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Clinton-Lisell V, Litzinger C. Is it really a neuromyth? A meta-analysis of the learning styles matching hypothesis. Front Psychol 2024; 15:1428732. [PMID: 39055994 PMCID: PMC11270031 DOI: 10.3389/fpsyg.2024.1428732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2024] [Accepted: 06/17/2024] [Indexed: 07/28/2024] Open
Abstract
Learning styles have been a contentious topic in education for years. The purpose of this study was to conduct a meta-analysis of the effects of matching instruction to modality learning styles compared to unmatched instruction on learning outcomes. A systematic search of the research findings yielded 21 eligible studies with 101 effect sizes and 1,712 participants for the meta-analysis. Based on robust variance estimation, there was an overall benefit of matching instruction to learning styles, g = 0.31, SE = 0.12, 95% CI = [0.05, 0.57], p = 0.02. However, only 26% of learning outcome measures indicated matched instruction benefits for at least two styles, indicating a crossover interaction supportive of the matching hypothesis. In total, 12 studies without sufficient statistical details for the meta-analysis were also examined for an indication of a crossover effect; 25% of these studies had findings indicative of a crossover interaction. Given the time and financial expenses of implementation coupled with low study quality, the benefits of matching instruction to learning styles are interpreted as too small and too infrequent to warrant widespread adoption.
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Ebadi S, Goodarzi A. Exploring perceptual learning-style preferences of English language non-gainers in computerized dynamic reading assessment. READING PSYCHOLOGY 2023. [DOI: 10.1080/02702711.2022.2141393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Affiliation(s)
- Saman Ebadi
- Faculty of Humanities, Razi University, Kermanshah, Iran
| | - Ahmad Goodarzi
- Faculty of Humanities, Razi University, Kermanshah, Iran
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Mukhiya SK, Lamo Y, Rabbi F. A Reference Architecture for Data-Driven and Adaptive Internet-Delivered Psychological Treatment Systems: Software Architecture Development and Validation Study. JMIR Hum Factors 2022; 9:e31029. [PMID: 35723905 PMCID: PMC9253975 DOI: 10.2196/31029] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2021] [Revised: 02/09/2022] [Accepted: 03/21/2022] [Indexed: 01/16/2023] Open
Abstract
BACKGROUND Internet-delivered psychological treatment (IDPT) systems are software applications that offer psychological treatments via the internet. Such IDPT systems have become one of the most commonly practiced and widely researched forms of psychotherapy. Evidence shows that psychological treatments delivered by IDPT systems can be an effective way of treating mental health morbidities. However, current IDPT systems have high dropout rates and low user adherence. The primary reason is that the current IDPT systems are not flexible, adaptable, and personalized as they follow a fixed tunnel-based treatment architecture. A fixed tunnel-based architecture follows predefined, sequential treatment content for every patient, irrespective of their context, preferences, and needs. Moreover, current IDPT systems have poor interoperability, making it difficult to reuse and share treatment materials. There is a lack of development and documentation standards, conceptual frameworks, and established (clinical) guidelines for such IDPT systems. As a result, several ad hoc forms of IDPT models exist. Consequently, developers and researchers have tended to reinvent new versions of IDPT systems, making them more complex and less interoperable. OBJECTIVE This study aimed to design, develop, and evaluate a reference architecture (RA) for adaptive systems that can facilitate the design and development of adaptive, interoperable, and reusable IDPT systems. METHODS This study was conducted in collaboration with a large interdisciplinary project entitled INTROMAT (Introducing Mental Health through Adaptive Technology), which brings together information and communications technology researchers, information and communications technology industries, health researchers, patients, clinicians, and patients' next of kin to reach its vision. First, we investigated previous studies and state-of-the-art works based on the project's problem domain and goals. On the basis of the findings from these investigations, we identified 2 primary gaps in current IDPT systems: lack of adaptiveness and limited interoperability. Second, we used model-driven engineering and Domain-Driven Design techniques to design, develop, and validate the RA for building adaptive, interoperable, and reusable IDPT systems to address these gaps. Third, based on the proposed RA, we implemented a prototype as the open-source software. Finally, we evaluated the RA and open-source implementation using empirical (case study) and nonempirical approaches (software architecture analysis method, expert evaluation, and software quality attributes). RESULTS This paper outlines an RA that supports flexible user modeling and the adaptive delivery of treatments. To evaluate the proposed RA, we developed an open-source software based on the proposed RA. The open-source framework aims to improve development productivity, facilitate interoperability, increase reusability, and expedite communication with domain experts. CONCLUSIONS Our results showed that the proposed RA is flexible and capable of adapting interventions based on patients' needs, preferences, and context. Furthermore, developers and researchers can extend the proposed RA to various health care interventions.
