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57 results for “learning and teaching”
Students' perceived obstacles with Forced Online Distance Learning during the CoVID-19 outbreak and their preferences to continue with the introduced teaching methods after the reopening of the University of Maribor [Project documentation]
<p>The outbreak of COVID -19 forced most universities into distance education. Three didacticians and researchers from the University of Maribor, Slovenia: Kosta Dolenc, Mateja Ploj Virtič and Andrej Šorgo formed a self-initiated initiative project group during the COVID -19 epidemic and started the first project with the working title: The Side Effects of Forced Online Distance Education (FODE).</p> <p>The aim of the second study, conducted during the first wave of the epidemic in March 2020, was to investigate the response of university students to the new situation. The project documentation provided for the Forced Online Distance Learning (FODL) consists of:</p> <ul> <li>abstract,</li> <li>instrument,</li> <li>copy of the descriptive statistics,</li> <li>and SPSS dataset.</li> </ul>
Effects of the type of lunch meal and teaching-learning methods on CRI student engagement in afternoon classes.
<p><br> The post-lunch slump is a natural dip in energy caused not only by our circadian cycles but also as a result of digestive processes in our body after consuming lunch meals. It being a widely known concept, there are ample studies that focus on its effects on academic performance of students. While this dip in energy does affect student engagement to a large extent, there are also studies on how the teaching-learning methods are a factor affecting academic performance. However, there are no relevant studies that aim to look at both these factors in tandem, i.e. the effect of lunch along with the teaching-learning methods in the afternoon classrooms as factors influencing academic performance and student engagement. This paper aims to study this area of topic hypothesising that having a more balanced lunch along with engaging in more interactive classes would positively correlate with student engagement in afternoon classes. The study was conducted with bachelors and masters students at the CRI, University of Paris through surveys that were sent to students at the end of their class day. </p> <p>Due to lack of adequate data, the study was not able to produce significant correlations. However smaller nuances of the relationship between lunch, teaching-learning methods and student engagement were found. While engagement in classrooms did seem to be maximum when it was interactive and only 50% of students' lunch was formed of carbohydrates, no significant correlations were found to confirm the hypotheses.</p>
Data - Teaching and Learning of Introduction to Software Engineering Experimentation to Distance-Learning Students: a Quasi-Experiment
<p>Data from a quasi-experiment on "Teaching and Learning of Introduction to Software Engineering Experimentation to Distance-Learning Students: a Quasi-Experiment"</p> <p> </p> <p>Funded by Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) 311503/2022-5</p>
Towards a Diverse Next-Generation Energy Workforce: Teaching Artificial Photosynthesis and Electrochemistry in Elementary Schools through Active Learning
<p>Artificial photosynthesis is a promising approach to generate important commodity chemicals using abundant chemical feedstocks and renewable energy sources. Despite its importance, affordable and effective hands-on classroom activities that demonstrate artificial photosynthesis and teach key concepts, especially for primary school students, is lacking. This will be a critical step in the development of the next-generation energy workforce, especially one that is diverse in race and gender. To aid in this effort, we present an artificial photosynthesis lesson plan based on active-learning techniques that uses safe and highly accessible materials (baking soda, tap water, plastic jars, Ni coil, alligator clips, and a solar cell) to perform solar-powered water splitting. The efficacy of the lesson plan in teaching basic concepts of artificial photosynthesis was evaluated with pre- and post-test data, which shows a statistically significant improvement in overall student understanding. Importantly, the data show that the lesson plan presented here is effective at narrowing the performance gap between minority students and overly represented groups. This study aids in the development and education of a demographically diverse energy workforce through an active learning-based lesson plan for primary school students.</p>
Dataset of paper Privacy Orientation during Online Teaching-Learning Activities: Practices Adopted and Lessons Learned
<p>Dataset of the paper accepted for publication in the Journal on Interactive Systems (JIS).</p> <p>DA SILVA, M.; VITERBO, J.; SALGADO, L. C. C.; MOURÃO, E. Privacy Orientation during Online Teaching-Learning Activities:<br> Practices Adopted and Lessons Learned. Journal on Interactive Systems, Porto Alegre, RS, 2023.</p>
Datasets from the study Peer learning as a key component of an Integrated Teaching Method in large size classes
<p>The theory and research on learning in higher education are pointing out that active methods are able to improve learners’ performance more than passive ones and to trigger situated and deep learning. However, some factors prevent their spread and trust amongst university instructors, like their complex logistics in large size lectures. Indeed, in academic crowded classes these interactive-engagement methodologies are sporadically employed and seem to be rarely successful. In this context, in the academic years 2017-2018 and 2018-2019 we carried out a quasi-experiment at Politecnico di Milano aimed at investigating the effectiveness of the integration of peer learning activities, strengthened by the use of technology, into traditional Physics lectures as a teaching method in large size classes. Data related to both an experimental and a control group were gathered and analysed through descriptive and inferential statistics; Shapiro-Wilk, Levene, Mann-Whitney U, Wilcoxon signed-rank and Kruskal-Wallis tests were employed. Our combined strategy appears to be effective with relation to learning Physics and more successful than traditional courses centred on academic lectures, regardless of the difficulty of the issues investigated. Furthermore, a threshold for the exposure to peer learning in order for it to be effective has been highlighed.</p> <p>In this page it is shared:</p> <p>1) Dataset with reference to both 2017-2018 and 2018-2019</p> <p>2) R Script with reference to both 2017-2018 and 2018-2019</p>
