The impact of a game and simulation-based probability learning environment on the achievement and attitudes of prospective teachers

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

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Do Prospective Teachers Care About PISA Studies? A Pilot Study among University Students in Germany

International Education Studies ◽

10.5539/ies.v10n5p26 ◽

2017 ◽

Vol 10 (5) ◽

pp. 26 ◽

Cited By ~ 1

Author(s):

Olga Ioannidou ◽

Despoina Georgiou ◽

Andreas Obersteiner ◽

Nilufer Deniz Bas ◽

Christine Mieslinger

Keyword(s):

Teacher Education ◽

University Students ◽

Prospective Teachers ◽

International Student ◽

Teacher Education Program ◽

Student Assessment ◽

International Student Assessment ◽

The Impact ◽

Very High ◽

Expected Outcomes

The results of international comparison studies such as the Program for International Student Assessment (PISA) have initiated intense discussions about educational reforms in Germany. Although in-service and pre-service teachers are an essential part of such reforms, little is known about their attitudes towards PISA studies. The present study aims to fill this gap through the investigation of pre-service teachers’ awareness, interest, perception, and attitudes towards PISA. A questionnaire was used to survey a sample of 107 university students who were participating in a teacher education program. The results reveal that 100% of the participants are aware of PISA. Nearly 69% of the participants think that the impact of PISA is rather high or very high, while 41% of them believe that PISA results are reliable. Accordingly, half of the participants seem to be interested in PISA results for their country. The present study discusses these findings in the light of the expected outcomes as proposed in standards for teacher education.

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The Impact of Longer Consultation Time: A Simulation-Based Approach

Applied Clinical Informatics ◽

10.1055/s-0040-1721320 ◽

2020 ◽

Vol 11 (05) ◽

pp. 857-864

Author(s):

Abdulrahman M. Jabour

Keyword(s):

Waiting Time ◽

Quality Care ◽

Working Hours ◽

Discrete Events ◽

Simulation Based ◽

Patient Waiting Time ◽

Free Environment ◽

The Impact ◽

Consultation Time ◽

Patient Waiting

Abstract Background Maintaining a sufficient consultation length in primary health care (PHC) is a fundamental part of providing quality care that results in patient safety and satisfaction. Many facilities have limited capacity and increasing consultation time could result in a longer waiting time for patients and longer working hours for physicians. The use of simulation can be practical for quantifying the impact of workflow scenarios and guide the decision-making. Objective To examine the impact of increasing consultation time on patient waiting time and physician working hours. Methods Using discrete events simulation, we modeled the existing workflow and tested five different scenarios with a longer consultation time. In each scenario, we examined the impact of consultation time on patient waiting time, physician hours, and rate of staff utilization. Results At baseline scenarios (5-minute consultation time), the average waiting time was 9.87 minutes and gradually increased to 89.93 minutes in scenario five (10 minutes consultation time). However, the impact of increasing consultation time on patients waiting time did not impact all patients evenly where patients who arrive later tend to wait longer. Scenarios with a longer consultation time were more sensitive to the patients' order of arrival than those with a shorter consultation time. Conclusion By using simulation, we assessed the impact of increasing the consultation time in a risk-free environment. The increase in patients waiting time was somewhat gradual, and patients who arrive later in the day are more likely to wait longer than those who arrive earlier in the day. Increasing consultation time was more sensitive to the patients' order of arrival than those with a shorter consultation time.

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Evaluating the impact of simulation-based education on clinical psychology students' confidence and clinical competence

Clinical Psychologist ◽

10.1080/13284207.2021.1923125 ◽

2021 ◽

pp. n/a-n/a

Author(s):

Jade Sheen ◽

Wendy Sutherland‐Smith ◽

Emma Thompson ◽

George J. Youssef ◽

Amanda Dudley ◽

...

Keyword(s):

Clinical Psychology ◽

Clinical Competence ◽

Psychology Students ◽

Clinical Psychology Students ◽

Simulation Based ◽

The Impact

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Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

International Journal of STEM Education ◽

10.1186/s40594-021-00276-1 ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Hyun Jin Cho ◽

Michael R. Melloch ◽

Chantal Levesque-Bristol

Keyword(s):

Academic Success ◽

Active Learning ◽

Learning Environment ◽

Learning Outcomes ◽

Student Perceptions ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Academic Learning ◽

Control Group ◽

The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

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Considerations on Conducting Research on Wellness in the Context of the Learning Environment

Global Advances in Health and Medicine ◽

10.1177/2164956121989708 ◽

2021 ◽

Vol 10 ◽

pp. 216495612198970

Author(s):

Larry D Gruppen ◽

Miklos C Fogarasi

Keyword(s):

Learning Environment ◽

Research Evidence ◽

Organizational Factors ◽

Multidimensional Model ◽

Technical Factors ◽

Conducting Research ◽

The Impact ◽

Meaningful Research ◽

Psychosocial Dimension ◽

Theoretical Conceptualization

The learning environment (LE) provides a context for many educational phenomena, of which wellness and burnout are particularly important. The LE can be thought of as consisting of a psychosocial dimension of personal, social, and organizational factors and a sociomaterial dimension that consists of spatial and technical factors. The interplay between elements of the LE and wellness of the participants is complex and only partially understood, requiring further research. Using this multidimensional model to describe and to plan to deliberately modify the learning environment can foster more rigorous and meaningful research evidence about the interaction of wellness and the LE. This article highlights four key considerations that scholars of wellness should consider when exploring the impact of the LE or designing interventions to modify the environment. These include 1) a thoughtful definition and theoretical conceptualization of the LE, 2) clarity about the study variables that are essential to the study question(s), 3) thoughtful and appropriate measurement of those variables, and 4) a study design that balances quality with feasibility. We provide a practical illustration of how these considerations can be applied in studies exploring the intersection of wellness and the LE.

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