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Mohr, Peggy, and Kara Boynewicz. "Team-Based Learning: Clinical Decision-Making Across the Lifespan." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8351.
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Join your colleagues for dynamic group discussions about best practice in pediatric physical therapy. Attendees will participate in Team-Based Learning activities, sharing their knowledge, experiences, and skills, to problem-solve and come to a team consensus on clinical decisions. Participants will review a case study that is designed to address pediatric therapy across the lifespan, incorporate multiple practice areas, and stimulate critical thinking. Team-Based Learning is an instructional strategy that uses a set of structured activities to create active, energetic, collaborative learning environments. Information designed to support individuals’ ability to participate in the activities and clinical decision-making will be provided prior to APPTAC to those registered for the session. This session will take place in multiple rooms.
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Peyton, Elizabeth J. "Shared Leadership in Team-Based Learning Classroom Teams and its Relationship to Decision Quality." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1401459606.
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Nelson, M., and Simon Tweddell. "Outcomes of implementing Team-Based Learning (TBL): the experiences of UK educators." The Researching, Advancing and Inspiring Student Engagement (RAISE) Network, 2020. http://hdl.handle.net/10454/17830.
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YesTeam-Based Learning (TBL) is a collaborative learning model that refocuses classroom time to solving relevant problems instead of dispensing information. This is accomplished by a pre-class readiness assurance process that promotes accountability to self-directed learning and teamwork. While research related to the student experience with TBL is present in the literature, there is a relative lack of research published on the experiences of academic staff with TBL. Using a qualitative approach and a semi-structured interview format, this study explored the experiences of 26 academic staff in the UK who implemented TBL using a semi-structured interview format. Thematic analysis of interview text yielded five themes related to curriculum design, student outcomes, and the professional development of academic staff.
Supported by a grant from the Regis University Research and Scholarship Council.
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Boynewicz, Kara, Peggy Mohr, Heather Lundeen, Michele Courtney, Stephanie Delk, and Elizabeth Kennedy. "Team Based Learning: Academy of Pediatric Physical Therapy Annual Conference (APPTAC)." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8348.
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Join your colleagues during this session for dynamic group discussions about best practice in pediatric physical therapy. Attendees will participate in Team-Based Learning activities, sharing their knowledge, experiences, and skills, to problem-solve and come to a team consensus on clinical decisions. Participants will review a case study that is designed to address pediatric physical therapy across the lifespan, incorporate multiple practice areas, and stimulate critical thinking. Team-Based Learning is an instructional strategy that uses a set of structured activities to create active, energetic, collaborative learning environments. Information designed to support individuals’ ability to participate in the activities and clinical decision-making will be provided prior to APPTAC to those registered for the session. This session will take place in multiple rooms.
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Tweddell, Simon. "Evaluating the introduction of Team-Based Learning in a pharmacy consultation skills module." FIP, 2020. http://hdl.handle.net/10454/17838.
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YesThe learning and teaching strategy for a pharmacy consultation skills module was changed to Team-Based Learning (TBL) with the aim of motivating students to engage with course material pre-class and take deeper approaches to learning during class. Results from administering a validated TBL instrument suggests that students are more accountable and are satisfied with and have preference for TBL over traditional methods. Exam results show a 13% improvement in mean end-of-year examinations compared with pre-TBL results. Thematic analysis of written comments on the module evaluation survey suggest that they enjoyed learning using TBL and found it more engaging, stimulating and more effective for their learning; however, it could be improved through better management of workshop timings and more effective facilitation of discussion. TBL appears to have potential as a pedagogic approach in pharmacy education.
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Graham, Philip Mike. "Layered AI architecture for team based first person shooter video games." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5044.
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In this thesis an architecture, similar to subsumption architectures, is presented which uses low level behaviour modules, based on combinations of machine learning techniques, to create teams of autonomous agents cooperating via shared plans for interaction. The purpose of this is to perform effective single plan execution within multiple scenarios, using a modern team based first person shooter video game as the domain and visualiser. The main focus is showing that through basic machine learning mechanisms, applied in a multi-agent setting on sparse data, plans can be executed on game levels of varying size and shape without sacrificing team goals. It is also shown how different team members can perform locally sub-optimal operations which contribute to a globally better strategy by adding exploration data to the machine learning mechanisms. This contributes to the reinforcement learning problem of exploration versus exploitation, from a multi-agent perspective.
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Barclay, Matthew W. "The Impact of Team-Based Learning’s Readiness Assurance Process on Virtually Isolated Adults." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1025.
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The purpose of this study was to test the effectiveness of the readiness assurance process of team-based learning (TBL) in virtually isolated settings. Many Internet sites offer courses for adults to use on their own without access to mentors or other learners. However, educational theory suggests that people learn better with others than by themselves. The focus of this investigation was whether the inclusion of the readiness assurance process would increase participants’ levels of learning based on Bloom’s revised taxonomy within the limits of virtual isolation.
In this study an experimental pretest-posttest design was employed. Using a 2- day mini-course about listening in marriage, 117 participants were randomly assigned to three groups. In the TBL group, married couples worked together following the principles of the readiness assurance process. In the independent group, one spouse from a marriage worked alone, also following the principles of the readiness assurance process. In the baseline group, one spouse from a marriage took the pretest and posttest only.
The first posttest, called posttest-L, measured lower levels of learning (remembering and understanding). The second posttest, called posttest-D, measured deeper learning (applying and evaluating). Using ANCOVA with the pretests as the covariates, results showed a statistically significant difference in learning gains between the TBL group and the independent group for lower levels of learning (ES = .39). However, statistical significance was not achieved for deeper learning. Moreover, TBL scores and independent scores were no different from the baseline scores for measures of deeper learning. Along with explanations for these results, limitations of the study are described and suggestions for future research are offered.
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Law, Kan-chung Kenneth. "Collaborative learning : web-based teaching in secondray physics classroom /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474510.
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Kelly, Darrell Scott. "IDENTIFICATION AND EXAMINATION OF KEY COMPONENTS OF ACTIVE LEARNING." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1482954350788861.
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Champin, Denisse, Mesías Luis Huamán, and Gutierrez Arquímedes Gavino. "Uso del team based learning para el aprendizaje de biología en estudiantes de medicina." Instituto Nacional de Salud (INS), 2014. http://hdl.handle.net/10757/331953.
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Villanueva, Celeste G. "An exploratory case study about interprofessional simulation-based learning for a team of health care educators." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3741617.
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This prospective, exploratory, single case study is about health care simulation as a learning approach for faculty to develop as teams of interprofessional facilitators. The research was aimed at understanding how simulation-based team training, designed around an interprofessional theme, promotes both teamwork and interprofessional facilitator competencies among participants representing 6 health care professions (medicine, nursing, occupational therapy, physical therapy, physician assistant and pharmacy). The central research question asked how faculty attitudes, knowledge, and skills/behaviors in the areas of teamwork and interprofessional education (IPE) facilitation are characterized after experiencing a faculty development workshop designed as interprofessional simulation based team training (IP-SBTT). Four sub-questions focused inquiry into the workshop’s: use of TeamSTEPPS®, unique instructional design, impact on the peer-to-peer attitudes of faculty, and impact on faculty’s personal perspectives about simulation-based learning (SBL).
The examined case was the shared experiences of 9 faculty who participated in a 2-day, 14-hour workshop conducted in a university based simulation center. The workshop entailed immersion in team-based scenarios involving IPE issues. Learning objectives focused on facilitation skills. Data from multiple sources included video recordings of all activities, media material, observation notes/tool, surveys and a focus group interview. An iterative analysis of the evidence employed the use of HyperRESEARCH, qualitative data analysis software for video and text. Twelve key findings are based on triangulation of the frequency of coded behavioral markers on 12.5 hours of video, quantitative and qualitative data from post-simulation survey data, as well as focus group interview results.
Triangulation via analysis using 3 theoretical constructs lead to the study conclusions which are presented in 3 thematic clusters: (a) IP-SBTT enhances attitudes of mutual trust and team orientation, and the knowledge achievement of shared mental models; (b) the TeamSTEPPS framework is an effective approach to developing teams of IPE facilitators, and the Tension Triangle framework closely aligns with SBL components; and (c) Interprofessional-Meta-Simulation Based Team Learning (IP-M-SBTL) fosters an increased awareness of the emotional vulnerability associated with SBL, and enhanced self-reflection skills, increasing competence in interprofessional facilitation. The IP-M-SBTL model for faculty development is strongly recommended for building teams of interprofessional facilitators.
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Neuringer, Jeremy A. (Jeremy Andrew) Carleton University Dissertation Management Studies. "Management of knowledge in high-technology; balancing deliverables with learning in a project-team based firm." Ottawa, 1996.
