Definition of the problem The acquisition of technical and research skills can be promoted in particular in courses that confront students with complex problems. In this article, we present didactic reflections on learning through self-organized inquiry in empirical medical ethics. Arguments Based on the theory of pragmatism, we show how a specific form of research-based learning courses can be realized to promote medical ethical skills. We focus on projects in which students can experience the process of (...) conducting empirical–ethical research. Conclusion Research-based learning through self-organized inquiry courses offer great potential, especially with regard to expanding students’ reflexive and reflective competencies. We discuss the inclusion of such facultative courses in the medical ethics curriculum with regard to its contextual challenges. (shrink)

Evidence is mounting that nature-based learning (NBL) enhances children’s educational and developmental outcomes, making this an opportune time to identify promising questions to carry research and practice in this field forward. We present the outcomes of a process to set a research agenda for NBL, undertaken by the Science of Nature-Based Learning Collaborative Research Network, with funding from the National Science Foundation. A literature review and several approaches to gathering input from researchers, practitioners and funders (...) resulted in recommendations for research questions and methodological improvements to increase the relevance and rigor of research in this field. Some questions seek to understand how learning in nature affects what children learn, how they learn, and how it varies based on age, gender, socioeconomic status, ethnic background, special needs and individual differences. Outcomes of interest cover academic performance, practical skills, personal development, and environmental stewardship. Other questions seek to find causal explanations for observed outcomes. To create optimal conditions for NBL, the research agenda includes practical questions about how to prepare teachers to work successfully in nature and how to support their adoption of this approach. Not least, the research agenda asks whether learning in nature can address major societal issues by moderating the effect of socioeconomic disadvantage on children’s academic achievement, personal development and wellbeing, and how these benefits might be attained at reasonable costs. A deeper understanding of how, why and for whom different forms of nature contact enhance learning and development is needed to guide practice and policy decision-making. (shrink)

As development of research ethics competencies is in the focus in higher education institutions, it is crucial to understand how to support the learning process during such training. While there is plenty of research on how to scaffold children’s learning of cognitive skills, there is limited knowledge on how to enhance collaborative case-based learning of research ethics competencies in HE contexts. Our aim was to identify whether, how and when scaffolding is needed with various (...) expertise levels to support development of ethics competencies. To identify and evaluate scaffolding during collaborative case-based ethics training we synthesised a scaffolding framework consisting of three levels: techniques, mechanisms and process. We organised 5 training sessions where 46 participants were involved. Data was collected as part of action research from group-work recordings and transcribed verbatim. Deductive qualitative analysis was implemented on transcripts based on the scaffolding framework. Our analysis revealed that structural scaffolding alone is not always efficient with bachelor level students, they also require oral scaffolding when the need becomes apparent. Master’s level students benefited most from wording the issues they needed to focus on. Doctoral students and senior academics needed scaffolding to maintain goal orientation. We end our article with some recommendations for facilitators of ethics education, and encourage using the scaffolding framework also in complex problem-solving beyond ethics training. (shrink)

The increasing concern about ethics and integrity in research communities has brought attention to how students and junior academics can be trained on this regard. Moreover, it is known that ethical behaviour and integrity not only involve individual but also group norms and considerations. Thus, through action research and participant observation, this research investigates the learning processes through which 64 students collaboratively develop research ethics and integrity competencies. The aim was to understand how bachelor, master (...) and PhD students approach ethical dilemma cases through a collaborative process. The data consisted of recorded group work on ethics cases, student group reports, and post-training questionnaires. Later, the analyses considered groups as the unit of analysis. These data were analysed through content analysis utilizing the SOLO taxonomy to identify levels of understanding and assess evolvement of ethical sensitivity during a case-based training session. The results show that all groups reached the level of understanding where the groups demonstrated that concepts had been understood appropriately, but occasionally struggled to make connections between them. Students perceived working collaboratively as beneficial. The results help teachers of research ethics and integrity to make pedagogically justified choices in their teaching. Drawing on the results of this study, we propose a tool for the formative assessment of student learning of research ethics and integrity. (shrink)

Like most good educational interventions, problem-based learning (PBL) did not grow out of theory, but out of a practical problem. Medical students were bored, dropping out, and unable to apply what they had learned in lectures to their practical experiences a couple of years later. Neurologist Howard S. Barrows reversed the sequence, presenting students with patient problems to solve in small groups and requiring them to seek relevant knowledge in an effort to solve those problems. Out of his work, (...) PBL was born.The book is divided into four sections, each containing contributions by leaders in the field. Chapters in the first section focus on the structure of PBL and the critical elements of the approach. Articulating the underlying problems to be addressed, the role of facilitators, and the process to be followed in achieving a successful PBL intervention are all discussed. The second section explores how PBL has been adapted to function in areas outside medicine, from climate science to teacher education, while the third section explores how the methodology has been combined with other approaches to teaching and learning, such as learning by design and project-based learning. The fourth section assesses the impact of PBL techniques on improving both research and teaching. An epilogue speculates about the future of PBL, synthesizing contributions from the previous chapters and suggesting key themes for further exploration. (shrink)

