scholarly journals The Effects of an Online Teaching Material Integrated Methods on Students’ Science Achievement, Attitude and Retention

2020 ◽  
Vol 4 (1) ◽  
pp. 22
Author(s):  
Emre Yılmaz ◽  
Fikret Korur
Keyword(s):  
Learning Strategies ◽  
Teaching Methods ◽  
Online Teaching ◽  
Science Achievement ◽  
Fourth Graders ◽  
Knowledge Retention ◽  
Teaching Material ◽  
Post Intervention ◽  
Significant Treatment ◽  
Integrated Methods

This 2-group quasi-experimental study was conducted to explore the following research questions: Do the fourth graders’ post-intervention scores achieved in the unit of force and motion achievement test and attitude scale toward the unit depend on being in the groups that were taught the unit either with ‘Online Advance Organizer Concept Teaching Material’ (ONACOM) integrated PBL and with ONACOM-integrated EL when we control for their respective pretest scores and their science grades in the previous semester? What are the students’ gains, achievement, attitude and retention from the two systematic applications of the ONACOM-integrated methods, PBL and EL? The sample (N=220) consisted of fourth graders at public elementary schools in Burdur, Turkey. Although there were no significant treatment effects favoring one of the methods, teaching science topics by integrating ONACOM consistently in both methods increased the students’ achievement and attitude levels and supported their knowledge retention with large effect sizes significantly. As a well-developed innovative software, ONACOM is effective on learning regardless of the course and method when it is systematically integrated into teaching methods, since it is prepared on the basis of multimedia learning strategies and is suitable for the essential structures of both teaching methods.

scholarly journals Notetaking Instruction Enhances Students’ Science Learning

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Pai-Lin Lee ◽  
Chiao-Li Wang ◽  
Douglas Hamman ◽  
Ching-Hsiang Hsiao ◽  
Chuang-Hua Huang
Keyword(s):  
Learning Strategies ◽  
Science Achievement ◽  
Learning Strategy ◽  
Choice Test ◽  
Control Group ◽  
Significant Treatment ◽  
Effective Learning ◽  
Learning Challenges ◽  
And Control ◽  
Main Effects

Students face various learning challenges in their daily life. Teachers should teach them learning strategies to accommodate demands. One hundred ten fifth graders were randomly assigned to three groups: strategic notetaking, partial strategic notetaking, and control group, with three levels (high versus medium versus low) according to their prior science achievement. The levels also functioned as one independent variable in the MANCOVA analysis, with writing speed as covariate. The results showed significant treatment main effects in support of strategic and partial strategic groups on the measurements of board cued, verbal cued, and noncued information units. The high science achievement group outperformed the low one on the task of verbal cued, whereas the medium outperformed the low one on comprehension multiple-choice test. The study suggested notetaking as an effective learning strategy that can be taught to elementary students.

The effectiveness of a formal curriculum in teaching mass casualty management

2020 ◽  
Vol 18 (5) ◽  
pp. 411-424
Author(s):  
Brian L. Risavi, DO, MS, FACEP, FAAEM, FACOEP, CEMSO, PHP ◽  
Barrett McLaughlin, DO, PHP ◽  
Dustin Stuart, DO, PHP ◽  
Donald L. Holsten, BS, NRP, FP-C ◽  
Mark A. Terrell, EdD
Keyword(s):  
Learning Strategies ◽  
Test Scores ◽  
Knowledge Retention ◽  
Mass Casualty ◽  
Intervention Participant ◽  
Post Intervention ◽  
Formal Curriculum ◽  
Convenience Sample ◽  
Incident Command

Objective: To improve knowledge, skills, and confidence in mass casualty management through design and implementation of a formal educational curriculum.Design: Observational study using a mixed-methods formal educational training curriculum. Setting: Rural Emergency Medical Services (EMS) system in Pennsylvania. Subjects/participants: Convenience sample of 141 licensed EMS providers.Interventions: Formal educational curriculum using a computerized mass casualty scenario, lectures, hands-on skill stations, post-intervention participant satisfaction survey, knowledge retention at three- and six-month post curriculum.Results: The formal curriculum resulted in an improvement in scene size-up, incident command system (ICS) set-up, and medical management of 12 percent, 27 percent, and 26 percent, respectively. Average scores on the written component evaluating mass casualty incident (MCI) management and knowledge of test patient triage were 84 percent and 74 percent, respectively. Knowledge recall at three- and six-month post-training was highly retained as test scores were generally unchanged from the time of the educational session. Course and instructor evaluations by participants reflected a high degree of satisfaction (scoring five on a five-point Likert scale).Conclusions: The formal curriculum was effective in improving the knowledge, skills, and confidence of mass casualty management. Although traditional educational methods tend to show decreases in long-term knowledge retention, the mixed active learning strategies used in this curriculum resulted in high level retention since short and long-term test scores were similar and unchanged over time. Additionally, this curriculum was perceived by participants as highly satisfactory toward their knowledge and skill development.