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Tweddell, Simon. "Introducing team-based learning in a pharmacy curriculum : a qualitative study of staff and student experiences." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34528/.
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There is an increasing move towards an outcomes-based approach to educating healthcare professionals including the development of key skills such as problem-solving and critical thinking. Some healthcare regulators have changed accreditation criteria to ensure that graduates can apply knowledge and skills, analyse complex situations, and develop the skills to learn independently. There is a move to ensure that curricula are designed to take into account modern educational theory and research and promote active and deep approaches to learning. Accordingly, educators have redesigned curricula to be delivered by more learner-centred approaches involving active problem solving and peer and collaborative learning. These approaches require educators to adapt from the role of content deliverer to that of learning architect and facilitator of learning. This qualitative research study takes a phenomenological approach to consider the experiences of pharmacy educators and students in a pharmacy school that has designed its curriculum to be delivered predominantly by team-based learning (TBL). The findings of the study include: a dissatisfaction with traditional methods in engaging and motivating students; mixed feelings about the initial idea of TBL; the need for substantial resources for planning, staff training, designing and quality assuring resources when transitioning to TBL; improved student engagement and student preparation with TBL; staff benefits in working more collaboratively and enhanced enjoyment of teaching using TBL; perceived benefits of peer learning and transferable skills development; substantially higher staff workload during transition; challenges in writing effective application exercises, and developing the facilitation skills needed for a learner-centred classroom. In addition there is the need for substantial planning around timetabling, sourcing suitable rooms, ensuring consistency of approach across educators, and the development of bespoke quality assurance processes. Overall this research suggests that the majority of participants supported the implementation of TBL in the curriculum and that the benefits outweighed the challenges.
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Johnson, Sarah R. "Facilitating Conceptual Learning in Quantitative Chemistry." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/2617.
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Traditional chemistry laboratory courses have a manual consisting of “step-by-step” experiments; instructions are given to complete experiments, requiring minimal information/concepts processing to be successful. This experience leaves students unprepared for the real-world, where critical thinking skills are needed to conduct research. This study focused on building analytical techniques, conceptual knowledge, and critical thinking skills used to solve research problems. A new quantitative chemistry laboratory manual was developed to transition students from traditional to inquiry-based experiments, requiring analytical method development. Data showed students having less difficulty using the new manual (0.8281 average difficulty) on method development exam questions and experiments, compared to the traditional manual (0.600 average difficulty). T-test showed significant difference between item difficulty, p = 0.029. Using null hypotheses, the new laboratory manual led to an increase in students’ conceptual knowledge and research skills. They were able to use their knowledge and skills to successfully solve real-world related problems.
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Oviawe, Elizabeth. "Design and Development of Simulation-based Instruction on Meaningful Use and Interprofessionalism Core Competencies in a Healthcare Team-based Learning Environment." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/gscis_etd/1043.
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Policymakers and electronic health records (EHR) experts agree that healthcare professionals lack proficiency in meaningful use of EHRs. This competency gap can result in increased medical errors. It is essential for health professions graduates to acquire skill sets that are adaptable to any electronic health information technologies including the EHRs to facilitate work process and information access. Simulation as an instructional method to create transformative learning experiences has shown promise in the medical profession. In simulations, learners are able to engage in real-life scenarios and practice their cognitive, affective, and psychomotor skills in a safe environment.
The goal was to design and develop a simulation-based instructional module on meaningful use of EHR and interprofessional collaborative practice core competencies and evaluate students’ performance and satisfaction under an inter professional teambased setting. Using a design and development research approach, a simulation-based instructional module on meaningful use of EHR and interprofessional core competencies was designed. An internal validation of the module was conducted with an expert panel of medical professionals and instructional designers. Following validation, the instructional module was developed and pilot tested with a group of 21 second- and third year health professions students in medicine, pharmacy, and nursing in an interprofessional team-based learning environment. Students’ performance on meaningful use and interprofessionalism core competencies and their satisfaction during the simulation-based training were evaluated.
The results confirmed that the students properly implemented the core competencies based on their performances during the immersive virtual patient encounter in the 3D virtual world. The analysis also showed how the students’ satisfaction was met as a reaction to the guided experiential learning’s (GEL) simulation-based instructional intervention, and in some instances were not sufficiently met. The analysis of the students’ testimonials further confirmed their overall satisfaction with the immersive simulation experience.The findings, based on the feedback from the students and faculty in this pilot implementation, highlighted simulation-based interactive gaming instruction and the hands-on experience in a 3D virtual world guided by GEL as an effective and engaging way to train healthcare professionals in the preparation to deliver care in a safe and effective manner under interprofessional team-based settings for better patient safety and outcome.
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Roe, Kathryn R. "Enhancing student learning through small group and class discussions following inquiry-based laboratory experiments." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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羅勤忠 and Kan-chung Kenneth Law. "Collaborative learning: web-based teaching insecondray physics classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256351.
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Mdlungu, Nozuko Gloria. "An investigation of how environmental learning and teaching support materials (LTSM) can influence team planning and teaching and learning activities in the Foundation Phase." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003512.
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South Africa has experienced significant curriculum transformation over the past ten years. Environment was introduced into C2005 as a phase organiser. Following the streamlining and strengthening of the curriculum, the National Curriculum Statement (NCS) has a more explicit environmental focus in all of the Learning Areas. This has created opportunities for teachers to address environmental health issues in a community context. I work in a rural school and the community around the school experience a number of environmental health issues. In my previous observations I noticed that teachers were not using Learning Teaching Support Materials (LTSM) effectively. In this study I wanted to investigate how LTSM can be used to address environmental health issues in the Foundation Phase. As Life Orientation Learning Outcome1 is a ‘backbone’ of the Life Skills Learning Programme in the Foundation Phase, I decided to focus on this Learning Outcome as it is the Health Promotion outcome in the NCS (R-9). It was my interest to investigate how LTSM are used in team planning and how this planning influences the use of LTSM in classrooms. In the research I observed the link between the activities and LTSM that were discussed in the planning session and those that were done in the classroom. To do this I documented the planning workshop, and I also observed three lessons undertaken in two classrooms, a grade 2 and a grade 3 classroom in my school, where I serve as a principal. I conducted this research as an interpretive case study, and I used workshop, interviews, focus group interviews and classroom observation as methods in the study. The study found that LTSM used in planning influences activities done in the classroom. It also found that use of LTSM helps to achieve the Learning Outcomes and Assessment Standards, and to improve the participation of learners in the learning process. Use of LTSM in planning also improves teachers’ Learning Area knowledge and their knowledge of curriculum development issues. Planning sessions also assisted teachers to address problems such as language used in LTSM and availability of LTSM. The study also found that teachers did not address formal assessment in the planning or in the way they used LTSM. The study concluded that use of LTSM in planning can strengthen classroom practice, and recommendations were made to take this work forward in the context of our school, as it addresses the gap between policy and practice.
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Özgen, Sibel. "Exploratory search for relevant features of the impact of leadership on team performance." Doctoral thesis, Universitat Rovira i Virgili, 2010. http://hdl.handle.net/10803/8592.
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This research explores the link between team leadership and team performance. Firstly, it is argued here that leadership performance is positively related to team performance. Secondly, it is hypothesized that leaders' personality profiles have an impact on their leadership performance. Thirdly, it is postulated that team role balance is also associated with team performance. Results show that the leadership performance of 4th-year student leaders is significantly related to the performance of the IDP teams that they lead; that is to say, the better the leadership performance the better the team performance. Results also demonstrate that the leader students' personality profile may impact on their leadership performance. The results showed no association between team role balance and the performance of the IDP teams.
Esta investigación explora la relación entre el liderazgo del equipo y el rendimiento del equipo. En primer lugar, se sostiene que el desempeño del liderazgo se correlaciona positivamente con el rendimiento del equipo. En segundo lugar, se formula la hipótesis de que los perfiles de personalidad de los líderes tienen un impacto en su desempeño como líderes. En tercer lugar, se postula que el equilibrio de los roles de los diferentes miembros del equipo también afecta el rendimiento del equipo.
Los resultados demuestran que el desempeño del liderazgo está significativamente relacionado con el desempeño de los equipos, es decir, cuanto mejor es el rendimiento de liderazgo, mayor es el rendimiento del equipo. Los resultados también manifiestan que los perfiles de personalidad de los líderes pueden tener un impacto sobre su liderazgo. Los resultados no mostraron ninguna relación entre el equilibrio de los roles del equipo y el desempeño de los equipos.
