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Yik, Ping-chui. "Learning styles and language learning outcomes." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38598073.
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Yik, Ping-chui, and 易平璀. "Learning styles and language learning outcomes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38598073.
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Haho, P. (Päivi). "Learning enablers, learning outcomes, learning paths, and their relationships in organizational learning and change." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526203584.
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Abstract The purpose of this thesis is to examine the role of learning and the constituents of learning in creating process innovations and realizing organizational change. Organizational learning was studied and the data was collected in process development projects, in which process simulations were used as a development method for process innovations and change. The empirical research was carried out mainly in 1988–2001. In this thesis, the results of those studies are reflected on, together with the recent literature related to organizational learning theories in the context of process innovations and management of change. Specifically, the concepts of learning enablers, learning outcomes (intangible/tangible), learning paths, and their relationships are studied. Qualitative longitudinal action research with case studies and abductive reasoning are used as the research methods throughout this thesis. The data consists of 34 cases and 99 process simulations in 12 different industries and varies from large core processes to support processes. The case organizations were mainly Finnish companies with Finns as the majority of participants. One case organization was from Switzerland, and in five cases, multicultural groups participated in the process simulations. In each project, process simulations were used at least once during a change project, in some cases even five to eight times. The data analysis proceeded in an abductive manner throughout the included five articles, and the findings are summarized based on the research questions. The theoretical contribution of this thesis is fourfold. The findings give new understanding 1) about learning enablers, their relationships to each other and influence on learning and process innovations, 2) about the role of intangible and tangible learning outcomes in individual and organizational learning processes and 3) about learning paths in process innovations and related change processes. The thesis also defines 4) a model for effective learning processes in change projects concerning process innovations. The contribution in the practical and managerial context should be applicable field of North and West European commercial organizations. This thesis highlights individual and organizational learning in the creation of process innovations, and it also defines the features of an effective development method for creating and implementing process innovationsTiivistelmä Tämän väitöskirjan tarkoituksena on tutkia organisaation oppimisen ja sen eri osatekijöiden roolia prosessi-innovaatioiden luomisessa ja muutoksen aikaansaamisessa organisaatiossa. Organisaation oppimista tutkittiin ja aineisto kerättiin prosessien kehittämisprojekteissa, joissa prosessisimulaatioita käytettiin prosessi-innovaatioiden menetelmänä. Tutkimuksen aineisto kerättiin pääsiassa vuosien 1988–2001 aikana. Tässä väitöskirjassa näitä tuloksia analysoidaan vallitsevien organisaatio-oppimisen teorioiden valossa prosessi-innovaatioiden ja muutoksen johtamisen asiayhteydessä. Erityisesti tutkitaan oppimisen mahdollistajia, oppimisen tuloksia (aineettomia/aineellisia), oppimisen polkuja ja kaikkien näiden keskinäisiä suhteita. Tutkimusmenetelmänä on käytetty laadullista pitkittäistä toimintatutkimusta tapaustutkimuksineen ja abduktiivisine päättelyineen. Aineisto koostuu 34 tapaustutkimuksesta ja 99 prosessisimulaatiosta, jotka toteutettiin 12 eri toimialalla, ja vaihtelevat ydinprosesseista tukiprosesseihin. Suurimmaksi osaksi tapausorganisaatiot olivat suomalaisia yrityksiä, ja yksi tapausorganisaatio oli sveitsiläinen. Projektiryhmät olivat pääasiassa suomalaisia, mutta monikulttuurinen ryhmä osallistui prosessisimulointiin viidessä tapaustutkimuksessa. Jokaisessa projektissa prosessisimulointia käytettiin ainakin kerran muutosprojektin aikana, joissakin tapauksissa jopa viidestä kahdeksaan kertaan. Väitöskirjan viiden artikkelin aineiston analysointi suoritettiin abduktiivisen päättelyn periaattein, ja tutkimuksen tulokset esitetään tutkimuskysymysten mukaisesti. Tutkimuksen teoreettinen tulos kohdistuu neljään osa-alueeseen. Tulokset lisäävät ymmärrystä 1) oppimisen mahdollistajista, niiden suhteesta toisiinsa ja vaikutuksesta oppimiseen ja prosessi-innovaatioihin, 2) aineettomien ja aineellisten oppimistulosten roolista yksilön ja organisaation oppimisprosesseissa, ja 3) prosessi-innovaatioiden ja niihin liittyvien muutosprosessien oppimisen poluista. Tutkimus myös määrittelee 4) prosessi-innovaatioita koskevien muutosprojektien oppimista korostavan mallin. Tutkimuksen tuloksia voitaneen soveltaa Pohjois- ja Länsi-Euroopan yritysmaailmassa. Tutkimus korostaa yksilön ja organisaation oppimisen merkitystä prosessi-innovaatioiden luomisessa ja lisäksi se määrittelee vaikuttavan prosessi-innovaatioiden kehittämisen ja käyttöönoton menetelmän piirteet
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Poon, Wai-cheong Alex. "Factors affecting learning attitudes and learning outcomes of secondary students." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039912.
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Poon, Wai-cheong Alex, and 潘維醹. "Factors affecting learning attitudes and learning outcomes of secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039912.
