A Mixed Methods Study of Factors that Enhance Louis Stokes Mississippi Alliance for Minority Participation (LSMAMP) Students Degree Attainment in STEM

2021 ◽  
Vol Vol 66 (1) (January (1)) ◽  
pp. 6-27
Author(s):  
Felix A. Okojie ◽  
Martha Tchounwou ◽  
Clifton Addison
Keyword(s):  
Mixed Methods ◽  
Learning Strategies ◽  
Financial Incentives ◽  
Institutional Environment ◽  
Degree Attainment ◽  
Peer Group ◽  
Prior Learning ◽  
Minority Participation ◽  
Interactive Lectures ◽  
Infrastructural Support

The purpose of this study was to advance the literature addressing best practices capable of bridging the retention and completion gap in STEM education for underrepresent minority students. Using a mixed-methods design, this article delineates Louis Stokes Mississippi Alliance for Minority Participation (LSMAMP) program experiences, instructional strategies, institutional practices and students’ persistence within the LSMAMP community. Five main themes emerged from the student interviews and survey results: (1) early exposure to STEM and familial support; (2) hands on involvement and academic intervention activities; (3) Peer group support; (4) institutional environment and infrastructural support; and (5) financial incentives. The top choices of faculty about institutional and instructional practices and learning strategies that enhance student learning and degree attainment were faculty mentoring, student opportunities to present research at or attend professional conferences, faculty advising, faculty tutoring/study sessions, peer tutoring, interactive lectures, and student opportunities to connect prior learning to new lecture content.

scholarly journals A comparison of three interactive examination designs in active learning classrooms for nursing students

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Linda Ahlstrom ◽  
Christopher Holmberg
Keyword(s):  
Nursing Education ◽  
Mixed Methods ◽  
Nursing Students ◽  
Active Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Free Text ◽  
Course Content ◽  
Undergraduate Nursing ◽  
Chi Squared

Abstract Background Despite the advantages of using active learning strategies in nursing education, researchers have rarely investigated how such pedagogic approaches can be used to assess students or how interactive examinations can be modified depending on circumstances of practice (e.g., in online education). Aims The aim was to compare three interactive examination designs, all based on active learning pedagogy, in terms of nursing students’ engagement and preparedness, their learning achievement, and instructional aspects. Methods A comparative research design was used including final-year undergraduate nursing students. All students were enrolled in a quality improvement course at a metropolitan university in Sweden. In this comparative study to evaluate three course layouts, participants (Cohort 1, n = 89; Cohort 2, n = 97; Cohort 3, n = 60) completed different examinations assessing the same course content and learning objectives, after which they evaluated the examinations on a questionnaire in numerical and free-text responses. Chi-squared tests were conducted to compare background variables between the cohorts and Kruskal–Wallis H tests to assess numerical differences in experiences between cohorts. Following the guidelines of the Good Reporting of a Mixed Methods Study (GRAMMS), a sequential mixed-methods analysis was performed on the quantitative findings, and the qualitative findings were used complementary to support the interpretation of the quantitative results. Results The 246 students who completed the questionnaire generally appreciated the interactive examination in active learning classrooms. Among significant differences in the results, Cohort 2 (e.g., conducted the examination on campus) scored highest for overall positive experience and engagement, whereas Cohort 3 (e.g., conducted the examination online) scored the lowest. Students in Cohort 3 generally commended the online examination’s chat function available for use during the examination. Conclusions Interactive examinations for nursing students succeed when they are campus-based, focus on student preparation, and provide the necessary time to be completed.

scholarly journals Barriers and facilitators to implementing clinical imaging guidelines by healthcare professionals using theoretical domains framework: a mixed-methods systematic review protocol

BJR|Open ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 20210004
Author(s):  
Harriet Nalubega Kisembo ◽  
Ritah Nassanga ◽  
Faith Ameda Ameda ◽  
Moses Ocan ◽  
Alison A Kinengyere ◽  
...  
Keyword(s):  
Systematic Review ◽  
Mixed Methods ◽  
Systematic Reviews ◽  
Financial Incentives ◽  
Healthcare Professionals ◽  
Information Source ◽  
Theoretical Domains Framework ◽  
Barriers And Facilitators ◽  
Cochrane Library ◽  
Clinical Imaging

