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Tanaka, Hirofumi. "Tutorial Lecture – Research Without Data Acquisition." Medicine & Science in Sports & Exercise 38, Supplement (May 2006): 49. http://dx.doi.org/10.1249/00005768-200605001-00206.
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Tanaka, Hirofumi. "Tutorial Lecture – Research Without Data Acquisition." Medicine & Science in Sports & Exercise 38, Supplement (May 2006): 49. http://dx.doi.org/10.1249/00005768-200605001-00347.
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Marone, Jane R., Shivam C. Thakkar, Neveen Suliman, Shannon I. O’Neill, and Alison F. Doubleday. "Social media interruption affects the acquisition of visually, not aurally, acquired information during a pathophysiology lecture." Advances in Physiology Education 42, no. 2 (June 1, 2018): 175–81. http://dx.doi.org/10.1152/advan.00097.2017.
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Poor academic performance from extensive social media usage appears to be due to students’ inability to multitask between distractions and academic work. However, the degree to which visually distracted students can acquire lecture information presented aurally is unknown. This study examined the ability of students visually distracted by social media to acquire information presented during a voice-over PowerPoint lecture, and to compare performance on examination questions derived from information presented aurally vs. that presented visually. Students ( n = 20) listened to a 42-min cardiovascular pathophysiology lecture containing embedded cartoons while taking notes. The experimental group ( n = 10) was visually, but not aurally, distracted by social media during times when cartoon information was presented, ~40% of total lecture time. Overall performance among distracted students on a follow-up, open-note quiz was 30% poorer than that for controls ( P < 0.001). When the modality of presentation (visual vs. aural) was compared, performance decreased on examination questions from information presented visually. However, performance on questions from information presented aurally was similar to that of controls. Our findings suggest the ability to acquire information during lecture may vary, depending on the degree of competition between the modalities of the distraction and the lecture presentation. Within the context of current literature, our findings also suggest that timing of the distraction relative to delivery of material examined affects performance more than total distraction time. Therefore, when delivering lectures, instructors should incorporate organizational cues and active learning strategies that assist students in maintaining focus and acquiring relevant information.
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Schynoll, Gerald, Justin Perog, Paul J. Feustel, and Raymond Smith. "Curriculum Transition From Lecture-Based to Team-Based Learning is Associated With Improved Performance on Internal Medicine In-Training Examination." Journal of Graduate Medical Education 13, no. 5 (October 1, 2021): 691–98. http://dx.doi.org/10.4300/jgme-d-20-01164.1.
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ABSTRACT Background Team-based learning (TBL) is an alternative to traditional lectures in graduate medical education, but evidence is scarce regarding its impact on knowledge acquisition and standardized testing performance. Objective We examined the association between resident performance on the Internal Medicine In-Training Examination (IM-ITE) and these 2 educational methods. Methods In 2013, the internal medicine residency program at Albany Medical College transitioned from a lecture-based curriculum to TBL. Residents enrolled in academic years 2011–2012 and 2012–2013 comprised the lecture cohort, and those enrolled in 2015–2016 and 2016–2017 the TBL cohort. Covariates included the type of medical school attended, gender, and United States Medical Licensing Examination Step 2 Clinical Knowledge scores. We performed univariate analysis and multivariable regression to determine the association between covariates and ITE scores. Results Of 120 residents, 60 were in the lecture cohort and 60 in the TBL cohort. The IM-ITE percent correct scores were higher with TBL than lecture (PGY-1 61.0% vs 55.0%, P < .001; PGY-2 69.0% vs 59.7%, P < .001; PGY-3 73.2% vs 61.7%, P < .001). In a multivariable regression analysis of 3 PGYs combined, the transition from lecture to TBL resulted in an increase in IM-ITE Z-score of 0.415 (P < .001), equivalent to 0.415 SD, when including the effects of all covariates. Conclusions Compared to a lecture-based curriculum, TBL was associated with improved resident medical knowledge acquisition as evidenced by higher IM-ITE scores.
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Sprenger-Charolles, Liliane, and Danielle Béchennec. "Sciences cognitives et acquisition de la lecture-écriture." Revue française de linguistique appliquée II-2, no. 2 (1997): 35. http://dx.doi.org/10.3917/rfla.022.0035.
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Kluwin, Thomas N. "The Acquisition of Content from a Signed Lecture." Sign Language Studies 1048, no. 1 (1985): 269–86. http://dx.doi.org/10.1353/sls.1985.0014.
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Sooryah, N., and Dr K. R. Soundarya. "Live Captioning for Live Lectures – An Initiative to Enhance Language Acquisition in Second Language Learners, through Mobile Learning." Webology 17, no. 2 (December 21, 2020): 238–43. http://dx.doi.org/10.14704/web/v17i2/web17027.
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World is networked through internet today. There are various mobile Applications, which help people in many different ways, based on the purpose of the application. Due to the pandemic lockdown, now-a-days, the classes are conducted online, through modes like, video lectures and video conferencing. Apart from the forced school environment, one can create their own environment to study through online classes. Apart from the established online courses that already have study material and subtitles, the live classes for under graduate students, who begin to explore online education, get the first blow in understanding and educating themselves. Many students find it difficult to listen to lectures through video conferencing because of a cluster of students with different proficiency levels. In a classroom scenario, with the use of blackboard method or power-point presentation, the students somehow get the idea of the subject. That way, if not by listening to the teacher, visual aids help the students to grasp in a better fashion. The purpose of this study is to propose the development of a mobile application, to reduce the difficulties in listening lectures online. The application might act as a caption provider in the video lecture that helps the students to comprehend the subject better. This study is based on a survey taken among 100 undergraduate students from a particular institution in India, to enquire the hardships and hurdles of learning through online lectures. The result of the analysis provided the preference of captioned videos in video lectures for enhancing the purpose of online lectures. This study tries to prove the hardships of non-native speakers of English, while attending video lectures and providing a solution to the aforementioned, based on the survey, by implementing the idea of a mobile application to provide captions, during the live lecture.
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Ariani, Dini, Hani Septiani, and Yanti Srinayanti. "The Effects of Using E-Leaflet and Lecture Methods on Maternal Knowledge Regarding Stunting Prevention in Toddlers." Genius Journal 5, no. 1 (June 30, 2024): 6–11. http://dx.doi.org/10.56359/gj.v5i1.329.
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Objective: The objective of this research is to assess the impact of utilizing e-leaflets and lecture methods on the knowledge of mothers with toddlers in stunting prevention. Method: A quasi-experimental approach with a pre-test/post-test two-group research design was employed. The participants in this study consisted of 40 mothers of toddlers, and data collection was done using a questionnaire. Result: The significance value (2-tailed) was found to be 0.0043, which is less than 0.05. This leads to the conclusion that there is a significant disparity in knowledge before and after providing the e-leaflet and lecture. Conclusion: The research highlights a significant disparity in knowledge acquisition following the distribution of e-leaflets and lectures among mothers of toddlers.
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Simmons, Meinou, and Paul Wilkinson. "Lectures versus case discussions: randomised trial of undergraduate psychiatry teaching." Psychiatrist 36, no. 4 (April 2012): 146–50. http://dx.doi.org/10.1192/pb.bp.111.035576.