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Slimani, A. "The teaching/learning relationship : Learning opportunities and learning outcomes an Algerian case study." Thesis, Lancaster University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381067.
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The major thrust of the study was to explore the relationships between what a group of Algerian learners claimed to have learned from lessons and the interactive work in which, together with their Algerian teacher, they have participated. This opportunity is taken to examine, in the light of our data, some variables, claimed by classroom centered and second language acquisition studies to be, in some strong sense, relevant to second language development. These variables are: the impact of frequency of language use, the effect of the use of conversational adjustments (CAs) in the discourse, and the role of participation in the classroom. The analysis of the learners' responses has led also to the examination of the importance of the participants' topicalisation. Besides the investigation of the claims, the data was used to test the limits of direct classroom observation to provide answers as to how second language learning develops in the classroom. Two types of data were necessary for the investigation of the issue: Learners' specific claims collected through questionnaires, and detailed accounts of the learning opportunities obtained through systematic observation of 11 hours of audio- recorded naturally occurring classroom data. The latter set was supplemented with field notes taken by the observer and author of this study. The numerical information obtained through the analysis of the data was used in combination with a qualitative analysis of the classroom interaction to derive the following suggestive findings. The relationship between interaction and uptake was seen, in this study, to be far more complicated and indirect than the claims made by others in the field might have led us to believe. Frequency of the ttl teacher's use of language presented a rather low correlation with the students' learning outcomes. The use of CAs did not show an overall significant correlation with the learners' claims. Most of the coding schemes used to quantify learner input generation failed to show a correlation between interaction and progress. A weak correlation appeared between interaction and achievement. The examination of the theme of topicalisation has shown the learners, as discourse initiators, to be more influential than the teacher on what gets claimed to be learned in this specific instructional setting.
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Cheltuitor, Alexandru, and Niklas Jones-Quartey. "Predicting Multimodal Rehabilitation Outcomes using Machine Learning." Thesis, Uppsala universitet, Institutionen för informatik och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-413568.
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Chronic pain is a complex health issue and a major cause of disability worldwide. Although multimodal rehabilitation (MMR) has been recognized as an effective form of treatment for chronic pain, some patients do not benefit from it. If treatment outcomes could be reliably predicted, then patients who would benefit more from MMR could be prioritized over others. Machine learning has been proven capable of accurately predicting outcomes in other healthcare related domains. Therefore, this study aims to investigate the use of it to predict outcomes of MMR, using data from the Swedish Quality Registry for Pain Rehabilitation (SQRP). XGBoost regression was used for this purpose, and its predictive performance was compared to Ridge regression. 12 models were trained on SQRP data for each algorithm, in order to predict pain and quality of life related outcomes. The results show similar performances for both algorithms, with mean cross-validated R² values of 0.323 and 0.321 for the XGBoost and Ridge models respectively. The average root mean squared errors of 6.744 for XGBoost and 6.743 for Ridge were similar as well. Since XGBoost performed similarly to a less computationally expensive method, the use of this method for MMR outcome prediction was not supported by the results of this study. However, machine learning has the potential to be more effective for this purpose, through the use of different hyperparameter values, correlation-based feature selection or other machine learning algorithms.
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Hartman, Stacey Lynn. "Postsecondary learning strategy instruction and student outcomes." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280183.
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With a pronounced move toward student-centered learning and academic self-regulation, the responsibility of learning is shifting from teacher to student. As a result, students are now being asked to take more responsibility for their learning. Research has made clear that strategic behavior and the use of learning strategies enhances teaming. Effective learners are able to self-regulate in order to evaluate when and how to use the appropriate strategies as well as evaluate their success relative to their actions. Students often enter postsecondary education without the knowledge and skills to self-regulate; therefore, learning strategy instruction becomes a key instrument in students' pursuit of academic success. Quantitative examination of the students' outcomes associated with this type of instruction is limited at best. This study examines student outcomes associated with the attendance of learning strategies workshops at the postsecondary level. Findings indicated that participants reported using some, if not all, of the strategies discussed. Additionally the largest percentage of strategies reported were strategies that were supported instructionally by modeling, practice, and feedback. This study did not uncover particular student traits that would lead to students' use of strategies. Strengths and weaknesses of this study are discussed, as are directions for future research.
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Lash, Michael Timothy. "Optimizing outcomes via inverse classification." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6602.
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In many circumstances, predictions elicited from induced classification models are useful to a certain extent, as such predictions provide insight into what the future may hold. Such models, in and of themselves, hold little value beyond making such predictions, as they are unable to inform their user as to how to change a predicted outcome. Consider, for example, a health care domain where a classification model has been induced to learn the mapping from patient characteristics to disease outcome. A patient may want to know how to lessen their probability of developing such a disease.
In this document, four different approaches to inverse classification, the process of turning predictions into prescriptions by working backwards through an induced classification model to optimize for a particular outcome of interest, are explored. The first study develops an inverse classification framework, which is created to produce instance-specific, real-world feasible recommendations that optimally improve the probability of a good outcome, while being as classifier-permissive as possible. Real-world feasible recommendations are obtained by imposition of constraints that specify which features can be optimized over and accounts for user-specific preferences. Assumptions are made as to the differentiability of the classification function, permitting the use of classifiers with exploitable gradient information, such as support vector machines (SVMs) and logistic regression. Our results show that the framework produces real-world recommendations that successfully reduce the probability of a negative outcome.
