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Discuss to learn: a student-focused learning strategy
PurposeTraditional teaching strategies are making way for a more collaborative learning style, where students play active roles in their learning process. This work focuses on the discussant role activity in the market research subject in a business administration bachelor's degree as a way of empowering students' role. The discussant activity fosters critical thinking and debate between classmates while also encouraging communication and relational skills.Design/methodology/approachDrawing on expectation-disconfirmation theory, this study analysed students' expectations and perceptions before and after the discussant activity. Data were collected through two surveys carried out in class at the beginning and at the end of the course.FindingsThe empirical findings show that interactions in the classroom during the activity contribute to students' final evaluation of the activity and positively affect cross-curricular and subjective learning performance.Originality/valueActivities that recreate real-life experiences help students in the acquisition of certain key competencies related to their future inclusion in the labour market.
Journal Article
Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: empirical evidence from a school-wide comparative study
Background
The COVID-19 pandemic forced dental schools to close their campuses and move didactic instruction online. The abrupt transition to online learning, however, has raised several issues that have not been resolved. While several studies have investigated dental students’ attitude towards online learning during the pandemic, mixed results have been reported. Additionally, little research has been conducted to identify and understand factors, especially pedagogical factors, that impacted students’ acceptance of online learning during campus closure. Furthermore, how online learning during the pandemic impacted students’ learning performance has not been empirically investigated. In March 2020, the dental school studied here moved didactic instruction online in response to government issued stay-at-home orders. This first-of-its-kind comparative study examined students’ perceived effectiveness of online courses during summer quarter 2020, explored pedagogical factors impacting their acceptance of online courses, and empirically evaluated the impact of online learning on students’ course performance, during the pandemic.
Method
The study employed a quasi-experimental design. Participants were 482 pre-doctoral students in a U.S dental school. Students’ perceived effectiveness of online courses during the pandemic was assessed with a survey. Students’ course grades for online courses during summer quarter 2020 were compared with that of a control group who received face-to-face instruction for the same courses before the pandemic in summer quarter 2019.
Results
Survey results revealed that most online courses were well accepted by the students, and 80 % of them wanted to continue with some online instruction post pandemic. Regression analyses revealed that students’ perceived engagement with faculty and classmates predicted their perceived effectiveness of the online course. More notably, Chi Square tests demonstrated that in 16 out of the 17 courses compared, the online cohort during summer quarter 2020 was equally or more likely to get an A course grade than the analogous face-to-face cohort during summer quarter 2019.
Conclusions
This is the first empirical study in dental education to demonstrate that online courses during the pandemic could achieve equivalent or better student course performance than the same pre-pandemic in-person courses. The findings fill in gaps in literature and may inform online learning design moving forward.
Journal Article
Deep Learning in Mining Biological Data
Recent technological advancements in data acquisition tools allowed life scientists to acquire multimodal data from different biological application domains. Categorized in three broad types (i.e. images, signals, and sequences), these data are huge in amount and complex in nature. Mining such enormous amount of data for pattern recognition is a big challenge and requires sophisticated data-intensive machine learning techniques. Artificial neural network-based learning systems are well known for their pattern recognition capabilities, and lately their deep architectures—known as deep learning (DL)—have been successfully applied to solve many complex pattern recognition problems. To investigate how DL—especially its different architectures—has contributed and been utilized in the mining of biological data pertaining to those three types, a meta-analysis has been performed and the resulting resources have been critically analysed. Focusing on the use of DL to analyse patterns in data from diverse biological domains, this work investigates different DL architectures’ applications to these data. This is followed by an exploration of available open access data sources pertaining to the three data types along with popular open-source DL tools applicable to these data. Also, comparative investigations of these tools from qualitative, quantitative, and benchmarking perspectives are provided. Finally, some open research challenges in using DL to mine biological data are outlined and a number of possible future perspectives are put forward.