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Aims and methodTo test whether medical students find case-based discussion of child psychiatry more educationally stimulating and more enjoyable, and whether this leads to greater knowledge acquisition than traditional didactic lectures. Four cohorts of Cambridge medical students (n = 54) were randomised to case-based discussion or traditional didactic lectures for two topics in their psychiatry placements. Enjoyment and stimulation were determined by feedback forms; knowledge acquisition was tested by an end-of-placement exam.ResultsStudents in case-based discussion groups scored significantly higher than students in the lecture groups in the extent to which they enjoyed the teaching session (P = 0.006); the extent to which they understood the principles of management of real-life patient problems (P = 0.044); and their interest in looking up further information (P = 0.003). There was no significant difference in exam performance (P = 0.9).Clinical implicationsMedical students find case-based discussion more engaging and enjoyable than didactic lectures, with no reduction in exam performance.
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Herianto, Edy, Dahlan Dahlan, I. Nengah Agus Tripayana, Basariah Basariah, and Rr Nanik Setyowati. "Blended learning model based on portfolio and HOTS: How is it developed in LPTKs?" International Journal for Educational and Vocational Studies 4, no. 1 (February 28, 2022): 46. http://dx.doi.org/10.29103/ijevs.v4i1.6299.
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During the covid-19 pandemic, learning can no longer be done directly. LPTKs are given the option to organize blended learning, a mixture of offline and online. The main problem is how to develop blended learning, which includes portfolio focus and HOTS? This is development research. The aim is to find, develop and validate a product produced during 2020/2021, even the semester lecture process. The resulting learning products can be in the form of lecture handouts, final assignments, and lecture textbooks resulting from the application of portfolio-based and HOTS-based blended learning models. The process to be carried out in the development of learning products includes 1) planning (preliminary studies, proposal making), 2) product development, 3) product trials and revisions, and 4) dissemination and utilization. The results of the discussion on the acquisition of existing data can be concluded that the blended, portfolio, and HOTS-based learning activities have been carried out smoothly and comprehensively. The implementation of blended learning can be seen in the discussion of online and offline lectures and offline lecture exams. The student activity portfolio is contained in lecture activities, individual and group assignments, and individual exams. HOTS content is contained in assignments individually and in groups.
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Desselle, Bonnie C., Robin English, George Hescock, Andrea Hauser, Melissa Roy, Tong Yang, and Sheila W. Chauvin. "Evaluation of a Faculty Development Program Aimed at Increasing Residents' Active Learning in Lectures." Journal of Graduate Medical Education 4, no. 4 (December 1, 2012): 516–20. http://dx.doi.org/10.4300/jgme-d-11-00209.1.
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Abstract Background Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Methods Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Results Responses to the workshop questionnaire (n = 32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P = .02) and solicited justifications for answers (P = .01). Conclusion A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.
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Sprenger-Charolles, Liliane. "Acquisition de la lecture et de l'écriture en français." Langue française 95, no. 1 (1992): 49–68. http://dx.doi.org/10.3406/lfr.1992.5771.
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Islamovich, Ruziev Shukhrat. "FACTORS OF INCREASING STUDENT ACTIVITY IN HIGHER EDUCATION TRAINING SESSIONS." International Journal of Pedagogics 4, no. 1 (January 1, 2024): 58–65. http://dx.doi.org/10.37547/ijp/volume04issue01-12.
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In order to activate the educational activities of higher education students, to increase the quality and effectiveness of their training, the acquisition of knowledge, the formation of skills and abilities is a complex dynamic process, there are organizational forms of training as a result of the emergence of various tasks, ways, methods and tools of studying the educational material. today, one of the forms of education in the activity of modern educational institutions is the use of lectures, the organization of lecture classes is a very complicated and labor-intensive activity, and the lecture class is organized on the basis of the intellectual potential of an experienced teacher with a high level of pedagogical skills, only science is used in the lecture , without giving information about the basics of the subject, educate students from a socio-ideological point of view, the main goal of the lecture is to develop the students' independent thinking skills, to improve their knowledge and activity skills, and to improve their worldview, to increase the quality and efficiency of their training in order to activate the learning activities of their students. issues of organizationbased on the innovative approach and the use of modern technologies and methods are interpreted.
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Kaskova, L. F., N. A. Morgun, A. V. Artemiev, I. Yu Vashchenko, L. F. Chupryna, N. V. Yanko, and G. O. Akzhytova. "THE STUDY OF STUDENTS’ PREFERENCES FOR THE ORGANIZATION OF THE EDUCATIONAL PROCESS." Ukrainian Dental Almanac, no. 2 (June 27, 2022): 80–85. http://dx.doi.org/10.31718/2409-0255.2.2022.14.
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Relevance. Currently one of the most problems for academic teaching staff members at the higher medical education institutions is the improvement of motivation, quality of education, and professional level of higher education students, studying according to the educational program of the second (master’s) level of higher education, the field of knowledge 22 Healthcare, the specialty 221 Dentistry, educational qualification the Master of Dentistry. The international students of Poltava State Medical University (PSMU) with the English form of education are the cohort with a wide range of various cultures, experience, personalities, and preferences and studying styles. It is necessary to take into account for the students’ educational needs aimed to strengthen of their motivation and learning outcomes.
Methods and Material. To determine the students’ preferences regarding the learning strategies, we have developed a questionnaire in the English and the Ukrainian languages for monitoring. The first (A1) study group consists of 108 PSMU students of the 4th-5th year of study at the Dental Faculty with the English form of education. The second (A2) study group involves 50 students, citizens of Ukraine. The questionnaire has been composed of three sections. The first section contains the data on the student’s gender. The second part has been devoted to the organization of a lecture (the desired beginning of the lecture and its duration). The third section has been based on personal survey questions about the methodology of the lecture conduct: the multimedia presentation of the lecture has been made by the PowerPoint software, which was conducted by the option I – offline, the option II – online without providing a methodical lecture material in advance, and the option III – the online lecture with the provision of the material. The questions were answered by the students according to the 3-point Likert scale (1 person– agree, 2 persons – neutral, 3 persons – do not agree. The results were processed with MS Excel and analyzed by the online calculator using the Chi-square test.
Results and Discussion. The study involved 108 PSMU international students of the English form of studying; there were 70 males (64.8%) and 38 females (35.2 %) among them.
Based on the resulting data, we propose to take into account the opinion of international students with the English form of studying. They are to give preference to later time for lectures during the drawing up the schedule of lectures by the Department of Affairs, Education and research, and to introduce a flexible scale of lecture time depending on the semesters and the year of study.
Our sresearch concerning the duration of lectures for the international students proved the priority advantage of a 40-minute micro-lecture. The preference has been given to a 30 and 50-minute lecture.
Based on the results we propose to take into account the opinion of international students with the English form of studying who prefer the later time for lectures. The obtained results on the provision of premultimedia materials of lectures on the university’s website, in our opinion, allow international students to
master the material in their free time, which improves the perception of lecture material during the lecture presentation, and use this material during practical classes and preparation for the semester session.
Conclusions. Our studies have demonstrated that the optimal time of micro-lecture is 40 minutes, which completely coincides with the duration of the lecture at PSMU. Tutors-dentists should take into account the time of the day when they plan to conduct a lecture in accordance with the semester schedule for students of the 4th and 5th years of study. The survey shows that providing students with a complete informational lecture block in the form of PowerPoint presentations in advance, before the scheduled lecture, significantly improves the perception of the lecture.
Preliminary acquaintance with the methodological material of the lecture allows ensure better acquisition of the material during the online lecture, and later the students have the possibility to prepare for a practical class and session.
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Mkpa, Mkpa A. "A STUDY OF THE EFFECTS OF SPECIFIC INSTRUCTIONAL OBJECTIVES ON THE ACQUISITION OF INTENDED AND UNINTENDED LEARNING CONTENT." Sokoto Educational Review 1, no. 1 (March 3, 1986): 8. http://dx.doi.org/10.35386/ser.v1i1.4.