In the second study, we further relax our assumptions as to the differentiability of the classifier, allowing virtually any classification function to be used. Correspondingly, we adjust our optimization methodology. To such an end, three heuristic-based optimization methods are devised. Furthermore, non-linear (quadratic) relationships between feature changes and so-called cost, which accounts for user preferences, are explored. The results suggest that non-differentiable classifiers, such as random forests, can be successfully navigated using the specified framework and updated, heuristic-based optimization methodology. Furthermore, findings suggest that regularizers, encouraging sparse solutions, should be used when quadratic/non-linear cost-change relationships are specified.
The third study takes a longitudinal approach to the problem, exploring the effects of applying the inverse classification process to instances across time. Furthermore, we explore the use of added temporal linkages, in the form of features representing past predicted outcome probability (i.e., risk), on the inverse classification results. We further explore and propose a solution to a missing data subproblem that frequently arises in longitudinal data settings.
In the fourth and final study, a causal formulation of the inverse classification framework is provided and explored. The formulation encompasses a Gaussian Process-based method of inducing causal classifiers, which is subsequently leveraged when the inverse classification process is applied. Furthermore, exploration of the addition of certain dependencies is explored. The results suggest the importance of including such dependencies and the benefits of taking a causal approach to the problem.
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Carnell, Eileen. "Understanding teachers' professional development : an investigation of teachers' learning and their learning contexts." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10018906/.
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The focus of my research is teachers' planned professional development experience and the effect of context on teachers' learning and changes to practice. It seeks to understand effective approaches to teachers' learning, contribute to knowledge and identify implications for practitioners and policy makers. The research begins with an investigation into young people's and teachers' perceptions of effective classroom work. A significant mis-match is found between what is experienced and what they perceive is effective . This is analysed in terms of inhibiting forces and contradictions influencing teachers' practice. An in-service programme is designed as a change strategy for the teachers involved. The research findings suggest this is only partially successful in bringing about change. From a critique of theoretical perspectives of professional development an expanded approach is created. This approach forms the basis of another programme for teachers which includes working collaboratively and integrating personal and professional learning. The research findings demonstrate that this in itself is not enough to bring about changes to professional practice. A typology of teachers' planned development experiences is created and a set of hypotheses used to investigate teachers' personal constructs of the effectiveness of professional experiences for change to professional practice . The significance of the learning context and subjective experiences emerge. This leads to the redesign of the programme to include an explicit focus on learning and the use of action research to bring about change within teachers' own contexts. The research continues to focus on contextual influences in organisational learning. It analyses the effects of a change that contributes to organisational learning by tracking one organisation's revision of its appraisal scheme. Key conclusions emerge: teachers' learning, the processes of learning and the organisational context have strong influences on one other. Effective professional learning for positive outcomes requires both a multi-dimensional and context specific view of learning.
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Gleason, James P. "THE IMPACT OF INTERACTIVE FUNCTIONALITY ON LEARNING OUTCOMES: AN APPLICATION OF OUTCOME INTERACTIVITY THEORY." Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1165.
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Thesis (Ph. D.)--University of Kentucky, 2009.Title from document title page (viewed on May 24, 2010). Document formatted into pages; contains: xix, 225 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 217-222).
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Handa, Rhea. "A Lesson in Learning: Improving Learning Outcomes in India Via Pedagogical Innovation." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1105.
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When delivered well, education is key to addressing a host of individual and societal ills, from poverty and disease to crime and poor voter engagement. India has demonstrated considerable progress in improving various aspects of its primary education system, including infrastructure and buildings, teacher-student ratios, and school enrollment. However, student learning outcomes remain consistently low across the country. A review of the literature surrounding learning outcomes has highlighted gaps in school instruction and has shown the dire need for innovations in pedagogy and curriculum to improve student learning. This paper assesses the long-term impact of one such pedagogy, called Teaching at the Right Level (or TaRL), in the districts of five states of India via an ordered probit model and linear regressions. The quantitative model shows a positive and significant effect of TaRL exposure on learning levels and income, as hypothesized throughout this paper. Additionally, case studies of two students exposed to TaRL are explored to illustrate individual effects of the pedagogy.
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Walker, James Richard. "Relationships Among Student Leadership Experiences and Learning Outcomes." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/254.
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The relationships among students' reports of learning outcomes based on leadership experiences in various types of student organizations and various roles within organizations were investigated. Relationships between demographic variables (i.e., ethnicity, gender, age, and type of housing) and type of organization, role within an organization, and learning outcomes, were also examined. A new instrument, the Student Leadership Learning Outcomes Assessment (SLLOA), was created to measure student generated learning outcomes; it has good internal consistency and validity. The SLLOA was completed by 328 student leaders at a private southeastern university. SLLOA scores indicated student leaders in cultural and service groups reported learning more than student leaders in sports/athletic groups. Vice Presidents and Presidents reported learning more from the leadership experience than Treasurers. Female student leaders reported learning more than male. Relationships were found between ethnicity of student leaders and type of organization and between type of housing (i.e., on campus, off campus without parents/parental figures, off campus with parents/parental figures) and type of organization. There was no relationship between type of organization and leaders' gender and age, or between the role held and leaders' gender, ethnicity, and type of housing. The results revealed no relationship between ethnicity and SLLOA scores.