BackgroundProblem-Based Learning is an instructional method of hands-on, active learning centered on investigating and resolving messy, real-world problems. This study aims to systematically analyze the current status and hotspots of PBL research and provide insights for research in the field.MethodsProblem-based learning-related publications were retrieved from the Web of Science Core Collection using “Problem-Based Learning”. Annual publications, countries, institutions, authors, journals, references, and keywords in the field were visually analyzed using the R, VOSviewer, and Microsoft (...) Excel 2019 software.ResultsA total of 2,790 articles and reviews were analyzed, with a steady increase in publications in the field of PBL. Overall, the United States was the major contributor to the study of PBL. Van Der Vleuten CPM was the key researcher in this field. Moreover, most of the publications were published in Medical Education. Keyword analysis showed that current research hotspots focus on the extensions of PBL teaching mode, application of PBL teaching method, and reform of PBL.ConclusionResearch on PBL is flourishing. Cooperation and exchange between countries and institutions should be strengthened in the future. These findings will provide a better understanding of the state of PBL research and inform future research ideas. (shrink)

BackgroundA combination of theoretical and practical approaches is required to learn and acquire ethical competencies in caring. Occasionally, reflection on practical action differs from theoretica...

_Threshold Concepts in Problem-based Learning_ provides a critical discussion and guidance for educational researchers, teachers, innovators and policy makers wanting to explore the interrelationship of PBL and threshold concepts.

Higher education has become more student-centered as the Bologna process assigns students more time to study and research. Online teaching has been needed during the pandemic, which can be challenging regarding didactic and assessment. This paper analyzes project-based learning (PBL) as a form of teaching and assessing students in a bioethics course on reproductive ethics. The team project was the final assessment of the Faculty of Bioethics core curriculum course, "Bioethics, Technology and Procreation,” offered to two student groups (...) in the 2019–2020 school year. The analysis of the results of PBL is descriptive qualitative with semi-quantitative data from student feedback. Forty students were presented with a detailed methodology of team projects and were encouraged to form teams of 3 to 5. They need to develop a team project with creativity and pastoral sensibility that will communicate the content assimilated in class to a selected target audience, with adequate means to measure the impact of their project on their target. Thirty-eight students formed ten teams and presented ten projects. Each team had 2–4 encounters with the professor and 6–10 encounters among team members. Six of the ten projects were categorized as didactic, three mediatic, one didactic-mediatic and 0 artistic. The grades of this final assignment ranged from 7 to 10, with an average of 8.7 out of 10. The survey feedback demonstrated high satisfaction, as students discovered new values in teamwork and pastoral applications. However, this innovation can be more time-consuming for the professor and the students, requiring more significant time management, teamwork and communication competency. (shrink)

A multidisciplinary faculty committee designed a curriculum to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility and to provide students with tools to navigate complex, rapidly evolving academic and societal environments with a strong ethical commitment. The curriculum used problem-based learning (PBL), because it is active and learner-centred and focuses on skill and process development. Two courses were developed: Scientific Professionalism: Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the (...) ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism: Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession, and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases emphasised professional standards, obligations and underlying philosophies for the ethical practice of science, competing interests of stakeholders and oversight of science (internal and external). To our knowledge, this is the first use of a longitudinal, multi-semester PBL course to teach scientific integrity and professionalism. Both faculty and students endorsed the active learning approach for these topics, in contrast to a compliance-based approach that emphasises learning rules and regulations. (shrink)

Background: Moral reasoning is a vital skill in the nursing profession. Teaching moral reasoning to students is necessary toward promoting nursing ethics. Objectives: The aim of this study was to compare the effectiveness of problem-based learning and lecture-based methods in ethics education in improving moral decision-making, moral reasoning, moral development, and practical reasoning among nursing students. Research design: This is a repeated measurement quasi-experimental study. Participants and research context: The participants were nursing students in a University of (...) Medical Sciences in west of Iran who were randomly assigned to the lecture-based or the problem-based learning groups. The subjects were provided nursing ethics education in four 2-h sessions. The educational content was similar, but the training methods were different. The subjects completed the Nursing Dilemma Test before, immediately after, and 1 month after the training. The data were analyzed and compared using the SPSS-16 software. Ethical considerations: The program was explained to the students, all of whom signed an informed consent form at the baseline. Findings: The two groups were similar in personal characteristics. A significant improvement was observed in the mean scores on moral development in the problem-based learning compared with the lecture-based group. Although the mean scores on moral reasoning improved in both the problem-based learning and the lecture-based groups immediately after the training and 1 month later, the change was significant only in the problem-based learning group. The mean scores on moral decision-making, practical considerations, and familiarity with dilemmas were relatively similar for the two groups. Conclusion: The use of the problem-based learning method in ethics education enhances moral development among nursing students. However, further studies are needed to determine whether such method improves moral decision-making, moral reasoning, practical considerations, and familiarity with the ethical issues among nursing students. (shrink)

