Learner Responses to Language Exchange Activities in a Technology-mediated Environment in the COVID-19 Era

Author(s):  
Mizuki Mazzotta ◽  
Yutaka Yamauchi
Keyword(s):  
Blood ◽  
2020 ◽  
Vol 136 (Supplement 1) ◽  
pp. 16-17
Author(s):  
David A. Sallman ◽  
Tracey Iraca ◽  
Casey L. O'Connell ◽  
Rafael Bejar ◽  
Sandra Kurtin

Background: Patients with MDS continue to report gaps in knowledge, particularly where understanding of disease risk, prognosis and treatment options are concerned.1 A recent online social media survey on experiences in myelodysplastic syndromes revealed that patients/caregivers' (n=127) have a general lack of information about MDS and insufficient knowledge regarding treatment options and are unable to make fully informed decisions.2 Efforts to improve patient and caregiver understanding of MDS, including treatment options, are critical to individualized treatment planning and shared decision-making. MDS patients commonly use multimedia and online resources to seek disease information.3 The MDSF introduced an online 'animated,' visual format educational program in July 2018 aimed at improving patient and caregiver knowledge.4 Evaluation of this project, including determining changes in patient knowledge and intent-to-implement a change in behavior are described as parameters of advancing and benefiting health outcomes. Methods: An Animated Patient's Guide to MDS (APG), a multimedia educational initiative was launched globally in July 2018. Recruitment was conducted via search engine marketing, social media promotions and email campaigns to MDS patients, caregivers and oncology provider audiences. Video views, duration of use, and learner responses to questions on the APG website were collected from July 2018 to July 2020 (24 months). Total APG views, most frequently viewed MDS animations and MDS expert videos were monitored on the website and on You Tube, to measure learner responses to outcome-based questions, and learner intent-to-implement changes. Results: A total of 151,231 views, including 58,947 unique visitors visited the APG online resource. Of these, 81% were from the U.S. and 19% from other countries (> 50 countries). Unique visitors from U.S. consisted of 28,171 patients, 15,279 family/caregivers, and 1,910 health providers. Among responses indicating a 'commitment to change', 96% reported they will 'use new information learned to better self-manage their MDS' (n = 917), 93% reported they 'will discuss information learned with their doctor' (n = 355), and 97% reported they 'plan to discuss MDS treatment options with their doctor' (n = 734). Patients who reported they 'learned new information about MDS' identified that they 'learned new general information about MDS' (95%, n = 193), 'learned new information about the diagnosis of MDS' (86%, n = 195), 'learned about new treatment options for MDS' (89%, n = 195), 'learned about new information related to bone marrow transplant in MDS' (85%, n = 177) and intended to 'ask their doctor about how to take part in healthcare decisions' (96%, n = 187). Conclusion: Multimedia education, including visual 'animated' formats, tailored to the needs of MDS patients has the potential to provide effective learning, increase knowledge and improve engagement in shared decision-making. Ongoing monitoring and further analysis of this multimedia educational resource for MDS patients will be necessary to understand how tailored education provided via this format impacts and benefits patient health outcomes. References: 1. Kurtin, S., Chang, E., & Bently, T. (2015). MDS patient characteristics associated with use of disease-modifying therapy: results of a patient survey. The International MDS Symposia, Washington, D.C. 2. Booth, A., Bell, T., Halhol, S., Pan, S., Welch, V., Merinopoulou, E., Lambrelli, D., Cox, A. Using Social Media to Uncover Treatment Experiences and Decisions in Patients with Acute Myeloid Leukemia or Myelodysplastic Syndrome Who Are Ineligible for Intensive Chemotherapy. J Med Internet Res 2019 Nov; 21(11) e-14285 3. Kurtin, S., Harrison, L., Iraca, T., Hassan, A., Nichols, A. Health Technology Engagement and Communicative Health Literacy in Older Adults MDS Patients. Myelodysplastic Syndromes, 15th International Symposia on Myelodysplastic Syndromes. Copenhagen. May 8-1, 2019. Poster presentation. 4. MDS Foundation, Inc. and Mechanisms in Medicine Inc. (2019-06-26). You And MDS: An Animated Patient's Guide to Myelodysplastic Syndromes. www.YouAndMDS.com Disclosures Sallman: Agios, Bristol Myers Squibb, Celyad Oncology, Incyte, Intellia Therapeutics, Kite Pharma, Novartis, Syndax: Consultancy; Celgene, Jazz Pharma: Research Funding. Iraca:MDS Foundation: Membership on an entity's Board of Directors or advisory committees. Bejar:Celgene/BMS: Honoraria, Research Funding; Forty-Seven/Gilead: Honoraria; Genoptix/NeoGenomics: Honoraria; AbbVie/Genentech: Honoraria; Daiichi-Sankyo: Honoraria; Aptose Biosciences: Current Employment; Takeda: Honoraria, Research Funding; Astex/Otsuka: Honoraria. Kurtin:MDS Foundation: Membership on an entity's Board of Directors or advisory committees.