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Hughes, Lewis Bernard, and l. hughes@enviro-sys com au. "Applying outcomes of lifelong learning to organisational achievement." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080521.085701.
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The focus of this doctoral research study is making the most what a person knows and can do, as an outcome from their lifelong learning, so as to better contribute to organisational achievement. This has been motivated by a perceived gap in the extensive literature linking knowledge with organisational achievement. Whereas there is a rich body of literature addressing the meta-philosophies giving rise to the emergence of learning organisations there is, as yet, scant attention paid to the detail of planning and implementing action which would reveal individual/organisational opportunities of mutual advantage and motivate, and sustain, participation at the day-to-day level of the individual. It is in this space that this dissertation seeks to contribute by offering a mechanism for bringing the, hindsight informed, response but thats obvious into the abiding explicit realm at the level of the individual.
In moving beyond the obvious which is prone to be overlooked, the emphasis on better in the introductory sentence, is very deliberately made and has a link to awakening latent individual, and hence organisational, capabilities that would otherwise languish. The evolved LCM Model a purposeful integration valuing the outcomes from lifelong learning (the L) with nurturing a culture supporting this outcome (the C) and with responsiveness to potentially diverse motivations (the M) is a reflective device for bringing otherwise tacit, and latent, logic into the explicit realm of action.
In the course of the development of the model, a number of supplementary models included in this dissertation have evolved from the research. They form a suite of devices which inform action and lead to making the most of what an individual knows and can do within the formal requirements of a job and within the informal influences of a frequently invisible community of practice.
The initial inquiry drew upon the views and experiences of water industry engineering personnel and training facilitators associated with the contract cleaning and waste management industries. However, the major research occurred as an Emergency Management Australia (EMA) project with the Country Fire Authority (CFA) as the host organisation. This EMA/CFA research project explored the influence of making the most of what a CFA volunteer knows and can do upon retention of that volunteer. In its aggregate, across the CFA volunteer body, retention is a critical community safety objective.
A qualitative research, ethnographic in character, approach was adopted. Data was collected through interviews, workshops and outcomes from attempts at action research projects. Following an initial thirteen month scoping study including respondents other than from the CFA, the research study moved into an exploration of the efficacy of an indicative model with four contextual foci i.e. the manner of welcoming new members to the CFA, embracing training, strengthening brigade sustainability and leadership. Interestingly, the research environment which forced a truncated implementation of action research projects was, in itself, an informing experience indicative of inhibitors to making the most of what people know and can do. Competition for interest, time and commitment were factors governing the manner in which CFA respondents could be called upon to explore the efficacy of the model, and were a harbinger of the influences shaping the more general environment of drawing upon what CFA volunteers know and can do.
Subsequent to the development of the indicative model, a further 16 month period was utilised in the ethnographic exploration of the relevance of the model within the CFA as the host organisation. As a consequence, the model is a more fully developed tool (framework) to aid reflection, planning and action. Importantly, the later phase of the research study has, through application of the model to specific goals within the CFA, yielded operational insight into its effective use, and in which activity systems have an important place.
The model now confidently styled as the LCM Model has three elements that when enmeshed strengthen the likelihood of organisational achievement ; and the degree of this meshing, as relevant to the target outcome, determines the strength of outcome. i.e. -
Valuing outcomes from learning:
When a person recognises and values (appropriately to achievement by the organisation) what they know and can do, and associated others recognise and value what this person knows and can do, then there is increased likelihood of these outcomes from learning being applied to organisational achievement.
Valuing a culture that is conducive to learning:
When a person, and associated others, are further developing and drawing upon what they know and can do within the context of a culture that is conducive to learning, then there is increased likelihood that outcomes from learning will be applied to organisational achievement.
Valuing motivation of the individual:
When a persons motivation to apply what they know and can do is valued by them, and associated others, as appropriate to organisational achievement then there is increased likelihood that appropriately drawing upon outcomes from learning will occur.
Activity theory was employed as a device to scope and explore understanding of the issues as they emerged in the course of the research study. Viewing the data through the prism of activity theory led not only to the development of the LCM Model but also to an enhanced understanding of the role of leadership as a foundation for acting upon the model.
Both formal and informal leadership were found to be germane in asserting influence on empowering engagement with learning and drawing upon its outcomes. It is apparent that a leaderful organisation, as postulated by Raelin (2003), is an environment which supports drawing upon the LCM model; and it may be the case that the act of drawing upon the model will move a narrowly leadership focused organisation toward leaderful attributes.
As foreshadowed at the beginning of this synopsis, nurturing individual and organisational capability is the guiding mantra for this dissertation - Capability embraces competence but is also forward-looking, concerned with the realisation of potential (Stephenson 1998, p. 3). Although the inquiry focussed upon a need for CFA volunteer retention, it began with a broader investigation as part of the scoping foundation and the expanded usefulness of the LCM Model invites further investigation.