Doctoral students in clinical, counseling, and school psychology programs often collaborate with faculty on research projects in their training as scientist-practitioners. Yet, the determination of publications' credit and order of authorship on resulting manuscripts continues to be a major concern and challenging process for professional psychologists and student collaborators. This article describes the use of case-based learning and semi-structured interview approaches to instruct first-year clinical psychology doctoral students in publication ethics during a research seminar. The instructor models (...) ethical decision-making with 1) a discussion of four cases from his own professional experiences and 2) a description of the Authorship Eligibility Assessment form, which he developed for use with junior researchers. The authors advocate for more educational strategies to supplement the APA standards in teaching the ethics of the publication process. Implications in terms of graduate student development and research collaborations in the field of professional psychology were discussed. (shrink)

This small-scale research paper analyses both teachers’ and students’ perceptions and their roles towards the use of Project Based Learning in a research context in the Republic of Kosovo. The study was completed by sixty students of three lower-secondary private schools in Kosovo and eight English language teachers who work there. The aim of this study was to investigate teachers’ perspectives on using PBL in their classes, the challenges they face while applying PBL, the most common benefits (...) PBL implementation, the materials used with this method, and the impact of PBL on students’ motivation to learn English as a Foreign Language. The data obtained from interviews with teachers highlight that teachers use PBL to a certain extent, though it works much effectively with lower-secondary and upper-secondary education. Teachers preferred to use Project Based Learning in their classrooms in general, although there appears to be some uncertainty between doing projects and Project Based Learning as a strategy. English language instructors have only seen themselves as facilitators of initiatives carried out in the classroom, resulting in a student-centered environment. In contrast to the past, it appears that teachers make extensive use of technology and involve students in a variety of activities to boost their learning and keep them engaged in PBL. Students on the other hand, through a very small number, highlighted that PBL is a better teaching approach in comparison to the traditional textbook teaching and learning. (shrink)

As coronavirus disease 2019 swept the world in early 2020, all the Chinese universities and colleges adopted online learning to fulfill the directive saying “classes suspended but learning continues.” Understanding the impact of this large-scale online learning experience on the future online learning intention of Chinese university students can help design better blended-learning activities. This study applies flow experience and theory of planned behavior to construct a theoretical framework for assumption making and the assumptions made (...) are validated by data gained from questionnaires. A total of 6,933 students from 54 institutions in China participated in the investigation, with 5,456 valid questionnaires returned. This study employs partial least squares regression and confirmative factor analysis to analyze and estimate the measurement model and the structural model. The results indicate that the experience of home-based learning significantly influenced the attitudes of Chinese university students, which in turn had a positive influence on their intention to continue online learning. The research findings provide a theoretical framework and practical guidelines on building a scientific online learning platform with appropriate online learning environments and tasks for a post-COVID-19 era blended-learning in Chinese universities. (shrink)

Here is a concise handbook of trustworthy, research-based information about learning and teaching for those interested in homeschooling.

Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from worked examples, observational learning, and analogical reasoning. This theory has descriptive and prescriptive elements. The descriptive subtheory deals with (a) the relevance and effectiveness of (...) examples, (b) phases of skill acquisition, and (c) learning processes. The prescriptive subtheory proposes instructional principles that make full exploitation of the potential of example-based learning possible. (shrink)

From the end of 2018 in China, the Big-data Driven Price Discrimination (BDPD) of online consumption raised public debate on social media. To study the consumers’ attitude about the BDPD, this study constructed a semantic recognition frame to deconstruct the Affection-Behavior-Cognition (ABC) consumer attitude theory using machine learning models inclusive of the Labeled Latent Dirichlet Allocation (LDA), Long Short-Term Memory (LSTM), and Snow Natural Language Processing (NLP), based on social media comments text dataset. Similar to the questionnaires published results, (...) this article verified that 61% of consumers expressed negative sentiment toward BDPD in general. Differently, on a finer scale, this study further measured the negative sentiments that differ significantly among different topics. The measurement results show that the topics “Regular Customers Priced High” (69%) and “Usage Intention” (67%) occupy the top two places of negative sentiment among consumers, and the topic “Precision Marketing” (42%) is at the bottom. Moreover, semantic recognition results that 49% of consumers’ comments involve multiple topics, indicating that consumers have a pretty clear cognition of the complex status of the BDPD. Importantly, this study found some topics that had not been focused on in previous studies, such as more than 8% of consumers calling for government and legal departments to regulate BDPD behavior, which indicates that quite enough consumers are losing confidence in the self-discipline of the platform enterprises. Another interesting result is that consumers who pursue solutions to the BDPD belong to two mutually exclusive groups: government protection and self-protection. The significance of this study is that it reminds the e-commerce platforms to pay attention to the potential harm for consumers’ psychology while bringing additional profits through the BDPD. Otherwise, the negative consumer attitudes may cause damage to brand image, business reputation, and the sustainable development of the platforms themselves. It also provides the government supervision departments an advanced analysis method reference for more effective administration to protect social fairness. (shrink)

