scholarly journals Two methods of subjective learning in the monkey Macacus Rhesus.

1916 ◽  
Vol 6 (3) ◽  
pp. 256-265 ◽  
Author(s):  
Edward J. Kempf
Keyword(s):  
Subjective Learning

scholarly journals The Difference In The Effects Of Longitudinal Effects Of Network Latency On STEM And Non-STEM Students

2016 ◽  
Vol 9 (1) ◽  
pp. 1-14
Author(s):  
H. Francis Bush ◽  
Vonda Walsh ◽  
Jay Sullivan ◽  
James Squire
Keyword(s):  
Learning Styles ◽  
Academic Disciplines ◽  
Senior Year ◽  
Stem Majors ◽  
Network Latency ◽  
Longitudinal Effects ◽  
Stem Students ◽  
The Difference ◽  
And Mathematics ◽  
Subjective Learning

As enrollment in online courses increases faster than the overall enrollments in higher education, the differences in learning styles and academic disciplines need to be identified.  Further, the focus on the demand for students pursuing degrees in the sciences, technology, engineering and mathematics (STEM) has gained prominence in the past decade.  An experiment was conducted to study the interaction of objective learning and subjective learning, objective learning and enjoyment, and subjective learning and enjoyment on the longitudinal effects of network latency on students who were classified as STEM majors or non-STEM majors (humanities and social sciences).  The findings indicate that students from different majors responded differently by the time students have progressed to their senior year in reference to their learning styles and sensitivity to network delays than it was when they were freshmen.  The study suggests that the accumulation of experience and choice of major are important factors in mitigating the effects of network delay on learning.

scholarly journals The Association Among Achievement Goal Orientations, Academic Performance, and Academic Well-Being Among Chinese Medical Students: A Cross-Sectional Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Qing-lin Li ◽  
Ji-yang Zhao ◽  
Jing Tian ◽  
Tao Sun ◽  
Chen-xi Zhao ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Well Being ◽  
Goal Orientations ◽  
Academic Stress ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Cross Sectional ◽  
Chinese Medical Students ◽  
Subjective Learning

Learning motivation is a significant factor that ensures quality in medical education, and might affect the academic performance and well-being of medical students. This study aimed to explore the status of achievement goal orientations among medical students in China and to further identify the association among academic performance, academic well-being, and achievement goal orientations. Data were collected through a cross-sectional, anonymous survey conducted with 3,511 respondents (effective response rate = 81.7%), from four medical universities in China, and demographic factors, achievement goal orientations, academic performance, and academic well-being were assessed. The average score of achievement goal orientations of Chinese medical students suggested a difference in demographic factors, including sex, year of study, experience of leadership cadre, and family income. Both mastery and performance-avoidance goals were associated with academic performance, subjective academic stress, subjective learning adaptability, subjective sleep quality, and subjective well-being. Performance-approach goals were related to academic performance, subjective academic stress, and subjective learning adaptability. The achievement goal orientations of the medical students in this study were at a middle level. The findings emphasize the importance of mastery goals for promoting the academic performance and well-being of medical students. More care and attention toward achievement goal orientations can be beneficial for the improvement of the academic performance and well-being among medical students.

scholarly journals Comparing Early Childhood Teacher Education in the subject Language learning and Early literacy in Denmark and Norway

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Liv Gjems ◽  
Ida Kornerup ◽  
Bente Vatne ◽  
Vibeke Schrøder
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Language Learning ◽  
Early Literacy ◽  
Student Teachers ◽  
Learning Outcomes ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Norwegian Student ◽  
Subjective Learning

Few studies highlight the content of early childhood teacher education (ECTE) and examine the quality of knowledge acquired by future early childhood teachers. The current study concerns two questions. The first explores the goals of the national curricula in Danish and Norwegian ECTE concerning children’s language learning and early literacy. The second explores how satisfied Danish and Norwegian student teachers are with their own subjective learning outcomes related to the same themes. To answer the first question, data were collected through document analysis of the two countries’ national curricula. To answer the second question, data were collected through a survey handed out to student teachers in both countries at the end of their education. The survey contained questions about factual, procedural, and meta-knowledge areas. The survey participants comprised 199 Norwegian student teachers from three University Colleges and 90 Danish student teachers from three separate campuses at one University College. This study reveals that the Norwegian student teachers evaluated their subjective learning outcomes in the fields of language learning and early literacy more highly than Danish student teachers. Our research points to the fact that, compared to the Norwegian ECTE, the breadth of subjects in the Danish ECTE bachelor program tends to give lower subjective learning outcomes in these knowledge areas.