The dissertation concludes with the encapsulating sentiment that You have really got to want to. With this predisposition in mind, this dissertation contributes to knowledge through the development and discussion of the LCM model as a reflective device informing transformative learning (Mezirow and Associates 1990). A leaderful environment (Raelin 2003) aids transformative learning accruing to the individual and the organisation - through engendering and maintaining making the most of knowledge and skill motivating and sustaining the will.
The outcomes from this research study are a strong assertion that wanting to make the most of what is known and can be done is a hallmark of capability. Accordingly, this dissertation is a contribution to the how of strengthening the capability, and the commitment to applying that capability, of an individual and an organisation.
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Riding, Tim. "Sexual offenders with learning disabilities : interventions and outcomes." Thesis, Anglia Ruskin University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247785.
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Klisc, Chris. "Enhancing student learning outcomes in asynchronous online discussion." Thesis, Klisc, Chris (2015) Enhancing student learning outcomes in asynchronous online discussion. PhD thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/26222/.
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When the asynchronous online discussion (AOD) environment was first introduced there was much enthusiasm about the potential of this new discussion space for enhancing student learning. However, after over two decades of AOD use, there is still concern about the realisation of the anticipated benefits, especially those associated with high order thinking skills such as critical thinking.
Research aimed at findings ways to enhance student learning outcomes in AOD has examined many different factors and conditions. Though there has been consistency in the findings of the research within many areas, at the same time there are still unresolved issues relating to the use of assessment, the type of instructor support and how an AOD should be designed and implemented. The aim of the research described in the thesis was to investigate how student learning outcomes may be enhanced in AOD, by investigating the conditions conducive to quality discussion and factors facilitating student learning.
The research objective was addressed through two studies. The research in Study 1 investigated instructor perspectives of factors influencing the levels of success achieved in student thinking skills, collaborative learning and communication skills. The results of Study 1 showed that higher levels of achievement could be achieved by the use of assessment, with assessment of the AOD contributions being the most common approach. The use of a post-AOD assessment was relatively uncommon among instructors. AOD outcomes were also significantly affected by the information provided to students prior to the commencement of the discussion.
The research in Study 2 investigated student perspectives using a quasi-experiment with participants from a first year university information technology course. The study was developed based on the inconclusive results of Study 1 regarding the use of a post-AOD assessment, and investigated how different forms of assessment can be used to facilitate students’ critical thinking skills. This study also examined student awareness of critical thinking skills and concepts.
The findings of Study 2 showed that students perceived significant improvements in their levels of critical thinking after completing an AOD with assessment, regardless of the type of assessment. However there were no significant differences in either perceptions of critical thinking skills or critical thinking skills as measured by an objective test. This suggests, that the form of assessment used in an AOD is less important than the fact that assessment is included. The findings of Study 2 also showed that students consider critical thinking important, are interested in developing their critical thinking skills, but are unsure of how to improve their thinking in general.
The results of the research described in this thesis have practical implications in the use of AOD in undergraduate education and suggest areas for further research. Firstly the results stress the importance of information given to students at the commencement of the discussion, particularly information about the purpose of the discussion. Secondly they highlight the need for further research regarding the use of a post-AOD assessment. And finally, the results presented in this thesis provide insight into student perceptions of their own critical thinking and issues related to the learning of critical thinking.
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Rosas, Marisela. "College student activism: an exploration of learning outcomes." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/589.
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Long has been the charge by society for college and universities to produce more engaged citizenship. Institutional initiatives on civic engagement have focused on community service and service-learning initiatives to meet this demand. The existing literature, therefore, is reflective of these civic engagement involvements and outcomes. Little research is conducted on another form of civic engagement, activism. The existing literature on student activism focuses on the student activists of the 1960s. This study intends to address the gaps in the literature related to activism. Specifically, the purpose of this study was to identify the learning outcomes associated with student participation in activism
Data from the Higher Education Research Institute's surveys, the 1999 Student Information Form (SIF) and the 2003 College Student Survey (CSS), were used in this study. Multiple regression, along with logistic regression, were used.
The results of this study provide some noteworthy findings that improve our understanding of activism and its effect on the learning outcomes of undergraduate students. In addition, this study provides a number of implications for student affairs practice and future research.
Student activism has a long and rich history in our colleges and universities and will continue to have a place in our institutions of higher learning. This study reveals that activism is an active part of students' learning experiences while in college. This study supports the notion that (a) learning outcomes are associated with involvement in college student activism, (b) involvements do make a difference, (c) faculty and peer relationships matter, (d) curricular and co-curricular experiences, and (d) gender and ethnicity in activism is worth exploring
The examination of specific learning outcomes associated with activism provides student affairs professionals and higher education research and policy-makers a better understanding of what students gain from their activism. In addition, the results of this study contribute to the body of knowledge on the role of college involvements in developing an action-oriented citizen.
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Jenkins, Timothy Edward. "Adult learning outcomes based on course delivery methodology." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2853.