Objectives: To identify, categorize, and develop an aggregated synthesis of evidence using the theoretical domains framework (TDF) on barriers and facilitators that influence implementation of clinical imaging guidelines (CIGs) by healthcare professionals (HCPs) in diagnostic imaging Methods: The protocol will be guided by the Joanna Briggs Institute Reviewers’ Manual 2014. Methodology for JBI Mixed Methods Systematic Reviews and will adhere to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines (PRISMA-P). Information source will include databases (MEDLINE, EMBASE and The Cochrane Library), internet search (https://www.google.com/scholar), experts’ opinion, professional societies/organizations websites and government bodies strategies/recommendations, and reference lists of included studies. Articles of any study design published in English from 1990 to date, having investigated factors operating as barriers and/or facilitators to the implementation CIGs by HCPs will be eligible. Selecting, appraising, and extracting data from the included studies will be independently performed by at least two reviewers using validated tools and Rayyan – Systematic Review web application. Disagreements will be resolved by consensus and a third reviewer as a tie breaker. The aggregated studies will be synthesized using thematic analysis guided by TDF. Results: Identified barriers will be defined a priori and mapped into 7 TDF domains including knowledge, awareness, effectiveness, time, litigationand financial incentives Conclusion: The results will provide an insight into a theory-based approach to predict behavior-related determinants for implementing CIGs and develop strategies/interventions to target the elicited behaviors. Recommendations will be made if the level of evidence is sufficient Advances in knowledge: Resource-constrained settings that are in the process of adopting CIGs may opt for this strategy to predict in advance likely impediments to achieving the goal of CIG implementation and develop tailored interventions during the planning phase. Systematic review Registration: PROSPERO ID = CRD42020136372 (https://www.crd.york.ac.uk/PROSPERO).

scholarly journals A tensor decomposition-based integrated analysis applicable to multiple gene expression profiles without sample matching

2021 ◽  
Author(s):  
Taguchi Y-h. ◽  
Turki Turki
Keyword(s):  
Gene Expression ◽  
Learning Strategies ◽  
Expression Profiles ◽  
Gene Expression Profiles ◽  
Tensor Decomposition ◽  
Integrated Analysis ◽  
Rna Seq ◽  
Prior Learning ◽  
Multiple Gene ◽  
Machine Learning Applications

Abstract The integrated analysis of multiple gene expression profiles measured in distinct studies is always problematic. Especially, missing sample matching and missing common labeling between distinct studies prevent the integration of multiple studies in fully data-driven and unsupervised manner. In this study, we propose a strategy enabling the integration of multiple gene expression profiles among multiple independent studies without either labeling or sample matching, using tensor decomposition-based unsupervised feature extraction. As an example, we applied this strategy to Alzheimer’s disease (AD)-related gene expression profiles that lack exact correspondence among samples as well as AD single-cell RNA-seq (scRNA-seq) data. We found that we could select biologically reasonable genes with integrated analysis. Overall, integrated gene expression profiles can function analogously to prior learning and/or transfer learning strategies in other machine learning applications. For scRNA-seq, the proposed approach was able to drastically reduce the required computational memory.

scholarly journals PENGARUH PEMANFAATAN E-LEARNING, LINGKUNGAN TEMAN SEBAYA, DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR

2019 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Haikal Firmansah Anas Pratama ◽  
Sandy Arief
Keyword(s):  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Learning Outcomes ◽  
Multiple Regression ◽  
Learning Strategies ◽  
Peer Group ◽  
Research Question ◽  
Learning Motivation ◽  
Academic Context ◽  
E Learning

<p><span class="fontstyle0">This study aims to examine the influence of the use of e-learning, peer group and learning motivation towards learning outcomes of Accounting in class X Accounting of SMK Hidayah Semarang. The sample of this study was students of class X Accounting SMK Hidayah Semarang with total of 41 students. A self-administered questionnaires and multiple regression analysis were used to test the research question. In addition, the results showed that there is a positive and significant effect both simultaneously and partially from the use of e-learning, peer group and learning motivation towards learning outcomes in class X Accounting at SMK Hidayah Semarang. The improvement and intensity in using e-learning strategies, teacher's attention to the students’ peer environment specifically on cooperation and competition among students, and students' intelligence in interacting and establishing fair cooperation in the academic context with their peers are very important factors towards learning outcomes</span></p><p><strong><em> <span class="fontstyle0">Keywords: learning outcomes; e-learning; peer group; motivation</span> </em></strong></p><p><strong><em></em><br /></strong></p>

scholarly journals Corrigendum: How and Why Do Students Use Learning Strategies? A Mixed Methods Study on Learning Strategies and Desirable Difficulties With Effective Strategy Users

2020 ◽  
Vol 11 ◽  
Author(s):  
Sanne F. E. Rovers ◽  
Renée E. Stalmeijer ◽  
Jeroen J. G. van Merriënboer ◽  
Hans H. C. M. Savelberg ◽  
Anique B. H. de Bruin
Keyword(s):  
Mixed Methods ◽  
Learning Strategies ◽  
Mixed Methods Study ◽  
Effective Strategy ◽  
Desirable Difficulties

scholarly journals Students’ Task Understanding during Engineering Problem Solving in an Introductory Thermodynamics Course

2018 ◽  
Vol 11 (7) ◽  
pp. 43
Author(s):  
Oenardi Lawanto ◽  
Angela Minichiello ◽  
Jacek Uziak ◽  
Andreas Febrian
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Engineering Students ◽  
Self Regulation ◽  
Engineering Problem ◽  
Prior Learning ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Significant Difference ◽  
Task Interpretation