Teaching and learning in ecology: a horizon scan of emerging challenges and solutions
<p>We currently face significant, anthropogenic, global environmental challenges and therole of ecologists in mitigating these challenges is arguably more important than ever. Consequently there is an urgent need to recruit and train future generations of ecologists, both those whose main area is ecology, but also those involved in the geological, biological and environmental sciences. Here we present the results of a horizon scanning exercise that identified current and future challenges facing the teaching of ecology, through surveys of teachers, students and employers of ecologists. Key challenges identified were grouped in terms of the perspectives of three groups: students, for example the increasing disconnect between people and nature; teachers, for example the challenges associated with teaching the quantitative skills that are inherent to the study of ecology; and society, for example poor societal perceptions of the field of ecology. In addition to the challenges identified, we propose a number of solutions developed at a workshop by a team of ecology teaching experts, with supporting evidence of their potential to address many of the problems raised. These proposed solutions include developing living labs, teaching students to be ecological entrepreneurs and influencers, embedding skills-based learning and coding in the curriculum, an increased role for learned societies in teaching and learning, and using new technology to enhance fieldwork studies including virtual reality, artificial intelligence and realtime spoken language translation. Our findings are focused towards UK higher education, but they should be informative for students and teachers of a wide range of educational levels, policy makers and professional ecologists worldwide.</p>
Data for "A Bibliometric Study of EFL Teaching and Learning"
<p>Data set for "A Bibliometric Study of EFL Teaching and Learning" manuscript .</p>
Interview guide of study conducted on: Identification of the challenges teachers face in teaching small problem-based learning (PBL) groups in the College of Medicine, King Faisal University, Kingdom of Saudi Arabia
<p><strong>Background:</strong> Recognizing the challenges that teachers face offers a platform for devising innovative teaching strategies, thereby boosting teacher performance. This study seeks to pinpoint the obstacles teachers encounter while conducting small problem-based learning (PBL) groups and to recommend measures that guide educational institutions in determining teacher training needs. Furthermore, the study explores the creation of interventions to bolster PBL teaching practices.</p> <p><strong>Methods:</strong> Utilizing a qualitative approach, semi-structured interviews were administered, prompting participants to contemplate the difficulties of instructing small PBL groups. Ten medical educators, purposefully selected based on their PBL teaching experience, participated. Verbatim transcripts were meticulously analysed using thematic analysis, facilitating code production, comparison, and overarching theme generation.</p> <p><strong>Results:</strong> The data underscored challenges associated with adopting PBL in a traditional educational setting, emphasizing the imperative for honed facilitation skills, fostering motivation towards PBL, and addressing the ramifications of students' conventional learning backgrounds. Notably, the accruement of experience over time, the enhanced confidence from managing diverse PBL groups, and the importance of knowledge exchange and shared experiences emerged as vital for PBL educators' professional growth.</p> <p><strong>Conclusions: </strong>Actively supporting teachers as they navigate shifts in their roles and urging the incorporation and adept application of teaching techniques can elevate teacher efficacy. Recommendations include the initiation of a teacher development program, the allocation of ample time and resources for student participation in PBL activities, the introduction of a comprehensive teacher assessment system, and the integration of quantitative research methods to further enrich teacher practices and professional advancement.</p>
The Use of Open Educational Resources (OERs) in Teaching and Learning in Higher Education Distance Learning Programmes in Cameroon
<p>A cross sectional descriptive analysis was adopted for this study. The goal was to was find out the use OERs in teaching and learning in higher education distance learning by taking a snapshot from a cross-section of the population. The institution under study is the University of Buea. The research targeted all 25 students at the master level of the Distance Education Program in the Faculty of Education, University of Buea. All the students were purposively sampled due to the small nature of the target population. A carefully designed questionnaire was used for data collection. The questionnaire had both closed and opened-ended questions which required respondents to select from a variety of responses to cover the research questions. Data was calculated and presented using frequencies tables and bar charts. After getting description of student’s responses, an analysis was done to show the situation of the use of OERs and in teaching and learning.</p>
Action Prediction Error: a value-free dopaminergic teaching signal that drives stable learning - Behavioral dataset
<p>Behavioral data to reproduce figures of this paper: https://doi.org/10.1101/2022.09.12.507572</p> <p>See Github repository: https://github.com/HernandoMV/APE_paper</p>
From CREATE workshop to course implementation: Examining downstream impacts on teaching practices and student learning at 4-year institutions
