Positive Learning Environment and Mistreatment Prevention Module

MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Judith Lewis ◽  
Nathalie Feldman ◽  
Anne Rich ◽  
Sean Ackerman ◽  
Charmaine Patel
Keyword(s):  
Learning Environment ◽  
Positive Learning Environment

scholarly journals Harnessing ICT to support the mixed-mode delivery framework

2010 ◽  
Vol 10 (31) ◽  
pp. 615
Author(s):  
Koh Noi Keng
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
Mixed Mode ◽  
Net Generation ◽  
High Tech ◽  
Educational Context ◽  
Pedagogical Model ◽  
Positive Learning Environment

To teach the net generation in today’s classrooms, it calls for innovativeteaching and learning strategies that are engaging so as to sustain learners’interest in learning. This paper describes how Singapore has successfullylaunched ICT initiatives in schools and expounds the use of the MixedMode Delivery (MMD) pedagogical model in ICT-Rich classroomsin Singapore educational context. This paper discusses how ICT isharnessed so as to support the MMD model where student teachersare empowered with a wide repertoire of strategies and tools to createa more positive learning environment. The paper concluded with theremark on the importance of the MMD as a viable pedagogical modelfor sustaining interest of learners in a high-tech world.

scholarly journals Mobile Virtual Laboratory as Innovative Strategy to Improve Learners’ Achievement, Attitudes, and Learning Environment in Teaching Chemistry

2021 ◽  
Vol 2 (5) ◽  
pp. 398-400
Author(s):  
Resty C. Samosa
Keyword(s):  
Learning Environment ◽  
Positive Impact ◽  
The Body ◽  
Virtual Laboratory ◽  
Teaching Chemistry ◽  
Innovative Strategy ◽  
Virtual Laboratories ◽  
Achievement Attitudes ◽  
Positive Learning Environment ◽  
Laboratory Experiences

As our world becomes more technologically advanced, research suggests that technology-rich learning environments support students as well. Mobile Virtual Laboratories can be used to replicate physical laboratories and augment the incorporation of technology inside science classrooms in an attempt to provide students with laboratory experiences that would not otherwise be available in high school settings. This study measured the effectiveness of mobile virtual laboratory as innovative strategy to improve learners’ achievement, attitudes, and learning  environment in teaching chemistry. The study utilized one-group pretest–posttest design. The innovative strategy is calculated using this design by measuring the difference between the pretest and posttest scores, attitudes and learning  environment in teaching chemistry. The study revealed that the utilization of the innovative strategy mobile virtual laboratory in teaching chemistry showed that learners have a strong positive attitude. More so, the learners have a strong positive learning environment when exposed to the innovative strategy mobile virtual laboratory based on the six domain of learning environment in teaching chemistry. As shown by the significantly higher mean in the posttest than in the pretest, the innovative strategy mobile virtual laboratory had a positive impact on the learners' achievement. Consequently, the learners exposed to the mobile virtual laboratory in teaching chemistry are significantly differ in pretest and posttest results. The findings of this study have the potential to reassure educational professionals, contribute to the body of research within the field of chemistry achievement, attitudes, and learning  environment, and encourage further research into the efficacy of mobile virtual laboratories as a teaching tool.

Successful Online Teaching and Learning Strategies

2009 ◽  
pp. 110-123
Author(s):  
Mary D. Oriol ◽  
Gail Tumulty
Keyword(s):  
Online Education ◽  
Learning Environment ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Clear Understanding ◽  
Positive Learning Environment ◽  
E Learning ◽  
Teaching Learning

This chapter presents a theoretical framework and research base for the successful transition of an established Master of Science in Nursing program from that of traditional classroom delivery to one that is Web-based with no geographic limitations to students. The application of socio-technical systems theory to facilitate creation of a positive learning environment for future nurse leaders is described. Use of social processes and application of technology to optimize learning is explained and the latest research on content presentation and student engagement in an e-learning environment are presented. The authors hope that through examination of successful online teaching/learning strategies, readers will have a clear understanding of the competencies necessary for students and faculty to be successful in online education.

Creating a Positive Learning Environment

2021 ◽  
pp. 78-91
Author(s):  
Ann C. Clements ◽  
Sarah H. Watts ◽  
Douglas C. McCall
Keyword(s):  
Learning Environment ◽  
Positive Learning Environment

Using the cognitive apprenticeship model to identify learning strategies that learners view as effective in ward rounds

2020 ◽  
Vol 97 (1143) ◽  
pp. 5-9
Author(s):  
Muhammad Tariq ◽  
Sundus Iqbal ◽  
Sonia Ijaz Haider ◽  
Aamir Abbas
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Situated Learning ◽  
Cognitive Apprenticeship ◽  
University Hospital ◽  
Significant Difference ◽  
Positive Learning Environment ◽  
Apprenticeship Model ◽  
Ward Rounds

BackgroundCognitive apprenticeship model (CAM) is an instructional model for situated learning. There is limited data available on application of the CAM in clinical settings. The aim of the study was to identify learning strategies using CAM, which in the opinion of learners are effective in ward rounds.MethodsParticipants were residents and medical students who rotated through internal medicine at Aga Khan University Hospital, Karachi. We sought learners’ opinion on a structured questionnaire based on four principal dimensions of cognitive apprenticeship. A previously determined set of 10 defined competencies were compared with CAM’s six teaching/learning (T/L) methods (modelling, coaching, scaffolding, articulation, reflection and exploration) as well. Mean and SD were calculated. Mann-Whitney test was used to compare scores.ResultsOf 195 participants, there were 100 men (51.3%) and 95 women (48.7%). Perceived learning for six T/L methods, ranged from 3.7 to 3.9 (max=5). Coaching and scaffolding had the highest scores. Statistically significant difference between the student and resident groups was noted. Medical students perceived coaching and scaffolding (4.1 and 4.05) and residents rated coaching, articulation and exploration as most effective (3.9 and 3.8). Majority (82.1%) reported a positive learning environment in wards.ConclusionsCAM enabled to identify two T/L methods (scaffolding and coaching) that are important for learning in ward round. Limited differences in perceived effectiveness of the T/L methods indicate that variety can be used to sustain interest in learners. Positive learning environment, team diversity and tasks of increasing complexity contribute to learning.

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