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Bray, Ross. "Evaluating the impacts of a STEM research placement program between a secondary school and a science research institute." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/212449/1/Ross_Bray_Thesis.pdf.
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Although there are currently various programs aimed at increasing the interest of high school students in science, technology, engineering and mathematics (STEM), very few programs have explored the students’ perceptions of the effectiveness of extracurricular STEM programs to their school learning and post-school aspirations. This research aimed to investigate high school students’ perceptions of a STEM research placement program integrated into their school curriculum, and how it contributed to their self-efficacy, attitude towards science and motivation to pursue a career in that field. A standard operating procedure (SOP) was then developed to inform future STEM-centred high school programs.
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Harris, Kevin A. "Investigating the Relationship between Emotional Intelligence and Cultural Intelligence to Attitudes towards Team-Based Learning in Undergraduate Pre-health Profession Students." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5182.
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Improving patient outcomes has long been the rationale supporting calls to reform health care delivery systems and health profession education programs (Greiner, 2002; Institutes of Medicine, 2001, 2004; O’Neil & Pew Health Professions Commission, 1998). In 2003, the Institute of Medicine shared its vision statement for health professions education, asserting that “[a]ll health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches and informatics” (Knebel & Greiner, 2003, p. 3).
Despite the importance placed on teamwork in health sciences education, little attention has been devoted to understanding underlying factors influencing student attitudes towards team learning (Curran, Sharpe, Forristall, & Flynn, 2008). The purpose of this study is to explore the importance of emotional and cultural intelligence in shaping pre-health students’ attitudes towards team-based learning.
A non-experimental, cross-sectional study design was used employing correlational and multivariate regression analysis. Findings indicate: a) significant relationships between emotional and cultural intelligence to the value students place on group work; and, b) emotional intelligence accounts for approximately 3% of variance above and beyond the Big Five personality factors in predicting student attitudes towards group work.
This study will inform interprofessional education policy and practice in two fundamental ways. First, the study provides insight on the importance of non-academic factors in shaping students’ attitudes towards team-based learning. Secondly, increasing understanding of emotional and cultural intelligence in early stagse of a student’s development influences their preparation for health professions careers.
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Gazave, Christena. "EVALUATING THE USE OF SECOND LIFETM FOR VIRTUAL TEAM-BASED LEARNING IN AN ONLINE UNDERGRADUATE ANATOMY COURSE." UKnowledge, 2016. http://uknowledge.uky.edu/medsci_etds/7.
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Team-based learning (TBL) is one strategy for improving team-work and critical thinking skills. It has proven to be an engaging teaching pedagogy in face-to-face classes, however, to our knowledge, has never been implemented online in a 3-D virtual world. We implemented virtual TBLs in an online undergraduate anatomy course using Second LifeTM, and evaluated whether it engaged students. This study was conducted over 2 semesters with 39 total students. Surveys and content analysis of transcripts were used to evaluate student engagement. Our results indicate virtual TBLs were engaging for most students. The average engagement score was 7.8 out of 10 with 89.2% of students reporting a score of 6 or above. Students exhibited high levels of cognitive engagement during the clinical application portion of the TBL process. Males felt more emotionally engaged than females, however, most measures of engagement indicated no differences between groups of students (mode of communication, previous technology experience, gender, and performance); therefore, virtual TBLs may be engaging for a broad range of students. 95% of students agreed that this was a worthwhile experience. In light of this evidence, we feel that virtual TBL sessions are valuable, and could be implemented in other online courses.
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Oliveira, Carlos Alberto de. "Avaliação de proposta estruturada na aprendizagem baseada em equipes (TBL Team-Based Learning) para utilização em um curso de Medicina." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9498.
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Previous issue date: 2014-12-17The aim in proposing this intervention was to use and evaluate the use of TBL as a methodology of teaching and learning in a medical school. The hypothesis that it was possible to replace the lectures in our universities, for TBL sessions with teacher training and student participatory interest in compliance with the National Curriculum Guide was present. The importance of the work is grounded in the mandatory changes that must occur in medical education, due to these recently approved guidelines; in the valuation of medical professionals prepared to working in multidisciplinary teams, committed to ethical and humanitarian care and, finally, the challenge of teaching in large rooms, with huge amounts of students, heterogeneous and in need of individualized formative assessments. The session was held in TBL in the format proposed by the TBL Collaborative Group (USA), during the theoretical supports of the second year. Prior to the sessions was distributed articles with the content of the lesson, fully contemplating the module objectives. In summary, we highlight that the average individual score was much lower than the average score of the team, with 99.999% reliability. The best individual performance was worse than the performance of their own team. The students demonstrated in their responses to the questionnaire, acceptability to the method. Teachers approved the activities highlighting not being able to apply the TBL sessions. After the study, we believe that this active methodology will provide students with better knowledge building, provided they are responsible with their preparedness
O objetivo ao propor essa intervenção foi empregar e avaliar o uso do TBL como uma estratégia metodológica de ensino-aprendizagem em um curso de Medicina. A hipótese de que era possível substituir as aulas teóricas, em nossas universidades, por sessões em TBL, com a capacitação docente e o interesse participativo discente, em atendimento às Diretrizes Curriculares Nacionais esteve presente. A importância do trabalho se alicerça nas mudanças obrigatórias que devem ocorrer no ensino médico, em função destas diretrizes aprovadas recentemente; na valorização dos profissionais médicos, preparados para trabalharem em equipes multidisciplinares, comprometidos com a ética e cuidados humanitários e, por fim, no desafio de ensinar em salas grandes, com quantidades enormes de estudantes, heterogêneas e com necessidades de avaliações formativas individualizadas. A sessão em TBL foi realizada na formatação proposta pelo TBL Collaborative Group (EUA), durante a sustentação teórica do segundo ano. Previamente às sessões disponibilizamos artigos referentes ao conteúdo da aula, que atendesse plenamente aos objetivos propostos no módulo de Perturbações Hemodinâmicas. Como resumo dos achados, destacamos a diferença, com 99,999% de confiança, entre a média da pontuação individual quando comparada com a média da pontuação em equipe. O melhor desempenho individual foi pior do que o desempenho de sua equipe. Os discentes demonstraram, em suas respostas ao questionário, aceitabilidade ao método. Os docentes aprovaram as atividades destacando não estarem capacitados para realizar as sessões em TBL na sua plenitude. Após a realização do estudo, acreditamos que esta metodologia ativa propiciará aos estudantes uma melhor construção de conhecimentos, desde que sejam responsáveis com sua preparação prévia
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Storrs, Mark J. "A Prospective Evaluation of Interprofessional Team-Based Clinical Education at the School of Dentistry and Oral Health, Griffith University." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/391591.
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Students in diverse health programs taught separately from each other with a focus on profession ‘specific’ content rather than comprehensive collaborative patient care promotes a limited understanding of and respect for the collaborative role of different health professionals when undertaking treatment planning and patient-centred care. This may result in oral health graduates educated within a uniprofessional context becoming ill-prepared to manage patients with complex conditions that require collaboration with different oral health professionals (OHPs) through a team-based patient-centred approach.
As the potential value of interprofessional education (IPE) is strongly advocated in the literature, the Griffith University School of Dentistry and Oral Health (DOH) introduced the interprofessional teams-based treatment planning (TBTP) process in 2009 to address these educational challenges and facilitate IPE. The TBTP process incorporated student practice teams and an expansion of peer learning through collaboration between students enrolled in three different oral health programs, namely dentistry, dental technology and oral health therapy. It was perceived that shared learning, understanding of complementary knowledge, collaborative participation in managing patient care, and having knowledge/respect for each professions’ role were all necessary to improve communication and teamwork skills in a pre-qualification context in readiness for collaborative oral health practice.
However, a systematic evaluation of the TBTP process, its contribution to student clinical learning and experiences, and whether those experiences contributed to advancing interprofessional competencies and capabilities at DOH has not been conducted since its commencement. This thesis documents an evaluation that researched the attitudes, perceptions and experiences of students, clinical teaching staff, patients and newly graduated OHPs involved with the TBTP process at DOH between 2012 and 2015. The evaluation framework proposed in this research uses the first three levels of Kirkpatrick’s expanded typology of learner outcomes for educational interventions as a feedback process. The levels include student reaction to the learning experience such as a change in attitude towards interprofessional practice, acquisition of knowledge/skills which incorporates collaborative oral health learning experiences and behavioural change.