scholarly journals Evaluating Dental Faculty’s Perspective regarding Emergency Introduction of Online Teaching and Learning: Early Experience during COVID-19 Lockdown in United States

2022 ◽  
Vol 2022 ◽  
pp. 1-10
Author(s):  
Aman Gupta ◽  
Ana Janic ◽  
Joshua Thomson
Keyword(s):  
New York ◽  
Student Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Social Impact ◽  
Teaching Experience ◽  
Exact Test ◽  
Holistic Understanding ◽  
Age Range

Objectives. The March 2020 lockdown mandated institution closures and forced educators to provide remote instruction. We intended to gain an in-depth and holistic understanding of dental faculty’s experience and perceptions during this mandatory shift. Insights were gathered in 6 key areas: prior remote instruction experience; magnitude of transition and frequency of instruction methods used; training received; preferred teaching methods based on how they promote student learning, interaction, engagement, and performance; social impact; and future of teaching. Methods. An anonymous QualtricsXM survey was distributed to all dental faculties at University of Detroit Mercy in May 2020. Data was collected over a three-week period and analyzed using Statistical Package for the Social Sciences (SPSS) Statistics 26 (IBM; Armonk, New York, USA). Pearson chi-squared test and Fisher’s exact test were used to evaluate categorical data. Results. Out of the 30 participants who transitioned to online remote instruction, 16 (53.3%) reported an age between 30 and 49 years and 14 (46.7%) reported ≥50 years of age. Our analysis revealed that faculty in 30–49-year age range had no prior online synchronous teaching experience. The transition was described as interesting, useful, time-consuming, and challenging. In-person live teaching received highest number of first place rankings (50%), and online asynchronous method received highest number of last place rankings (42.86%). Faculties in >50 year age range expressed maximum satisfaction with online small-group discussions, and those in 30–49 years age group were more satisfied with one-on-one online discussion. Conclusion. Our study finds that the faculty tends to gravitate to online methods that are similar to or mimic their past in-person teaching environment. Forced remote instruction gave new content delivery experiences to faculties of all ranges of age and experience in teaching. This exposure is likely to result in a more widespread adoption of a variety of instructional methods in future. Our study strongly suggests that traditional in-person instruction is the preferred method for delivery of content and is likely better for student learning. Majority of the faculties believed that the future of dental education would be a mix of both in-class and online instruction. In summer and fall 2021, our institution adopted hybrid, flexible models for didactic instruction to allow students the opportunity to digest content in their preferred method. Careful planning and systematic, continued training will be required to enhance technological skills and to incorporate newer models into didactic and clinical instruction. For the success of blended learning, courses will need redesigning of assessment methods, commitment, and support from administrators.

scholarly journals STORING THE INFORMATION INTO LONG TERM MEMORY AND ITS IMPACTS ON LEARNING MATHEMATICS

2013 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Fitriati
Keyword(s):  
Learning Strategies ◽  
Mathematics Learning ◽  
Knowledge Retention ◽  
Memory Storage ◽  
Long Term Memory ◽  
Mathematics Students ◽  
Potential Implication ◽  
Term Memory ◽  
Learning Mathematics

Memory obviously plays an important role in knowledge retention. In particular, when learning mathematics students claim that much of what is taught in classrooms is soon forgotten and learning mathematics is difficult or not interesting. Neuroscience, through its study on long term memory, has tried to identify why these phenomena occur. Then some possible solutions are suggested. Understanding the processes of memory storage including acquisition, consolidation, recoding, storing and retrieval helps teachers to efficiently plan for effective learning activities. Therefore, this paper outlines the potential implication of long term memory to mathematics learning as well as suggests some learning strategies that might solve students‟ and teachers‟ problem in learning mathematics.

