Mastery goals, positive emotions and learning behavior in self-directed vs. teacher-directed learning

2019 ◽  
Vol 35 (1) ◽  
pp. 205-223 ◽  
Author(s):  
Sabine Schweder
Keyword(s):  
Positive Emotions ◽  
Learning Behavior ◽  
Mastery Goals ◽  
Directed Learning

Application of 3D Modeling and Fusion Technology of Medical Image Data in Image Teaching

2020 ◽  
Author(s):  
Quan Yuan ◽  
Xiaomei Chen ◽  
Jian Zhai ◽  
Yadi Chen ◽  
Qingxiang Liu ◽  
...  
Keyword(s):  
Medical Imaging ◽  
Self Efficacy ◽  
Assessment System ◽  
The Self ◽  
Learning Ability ◽  
Control Group ◽  
Learning Behavior ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Directed Learning

Abstract Backgroundwe combined anatomy with imaging, transformed the 2D information of various imaging techniques into 3D information, and form the assessment system of real medical imaging cases in order to make up for the deficiencies in the current teaching of the medical imaging technology students. MethodsA total of 460 medical imaging students were selected and randomly divided into two groups. The research group received the teaching of the fusion of the original CT and MR data 3D model and the original image combined with 3D anatomical image. Statistical analysis Academic self-efficacy scale and Self-directed learning ability scale was adopted by self-directed learning evaluation scale between two groups.ResultsCompare the theoretical scores and case analysis scores of the two groups. The scores of the study and control groups were significantly higher than those of the control group.Before the experiment, no significant difference was detected in the self-efficacy of learning ability and learning behavior between the two groups , while after the experiment, these differences between the two groups were statistically significan. Moreover, the learning ability self-efficacy and learning behavior of the two groups of students after the experiment was significantly higher than that before the experiment. The self-efficacy of the learning behavior of the control group was higher after the experiment than that before the experiment, albeit the difference was not statistically significant . ConclusionsThe modern, information-based and humanized experimental teaching mode will be constantly improved under the support of PACS system in order to optimize the medical imaging teaching activities for the development of modern medical education.

scholarly journals Application of 3D modeling and fusion technology of medical image data in image teaching

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Quan Yuan ◽  
Xiaomei Chen ◽  
Jian Zhai ◽  
Yadi Chen ◽  
Qingxiang Liu ◽  
...  
Keyword(s):  
Medical Imaging ◽  
Self Efficacy ◽  
Assessment System ◽  
The Self ◽  
Learning Ability ◽  
Control Group ◽  
Learning Behavior ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Directed Learning

Abstract Background We combined anatomy with imaging, transformed the 2D information of various imaging techniques into 3D information, and form the assessment system of real medical imaging cases in order to make up for the deficiencies in the current teaching of the medical imaging technology students. Methods A total of 460 medical imaging students were selected and randomly divided into two groups. The research group received the teaching of the fusion of the original CT and MR data 3D model and the original image combined with 3D anatomical image. CT and MRI data are imported through load DICOM of 3D slicer. Different tissues and organs are segmented by threshold and watershed algorithm of segment editor module. Models are exported through export / import models and label maps in segmentation. Save the NHDR file of the original data and Obj file of the corresponding model through save the NHDR and corresponding Obj files are loaded into probe 1.0 software. The software can give different colors to the three-dimensional models of different organs or tissues to display the stereo models and related data, and display the hook edges of organ models on coronal, sagittal and axial images. At the same time, annotation can be established in the corresponding anatomical position. Finally, it can be saved as a single file of Hwl, and the teaching can be opened at any time through the program of probe 1.0. Statistical analysis Academic self-efficacy scale and Self-directed learning ability scale was adopted by self-directed learning evaluation scale between two groups. Results Compare the theoretical scores and case analysis scores of the two groups. The scores of the study and control groups were significantly higher than those of the control group. Before the experiment, no significant difference was detected in the self-efficacy of learning ability and learning behavior between the two groups, while after the experiment, these differences between the two groups were statistically significan. Moreover, the learning ability self-efficacy and learning behavior of the two groups of students after the experiment was significantly higher than that before the experiment. The self-efficacy of the learning behavior of the control group was higher after the experiment than that before the experiment, albeit the difference was not statistically significant. Conclusions The modern, information-based and humanized experimental teaching mode will be constantly improved under the support of PACS system in order to optimize the medical imaging teaching activities for the development of modern medical education.

scholarly journals Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments

2021 ◽  
Author(s):  
Sabine Schweder ◽  
Diana Raufelder
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Learning Strategies ◽  
Autonomy Support ◽  
Structural Equation ◽  
Positive Emotions ◽  
The Self ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Relationship

AbstractAn increasing number of German schools have suspended teacher-directed learning (TL) in favor of self-directed learning (SL) modules. We used the broaden-and-build theory and self-determination theory as a theoretical framework to determine whether students in self-directed and teacher-directed learning environments differ in the interplay of positive emotions and learning strategies of students in secondary education. The study also compares the mediating role of autonomy support on the relationship between positive emotions and learning strategies. Questionnaire data from 787 German secondary school students in the sixth and seventh grades were analyzed. The results of the latent mean comparison indicated that students in the self-directed learning environment demonstrated more adaptive learning behaviors. Further, a multigroup structural equation model identified strong differences in the interplay of the variables between students in the self-directed and teacher-directed learning environments. In the teacher-directed learning environment, autonomy support was not found to mediate the relationship between positive emotions and learning strategies.

The role of affect in feelings of obligation

2020 ◽  
Vol 43 ◽  
Author(s):  
Stefen Beeler-Duden ◽  
Meltem Yucel ◽  
Amrisha Vaish
Keyword(s):  
Positive Emotions ◽  
The Creation ◽  
Sense Of Obligation

Abstract Tomasello offers a compelling account of the emergence of humans’ sense of obligation. We suggest that more needs to be said about the role of affect in the creation of obligations. We also argue that positive emotions such as gratitude evolved to encourage individuals to fulfill cooperative obligations without the negative quality that Tomasello proposes is inherent in obligations.

Sign in / Sign up

Export Citation Format

Share Document