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This study compared student satisfaction and academic performance in online and face-to-face classes. 105 ITT Technical Institute students who were simultaneously enrolled in one online course and two on-campus courses were surveyed and interviewed. Factors examined included student to instructor communication, student to student interaction, content selection for online courses and course management for online courses. Sixty-four percent of the students did not pass their online courses and expressed dissatisfaction with the learning process. Course components and processes that could be improved were identified.
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Benjamin, Michele Denise. "Teacher and Parental Influence on Childhood Learning Outcomes." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1673.
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Previous research has investigated the strategies to develop teacher-parent relationships in preschool programs. However, a gap exists concerning whether or not parents and teachers perceive that their relationships with children directly impact student's learning outcomes. The purpose of this descriptive case study was to determine how teachers and parents perceive the role of professional development, parental involvement, and the teacher-parent relationship on children's achievement. Early childhood experts have suggested that each of these roles contribute to children's learning outcomes. Bronfenbrenner's ecological model served as a framework for this study because it focuses on the connection between home and school that influence children's development and learning. Data collection consisted of 6 parent and 6 teacher interviews from 3 preschools, and were analyzed via inductive analysis for emergent themes. The results findings illuminated the importance of teacher-parent relationships in children's growth and development; the findings also revealed the connection between children's academic skills and teachers' education and training. The study also found that home learning increased children's academic success. These findings are consistent with past research findings that reveal the importance of parents and teachers working together as partners in education to increase children's learning outcomes. This study promotes positive social change by empowering preschool administrators to create policies and procedures that encourage working directly with families and to develop a mission statement to promote increased parental involvement in the early childhood field to support children's achievement.
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Ross, Michael Taylor. "Learning about teaching as part of the undergraduate medical curriculum : perspectives and learning outcomes." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7839.
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The General Medical Council now requires that all new medical graduates in the United Kingdom should be able to ‘function effectively as a teacher’. This thesis explores multiple perspectives on what this means, and the implications for medical student learning in relation to teaching. There is a lack of existing literature exploring how those involved in the undergraduate medical curriculum conceptualise teaching or what it means to function effectively as a teacher. There is also a lack of literature on what teaching recent medical graduates undertake, and what, if any, learning outcomes in teaching they and other key stakeholders think should be core for the undergraduate medical curriculum. To address these gaps in the literature, original data were gathered using 1) a Delphi study with eighteen experts in medical education, 2) semi-structured interviews with nineteen recent medical graduates, and 3) focus group interviews with twelve final year medical students. The three data sets were analysed individually, compared, then synthesised with the existing literature. All three participant groups articulated a wide range of conceptions of teaching, with considerable variation both within and between groups. The great majority thought that all medical students should learn about teaching as part of the undergraduate medical curriculum. Almost all of the recent graduates and medical students viewed teaching as part of the role of junior doctors working in the UK, although only two thirds of the recent graduates said they saw themselves as teachers. The recent graduates reported having delivered a wide range of teaching in their first year of work as junior doctors, and this correlated well with the range of teaching medical students reported having received from junior doctors. Teaching undertaken by recent medical graduates could be grouped into three broad categories: informal opportunistic teaching, semi-formal pre-arranged teaching, and formal organised teaching. A total of 153 learning outcomes in teaching were suggested and rated by the expert Delphi panel in terms of how appropriate they were for UK undergraduate medical curricula. Many of the graduates and students also suggested some learning outcomes in teaching before rating the 153 learning outcomes arising from the Delphi. All three groups indicated that they thought most of the 153 learning outcomes in teaching should be core for all UK undergraduate medical curricula, although there was some variation within and between groups. The majority of these learning outcomes have not been previously suggested in the literature for UK undergraduate medical curricula, but are consistent with literature on teaching competencies expected of more senior doctors. This thesis offers new insights on what teaching means to experts in medical education, recent medical graduates and current students, comparing these between groups and with the educational literature. It also offers multiple perspectives on core learning outcomes in teaching for UK undergraduate medical curricula, and greater understanding of the teaching undertaken by UK medical graduates. This thesis could help those responsible for undergraduate medical curricula to prioritise, refine and exemplify detailed learning outcomes in teaching, ensuring their graduates are more prepared for practice. It will also be of interest to policy-makers, programme directors, teachers, students, junior doctors, administrators and academics involved in medical and allied healthcare education. It is hoped that this thesis will encourage stakeholders to reflect on what teaching means to them, the role of junior doctors as teachers and the implications of learning about teaching as part of the undergraduate medical curriculum, leading to greater engagement, scholarly debate and research in this area. This in turn may lead to doctors delivering better quality teaching, to students and trainees in medicine and other disciplines receiving better teaching, and consequently to patients experiencing better healthcare.
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Lai, Ling-yan Edith. "Effects of cooperative learning on student learning outcomes and approaches to learning in sixth form geography." Click to view the E-thesis via HKUTO, 1991. http://sunzi.lib.hku.hk/HKUTO/record/B38627292.
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Marshall, Delia. "The relationship between learning conceptions, approaches to learning, and learning outcomes in foundation year engineering students." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307143.
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Lai, Ling-yan Edith, and 賴靈恩. "Effects of cooperative learning on student learning outcomes and approaches to learning in sixth form geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B38627292.
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Bennett, Vicki E. "The relationships of trait learning relevance with teacher communication behaviors and learning outcomes." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4062.
