The objective of this research is to identify the relationship between formal learning spaces and student learning outcomes. Using a quasi‐experimental design, researchers partnered with an instructor who taught identical sections of the same course in two radically different formal learning environments to isolate the impact of the physical environment on student learning. The results of the study reveal that, holding all factors excepting the learning spaces constant, students taking the course in a technologically enhanced environment conducive to active learning techniques outperformed their peers who were taking the same course in a more traditional classroom setting. The evidence suggests strongly that technologically enhanced learning environments, independent of all other factors, have a significant and positive impact on student learning. 相似文献
As more faculty members utilize student-centered methods, we should also expect to see an increase in graduate teaching assistants
(TAs) who are asked to co-teach these classes. However, little is written about the challenges TAs face and the adjustments
they make when teaching student-centered courses. This study examined a student-centered course taught by the hevruta method, a dyadic approach that emphasizes text-based student discussions. Although students reported significant learning
gains, both they and TAs had to negotiate new instructional roles. Based on student and TA feedback, strategies are presented
to facilitate effective student learning in a student-centered course co-taught by TAs. 相似文献
A Lamaze Certified Childbirth Educator and labor-support doula who provides services in two major, metropolitan areas shares her reactions and education experiences in dealing with the findings of Listening to Mothers II. She found that her first response to the survey findings involved assisting a community-wide effort to raise the awareness of women about their childbirth options, with a special emphasis on providers who practice in adherence to The Coalition for Improving Maternity Service's Mother-Friendly Childbirth Initiative. In addition, she added a component to her classes to help her students proactively explore why so few women feel they can assert their rights to refuse unnecessary interventions during childbirth. 相似文献
Background: computer software is widely used to support literacy learning. There are few randomised trials to support its effectiveness. Therefore, there is an urgent need to rigorously evaluate computer software that supports literacy learning.
Methods: we undertook a pragmatic randomised controlled trial among pupils aged 11–12 within a single state comprehensive school in the North of England. The pupils were randomised to receive 10 hours of literacy learning delivered via laptop computers or to act as controls. Both groups received normal literacy learning. A pre‐test and two post‐tests were given in spelling and literacy. The main pre‐defined outcome was improvements in spelling scores.
Results: 155 pupils were randomly allocated, 77 to the ICT group and 78 to control. Four pupils left the school before post‐testing and 25 pupils did not have both pre‐ and post‐test data. Therefore, 63 and 67 pupils were included in the main analysis for the ICT and control groups respectively. After adjusting for pre‐test scores there was a slight increase in spelling scores, associated with the ICT intervention, but this was not statistically significant (0.954, 95% confidence interval (CI) – 1.83 to 3.74, p = 0.50). For reading scores there was a statistically significant decrease associated with the ICT intervention (?2.33, 95% CI ?0.96 to ?3.71, p = 0.001).
Conclusions: we found no evidence of a statistically significant benefit on spelling outcomes using a computer program for literacy learning. For reading there seemed to be a reduction in reading scores associated with the use of the program. All new literacy software needs to be tested in a rigorous trial before it is used routinely in schools. 相似文献
A prospective cohort study was used to assess the influence of training volume on injuries sustained by 502 professional rugby union players in England. Training volumes (excluding warm-ups, cool-downs, and recovery sessions), player injuries, and player match exposure times were reported weekly. Higher training volumes (>9.1 hours per week) did not increase the incidence of match or training injuries. However, higher training volumes did increase the severity of match injuries, particularly during the second half, and consequently resulted in a significant increase in the number of days' absence due to match injuries. Although lower-limb injuries were the most common match and training injuries, shoulder dislocations/instabilities resulted in more days' absence during weeks of higher training volumes, but the differences were not significant. The least number of days lost due to injuries occurred during weeks of intermediate training volumes (6.2-9.1 h per week). Training volume was not correlated with final league position. Fitness testing, defence, and rucking and mauling components were identified as being very high- or high-risk training activities. Our results provide evidence of the benefits of modifying the volume and content of rugby union training to reduce the risk associated with injuries to professional players. 相似文献