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This study sought to determine the effect of specific objectives on the acquisition of intended and unintended learning content. It has hypothesized that the experimental and control groups would not differ in their acquisition of intended and unintended learning. The subjects were 82 undergraduates randomly assigned to the experimental (E) and Control (C) groups.The post-test only control group design was employed whereby the E group had specific objectives inserted in their typed lecture. The C group received the same lecture without any objectives. After 2 hours study of the lecture material, a teacher-made post-test, the items of which were partly referenced to the specific objectives, was administered to the two groups. Using ANOVA to analyse the post-test data, the E groups performed significantly better in the test items referenced to the objectives. But the control excelled in the items not referenced to the objectives. The implications of the study are highlighted.
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Panggabean, Ellis Mardiana. "Effectiveness of using Conceptualized Acqusition with Open Ended Quessisted Model to Improve Student's Critical Thinking Ability." Eduvest - Journal of Universal Studies 2, no. 4 (April 20, 2022): 724–34. http://dx.doi.org/10.59188/eduvest.v2i4.421.
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In learning activities that are oriented to the needs and abilities of students, it is necessary to provide a variety of learning situations that are adequate for the material which is presented and this should be tailored to the abilities and characteristics of students. This study aims to describe the effectiveness of conceptualized acquisition with open ended question-assisted model in improving critical thinking ability of students. The research design is the control group of pre-test post-test to the students of mathematics education program at Muhammadiyah University in North Sumatra. Based on the results of data analysis, it is found that the critical thinking ability of students who are taught with Conceptualized Acquisition with Open Ended Question-Assisted Model is better than the critical thinking ability of students who are taught with conventional learning model on lectures of Algebra Structure II and Conceptualized Acquisition with Open Ended Question-Assisted Model are effective in improving the critical thinking ability of students in the lecture of Algebra Structure II.
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Galvão, Neiandro Santos, Matheus Lima Oliveira, Francine Kühl Panzarella, Ricardo Raitz, and José Luiz Cintra Junqueira. "Traditional lecture versus PBL tutorials in Dental students’ knowledge acquisition." Revista da ABENO 18, no. 4 (January 30, 2019): 76–84. http://dx.doi.org/10.30979/rev.abeno.v18i4.757.
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Atualmente os educadores recomendam modelos mais dinâmicos focados no desenvolvimento do pensamento crítico, aprendizado ativo e solução de problemas. Este estudo quantitativo prospectivo teve como objetivo comparar o efeito de dois formatos de instrução - aulas tradicionais e aprendizagem baseada em problemas (ABP) - sobre o conhecimento de estudantes de odontologia do segundo ano em Radiologia Odontológica. Os estudantes foram alocados aleatoriamente em dois grupos: grupo controle n = 64 (tradicional) e grupo experimental n = 65 (ABP), ambos submetidos a um curso de Radiologia Odontológica em diferentes momentos - grupo controle no primeiro semestre de 2015 e como grupo experimental no segundo semestre do mesmo ano. Em 2016, um teste contendo 30 questões em radiologia oral foi aplicado para estudantes de ambos os grupos avaliarem sua aquisição de aprendizagem. As questões abrangiam três domínios: princípios gerais, radiobiologia/radioproteção e técnica/ interpretação. O escore final dos estudantes foi comparado entre os dois grupos pelo teste de Mann-Whitney. O nível de significância foi estabelecido em 5% (α = 0,05). Os valores médios do escore final dos estudantes dos grupos controle e experimental foram, respectivamente, 15,11 e 15,58, sem diferença estatisticamente significativa entre eles (p> 0,05). Além disso, não houve diferença estatisticamente significante (p> 0,05) entre os dois grupos, mesmo quando os domínios foram analisados separadamente. Em conclusão, o formato de tutoriais do ABP não teve influência direta na aquisição de conhecimento para esses estudantes.
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Content, Alain, José Morais, Jesus Alegria, and Paul Bertelson. "Acquisition de la Lecture et Analyse Segmentale de la Parole." Psychologica Belgica 26, no. 1 (January 1, 1986): 1. http://dx.doi.org/10.5334/pb.740.
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Wang, Zuo, Eiko Yoshida Kohno, Kenji Fueki, Takeshi Ueno, Yuka Inamochi, Kazuki Takada, and Noriyuki Wakabayashi. "Multilevel factor analysis of flipped classroom in dental education: A 3-year randomized controlled trial." PLOS ONE 16, no. 9 (September 10, 2021): e0257208. http://dx.doi.org/10.1371/journal.pone.0257208.
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Purpose Previous studies have rarely attempted to test the confounding factors that may affect learning outcomes of the flipped classroom. The purpose of this study was to assess how flipped classrooms affect the acquisition of knowledge in clinical dental education based on multilevel factor analysis. Method The authors conducted a 3-year (2017, 2018, and 2019) randomized controlled trial in a series of introductory prosthodontics courses in dental education. A total of 137 participants were randomly assigned to flipped classroom (n = 70, 51%) or lecture (n = 67, 49%) formats. The flipped group was instructed to self-learn knowledge-based content through online preparation materials, including videos and text, while the lecture group was given text only. Both groups were provided with the same study content and opportunities for different styles of learning. The session attendance rate and number of times the materials were accessed were monitored. Individual and team readiness assurance tests (IRAT/TRAT) were conducted to evaluate knowledge acquisition. A multilevel linear regression analysis was conducted on both instructional styles (flipped vs. lecture) as an intervention factor, and confounding factors that could affect the outcomes were implemented. Results The average number of online accesses was 2.5 times per session in the flipped group and 1.2 in the lecture group, with a significant difference (p < .05). The average IRAT score was significantly higher in the flipped than in the lecture group (effect size [ES] 0.58, p < .001). The number of online accesses was significantly and positively correlated with IRAT scores (0.6 [0.4, 0.8]). The instructional style was significantly and positively correlated with TRAT scores (coefficient [95% confidence interval]: 4.6 [2.0, 7.3]), but it was not correlated with IRAT (4.3 [-0.45, 9.0]). Conclusions The flipped classroom was more effective than the lecture format regarding knowledge acquisition; however, the decisive factor was not the instructional style but the number of individual learning occasions. The employment of the flipped classroom was the decisive factor for team-based learning outcomes.
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Buesing, Jessica, Yingjie Weng, John Kugler, Libo Wang, Ondrej Blaha, Jason Hom, Neera Ahuja, and Andre Kumar. "Handheld Ultrasound Device Usage and Image Acquisition Ability Among Internal Medicine Trainees: A Randomized Trial." Journal of Graduate Medical Education 13, no. 1 (February 1, 2021): 76–82. http://dx.doi.org/10.4300/jgme-d-20-00355.1.
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ABSTRACT Background There is insufficient knowledge about how personal access to handheld ultrasound devices (HUDs) improves trainee learning with point-of-care ultrasound (POCUS). Objective To assess whether HUDs, alongside a yearlong lecture series, improved trainee POCUS usage and ability to acquire images. Methods Internal medicine intern physicians (n = 47) at a single institution from 2017 to 2018 were randomized 1:1 to receive personal HUDs (n = 24) for patient care/self-directed learning vs no-HUDs (n = 23). All interns received a repeated lecture series on cardiac, thoracic, and abdominal POCUS. Main outcome measures included self-reported HUD usage rates and post-intervention assessment scores using the Rapid Assessment of Competency in Echocardiography (RACE) scale between HUD and no-HUD groups. Results HUD interns reported performing POCUS assessments on patients a mean 6.8 (SD 2.2) times per week vs 6.4 (SD 2.9) times per week in non-HUD arm (P = .66). There was no relationship between the number of self-reported examinations per week and a trainee's post-intervention RACE score (rho = 0.022, P = .95). HUD interns did not have significantly higher post-intervention RACE scores (median HUD score 17.0 vs no-HUD score 17.8; P = .72). Trainee confidence with cardiac POCUS did not correlate with RACE scores. Conclusions Personal HUDs without direct supervision did not increase the amount of POCUS usage or improve interns' acquisition abilities. Interns who reported performing more examinations per week did not have higher RACE scores. Improved HUD access and lectures without additional feedback may not improve POCUS mastery.