<p>We provide the full data set for the research study informing the efficacy of the CREATE strategy for positively influencing faculty and students in science courses at ten institutions (4-year). CREATE (consider, read, elucidate hypotheses, analyze, and intrepret data; think of the next experiment) represents a scaffolded approach for teaching students using the primary literature as the foundation of course instruction. In this project, faculty from different institutions were trained in this pedagogy through a week-long workshop and then followed as they adapted CREATE for a science course at their home institutions. We used a variety of assessments (cognitive, affective) to determine the effects of implementation on student cohorts at each institution. These assessments included the <strong>Experimental Design and Ability Test</strong> (EDAT), the <strong>Critical Thinking Test</strong> (CTT, an adaption of the Field-Tested Learning Assessment Guide), a <strong>concept-map</strong> test, and an adaption of the <strong>Survey of Student Attitudes, Abilities, and Beliefs</strong> (SAAB) survey. </p>
Teaching and learning in ecology: a horizon scan of emerging challenges and solutions
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Interview guide of study conducted on: Identification of the challenges teachers face in teaching small problem-based learning (PBL) groups in the College of Medicine, King Faisal University, Kingdom of Saudi Arabia
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Inclusive STEM teaching learning community facilitator survey data
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From CREATE workshop to course implementation: Examining downstream impacts on teaching practices and student learning at 4-year institutions
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Meningkatkan Hasil Belaja Siswa Kelas VIII SMP Islam Kastela Kota Ternate Melalui Penerapan Model Pembelajaran Kooperatif Tipe CTL (Contextual Teaching And Learning)
<p><span>T</span><span>ujuan </span><span>penelitian ini yaitu </span><span>untuk mengetahui peningkatan pembelajaran kooperatif<span> </span>tipe<span> </span><em>CTL<span> </span>(Contextual<span> </span>Teaching<span> </span>And<span> </span>Learning)<span> </span></em>yang<span> </span>dilakukan<span> </span>oleh<span> </span>guru<span> </span>terhadap</span><span> peserta didik</span><span>.<span> </span>pada<span> </span>materi</span><span> Usaha dan Enegri</span><span>.<span> </span>Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas<span> </span>(PTK) yang terdiri dari dua siklus. Siklus I dilaksanakan dalam dua kali tindakan</span><span> </span><span>dan siklus II juga dilakukan dalam dua kali tindakan.<span> </span>Tahapan<span> </span>pelaksanaan<span> </span>penelitian<span> </span>tindakan<span> </span>kelas<span> </span>(PTK)<span> </span>meliputi<span> </span>perencanaan,<span> </span>pelaksanaan, Pengamatan, dan refleksi. Hasil penelitian ini menunjukan bahwa<span> </span>penerapan pembelajaran<span> </span><em>CTL (Contextual Teaching And Learning)<span> </span></em>pada siklus I<span> </span>terdapat nilai rata –rata 56,60% dari 25 </span><span>peserta didik</span><span> di siklus ini </span><span>peserta didik</span><span> belum memenuhi<span> </span>kriteria ketuntasa</span><span>n</span><span> sedangkan pada siklus II nilai rata-rata<span> </span>(77,20%) mengalami<span> </span>ketuntasan<span> </span>sehingga<span> </span>dapat<span> </span>disimpulkan<span> </span>bahwa<span> </span>penerapan<span> </span>model<span> </span>pembelajaran<span> </span>kooperatif tipe <em>CTL </em>dapat meningkatkan hasil belajar Peserta didik<span> </span>Kelas VIII<span> </span>SMP<span> </span></span><span>Islam Kasetela </span><span>Kota<span> </span>Ternate</span></p>
Supplemental Material: Analysis of video games on the teaching-learning process in children from 3 to 4 years old
<p>Supplementary material of the results obtained in the paper Analysis of video games on the teaching-learning process in children from 3 to 4 years old.</p>
Conformity of E-Learning for Teaching and Learning in Ethiopian Higher Education: Analysis on User-Friendliness of E-Resources
<p>The study investigated the practicability of e-learning for teaching and learning in Ethiopian higher education in terms of availability, clarity, accessibility in terms of accommodation and economy. The research looked into the roles of e-provisions based on the country’s Information and Communication Technology (ICT) in education policy guidelines as benchmark. Descriptive survey research design was used in the research since the study focused on indicating status than in-depth institution-based analysis of technology-use in education. Two higher institutions were selected for their relative proximity and viability for data collection. Data for the research were collected from 150 students, 4 technical support renderers and 30 teachers. Instruments of data collection were binary mode questionnaires and semi-structured interviews. Findings indicated shortage in a purpose-orientation, weak cross-institutional interchange and low mainstreaming of e-resources for course-provision. Though initiatives were high to use e-resources across lessons, shortage in internet access and prevailing digital divides were common barriers. Selective use of e-learning was witnessed on the part of technical support providers. multiplier effects in sharing experiences were not practiced among the teachers. Purpose-conformity was met on highly individualized bases. inter-institutional experiential exchange was insufficient though there was high emphasis on supporting selected instructional strings.</p>
Dataset for "The effects of teaching strategies on learning to think critically in primary and secondary schools: an overview of systematic reviews"
<p>A dataset for the overview of systematic reviews entitled "The effects of teaching strategies on learning to think critically in primary and secondary schools: an overview of systematic reviews". </p>
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
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DANDI Archive for NWB datasets
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International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.