This study employed a mixed methodology, primarily quantitative supplemented by a qualitative approach where data were collected prospectively and annually at similar points in time between 2012 and mid-2015. The first phase of this study developed, and pilot tested instruments to collect relevant information from the cohorts included in the study and conducted a psychometric evaluation of the student survey to establish its validity and reliability. The second phase prospectively collected data utilising instruments specific for each of these cohorts. Quantitative and qualitative analyses of collected data and an interpretation of the results were then employed to answer the research question: ‘What is the impact of interprofessional student team-based processes, based on best practice principles, on attitudes, perceptions and experiences of students, clinical teaching staff, patients and newly graduated OHPs affiliated with DOH?’
A triangulation of data determined the amount of convergence in the study results thereby enhancing confidence in the findings and the research methodology as being well developed, comprehensive and robust. The results suggest that students had positive attitudes towards shared learning as indicated by their willingness to share information about patients with students in other oral health programs and engage in collaborative discussions to arrive at mutually agreed decisions about treatment plans within a team environment. The TBTP process was identified as a supportive environment where interprofessional clinical learning and experience was gained. It was perceived that effective supervision in this context facilitated collaborative treatment planning and teamwork skills, positive opinions of other OHPs, enhanced communication with colleagues and an improved understanding of clinical problems where students engaged in patient-centred collaborative care. New graduates noted that their behaviour became more respectful towards other OHPs as indicated through improved communication and by effectively contributing as part of a patient’s interprofessional team-based care.
Interprofessional shared learning alone had a large predictive effect and correlated strongly and significantly with students’ interprofessional clinical learning and experiences. The effect that chance, selection bias, measurement bias and confounding may have had on findings were considered and outcomes attributed to students were found to possess internal validity. Findings from clinical teaching staff were deemed valid and reliable within DOH, and information collected from other cohorts was considered innovative and provided meaning to help answer the research question. Through the TBTP process students acquired several interprofessional competencies and capabilities that included an understanding of roles and interprofessional values; interprofessional communication including collaborative decision-making and an ability to recognise and resolve conflict, and teamwork abilities relevant towards providing team-based patient-centred care.
This research provides valuable information for accrediting authorities and oral health educational providers seeking to incorporate interprofessional team-based clinical oral health education within their curricula to improve program outcomes. Strategies to guide a more efficient and effective interprofessional model of clinical oral health education at DOH have been proposed in this thesis. Recommendations have also been made for further research opportunities, both nationally and internationally, to improve an understanding of the educational needs of oral health students and graduates to better equip educational facilities to expedite students’ interprofessional clinical learning and experience reflective of best practice clinical oral health education.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Dentistry&Oral Hlth
Griffith Health
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Conlan, Louise-Margaret. "Exploring dynamic processes : a qualitative study of problem-based learning experiences within clinical psychology training." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10617.
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Aim: The existing literature on the experiences of individuals who have undertaken Problem-Based Learning (PBL) as part of their doctoral Clinical Psychology training in the UK is scarce, particularly from the perspective of qualitative peer research. The aim of the present study was to construct and articulate a deeper account of such experiences, and in particular, to explore how individuals make sense of these experiences. It is hoped that the findings of the present study will increase awareness within Clinical Psychology training programmes of the experiences, perspectives and needs of trainees who undertake PBL. Method: A qualitative approach was adopted. Semi-structured interviews were conducted with eight Trainee Clinical Psychologists who have undertaken PBL at a Clinical Psychology training programme in South-East England. Their accounts were analysed using Interpretative Phenomenological Analysis (IPA), which endeavours to illuminate the lived experiences of small samples of individuals who have experienced a particular phenomenon. Results: The analytic procedure highlighted four main themes emerging within participants’ accounts: Intensity of the experience; Striving towards connection versus fear of disconnection; Responses to manage the experience(s) can be unhelpful and helpful; and Trying to make sense of PBL. Implications: Participants characterised PBL as a challenging yet invaluable process through which they made significant gains, both professionally and personally. Facilitators were noted to play a key role in helping to create safe spaces in which trainees are supported to engage with issues that may arise for them in relation to their professional and personal development. Implications and recommendations are outlined for the benefit of Clinical Psychology training programmes that may wish to incorporate or alter PBL within their syllabuses.
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Stefanik, Dawne Elaine. "Elevating Trust in the Dental Profession: Using Team-Based Learning as a Strategy to Foster Sound Ethical Decision-Making Practices in a Dental School Curriculum." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587124836236406.
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Borges, Thiago Bastos. "Contribuições de uma sequência didática metodologicamente ativa para uma aprendizagem significativa no ensino de biologia no Ensino Médio." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-03122018-175042/.
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O estudo da biologia animal, tendo como eixo integrador a evolução biológica, é uma forte recomendação no currículo nacional. A temática é bastante importante para a construção dos saberes científicos acerca da noção de diversidade, funcionamento dos ecossistemas e dos processos evolutivos, fisiológicos e morfológicos dos seres vivos. O foco no processo de ensino e de aprendizagem deve ser o desenvolvimento das capacidades de pesquisar e analisar informações, da capacidade de aprender e de adotar uma postura engajada em prol do meio ambiente. Dentro desse contexto o professor deve adotar estratégias metodologicamente ativas com valorização da contextualização, de atividades dinamizadas e colaborativas para contribuir para uma aprendizagem significativa. As atividades escolares devem ser pensadas sob a ótica da participação ativa do aluno, valorizando seus conhecimentos prévios para, desta forma, promover a aquisição do conhecimento e o desenvolvimento das habilidades e atitudes necessárias para o domínio das competências indicadas nos Parâmetros Curriculares Nacionais. A proposta para este trabalho envolveu a elaboração de uma sequência didática cuja fundamentação teórica foi pautada nos seguintes aspectos: a Aprendizagem Significativa de David Ausubel, a abordagem sociointeracionista de Vygostsky e a Metodologia Ativa da Aprendizagem Baseada em Equipes (ABE) proposta por Larry Michaelsen. A metodologia utilizada na pesquisa foi composta por diferentes estratégias sob uma abordagem quali e quantitativa de pesquisa-ação em duas turmas do segundo ano do Ensino Técnico Integrado ao Médio na disciplina de Biologia. Foram propostas atividades que, em sequência, possibilitaram o desenvolvimento de competências específicas da biologia e competências transversais: a aplicação adaptada da ABE e um projeto escolar de observação de aves. Ao mapear os resultados de todas as etapas, que incluiu análises de índices e formulários de opinião, o pesquisador pôde observar que atividades desencadeadas sob um viés construtivista contribuíram para o aproveitamento e satisfação escolar.The study of animal biology, having as an integrating axis the biological evolution, is a strongly recommended topic in the national curriculum. The theme is very important for the construction of scientific knowledge about the notion of diversity, functioning of ecosystems and the evolutionary, physiological and morphological processes of living beings. The focus on the teaching and learning process should be the development of the research capacity and analytical skill, the ability to learn and to develop an awareness of the environmental issues. Within this context, the teacher must adopt methodologically active strategies with valuation of the contextualization, of dynamic and collaborative activities to contribute to a significant learning. School activities should be thought from the perspective of the active participation of the student, valuing their previous knowledge in order to promote the acquisition of knowledge and the development of the skills and attitudes necessary for the mastery of the competencies indicated in the National Curricular Parameters. The proposal for this work involved the elaboration of a didactic sequence whose theoretical foundation was based on the following aspects: Significant Learning of David Ausubel, the socio-interactionist approach of Vygostsky and the Active Methodology of the Team-Based Learning (TBL) proposed by Larry Michaelsen. The methodology used in this research was composed by different strategies under a qualitative and quantitative approaches of action- research in two classes of the second year of Integrated High School and Technical Education in the discipline of Biology. Activities were proposed that sequentially enabled the development of specific competences of biology and personal soft skills: the adapted application of the TBL methodology and the School Bird-watching Project. By mapping the results of all steps, which included numerical index analyzes and opinion forms, the researcher was able to observe that activities triggered under a constructivist bias contributed to academic achievement and satisfaction.
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Manukyan, Narine. "Analysis and Modeling of Quality Improvement on Clinical Fitness Landscapes." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/253.
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Widespread unexplained variations in clinical practices and patient outcomes, together with rapidly growing availability of data, suggest major opportunities for improving the quality of medical care. One way that healthcare practitioners try to do that is by participating in organized healthcare quality improvement collaboratives (QICs). In QICs, teams of practitioners from different hospitals exchange information on clinical practices, with the aim of improving health outcomes at their own institutions. However, what works in one hospital may not work in others with different local contexts, due to non-linear interactions among various demographics, treatments, and practices. I.e., the clinical landscape is a complex socio-technical system that is difficult to search. In this dissertation we develop methods for analysis and modeling of complex systems, and apply them to the problem of healthcare improvement.
