Enhancing Education: Improving Learner Outcomes with Principles of Psychology

2018 ◽  
pp. 115-126
Author(s):  
Anjali Gireesan
Keyword(s):  
Learner Outcomes

Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Barbara C. Storandt ◽  
Lia C. Dossin ◽  
Anna Piacentini Lacher
Keyword(s):  
Professional Development ◽  
Development Model ◽  
Online Faculty ◽  
Faculty Professional Development ◽  
Online Instructors ◽  
Face To Face ◽  
Learner Outcomes ◽  
Professional Development Model ◽  
Course Experience ◽  
Instructor Satisfaction

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from efforts to prepare face-to-face instructors. However, very few studies outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by effective. PBS TeacherLine’s professional development model presents an opportunity to examine a comprehensive, well-established effort that has undergone regular refinements over the past 11 years. Results from the yearlong study presented in this paper showed that PBS TeacherLine’s professional development model contributes positively to instructor satisfaction, retention, high quality online instruction, increased instructor reflection, and learner outcomes such as an overall positive course experience. These findings reveal promising best practices for online faculty professional development that are specific to the online environment.

ADVISOR: Assessing Learner Outcomes and Promoting Competence and Success

1992 ◽  
Vol 21 (1) ◽  
pp. 89-92
Author(s):  
J. R. McKenna ◽  
G. D. Spittle
Keyword(s):  
Learner Outcomes

scholarly journals Measuring the long-term effects of informal science education experiences: challenges and potential solutions

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Nancy L. Staus ◽  
John H. Falk ◽  
Aaron Price ◽  
Robert H. Tai ◽  
Lynn D. Dierking
Keyword(s):  
Science Learning ◽  
Longitudinal Research ◽  
Informal Science Education ◽  
Informal Science ◽  
Long Term Effects ◽  
Science Center ◽  
Informal Science Learning ◽  
Learner Outcomes ◽  
Key Issues

AbstractDespite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners’ knowledge, skill development, interest, or identities over long periods of time. Although substantial ISL research has documented short-term outcomes such as the learning that takes place during a science center visit, research suggests that the genuine benefits of informal experiences are long-term transformations in learners as they pursue a “cascade” of experiences subsequent to the initial educational event. However, a number of major methodological challenges have limited longitudinal research projects investigating the long-term effects of ISL experiences. In this paper we identify and address four key issues surrounding the critical but challenging area of how to study and measure the long-term effects or impacts of ISL experiences: attribution, attrition, data collection, and analytic approaches. Our objective is to provide guidance to ISL researchers wishing to engage in long-term investigations of learner outcomes and to begin a dialogue about how best to address the numerous challenges involved in this work.

scholarly journals Rationales for First Nations Run Schools in Ontario : a Content Analysis

2021 ◽  
Author(s):  
Hiona Murray
Keyword(s):  
Content Analysis ◽  
First Nations ◽  
Education System ◽  
Research Study ◽  
Economic Conditions ◽  
Learner Outcomes ◽  
Education Improvement ◽  
Latent Content

The purpose of this research study was to address the question: how do First Nations leaders and scholars articulate the rationales for First Nations run schools in Ontario? Documents were collected from two First Nations websites, Assembly of First Nations and Chiefs of Ontario, and subjected to a manifest and latent content analysis. Three themes representing rationales emerged from the findings: self-governance over education, improvement of socio-economic conditions and sustainability. An underlying rationale that linked the three themes indicated that First Nations need recognition of self-government in order to control their education system, improve its quality and enhance learner outcomes.

scholarly journals Assessing Ethical Thinking about AI

2020 ◽  
Vol 34 (09) ◽  
pp. 13525-13528
Author(s):  
Judy Goldsmith ◽  
Emanuelle Burton ◽  
David M. Dueber ◽  
Beth Goldstein ◽  
Shannon Sampson ◽  
...  
Keyword(s):  
Ethics Education ◽  
Assessment Tool ◽  
Ethical Reasoning ◽  
Validity Evidence ◽  
Learner Outcomes ◽  
Ai Ethics ◽  
Ethical Thinking ◽  
Will Force

As is evidenced by the associated AI, Ethics and Society conference, we now take as given the need for ethics education in the AI and general CS curricula. The anticipated surge in AI ethics education will force the field to reckon with delineating and then evaluating learner outcomes to determine what is working and improve what is not. We argue for a more descriptive than normative focus of this ethics education, and propose the development of assessments that can measure descriptive ethical thinking about AI. Such an assessment tool for measuring ethical reasoning capacity in CS contexts must be designed to produce reliable scores for which there is established validity evidence concerning their interpretation and use.

scholarly journals RELATIONSHIP BETWEEN BILINGUAL INSTRUCTION AND LEARNERS’ PERFORMANCE IN ENGLISH AS SECOND LANGUAGE CONTEXT

2015 ◽  
Vol 2 (1) ◽  
pp. 66
Author(s):  
Huma Imran Khan
Keyword(s):  
Test Performance ◽  
Positive Response ◽  
Language Teachers ◽  
English As Second Language ◽  
Bilingual Instruction ◽  
School Settings ◽  
Learner Outcomes ◽  
Language Context ◽  
L1 And L2 ◽  
Esl Learners