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Scarcella, Robin. "Conversational Analysis in L2 Acquisition and Teaching." Annual Review of Applied Linguistics 9 (March 1988): 72–91. http://dx.doi.org/10.1017/s0267190500000817.
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Over the past ten years, conversational analysis “CA” has come to wield a significant influence on second language “L2” acquisition and teaching. It originally developed out of a school of sociology called ethnomethodology, develped by Garginkel (1967). Following the work of Garfinkel, Sacks and his colleagues, Schegloff and Jefferson, establised CA, the study of the structural organization of ordinary conversation,. Sack' lecture notes (1964–1972), which comprise appeoximately 2,000 pages, continue to provide a foundation for contemporary CA. In explaining why he developed a framework for CA, Sacks states:
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A.N., Sabu. "Comparative Study of Project Based Learning Over Lecture in Acquisition of 3D Anatomical Knowledge in Medical Students." Journal of Evolution of Medical and Dental Sciences 11, no. 1 (January 31, 2022): 222–27. http://dx.doi.org/10.14260/jemds/2022/43.
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BACKGROUND Many students attending ENT clinical postings were found to have difficulty in conceptualising the 3-dimensional (3 D) anatomy of the ear, nose and throat. Students in project-based learning (PBL) classrooms obtained higher scores than students in traditional classrooms. PBL using clay model and modelling compound have been successfully used to improve the 3 D anatomical understanding in medical students. The purpose of this study was to compare the effectiveness of PBL over lecture in the acquisition of 3 D anatomical knowledge among third-year undergraduate medical students and also to understand the student perception towards PBL. METHODS This quasi-experimental study was done at GMC, Ernakulam among 84 third-year undergraduate medical (MBBS) students who had given consent for the study. They were divided into 3 batches according to roll numbers (28 students in each). Two topics in ENT anatomy were selected. 14 students of one batch attended lecture class, while the remaining 14 attended PBL class. This was repeated for the remaining two batches. In the next week, a cross-over was given for the second topic. Pre-test and post-test for both topics were administered to all the students before and after the sessions. Feedback regarding the student perceptions about PBL was obtained. RESULTS There was a statistically significant difference between the mean of pre-test and post-test scores (p values of 0.001) in both lecture and PBL groups in both topics. The mean of pre-test scores of the lecture group and PBL in both topics did not show any significant difference. There was a statistically significant difference between the mean of post-test scores in the case of nose topic (p value 0.004). 88% of students had a favourable view of PBL as a teaching methodology. There was no statistically significant difference across the genders in their perception of the PBL as a teaching-learning method. (p value 0.314) CONCLUSIONS The study shows that both PBL and lecture brought about significant change in the knowledge level of the student. The students had a favourable opinion regarding PBL as a teaching method. However, PBL was not found to be more beneficial than conventional lecture in the acquisition of knowledge. KEY WORDS Anatomy Education; Medical Education; Project-Based Learning; Didactic Lecture.
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Almagharbeh, Wesam. "Teaching Modalities and Their Effect on Nursing Students Knowledge and Satisfactions." Journal of Curriculum and Teaching 13, no. 2 (May 16, 2024): 308. http://dx.doi.org/10.5430/jct.v13n2p308.
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Nursing education plays a crucial role in preparing healthcare professionals to provide high-quality care in different healthcare settings. The acquisition of knowledge and the development of nursing education, be it online or face-toface, is crucial to ensure that students are competent enough to address the complex challenges of the healthcare work environment. Aim: The primary aim of the study is to compare the knowledge and satisfaction of students pursuing online and lecture-based diploma courses on adult health nursing studies in South Jordan. Methods: Quantitative research was employed, involving a sample from 200 diploma nursing students enrolled across 3 nursing institutions across South Jordan. Two questionnaires were conducted to compare knowledge derived from the syllabus and the content of the courses, and comparison of satisfaction of the course by different teaching styles. A set of multiple-choice questions were asked to students to examine their knowledge about courses and make subsequent comparisons between lecture-based and online courses. Data was collected through surveys to gauge their knowledge along with their satisfaction levels, to evaluate their perceptions about learning experiences. Results: The findings indicated that 79% of students rated face-to-face learning above average, whereas the online learning group showed lower scores amongst the two with 22% reported good results. Also, satisfaction surveys revealed that 69% of students in the face-to-face learning group reported higher levels of satisfaction, primarily because of the feasibility of direct interaction with instructors and peers in the learning environment. Conclusion: The demand for nursing professionals in Jordan continues to grow, entailing the need to explore innovative approaches to education that effectively facilitate knowledge acquisition. Even though online lectures are important for students, the ones attending face-to-face lectures provided more competency and depth in their knowledge when contested for.
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Risbud, M. V. "ROLE OF MITOCHONDRIA IN INTERVERTEBRAL DISC HEALTH AND DISEASE." Orthopaedic Proceedings 106-B, SUPP_1 (January 2, 2024): 101. http://dx.doi.org/10.1302/1358-992x.2024.1.101.
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The hypoxic nucleus pulposus cells were thought to contain few, functionally redundant mitochondria. However in contrast to this widely held notion, new evidence shows presence of functional mitochondrial networks in disc cells. The lecture will discuss this evidence and provide insights into how microenvironmental cues govern mitochondrial function. The lecture will also discuss emerging evidence on how mitochondrial dysfunction of nucleus pulposus cells results in metabolic dysregulation and acquisition of a state that promotes inflammation and degeneration.
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Dods, Richard F. "An Action Research Study of the Effectiveness of Problem-Based Learning in Promoting the Acquisition and Retention of Knowledge." Journal for the Education of the Gifted 20, no. 4 (June 1997): 423–37. http://dx.doi.org/10.1177/016235329702000406.
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This action research study compares the efficacies of problem-based learning (PBL), traditional lecture, and a combination of PBL and traditional lecture to promote understanding and retention of the principle content of an elective science course, biochemistry, taught at a school for talented students. The study utilizes a pre- and post-course self-evaluation of student understanding, a measure of depth of understanding, and a questionnaire designed to determine student satisfaction. Lecture tended to widen the content coverage, while understanding and retention was promoted by PBL. Curriculum must be designed to provide a balance between content coverage and depth of understanding. Due to previous training and perceived needs, students sometimes demand more content coverage than is necessary for a complete and adequate education.
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Mai, Hai Yen, Hang-Nga Mai, Hyun-Wook Woo, and Du-Hyeong Lee. "Impact of the Application of Computer-Based 3D Simulation on Acquisition of Knowledge of Guidance of Mandibular Movement." Applied Sciences 11, no. 1 (December 23, 2020): 60. http://dx.doi.org/10.3390/app11010060.