Advanced Surgical Trauma Care Course – Evaluation of a Fracture Simulation Course Concept with Intact Soft Tissue

2019 ◽  
Vol 158 (03) ◽  
pp. 291-297 ◽  
Author(s):  
Kilian Wegmann ◽  
Valentin Rausch ◽  
Klaus Josef Burkhart ◽  
Michael Hackl ◽  
Tim Leschinger ◽  
...  
Keyword(s):  
Surgical Training ◽  
Trauma Care ◽  
Learning Effect ◽  
Course Evaluation ◽  
Surgical Trauma ◽  
Fracture Simulation ◽  
Operative Experience ◽  
Course Format ◽  
The Individual ◽  
Subjective Learning

Abstract Purpose Currently, surgical training in the clinical scenario is limited by duty-hour restrictions as well as an increasing specialization within the numerous surgical fields. In such an environment, surgical training in subspecialties becomes both, more important and challenging. Against this background, purpose of the present study was to evaluate a new course format for advanced training in fracture treatment. In the studied course format, cadaveric wrist or elbow specimens with prefabricated fractures were used with the aim of improving the learning effect for the attendees. On these specimens, operative treatment with specific osteosynthetic implants was performed under radiographic control. We hypothesized that simulation in a complex scenario such as the one used in the studied course format leads to a subjectively better learning effect regardless of prior surgical experience. Methods 205 participants in 16 courses between 2016 and 2018 were surveyed regarding their operative experience, previously attendances of trauma care trainings and subjective learning effect in the surveyed course and the trainings attended previously. Based on a ten-step scale, results in the subjective learning effect were compared between the investigated course and other trainings and to the individual operative experience. Results The learning effect of the surveyed fracture courses was assessed with a median of 9/10 for the theoretical part and 10/10 for the practical part, significantly better than in trainings attended previously. The surveyed participants reported that they each performed 308 operations per year on average. Other course formats were attended significantly more frequent than courses on prefractured human specimens. The respondents reported a subjectively higher learning effect of the evaluated course concept in comparison to previously attended courses in practical and theoretical aspects. Conclusions The reported innovative course format is an efficient concept for education in surgical trauma care, suited for more novice and advanced surgeons.

scholarly journals The Brainarium: An Interactive Immersive Tool for Brain Education, Art, and Neurotherapy

2016 ◽  
Vol 2016 ◽  
pp. 1-12 ◽  
Author(s):  
Romain Grandchamp ◽  
Arnaud Delorme
Keyword(s):  
Scientific Exploration ◽  
Technological Advances ◽  
Eeg Data ◽  
Machine Interface ◽  
Entertainment Value ◽  
User Friendly ◽  
Electroencephalogram Eeg ◽  
Subjective Learning ◽  
Neuroimaging Techniques ◽  
New Framework

Recent theoretical and technological advances in neuroimaging techniques now allow brain electrical activity to be recorded using affordable and user-friendly equipment for nonscientist end-users. An increasing number of educators and artists have begun using electroencephalogram (EEG) to control multimedia and live artistic contents. In this paper, we introduce a new concept based on brain computer interface (BCI) technologies: the Brainarium. The Brainarium is a new pedagogical and artistic tool, which can deliver and illustrate scientific knowledge, as well as a new framework for scientific exploration. The Brainarium consists of a portable planetarium device that is being used as brain metaphor. This is done by projecting multimedia content on the planetarium dome and displaying EEG data recorded from a subject in real time using Brain Machine Interface (BMI) technologies. The system has been demonstrated through several performances involving an interaction between the subject controlling the BMI, a musician, and the audience during series of exhibitions and workshops in schools. We report here feedback from 134 participants who filled questionnaires to rate their experiences. Our results show improved subjective learning compared to conventional methods, improved entertainment value, improved absorption into the material being presented, and little discomfort.

scholarly journals Can clinical case discussions foster clinical reasoning skills in undergraduate medical education? A randomised controlled trial

BMJ Open ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. e025973 ◽  
Author(s):  
Marc Weidenbusch ◽  
Benedikt Lenzer ◽  
Maximilian Sailer ◽  
Christian Strobel ◽  
Raphael Kunisch ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Clinical Reasoning ◽  
Clinical Case ◽  
Controlled Trial ◽  
Case Discussions ◽  
Reasoning Skills ◽  
Randomised Controlled ◽  
Clinical Reasoning Skills ◽  
Subjective Learning ◽  
Case Based

ObjectiveFostering clinical reasoning is a mainstay of medical education. Based on the clinicopathological conferences, we propose a case-based peer teaching approach called clinical case discussions (CCDs) to promote the respective skills in medical students. This study compares the effectiveness of different CCD formats with varying degrees of social interaction in fostering clinical reasoning.Design, setting, participantsA single-centre randomised controlled trial with a parallel design was conducted at a German university. Study participants (N=106) were stratified and tested regarding their clinical reasoning skills right after CCD participation and 2 weeks later.InterventionParticipants worked within a live discussion group (Live-CCD), a group watching recordings of the live discussions (Video-CCD) or a group working with printed cases (Paper-Cases). The presentation of case information followed an admission-discussion-summary sequence.Primary and secondary outcome measuresClinical reasoning skills were measured with a knowledge application test addressing the students’ conceptual, strategic and conditional knowledge. Additionally, subjective learning outcomes were assessed.ResultsWith respect to learning outcomes, the Live-CCD group displayed the best results, followed by Video-CCD and Paper-Cases, F(2,87)=27.07, p<0.001, partial η2=0.384. No difference was found between Live-CCD and Video-CCD groups in the delayed post-test; however, both outperformed the Paper-Cases group, F(2,87)=30.91, p<0.001, partial η2=0.415. Regarding subjective learning outcomes, the Live-CCD received significantly better ratings than the other formats, F(2,85)=13.16, p<0.001, partial η2=0.236.ConclusionsThis study demonstrates that the CCD approach is an effective and sustainable clinical reasoning teaching resource for medical students. Subjective learning outcomes underline the importance of learner (inter)activity in the acquisition of clinical reasoning skills in the context of case-based learning. Higher efficacy of more interactive formats can be attributed to positive effects of collaborative learning. Future research should investigate how the Live-CCD format can further be improved and how video-based CCDs can be enhanced through instructional support.