Searching clinical landscapes is a multi-objective dynamic problem, as hospitals simultaneously optimize for multiple patient outcomes. We first discuss a general method we developed for finding which changes in features may be associated with various changes in outcomes at different points in time with different delays in affect. This method correctly inferred interactions on synthetic data, however the complexity and incompleteness of the real hospital dataset available to us limited the usefulness of this approach.
We then discuss an agent-based model (ABM) of QICs to show that teams comprising individuals from similar institutions outperform those from more diverse institutions, under nearly all conditions, and that this advantage increases with the complexity of the landscape and the level of noise in assessing performance. We present data from a network of real hospitals that provides encouraging evidence of a high degree of similarity in clinical practices among hospitals working together in QIC teams. Based on model outcomes, we propose a secure virtual collaboration system that would allow hospitals to efficiently identify potentially better practices in use at other institutions similar to theirs, without any institutions having to sacrifice the privacy of their own data.
To model the search for quality improvement in clinical fitness landscapes, we need benchmark landscapes with tunable feature interactions. NK landscapes have been the classic benchmarks for modeling landscapes with epistatic interactions, but the ruggedness is only tunable in discrete jumps. Walsh polynomials are more finely tunable than NK landscapes, but are only defined on binary alphabets and, in general, have unknown global maximum and minimum.
We define a different subset of interaction models that we dub as NM landscapes. NM landscapes are shown to have smoothly tunable ruggedness and difficulty and known location and value of global maxima. With additional constraints, we can also determine the location and value of the global minima. The proposed NM landscapes can be used with alphabets of any arity, from binary to real-valued, without changing the complexity of the landscape. NM landscapes are thus useful models for simulating clinical landscapes with binary or real decision variables and varying number of interactions. NM landscapes permit proper normalization of fitnesses so that search results can be fairly averaged over different random landscapes with the same parameters, and fairly compared between landscapes with different parameters.
In future work we plan to use NM landscapes as benchmarks for testing various algorithms that can discover epistatic interactions in real world datasets.
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Bangabash, Subhasish, and Srimanta Panda. "Machine Learning - Managerial Perspective : A Study to define concepts and highlight challenges in a product-based IT Organization." Thesis, Blekinge Tekniska Högskola, Institutionen för industriell ekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-18835.
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The purpose of this research is to understand the main managerial challenges that arise in the context of Machine Learning. This research aims to explore the core concepts of Machine Learning and provide the same conceptual foundation to managers to overcome possible obstacles while implementing Machine Learning. Therefore, the main research question is: What are the phases and the main challenges while managing Machine Learning project in a product based IT organization? The focus is on the main concepts of Machine Learning and identifying challenges during each phase through literature review and qualitative data collected from interviews conducted with professionals. The research aims to position itself in the field of research which looks for inputs from consultants and management professionals either associated with Machine Learning or they are planning to start such initiatives. In this research paper we introduce ACDDT (Agile-Customer-Data-Domain-Technology) model framework for managers. This framework is centered on the main challenges in Machine Learning project phases while dealing with customer, data, domain and technology. In addition, the frame work also provides key inputs to managers for managing those challenges and possibly overcome them.
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Walters, Kristi L. "Using student motivation to design groups in a non-majors biology course for team-based collaborative learning| Impacts on knowledge, views, attitudes, and perceptions." Thesis, East Carolina University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1565005.
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The importance of student motivation and its connection to other learning variables (i.e., attitudes, knowledge, persistence, attendance) is well established. Collaborative work at the undergraduate level has been recognized as a valuable tool in large courses. However, motivation and collaborative group work have rarely been combined. This project utilized student motivation to learn biology to place non-major biology undergraduates in collaborative learning groups at East Carolina University, a mid-sized southeastern American university, to determine the effects of this construct on student learning. A pre-test measuring motivation to learn biology, attitudes toward biology, perceptions of biology and biologists, views of science, and content knowledge was administered. A similar post-test followed as part of the final exam. Two sections of the same introductory biology course (n = 312) were used and students were divided into homogeneous and heterogeneous groups (based on their motivation score). The heterogeneous groups (n = 32) consisted of a mixture of different motivation levels, while the homogeneous groups (n = 32) were organized into teams with similar motivation scores using tiers of high-, middle-, and low-level participants. Data analysis determined mixed perceptions of biology and biologists. These include the perceptions biology was less intriguing, less relevant, less practical, less ethical, and less understandable. Biologists were perceived as being neat and slightly intelligent, but not very altruistic, humane, ethical, logical, honest, or moral. Content knowledge scores more than doubled from pre- to post-test. Half of the items measuring views of science were not statistically significantly different from pre- to post-test. Many of the factors for attitudes toward biology became more agreeable from pre- to post-test. Correlations between motivation scores, participation levels, attendance rates, and final course grades were examined at both the individual and group level. Motivation had low correlations with the other variables. Changes in group membership (i.e., attrition) were evaluated at the group level and showed the highest rates with the heterogeneous groups and the lowest with the homogeneous middle groups. Group gender ratios were examined, but showed no correlation with final course grade. Linear regression was utilized to identify any variables that might be useful in predicting the final course grade of each student. Only participation, attendance, and final exam grade were predictive, but as they were components of the final course grade, they were not useful for the model. Differences between the groups were also examined to determine if the group type was predictive of final course grade, but no significant difference was found. Results of the study are discussed in the context of the literature on student motivation to learn science. Implications of the study are discussed through the lens of the Millennial generation's perspectives on teaching and learning. Millennials often consider an education to be a commodity and may expect results with less effort. Millennials may be expressing a pseudo-intrinsic motivation in order to impress peers and instructors, while they may actually be more extrinsically motivated to succeed
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Whitby, Simon M., and Malcolm R. Dando. "Ethics, neuroscience and public policy: can team-based learning be a means to raise awareness of the problem of dual-use among practicing neuroscientists?" Routledge, 2018. http://hdl.handle.net/10454/17564.
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YesThe revolution in neuroscience, based on the recent development of novel techniques such as brain imaging that allow greater insight into the working of the central nervous system, will be accelerated by the injection of major funding in state-level brain research projects around the world and will undoubtedly lead to great benefits. However, the results of the research may be subject to hostile misuse, which in the context of chemical and biological weapons has been called the problem of dual use. An example could be the development of novel so-called non-lethal incapacitating chemical and biological agents that attack the central nervous system based on the knowledge derived from benignly-intended civil brain research. Unfortunately, most practicing neuroscientists are not aware of this problem and therefore cannot add their expertise to efforts to prevent such misuse. This paper reviews an attempt to test whether a Team-Based Learning (TBL) active learning exercise could be used to raise awareness of the problem of dual use amongst a group of practicing neuroscientists. It is concluded that TBL is a useful approach, but to effectively engage neuroscientists in helping to deal with dual use it would need to be incorporated within a co-ordinated national, regional and international educational initiative.
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Pettiway, Tarina S. "LEARNING WITHIN AND DURING IT/IS PROJECTS: ITS PROCESS, ANTECEDENTS, AND OUTCOMES." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1522880537528069.
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Oliveira, Tobias Espinosa de. "Aprendizagem de física, trabalho colaborativo e crenças de autoeficácia : um estudo de caso com o método team-based learning em uma disciplina introdutória de eletromagnetismo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/135013.