BackgroundCarefully planned research is critical to developing policies and interventions that counter physical, psychological and social challenges faced by young people living with HIV/aids, without increasing burdens. Such studies, however, must navigate a ‘vulnerability paradox’, since including potentially vulnerable groups also risks unintentionally worsening their situation. Through embedded social science research, linked to a cohort study involving Adolescents Living with HIV/aids (ALH) in Kenya, we develop an account of researchers’ responsibilities towards young people, incorporating concepts of vulnerability, resilience, (...) and agency as ‘interacting layers’.MethodsUsing a qualitative, iterative approach across three linked data collection phases including interviews, group discussions, observations and a participatory workshop, we explored stakeholders’ perspectives on vulnerability and resilience of young people living with HIV/aids, in relation to home and community, school, health care and health research participation. A total of 62 policy, provider, research, and community-based stakeholders were involved, including 27 ALH participating in a longitudinal cohort study. Data analysis drew on a Framework Analysis approach; ethical analysis adapts Luna’s layered account of vulnerability.ResultsALH experienced forms of vulnerability and resilience in their daily lives in which socioeconomic context, institutional policies, organisational systems and interpersonal relations were key, interrelated influences. Anticipated and experienced forms of stigma and discrimination in schools, health clinics and communities were linked to actions undermining ART adherence, worsening physical and mental health, and poor educational outcomes, indicating cascading forms of vulnerability, resulting in worsened vulnerabilities. Positive inputs within and across sectors could build resilience, improve outcomes, and support positive research experiences.ConclusionsThe most serious forms of vulnerability faced by ALH in the cohort study were related to structural, inter-sectoral influences, unrelated to study participation and underscored by constraints to their agency. Vulnerabilities, including cascading forms, were potentially responsive to policy-based and interpersonal actions. Stakeholder engagement supported cohort design and implementation, building privacy, stakeholder understanding, interpersonal relations and ancillary care policies. Structural forms of vulnerability underscore researchers’ responsibilities to work within multi-sectoral partnerships to plan and implement studies involving ALH, share findings in a timely way and contribute to policies addressing known causes of vulnerabilities. (shrink)

Self-generation of knowledge can activate deeper cognitive processing and improve long-term retention compared to the passive reception of information. It plays a distinctive role within the concept of inquiry-based learning, which is an activity-oriented, student-centered collaborative learning approach in which students become actively involved in knowledge construction. This approach allows students to not only acquire content knowledge, but also an understanding of investigative procedures/inquiry skills – in particular the control-of-variables strategy (CVS). From the perspective of cognitive load theory, (...) generating answers and solutions during inquiry-based learning is inefficient as it imposes an intrinsic and extraneous load on learners. Previous research on self-generation of content knowledge in inquiry-based learning has demonstrated that (1) a high cognitive load impairs retention of the generated information, (2) feedback is a fundamental requirement for self-generation of complex content knowledge, (3) self-generation success is key to long-term retention and (4) generating and rereading place different demands on learners. However, there is still no research on the self-generation of scientific reasoning skills and the interaction between the retention of these skills with prior knowledge, feedback and self-generation success. That is why this experiment was conducted. The focus of this research is to analyze the distinctive role of self-generation of scientific reasoning skills within the concept of inquiry-based learning and to identify the influence of prior knowledge and self-generation success on short-term and long-term retention. For this purpose, an experiment involving 133 6th and 7th graders was conducted. An inquiry activity that included the self-generation of scientific reasoning skills was compared to an inquiry task that had students simply read information about the experimental design. We used both an immediate and a delayed test to examine which treatment better developed a deeper understanding of CVS and an ability to apply this knowledge to novel problems (transfer). Direct instruction was clearly superior to self-generation in facilitating students’ acquisition of CVS immediately after the inquiry task. However, after a period of one week had elapsed, both treatment conditions turned out to be equally effective. A generation effect was only found among students with high self-generation success after a 1-week delay. (shrink)

Studies have revealed that emotion-based learning outcomes are scarce when teachers’ competence and creative performance are neglected, further university performance in relation to teachers’ emotion-based learning outcomes is disregarded in literature so far. Based on the Attributional theory of achievement motivation and emotion, the purpose of this empirical study is to investigate the effects of Emotional Intelligence on learning outcomes of academicians in Pakistan’s higher education institutions. This study also examines the mediating role of teacher competence and (...) creative performance in a relationship between EI and learning outcomes. Furthermore, this study ascertained the relationship between learning outcomes and organizational performance of HEIs. This study used a sample frame of 237 academic professionals from Pakistani HEIs, the hypothesized associations were ascertained using the partial least squares structural equation modeling method. The findings disclose that EI has a positive and significant influence on learning outcomes. Furthermore, an indirect relation between EI and learning outcomes is established through teacher competence and creative performance while the relationship between learning outcomes and OP is established also. Results of the considered study reinforce the academic understanding of EI and propose how academicians of HEIs can value their competence and creative performance which in turn enhances learning outcomes and OP. There is a lack of studies in HEIs that investigate the relationship between EI, teacher competence, creative performance, learning outcomes, and OP. This is one of the initial researches that not only empirically examine the interface of EI, learning outcomes, and OP of HEIs’ academicians but also enlightens comprehensions into the prevailing literature by immediate investigation of the mediating role of teacher competence and creative performance in fundamental association. (shrink)