1991 ◽  
Vol 93-94 ◽  
pp. 1-23
Author(s):  
Ayse Akyel

According to recent arguments, a learning - centered ESP program should take into consideration both the learning needs - what the learner needs to do in order to learn and target needs - what the learner needs to do in the target situation. (Bowers 1980, Hutchinson and Waters 1984, 1987, McDonough 1984.) Hence in line with these arguments, the evaluation of a learning centered ESP program should include both learner assessment (testing) and teacher and learner responses to the program (course evaluation). This paper will present an evaluation of learner and teacher responses to an ESP course designed for a group of in-service Turkish policemen and an analysis of Pre and Post-tests administered both to target learners (experimental group) and control group learners.


1987 ◽  
Vol 12 (2) ◽  
pp. 111-116 ◽  
Author(s):  
Felix F. Billingsley

This paper describes a probe intermix procedure designed to fade teacher-provided response prompts in situations in which learner responses should be self-paced. The probe intermix strategy requires the initial pairing of prompts and natural cues followed by a mix of prompted and probe (unprompted) trials within training sessions. The ratio of probe relative to prompted trials is then increased across sessions. An experimental demonstration of the procedure is presented and limitations are noted.


2018 ◽  
Vol 1 (2) ◽  
pp. 147 ◽  
Author(s):  
Edi Wibowo ◽  
Dona Dinda Pratiwi

This study aims to develop e-module teaching materials by applying kvisoft flipbook maker on the subject of the set. To view teacher and learner responses to e-module teaching materials using the kvisoft flipbook maker application on the subject of the set. The method of this research was conducted using Research & Development method of Borg and Gall model which has been modified by Sugiyono covering 7 stages: 1) Potential and Problem, 2) Collecting Data, 3) Product Design, 4) Design Validation, 5) Design Revision, 6) Product Trial, 7) Product Revision. The results of this study indicate that the value of feasibility by the material experts scored an average of 3.23 with good criteria and value of feasibility by media experts with an average score of 3.28 with very good criteria, while the value of feasibility by linguists got a flat score 3.02 with good criteria. The response of the students was very interesting, with the achievement of the average score of 3.33 small group trials and the achievement of the average score of 3.49 field trials, the teacher's test response was very interesting with the achievement of an average score of 3.64. This shows that the e-module using the kvisoft flipbook maker application generated in this study is considered feasible for use in the mathematics learning of the set matter.


2021 ◽  
Vol 12 ◽  
Author(s):  
Rong Yu ◽  
Luxin Yang

Teacher written feedback (TWF) has long been regarded as a necessary pedagogical tool for improving the writing proficiency of ESL/EFL learners, while student responses to this feedback can often reflect its effectiveness. This paper reviews 64 articles appearing in high-ranking journals during 2010–2021 in terms of research methodology, theoretical framework and main findings. Analysis of these articles reveals few studies adopted any theoretical frameworks to examine learner responses to TWF and suggests a need for longitudinal naturalistic studies adopting mixed methods and some theoretical framework such as sociocultural theory of mind (SCT) to better explain learners' dynamic engagement in response to TWF. The main findings of these previous studies reveal the diverse responses among learners at different language proficiency levels and in various sociocultural contexts. The results of the review indicate that future research could take classroom-based mixed-method research design to investigate learner variables.