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O ensino de Física Geral nas universidades brasileiras é frequentemente relacionado a dois problemas correlacionados: dificuldade de aprendizagem e desmotivação. Ambos são agravados pela adoção estrita do método de ensino tradicional, com aulas essencialmente expositivas e praticamente sem o incentivo para a interação e colaboração entre os alunos para a aprendizagem dos conteúdos. O objetivo geral desta pesquisa é investigar a melhora na aprendizagem de Física e o desenvolvimento de crenças de autoeficácia em aprender física e em trabalhar colaborativamente por meio de uma adaptação do método de ensino ativo Team-Based Learning (TBL). Essas crenças estão diretamente ligadas à motivação, pois tratam-se de julgamentos que o sujeito tem sobre as próprias capacidades de organizar e executar cursos de ações específicos, os quais afetam seu desempenho, quantidade de esforço e persistência para alcançar seus objetivos. O TBL tem como foco melhorar a aprendizagem e desenvolver habilidades de trabalho colaborativo, por meio de uma estrutura que envolve: o gerenciamento de equipes de aprendizagem, tarefas de preparação e aplicação de conceitos, feedback constante e avaliação entre os colegas. Procuramos responder às seguintes questões: (i) Em relação ao desempenho dos alunos em testes padronizados sobre conceitos básicos de eletromagnetismo, quais os principais resultados alcançados com a implementação do TBL em uma disciplina de Física Geral (Eletromagnetismo) em um curso de Física numa universidade pública brasileira (UFRGS)? (ii) Quais as atitudes dos alunos em relação à mudança de método de ensino tradicional para o TBL? (iii) Como o TBL influencia os estudantes em relação às suas crenças de autoeficácia em aprender física e em trabalhar colaborativamente? Para responder a tais questões, adotamos as orientações metodológicas para estudo de caso de Yin e, a fim de responder a terceira questão de pesquisa, utilizamos a Teoria Social Cognitiva, em específico, o conceito de autoeficácia, de Bandura. Para a investigação, realizamos um estudo exploratório que teve duas unidades de análise, uma ampla (a turma, com 27 alunos concluintes) e outra específica, João, um sujeito cujo senso de autoeficácia inicial era baixo e que possuía um histórico de reprovações no curso de licenciatura em Física. Os resultados mostraram que os ganhos normalizados médios da turma nos três testes padronizados que foram aplicados foram semelhantes àqueles atingidos por outros métodos ativos de ensino e superiores a resultados obtidos nos mesmos testes em turmas com o método de ensino tradicional. João obteve resultados similares à média da turma em dois dos três testes. As atitudes dos alunos frente ao método de ensino foram positivas tendo sido destacadas principalmente, as tarefas de estudo prévio e as discussões em equipe. Como fatores negativos foram mencionados: o fato da disciplina ser muito trabalhosa e de não ter tempo suficiente em aula para a realização das atividades previstas. Sobre as crenças de autoeficácia em aprender física e em trabalhar colaborativamente, constatamos que as crenças dos alunos foram influenciadas positivamente pelas atividades desenvolvidas com o método de ensino, por meio das principais fontes destacadas por Bandura: experiências positivas e vicárias, persuasão social e redução de estresse. Concluímos que o TBL tem potencial para auxiliar na aprendizagem conceitual de Física e em desenvolver crenças de autoeficácia em aprender física e em trabalhar colaborativamente. Novas pesquisas são necessárias para dar continuidade a este estudo exploratório, investigando mais profundamente a aprendizagem, por meio de um referencial teórico específico, e relacioná-la com a mudança nas percepções de eficácia pessoal proporcionadas pelo TBL.The introductory physics education in the Brazilian universities is frequently related to two correlated problems: students’ difficulties of learning and lack of motivation. In both cases, the strict adoption of traditional teaching method (lecturing), with a timid or non-existent incentive for interaction and collaboration among students, plays a major role. The main goal of this research is to investigate the improvement in the physics learning, the development of self-efficacy beliefs in learn physics and in work collaboratively through an adaptation of the active teaching method Team-Based Learning (TBL). These beliefs are directly linked to motivation, because they are based on judgments made by the individuals about their own capabilities to organize and execute specific courses, which affect their performance, amount of effort and persistence to achieve their goals. The TBL focuses on improving learning and develop collaborative work skills, through a structure which involves: management of learning teams, reading assignments and tests of concepts application, constant feedback and evaluation by peers. We tried to answer the following questions: (i) In relation to student performance on standardized tests about basic concepts of electromagnetism, what are the main results achieved with the implementation of the TBL in an introductory physics class (electromagnetism) in one physics course in a Brazilian public university (UFRGS)? (ii) What are the attitudes of the students regarding the change of the traditional teaching method for TBL? (iii) How TBL affects the students regarding their self-efficacy beliefs in learning physics and in work collaboratively? Therefore, to answer the questions, we have adopted the methodological guidelines for case study of Yin and in order to answer the third research question, we use the Social Cognitive Theory, in particular, the concept of self-efficacy, of Bandura. For the investigation, we conducted an exploratory study which had two units of analysis, a wide (the class, with 27 college students) and other specific, João, an individual whose sense of initial self-efficacy was short and had a history of failures in the course degree in physics. The results showed that the mean normalized gains of the three class standardized tests that were applied were similar to those achieved by other active teaching methods and superior to results obtained in the same tests in classes with the traditional teaching method. João achieved the class average in two of the three tests. The attitudes of the students about the method were positive having been highlighted mainly the reading assignments and team discussions. As negative factors were mentioned: the amount of work and not having enough time in class to carry out all the planned activities. About the self-efficacy beliefs in learn physics and in work collaboratively, we found that the beliefs of the students were positively influenced by the activities developed with the teaching method, through the main sources highlighted by Bandura: positive experiences, vicarious experiences, social persuasion and stress reduction. We conclude that TBL has the potential to assist in the conceptual learning of physics and developing self-efficacy beliefs in learn physics and in work collaboratively. Further research is necessary to continue this exploratory study, by investigating deeper into learning through a specific a theoretical reference and relate it to the change in perceptions of personal efficacy provided by the TBL.
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Arantes, Fernanda Paula. "Aprendizagem do empreendedorismo em equipe: influências contextuais sobre novas empresas de base tecnológica." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7129.
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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
Considered as a continuous experiential process, entrepreneurial learning does not have enough conceptual structure to explain how a team of entrepreneurs learns. The scarce models presented in the literature focus on the entrepreneurial individual and, at times, disregard the context and other influence groups. Thus, from a constructivist sociocultural perspective, the present dissertation presents the development of a research whose main objective was to analyze and characterize the learning process of entrepreneurship in the level of New Technology-Based Firms (NTBFs) teams. The decision to study the founding teams of these organizations is due to the need they face to learn quickly, in view of the rapid evolution of the technology market. The study is constructivist sociocultural because it considers that to occur the sharing of knowledge and learning it is necessary to have social interaction, participation, formation of identity and contextual influence. The context in which a team finds itself directly influences its learning, at the same time that it is influenced, shaped by it. And, in view of the principle of Lebenswelt, one of the drivers of the study, it was considered that it is not possible to study the human being in a way that is isolated from his context, from the world he experiences, transferring this premise to teams. Therefore, following an interpretative phenomenological-hermeneutical approach and using a theoretical guiding model, the learning experiences of four different NTBF founding teams were analyzed, two incubated and two non-incubated. Three data collection procedures were used: semi-structured interviews, observation and documentary research; being applied on the collected data the premises of the interpretative phenomenological analysis (IPA). The study made it possible to capture the deeper meanings of the teams' learning experience, allowing the analysis of the impact of the context, the relevance of internal and external interpersonal relationships, and the strengthening of the human and social capital of a team for its learning. Thus, as the main result of the dissertation was proposed a conceptual model of entrepreneurial learning in team, which considers learning as a process continuously modified by the experience and joint reflection of individuals, being evolutionary and inseparable from the context.
Considerado um processo experiencial contínuo, a aprendizagem do empreendedorismo ainda não possui suficiente estrutura conceitual que explique como uma equipe de empreendedores aprende. Os escassos modelos apresentados na literatura centram-se no indivíduo empreendedor e, por vezes, desconsideram o contexto e demais grupos de influência. Desta forma, partindo de uma perspectiva sociocultural construtivista, a presente dissertação apresenta o desenvolvimento de uma pesquisa cujo principal objetivo foi o de analisar e caracterizar o processo de aprendizagem do empreendedorismo no nível de equipes de fundadores de Novas Empresas de Base Tecnológica (NEBTs). Optou-se por estudar as equipes fundadoras dessas organizações devido à necessidade que enfrentam de aprenderem rapidamente, tendo em vista a também rápida evolução do mercado tecnológico. O estudo é sociocultural construtivista por considerar que para ocorrer o compartilhamento de conhecimentos e a aprendizagem é preciso haver interação social, participação, formação de identidade e influência contextual. O contexto em que a equipe se encontra influencia diretamente sua aprendizagem, ao mesmo tempo em que é influenciado, moldado, por ela. E, tendo em vista o princípio do Lebenswelt, um dos direcionadores do estudo, considerou-se não ser possível estudar o ser humano de forma isolada do seu contexto, do mundo por ele vivenciado, transferindo-se essa premissa para equipes. Portanto, seguindo uma abordagem fenomenológico-hermenêutica interpretativa e utilizando-se de um modelo teórico direcionador, foram analisadas as experiências de aprendizagem de quatro diferentes equipes fundadoras de NEBTs, sendo duas incubadas e duas não incubadas. Três procedimentos de coletada de dados foram utilizados: entrevistas semiestruturadas, observação e pesquisa documental; sendo aplicada sobre os dados coletados as premissas da análise fenomenológica interpretativa (AFI). O estudo possibilitou a captação dos significados mais profundos da experiência de aprendizagem das equipes, permitindo analisar o impacto do contexto, a relevância das relações interpessoais a nível interno e externo e o fortalecimento dos capitais humano e social de uma equipe para sua aprendizagem. Assim, como principal resultado da dissertação foi proposto um modelo conceitual de aprendizagem do empreendedorismo em equipe, o qual considera a aprendizagem como um processo continuamente modificado pela experiência e reflexão conjunta dos indivíduos, sendo evolutivo e indissociável do contexto.
