Interactive mobile learning: a pilot study of a new approach for sport science and medical undergraduate students

2013 ◽  
Vol 37 (4) ◽  
pp. 292-297 ◽  
Author(s):  
S. S. Bruce-Low ◽  
S. Burnet ◽  
K. Arber ◽  
D. Price ◽  
L. Webster ◽  
...  
Keyword(s):  
Learning Styles ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Test Performance ◽  
Mixed Model ◽  
Learning And Teaching ◽  
Sports Science ◽  
Medical Undergraduate ◽  
Significant Difference ◽  
Science Group

Mobile learning has increasingly become interwoven into the fabric of learning and teaching in the United Kingdom higher education sector, and as technological issues become addressed, this phenomena has accelerated. The aim of the study was to examine whether learning using a mobile learning device (Samsung NC10 Netbook) loaded with interactive exercises promoted learning compared with a traditional library exercise. Using a randomized trial, 55 students from an undergraduate sports science course ( n = 28) and medical course ( n = 27) volunteered to participate in this study. A mixed-model design ANOVA was used to examine the percent change in test score after a 3-wk intervention. Results showed that there was a significant difference between the two courses ( P < 0.001), methods ( P = 0.01), and trials ( P < 0.001). The findings suggested that both methods augmented student knowledge and understanding in sports science and medical students. The sports science group demonstrated proportionally greater increases in test performance when exposed to the mobile interactive intervention compared with the traditional library approach. Qualitative data suggest an increased level of engagement with the Netbooks due to the stimulating interactive content. In conclusion, the Netbooks were an effective additional learning tool, significantly enhancing knowledge and understanding in students. Further research should ensure that participants are assessed for preferred learning styles, the subjective task value of expectancy value, and readiness for mobile learning to ascertain if this has an effect on the potential for using mobile learning and interactivity.

INFLUENCE OF LEARNING AND TEACHING STYLE ON STUDENTS' ACADEMIC PERFORMANCE

2021 ◽  
Vol 72 (2) ◽  
pp. 46-56
Author(s):  
T.V. Lantseva ◽  
Keyword(s):  
Student Achievement ◽  
Academic Performance ◽  
Learning Styles ◽  
Student Teaching ◽  
Teaching Style ◽  
Teaching Styles ◽  
Practical Significance ◽  
Learning And Teaching ◽  
Significant Difference ◽  
New Knowledge

Research Problem. This article examines the practice and shows the theory and outcome of the study of whether there is a significant relationship of students' academic performance depending on their learning and teaching style, whether there is a significant difference in students' grades depending on their teachers' teaching styles, and whether there is a significant difference between students' academic performance. The purpose of the study focuses on gaining new knowledge about the relationship between the learning and teaching style of a university instructor and student's academic performance. The methodology, methods, and techniques of the study. This study used the Grasch-Richman Learning Styles Questionnaire, which includes tools to assess both learning styles and teaching styles. Our study was designed as a survey study (suitable for determining the existing situation without intervention) and used a quantitative research methodology. The study also used a teaching style inventory method. Results. The results of the study showed that student achievement scores did not change significantly based on their teaching styles; a significant difference was found between student achievement and the correspondence between faculty teaching style and student teaching style. Scientific novelty/practical significance. The new knowledge gained allows us to consider the implications of how emerging learning opportunities relate to student preparation in higher education and teacher level support. Conclusions and Recommendations. The results of our study confirm that learning, teaching styles, and student achievement are interrelated, but in examining these three variables, other variables such as the specific difficulties encountered in teaching a particular subject, the age group of students, and the context of the school must also be considered. There is no "bad" style of qualified teaching. It should not, however, interfere with a teacher's professional development. New knowledge about teaching/learning styles can be useful for beginning university teachers as well as for their students.

scholarly journals Oral Hygiene Practice And Perceived Oral Malodour Among Dental And Medical Undergraduate Students Of Bahria University Medical And Dental College

2018 ◽  
Vol 08 (04) ◽  
pp. 221-225
Author(s):  
Beenish Fatima Alam ◽  
Hira Raza ◽  
Shizma junejo ◽  
Marium Azfar ◽  
Tuba Saleem ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Oral Hygiene ◽  
Cross Sectional Study ◽  
Dental Students ◽  
Chi Square ◽  
Cross Sectional ◽  
Medical Undergraduate ◽  
Significant Difference ◽  
Medical Undergraduate Students

Objective: To determine the differences of self-perception of halitosis and oral hygiene practices among the medical and dental undergraduate students. Methodology: A cross-sectional study conducted over duration of 9 months amongst the medical and dental undergraduate students of Bahria University Medical and Dental College. The questionnaires were distributed to 298 students. Questionnaire employed for this study was adopted and modified from the study conducted by Khalid Almas et al. Descriptive statistics were checked by means of percentages and frequency for all variables. Chi-square test was applied to check significant difference among the responses given by the medical and dental undergraduate students. Results: The response rate for the survey was about 85%. 55% of dental and 17 % of medical students were able to smell their breath. About having examination by dentist about 73% of medical students agreed as compared to 53% of dental students. Both medical and dental students preferred having examination done by the dentist. For management of halitosis, dentist was preferred by 62% of the dental students, while 97% of the medical students did not agree. 62% of the dental students preferred using traditional medications, while 82% of the medical students preferred using self-medications for treatment. Conclusion: The results suggest that there is not a high level of agreement among dental and medical students concerning the detection and management of halitosis. Although large percent of the respondents claimed to be aware of dentistry, our findings revealed low level of knowledge and attitude to Dentistry by the medical undergraduate students. Efforts should be made towards closing this knowledge gap to attain effective oral health.