2019 ◽  
Vol 37 (4_suppl) ◽  
pp. 641-641
Author(s):  
Hamsa Jaganathan ◽  
Anne Roc ◽  
Wendy Turell ◽  
Russell Broaddus ◽  
Michael J. Overman

641 Background: With recent advances of immunotherapy and updates to practice guidelines, clinicians may be challenged in applying and managing the outcomes of new treatment standards for their patients with MSI-H GI cancers. To address this need, a one-hour education session was provided to clinicians and learner responses were evaluated to determine the areas of improvement in the therapeutic management of MSI-H GI cancers. Methods: PlatformQ Health developed and executed a 1-hour online CME program on MSI-H GI cancers, which was broadcast live in March 2018 and offered online for 6 months. The program attracted a total of 439* learners. Survey-based evaluations before (n = 338) and after education (n = 147) targeted self-reported clinician data on confidence, practice behaviors, knowledge, and competence. Results: A self-reported survey (n = 56) conducted 8-12 weeks after education reported that 50% of learners were more confident in managing patients with MSI-H GI cancers, 41% in following NCCN practice guidelines for MMR/MSI testing, and 34% in utilizing checkpoint inhibitors for MSI-H GI tumors. Competence on selecting an appropriate treatment for a patient with MSI-H colon cancer significantly improved between pre- and post-education (52% and 63%, respectively; p < 0.001). Significant improvements in knowledge regarding the latest immunotherapy data (33% at baseline to 54% post-education; p < 0.001) and available methods for determining MMR/MSI-H status (18% at baseline to 41% post-education; p < 0.001) were also observed. Conclusions: Outcomes results from education demonstrate learner improvements on facets of management of MSI-H GI cancers. Based on the analysis, further education is needed, particularly in areas of management of immune-related side effects in line with recent ASCO and NCCN guidelines, tools for determining dMMR/MSI-H status, and deciding on optimal treatment based on tumor status. *As of September 10, 2018, data collection is ongoing.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Wendy Elizabeth Keay-Bright ◽  
Parisa Eslambolchilar ◽  
Aidan Taylor

Purpose This purpose of this paper is to present findings from three workshops that aimed to enable learners with profound and multiple learning disabilities to have a richer, more meaningful experience of a digital curriculum and to bolster a more meaningful creative exchange than currently offered by off the shelf products. Design/methodology/approach Informed by the maker culture and participatory action research, this workshop method focussed on making prototypes and creating concepts that encourage a dialogic approach for envisioning future technologies. As a process of enabling design, this approach placed participants at the heart of iterative methods that support imaginative ideation and improvisation, rather than the production of marketable products. Findings A thematic analysis of post-workshop discussions revealed that participants felt inspired and supported to envision learner responses to stimuli as novel interactions, without prior knowledge of designing and coding. The collaborative approach provoked the articulation of narratives on learner ability and a reconsideration of “digital” with a contemporary curriculum for learners with profound disabilities. Practical implications Running a maker workshop requires a time and resource commitment from all parties. The emphasis is on easy-to-follow, direct teaching together with low cost electronics and non-digital materials, ensured that these demands were kept to a minimum. However, the gains of participation can only be maintained when support exists both in and out of the workshop environment through the provision of resources and communication channels. Originality/value The originality of the workshops lies in the focus on basic electronics, coding and prototyping as a means to think about digital futures. As a method of enabling technologies to tap into learner ability, this process fostered design dialogues through the social act of making, sharing and learning without the need for prerequisite skills.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jessie Nixon ◽  
Erica Halverson ◽  
Andy Stoiber ◽  
Andy Garbacz

Purpose The purpose of this study is to understand how learners describe their experiences with short-term, introductory maker experiences and to test a method for assessing learners’ experiences authentic to short-term learning. Design/methodology/approach The authors collected written responses from participants at a two-day event, STEM Center Learning Days. Through an analysis of 707 unique instances of learner responses to participation in drop-in maker activities, they examined how participants describe their short-term learning experiences. Findings The authors found that although some activities appear to onlookers to create passive experiences for learners, these seemingly passive moments have a significant impact on learners. In addition, some learners described themselves as working in tandem with tools to make something work and other learners viewed the tools as working autonomously. They found that the assessment method allowed them to gain an understanding of how learners describe their experiences offering important implications for understanding short-term learning events. Originality/value The findings provide researchers studying short-term learning in its natural setting a new method to understand how learners make sense of their individual experience. Further, designers of short-term learning experiences may gain insights into their unique activities and indications of where additional guidance and scaffolds will improve small learning moments.


Pythagoras ◽  
2004 ◽  
Vol 0 (60) ◽  
Author(s):  
Anne Watson

Unison response is a major teaching strategy in mathematics throughout the world. The spoken word is the dominant source of mathematical stimulus, the dominant shaper of the mathematical environment in which school learners construct mathematical meaning. The teachers’ utterances are intended to be expert, and the creation of learner responses is intended to involve learning of some kind.


System ◽  
2008 ◽  
Vol 36 (2) ◽  
pp. 196-213 ◽  
Author(s):  
Trude Heift ◽  
Anne Rimrott

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