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Affiliation(s)
| | - Yngve Lamo
- Western Norway University of Applied Sciences, Bergen, Norway
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4
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Akhuseyinoglu K, Brusilovsky P. Exploring Behavioral Patterns for Data-Driven Modeling of Learners' Individual Differences. Front Artif Intell 2022; 5:807320. [PMID: 35243337 PMCID: PMC8886211 DOI: 10.3389/frai.2022.807320] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Accepted: 01/12/2022] [Indexed: 11/13/2022] Open
Abstract
Educational data mining research has demonstrated that the large volume of learning data collected by modern e-learning systems could be used to recognize student behavior patterns and group students into cohorts with similar behavior. However, few attempts have been done to connect and compare behavioral patterns with known dimensions of individual differences. To what extent learner behavior is defined by known individual differences? Which of them could be a better predictor of learner engagement and performance? Could we use behavior patterns to build a data-driven model of individual differences that could be more useful for predicting critical outcomes of the learning process than traditional models? Our paper attempts to answer these questions using a large volume of learner data collected in an online practice system. We apply a sequential pattern mining approach to build individual models of learner practice behavior and reveal latent student subgroups that exhibit considerably different practice behavior. Using these models we explored the connections between learner behavior and both, the incoming and outgoing parameters of the learning process. Among incoming parameters we examined traditionally collected individual differences such as self-esteem, gender, and knowledge monitoring skills. We also attempted to bridge the gap between cluster-based behavior pattern models and traditional scale-based models of individual differences by quantifying learner behavior on a latent data-driven scale. Our research shows that this data-driven model of individual differences performs significantly better than traditional models of individual differences in predicting important parameters of the learning process, such as performance and engagement.
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García-Cáceres RG, Delgado-Tobón AE, Escobar-Velásquez JW. Selection of learning strategies supported on SMAA-M. Heliyon 2022; 8:e08978. [PMID: 35243096 PMCID: PMC8866054 DOI: 10.1016/j.heliyon.2022.e08978] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2021] [Revised: 01/03/2022] [Accepted: 02/14/2022] [Indexed: 11/13/2022] Open
Abstract
The present work introduces a systematic decision making process which, based on Stochastic Multicriteria Acceptability Analysis – Matching, is aimed at supporting the selection of pedagogical strategies according to the theoretical paradigms provided by the Color Theory and the Learning Styles concept. This novel procedure is illustrated by an example which allowed comparison with the traditional decision mechanism. The results show that the innovation is valuable for case, since it allows a more tuned-to-reality solution that prioritizes relevant pedagogical strategies and discards insignificant ones. Another underlying advantage of this novel process as compared to the traditional one is the possibility it offers to develop a broader and more detailed analysis, since it provides both the set of pedagogical strategies for a course or group of students and a personalized analysis for each student, thus facilitating the teacher's work.
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Affiliation(s)
- Rafael Guillermo García-Cáceres
- School of Industrial Engineering, Universidad Pedagógica y Tecnológica de Colombia (UPTC), Sogamoso, Colombia
- Corresponding author.