scholarly journals Analysis on the Innovation Ways of Student Management in Vocational Colleges in the New Era

2020 ◽  
Vol 9 (3) ◽  
pp. 110
Author(s):  
Yuan Zheng
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Vocational School ◽  
Vocational Schools ◽  
Online Homework ◽  
School Students ◽  
New Era ◽  
Student Management ◽  
Continuous Progress ◽  
Vocational Colleges

With the continuous progress of modernization, for vocational school students, they have more learning means and more ways to obtain information, such as using micro blog, wechat, and other micro communication carriers. And teachers also have more teaching methods, such as online teaching and setting online homework for students. Mankind has entered a new era. In this new era, vocational school student management is facing both opportunities for development, but also facing new problems and challenges. Therefore, on this basis, this paper will analyze the new scheme of student management in vocational schools in the new era, and put forward new cognition and understanding for the management of students

scholarly journals Student's Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Changcheng Wu ◽  
Bin Jing ◽  
Xue Gong ◽  
Ya Mou ◽  
Junyi Li
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Online Teaching ◽  
Value Theory ◽  
Equation Modeling ◽  
Behavioral Engagement ◽  
Learning Context ◽  
Academic Emotions ◽  
Learning Satisfaction ◽  
Learning Platform

Background: Based on the control-value theory (CVT), learning strategies and academic emotions are closely related to learning achievement, and have been considered as important factors influencing student's learning satisfaction and learning performance in the online learning context. However, only a few studies have focused on the influence of learning strategies on academic emotions and the interaction of learning strategies with behavioral engagement and social interaction on learning satisfaction.Methods: The participants were 363 pre-service teachers in China, and we used structural equation modeling (SEM) to analyze the mediating and moderating effects of the data.Results: The main findings of the current study showed that learning strategies influence students' online learning satisfaction through academic emotions. The interaction between learning strategies and behavioral engagement was also an important factor influencing online learning satisfaction.Conclusions: We explored the internal mechanism and boundary conditions of how learning strategies influenced learning satisfaction to provide intellectual guarantee and theoretical support for the online teaching design and online learning platform. This study provides theoretical contributions to the CVT and practical value for massive open online courses (MOOCs), flipped classrooms and blended learning in the future.

scholarly journals A Comparison of Learning Styles Among Seven Health Professions: Implications for Optometric Education

2003 ◽  
Author(s):  
Patrick Hardigan ◽  
Stanley Cohen
Keyword(s):  
Learning Styles ◽  
Student Retention ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Null Hypothesis ◽  
Descriptive Study ◽  
Osteopathic Medicine ◽  
Occupational Therapy Students ◽  
Optometric Education ◽  
Exclusive Focus

Educational research and development efforts are most often directed at the improvement of teaching while neglecting students’ learning styles. Besides being marginally effective, an exclusive focus on improving teaching methods may lead to reinforcement of inappropriate and nontransferable learning strategies. As such, this study is being undertaken to determine if differences in personality style exist among health profession students. This retrospective-descriptive study tested the null hypothesis “there is no difference in personality traits between osteopathic medicine, pharmacy, physical therapy, physician assistant, dental medicine, optometry and occupational therapy students.” Differences as well as similarities were discovered across all seven professions. Implications for instruction, student retention and practice are provided.

scholarly journals THE CONE OF EXPERIENCE IN TEACHING MATHEMATICS SYNCHRONOUSLY AND ASYNCHRONOUSLY

InterConf ◽  
2021 ◽  
pp. 218-226
Author(s):  
Diana Bîclea
Keyword(s):  
Information Processing ◽  
Teaching Methods ◽  
Online Teaching ◽  
Digital Tools ◽  
Teaching Mathematics ◽  
Learning Approaches ◽  
School Subject ◽  
Teaching Online ◽  
Teaching Tools

Teaching online is a new challenge for every single teacher. Mathematics in particular remains the school subject that requires special teaching tools. This article describes Edgar Dale’s «Cone of experience» and Bruner’s learning approaches for synchronous and asynchronous teaching in Mathematics. It also describes the most important tools that can be used for online teaching in a combination of both formats, asynchronous and synchronous. These teaching methods are described not only in terms of digital tools, but also in terms of Jerome Bruner’s theories on information processing.

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