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Recently, computer-aided three-dimensional (3D) simulation has expanded to modern education. This study aims to investigate the effects of 3D computer simulation on the learning and self-assessment of the guidance of the mandibular movement. Sixty second-grade dental students were randomly distributed into three groups in an occlusion class. Various teaching protocols were used for each group. Students in the first group (lecture (L)) were taught exclusively through a textbook and two-dimensional illustrations. The conventional lecture method followed by computer-aided 3D simulation was applied to the second group (lecture-to-simulation (LtS)). Lastly, students in the third group (lecture with simulation (LwS)) were simultaneously taught using the conventional lecture and computer-aided 3D simulation methods. After teaching each group, a paper-based examination was conducted; actual and expected scores were obtained on the same day as the occlusal class. Analyses of variance with Tukey’s post-hoc analysis were used to compare the teaching protocols, whereas the independent t test was used for comparing between actual and expected scores (α = 0.05). The LwS group exhibited significantly higher actual and student-expected scores than the L and LtS groups (p < 0.001). The expected score was significantly lower than the actual score in the L group (p = 0.035). However, in the LtS and LwS groups, no statistical difference was observed between expected (p = 0.114) and actual (p = 0.685) scores. The distribution of actual scores in the grading systems indicated higher percentages of excellent (grade A) and good (grade B) scores in the LwS (96.7%) and LtS (79.7%) groups, respectively, than in the L group (53.4%). Using computer-aided 3D simulation to teach the guidance of mandibular movement improved the learning outcomes and self-assessment of students, especially when 3D simulation was combined with conventional lecturing.
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Alkhalaf, Maha. "Incidental Learning of L2 Collocations in an Academic Lecture: A Multimedia Theory Perspective." World Journal of English Language 13, no. 6 (June 26, 2023): 480. http://dx.doi.org/10.5430/wjel.v13n6p480.
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This study aimed to examine how L1 Arabic learners incidentally acquire L2 English collocations through various input modes in academic lectures. A quasi-experimental design was employed, involving 87 Arabic learners studying L2 English at a Saudi university. The participants were randomly divided into six groups (5 intervention groups and one control group). An objective type multiple-choice question test was conducted in three phases: a pre-test, immediate post-test, and delayed post-test, to assess the participants' learning. Each experimental group received a specific input mode during the lecture, encountering a total of 17 English collocations. The input modes included listening, reading, reading while listening, viewing, and viewing with captions. The data were analyzed using SPSS version 25.0, employing ANOVA tests to compare mean scores across different test types (pre-test, immediate post-test, and delayed post-test) and the five input modes. The results revealed significant improvements in form-recognition learning from reading, viewing, and viewing with captions. These findings contribute further evidence supporting the effectiveness of academic lectures and multimedia theory in facilitating the incidental acquisition of L2 collocations.
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Martinelli, Susan M., Fei Chen, Amy N. DiLorenzo, David C. Mayer, Stacy Fairbanks, Kenneth Moran, Cindy Ku, et al. "Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents." Journal of Graduate Medical Education 9, no. 4 (August 1, 2017): 485–90. http://dx.doi.org/10.4300/jgme-d-17-00128.1.
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ABSTRACT Background In a flipped classroom approach, learners view educational content prior to class and engage in active learning during didactic sessions. Objective We hypothesized that a flipped classroom improves knowledge acquisition and retention for residents compared to traditional lecture, and that residents prefer this approach. Methods We completed 2 iterations of a study in 2014 and 2015. Institutions were assigned to either flipped classroom or traditional lecture for 4 weekly sessions. The flipped classroom consisted of reviewing a 15-minute video, followed by 45-minute in-class interactive sessions with audience response questions, think-pair-share questions, and case discussions. The traditional lecture approach consisted of a 55-minute lecture given by faculty with 5 minutes for questions. Residents completed 3 knowledge tests (pretest, posttest, and 4-month retention) and surveys of their perceptions of the didactic sessions. A linear mixed model was used to compare the effect of both formats on knowledge acquisition and retention. Results Of 182 eligible postgraduate year 2 anesthesiology residents, 155 (85%) participated in the entire intervention, and 142 (78%) completed all tests. The flipped classroom approach improved knowledge retention after 4 months (adjusted mean = 6%; P = .014; d = 0.56), and residents preferred the flipped classroom (pre = 46%; post = 82%; P < .001). Conclusions The flipped classroom approach to didactic education resulted in a small improvement in knowledge retention and was preferred by anesthesiology residents.
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V, Shilpa, Biju Bahuleyan, and Unnikrishnan G. "Effectiveness of problem-based learning compared to conventional lectures as a teaching–learning method for medical students." National Journal of Physiology, Pharmacy and Pharmacology 14, no. 4 (2024): 1. http://dx.doi.org/10.5455/njppp.2023.13.08414202303092023.
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Background: Problem-based learning (PBL) is based on adult learning theory which provides a better understanding of the problem through self-directed learning. During didactic lectures, students are receiving the information and they are memorizing it without understanding the practical applications. PBL provides an active learning environment along with the acquisition of other skills. Aims and Objectives: The present study was conducted to assess the effectiveness of PBL over conventional lectures as a teaching–learning method for phase 1 medical students. Furthermore, the perception of students toward PBL was taken. Materials and Methods: PBL sessions were conducted among 100 Phase 1 medical students by dividing them into two groups and assessed by MCQs. Lecture class was taken for the whole students and again assessed by MCQs for the non-PBL topics. A comparison between the aggregate test scores was made using an unpaired t-test. Perception of students toward PBL was collected using a validated questionnaire in Likert scale and expressed as a percentage. Results: Data analysis showed the aggregate mean score of PBL as 27.96 (3.42) and conventional lecture as 22.66 (4.28) with P < 0.001, which was taken as significant. Students showed a positive response toward PBL as an effective learning tool. Conclusion: PBL is an effective teaching–learning method that can be incorporated into the medical curriculum to create medical graduates with self-directed lifelong learning skills.
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Dionne, Anne-Marie, Lise Saint-Laurent, and Jocelyne Giasson. "Caractéristiques et perception de la littératie chez les parents ayant de faibles compétences en lecture et en écriture." Revue de l'Université de Moncton 35, no. 2 (March 15, 2005): 131–54. http://dx.doi.org/10.7202/010646ar.
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Résumé Selon des recherches récentes, l’environnement dans lequel l’enfant se développe influence de façon considérable son acquisition de la littératie. Les compétences en lecture et en écriture des parents constituent un aspect déterminant de cet environnement. La présente recherche s’intéresse aux parents ayant de faibles compétences en lecture et en écriture. Elle tente de mettre en lumière le rapport qu’ils entretiennent envers la littératie. À cet effet, 174 parents fréquentant des classes d’alphabétisation ont répondu à un questionnaire portant sur les variables suivantes : la stimulation à la littératie reçue pendant leur enfance, leur attitude envers la littératie, leurs pratiques de littératie actuelles ainsi que leurs croyances envers l’acquisition de la littératie chez leur enfant. Les participants ont également complété un test permettant de mesurer leur niveau de compétences en lecture et en écriture. Les résultats révèlent des relations significatives entre les variables étudiées et le niveau de compétence en lecture et en écriture.
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Beloev, Ivan, Valentina Vasileva, Vasyl Shynkaruk, Oksana Bulgakova, Maria Bondar, Lesia Zbaravska, and Sergii Slobodian. "Modernization of the Content of the Lecture Course in Physics for Training Future Agricultural Engineers." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 31, no. 1 (January 20, 2023): 73–84. http://dx.doi.org/10.53656/str2023-1-4-mod.
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The article analyzes the theoretical provisions that form the basis of the concept of teaching physics to students of agricultural and technical educational institutions during lectures. The integrative connections of the fundamental and professional orientation of teaching physics to the students of the agro-technical educational institution during the lectures are established and the tested method of their carrying out is described. The basic methods of realization of professional orientation of teaching physics on lecture forms of employment of students of agrarian-technical educational institutions are opened. The basic ways of increase of professional knowledge of students at studying of a course of physics are defined. It is proved that the use of professionally oriented material contributes to the formation of a system of physical knowledge of students, as well as the acquisition of various practical skills and abilities. The introduction of professional competence in the educational process stimulates cognitive interest in the study of physics as a science, allows better learning of other disciplines of the natural science cycle, develop their cognitive and creative abilities, influence the formation of stable motives for acquiring knowledge in special disciplines.
