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Descriptors:
Marine Education; Navigation; Professional Training; Social Environment; Interaction; Training Methods; Computer Simulation; Simulated Environment; Role Playing; Qualitative Research; Computer Assisted Instruction; Cooperative Learning; Instructional Effectiveness; Learning Activities; Learning Processes

Abstract:
Research on simulator training has rarely focused on the way simulated contexts are constructed collaboratively. This study sheds light on how structuring role-play and fostering social interactions may prove fruitful for designing simulator training. The article reports on a qualitative study of nautical students training in a ship simulator. The study examines how a group of students, together with a professional maritime pilot, enacted professional roles and collaboratively constructed a simulated context for learning to navigate. Their activities on the bridge were framed within the maritime profession's hierarchical system of captain and officers, and we examine in detail how these institutionally defined positions become important resources for meaning-making during role-play. The article portrays how two competing activity contexts were constructed, and how the role-play provided opportunities for enacting professional roles and work tasks. However, it also shows that it is challenging to pick up on what is significant to learn and to confront this in debriefing. The article concludes that the students' collaboration and meaning-making is an entity of training that may be more efficiently addressed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Mediated Communication; Discussion; Internet; Computer Uses in Education; Blended Learning; Instructional Effectiveness; Comparative Analysis; Content Analysis; Learning Activities; Learning Processes; Notetaking; Health Education

Abstract:
This article reports a theory-driven experimental study that evaluates the effects of an annotation functionality on online social interaction and individual learning outcomes. The central hypothesis of this study is that directly addressing a part of a text by annotating it and then connecting each annotation with its related discussion can decrease coordinative interaction costs and result in a higher-quality discussion that favors greater gains in individual learning outcomes. To reach our objective, we carried out a theory-driven experimental study that compares two versions of an anchored discussion system: one with annotation functionality and one without it, both displaying the learning material side by side with its associated discussion in one window. Participants were 106 students enrolled in two sections of a blended-format course in health education. We assigned each section to a software condition. The examination of students' online social interaction centered on a fine-grained content analysis of coordination and knowledge construction activities as well as sequential analysis of knowledge construction activities. The results indicate that annotation functionality decreased coordinative interaction costs and stimulated more elaborated discussions that favored greater gains in individual learning outcomes. Implications for research and practice are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Pragmatics; Korean; Second Language Learning; Second Language Instruction; Teaching Methods; Language Styles; Multimedia Instruction; Cultural Traits; Consciousness Raising; Language Usage; Undergraduate Students; Learning Activities; Television; Programming (Broadcast)

Abstract:
This article reports on the design, implementation and evaluation of an activity used to teach non-honorific speech styles through multimedia to a class of intermediate learners at a university in Europe. Although much emphasis has been placed in Korean language learning and teaching on the importance of honorific styles, my article reveals that this at times has come at the expense of ignoring the other side of the coin: non-honorific language. Indeed, Korean language teaching materials delay the teaching of non-honorific language to intermediate level and then only deal with them in a perfunctory way. This is unfortunate as the pragmatics of non-honorific styles can be complex and learners frequently encounter these styles outside of class, even when their Korean level is rudimentary. I argue that this lack of emphasis on non-honorific language is not limited to Korean but represents a common tendency within language pedagogy to avoid language that is considered "casual" or "impolite". With traditional teaching materials doing a poor job at representing these facets of language use, the solution I put forward is the use of multimedia activities. These activities are designed specifically to raise consciousness of the pragmatic factors influencing the use of non-honorific styles. (Contains 1 table, 1 figure and 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Inspection; Equipment; Energy; Equipment Evaluation; Learning Activities

Abstract:
The ability to remotely inspect equipment of an aging infrastructure is becoming of major interest to many industries. Often the ability to just get a look at a piece of critical equipment can yield very important information. With millions of miles of piping installed throughout the United States, this vast network is critical to oil, natural gas, gasoline, chemical, water, sewer, and the electric utility industries. Therefore this challenge is to be able to remotely inspect a piece of piping. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Professional Development; Questionnaires; Semi Structured Interviews; Learning Motivation; Goal Orientation; Learning Activities; Self Evaluation (Individuals); Work Experience; Internal Medicine; Expertise; Self Management; Physicians; Workplace Learning; Learning Processes; Graduate Students; Medical Students; Physician Patient Relationship

Abstract:
This study examined physicians' motivation to engage in work-related learning and its contribution to expertise development beyond work experience. Based on deliberate practice theory, semi-structured interviews were conducted with 17 residents and 28 experienced physicians in internal medicine, focusing on the activities they engaged in during work that might contribute to professional development and the goals underlying this behavior. Learning motivation was also measured using a goal orientation questionnaire. Expertise was measured by a case test derived from the Medical Knowledge Self Assessment Program (MKSAP). The interviews showed that participants' learning was largely embedded in everyday work; most of their learning activities were inherent to the job rather than motivated by competence improvement goals. The problems encountered in patient care played a key role in prompting learning. Role, work experience and work situation affected the type of activities engaged in, as well as the intensity of practice. Deliberate engagement in work-related learning activities was related neither to goal orientations nor to case test performance, except activities by the experienced physicians to keep up-to-date. Work experience, in contrast, showed a clear positive relationship with the performance of residents. Two main conclusions can be drawn from this study: (1) patient care induced relevant learning activities aimed at performance improvement for the patient's sake; (2) deliberate investments in learning can be enhanced to promote expertise development. Self-regulated learning by physicians needs to be strengthened and the organization for which they work should facilitate and encourage learning in daily practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Teachers; Learning Strategies; Learning Experience; Learning Activities; Aptitude Tests