Journal Article
The real work : on the mystery of mastery
\"In The Real Work--the term magicians use for the accumulated craft that makes for a great trick--Gopnik becomes a dedicated student of several masters of their craft: a classical painter, a boxer, a dancing instructor, a driving instructor, and others. Rejecting self-help bromides and bullet points, he nevertheless shows that the top people in any field share a set of common qualities and methods. For one, their mastery is always a process of breaking down and building up--of identifying and perfecting the small constituent parts of a skill and the combining them for an overall effect greater than the sum of those parts. For another, mastery almost always involves intentional imperfection--as in music, where vibrato, a way of not quite landing on the right note, carries maximum expressiveness. Gopnik's simplest and most invigorating lesson, however, is that we are surrounded by mastery. Far from rare, mastery is commonplace, if we only know where to look: from the parent who can whip up a professional strudel to the social worker who--in one of the most personally revealing passages Gopnik has ever written--helps him master his own demons. Spirited and profound, The Real Work will help you understand how mastery can happen in your own life--and, significantly, why each of us relentlessly seeks to better ourselves in the first place\"-- Provided by publisher
Book
Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review
Although university students use their digital devices for almost everything, current studies shows that students have difficulties with digital learning because they lack in self-regulated skills which in return lead to low performance. Self-regulated learning strategies (SRLS) are used assist students to learn efficiently. While many researchers have investigated SRLS towards academic outcomes such as grades, little is known about the use of SRLS towards non-academic outcomes that are also essential to assist university students’ learning progression. Hence, there is a need to understand how best to utilise SRLS to drive positive non-academic outcomes in digital learning within a blended learning environment. The systematic review methodology follows PRISMA guidelines to explore the current literature. Different sources were searched using predefined search items. A total of 239 retrievals were found which were screened for duplication. A closer screening was done on the abstracts and titles of 239 papers after duplication removal. 28 full text papers were evaluated for eligibility. Finally, 14 papers were then selected for the review. Most of the papers included in the review were peer-reviewed articles published in social science and educational journals. List of self-regulated learning strategies and non-academic outcomes used in a blended learning environment in higher education institutions were identified. Majority of the 14 reviewed papers investigated metacognitive knowledge, resource management and motivational belief strategies towards learning performance whereas cognitive engagement strategies was the least researched. Results revealed that generally, SRLS positively correlate with non-academic outcomes. At the end of the review, research gap and the future direction are presented.
Journal Article
The Feldenkrais method for instrumentalists : a guide to awareness through movement
\"The Feldenkrais Method is a self-discovery process using movement that aims for performance with minimum effort and maximum efficiency-it can help musicians hone their bodies to perfect a balance of strength, skills, and agility. This guide to the Method for instrumentalists includes many beneficial exercises, activities, and case studies\"-- Provided by publisher.
BOOK
A MODEL TO ENHANCE CREATIVITY IN EDUCATION OF DESIGN STUDIOS IN THE DISCIPLINE OF ARCHITECTURAL ENGINEERING
Studies on the learning process began in the twentieth century. Behavioral psychology, knew learning as Inheritable matter which related to senses; further studies by cognitive psychologists emphasized learning as learner's mental differentiation product. In fact, mental differences, leading to a consistent pattern of behavior which is called as learning style. The meaning of learning styles is students' preference in using of learning abilities. This paper aims to identify different learning styles and its relation to the creative performance of students in architectural design studios. Hence this question arises that how learners' distinct learning styles affects their performance; or in other words, how applying of different learning styles provides a platform for creative response in architectural design students. The main strategy for responding to this question, according to a research quantity approach, is correlation research that evaluates the impact of learning styles on creative education performance; Herman Brain Dominance Instrument (HBDI) is used for data collection to measure learning styles. The SPSS statistical software was used to validity results of theoretical studies through quantitative data analysis. Findings indicate that interactive learners had better performance in class team work and internal learners were creative in home activities. Results also show that there is a significant relation between the learning style of interactive learners and their academic performance. The results of this study can be used to promote in leading more efficient and more creative architectural design studios, especially in implementation of group activities.
Journal Article