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Bence-Fekete, Andrea. "Research? Learning? Exploring? Individual Knowledge Acquisition." Practice and Theory in Systems of Education 12, no. 3 (August 1, 2017): 109–18. http://dx.doi.org/10.1515/ptse-2017-0011.
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AbstractThe development and modification of learning skills did not follow the boom of the other areas. In the teaching materials verbal knowledge is still the most significant, which does not require thinking and creativity from the students during acquisition; what more, sometimes even the pedagogues do not like those students, who apply unique problem-solving strategies. Making the knowledge applicable does not happen via passive reception, but rather via active learning based on individual thinking and experiences. Research based knowledge acquisition may be applied already from the age of 10; and it enables an prepares children to get along creatively in our knowledge-based society, which requires the individual search and use of information and sources, sensitivity towards problems and a general knowledge of research methods. During the lecture I will introduce the working group of young researchers, where children learn the basics of research step-by-step and show how the roles of students and teachers change during the individual discoveries. So-called “Dunántúli Mandulafa” is a scientific competition of 10-19-year-old young researchers, where they show their first ever presentation and make their first scientific publication - considering the abilities originating from their age, certainly.
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Hariyanto, Bambang, Ita MZ, Wiwik SU, and Rindawati. "4D Model Learning Device Development Method of the Physical Geography Field Work Guidance Book." MATEC Web of Conferences 372 (2022): 05008. http://dx.doi.org/10.1051/matecconf/202237205008.
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This research is a development research that goals to provide knowledge and understanding about how to make 4D model learning media to implementing in Geography Field Work. The output of this research is the acquisition of mastery knowledge from students on how to use the Physical Geography Field Work Lecture Manual as a 4D model of learning media. The Physical Geography Field Work Lecture Manual in this study was compiled and developed based on the 4-D Thiagarajan model which consists of four stages: define, design, develop, and disseminate. The stages in this research are planning,data/information collection, design, construction, testing and analysis of results. This research on the development of the Physical Geography Field Work Lecture Guidebook, and provides benefits to students in an effort to improve their creativity, ability and field study skills so that in the future the research output in the form of this Physical Geography Field Work Lecture Manual is useful in supporting the learning and teaching process in the UNESA Geography Education Department.
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Barks, Amanda, H. Russell Searight, and Susan Ratwik. "Effects of Text Messaging on Academic Performance." Journal of Pedagogy and Psychology "Signum Temporis" 4, no. 1 (December 1, 2011): 4–9. http://dx.doi.org/10.2478/v10195-011-0039-0.
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ABSTRACT University students frequently send and receive cellular phone text messages during classroom instruction. Cognitive psychology research indicates that multi-tasking is frequently associated with performance cost. However, university students often have considerable experience with electronic multi-tasking and may believe that they can devote necessary attention to a classroom lecture while sending and receiving text messages. In the current study, university students who used text messaging were randomly assigned to one of two conditions: 1. a group that sent and received text messages during a lecture or, 2. a group that did not engage in text messaging during the lecture. Participants who engaged in text messaging demonstrated significantly poorer performance on a test covering lecture content compared with the group that did not send and receive text messages. Participants exhibiting higher levels of text messaging skill had significantly lower test scores than participants who were less proficient at text messaging. It is hypothesized that in terms of retention of lecture material, more frequent task shifting by those with greater text messaging proficiency contributed to poorer performance. Overall, the findings do not support the view, held by many university students, that this form of multitasking has little effect on the acquisition of lecture content. Results provide empirical support for teachers and professors who ban text messaging in the classroom.
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Bielka, K. Y., Iu L. Kuchyn, and H. A. Fomina. "SIMULATION TRAINING EFFICACY FOR COMPETENCE IN PERIOPERATIVE EMERGENCIES AND CRITICAL INCIDENTS MANAGEMENT ACQUISITION BY RESIDENTS-ANESTHESIOLOGIST." Medical Science of Ukraine (MSU) 19, no. 3 (September 30, 2023): 3–10. http://dx.doi.org/10.32345/2664-4738.3.2023.01.
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Background. The simulation method is actively used in healthcare to replace or reinforce real experience with the patient, preventing risks to the life and health of patients.
Aim: to determine the effectiveness of simulation training of interns on the acquisition of competencies in the management of perioperative emergencies (MPN) and critical incidents (CI) during anesthesia in comparison with traditional teaching technologies - lecture.
Materials and methods. A prospective randomized controlled trial was conducted at the Department of Surgery, Anesthesiology and IT of PDO Bogomolets NMU in the period from May 2022 to May 2023. Interns were randomized to 2 groups: the control group(C) and the research(R) group in a ratio of 1:1. After providing verbal informed consent, interns of the 2nd year of study in 2022 and 2023 of graduation in the specialty "Anesthesiology and Intensive Care" were assessed for acquired management competencies perioperative emergencies (MPN) and critical incidents (CI): passed MCQ pretest; conducted a self-assessment of their own competencies; passed 1 simulation scenario with an assessment on the SEX scale during the scenario. Interns of the control group listened to a 2-hour lecture on "Management of MPN and CI during anesthesia". The interns of the study group were trained at a 2-day simulation training "Management of MPN and CI", during which they worked out about 10 scenarios with structured debriefing and analysis after each scenario. 3 months after the simulation training, the interns of the study group and the control groups passed a post-test on the algorithms for recognizing / treating MPN and CI, repeated self-assessment of competencies and the final simulation scenario with assessment on the CEX scale during the scenario.
Results: the study included 60 interns who agreed to participate. Accordingly, 30 interns were included in 2022 (15 each in gr.С and gr.R) and 30 in 2023 (15 each in gr.С and gr.R). Before the training, the groups of interns (C and R) did not differ in their self-assessment of competencies in PNS management and critical incidents of CI. Also, groups C and R did not differ in competencies in the management of MPN and CI during the preliminary testing and initial simulation scenario. After passing the 2-day simulation training, group D had significantly better results in passing the POST-test (p<0.00001), and a significantly lower number of critical errors during the final simulation scenario (0.19 [0.05-0.78], p=0.03) compared to group K, which listened to a 2-hour lecture. Simulation training significantly improved pre-procedure planning (p = 0.012), clinical decisions (p = 0.001), clinical thinking (p = 0.03), resource management and work organization (p = 0.00001), professionalism (p = 0.028) and emergency work (p = 0.00001) compared to traditional training - a 2-hour lecture.
Conclusion. Simulation training of interns in the specialty "Anesthesiology and Intensive Care" is significantly more effective for acquiring competencies in the management of perioperative emergencies (MPN) and critical incidents (CI) compared to traditional training - lecture.
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Panganiban, Teejay D., John Gabriel G. Contreras, Kenneth D. Malabanan, and Jen Patrice A. Sayas. "The Effects of Integrating E-Media Piano in Teaching Music." International Journal of Applied Science 1, no. 2 (December 31, 2018): p117. http://dx.doi.org/10.30560/ijas.v1n2p117.