scholarly journals Video-based, student tutor- versus faculty staff-led ultrasound course for medical students – a prospective randomized study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Christine Eimer ◽  
Max Duschek ◽  
Andreas Emanuel Jung ◽  
Günther Zick ◽  
Amke Caliebe ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Evaluation Model ◽  
Randomized Study ◽  
Abdominal Ultrasound ◽  
Learning Success ◽  
Teaching Concept ◽  
Significant Difference ◽  
Student Tutor ◽  
Subjective Learning

Abstract Background Ultrasound education is propagated already during medical school due to its diagnostic importance. Courses are usually supervised by experienced faculty staff (FS) with patient bedside examinations or students among each other but often overbooked due to limited FS availability. To overcome this barrier, use of teaching videos may be advantageous. Likewise, peer teaching concepts solely with trained student tutors have shown to be feasible and effective. The aim was to evaluate 1) objective learning outcomes of a combined video-based, student-tutor (ViST) as compared to a FS-led course without media support, 2) acceptance and subjective learning success of the videos. Methods Two ultrasound teaching videos for basic and advanced abdominal ultrasound (AU) and transthoracic echocardiography (TTE) were produced and six students trained as tutors. Fourth-year medical students (N = 96) were randomized to either the ViST- or FS course (6 students per tutor). Learning objectives were defined equally for both courses. Acquired practical basic and advanced ultrasound skills were tested in an objective structured clinical examination (OSCE) using modified validated scoring sheets with a maximum total score of 40 points. Acceptance and subjective learning success of both videos were evaluated by questionnaires based on Kirkpatrick’s evaluation model with scale-rated closed and open questions. Results 79 of 96 medical students completed the OSCE and 77 could be finally analyzed. There was no significant difference in the mean total point score of 31.3 in the ViST (N = 42) and 32.7 in the FS course (N = 35, P = 0.31) or in any of the examined basic or advanced ultrasound skill subtasks. Of the 42 ViST participants, 29 completed the AU and 27 the TTE video questionnaire. Acceptance and subjective learning success of both videos was rated positively in 14–52% and 48–88% of the rated responses to each category, respectively. Attendance of either the student or faculty tutor was deemed necessary in addition to the videos. Conclusions A ViST versus FS teaching concept was able to effectively teach undergraduate students in AU and TTE, albeit acceptance of the teaching videos alone was limited. However, the ViST concept has the potential to increase course availability and FS resource allocation.

scholarly journals Narrative and aesthetics as antecedents of perceived learning in serious games

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andreas Alexiou ◽  
Michaéla C. Schippers ◽  
Ilan Oshri ◽  
Spyros Angelopoulos
Keyword(s):  
Learning Outcomes ◽  
Serious Games ◽  
Structural Equation ◽  
Learning Experience ◽  
Perceived Learning ◽  
Content Type ◽  
Design Elements ◽  
Transportation Theory ◽  
Subjective Learning

PurposeThis study uses a critically acclaimed digital game as an instructional tool to explore the role of emotional design elements on psychological flow and perceived learning.Design/methodology/approachThe authors employ transportation theory to generate a set of antecedents of psychological flow and the theory of flow to connect the gaming experience to positive learning outcomes. The authors investigate the subjective learning experience of players with the use of a psychometric survey, and the authors employ structural equation modelling (SEM) to unearth the direct as well as the indirect effects amongst narrative, aesthetics, flow and learning outcomes.FindingsThe findings of this study demonstrate that narrative and aesthetics in serious games positively influence the perceived learning by facilitating a state of psychological flow.Research limitations/implicationsThis study contributes to better understanding and theorizing the role of narrative and aesthetics on learning outcomes in the context of serious games.Practical implicationsThe findings of this study bear valuable implications for the design of serious games as they highlight the importance of elements often disregarded as not directly related to the learning process and are typically absent from the design of serious games.Originality/valuePrior studies have identified aesthetics and narratives as design elements that contribute to the perceived enjoyment of a game; this study empirically investigates the role of narratives and aesthetics in enhancing perceived learning through psychological flow.

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