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6
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The Influence of Learning Styles on Perception and Preference of Learning Spaces in the University Campus. BUILDINGS 2021. [DOI: 10.3390/buildings11120572] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
Abstract
Good academic performance will occur when learning spaces match or support individual preference and needs. This effect depends on environmental characteristics and individual attributes. Learning styles (LSs) have been used as a tool to capture the behavioral and psychological characteristics of learners in the process of learning activities, which provide instructions to address their learning needs. However, few have focused on the perceptual characteristics of learning space from the view of distinct learning styles. The research aims to identify which kinds of learning spaces in university campus have been preferred by students with different learning styles respectively and the spatial characteristics which have significant influence on the distinct evaluation results; the research consists of 178 college students’ LSs measurement conducted by the Index of Learning Styles questionnaire and their subjective assessment to five typical learning spaces obtained by 5-point Likert-type scale. Then, the key spatial influencing factors were identified by the focus group interviews; the results firstly ranked the learning spaces according to their satisfaction evaluation and restorative potential. The self-study rooms are rated highest, followed by professional classroom, traditional classroom, and multimedia classroom. Then, two dimensions of learning styles were proved as having considerable effects on perception. Specifically, there are significant differences between visual and verbal learners’ evaluations of multimedia classrooms and traditional classrooms, and between global and sequential learners’ evaluations of multimedia classrooms, informal learning spaces, and learning buildings. The other two dimensions including perceiving and remembering have no obvious impacts on learners’ perception of any learning spaces. At last, the important influence factors of perceptions of five typical learning spaces were identified, respectively, and their different effects on various groups were discussed. For example, the serious atmosphere in traditional classrooms was regarded as a motivation for sensing learners but a stress for intuitive learners. The studies emphasize the perceptual difference on learning space in terms of students’ unique learning styles and key points for each kind of learning space with regard to satisfaction of personalized needs. However, before it can be used by designers as tools, more research is needed.
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Adams SA, Richards H, Sproule J, Hutchinson PJ, Turner AP. A Concussion Education Programme for Motorsport Drivers: A Field-Based Exploratory Pilot Study. Brain Inj 2021; 35:1011-1021. [PMID: 34264789 DOI: 10.1080/02699052.2021.1944669] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
OBJECTIVE Concussion education strategies that improve knowledge and attitudes long term are needed. This exploratory study piloted an interactive concussion education program, adopting concepts from the learning sciences and attitude change literature, for the underserved and high-risk population of motorsports. METHOD Forty UK motorsport drivers (ages 16-20 years) participated. The workshop group received a two-phased workshop-based program. The comparison group received a concussion leaflet. Participants completed an adapted version of the Rosenbaum Concussion Knowledge and Attitudes Survey (RoCKAS-ST) at pre-, post- and 2-month follow-up. Within-group analysis for the workshop group explored the differential effect of the individual difference variable, Need for Cognition (NfC), and effectiveness was explored through post-workshop questionnaires and interviews. RESULTS Unlike the comparison group, the workshop group showed a significant improvement in knowledge over time (F(2,58) = 45.49, p < .001, η2p = .61). Qualitative data indicated workshop-program participants developed safer attitudes toward concussion following programming. Preliminary evidence suggested individuals' responses to concussion education aligned with differences in NfC. CONCLUSION This study piloted the first concussion education program for motorsport drivers and explored whether aligning educational provision with the NfC construct may help to improve program effectiveness. Findings are relevant to addressing the public health issue of concussion through educational approaches.
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Affiliation(s)
- Stephanie A Adams
- Institute for Sport, PE & Health Sciences Moray House School of Education, University of Edinburgh, Edinburgh, Scotland
| | - Hugh Richards
- Institute for Sport, PE & Health Sciences Moray House School of Education, University of Edinburgh, Edinburgh, Scotland
| | - John Sproule
- Institute for Sport, PE & Health Sciences Moray House School of Education, University of Edinburgh, Edinburgh, Scotland
| | - Peter J Hutchinson
- Academic Division of Neurosurgery, Addenbrooke's Hospital, University of Cambridge, Cambridge, UK
| | - Anthony P Turner
- Institute for Sport, PE & Health Sciences Moray House School of Education, University of Edinburgh, Edinburgh, Scotland
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Eitel A, Prinz A, Kollmer J, Niessen L, Russow J, Ludäscher M, Renkl A, Lindner MA. The Misconceptions About Multimedia Learning Questionnaire: An Empirical Evaluation Study With Teachers and Student Teachers. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2021. [DOI: 10.1177/14757257211028723] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In this study, we present the newly developed Misconceptions about Multimedia Learning Questionnaire (MMLQ), we evaluate its psychometric properties (item difficulties, scale reliabilities, and internal structure), and we use it to examine the prevalence of four different misconceptions about multimedia learning in student teachers and teachers. A total of 311 participants (176 teachers and 135 student teachers) responded to the items of the MMLQ. The results revealed moderate reliabilities of the MMLQ scales. Moreover, an a priori assumed four-factor structure of misconceptions about multimedia learning was most compatible with teachers’ and student teachers’ answers to the MMLQ items. These four factors were learning styles (multimedia instruction needs to be adapted to students’ learning styles [visual or auditory]), hemispheric isolation (multimedia instruction enables hemispheric communication), naïve summation (multimedia instruction is more effective the more sensory channels are used), and motivation primacy (multimedia instruction is mainly effective because it is motivating). The majority of teachers and student teachers endorsed three of the four misconceptions about multimedia learning (i.e., learning styles [78.1%], hemispheric isolation [58.8%], and naïve summation [81.4%]) as assessed by the MMLQ. This finding may provide valuable information for teacher education and training regarding this specific issue.