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Historically, schools, universities and adult education providers have used a “lecture-based” teaching model. This approach to learning was developed during the industrial age, some two centuries ago. The concept is for students to sit passively in rows of chairs or tables all facing the presenter, who usually resides at a lectern. A lecture is a “one-to-many” form of communication, involving little or no audience participation. It is authoritarian, by nature. For an information dump a lecture works fine. The development of engaging lecture activities requires a significant amount of instructor preparation and limits the time available to provide traditional lectures. However, the positive results of this study suggest the need for a restructuring of the plain classroom lecture to incorporate more engaging lectures to improve both the qualitative experiences and performance levels of students.
Due to the fast changing society and modernization, there is also change in interest of the students learning styles, so the researchers conducted a study about the effect of educational software in teaching music.
This research determined the effects of integrating e-media piano in teaching music at Santiago National High School. Specifically, it dealt with the following: the pretest result of the control and experimental group, the post-test of the two groups; and the significant difference between the pretest and posttest results of the two groups.
The input of the study was determined by administering the researcher-made test which is the principal tool for gathering the needed data. The gathered data underwent statistical treatments such as mean, standard deviation, t-test for independent means and t-test for dependent means.
A pretest was administered from the two study groups before the conduct of the experiment; this is to determine if the groups were equally comparable in terms of intellectual ability. The validated and reliability teacher-made test is composed of twenty-five (25) items. This covered topics about the different elements of music such as melody, tempo, dynamics, rhythm, pitch, harmony, texture, and timbre. Moreover, both groups were given posttest after the experimental period had been conducted. The same 25 multiple choice item tests was given to the experimental and control group to find out if the use of E- Media piano software had an effect to the students’ performance in music. Nevertheless, the latter was superior than the former. Thus, the effectiveness of E-media is notable, enhancing the learners’ capacity for acquisition and retention of information.
The integration of e-media piano software to traditional classroom instruction may be encouraged. Educational software specifically designed to fit the learning objectives can be used as motivation, enrichment activity, and as an assessment tool to classroom instruction. The active participation and interest that educational software may provide to the teaching and learning process should be exploited. Educational software made and developed appropriately to the level of the learners may be adopted not only in music but in the other components of M.A.P.E.H as well. Other strategies which may integrate other trends articulated with the interest of today’s learners may also be adapted as exposing students to modernized school can achieve a quality education and can produce lifelong learning.
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Franzitta, V., A. Milone, Daniele Milone, Marco Trapanese, and Alessia Viola. "A Procedure to Evaluate the Indoor Global Quality by a Sub Objective-Objective Procedure." Advanced Materials Research 734-737 (August 2013): 3065–70. http://dx.doi.org/10.4028/www.scientific.net/amr.734-737.3065.
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This paper proposes two complementary procedures for assessing the indoor global comfort: the first one, prevalently objective, is based on the acquisition of microclimate measured data and computed subjective values; the second one, that is purely subjective, uses a questionnaire drawn from the ISO/DP 10551 Recommendation. An application to some lecture-halls is here showed
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Andorkó, Imre, and Csongor Gábor Kiss. "The influence of original acquisition on existing rights in rem of third parties." Acta Agraria Debreceniensis, no. 47 (July 18, 2012): 7–13. http://dx.doi.org/10.34101/actaagrar/47/2419.
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In this lecture we will give an overview about the aspects and traditions of distinction between original and derivative getting modes.We will examine which of the getting modes can be looked at as „obviously” original and review how they affect the third party’s rights existing on property. This study makes it possible to explore the analyzed original getting modes common characteristics and to review the dogmatic and law political aspects regarding the getting modes regulations.
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Six, Madeleine. "Non acquisition de la lecture et illettrisme : Approche psycho-pédagogique d’une situation individuelle." Diplômées 152, no. 1 (1990): 31–33. http://dx.doi.org/10.3406/femdi.1990.6287.
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Sprenger-Charolles, Liliane, and Willy Serniclaes. "Acquisition de la lecture et de l'écriture et dyslexie : revue de la littérature." Revue française de linguistique appliquée VIII, no. 1 (2003): 63. http://dx.doi.org/10.3917/rfla.081.0063.
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Franzitta, Vincenzo, Angelo Milone, Daniele Milone, Salvatore Pitruzzella, Marco Trapanese, and Alessia Viola. "A Case Study to Evaluate the Indoor Global Quality." Advanced Materials Research 864-867 (December 2013): 1054–58. http://dx.doi.org/10.4028/www.scientific.net/amr.864-867.1054.
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This paper proposes two complementary procedures for assessing the global quality comfort: the first one, prevalently objective, is based on the acquisition of microclimate measured data and computed subjective values; the second one, that is purely subjective, uses a questionnaire drawn from the ISO/DP 10551 Recommendation. An application to some lecture-halls and laboratories of the school is here showed.
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Sazer, Lois, and Howard Kassinove. "Effects of Counselor's Profanity and Subject's Religiosity on Content Acquisition of a Counseling Lecture and Behavioral Compliance." Psychological Reports 69, no. 3_suppl (December 1991): 1059–70. http://dx.doi.org/10.2466/pr0.1991.69.3f.1059.
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Effects of counselor's profanity and subject's religiosity on acquisition of lecture content and behavioral compliance were investigated. 40 male and 80 female undergraduate students volunteered to attend a lecture about “coping with problems of daily living.” They were divided into low, medium, or high religiosity groups based upon scores on Rohrbough and Jessor's Religiosity Scale. Each subject listened to a 15-min. videotaped rational-emotive mental health presentation which included a recommendation that they pick up a card (initial compliance) and send for a free book (delayed compliance) expanding upon the principles discussed in the tape. Half listened to a tape containing 16 profane words and half watched a nonprofane tape. At the end of the tape subjects were given a test on content. Analysis showed that profanity had a negative effect on acquisition of content and on initial compliance. Religiosity had no effect on any of the dependent variables. In contrast to the behavior modeled by some senior clinical practitioners, it was concluded that counselors be wary of using profanity in an initial session. Also, in keeping with the 1989 recommendations of Heppner and Claiborn, the importance of studying behavioral measures in influence studies was stressed.
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Lin, Wei-Ting, Ching-Yun Yu, Fan-Hao Chou, Shu-Yuan Lin, and Bih-O. Lee. "The Effects of Sequencing Strategies in Teaching Methods on Nursing Students’ Knowledge Acquisition and Knowledge Retention." Healthcare 10, no. 3 (February 25, 2022): 430. http://dx.doi.org/10.3390/healthcare10030430.
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Background: No existing research has determined which teaching sequence strategy is the best for nursing students. Purpose: To find out which sequence is most effective in knowledge acquisition and knowledge retention and to further verify knowledge acquisition between problem-based learning (PBL) and lecture-based learning (LBL). Methods: This was a quasi-experimental design with a comparison of two nursing student groups selected from students in their final program year who were invited to participate. Generalized estimating equation was used to compare Group I (LBL-PBL-clinical practicum) and Group II (PBL-LBL-clinical practicum) by using knowledge acquisition and knowledge retention as outcome variables. Findings: Fifty-six senior students joined this study. Group I was significantly better than Group II on both knowledge acquisition (β = 7.05, p = 0.04) and knowledge retention (β = 9.40, p = 0.03). Discussion: The sequence of LBL-PBL-clinical practicum or policy of allowing practicum and courses in the same semester might be the best strategy to enhance knowledge retention.
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Gautier, Timothée. "φύσις, ἔθος, λόγος : comment devient-on vertueux ? Lecture de Politiques, VII, 13." Polis: The Journal for Ancient Greek and Roman Political Thought 36, no. 1 (March 22, 2019): 77–96. http://dx.doi.org/10.1163/20512996-12340196.
