Cognitive Skills through CALL-Enhanced Teacher Training

2011 ◽  
pp. 158-187 ◽  
Author(s):  
Jane Vinther
Keyword(s):  
Teacher Training ◽  
Language Acquisition ◽  
Learning Environment ◽  
Blended Learning ◽  
Cognitive Skills ◽  
Learning Tool ◽  
Effective Learning ◽  
Language Classroom ◽  
Computer Based

The efficacy of computer-based activities that can incorporate grammar as well as language acquisition is at the centre of debates in CALL and SLA. The concern for this chapter is the integration of CALL in the language classroom in a blended learning environment that includes the acquisition of grammatical content and its effect on language acquisition at a level where the learners are proficient users and communicators. The courseware under investigation was shown to be an effective learning tool for the metalinguistic curriculum and the acquisition of particular English structures, such as tenses and adverbials, but not for morphology. The results give grounds for the conclusion that, if the courseware invites students to apply cognitive skills (rather than mere drills), there will be an effect on language acquisition through the knowledge of grammar.

scholarly journals A taste of pathology

2019 ◽  
Vol 39 (9) ◽  
pp. 673-685
Author(s):  
Raquel R. Rech ◽  
Corrie Brown ◽  
Jeann Leal de Araujo ◽  
Claudio S.L. Barros
Keyword(s):  
Adult Learning ◽  
Learning Environment ◽  
Learning Tool ◽  
Veterinary Students ◽  
Effective Learning ◽  
Food Items ◽  
New Concepts ◽  
Veterinary Pathology ◽  
Facilitated Learning ◽  
Considerable Experience

ABSTRACT: Adult learning, or andragogy, provides a novel way of appreciating using food analogies as an effective learning tool in veterinary pathology. Facilitation of adult learning requires that new concepts be presented in a way that draws on the learner’s experience. Because veterinary students will have had considerable experience with a plethora of food items prior to enrolling in a pathology course, food analogies can provide an easy conduit for incorporating key learning concepts regarding veterinary pathology. In this paper, many of these analogies are presented, along with the mechanisms responsible for each of the characteristic lesions, in the hopes that their usefulness in the classroom can be highlighted to create a more engaging and facilitated learning environment.

scholarly journals Students’ Beliefs Regarding the Use of E-portfolio to Enhance Cognitive Skills in a Blended Learning Environment

2019 ◽  
Vol 14 (02) ◽  
pp. 85
Author(s):  
Prakob Koraneekij ◽  
Jintavee Khlaisang
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Cognitive Skills ◽  
Authentic Assessment ◽  
The Internet ◽  
Data Collection Tool ◽  
Sample Group ◽  
Current State ◽  
High Level

This paper reports on a quantitative study on ICT readiness among undergraduate students in Thailand, students’ beliefs about use of e-portfolios in the Blended Learning Environment (BLE), and students’ beliefs about using e-portfolios to enhance their cognitive skills in the BLE. The sample group comprised 360 undergraduate students, divided by study fields. The data collection tool was a questionnaire of students’ beliefs. The reliability value of the questionnaire was 0.889. Data was analyzed using statistical analysis and f-test. The beliefs and needs were ranked by PNI modified. The research found that every student had a computer connected to the Internet. The analysis results of students’ beliefs about the use of e-portfolios in the BLE were positive and the top five results were: (1) learning by creating work, (2) enhancing creativity, (3) enhancing the problem solving skill, (4) enhancing critical thinking, and (5) enhancing authentic assessment. The current state of using e-portfolios to enhance cognitive skills in the BLE was at average level, while the needs were at the high level.

scholarly journals Computer-based learning in psychology using interactive laboratories

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Stephen Richards
Keyword(s):  
Learning Environment ◽  
Interactive Learning ◽  
Interactive Learning Environment ◽  
Learning Tool ◽  
University Environment ◽  
Computer Based Learning ◽  
Boolean Search ◽  
Computer Based ◽  
Traditional Approaches ◽  
Psychological Experiments