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Affiliation(s)
- Alexander Eitel
- University of Freiburg, Germany; University of Giessen, Germany
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Herrera Torres L, Souza-Soares de Quadros MR, Sánchez-Sánchez LC, Ramiro-Sánchez T. Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18115914. [PMID: 34072935 PMCID: PMC8199209 DOI: 10.3390/ijerph18115914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 05/25/2021] [Accepted: 05/27/2021] [Indexed: 11/21/2022]
Abstract
The satisfaction of university students with the variables that regulate their learning provides very valuable information to improve the quality of teaching processes. The main objective of this study was to evaluate the learning of Brazilian university students, exploring both self-regulation variables, such as study techniques; and more external regulation variables, namely, satisfaction with the teaching–learning process and with the infrastructure, based on three variables: gender, the institution of higher education and the academic year of the students. To achieve this, 560 students of the Pedagogy degree were evaluated with two questionnaires: a questionnaire of satisfaction with the educational infrastructure and the teaching–learning process and a questionnaire on study techniques. Statistically significant differences were obtained, especially depending on the type of institution and the academic year. The students of private schools and earlier academic years were the ones who obtained the most satisfaction with the study techniques and with the infrastructure. Those from private centers also expressed more satisfaction with the teaching–learning processes. These results provide greater knowledge about the processes of self-regulation and external regulation of university learning and of their satisfaction with them, which can contribute to improving educational policies in Brazil.
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Affiliation(s)
- Lucía Herrera Torres
- Department of Developmental and Educational Psychology, Faculty of Science Education and Sport, University of Granada, Calle Santander, N° 1, 52071 Melilla, Spain; (L.H.T.); (T.R.-S.)
| | | | - Laura C. Sánchez-Sánchez
- Department of Developmental and Educational Psychology, Faculty of Science Education and Sport, University of Granada, Calle Santander, N° 1, 52071 Melilla, Spain; (L.H.T.); (T.R.-S.)
- Correspondence: ; Tel.: +34-952698731
| | - Tamara Ramiro-Sánchez
- Department of Developmental and Educational Psychology, Faculty of Science Education and Sport, University of Granada, Calle Santander, N° 1, 52071 Melilla, Spain; (L.H.T.); (T.R.-S.)
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Aafjes-van Doorn K, Nissen KJ, Chen Z. Learning styles in counseling: a scoping review of the empirical evidence. COUNSELLING PSYCHOLOGY QUARTERLY 2021. [DOI: 10.1080/09515070.2021.1908961] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
| | - Kevin J. Nissen
- Derner School of Psychology, Adelphi University, New York, USA
| | - Zhaoyi Chen
- Ferkauf Graduate School of Psychology, Yeshiva University, New York, USA
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Embedding an information literacy course into a learning management system: a case study. LIBRARY MANAGEMENT 2021. [DOI: 10.1108/lm-09-2020-0129] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThis article outlines how an existing information literacy (IL) course was developed and embedded into a Learning Management System (LMS) with the aim of creating a blended learning environment for the course. It outlines how the platform was chosen, choice of learning design (LD) approaches, tools and processes used, Open Educational Resources (OERs) incorporated, the choice of Creative Commons (CC) licensing, branding, usage options and formats of materials.Design/methodology/approachA mixed-method approach was used in conducting this research. The online course was piloted in 2017 with two groups of students who completed an online questionnaire to provide their evaluation and feedback.FindingsThe results showed a very positive evaluation by the students, which shows that the university is on the correct path with embedding IL into a learner management system.Research limitations/implicationsThe author could not have the second face-to-face class with group 1 as was intended due to the student unrest at the university during this time. Also, with the disruption to the academic programme, the author had less feedback from students than expected; however, the 20% response rate was sufficient to inform the author’s future developments.Practical implicationsThe flexibility (not a one size fits all) in usage was relevant and necessary to accommodate a number of student needs and socio-economic factors.Originality/valueThis article adds value to the academic project by showing how IL courses can successfully be embedded within an LMS, student preferences and socio-economic factors to be considered in a South African context.