Ethics is the emphasis of our first-year Introduction to Clinical Medicine-1 course. Introduction to Clinical Medicine-1 uses problem-based learning to involve groups of seven to nine students and two facilitators in realistic clinical cases. The cases emphasize ethics, but also include human behaviour, basic science, clinical medicine, and prevention learning issues. Three cases use written vignettes, while the other three cases feature standardized patients. Groups meet twice for each case. In session one, students read the case introduction, obtain (...) data from the written case or standardized patient, identify the case's ethical problems, formulate learning issues, discuss ways to resolve the moral conflicts, and assign research responsibilities. In session two, students discuss their assigned learning issues and specify and justify clinical actions to address the case's ethical dilemmas. Following three cases, groups write an essay discussing what they learned and describing how they would approach and resolve the case's learning issues. (shrink)

ABSTRACT Although environmental and eco-centric efforts have been made in education, the sphere of influence and cogency of these efforts is limited by their anthropocentric framing of the environment. In order to subvert anthropocentric ideals, it is necessary to reposition humans in relation to other living and non-living forms. This study examines the anthropocentric tendencies perpetuated in environmental education efforts. The impetus of this work is to locate specific moments wherein human dominion is invoked within educational efforts that purportedly champion (...) environmentalism. I analyze the nature-based learning movement in particular, and illuminate these anthropocentric tendencies using critical discourse analysis. I take up variations of thematic, structural, and semiotic analyses in order to reveal how the environment is framed within a nature-based learning professional development webinar. This research poses implications for environmental educators broadly, nature-based learning instructors specifically, and researchers of posthumanist education as well. (shrink)

There is a growing interest in improving the teaching–learning process at all levels of education, including higher education. In recent years, university institutions have been taking action to renew and modernize the way in which they teach and learn, making the process more dynamic and closer to the current social reality. Competencies such as the ability to work in a team have become essential for the successful implementation of innovative methodologies in which student participation is particularly relevant. Student acceptance (...) is key to the success of any teaching methodology; however, the influence of group work skills on satisfaction with innovative methodologies such as project-based learning has not yet been tested among university students. Thus, the objective of this study is to explore the association between group work competencies and satisfaction with PBL. A total sample of 359 students from two Spanish universities participated in the research. Our results reveal that there is a significant and positive relationship between competencies related to group work and satisfaction with PBL. In addition, a multiple regression analysis shows that the competencies “Conception of group work,” “Usefulness of group work,” “Planning of group work by teachers,” and “Group norms” increase satisfaction with the use of the PBL methodology. This work expands our knowledge about the role in increasing students’ satisfaction that is played by the ability of college students to work as a team. These findings could also guide teachers interested in new teaching methodologies. (shrink)

This report provides a summary of findings from an ethnographic study of work?based learning provision for 16?18?year?olds who would otherwise fall into the UK Government category of not in education, employment or training (NEET). The research project took place in the north of England during 2008?2009, and investigated the biographies, experiences and aspirations of young people and practitioners working on Entry to Employment (E2E) programmes in four learning sites. The detailed research findings are reported in four (...) papers covering the conceptual background to E2E, and the experiences of learners, tutors and Connexions personal advisers involved with the programme. This report highlights and synthesises some of the key issues raised by these papers and looks ahead to a three?year longitudinal study of NEET young people which is intended to continue and extend this work, providing an opportunity to follow this group during a period of far?reaching economic and political change. (shrink)

In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (...) (ICTs). In this paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups. (shrink)

Learner control is an important instructional design in video-based learning. This study assessed two conditions: a full learner control where learners direct their learning path, and a hybrid learner control where learners follow the instructor-set path but still enjoy certain aspects of control. Two groups of university students participated in this study by learning statistics through online video courses. The findings show that the full learner control condition attained higher learning performance than the hybrid learner control (...) condition, but spent more time than the latter. The full learner control condition scored higher than the hybrid condition in the difficult sections of video-based learning; but no significant difference was found in the easy section. There was a significant difference between the two conditions in learning agency, but no differences in cognitive load and affective and cognitive engagement. Hierarchical regression analysis indicated differences between the full and the hybrid learner control conditions in the factors predicting overall scores. The findings carry important contributions and implications for the research and practice of instructional designs in online video-based learning such as MOOCs. (shrink)

Meet the Metaorganism is a web‐based learning app that combines three fundamental biological concepts (coevolution, community dynamics, and immune system) with latest scientific findings using the metaorganism as a central case study. In a transdisciplinary team of scientists, information designers, programmers, science communicators, and educators, we conceptualized and developed the app according to the latest didactic and scientific findings and aimed at setting new standards in visual design, digital knowledge transfer, and online education. A content management system allows continuous (...) integration of new findings, which enables us to expand the app with the dynamics of the research field. Students can thus gain a close insight and connection to current research, and at the same time learn that knowledge is not static but grows dynamically. Especially in the realm of the easily accessible metaorganism research, visualization plays an essential role to keep complex processes understandable and memorable. Meet the Metaorganism is freely available online and can be accessed here: www.metaorganism.app. (shrink)

