Cognitive styles and instructional design in university learning     

Patrick R. Thomas  Jacinta B. McKay 《Learning and individual differences》2010,20(3):197-202

Changes in conceptualization and measurement of the verbalizer–visualizer dimension led us to re-examine the hypothesis that students learn best when instructional material matches their cognitive style. First-year psychology university students (n = 41) studied information on three personality theories presented in text only, text+picture, or text+schematic diagram format, demonstrated recall and comprehension of each theory, and completed an adapted cognitive styles questionnaire. Spatial and object visual scale scores were not correlated, but the latter showed a significant though relatively weak negative correlation with verbal scale scores. Recall could be predicted from students' verbal and object visual scores when presentation format matched these cognitive styles. All three styles significantly predicted students' comprehension, but only when they matched the presentation format. The results support the distinction between spatial and object visual styles, and provide evidence that learning outcomes improve when instructional material is matched to students' cognitive styles.  相似文献   

Improving library services for graduate nurse students in New Zealand     

Honey M  North N  Gunn C 《Health information and libraries journal》2006,23(2):102-109

BACKGROUND: Graduate students are expected to have basic information literacy skills. Knowing how to access and select relevant information and then utilize that information is a necessary skill in today's knowledge and information-age world. In the health-care sector, the rise in evidence-based medicine has brought into focus the importance of information literacy skills for nurses. In the case described, information literacy skills are embedded in the curriculum and strengthened in collaboration with library staff. AIMS: To identify graduate student nurses' use of the library, and the library's response to findings. METHODS: A case-study approach was used with both quantitative and qualitative data. An anonymous questionnaire was distributed to all nurses enrolled in graduate courses in the second semester of 2002. Interviews were then undertaken with library staff. RESULTS: The university library services were not used by 43% of graduate nursing students and the library responded by developing a number of initiatives. CONCLUSIONS: Finding a deficit in use of the library by graduate nurses, this paper outlines the response by the library to improving awareness of services, access and providing education in a bid to improve literacy skills.  相似文献   

BOOK REVIEWS     

Andrew Pollard  Jill Bourne  Cathy Nutbrown  Michael Jopling 《British Educational Research Journal》2010,36(2):341-350

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OBITUARY     

Cathy Lewin 《Learning, Media and Technology》2007,32(4):349-350

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An Unfortunate Distraction: the real books debate, 10 years on     

Roger Beard  Maureen McKay 《Educational studies》1998,24(1):69-81

This paper re‐examines some aspects of the ‘real books‐reading scheme books’ debate which erupted into the British literacy education field a decade ago. It argues that the debate was not only over‐polarised but that it did not take appropriate account of a scholarly review of related research by Professor Jeanne Chall which had been published a few years earlier. Subsequent research has further supported Chall's arguments. The paper indicates how the use of reading scheme and real books can be reconciled in curriculum programmes which are sensitive to how learning needs change in the course of early literacy development. It also notes the related significance of some current developments in the field, such as the National Literacy Project and the Literacy Task Force.  相似文献   

Internet resources for hospice and bereavement     

McKay B 《Medical reference services quarterly》2008,27(2):199-210

In the last ten years, there has been an upsurge of interest in matters related to improving care at the end of life. This article presents a brief overview of hospice, a type of interdisciplinary end-of-life care that aims to relieve the pain and symptoms of the dying, support the family during the process, and offer bereavement assistance afterward. Useful Web sites related to hospice and grief intended for the use of health care professionals and consumers are identified and described.  相似文献   

The impact of chronic carbohydrate manipulation on mucosal immunity in elite endurance athletes     

Alannah K. A. McKay  David B. Pyne  Peter Peeling  Avish P. Sharma  Megan L.R. Ross  Louise M. Burke 《Journal of sports sciences》2019,37(5):553-559

Carbohydrate (CHO) availability could alter mucosal immune responses to exercise. This study compared the effect of three dietary approaches to CHO availability on resting and post-exercise s-IgA levels. Elite race walkers (n = 26) adhered to a high CHO diet (HCHO), periodised CHO availability (PCHO) or a low CHO/high fat diet (LCHF) for 3 weeks while completing an intensified training program. HCHO and PCHO groups consumed 8.0–8.5 g.kg^?1 CHO daily, with timing of ingestion manipulated to alter CHO availability around key training sessions. The LCHF diet comprised 80% fat and restricted CHO to < 50 g.day^?1. A race walk test protocol (19 km females, 25 km males) was completed at baseline, after adaptation, and following CHO restoration. On each occasion, saliva samples were obtained pre- and post-exercise to quantify s-IgA levels. Resting s-IgA secretion rate substantially increased ~ two-fold post-intervention in all groups (HCHO: 2.2 ± 2.2, PCHO: 2.8 ± 3.2, LCHF: 1.6 ± 1.6; fold-change± 95% confidence limits), however, no substantial differences between dietary treatments were evident. Post-exercise, substantial 20–130% increases in s-IgA concentration and 43–64% reductions in flow rate occurred in all dietary treatments, with trivial differences evident between groups. It appears that high volume training overrides any effect of manipulating CHO availability on mucosal immunity in elite athletes.  相似文献   

Acute intraocular pressure responses to high-intensity interval-training protocols in men and women     

Jesús Vera  Beatríz Redondo  David Cárdenas  Bryon R McKay  Amador García-Ramos 《Journal of sports sciences》2019,37(7):803-809

We aimed (1) to test the acute impact of two high-intensity interval-training (HIIT) protocols differing in the level of effort on intraocular pressure (IOP) responses, and (2) to elucidate whether the IOP responses differ between men and women. Twenty-four physically active collegiate (12 men and 12 women) performed three protocols: low-fatigue HIIT (eight 30-m sprints with 60-s of rest), high-fatigue HIIT (eight 30-m sprints with 30-s of rest), and control (walking). IOP was taken at baseline, after sprints and recovery by rebound tonometry. Our data revealed an acute IOP reduction during both HIIT protocols compared to the control condition (effect size [ES]:0.81–1.65). The differences between both HIIT protocols were generally negligible (ES<0.30), however, the reduction of IOP was moderately higher for the low-fatigue HIIT protocol after the 7th (ES: 0.67) and 8th (ES: 0.74) sprints. Women showed a more prominent lowering effect on IOP during the control condition (ES: 0.42–1.02), and during the two first sprints of both HIIT protocols (ES: 0.54–1.03). These findings highlight that a time-efficient HIIT protocol may acutely reduce IOP levels, while low-fatigue HIIT protocol could be recommended since it induced a higher reduction on IOP than the high-fatigue HIIT protocol.  相似文献   

They Love It,but Do They Learn from It? Evaluating the Educational Impact of Innovations     

Cathy Gunn 《高等教育研究与发展》1999,18(2):185-199

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Student Views of Concept Mapping Use in Introductory Tertiary Biology Classes     

Cathy Buntting  Richard Kevin Coll  Alison Campbell 《International Journal of Science and Mathematics Education》2006,4(4):641-668

Introductory tertiary level science classes (i.e., at the university or post-compulsory school level) including those for biology face increasing diversity in intake. Previous research has indicated university level teachers assume a certain level of prior knowledge which may or may not be possessed by such students. This report focuses on the use of concept mapping in introductory biology tutorial classes. The research findings suggest that the students found the use of concept mapping enjoyable and that it can enhance meaningful learning for topics that require students to link concepts.  相似文献