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Abstract In Politics VII, 13, to the question of how one becomes virtuous, Aristotle answers that one acquires virtue through three factors: nature, habit and reason. The purpose of my paper is to examine the process of virtue acquisition in the light of these three concepts, their articulation, and the harmonization of their own dynamics, which Aristotle seems to call his wishes.
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Casado-Aranda, Luis-Alberto, Juan Sánchez-Fernández, Francisco Javier Montoro-Ríos, and María Isabel Arias Horcajadas. "Evaluation of the Work-Integrated Learning Methodology: Teaching Marketing through Practitioner Experience in the Classroom." Mathematics 9, no. 17 (September 5, 2021): 2164. http://dx.doi.org/10.3390/math9172164.
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The teaching methodology in university marketing subjects has traditionally been based on “lecture classes”, which have proved to be insufficient for providing students with professional skills that can be directly applied in the workplace. This research aims to reduce this gap between the university and business by applying the active teaching methodology of work-integrated learning (WIL), which consists of providing students with knowledge and experiences directly from professionals that are invited to the classroom. We evaluated the effects of the WIL methodology on university students in a marketing degree course through self-administered questionnaires. During a semester, perceived personal, academic, and professional outcomes were assessed in two groups of students of the same module, one of which participated in the WIL program (i.e., they received lectures by professional marketing experts who were invited to the classroom and explained, through real examples, the content of the subject being taught), and the other served as a control (i.e., they learned the content only through traditional lectures from the college instructor). The results revealed that the students who took part in the WIL program experienced increased motivation, enjoyment, and interest in the subject. Furthermore, they had an increased understanding and acquisition of the concepts, as well as a greater perceived ability to manage companies and a comprehension of the economic environment. These findings constitute an advance because they identify the benefits of applying WIL in knowledge fields where the acquisition of professional skills is crucial for graduates’ entry into the labor market.
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HF, Dr Karali, and Dr Farhad ES. "Changing teaching strategies and lecture preparation to improve medical students’ knowledge acquisition and retention." International Journal of Advanced Community Medicine 5, no. 1 (January 1, 2022): 50–54. http://dx.doi.org/10.33545/comed.2022.v5.i1a.226.
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Bardovi-Harlig, Kathleen. "THE ACQUISITION OF TEMPORALITY IN A SECOND LANGUAGE.Rainer Dietrich, Wolfgang Klein, & Colette Noyau (Eds.). Amsterdam: Benjamins, 1995. Pp. xii + 288. $59.00 cloth." Studies in Second Language Acquisition 20, no. 3 (September 1998): 423–24. http://dx.doi.org/10.1017/s0272263198213064.
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Imagine a three-year longitudinal study of the acquisition of multiple target languages by learners of different language backgrounds. It may sound like an idealized example from a research-methods lecture, but it is the actual design of the European Science Foundation inquiry into adult second language acquisition and the latest report released by Benjamins, a substantial revision of Volume 5 of the final report on temporality (Bhardwaj, Dietrich, & Noyau, 1988). This volume reports on the acquisition of temporality in five target languages (English, German, Dutch, French, and Swedish) by 21 learners of six source languages (Punjabi, Italian, Turkish, Arabic, Spanish, and Finnish) with learners from two source languages for each target language. The volume has eight chapters written by the main authors and cooperating contributors: “Introduction” (Dietrich & Perdue), “Frame of Analysis” (Klein), five chapters on the acquisition of temporality by target language—English (Klein), German (Dietrich), Dutch (Klein, Coenen, van Helvert, & Hendricks), French (Noyau, Houdaïfa, Vasseur, & Véronique), and Swedish (Noyau, Dorriots, Sjöström, & Voionmaa)—and “Conclusions” (Klein, Dietrich, & Noyau).
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Maphosa, Vusumuzi, Bekithemba Dube, and Thuthukile Jita. "A UTAUT Evaluation of WhatsApp as a Tool for Lecture Delivery During the COVID-19 Lockdown at a Zimbabwean University." International Journal of Higher Education 9, no. 5 (July 7, 2020): 84. http://dx.doi.org/10.5430/ijhe.v9n5p84.
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Focusing through the lens of the (COVID-19) lockdown which was enforced on the 30th of March 2020, it became apparent that students from rural resource-constrained educational institutions had to adapt to sustainable online learning platforms from traditional content delivery. WhatsApp a social networking app, but due to its low data consumption, it became a de-facto teaching and learning tool for Lupane State University (LSU) students in Zimbabwe. Prior studies have focused on the use of WhatsApp as an alternative lecture delivery platform but very few have evaluated its role as the sole platform for lecture delivery. With no government or institutional support for data acquisition, students failed to utilise other e-learning platforms that were in place due to exorbitant data costs. This study seeks to evaluate the success of WhatsApp mediated teaching and learning at LSU during the COVID-19 pandemic. This was a randomized evaluation of weekly lecture delivery through WhatsApp to LSU students. A questionnaire based on the Unified Theory of Acceptance and Use of Technology’s main constructs was delivered to 200 students that were randomly selected. The results revealed that student’s attitudes, behavioral intention of using WhatsApp for learning as well as the platform’s usefulness were rated highly, implying high adoption. The positive perceptions suggest that it would be easy for the institution to formally integrate the platform to augment traditional lecture delivery or for use during an event that disrupts traditional face-to-face lecture delivery. Results revealed that WhatsApp can support 21st century learning through autonomous, collaborative and learner centred education.
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I.S, Nwuba, Osuafor A.M, Egwu O.S, and Awosika O.F. "Promoting Senior High School Students’ Acquisition of Science Process Skills in Biology Using Experiential Learning Approach in Anambra State, Nigeria." Asian Journal of Interdisciplinary Research 5, no. 4 (December 30, 2022): 24–33. http://dx.doi.org/10.54392/ajir2243.
Full textAbstract:
The study explored the impact of experiential learning approach (ELA) on acquisition of science process skills (SPS) by biology college students. The research design is quasi-experimental research, adopting the non-randomized manipulated group of 2x2 factorial research design. 58 (22 males and 36 females) Senior High School II students in Awka Education Zone, obtained with multi-leveled sampling method made up the sample size. The sampled students who were in two separately grouped classes were randomly assigned to experimental and control groups using a flip of a coin. A Biology Science Process Skills Acquisition Test (BSPSAT) with 0.71 reliability coefficient ascertained with Kuder Richardson formula 20 was used to collect data. Average Mean and Standard deviation were adopted to describe the research questions and Analysis of Covariance to test the null hypotheses. The findings showed that ELA promoted students’ acquisition of SPS in biology more than the Conventional Lecture Method. Gender alone as well as its interaction effect with the teaching methods had no significant effect on acquisition of SPS by students in biology. The study resolved that ELA is an activity-based approach that engages students actively throughout the learning process, hence promoting their acquisition of SPS. In line with the findings, the study advised that biology teachers should adopt ELA in schools to promote students’ acquisition of SPS.
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Marschall, Matthias. "Suivez le guide... L'acquisition de routines de lecture en langue 1 et en langue 2 (renominalisation et pronominalisation)." Travaux neuchâtelois de linguistique, no. 29 (December 1, 1998): 155–67. http://dx.doi.org/10.26034/tranel.1998.2662.
Full textAbstract:
The choice of anaphors indicates the architecture of a text. Mothertongue readers integrate by routine those grammatical informations to construct a semantic representation of the text. This article deals with the acquisition of grammar based routines both in first language (French) and in second language (German). The aim of our investigation is to know whether grammar based reading routines are a matter of general cognitive development or of language reading, advanced French speaking learners of German do not use the reading routines they already have acquired in their first language. So, grammar based routines can probably not be considered as a part of general cognitive development but as a part of language acquisition.