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Ruhnau, Kurt. "An analysis of learning outcomes of adult students learning styles versus teaching styles /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruhnauk.pdf.
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Pirilä, Kaarina. "Interaction, motivation, and student learning outcomes in E-learning -- do personal differences matter? /." Oulu : [Kajaani : University of Oulu ; INTeL-project], 2008. http://www.loc.gov/catdir/toc/fy1001/2008422945.html.
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Tsai, Hui-Mei. "Cultural determinants of learning outcomes in global environmental education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37419.pdf.
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Toll, Debora K. "Workplace learning, an assessment of approaches, perceptions and outcomes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ42697.pdf.
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Le, Cornu Alison. "People's ways of believing : learning processes and faith outcomes." Thesis, University of Surrey, 2004. http://epubs.surrey.ac.uk/843949/.
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This study is unique in providing an in-depth analysis of the process of learning when linked to an epistemological authority. Applying this to the Christian tradition, and in particular its faith authorities as identified in its textual sources and ecclesiastical representatives, the thesis demonstrates how these affect a) the processes of learning as identified by Jarvis in his developing model (1987, 1995, 2001); b) the process of internalisation as understood through the construction of personal biographies and selves, and through the act of reflection; and c) the form/content relationship as approached through the concept of learning styles and with reference to Belenky et al's Women's Ways of Knowing (1986). The potential for the ideological and authoritative dimensions of Christian faith to affect learning adversely is something already identified by Hull (1991 [1985]). The study therefore builds on this to demonstrate not only how Christians don't learn, but how they do. In response to a research question which hypothesised that the faith of adult Christians influenced the way they learnt, the inductive analysis of twenty-one semi-structured interviews resulted in the compilation of four distinct 'ways of believing', each of which reveals learning characteristics which the thesis argues are specific to their faith context, confirming hence the hypothesis. An original contribution to knowledge is therefore made in two areas: the field of adult learning in furthering understandings of experiential learning and associated processes, and that of Adult Christian Education in providing a unique analysis of Christian learning. In the context of the latter, its results challenge other studies into the 'form' of faith, notably Fowler's Stages of Faith (1981), as well as theories of theological reflection. In that of the former, student-centred theories of learning able to do justice to the process of internalisation are called for. Subsequent areas of research are therefore identified.
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Babenko, Olena. "Visualization as an intermediate link: learning resources and outcomes." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18213.
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Baker, Amanda R. Baker. "Epistemic Profiles, Dissonance Negotiation, and Postsecondary Service-Learning Outcomes." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499792402490622.
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Pavão, Elitza Mladenova. "Self-regulated practices: impacts on motivation and learning outcomes." Master's thesis, Universidade de Aveiro, 2011. http://hdl.handle.net/10773/8561.
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Mestrado em MúsicaEstratégias adequadas ao estudo de um instrumento envolvem a implementação de estratégias de auto-regulação. Neste contexto, tendo em conta a falta de estudos sobre quais as estratégias adequadas a alunos de violino numa faixa etária entre os 9 e os 12 anos, desenvolveu-se um estudo longitudinal observacional comparativo com o objectivo de investigar estratégias de estudo que possam influir na auto-regulação da prática instrumental e a sua influência no desenvolvimento musical e motivação dos estudantes. Implementaram-se estratégias de auto-regulação de estudo com um grupo de alunos (grupo experimental), cujos resultados de aprendizagem e motivação foram comparados aos de um segundo (grupo de controlo) para quem não foram implementadas estratégias de estudo específicas. A forma, regularidade e organização das sessões de estudo de ambos os grupos foram comparadas através de: (i) entrevistas semi-estruturadas; (ii) diários foram entregues aos alunos que receberam instruções precisas de regulação das sessões de estudo; (iii) testes de avaliação perceptual da performance dos alunos. Os resultados da triangulação dos dados recolhidos sugerem que a implementação de estratégias de auto-regulação do estudo é benéfica ao desenvolvimento do domínio técnico do instrumento e ao interesse dos alunos. A ausência destas estratégias pode conduzir à falta de motivação e abandono escolar, embora a prática eficiente por si só pode não ser suficiente para manter elevados níveis de motivação intrínseca. Futuras práticas pedagógicas deveriam ter em conta estes resultados e procurar a implementação destas estratégias no dia-a-dia do processo ensino-aprendizagem, envolvendo todos os seus intervenientes, i.e. aluno, professor, pais e escola.
The implementation of appropriate practicing strategies involves self-regulation, both related to efficient music instrumental practice. Despite this close relation between successful learning and self-regulated studying habits, there is a lack of systematic research on which self-regulated studying strategies could be most appropriate for violin students of an age group between 9 and 12 years old. A longitudinal observational comparative study was undertaken to investigate how specific implemented strategies affect student´s self-regulation of instrumental practice and impact on their instrumental learning outcomes and motivation. The study involved two participant groups: the experimental group, to whom regular practice strategies were implemented; and the control group, who did not receive specific guidance on practicing strategies. Three database sets were collected, consisting of: (i) face to face semi-structured interviews; (ii) written diaries; and (iii) a perceptual evaluation of students’ performances. Results of data triangulation suggested that effective practice strategies are necessary for developing instrumental expertise and motivation, although efficient practice by itself may not be sufficient to further develop motivation, a key factor for effective learning.
