The Development of Online Active Learning Management with Application for Pre-service Teachers

The technological breakthrough grows rapidly and plays an important role in our daily life. It is allowed people to communicate with teachers, instructors, students, and friends. Thus, learning management between teachers and students should be adjusted by using a variety of technical materials to support their learning ability. The purposes of this study were to develop online active learning management with application for pre-service teacher. The participants were 30 Early Childhood students, Suan Sunundha Rajabhat University. The findings revealed that the online learning efficiency was 88.06/85.67. The experimental outcome reveals that learning achievement is significantly different from before the use of online learning, at the statistical level of 0.05. After applying the online learning in the classroom, learning retention dropped down not less than 20%. The results can be concluded that the participants have learning retention after the use of the online learning.

Technologies-enhanced Anatomical Study in Undergraduate Medical Students

Anatomy is an essential pre-clinical subject of undergraduate medical education. The traditional practical studies on cadavers are widely used in medical schools. It enhances active and deep learning, preparing students for clinical practice. However, the high costs, the time-consuming, and the health problems, which the staff exposed to chemical hazards are considered. Computer-based learning (CBL) technologies can increase the efficiency of students in understanding anatomy. This review provides an overview of CBL technologies such as Anatomage table 7.0, zSpace, Complete Anatomy app, and 4D Interactive Anatomy that prepare Ramathibodi (RA) medical students for enhanced anatomical understanding and self-learning. The integration methods between traditional cadaveric dissection and the CBL in the curriculum can enhance the classroom experience, student engagement, learning, retention, and improvement of RA medical student's knowledge in anatomy.

PRESERVICE SOCIAL STUDIES TEACHERS’ OPINIONS ABOUT MOBILE AUGMENTED REALITY APPLICATIONS

The aim of this study is to reveal the opinions of social studies preservice teachers about their experiences during an action research on mobile augmented reality. In line with the aim of the study, a total of 46 preservice teachers (25 female, 21 male) studying in the second year of a social studies education program of a state university in the spring semester of the 2018-2019 academic year were determined as the study group. In the data collection phase of the research; focus group interviews, researcher diaries, observation reports were used. During the interview data analysis, the content analysis method was used. The findings obtained from the interviews were also supported by the observation and researcher diaries. Finally, the data about the devices that the participants have and their level of using these devices were collected through the personal information form, and then tabulated and interpreted. The knowledge background of the participants required to perform Mobile Augmented Reality (MAR) activities was found to be inadequate. The participants reported that the use of AR on mobile devices increases accessibility, fosters interest, supports active participation, and improves perception. On the other hand, they reported that that its use in education concretizes the abstract concepts, ensures learning retention, enhances success and encourages collaborative learning. The MAR was also found to be perception-changing, enjoyable, motivating, growth-enhancing, and facilitative from students’ perspective. From educators’ perspective, the findings indicate that MAR increases productivity, supports the resourcefulness of the teacher, and keeps the teacher social.

Learning retention in mathematics over consecutive weeks: Impact of motivated forgetting

<span>Retention is the ability to retain information in the mind, either in short-term or long-term memory. Memory in the long-term is more ideal. Thus, this has become a challenge for educators on how to transfer ideas in short-term memory to long-term memory. To concretize the effect of time on mathematics learning retention, a randomized pre-test post-test x groups design, using matched subjects was used in the study. Seven matched groups of students were identified, and took the pre-test as the basis of the initial amount of learning, after which a group of students was assigned to take the post-test every week for seven weeks. The post-tests results were the basis of the amount of retained learning of the students. The study found out that: i) The amount of retained learning among the students diminished following a negative exponential curve; ii) The amount of retained learning was comparably equal with the initial amount of learning up to the second week; iii) The amount of retained learning became incomparable with the initial amount of learning after the third week; and iv) The concepts in the knowledge level had a great chance to be remembered while the concept with analysis level was prone to motivated forgetting.</span>

Utilization of the Teacher-Made Strategic Intervention Material with Google Classroom in Improving the Performance of the Challenged Learn-ers

This classroom-based action research aimed to improve the performance of the challenged learners in Physical Science. The combination of Strategic Intervention Material (SIM) with the aid of Google Classroom was employed as an innovation to help the respondents master the competency-based skills that they were not developed during regular classroom teaching. In a combination of qualitative and quantitative designs, this research employed observation and participation, survey, and content-based assessment as data-gathering instruments. There were 40 identified challenged learners selected purposively (10 students for each of the four sections) based on their achievement scores after the long quiz, who took part in the study. The quantitative data were processed through Statistical Package for Social Sciences (SPSS), while the obtained qualitative data were interpreted using the phenomenological methodology. Results revealed an increase in the performance level of the challenged learners based on the increase of the mean percentage score of the posttest. Additionally, it showed that SIM promotes learning retention based on their scores in the delayed-posttest, and Google classroom motivates their learning intention towards the subject, Physical Science.

047 Fear-Potentiated Startle and Sleep in Trauma-Exposed Men and Women with and without PTSD

Introduction Animal and human studies indicate that fear conditioning disrupts subsequent sleep, including REM sleep (REMS). REMS is thought to be central to fear information processing. We utilized an afternoon nap protocol to examine the effects of fear-potentiated startle (FPS), a variant of fear conditioning, on subsequent sleep integrity and REMS in trauma-exposed participants with varying levels of PTSD. We also examined the effects of changes in sleep integrity and REMS on subsequent retention and extinction of pre-sleep learning. Methods Participants (N=47) participated in 3 nap visits. The first was an adaptation nap. The second and third nap visits were counterbalanced: a stress-condition nap, during which participants underwent FPS procedures prior to a nap and assessment of retention of fear and safety signal learning and fear extinction after the nap, and a control visit during which participants had a nap opportunity without stressful procedures. Canonical correlation analysis assessed the relationship between FPS responses and change in subsequent sleep relative to a control nap, as well as the relationship between change in sleep from control to stress condition and both subsequent fear and safety learning retention, and subsequent extinction. Results Results demonstrated a relationship between fear learning and change in sleep and supported a relationship between safety signal learning and subsequent REMS, as well as differential conditioning and wake after sleep onset. Sleep did not predict measures of fear retention or extinction. PTSD symptoms did not predict fear learning or sleep measures. Conclusion These findings replicate prior work showing a relationship between safety learning and REMS, suggesting that this is a core mechanism through which stress impacts fear processing. Further research is critical to further understand this effect, and to examine how different aspects of fear learning impact different components of sleep. This study also demonstrates that nap studies can be a valuable approach for studying the stress-sleep relationship. Support (if any) VA Career Development Award to Dr. Richards (5IK2CX000871-05)