scholarly journals The EEG-Based Attention Analysis in Multimedia m-Learning

2020 ◽  
Vol 2020 ◽  
pp. 1-10
Author(s):  
Dan Ni ◽  
Shuo Wang ◽  
Guocheng Liu
Keyword(s):  
Learning Styles ◽  
Mobile Learning ◽  
Brain Computer Interfaces ◽  
Algorithm Optimization ◽  
Computer Interfaces ◽  
Significant Difference ◽  
The Difference

In recent years, research on brain-computer interfaces has been increasing in the field of education, and mobile learning has become a very important way of learning. In this study, EEG experiment of a group of iPad-based mobile learners was conducted through algorithm optimization on the TGAM chip. Under the three learning media (text, text + graphic, and video), the researchers analyzed the difference in learners’ attention. The study found no significant difference in attention in different media, but learners using text media had the highest attention value. Later, the researchers studied the attention of learners with different learning styles and found that active and reflective learners’ attention exhibited significant differences when using video media to learn.

scholarly journals Indonesian EFL Students’ Proficiency in Writing and Ability in Speaking across Personality Learning Styles

2016 ◽  
Vol 4 (2) ◽  
pp. 168
Author(s):  
Bambang Yudi Cahyono ◽  
Ira Mutiaraningrum
Keyword(s):  
Learning Styles ◽  
Undergraduate Students ◽  
English Language ◽  
English Language Teaching ◽  
Essay Writing ◽  
Cause And Effect ◽  
Significant Difference ◽  
Writing Course ◽  
Scoring Rubrics ◽  
Efl Students

<p><em>This research aimed at examining Indonesian EFL </em><em>students</em><em>’ proficiency in writing and ability in public speaking across</em><em> personality</em><em> learning styles</em><em>: extroversion and introversion</em><em>. It involved 7</em><em>4</em><em> undergraduate students who </em><em>took </em><em>an Essay Writing course in the English Department of </em><em>Universitas Negeri</em><em> Malang, one of the leading universities in Indonesia. The students were distributed into three classes</em><em>.</em><em> The</em><em>y </em><em>were taught how to write essays. Then, the students were made aware that they had to complete two tasks: writing </em><em>and presenting </em><em>a cause and effect essay on topics related to English language teaching. The students’ cause and effect essays were scored to know their proficiency in writing and their presentation was assessed to know their ability in speaking. Two scoring rubrics were used and two raters were involved in the scoring process for interrater reliability. The results of the research showed that the Indonesian EFL </em><em>student</em><em>s’ proficiency in writing is </em><em>strongly </em><em>related to their ability in speaking</em><em> for both groups of students</em><em>. In addition, </em><em>the Indonesian extrovert EFL students’ proficiency in writing is strongly related to their ability in speaking. The Indonesian introvert EFL students’ proficiency in writing is also strongly related to their ability in speaking. However, there is no significant difference of the proficiency in writing and ability speaking between the extrovert and introvert students.</em></p>

Self-Monitoring and Self-Reinforcement of Studying by College Students

1977 ◽  
Vol 40 (1) ◽  
pp. 103-108 ◽  
Author(s):  
James L. Tichenor
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Natural Environment ◽  
Test Performance ◽  
Test Scores ◽  
Test Score ◽  
Experimental Period ◽  
Self Monitoring ◽  
Significant Difference ◽  
Psychology Course

The present study involves examination of self-monitoring and self-reinforcement of studying to partial out the relative contributions of self-monitoring and self-reinforcement to change of behavior in number of minutes studied and test score. Undergraduate students were divided into groups and were asked to observe and record the number of minutes studied for an introductory psychology course. Reinforcers were points toward the student's course grade. It was predicted that study output would increase and thereby increase scores on course tests. After a 6-wk. experimental period, those students who self-reinforced in their natural environment significantly increased their study time. There was no significant difference between groups in test scores. These findings suggest self-reinforcement in a naturalistic context may increase time of study but not grades. The lack of relationship between time in study and test performance was discussed.

