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Using the translated contents of the National Institute on Aging (NIA)'s Aging IQ, an educational intervention was delivered to older Korean Americans. The educational program was delivered via two different modalities, Internet-based education (n = 12) and in-class education (n = 11), and the overall feasibility and efficacy were evaluated by the Reach, Efficacy, Adoption, Implementation, and Maintenance (RE-AIM) framework. A high level of completion and overall satisfaction with the program was observed in both groups. Both groups also exhibited a significant improvement in their knowledge about aging after the completion of the educational program. However, at the one-month follow-up, the Internet-based group showed a greater retention of the knowledge gained. The findings not only support the value of education on aging for older ethnic minorities but also suggest the use of the Internet as an integral modality of intervention delivery. 相似文献
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Students’ engagement with two-dimensional (2D) representations as opposed to three-dimensional (3D) representations of anatomy such as in dissection, is significant in terms of the depth of their comprehension. This qualitative study aimed to understand how students learned anatomy using observational and drawing activities that included touch, called haptics. Five volunteer second year medical students at the University of Cape Town participated in a six-day educational intervention in which a novel “haptico-visual observation and drawing” (HVOD) method was employed. Data were collected through individual interviews as well as a focus group discussion. The HVOD method was successfully applied by all the participants, who reported an improvement of their cognitive understanding and memorization of the 3D form of the anatomical part. All the five participants described the development of a “mental picture” of the object as being central to “deep learning.” The use of the haptic senses coupled with the simultaneous act of drawing enrolled sources of information that were reported by the participants to have enabled better memorization. We postulate that the more sources of information about an object, the greater degree of complexity could be appreciated, and therefore the more clearly it could be captured and memorized. The inclusion of haptics has implications for cadaveric dissection versus non-cadaveric forms of learning. This study was limited by its sample size as well as the bias and position of the researchers, but the sample of five produced a sufficient amount of data to generate a conceptual model and hypothesis. 相似文献
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The creation and implementation of strategies that could improve student development is receiving new research interest. The
main objective of the research was to establish whether hypnosis-induced mental training programmes as a strategy could alter
the self-concept of students which in turn could improve their overall academic functioning. Two experimental and two control
groups were randomly selected from a population of undergraduate psychology students at the University of Stellenbosch in
South Africa. The analysis of variance showed that the two hypnosis-induced mental training programmes had a significant positive
effect on the self-concept of the participants. 相似文献
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Lesley Wood Ina Louw Ortrun Zuber-Skerritt 《Action Learning: Research and Practice》2017,14(2):120-135
As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large. 相似文献
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“什么?不用空调了?那你们怎么能睡得下呢?”朋友惊诧道。我刚刚把我家的新计划告诉民她,为了节省电费,我们准备不再使用空调了。 相似文献
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Eduardo Marti Merce Garcia-Mila Fernando Gabucio Katerina Konstantinidou 《European Journal of Psychology of Education - EJPE》2011,26(2):215-234
Tables are a presentation format that is commonly used to organize information, and they are widely present in many scenarios
of our students’ everyday activities; however, there is a scarcity of studies devoted to their analysis. Some of these studies
point out that the organization of data into a double-entry table presents difficulties for primary and secondary school students.
The present study analyzes the following: (1) the level of competency of primary and secondary school students in constructing
a double-entry table from a set of data and (2) the main difficulties encountered by these students during the task. Our findings
showed that the percentage of middle-school students who succeeded in contructing a conventional table was relatively low,
and the number did not significantly increase over four school years. A set of difficulties is identified and discussed in
terms of cognitive and graphical processes. 相似文献
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Storbeck C Martin D Parkin I Magongwa L Druchen BP Batchelor M McIlroy G De Villiers D Captieux-Bhana N Rasebopye L Rasebopye D Krige-Henderson S Krige F Louw A Surtees T Smit AL Cox R Henderson M 《American annals of the deaf》2010,155(4):488-518
In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa. 相似文献