. Overall, students were positive about this approach

Different Contexts in the Oddball Paradigm Induce Distinct Brain Networks in Generating the P300

Despite the P300 event-related potential (ERP) differences between distinct stimulus sequences, the effect of stimulus sequence on the brain network is still left unveiled. To uncover the corresponding effect of stimulus sequence, we thus investigated the differences of functional brain networks, when a target (T) or standard (S) stimulus was presented preceding another T as background context. Results of this study demonstrated that, when an S was first presented preceding a T (i.e., ST sequence), the P300 experiencing large amplitude was evoked by the T, along with strong network architecture. In contrast, if a T was presented in advance [i.e., target-to-target (TT) sequence], decreased P300 amplitude and attenuated network efficiency were demonstrated. Additionally, decreased activations in regions, such as inferior frontal gyrus and superior frontal gyrus were also revealed in TT sequence. Particularly, the effect of stimulus sequence on P300 network could be quantitatively measured by brain network properties, the increase in network efficiency corresponded to large P300 amplitude evoked in P300 task

Tablet Reading Service for College Students

AbstractUsing tablet PCs for reading and learning is a relatively new experience for students of all ages. While their use has become popular among youngsters, children from remote areas or disadvantaged families might need guidance in using devices and resources for experiencing tablet reading and learning. To support children's reading, college students planned reading activities with tablet PCs. Promotion of tablet reading activities among children in schools with limited resources is one of the innovative approaches to bridging the technology divide. In this paper, college students’ participation in a mobile reading service is reported. Their reflections on the training and engagement in the volunteer services are analyzed. Modern technology creates opportunities to engage students from underserved communities in reading. Through the use of tablet devices, college students are provided with opportunities to plan and implement various applications for actual practice. Learning from these services is a valuable experience

Autonomous learning in a PBL approach

This paper reports a case integrating a problem-based learning (PBL) approach with the “Drug & Nutrient Interactions” online course. The main objectives of this PBL approach were to engage students in self-direction, professional reasoning, and self-determination within an autonomous learning setting. The use of the task-oriented learning approach in PBL encouraged students to acquire information skills, including searching, selecting, evaluating, and using information in more meaningful ways. Experience with a PBL approach within a Web-based learning context was obtained. During this study, several types of interactive responses were observed, including discussion related to case selection, information posting and sharing, defining and finalizing, and casual chatting. With the PBL approach, students’ autonomous learning and active involvement in self-direction, professional reasoning, and self-determination in the Web-based interactive activities contributed to successful learning achievements.Published versio

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