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Costa RD, Souza GF, Valentim RA, Castro TB. The theory of learning styles applied to distance learning. COGN SYST RES 2020. [DOI: 10.1016/j.cogsys.2020.08.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Reynolds QJ, Gilliland KO, Smith K, Walker JA, Beck Dallaghan GL. Differences in medical student performance on examinations: exploring score variance between Kolb's Learning Style Inventory classifications. BMC MEDICAL EDUCATION 2020; 20:423. [PMID: 33176776 PMCID: PMC7661198 DOI: 10.1186/s12909-020-02353-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 11/02/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Kolb's Cycle of Learning Theory acts as a foundational framework for the evolution of knowledge gained by learners throughout their education. Through Kolb's cycle of experiential learning, one's preferred way of learning could impact academic achievement in the pre-clinical years of medical education. METHODS The medical student classes of 2020 and 2021 at a public university in the southeastern U.S. were invited to complete Kolb's Learning Style Inventory (LSI). For those participants completing the LSI, examination results for their pre-clinical blocks were obtained and matched to the LSI results. Examination scores (locally-developed examinations and customized National Board of Medical Examiners (NBME) final examinations) were compared by LSI classification for each examination using Kruskal-Wallis Test. RESULTS Out of 360 possible participants, 314 (87.2%) completed the Learning Style Inventory. Convergers and Assimilators made up 84.1% [Convergers (n = 177, 56.4%), Assimilators (n = 87, 27.7%)]. Accommodators (n = 25, 7.9%) and Divergers (n = 25, 7.9%) made up the remaining sample. Accomodators' scores were significantly lower on locally-developed examinations in Principles of Medicine, Hematology, and Gastrointestinal System. The only NBME examination that demonstrated a significant difference across learning styles was from the Cardiovascular block. CONCLUSIONS Upon reviewing Kolb's LSI, our study indicated that performance on the customized NBME examinations minimized the variance in performance compared to locally-developed examinations. The lack of variance across learning styles for all but one NBME final examination appears to provide a more equitable assessment strategy.
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Affiliation(s)
- Quentin J Reynolds
- Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Kurt O Gilliland
- Department of Cell Biology and Physiology, University of North Carolina School of Medicine at Chapel Hill, Chapel Hill, NC, USA
| | - Katie Smith
- Office of Medical Education, University of North Carolina School of Medicine at Chapel Hill, Chapel Hill, NC, USA
| | - Joshua A Walker
- University of North Carolina School of Medicine at Chapel Hill, 108 Taylor Hall, CB 7321, Chapel Hill, NC, NC 27599, USA
| | - Gary L Beck Dallaghan
- Office of Medical Education, University of North Carolina School of Medicine at Chapel Hill, Chapel Hill, NC, USA.
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Harris BN, McCarthy PC, Wright AM, Schutz H, Boersma KS, Shepherd SL, Manning LA, Malisch JL, Ellington RM. From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond. Ecol Evol 2020; 10:12581-12612. [PMID: 33250996 PMCID: PMC7679552 DOI: 10.1002/ece3.6915] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Revised: 09/06/2020] [Accepted: 09/30/2020] [Indexed: 12/15/2022] Open
Abstract
The rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underserved in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper, we offer broadly applicable strategies and techniques that weave together active and inclusive teaching practices. We challenge instructors to commit to making small changes as a first step to more inclusive teaching in ecology and evolutionary biology courses.
