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How to teach thinking and learning skills : a practical programme for the whole school
This book is grounded in the best of current practice and theories surrounding thinking and learning skills. It provides a highly effective method for introducing a comprehensive set of thinking and learning skills to children aged five to 11 years, as well as for integrating these skills through the curriculum.
eBook
Helping students remember
A hands-on memory-training program for children and adolescents featuring dozens of practical, evidence-based memory exercises
A practical workbook designed to assist students whose academic learning is suffering due to a memory deficit or ineffective utilization of their memory capabilities, Helping Students Remember provides numerous strategies and methods to strengthen memory, including chunking, organization, keyword, self-testing, pegword, loci, and mnemonics.
Drawing on the author's extensive training and experience, this useful resource presents effective techniques and lessons on:
* How memory works
* Memorization methods
* Goals for improving memory
* Repetition
* Using cards to build memory
* Grouping words by category
* Study skills that help memory
* Using arithmetic to build memory
* Using music to remember
* Improving recall during tests
* Creating and using review sheets
* Picturing verbal information
* Using context cues
* Plans for using memory strategies
With an accompanying CD containing all of the worksheets and word lists for reproduction, Helping Students Remember is the first workbook of its kind for general psychologists, school psychologists, and special education teachers, offering practical, easy-to-implement, and evidence-based methods for working with children with memory impairments.
eBook
Investigating self-directed learning and technology readiness in blending learning environment
Blended Learning (BL) creates a ‘rich’ educational environment with multiple technology-enabled communication forms in both face-to-face and online teaching. Students’ characteristics are closely related to the learning effectiveness in the BL environment. Students’ ability to direct themselves in learning and to utilise learning technologies can affect student learning effectiveness. This study examined the impacts of self-directed learning, technology readiness, and learning motivation on the three presences (social, teaching, cognitive) among students undertaking subjects in BL and non-BL (NBL) settings. The results indicated that the BL environment provides good facilitation for students’ social involvement in the class. Student technology readiness plays a stronger role in impacting the teaching presence in a BL environment than NBL environment. These findings imply that a proper BL setting creates a cohesive community and enhances collaborations between students. Prior training of learning technologies can potentially enhance students’ teaching presence.
Journal Article
Improving Computer-Assisted Language Learning Through the Lens of Cognitive Load
A contemporary review (over a 10-year period) was conducted into studies that used computer-assisted language learning (CALL) strategies to learn a second language (L2) by considering the impact of cognitive load. Twelve affordances were identified that led to enhanced learning, namely, online annotations and glosses, captioning, digital game-based language learning, videoconferencing and video feedback, visualization-based learning approaches, online instructional content and features, online machine translation tools, online interactive collaborative learning, (meta)cognitive learning strategies argument mapping, computer-mediated dictionary assisted learning, and multiple display screens. Associated with these affordances were a number of conditions and learner characteristics that modified the effectiveness of the affordances such as L2 proficiency. Most learning strategies were used to reduce cognitive load, although a limited number fostered germane cognitive load through generative learning practices. A number of issues associated with measuring cognitive load, multimedia learning, and research designs are also discussed.
Journal Article
Design and practice of blended teaching of internal medicine nursing based on O-AMAS effective teaching model
Background
Self-directed learning (SDL) ability is the basis for cultivating nursing students’ ability to find and solve problems, lifelong learning, and providing high-quality nursing talents for healthcare. The O-AMAS (Objective, Activation, Multi-learning, Assessment, Summary) model adheres to the teaching philosophy of student-centered, result-oriented, combines the advantages of online and offline teaching, enriching teaching resources and learning channels, diversifying teaching and evaluation methods, and emphasizing integrating and applying knowledge conducive to improving students’ SDL ability and achieving teaching objectives. This study explored the course design, practical, and application effects under the O-AMAS effective teaching model in internal medicine nursing to provide a basis and reference for combining effective teaching models with blended teaching in future nursing courses.