Understanding problems or tasks is a critical step in any problem-solving activity and the heart of self-regulated learning. When encountering a problem, students draw upon information available in the environment, along with knowledge, concepts, and perceptions derived from prior learning experiences, to interpret the demands of the task. Interpretation of tasks is, therefore, a key determinant of the goals set while learning, strategies selected to achieve those goals, and the criteria used to self-assess and evaluate outcomes. The purpose of this study is to better understand engineering students’ self-regulation in task interpretation processes while engaged in problem solving in an introductory engineering thermodynamics course. Two research questions guided the study: (1) What are the gaps, if any, between the instructor’s and students’ interpretation (explicit and implicit task features) of a problem-solving task?; and (2) How do students’ task interpretation (explicit and implicit) change after engaging in self-evaluation of their problem-solving processes? One hundred twelve (112) second year engineering undergraduates voluntarily participated in the study. Analysis of the data collected revealed a significant difference between the instructor’s and students’ task interpretation of the assigned problems. Furthermore, the analysis showed that students’ had a higher ability to identify the explicit parts of problem tasks than implicit ones. Students were able to grasp 63 to 77 percent and 39 to 49 percent, respectively, of the explicit and implicit information that was presented to them while engaged in problem-solving activities.

scholarly journals Past its expiry date? The SILL in modern mixed-methods strategy research

2018 ◽  
Vol 8 (2) ◽  
pp. 497-523 ◽  
Author(s):  
Carmen M. Amerstorfer
Keyword(s):  
Mixed Methods ◽  
Language Learning ◽  
Learning Strategies ◽  
Mixed Methods Research ◽  
Modern World ◽  
Social Strategies ◽  
Evaluation Tool ◽  
Expiry Date ◽  
Holistic View ◽  
L2 Learners

Has the Strategy Inventory for Language Learning (SILL) passed its expiry date? The SILL (Oxford, 1990) was designed as a self-evaluation tool to measure the frequency of language learning strategies used by foreign and second language (L2) learners. With simple mathematics, learners can analyze their strategy preferences overall and in six categories (i.e., memory, cognitive, compensation, metacognitive, affective, and social strategies). Diverging from its original purpose, the SILL became the most popular instrument in LLS research, which brought widespread acclaim but also criticism. This article explains what makes the SILL an extraordinary tool for learners, teachers, and researchers and how it can be adapted to suit specific contexts and the demands of a modern world. An example of how the SILL can be integrated into mixed-methods research demonstrates how the instrument can fulfil additional purposes to those originally intended. Despite its naturally quantitative orientation, the SILL contributed to the acquisition of rich qualitative information, which enabled a holistic view of five individual L2 learners. In addition to new insights about strategic L2 learning, the study attests that the SILL has not expired yet, but perhaps needs a modern touch, for instance, in the form of adaptation or combination with other research methods and the inclusion of strategies for learning language with technology.

scholarly journals Fostering Effective Learning Strategies in Higher Education – A Mixed-Methods Study

2020 ◽  
Vol 9 (2) ◽  
pp. 186-203 ◽  
Author(s):  
Felicitas Biwer ◽  
Mirjam G.A. oude Egbrink ◽  
Pauline Aalten ◽  
Anique B.H. de Bruin
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Learning Strategies ◽  
Mixed Methods Study ◽  
Effective Learning

scholarly journals Peer Leader Reflections on Promoting Discussion in Peer Group-Learning Sessions: Reflective and Practiced Advice through Collaborative Annual Peer-Advice Books

2020 ◽  
Vol 19 (1) ◽  
pp. ar2 ◽  
Author(s):  
Gabriela Szteinberg ◽  
Michelle D. Repice ◽  
Claudia Hendrick ◽  
Stephen Meyerink ◽  
Regina F. Frey
Keyword(s):  
Learning Strategies ◽  
Peer Group ◽  
Complex Problem ◽  
Collaborative Group ◽  
Peer Leaders ◽  
Advice Books ◽  
Improving Student Learning ◽  
Leader Training ◽  
Student Discussion ◽  
Peer Leader

As research has shown, collaborative peer learning is effective for improving student learning. Peer-led team learning (PLTL) is one well-known collaborative-group approach in which groups are facilitated by trained undergraduate peer leaders. This paper contributes to the literature on peer-leader training by examining how peer leaders for a large introductory science course translate their training into practice during their sessions. By conducting qualitative analysis on annual advice books written by emergent peer leaders, we examined the practiced advice and strategies of these peer leaders as they facilitate PLTL groups in a university-level general chemistry course. These advice books are passed on to future peer instructors, creating a community of practice between new and more experienced peer leaders. From the analysis, we discovered that peer leaders focus on developing robust student–student discussion during complex problem solving by 1) creating a community-oriented social and intellectual environment, 2) adapting their tactics and the collaborative-learning strategies to balance different personalities and promote equal participation among all students, and 3) modifying collaborative group approaches when facilitating their sessions. Also, in their correspondence across cohorts, peer leaders provided near-peer support to one another. These annual books disseminate practiced advice between peer-leader generations and are used during new peer-leader training.

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