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Fodo, Sihle. "Collaboration in inclusive education: teachers’ perspectives and practices." UWC, 2020. http://hdl.handle.net/11394/7554.
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Magister Educationis - MEdInclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration between teachers and other professionals and between teachers and parents and the community at large is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cape Province which was selected purposively. Snowball sampling was used to select six teachers who were interviewed and observed in their collaborative spaces. This study used a qualitative approach and a case-study approach as a research design. It used Cultural-Historical Activity Theory (CHAT) as the theoretical framework to understand how teachers respond to the diverse needs of all learners and how they collaborate with others in developing more responsive pedagogies. Multiple methods of data analysis, such as thematic analysis and CHAT, were used to analyze data collected. The study revealed that teachers collaborated in school-initiated collaboration practices as well as in Department owned collaboration practices. Teachers reported to have voluntarily participated in school-initiated collaboration practices as their school had a culture of sharing knowledge and skills and this enabled them to work closely with each other, whereas in Department owned collaboration practices teacher reported that they participated because they had to obey instructions from their employee. Teachers felt that the Department owned collaboration practices used top-down approaches which hindered some of their collaboration practices. Teachers reported to have encountered some benefits from as well as barriers to collaboration. This study concludes that if collaboration is a critical strategy for the successful implementation of IE in South Africa, the Department of Education (DoE) should give schools an opportunity to indicate their areas of need so that they can be trained accordingly. Secondly, the DoE should continuously provide training for teachers on collaboration. Lastly, the DoE and the school should encourage and monitor teachers to continue to create environments where they work collaboratively in decision-making and problem-solving.
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Muldoon, Teresa Margaret. "Language acquisition of ESL students in a discipline-based art education classroom using collaborative learning and whole language." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc332506/.
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This study examined the influences of a variety of verbal and non-verbal strategies on the language acquisition of six fourth grade ESL students in a discipline-based art education classroom. The art teacher/researcher spoke only English, and the students spoke Spanish almost exclusively. The art instruction occurred during eighteen 30 minute sessions, over a period of five months. The program involved the whole language approach, collaborative/cooperative learning, and the study of art concepts through verbal and graphic symbol cue cards and images of art works. Data were amassed from transcripts of video recordings, student and teacher interviews, and reflective notes. This study showed highly successful results with student growth in language acquisition and comprehension of art concepts.
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Åkerstedt, Zandra. "Guided reflection in Simulator-Based Crisis Management Training : Examining the possibility to implement After Action Reviews in the CCRAAAFFFTING project." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157632.
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Reflection is an important team learning activity, allowing team members to process feedback and to learn from experiences. Debriefing methods such as the After Action Review (AAR), proved to increase learning, can be used to guide teams through the process of reflection. This thesis, commissioned by the Creating Collaborative Resilience Awareness, Analysis and Action for Finance, Food and Fuel Systems in INteractive Games (CCRAAAFFFTING) project, aims to investigating how current post-exercise discussions within the CCRAAAFFFTING project support reflection and whether or not AAR could be implemented. This study used an explorative, semi-experimental research design, containing two conditions - the current post-exercise discussions (condition 1) and AAR’s (condition 2). Data was collected through observations and questionnaires. Due to issues regarding validity, data from questionnaires given to participants, as well as comparisons of participants' subjective experiences between the two conditions, could not be used to provide any support for choosing one post-exercise discussion over the other. However, observations showed that the current post-exercise discussion did not support reflection, thus, making it beneficial to implement AAR. Proper implementation of AAR could not only support team learning, but also organizational learning by facilitating the transference of knowledge back to participants home organizations. This transferred knowledge, if used right by the organizations, could help increased resilience. However, AAR cannot simply be implemented, and this thesis concludes with a list of identified recommendations.
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Davidson, Alix E. "Investigating the Instructor's Role in New Student Sense of Classroom Community." DigitalCommons@CalPoly, 2012. https://digitalcommons.calpoly.edu/theses/750.
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The purpose of the study is to determine whether an instructor’s intentional effort to build community in his/her classroom results in a higher sense of classroom community among students. This study also examined what types of community building activities were conducted by each instructor and measured the students’ responses to each different activity. This was intended to establish a preliminary set of best practices for creating classroom community. A two-part questionnaire, including an adapted version of the Classroom Community Scale, was administered to instructors (n=5) and students (n=113) enrolled in two or four unit courses at California Polytechnic State University. These courses were designed to introduce students to their chosen majors. One-way analysis of variance, and two-proportion tests were used to determine the relationship between instructor intentions and student sense of classroom community, and the differences in student sense of classroom community between courses. Findings indicate that what course a student was in was the significant factor in determining sense of classroom community. Additionally, students accurately perceived their instructor’s intent to create classroom community.
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Abrishami, Hedayat. "Deep Learning Based Electrocardiogram Delineation." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1563525992210273.
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Wang, Yusen. "Short-term Power Load Forecasting Based on Machine Learning." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-277629.
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Short-term power load forecasting is an important part of power system management.It is the premise of network structure planing, electricity tradingand load scheduling. The accuracy of power load forecasting is directly relatedto power system security, stability and economic operation. In this thesis,machine learning based short-term load forecasting methods are studied andanalyzed, which include extreme gradient boosting (XGBoost), light gradientboosting machine (LightGBM), long short-termmemory network (LSTM)and gated recurrent unit network (GRU). Apart from historic load data, environmentalfactors are also taken into consideration and used as input vectorsto the model. Pearson similarity method is adopted to analyse the correlationbetween each environmental factor and the corresponding power load.The performance of the machine learning based load forecasting methods arecompared to a commonly used traditional load forecasting method - autoregressiveintegrated moving average model (ARIMA).The results show thatthe proposed machine learning based methods have a higher prediction accuracythan that of traditional method.Prognoser för kortvarig effektbelastning är en viktig del av kraftsystemhanteringen.Det är förutsättningen för nätverksstrukturplanering, elhandel och lastplanering.Prognosen för kraftbelastning är direkt relaterad till kraftsystemetssäkerhet, stabilitet och ekonomiska drift.I denna avhandling studeras och analyserasmaskininlärningsbaserade korttidsbelastningsmetoder som inkluderarXGBoost, LightGBM, långt korttidsminnenätverk (LSTM) och gated recurrentunit Network (GRU). Förutom historiska belastningsdata beaktas ocksåmiljöfaktorer och används som inmatningsvektorer till modellen. Pearson likhetsmetodanvänds för att analysera sambandet mellan varje miljöfaktor ochmotsvarande effektbelastning. Prestandan för maskininlärningsbaserade metoderför att förutspå laster jämförs med en vanligt förekommande traditionelllastprognosmetod - auto-regressiv integrerad rörlig genomsnittsmodell (ARIMA).Resultaten visar att de föreslagna metoderna för maskininlärning harhögre förutsägbarhetsnoggrannhet än traditionella metoders.
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McManus, Colin. "Learning place-dependant features for long-term vision-based localisation." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:088715bb-cfba-408e-b1f6-b307ae43be97.
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In order for autonomous vehicles to achieve life-long operation in outdoor environments, navigation systems must be able to cope with visual change---whether it's short term, such as variable lighting or weather conditions, or long term, such as different seasons. As a GPS is not always reliable, autonomous vehicles must be self sufficient with onboard sensors. This thesis examines the problem of localisation against a known map across extreme lighting and weather conditions using only a stereo camera as the primary sensor. The method presented departs from traditional techniques that blindly apply out-of-the-box interest-point detectors to all images of all places. This naive approach fails to take into account any prior knowledge that exists about the environment in which the robot is operating. Furthermore, the point-feature approach often fails when there are dramatic appearance changes, as associating low-level features such as corners or edges is extremely difficult and sometimes not possible. By leveraging knowledge of prior appearance, this thesis presents an unsupervised method for learning a set of distinctive and stable (i.e., stable under appearance changes) feature detectors that are unique to a specific place in the environment. In other words, we learn place-dependent feature detectors that enable vastly superior performance in terms of robustness in exchange for a reduced, but tolerable metric precision. By folding in a method for masking distracting objects in dynamic environments and examining a simple model for external illuminates, such as the sun, this thesis presents a robust localisation system that is able to achieve metric estimates from night-today or summer-to-winter conditions. Results are presented from various locations in the UK, including the Begbroke Science Park, Woodstock, Oxford, and central London.
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de, Vries J., Simon Tweddell, and Rebecca McCarter. "Team-based Learning: Engaging learners and creating team accountability." 2018. http://hdl.handle.net/10454/16534.
