Enhancing the quality of community learning experiences

1979 ◽  
Vol 4 (2) ◽  
pp. 103-112 ◽  
Author(s):  
Thomas R. Owens ◽  
Sharon K. Owen
Keyword(s):  
Learning Experiences ◽  
Community Learning

Fourth-Year Podiatric Medical Student Perspectives on Clerkships and Residency Selection

2018 ◽  
Vol 108 (4) ◽  
pp. 311-319 ◽  
Author(s):  
David W. Shofler ◽  
Kathryn Bosia ◽  
Lawrence Harkless
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Online Survey ◽  
Learning Experiences ◽  
Residency Programs ◽  
Forefoot Surgery ◽  
Quality Of Learning ◽  
Attending Physicians

Background: The fourth year of podiatric medical school is an important period in the education of the podiatric medical student, a period that consists largely of month-long clerkships. Nonetheless, there has been limited formal study of the quality of learning experiences during this period. Furthermore, there is limited knowledge of how podiatric medical students evaluate residency programs during clerkships. Methods: An online survey was developed and distributed electronically to fourth-year podiatric medical school students. The focus of the survey was the quality of learning experiences during externships, and decision making in ranking residency programs. Results: The most valuable learning experiences during clerkships were interactions with attending physicians, interactions with residents, and general feedback in surgery. Students self-identified that they most improved in the following areas during clerkships: forefoot surgery, clinical podiatry skills, and rearfoot surgery. The areas in which students improved the least were research, pediatrics, and practice management. The three most important factors students considered as they created their rank list were hands-on resident participation in surgical training, the attitude and personality of the residents, and the attitude and personality of the attending physicians. A range of surgical interest was identified among students, and students lacking in surgical interest self-reported less improvement in various surgical topics. Conclusions: The perspectives of fourth-year podiatric medical students are currently an underused resource. Improved understanding can help residency programs improve the quality of associated learning experiences and can make their programs more appealing to potential residency candidates.

scholarly journals 30. Sounds Good: Using Digital Audio for Evaluation Feedback

2011 ◽  
Vol 2 ◽  
pp. 176 ◽  
Author(s):  
Bob Rotheram
Keyword(s):  
Higher Education ◽  
Learning Experiences ◽  
Digital Audio ◽  
Education Evaluation ◽  
Audio Feedback ◽  
Student Work ◽  
Practice Recommendations ◽  
Evaluation Feedback ◽  
Faculty Time

Feedback on student work is problematic for faculty and students in British higher education. Evaluation feedback takes faculty much time to produce and students are often dissatisfied with its quantity, timing, and clarity. The Sounds Good project has been experimenting with the use of digital audio for feedback, aiming to save faculty time and give students richer learning experiences. Results are generally positive, with students and faculty acknowledging the higher quality of audio feedback. Favourable circumstances for timesaving have been identified and there is reason to believe that more faculty will eventually be able to save time on feedback without loss of quality. Practice recommendations for the use of audio feedback are given. Some issues for further research are identified.

scholarly journals Survey Of Facilities And Infrastructure In The Department Of Youth And Sports Year 2019 District Bangkalan

2019 ◽  
Vol 4 (02) ◽  
pp. 77-82
Author(s):  
Heni Yuli Handayani
Keyword(s):  
Physical Education ◽  
Health Education ◽  
Motor Skills ◽  
Learning Process ◽  
Learning Experiences ◽  
Quality Of Education ◽  
Educational Goals ◽  
Training Process ◽  
Physical And Health Education

Provision of learning experiences in Sports Physical and Health Education subjects is not solely from the normative delivery of material by the teacher, but also how students can make good use of the facilities and infrastructure they have to support the learning process and the athlete's training process. The smoothness of Physical and Physical Education learning can be measured one of them from the availability of facilities and infrastructure. Adequate facilities and infrastructure will reflect the quality of learning carried out, so that educational goals will be achieved properly. Conversely, inadequate facilities and infrastructure will have an impact on the low quality of education, even the curriculum cannot run well. The learning process of Physical Education Sports and Health absolutely requires facilities and infrastructure to achieve goals, because it places more emphasis on developing students' motor skills. A facility and infrastructure will be adequate if the quality is efficient and in terms of quantity sufficient to meet the needs of athletes in Bangkalan Regency.

scholarly journals What Factors Facilitate Good Learning Experiences in Clinical Studies in Nursing: Bachelor Students’ Perceptions

ISRN Nursing ◽  
2013 ◽  
Vol 2013 ◽  
pp. 1-7 ◽  
Author(s):  
Bjørg Dale ◽  
Arne Leland ◽  
Jan Gunnar Dale
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Studies ◽  
Qualitative Content Analysis ◽  
Learning Experiences ◽  
Main Theme ◽  
Opportunities To Learn ◽  
Self Confidence ◽  
Good Learning