This study employs a holistic and indigenous theoretical model called Whare Tapa Rima to examine the project-based learning experiences of Asian students in a private training establishment, the W institution, at the tertiary level in New Zealand. The analysis shows that Asian students face challenges in their PBL journey in physical, cultural, interconnected emotional and intellectual, social, and spiritual dimensions. Implications from the research analysis may be considered about how to provide better support and international services to Asian (...) students involved in PBL programs worldwide by adopting the responsive, theory-informed framework of the Whare Tapa Rima Model. (shrink)

The paper describes an innovative structured workshop methodology in garden-based-learning called “Nature in Your Face” aimed at provoking a change in citizens behavior and engagement as a consequence of the emotional activation in response to disruptive artistic messages. The methodology challenges the assumption that the change needed to meet the carbon targets can be reached with incremental, non-invasive behavior engineering techniques such as nudging or gamification. Instead, it explores the potential of disruptive communication to push citizens out of their (...) comfort zones and into creative modes of re-creating futures. This is done by confronting us with consequences of consumption by means of art and eco-visualizations. The aim being to achieve awareness, mental flexibility, and spurring debate. Thus, we invite them to react – and act upon these reactions by communicating their feelings or thoughts. This is used as an entrance point for broader and/or deeper engagement in a structured three-step methodology; Framing: A disruptive element is introduced into the local environment. This triggers an emotional reaction, which then is taken up in a process of framing the problem and working with solutions. Twisting: in a guided process, the initial energy from the emotional confrontation is twisted into a creative exploration of innovative solutions, from the perspective of the children. Using: The last stage is using the developed solutions in the local social system. The methodology is being applied in cooperation with a primary school, and is iteratively adjusted and evaluated in a formative, action-research based approach scenario. NiYF is to stimulate societal engagement through deliberately confronting stakeholders with unexpected and potentially upsetting appearances of nature, climate effects, or carbon-neutral lifestyle scenarios. We have verified the practical usefulness and potential of the methodology and found that NiYF triggers societal engagement and transition, negotiating responsibilities and unlocking action potentials. We also found that eco-anxiety, denial, self-efficacy and cognitive dissonance form children’s understanding of plastic. The project marks a paradigm shift from creating knowledge to using knowledge to create action, and a focus on learning from evaluating and adapting the approach in the field. (shrink)

More and more tourists are sharing their travel feelings and posting their real experiences on the Internet, generating tourism big data. Online travel reviews can fully reflect tourists’ emotions, and mining and analyzing them can provide insight into the value of them. In order to analyze the potential value of online travel reviews by using big data technology and machine learning technology, this paper proposes an improved support vector machine algorithm based on travel consumer sentiment analysis and builds an (...) Hadoop Distributed File System system based on Map-Reduce model. Firstly, Internet travel reviews are pre-processed for sentiment analysis of the review text. Secondly, an improved SVM algorithm is proposed based on the main features of linear classification and kernel functions, so as to improve the accuracy of sentiment word classification. Then, HDFS data nodes are deployed on the basis of Hadoop platform with the actual tourism application context. And based on the Map-Reduce programming model, the map function and reduce function are designed and implemented, which greatly improves the possibility of parallel processing and reduces the time consumption at the same time. Finally, an improved SVM algorithm is implemented under the built Hadoop platform. The test results show that online travel reviews can be an important data source for travel big data recommendation, and the proposed method can quickly and accurately achieve travel sentiment classification. (shrink)

With the deepening of globalization, brand plays an important role in determining the competitiveness of enterprises. It is worth thinking about how to quantify the brand value reasonably to achieve the purpose of improving the competitiveness of enterprises. The research of commercial brands based on emotion analysis extracts the views of consumers on the evaluation data of brand attributes, analyzes the emotional tendency of consumers' views, and then helps enterprises adjust their production strategies. The purpose of emotion analysis is (...) to judge users' views and attitudes toward goods or services by analyzing texts. In this paper, the linear support vector machine model is used to extract and study the features in sentiment analysis. Then, the brand based on the fusion model is evaluated, and the experimental conclusions are drawn: the method of fusing the depth features extracted by word vector and the named entity extracted by CRF makes the brand effect of fusing emotional factors better than the feature extraction method only using CRF named entity recognition. It is proved that the model method proposed in this paper has a certain role in actual business. Feature fusion often combines shallow model methods and fuses various shallow feature screening technologies based on word segmentation results. This paper introduces fusion features and supplements feature vectors based on the results of the deep learning word vector model. Support Vector Machine maps feature vectors to some sample points in the space, finds a plane that can realize sample classification, and maximizes the distance between the two sample points closest to the plane in two types of samples, to maximize the classification performance and improve the generalization of the model. (shrink)