Effects of Learning Traits and Information Display on Incidental Learning in 3D Virtual Environments

2019 ◽  
pp. 132-155
Author(s):  
Wayne W. Thomas ◽  
Patricia M. Boechler
Keyword(s):  
Learning Styles ◽  
Virtual Environments ◽  
Learning Style ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Incidental Learning ◽  
Information Display ◽  
Additional Information ◽  
Significant Difference ◽  
Learning Score

In this chapter, the authors sought to determine if learning style or digital literacy predict incidental learning, that is, learning that occurs without learners being instructed to attend to or learn presented information. One hundred and fifty-five education undergraduate students completed a series of tasks in a virtual environment where additional information unrelated to the tasks was present. The results indicate that in addition to incidental learning taking place in virtual environments, learning style and digital literacy seem to predict incidental learning in some instances. An additional analysis explored learning styles by “strong” and “moderate” indicators and found that there was no significant difference in their incidental learning score by learning style strength. The results also suggest that information display, in this case visual salience, plays a role in incidental learning as the participants performed better on recalling information that was made more salient.

scholarly journals MOLT: A Mobile Learning Tool That Makes Learning New Technical English Language Words Enjoyable

2008 ◽  
Vol 2 (4) ◽  
pp. 38
Author(s):  
Dogan - Ibrahim ◽  
Nadire Cavus
Keyword(s):  
Mobile Learning ◽  
Undergraduate Students ◽  
Mobile Phones ◽  
Text Messaging ◽  
English Language ◽  
English Word ◽  
First Year ◽  
Learning Tool ◽  
Wireless Technologies ◽  
Learning And Teaching

There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop computers, and mobile phones are revolutionizing education and transforming the traditional classroom based learning and teaching into anytime and anywhere education. This paper investigates the use of wireless technologies in education with particular reference to the potential of learning new technical English Language words using SMS text messaging. The system, developed by the authors, called Mobile Learning Tool (MOLT), has been tested with 45 first-year undergraduate students. Studentsâ?? opinions have been collected after the experiment. Our results show that students enjoyed and be happy used mobile phones to learn new technical English word. We believe that if we add the improvements or modifications students wish to see in the MOLT system, then using the MOLT system as an educational tool will contribute to motivation and success of students.

scholarly journals Knowledge, Attitude and Practices of First Aid among Non-medical Students of Karachi University

2020 ◽  
Keyword(s):  
Undergraduate Students ◽  
First Aid ◽  
Cross Sectional Study ◽  
Boiling Water ◽  
Cross Sectional ◽  
Correct Knowledge ◽  
Institutional Review ◽  
Medical Undergraduate ◽  
First Aid Training ◽  
Significant Difference

Objective: To assess knowledge, attitude and practices regarding commonly encountered first aid scenarios among non-medical undergraduate students of Karachi University (KU). Methods: A cross-sectional study was conducted in KU. Institutional Review Board approval was taken from Jinnah Sindh Medical University. At KU, permission was taken from concerned authorities for data collection, sample comprised of 386 students. Students were selected on convenience and availability from various departments of Arts, Business, Social Sciences, Islamic Studies and Pharmacy. Written consent was obtained from the students. Data was analyzed on SPSS 20. Results: Out of 386 participants, the majority of students (67.1%) were willing to attend sessions on first aid. Those who had correct knowledge were more willing to attend the sessions (p<0.001), but were found to be reluctant in providing first aid to victims (p<0.042). Significant difference in frequency of self-assume knowledge among actual knowledge groups was only found for management of boiling water (p=0.021). Majority of the participants with self-assumption of correct knowledge (n= 210, 65.2%) had no accurate knowledge for providing first aid management of burns with boiling water. Conclusion: Knowledge regarding commonly encountered first aid incidents among KU students was found to be low. However, they showed interest in acquiring this knowledge. It is suggested that first aid training programs should be made part of academic curriculum of schools, colleges and universities and overall awareness regarding its acquisition should be spread among communities.

Flipped Classroom Approach Used in the Training of Mass Casualty Triage for Medical Undergraduate Students

2020 ◽  
pp. 1-8
Author(s):  
Ziyu Zheng ◽  
Shiwen Yuan ◽  
Mingcheng Huang ◽  
Jinli Liao ◽  
Ruibin Cai ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Mass Casualty ◽  
Field Triage ◽  
Medical Undergraduate ◽  
Significant Difference ◽  
Post Class ◽  
Fourth Year Medical Students ◽  
Simulated Field ◽  
Medical Undergraduate Students

Abstract Objective: The aim of this study was to explore the application of the flipped classroom approach in the training of Mass Casualty Triage (MCT) to medical undergraduate students. Methods: In this study, 103 fourth-year medical students were randomly divided into a Flipped Classroom (FC) group (n = 51) and a Traditional Lecture-based Classroom (TLC) group (n = 52). A post-class quiz, simulated field triage (SFT) and feedback questionnaires were performed to assess both groups of students for their learning of the course. Results: In the post-quiz, the median (IQR) scores achieved by students from the FC and TLC groups were 42(5) and 39(5.5), respectively. Significant differences were found between the two groups. In the SFT, overall triage accuracy was 67.06% for FC, and 64.23% for TLC students. Over-triage and under-triage errors occurred in 18.43% and 14.50% of the FC group, respectively. The TLC group had a similar pattern of 20.77% over-triage and 15.0% under-triage errors. No significant differences were found regarding overall triage accuracy or triage errors between the two groups. Conclusions: The FC approach could enhance course grades reflected in the post-quiz and improve students’ satisfaction with the class. However, there was no significant difference of competency between the two groups demonstrated in the SFT exercise.

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