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Affiliation(s)
| | | | - April M. Wright
- Department of BiologySoutheastern Louisiana UniversityHammondLAUSA
| | - Heidi Schutz
- Department of BiologyPacific Lutheran UniversityTacomaWAUSA
| | | | | | | | | | - Roni M. Ellington
- Department of Advanced Studies, Leadership, and PolicyMorgan State UniversityBaltimoreMDUSA
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15
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da Costa RD, de Souza GF, de Castro TB, de Medeiros Valentim RA, de Pinho Dias A. Identification of Learning Styles in Distance Education Through the Interaction of the Student With a Learning Management System. IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE 2020. [DOI: 10.1109/rita.2020.3008131] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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16
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Machado MDOC, Bravo NFS, Martins AF, Bernardino HS, Barrere E, Souza JFD. Metaheuristic-based adaptive curriculum sequencing approaches: a systematic review and mapping of the literature. Artif Intell Rev 2020. [DOI: 10.1007/s10462-020-09864-z] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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17
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Hunt L, Ramjan LM, Daly M, Lewis P, O'reilly R, Willis S, Salamonson Y. Development and psychometric testing of the 10-item satisfaction with Nursing Skill Examination: Objective Structured Clinical Assessment scale. Nurse Educ Pract 2020; 45:102779. [PMID: 32474137 DOI: 10.1016/j.nepr.2020.102779] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2018] [Revised: 03/16/2020] [Accepted: 03/24/2020] [Indexed: 11/15/2022]
Abstract
The Objective Structured Clinical Examination (OSCE) or Assessment (OSCA) has traditionally been used in disciplines such as medicine and nursing, to assess students' competence to perform clinical skills safely in a simulated hospital environment. Despite its accepted use, a validated and reliable tool has yet to be developed and tested to assess students' perception of and satisfaction with this mode of assessment. This study developed and tested the psychometric properties of a brief Objective Structured Clinical Examination tool for assessing student perception that could have transferability across health education settings. The study used a cross-sectional survey design. Final year students (n = 727) enrolled in an undergraduate nursing program in Western Sydney completed the 10-item Satisfaction with Nursing Skill Examination: Objective Structured Clinical Assessment (SINE-OSCA) Scale in 2017. Exploratory factor analysis uncovered a one-component structure with component loading that ranged from 0.45 to 0.86. Cronbach's alpha of the SINE-OSCA was 0.91. Socio-demographic group comparisons revealed that respondents who were: i) male (p = 0.003); ii) non-native-born (p < 0.001); iii) non-English-speaking (p < 0.001); and iv) International (p = 0.001), reported higher satisfaction with clinical assessments, as measured by the SINE-OSCA scale. The SINE-OSCA scale demonstrates validity and reliability in identifying students who may have difficulty with this mode of clinical skill assessment.
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Affiliation(s)
- Leanne Hunt
- Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research (CANR), Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW, 2751, Australia.
| | - Lucie M Ramjan
- Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research (CANR), Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW, 2751, Australia.
| | - Miranda Daly
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW, 2751, Australia.
| | - Peter Lewis
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW, 2751, Australia.
| | - Rebecca O'reilly
- Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research (CANR), Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW, 2751, Australia.
| | - Sue Willis
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW, 2751, Australia.
| | - Yenna Salamonson
- Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research (CANR), Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW, 2751, Australia.