Clinical studies constitute 50% of the bachelor program in nursing education in Norway, and the quality of these studies may be decisive for the students’ opportunities to learn and develop their professional competences. The aim of this study was to explore what bachelor students’ in nursing perceived to be important for having good learning experiences in clinical studies. Data was collected in a focus group interview with eight nursing students who were in the last year of the educational program. The interview was transcribed verbatim, and qualitative content analysis was used for exploring and interpreting the content of the interview text. One main theme emerged from the analysis: “being in a vulnerable and exposed position characterized by conflicting needs.” Four categories were found: “aspects related to the clinical setting”, “aspects related to the nurse supervisor,” “aspects related to the student,” and “aspects related to the student-supervisor relationship”. The findings revealed that the students' learning experiences and motivation were related to individual, relational, and organizational aspects. The students highlighted their own as well as their supervisors' attitudes and competences and the importance of positive relationships. In addition, feeling welcomed, included, and valued in the ward improved their motivation, self-confidence, and self-respect.

scholarly journals A Framework for Applying the Learning Sciences to MOOC Design

2021 ◽  
Vol 5 ◽  
Author(s):  
Darcy G. Gordon ◽  
Mary Ellen Wiltrout
Keyword(s):  
Online Learning ◽  
Large Scale ◽  
Course Design ◽  
Online Courses ◽  
Learning Experiences ◽  
Learning Sciences ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Improved Learning

Evidence-based practices grounded in the learning sciences provide an opportunity for improved learning experiences in traditional in-person, as well as in hybrid and online environments. We advocate specifically that large-scale, online learning experiences, such as Massive Open Online Courses (MOOCs) benefit from applications of the learning sciences. To that end, we present a description of how and why we use specific learning science practices in a biochemistry MOOC with the intention to contribute to the discussion about the quality of online learning experiences and lower the barrier for other practitioners seeking a framework for implementing evidence-based course design. We believe that the application of the learning sciences makes online learning experiences more rigorous and effective, and practitioners should optimize the use of these strategies through clever tests in specific contexts.

scholarly journals (175) Pengelolaan Kurikulum dan Pembelajaran

2019 ◽  
Author(s):  
Rahma Yuliani ◽  
Hade Afriansyah
Keyword(s):  
Learning Process ◽  
Learning Experiences ◽  
Quality Of Education ◽  
Educational Goals ◽  
Curriculum Management ◽  
Learning Materials ◽  
Unit Level ◽  
School Based ◽  
Learning Productivity

Curriculum is a system that has components that are closely interrelated and support each other, which consists of goals, learning materials, methods and evaluation. Curriculum is one of the most important in the implementation of education. The curriculum is used as a reference for the implementation and indicators of the quality of education itself. Hence from that curriculum must be able to keep abreast of the development of science and technology which at any time always develops. Curriculum plays an important role for the success of education for students and educators. In its implementaion, curriculum management must be developed in accordance with the context of School Based Management (SBM) and Education Unit Level Curriculum (KTSP) and 2013 curriculum. curriculum management is related to the management of learning experiences that require certain strategies so as to produce learning productivity for students. Management of the curriculum must be directed so that the learning process runs well, with benchmarks for achieving goals by students so that educational goals can be achieved.

scholarly journals Rigor and Responsiveness in Classroom Activity

2016 ◽  
Vol 118 (5) ◽  
pp. 1-58
Author(s):  
Jessica Thompson ◽  
Sara Hagenah ◽  
Hosun Kang ◽  
David Stroupe ◽  
Melissa Braaten ◽  
...  
Keyword(s):  
Small Group ◽  
Learning Community ◽  
Classroom Practice ◽  
Scientific Practice ◽  
Learning Experiences ◽  
Three Dimensions ◽  
Clear Vision ◽  
Teachers And Students ◽  
Worthy Goal

Background/Context There are few examples from classrooms or the literature that provide a clear vision of teaching that simultaneously promotes rigorous disciplinary activity and is responsive to all students. Maintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a classroom. Focus of Study What does highly rigorous and responsive talk sound like and how is this dialogue embedded in the social practices and activities of classrooms? Our aim was to examine student and teacher interactions in classroom episodes (warm-ups, small-group conversations, whole-group conversation, etc.) and contribute to a growing body of research that specifies equity in classroom practice. Research Design This mixed-method study examines differences in discourse within and across classroom episodes (warm-ups, small-group conversations, whole-group conversation, etc.) that elevated, or failed to elevate, students’ explanatory rigor in equitable ways. Data include 222 secondary science lessons (1,174 episodes) from 37 novice teachers. Lessons were videotaped and analyzed for the depth of students’ explanatory talk and the quality of responsive dialogue. Findings The findings support three statistical claims. First, high levels of rigor cannot be attained in classrooms where teachers are unresponsive to students’ ideas or puzzlements. Second, the architecture of a lesson matters. Teachers and students engaging in highly rigorous and responsive lessons turned potentially trivial episodes (such as warm-ups) of science activity into robust learning experiences, connected to other episodes in the same lesson. Third, episodes featuring one or more forms of responsive talk elevated rigor. There were three forms of responsive talk observed in classrooms: building on students’ science ideas, attending to students’ participation in the learning community, and folding in students’ lived experiences. Small but strategic moves within these forms were consequential for supporting rigor. Conclusions/Recommendations This paper challenges the notion that rigor and responsiveness are attributes of curricula or individual teachers. Rigorous curriculum is necessary but not sufficient for ambitious and equitable science learning experiences; the interactions within the classroom are essential for sustaining the highest quality of scientific practice and sense-making. The data supported the development of a framework that articulates incremental differences in supporting students’ explanatory rigor and three dimensions of responsiveness. We describe implications for using this framework in the design of teacher programs and professional development models.

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