Traditional approaches to computer-based learning often focus on the delivery of information. Such applications usually provide large stores of information which can be accessed in a wide variety of ways. Typical access facilities provided within such applications include Boolean search engines and hypermedia (non-linear) browsing. These types of approach often centre on providing human-computer dialogues which are relatively low on interaction. The interactive-laboratory approach, however, aims to limit the quantity of information presented, and instead to provide a highly interactive learning environment. In the field of psychology, users are able interactively to design and deliver a broad range of psychological experiments. This paper details the approach, and describes how it can be used to teach psychology within a university environment. The way in which its effectiveness as a learning tool can be evaluated is also discussedDOI:10.1080/0968776940020203

scholarly journals Design of a computer-based learning environment to support diagnostic problem solving towards expertise development

2016 ◽  
pp. 540-549
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Expert Knowledge ◽  
Diagnostic Problem ◽  
Expertise Development ◽  
Effective Learning ◽  
Computer Based Learning ◽  
Complex Processes ◽  
Diagnostic Problem Solving ◽  
Computer Based

Learning through problem solving is a pedagogical approach that situates learning in problem-solving contexts. As a form of constructivist learning, problem solving has received increased attention in complex and ill-structured domains such as scientific inquiry and medical education. However, effective learning in problem-solving contexts is difficult to realize because problem-solving tasks often involve complex processes that are inaccessible to learners. It is important to make such complex processes visible for observation and practice, and provide learners with necessary help during the learning process. This study explored the design of a computer-based learning environment that helps medical students to externalize the sophisticated process of diagnostic problem-solving and provides them with adaptive feedback when they work with a number of simulated clinical cases. The proposed approach attempted to utilize expert knowledge to transform open-ended problem-solving experience into systematic and deliberate effort towards expertise development.

scholarly journals Blended- Learning Approach for Ethiopian Education System : In Case of Second Generation University

2020 ◽  
pp. 947-954
Author(s):  
Etana Fikadu
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Second Generation ◽  
Skills Acquisition ◽  
Special Educational Needs ◽  
Developed Country ◽  
Face To Face ◽  
Effective Learning ◽  
Advantages And Disadvantages ◽  
Meaningful Interaction

Ethiopian Higher Education Institutions (HEIs) are striving to provide effective learning experiences to address the needs of the digitally-oriented generation of learners. Blended learning has emerged as a solution to address these needs and has been adopted by various universities in developed country. However, not all Ethiopian second Generation University adopts blended-learning. Blended-learning refers to the systematic integration of online and face-to-face engagement to support and enhance meaningful interaction between students, teachers and resources. Blended learning offers many potential advantages and disadvantages that will largely depend on the quality of the learning design and model. Blended learning gives students with special educational needs the benefits of both online learning and in-person instruction. The paper proffered workable recommendation for implementing a blended-learning environment. In conclusion, the paper recommends that since Ethiopia is one of from developing countries must be intentional about skills acquisition so as to be well equipped to join their counterparts in other developed climes to play a significant and principal role in the ever dynamic sophisticated learning environment.

scholarly journals Norwegian Nurses’ Experiences with Blended Learning: An Evaluation Study

Seminar.net ◽  
2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Edda Johansen ◽  
Thomas Harding ◽  
Tone Marte Ljosaa
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Adult Students ◽  
Information And Communication Technologies ◽  
Best Practice ◽  
Geographical Location ◽  
Evaluation Study ◽  
Wound Management ◽  
Face To Face ◽  
Effective Learning

An increasing number of nurses undertake continuing education via information and communication technologies. Development of best practice, based on students’ own experiences, is vital in order to create the most effective learning environment. This paper describes the challenges to and facilitators of learning for a group of Norwegian nurses enrolled in a postgraduate course in wound management delivered by blended learning, which combines face-to-face and online components. Data was gathered through a focus group interview and inductive content analysis was used to identify themes emerging from the data. A number of both personal and academic facilitators, and challenges impacted on these adult learners. Technical and academic problems combined with a lack of time created a steep learning curve for these adult students. Valuable feedback, IT support at home and an increased competence eventually gave them a foundation for lifelong learning. Blended learning is an important way to offer postgraduate courses to give adults access to continuing educational programmes independent of geographical location. Both academic and personal challenges and facilitators should be taken into account when educators design blended learning courses in order to facilitate an effective learning environment for adults through the best blend of face-to-face and online learning.

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