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Lee C, Jafari M, Brownbridge R, Phillips C, Vanstone JR. The viral prescription pad - a mixed methods study to determine the need for and utility of an educational tool for antimicrobial stewardship in primary health care. BMC FAMILY PRACTICE 2020; 21:42. [PMID: 32087685 PMCID: PMC7035666 DOI: 10.1186/s12875-020-01114-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/28/2019] [Accepted: 02/18/2020] [Indexed: 12/17/2022]
Abstract
Background In order to combat rising rates of antimicrobial resistant infections, it is vital that antimicrobial stewardship become embedded in primary health care (PHC). Despite the high use of antimicrobials in PHC settings, there is a lack of data regarding the integration of antimicrobial stewardship programs (ASP) in non-hospital settings. Our research aimed to determine which antimicrobial stewardship interventions are optimal to introduce into PHC clinics beginning to engage with an ASP, as well as how to optimize those interventions. This work became focused specifically around management of viral upper respiratory tract infections (URTIs), as these infections are one of the main sources of inappropriate antibiotic use. Methods This mixed methods study of sequential explanatory design was developed through three research projects over 3 years in Regina, Saskatchewan, Canada. First, a survey of PHC providers was performed to determine their perceived needs from a PHC-based ASP. From this work, a “viral prescription pad” was developed to provide a tool to help PHC providers engage in patient education regarding appropriate antimicrobial use, specifically for URTIs. Next, interviews were performed with family physicians to discuss their perceived utility of this tool. Finally, we performed a public survey to determine preferences for the medium by which information is received regarding symptom management for viral URTIs. Results The majority of PHC providers responding to the initial survey indicated they were improperly equipped with tools to aid in promoting conversations with patients and providing education about the appropriate use of antimicrobials. Following dissemination of the viral prescription pad and semi-structured interviews with family physicians, the viral prescription pad was deemed to be a useful educational tool. However, about half of the physicians interviewed indicated they did not actually provide a viral prescription to patients when providing advice on symptom management for viral URTIs. When asked about their preferences, 76% of respondents to the public survey indicated they would prefer to receive written or a combination of verbal and written information in this circumstance. Conclusions PHC providers indicated a need for educational tools to promote conversations with patients and provide education about the appropriate use of antimicrobials. Viral prescription pads were regarded by family physicians and patients as useful tools in facilitating discussion on the appropriate use of antimicrobials. PHC providers should exercise caution in opting out of providing written forms of information, as many respondents to the general public survey indicated their preference in receiving both verbal and written information.
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Affiliation(s)
- Christine Lee
- College of Pharmacy and Nutrition, University of Saskatchewan, 104 Clinic Place, Saskatoon, SK, S7N 2Z4, Canada
| | - Maryam Jafari
- Dr. T. Bhanu Prasad Medical Professional Corporation, 3401B Pasqua St., Regina, SK, S4S 7K9, Canada
| | - Regan Brownbridge
- College of Medicine, University of Saskatchewan, 107 Wiggins Rd., Saskatoon, SK, S7N 5E5, Canada
| | - Casey Phillips
- Antimicrobial Stewardship Program, Saskatchewan Health Authority - Regina Area, 4B35, 1440 - 14th Ave., Regina, SK, S4P 0W5, Canada
| | - Jason R Vanstone
- Stewardship and Clinical Appropriateness, Saskatchewan Health Authority - Regina Area, 4B35, 1440 - 14th Ave., Regina, SK, S4P 0W5, Canada.
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Abstract
Nursing professional development practitioners are encouraged to consider incorporating preferred learning styles into professional development programs. However, conclusive evidence about preferred learning styles does not exist. This study describes the preferred learning styles of nursing staff. Results showed that learning style preferences existed and were correlated with satisfaction, years of experience, and gender. The results can be used to plan and deliver professional development opportunities that are engaging and promote retention of learning.
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Affiliation(s)
- Kara Mangold
- Kara Mangold, DNP, MS, RN-BC, CCTN, CNE, is Assistant Professor and Nursing Education Specialist, Department of Nursing, Mayo Clinic Hospital, Phoenix, Arizona. Katie L. Kunze, PhD, is Biostatistician I, Department of Biostatistics, Mayo Clinic, Scottsdale, Arizona. Michelle M. Quinonez, MSN, OCN, is Instructor and Nursing Education Specialist, Department of Nursing, Mayo Clinic, Scottsdale, Arizona. Lorna M. Taylor, MS, RN, is Nursing Education Specialist, Department of Nursing, Mayo Clinic Hospital, Phoenix, Arizona. Ashley Tenison, MSN, CMSRN, is Nursing Education Specialist, Department of Nursing, Mayo Clinic Hospital, Phoenix, Arizona
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Tan CKW, Lee JW, Hii A, Loo YY, Campos-Arceiz A, Macdonald DW. The effect of using games in teaching conservation. PeerJ 2018; 6:e4509. [PMID: 29736327 PMCID: PMC5936071 DOI: 10.7717/peerj.4509] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2017] [Accepted: 02/26/2018] [Indexed: 11/20/2022] Open
Abstract
Games are an increasingly popular approach for conservation teaching. However, we know little about the effectiveness of the games on students' experiences and knowledge acquisition. Many current games are supplemental games (SG) that have no meaningful interaction with the subject matter. We adapted the experiential gaming (EG) model where students were immersed in goal-orientated tasks found in real-life situations, and they tackled questions to complete actions for their main task. Classroom-based games were created for eight different conservation topics for an annual Wildlife Conservation Course and an annual Diploma in International Wildlife Conservation Practice. Data were collected over two cycles, a total sample size of 55 multinational students. We used a combination of repeated-measures design and counterbalanced measures design; each student was subjected at least twice to each of the EG and didactic instruction (DI) treatments, and at least once to the SG approach. We compared students' perception, learning and behavioural responses to the treatments, including measures of student personality types and learning styles as explanatory variables. Findings revealed multiple benefits of the classroom EG compared to the DI approach, such as increased attention retention, increased engagement and added intrinsic motivation. The improved level of intrinsic motivation was mainly facilitated by increased social bonding between participants. Further, we show that this EG approach appeals to a wide range of learning styles and personalities. The performance of SG was generally intermediate between that of EG and DI. We propose EG as a beneficial complement to traditional classroom teaching and current gamified classes for conservation education.