The prime purpose of this study was to explore a correlation<br />between bilingual instruction in an ESL class and the class<br />performance of the ESL learners at the secondary level. Quantitative<br />research method was used to evaluate the test performance of 60 ESL<br />learners divided into two groups: One was the controlled group (which<br />was given instructions in L2 only) and the other was the treatment<br />group (which was given instructions in both L1 and L2) in Public<br />School settings. Apart from the students, 15 language teachers’ feedback<br />upon their perceptions of L1 usage in L2 classrooms was taken<br />by using the Likert scale feedback forms. The results confirmed that<br />the instructions given bilingually are directly associated to improved<br />learner outcomes and teachers’ responses for the usage of L1 in<br />classrooms showed a strong positive response.

scholarly journals Building a Medical Education Outcomes Center: Development Study

10.2196/14651 ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. e14651
Author(s):  
Mark E Rosenberg ◽  
Jacqueline L Gauer ◽  
Barbara Smith ◽  
Austin Calhoun ◽  
Andrew P J Olson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Patient Outcomes ◽  
Data Sources ◽  
University Of Minnesota ◽  
Education Outcomes ◽  
Learner Outcomes ◽  
Education Data ◽  
The University ◽  
Training Practice

Background Medical education outcomes and clinical data exist in multiple unconnected databases, resulting in 3 problems: (1) it is difficult to connect learner outcomes with patient outcomes, (2) learners cannot be easily tracked over time through the education-training-practice continuum, and (3) no standard methodology ensures quality and privacy of the data. Objective The purpose of this study was to develop a Medical Education Outcomes Center (MEOC) to integrate education data and to build a framework to standardize the intake and processing of requests for using these data. Methods An inventory of over 100 data sources owned or utilized by the medical school was conducted, and nearly 2 dozen of these data sources have been vetted and integrated into the MEOC. In addition, the American Medical Association (AMA) Physician Masterfile data of the University of Minnesota Medical School (UMMS) graduates were linked to the data from the National Provider Identifier (NPI) registry to develop a mechanism to connect alumni practice data to education data. Results Over 160 data requests have been fulfilled, culminating in a range of outcomes analyses, including support of accreditation efforts. The MEOC received data on 13,092 UMMS graduates in the AMA Physician Masterfile and could link 10,443 with NPI numbers and began to explore their practice demographics. The technical and operational work to expand the MEOC continues. Next steps are to link the educational data to the clinical practice data through NPI numbers to assess the effectiveness of our medical education programs by the clinical outcomes of our graduates. Conclusions The MEOC provides a replicable framework to allow other schools to more effectively operate their programs and drive innovation.

scholarly journals The Effect of On-Line Videos on Learner Outcomes in a Mechanics of Materials Course

2020 ◽  
Author(s):  
Jeffery Thomas ◽  
Richard Hall ◽  
Timothy Philpot ◽  
Douglas Carroll
Keyword(s):  
Learner Outcomes ◽  
Mechanics Of Materials ◽  
On Line

Second Language Strategic Interactions Using Emerging Technologies and Experiential Learning

2014 ◽  
pp. 699-723
Author(s):  
Jonathan deHaan ◽  
Neil H. Johnson
Keyword(s):  
Experiential Learning ◽  
Foreign Language ◽  
Digital Video ◽  
Language Education ◽  
Oral Communication ◽  
Strategic Interaction ◽  
Foreign Language Education ◽  
Japanese University ◽  
Learner Outcomes ◽  
Mediational Means

The affordances provided by technology for increasing efficacy of foreign language education have been a major research area within applied linguistics over the past thirty years or so (see Levy & Stockwell, 2006, for an overview). In a Japanese context, there are culturally-based issues with foreign language education at the tertiary level, such as large class sizes and low student motivation, that present educators with specific challenges where technology may provide effective mediational means to improve practice and learner outcomes. In this chapter, the authors describe an eight-week teaching intervention that was designed, through digital and web technologies readily available to teachers, to improve the communication skills of Japanese university students of English. The strategic interaction framework, developed by Di Pietro (1987), was enhanced by use of digital video and a freely available wiki site. Performances were digitally video recorded and uploaded to a private wiki and participants used this to evaluate, transcribe, and self-correct their performances. The instructor then used the video and text to focus post-performance group debriefing sessions. The results suggest that a wiki, digital video, and strategic interaction-based experiential learning cycles can be effectively integrated to mediate Japanese university EFL students' oral communication development. Technical and pedagogical recommendations are offered.

Using Virtual Environments to Achieve Learner Outcomes in Interprofessional Healthcare Education

2016 ◽  
pp. 900-921
Author(s):  
Michelle Aebersold ◽  
Dana Tschannen
Keyword(s):  
Clinical Judgment ◽  
Interprofessional Education ◽  
Educational Experience ◽  
Learning Objectives ◽  
Training Method ◽  
Learner Outcomes ◽  
Simulation Techniques ◽  
Effective Training ◽  
Virtual Simulations ◽  
Interprofessional Healthcare

The use of simulation in the training of healthcare professionals has become an essential part of the educational experience. Students and practitioners need to learn a variety of technical, interpersonal, and clinical judgment skills to be effective healthcare practitioners. Virtual simulation can provide an effective training method to facilitate learning and can be targeted to develop specific skills in the area of Interprofessional Education (IPE). This chapter reviews the literature around simulation techniques and outlines a development process that can be used to develop virtual simulations to meet a variety of learning objectives including IPE. Specific issues and solutions are also presented to ensure a successful educational experience.

Sign in / Sign up

Export Citation Format

Share Document