To date, game-based learning programs that include comprehensive creativity skills and disposition training are still very limited. The present researchers developed a comprehensive game-based creativity learning program for fifth and sixth grade pupils. Further analysis presented relationship trends between mindful learning experience, flow experience, self-efficacy, and mastery experience. Eighty-three 5th and 6th grade participants undertook the six-week game-based creativity learning program. Upon the completion of experimental instruction, those who scored higher on the concerned variables improved more (...) in self-evaluation of both creativity ability and confidence, than their counterparts. Additionally, path model analysis revealed that mindful learning experience was a powerful predictor of both mastery experience and flow experience; it also influenced mastery experience through flow experience and self-efficacy during game-based creativity learning. The findings support the effectiveness of the game-based learning program developed in this study. Moreover, this study contributes to the theoretical construction of how game-based learning can be designed to facilitate mindful learning experience, flow experience, self-efficacy, and mastery experience during creativity training among pupils. Effective mechanisms include providing rewards for high-quality performance, challenging tasks, free choices of design components, immediate feedback, and idea sharing. The profound theoretical framework proposed in this study provides a valuable approach for creativity instruction through game-based learning or classroom instruction. (shrink)

Pragmatic language competence plays a central role in how aviation flight crews perform crew resource management ; this competence significantly affects aviation safety. This paper contributes to existing literature on interventionist applications of conversation analysis by defining and evaluating a novel collaborative transcription and repair based learning method for aviation CRM learning. CTRBL was evaluated using a quantitative quasi-­experimental repeated-measure design with 42 novice, university pilots. Results support that CTRBL is an effective, low-resource CRM learning method that (...) will benefit from exploratory applications and further study in pragmatics, aviation, and other sociotechnical domains. The views in this article were the result of independent research of the authors. Views herein do not necessarily represent the views of the National Transportation Safety Board or the United States. (shrink)

Despite advances in theory, often driven by feminist ethicists, research ethics struggles in practice to adequately account for and respond to the agency and autonomy of people considered vulnerable in the research context. We argue that shifts within feminist research ethics scholarship to better characterise and respond to autonomy and agency can be bolstered by further grounding in discourses from the social sciences, in work that confirms the complex nature of human agency in contexts of structural and (...) other sources of vulnerability. We discuss some of the core concepts and critiques emerging from the literature on women and children's agency in under‐resourced settings, highlighting calls to move from individualistic to relational models of agency, and to recognise the ambiguous, value‐laden, and heterogeneous nature of the concept. We then draw out what these conceptual shifts might mean for research ethics obligations and guidance, illustrating our analysis using a case vignette based on research ethics work conducted in South Africa. We conclude that if research practices are to be supportive of agency, it will be crucial to scrutinise the moral judgements which underpin accounts of agency, derive more situated definitions of and responses to agency, and enable people and participants to influence these based on their own experiences and self‐perceptions. (shrink)

Clinical research is increasingly conducted in settings that include private physicians’ offices, clinics, community hospitals, local institutes, and independent research centers. The migration of such research into this new, non–academic environment has brought new cadres of researchers into the clinical research enterprise and also broadened the pool of potential research participants. Regulatory approaches for protecting human subjects who participate in research have also evolved. Some institutions retain their own Institutional Review Boards (IRBs), but Independent (...) IRBs, community hospital IRBs and community–based IRBs also fulfill oversight responsibilities. This article sheds light on this evolving world by discussing the findings gleaned from two studies: a study of the decision making processes used by members who serve on different kinds of IRBs and a study of the decision making processes employed by research participants. The article then discusses how the key findings may inform proposed revisions to the Common Rule. (shrink)

The deviation of the conveyor belt is a common failure that affects the safe operation of the belt conveyor. In this paper, a deviation detection method of the belt conveyor based on inspection robot and deep learning is proposed to detect the deviation at its any position. Firstly, the inspection robot captures the image and the region of interest containing the conveyor belt edge and the exposed idler is extracted by the optimized MobileNet SSD. Secondly, Hough line transform algorithm (...) is used to detect the conveyor belt edge, and an elliptical arc detection algorithm based on template matching is proposed to detect the idler outer edge. Finally, a geometric correction algorithm based on homography transformation is proposed to correct the coordinates of the detected edge points, and the deviation degree of the conveyor belt is estimated based on the corrected coordinates. The experimental results show that the proposed method can detect the deviation of the conveyor belt continuously with an RMSE of 3.7 mm, an MAE of 4.4 mm, and an average time consumption of 135.5 ms. It improves the monitoring range, detection accuracy, reliability, robustness, and real-time performance of the deviation detection of the belt conveyor. (shrink)

Education public opinion information management is an important research focus in the field of Education Data Mining. In this paper, we classify the education data information based on the traditional Flat-OCC model. From the cognitive psychology perspective, we identify up to 12 kinds of emotions, including sadness and happiness. In addition, the EMO-CBOW model is also proposed in this paper to further identify emotion by using various emoticons in educational data sets. The empirical result shows that the proposed Flat-OCC (...) model can classify and identify the emotion of education public opinion data well; and for the recognition of educational emotion classification, the categorization accuracy of the Flat-OCC+EMO-CBOW model is significantly higher than that of a single Flat-OCC model, which reveals that the emotional-pack-based model we propose can enhance our benchmark model. (shrink)