Abstract:
This study aims to unravel the relationships between student teachers' learning patterns and how they actually learn in practice as measured during multiple concrete learning experiences. In previous research aptitude and event measures often pointed in different directions. 90 student teachers' learning patterns were measured with an aptitude instrument, designed for the specific context of learning to teach. Multiple concrete learning activities were measured with a structured digital log. Results showed meaningful relations between students' learning patterns and their learning activities, taking multiple learning experiences into account. Survival oriented student teachers show more inactiveness in their learning, reproduction oriented student teachers learn by doing to improve their teaching behavior, dependent meaning oriented student teachers are more influenced by previous negative experiences and independent meaning oriented student teachers show the most deep and most active way of learning. But interestingly, the results also show that some relations as described in literature did not show up. The choice for a particular processing strategy and also the intentionality of the learning experiences was not related to student teachers' learning patterns. This study demonstrates the added value of combining both types of instruments in research and practice. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Nurses; Research Methodology; Attitudes; Learning Activities; Workplace Learning; Work Environment; Reflection; Learning Processes; Decision Making; Social Environment; Misconceptions; Error Correction; Vocational Education

Abstract:
This article addresses two research questions concerning nurses' engagement in social learning activities after errors at work. Firstly, we investigated how this engagement relates to nurses' interpretations of the error situation and perceptions of a safe team climate. The results indicate that the individual estimation of an error as relevant to learning and the tendency to cover up an error significantly predict nurses' engagement in social learning activities. Secondly, by applying latent class analysis, we aimed to identify how individuals differ in their interpretations of error situations, their social learning activities after errors and their perceptions of a safe team climate. A reliable four-class solution was obtained from latent class analyses. Only one class (58.8%) showed a clear orientation towards socially shared reflection and learning from errors. The other classes were characterised by answer profiles that seem incongruent to learning from errors. We discuss implications of these findings for organisational practice as well as for professional and vocational education. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Municipalities; Geography Instruction; Area Studies; Field Studies; Learning Activities; Instructional Design; Program Descriptions; Human Geography

Abstract:
Growing up in Loretto, Tennessee, population 1,700, people called it "going to town" when they went to any city big enough to have a McDonald's, Walmart, or a movie theater. If someone is not from a small town, they may not know what type of economic activities a small town can support. Will the town have a police department? Will there be enough students for a secondary school? Will there be a grocery store? These are the types of questions students will need to think about when completing the "Going to Town" lesson. This lesson introduces the concepts of "threshold" and "range" and has students apply them to Loretto. Students will give their best guess as to which city near Loretto has a specific service. They will need to determine when someone in Loretto needs to "go to town" or can stay home. (Contains 5 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cooperative Learning; Learning Activities; Expertise; Cooperation; Information Technology; Interpersonal Competence; Group Behavior; Group Dynamics; Concept Mapping; Pretests Posttests; Group Activities

Abstract:
Traditionally, research on awareness during online collaboration focused on topics such as the effects of spatial information about group members' activities on the collaborative process. When the concept of awareness was introduced to computer-supported collaborative learning, this focus shifted to cognitive group awareness (e.g., information about group members' knowledge and expertise) and social group awareness (e.g., information about group members' contributions to the group process). In this article, we show how both cognitive and social group awareness affect coordination of collaborative activities in the "content" (e.g., cognitive learning activities) and "relational" space (e.g., maintaining a positive group climate) of collaboration. Furthermore, we describe how cognitive and social group awareness tools (i.e., tools designed to enhance cognitive or social group awareness) may help learners coordinate their activities in both spaces. We present a conceptual framework that shows how group awareness affects coordination in both dialogical spaces and the effectiveness of collaboration. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Theories; Graduate Students; Course Descriptions; Reflection; Learner Engagement; Learner Controlled Instruction; Learning Activities; Multiple Literacies; Technological Literacy; Teacher Education Curriculum; Cultural Context; Communities of Practice; Group Dynamics; Instructional Development; Student Attitudes

Abstract:
This paper is a course description of a Digital Literacies class offered to both undergraduate and graduate students at an American university. The purpose of this paper is: (1) to describe the pedagogical bones of this course, drawing upon theories of learning in a participatory culture, including a discussion of how, and where, the course fell short; and (2) to reflect upon the process of teaching this course while trying to involve students in substantial and meaningful ways, even though the author, as professor, retained the final say on grading. The author highlights specific course activities where students had significant input. Although this is not a report of a data-driven research project, students' voices and thoughts play a significant role in this paper as they provided feedback on the implementation of this course. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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