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Affiliation(s)
- Cedric Kai Wei Tan
- Wildlife Conservation Research Unit, Department of Zoology, University of Oxford, The Recanati-Kaplan Centre, Tubney, Oxfordshire, UK
| | - Jiin Woei Lee
- Graduate School, University of Nottingham-Malaysia Campus, Selangor Darul Ehsan, Selangor, Malaysia
| | - Adeline Hii
- School of Environmental and Geographical Sciences, University of Nottingham-Malaysia Campus, Selangor Darul Ehsan, Selangor, Malaysia
| | - Yen Yi Loo
- Division of Biology & Conservation Ecology, School of Science & the Environment, Manchester Metropolitan University, Manchester, UK
| | - Ahimsa Campos-Arceiz
- School of Environmental and Geographical Sciences, University of Nottingham-Malaysia Campus, Selangor Darul Ehsan, Selangor, Malaysia.,Mindset Interdisciplinary Centre for Tropical Environmental Studies, University of Nottingham-Malaysia Campus, Selangor Darul Ehsan, Selangor, Malaysia
| | - David W Macdonald
- Wildlife Conservation Research Unit, Department of Zoology, University of Oxford, The Recanati-Kaplan Centre, Tubney, Oxfordshire, UK
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Hodis FA. Examining Individuals’ Strivings for Value, Control, and Truth Effectiveness: Implications for Educational Psychology Research. EDUCATIONAL PSYCHOLOGY REVIEW 2018. [DOI: 10.1007/s10648-018-9439-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Yang X, Jiang M, Zhao Y. Effects of Noise on English Listening Comprehension among Chinese College Students with Different Learning Styles. Front Psychol 2017; 8:1764. [PMID: 29085317 PMCID: PMC5650695 DOI: 10.3389/fpsyg.2017.01764] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2017] [Accepted: 09/25/2017] [Indexed: 11/13/2022] Open
Abstract
This study was intended to determine whether the effects of noise on English listening comprehension would vary among Chinese college students with different learning styles. A total of 89 participants with different learning styles measured using Kolb’s (1985) Learning Style Inventory finished English listening comprehension tests in quiet and in white noise, Chinese two-talker babble, and English two-talker babble respectively. The results showed that the participants in general had significantly poorer performance in the two babble conditions than in quiet and white noise. However, the participants with assimilative and divergent learning styles performed relatively better in Chinese babble, and exhibited stable performance across the three noisy conditions, while the participants with convergent and accommodative learning styles had more impaired performance in both Chinese babble and English babble than in white noise. Moreover, of Kolb’s four learning modes, reflective observation had a facilitative effect on listening performance in Chinese babble and English babble. These findings suggest that differences in learning style might lead to differential performance in foreign language listening comprehension in noise.
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Affiliation(s)
- Xiaohu Yang
- Speech-Language-Hearing Center, School of Foreign Languages, Shanghai Jiao Tong University, Shanghai, China
| | - Meng Jiang
- Language & Brain Research Center, Sichuan International Studies University, Chongqing, China
| | - Yong Zhao
- Department of Translation and Interpreting, School of Foreign Languages, Shanghai Jiao Tong University, Shanghai, China
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