Methods
This study is a self-controlled before-after trial. The participants were 76 nursing undergraduates from Hunan Normal University. This study utilizes the O-AMAS effective teaching model to design internal medicine nursing courses and implement blended online and offline teaching. Main links: The overall course design and application are student-centered, after clarifying macro and micro multi-dimensional learning objectives, with online and offline blended teaching environments activated students’ learning behavior and diversified teachers’ teaching activities, then based on instant and dynamic provide effective feedback; finally, students take the initiate to make a brief and potent summary under the teacher guidance. After the course, a unified assessment of the learning effect of nursing students was conducted, including the evaluation of the SDL ability of nursing students, a final comprehensive evaluation grade, and a teaching satisfaction survey.
Results
The nursing students’ SDL ability scores are higher than before teaching, and the results were statistically significant (
P
< 0.05). The final average comprehensive evaluation grade of nursing students was 78.38 ± 7.12. More than 96% of the students are satisfied with this course.
Conclusion
Applying for internal medicine nursing blended teaching integrated with the O-AMAS effective teaching model is conducive to improving nursing students’ SDL ability, academic grades, and teaching satisfaction.
Journal Article
Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations
The aim of the study is to analyse the opportunities and challenges of emergency remote teaching based on experiences of the COVID-19 emergency. A qualitative research method was undertaken in two steps. In the first step, a thematic analysis of an online discussion forum with international experts from different sectors and countries was carried out. In the second step (an Italian case study), both the data and the statements of opinion leaders from secondary online sources, including web articles, statistical data and legislation, were analysed. The results reveal several technological, pedagogical and social challenges. The technological challenges are mainly related to the unreliability of Internet connections and many students’ lack of necessary electronic devices. The pedagogical challenges are principally associated with teachers’ and learners’ lack of digital skills, the lack of structured content versus the abundance of online resources, learners’ lack of interactivity and motivation and teachers’ lack of social and cognitive presence (the ability to construct meaning through sustained communication within a community of inquiry). The social challenges are mainly related to the lack of human interaction between teachers and students as well as among the latter, the lack of physical spaces at home to receive lessons and the lack of support of parents who are frequently working remotely in the same spaces. Based on the lessons learned from this worldwide emergency, challenges and proposals for action to face these same challenges, which should be and sometimes have been implemented, are provided.
Journal Article
Promotion of self-directed learning abilities among Chinese medical students through preparing for career calling and enhancing teaching competencies in medical education: a cross-sectional study
Background
Medical students face a heavy burden as they are tasked with acquiring a vast amount of medical knowledge within a limited time frame. Self-directed learning (SDL) has become crucial for efficient and ongoing learning among medical students. However, effective ways to foster SDL ability among Chinese medical students are lacking, and limited studies have identified factors that impact the SDL ability of medical students. This makes it challenging for educators to develop targeted strategies to improve students’ SDL ability. This study aims to assess SDL ability among Chinese medical students and examine the effects of career calling and teaching competencies on SDL ability, as well as the possible mechanisms linking them.
Methods
Data were collected from 3614 respondents (effective response rate = 60.11%) using cross-sectional online questionnaires and analyzed using IBM SPSS Statistics 22.0. The questionnaire comprised a Demographic Characteristics Questionnaire, Self-directed Learning Ability Scale (Cronbach’s alpha = 0.962), Teaching Competencies Scale, and Career Calling Scale.
Results
The average SDL ability score of Chinese medical students was 3.68 ± 0.56, indicating a moderate level of SDL ability. The six factors of the Self-directed Learning Ability Scale—self-reflection, ability to use learning methods, ability to set study plans, ability to set studying objectives, ability to adjust psychological state, and willpower in studying—accounted for 12.90%, 12.89%, 12.39%, 11.94%, 11.34%, and 8.67% of the variance, respectively. Furthermore, career calling was positively associated with SDL learning ability (
β
= 0.295,
p
< 0.001), and SDL learning ability was positively associated with teaching competencies (
β
= 0.191,
p
< 0.01). Simple slope analysis showed that when the level of teaching competencies was higher, the influence of career calling on SDL ability was stronger.
Conclusions
Chinese medical students’ SDL ability has room for improvement. Medical students could strengthen their willpower in studying by setting milestones goals with rewards, which could inspire their motivation for the next goals. Teachers should guide students to learn experience to improve students’ reflective ability. Educators play a crucial role in bridging the gap between career calling education and SDL ability enhancement, highlighting the significance of optimal teaching competencies. Colleges should focus on strengthening teachers’ sense of career calling and teaching competencies.
Journal Article