To what extent can external incentives influence students’ effort and learning in online course contexts? While cognitive science research has found that monetary incentives can increase goal-directed cognitive effort in certain laboratory tasks, attempts to use monetary incentives to increase students’ academic performance in naturalistic settings has shown mixed results. In two experiments, we tested the influence of a monetary incentive on immediate and delayed tests of computer-based educational performance. In Experiment 1, participants were assigned to receive monetary (...) incentives for correct quiz responses, or receive no additional incentive for correct responses other than finding out their score, and we found no significant difference in total score across groups. In Experiment 2, we used a within-subjects design to test whether participants performed better when they were provided monetary incentives for correct responses on quiz questions. Here, participants performed significantly better on incentivized quiz questions. Thus, monetary incentives may increase performance in online learning tasks when participants can anchor the “stakes” of an incentive compared to no external incentive. These findings highlight potential benefits of external incentives for promoting effort and learning in online contexts, although further research is needed to determine the most useful educationally-relevant extrinsic incentives, as well as potential negative effects of incentives on long-term intrinsic motivation. (shrink)

Recent controversies about the level of replicability of behavioral research analyzed using statistical inference have cast interest in developing more efficient techniques for analyzing the results of psychological experiments. Here we claim that complementing the analytical workflow of psychological experiments with Machine Learning-based analysis will both maximize accuracy and minimize replicability issues. As compared to statistical inference, ML analysis of experimental data is model agnostic and primarily focused on prediction rather than inference. We also highlight some potential pitfalls (...) resulting from adoption of Machine Learning based experiment analysis. If not properly used it can lead to over-optimistic accuracy estimates similarly observed using statistical inference. Remedies to such pitfalls are also presented such and building model based on cross validation and the use of ensemble models. ML models are typically regarded as black boxes and we will discuss strategies aimed at rendering more transparent the predictions. (shrink)

This paper provides a broad bibliometric overview of the important conceptual advances that have been published during COVID-19 within “e-learning in higher education.” E-learning as a concept has been widely used in the academic and professional communities and has been approved as an educational approach during COVID-19. This article starts with a literature review of e-learning. Diverse subjects have appeared on the topic of e-learning, which is indicative of the dynamic and multidisciplinary nature of the field. (...) These include analyses of the most influential authors, of models and networks for bibliometric analysis, and progress towards the current research within the most critical areas. A bibliometric review analyzes data of 602 studies published in the Web of Science database to fully understand this field. The data were examined using VOSviewer, CiteSpace, and KnowledgeMatrix Plus to extract networks and bibliometric indicators about keywords, authors, organizations, and countries. The study concluded with several results within higher education. Many converging words or sub-fields of e-learning in higher education included distance learning, distance learning, interactive learning, online learning, virtual learning, computer-based learning, digital learning, and blended learning. This research is mainly focused on pedagogical techniques, particularly e-learning and collaborative learning, but these are not the only trends developing in this area. The sub-fields of artificial intelligence, machine learning, and deep learning constitute new research directions for e-learning in light of COVID-19 and are suggestive of new approaches for further analysis. (shrink)

Recently, many universities apply mobile tools to teaching practices. For instance, some teachers may set up groups on mobile social apps and assign course tasks and advise college students to submit papers online. Nevertheless, how these mobile social apps affect teaching practices, especially the process of students’ satisfaction needs to be further explored. To fill this research gap, we build a theoretical model of how mobile social apps’ functions affect course satisfaction from the perspective of Media Richness theory and (...) the Uses and Gratifications theory. A total of 186 valid questionnaires from college students in China were collected, and a structural equation model was built to test our research model. The results show that as: only the communication function has positive impacts on knowledge sharing, while the impact of the information storing function and information distribution function on knowledge sharing is not significant; knowledge sharing does not affect course satisfaction in a direct way, but it can act indirectly through promoting collaborative learning, which shows the mediating role of collaborative learning. The theoretical implications and practical implications of the study are discussed. (shrink)

The explosive emergence of net-based learning in higher education brings with it new possibilities and constraints in teaching and learning environments. This edited collection considers how the concept of Academic Bildung - a term suggesting a personal educational process beyond actual educational learning - can be applied to net-based higher education, drawing on Scandinavian research to address the topic from both a theoretical and practical standpoint. Chapters explore the facilitation of online courses and argue how and (...) why universities should involve dimensions of Academic Bildung on both a strategic and technological pedagogical content level.The book is structured in three parts: Part I frames the current state of net-based learning and introduces Bildung as a concept; Part II contains a set of 4 case studies in Norway, Sweden and Denmark, also including a fifth study that looks at Scandinavian approaches to teaching and learning in comparison with data from USA, UK, Australia and Canada; Part III provides a synthesis of theories and cases to examine whether a Scandinavian orientation can be discerned. Contributions suggest that in order to address one of the fundamental functions of higher education, the ability to produce new knowledge, the Academic Bildung of the students has to be in focus. Grounded in theoretical and empirical discussion, this book will appeal to researchers and academics in the field of higher education as well as personnel who work with teaching and learning with technology, and academics interested in the question of Academic Bildung. (shrink)