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YesTeam-based Learning (TBL) is a new teaching strategy that may take small group learning to a new level of effectiveness. TBL shifts the focus from content delivery by teachers to the application of course content by student teams. Teams work on authentic problems, make collaborative decisions, and develop problem-solving skills required in their future workplace. Prior to redesigning the MPharm programme according to TBL principles, several pilots were set up to research how students responded to this new way of teaching. One pilot focussed on the introduction of TBL as a phenomena and aimed to find out if and how TBL engaged students, how students were held accountable by their teams, and more importantly how that affected their lifeworld. Ashworth’s lifeworld contingencies provided the theoretical framework as it ranges from students’ selfhood, embodiment and social interactions to their ability to carry out tasks they are committed to and regard as essential (Ashworth, 2003).
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Walker, Joshua David. "Does team-based testing promote individual learning?" Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3480.
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Team-based testing gives students a chance to earn additional points on individual unit tests by immediately re-taking the test as a team competing against other teams. This instructional approach has enjoyed widening implementation and impressive anecdotal support, but there remains a dearth of empirical studies evaluating its prescribed processes and promoted outcomes. Although the posited effectiveness and appeal of team-based testing seem consistent with the benefits of test-enhanced learning and collaborative learning in general, several limitations are readily apparent. Namely, the current format of the individual and team readiness assurance tests is expressly multiple-choice. Though there are some advantages of this type of question (e.g., ease of administering and grading), the long-term cognitive disadvantage relative to short-answer questions is well documented. Furthermore, it is not clear whether the proposed gain in learning through this format is attributable to the group effect -- be it social or cognitive, or simply to repeated exposure to the test items. Therefore, this study measured the effects of initial test question Format (short-answer vs. multiple-choice), Mode (individual vs. group), and Exposure (once vs. twice) on four delayed measures of learning: Old multiple-choice items (ones students had initially been tested over), Old short-answer items, New multiple-choice items, and New short-answer items. Two weeks after watching a video-recorded lecture, 208 college students took a thirty-item test comprising both the old and new items in multiple-choice and short-answer formats. Results revealed that 1) taking an initial test twice is better than once when the delayed test has old short-answer items or new multiple-choice items, 2) taking an initial short-answer test is better than multiple choice when the delayed test has either old multiple-choice, old short-answer, or new multiple-choice items, and 3) taking an initial team test is no different than taking an individual test when it comes to long-term learning. Particularly noteworthy from these results is how a) the effects of short-answer tests and taking tests twice are not present within Team conditions, and b) taking a multiple-choice test twice is as effective as taking a short-answer test once. Implications are discussed in light of learning theory and instructional practice.text
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Tweddell, Simon, D. Clark, and M. Nelson. "Team-based learning in pharmacy: The faculty experience." 2015. http://hdl.handle.net/10454/7519.
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yesAim To assess faculty perceptions and experiences when implementing team-based learning (TBL) across a pharmacy curriculum. Study design A total of 19 faculty members participated in a series of individual semi-structured interviews that allowed freedom of discussion within a structured framework of inquiry. Data were transcribed, coded using NVivo, and analyzed to establish common themes. Participant quotations were chosen to reinforce the themes and give a voice to the participants. Findings and discussion The benefits of TBL were perceived to be enhanced student engagement, peer learning, increased faculty enjoyment of teaching, and student development of transferable skills. Challenges included increased initial workload, writing effective application exercises, and facilitating learner-centered classes. TBL may be useful in optimizing course content to ensure outcomes and activities focus on important concepts. Peer learning appears to benefit student learning. TBL may help equip students with valuable transferable skills. TBL requires an initial upfront investment in faculty development and time to prepare resources. A student-centered approach to learning may be daunting for faculty and require new skill sets. Conclusions Faculty described their support for TBL concluding that the pedagogical benefits of engaging students in active learning, the development of transferable skills for the workplace, and the personal satisfaction felt after a TBL class, outweigh the initial challenges of transitioning to TBL.
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Wei, Shih Yi, and 施懿維. "U-Learning Platform Design Based on Virtual Team." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/16837182034507647481.
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碩士亞洲大學
光電與通訊學系碩士班
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Since information technology evolves continually, mobile individual communication equipment has been general for publics. Therefore, it attaches importance to ubiquitous computing, especially ubiquitous learning (U-Learning). This paper provides an information-exchanged platform embodied by computing equipment for students in primary or junior high school. Students or teachers who have the same background are gathered to form virtual teams. In which, students can share and accumulate knowledge by U-learning platform.
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Nelson, M., and Simon Tweddell. "Leading academic change: experiences of academic staff implementing team-based learning." 2017. http://hdl.handle.net/10454/14040.
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YesTeam-based learning (TBL) is a collaborative learning model that shifts classroom time from a teacher-centred to student-centred approach. TBL emphasises accountability to learning, teamwork, immediate feedback, peer feedback, and critical thinking. While many educators value the increased student engagement that results from TBL, the transition from traditional teaching methods to TBL poses challenges. Using a qualitative approach, this study aimed to explore the experiences of 26 academic staff in the United Kingdom who implemented TBL in the higher education setting. Thematic analysis of interview text generated eight themes related to preparing academics to use TBL, challenges related to TBL, and engagement of students with the curriculum. Derived from these themes, a set of recommendations for supporting academic staff who transition to TBL was developed.
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Chiu, Ya-Ping, and 邱雅萍. "Discourse Analysis of Team Discussion in Web-based Problem-Based Learning." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/85303846776851440128.
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碩士中原大學
教育研究所
97
Discussion is a good way for students exchanging their idea and finding out the solution of a problem. Understanding the students’ learning status is important to increase the learning effect in learning process. The object of this study is to use problem-based learning which is adaptable to database system of forth degree in department of Information Computer Engineering. According to this system, this study also uses the internet to establish the problem-based learning Network Chatroom（PBLNC） to discuss the process of team discussion by address book. In order to get the purpose, this study applies the purposive sampling method, questionnaire, and semi-structured interview to collect the experimental data. The research sample of this study uses a fourth-year database course of university in southern area of Taoyuan, Taiwan. All of the students have divided into six groups. The analyzing methods of this paper adopt both quantitative and qualitative researches. In the process of this study, it uses problem-based learning teaching model, teaching process, and the PBLNC to collect the experimental data in three months. Finally, the study adapts the “Pragmatic＂ and the“Semantic＂ to analyze the teams’ discussion records and the individual notes to discuss the process and the performance of the objects. After analyzing the content by Pragmatic, it is found that the interaction frequencies are different and each student has his role in a group. According Semantic analysis, students use epistemic operations in the beginning and the end, and shows argumentative operations during the process. Based on the results, this study will provide the suggestion and improvement in order to be the reference to other educators and researchers.Based on the results, this study will provide the suggestion and improvement in order to be the reference to other educators and researchers.
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Nation, L. M., Simon Tweddell, and P. Rutter. "The applicability of a validated team-based learning student assessment instrument to assess United Kingdom pharmacy students’ attitude toward team-based learning." 2016. http://hdl.handle.net/10454/8960.
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Purpose:
It aimed at testing the applicability of a validated team-based learning student assessment instrument (TBL-SAI) to assess United Kingdom (UK) pharmacy students’ attitude toward team-based learning.
Methods:
TBL-SAI, consisting of 33 items, was administered to undergraduate pharmacy students from two schools of pharmacy each at University of Wolverhampton and University of Bradford that utilized TBL as a primary instructional method across credit bearing modules. Validity and reliability tests were conducted on the data, along with comparisons between the two schools.
Results:
Students’ response rate was 80.0% (138/173) in completion of the instrument. Overall, the instrument demonstrated validity and reliability when used with pharmacy students. Sub-analysis between schools of pharmacy did, however, show that four items from Wolverhampton data, had factor loadings of less than 0.40. No item in the Bradford data had factor loadings less than 0.40. Cronbach’s alpha score was reliable at 0.897 for the total instrument: Wolverhampton, 0.793 and Bradford, 0.902. Students showed preference to TBL, with Bradford’s scores being statistically higher (P < 0.005).
Conclusion:
This validated instrument has demonstrated reliability and validity when used with pharmacy students. Furthermore students at both schools preferred TBL compared to traditional teaching.
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Middleton-Green, Laura, and Sarah L. Ashelford. "Using Team-Based Learning in Teaching Undergraduate Pathophysiology for Nurses." 2013. http://hdl.handle.net/10454/9790.
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Thomas, Gregory Dean. "Predictors of successful team-based testing." Thesis, 2007. http://hdl.handle.net/2152/3043.
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