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Skjonsby, Britt. "Developmental outcomes associated with service-learning in undergraduate students." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1521.
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Thesis (M.A.) -- University of Maryland, College Park, 2004.Thesis research directed by: Dept. of Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Wong, Man Chiu. "Essays on learning dynamics, monetary policy and macroeconomic outcomes /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055723.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 161-169). Also available for download via the World Wide Web; free to University of Oregon users.
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Bilagher, Moritz Ernst Maria. "Assessing the achievement of learning outcomes in peace education." Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/assessing-the-achievement-of-learning-outcomes-in-peace-education(7ee99872-8db5-4159-9784-e4d23d4aa1e0).html.
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As both the value of educational assessment for educational development and peace education for sustainable social development are increasingly recognised, it is of concern that peace education currently has no widely accepted assessment methodology or foundation for this. This may be due to the absence of agreed learning objectives. Instead, peace education programmes tend to be evaluated as interventions to directly achieve peace, bypassing the need for learning outcomes. Using the expert consensus methodology Delphi, this thesis enquires how achievement of learning outcomes in peace education should be assessed, if at all. This instance of Delphi was organised with a group of 16 experts in the field of peace education and, where possible, its evaluation, over three rounds leading to a ‘statement of principles’ in response to the research question. In the first round, a questionnaire consisting of open-ended questions was administered. A second round was implemented to solicit feedback on the analysis from Round 1 and, finally, Round 3 was applied to validate the statement of principles. This Delphi found a difference between the social purpose of peace education and its learning outcomes. While the social purpose is peace, to be education, peace education must have learning objectives. While peace education is understood to be education on (group) identity and diversity, this subject can be engaged with cognitively and non-cognitively, suggesting different types of learning outcomes. In relation to these different types of outcomes, achievement should be assessed in different ways. Methods and methodologies for cognitive assessment largely exist, but this is not the case for assessment of non-cognitive skills. The Delphi concluded that learning outcomes in peace education culminate in inter-cultural communication skills, which combine cognitive with non-cognitive characteristics. The offered understandings are underpinned by a relational conception of peace that is open-ended and non-utopian.
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Chavez-Gehrig, Arturo. "Modeling correlations in clinical trial outcomes using machine learning." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123075.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019Cataloged from PDF version of thesis.
Includes bibliographical references (pages 69-71).
This thesis explores the problem of characterizing the covariance of clinical trial outcomes using drug and trial features. The binary nature of FDA approvals makes drug development risky, but approaches in finance theory could better manage that risk, allowing more high potential drugs to be developed. To apply these methods confidently, it is necessary to understand the covariance between projects. The paper outlines several approaches for this task and their theoretical foundations, such as finding the nearest valid covariance matrix, online sequence prediction, and a new approach using function approximation via random forest. This function approximation approach to estimating covariance is implemented and tested on historical clinical trial data.
by Arturo Chavez-Gehrig.
M. Eng.
M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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Seo, Young J. "Outcomes of students with learning disabilities at age 21 and age 24 /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7635.
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Nelson, M., and Simon Tweddell. "Outcomes of implementing Team-Based Learning (TBL): the experiences of UK educators." The Researching, Advancing and Inspiring Student Engagement (RAISE) Network, 2020. http://hdl.handle.net/10454/17830.
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YesTeam-Based Learning (TBL) is a collaborative learning model that refocuses classroom time to solving relevant problems instead of dispensing information. This is accomplished by a pre-class readiness assurance process that promotes accountability to self-directed learning and teamwork. While research related to the student experience with TBL is present in the literature, there is a relative lack of research published on the experiences of academic staff with TBL. Using a qualitative approach and a semi-structured interview format, this study explored the experiences of 26 academic staff in the UK who implemented TBL using a semi-structured interview format. Thematic analysis of interview text yielded five themes related to curriculum design, student outcomes, and the professional development of academic staff.
Supported by a grant from the Regis University Research and Scholarship Council.
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Haupt, G., and S. Blignaut. "Uncovering learning outcomes: explicating obscurity in learning of aesthetics in design and technology education." International Journal of Technology and Design Education, 2007. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001284.
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Abstract
Education and training interventions can be evaluated through the success of learning
outcomes. Kirkpatrick's four-level model is a widely accepted and highly popular
evaluation tool. However, some criticise the model's shortcomings. This article will
examine the extent to which the four-level model can evaluate design and technology
students' learning about aesthetics after an intervention by reporting our use of an
augmented version of the four-level model. We examine the results in terms of students'
reaction to the intervention, their long-term learning and their behaviour changes by
studying their visual analyses and drawings through segment codes. We found that, in
order to uncover the obscurities imbedded in aesthetics and to explicate the complexities,
we could not use the four-level-model on its own, but had to revert to a more augmented
version.
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Pohl, Raimund R. "An evaluation of the learning outcomes in environmental science from a field-based water quality environmental unit." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1260.
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This thesis validates the Science Laboratory Environment Inventory for the first time in a field based environmental setting using a water quality-monitoring program within a girls' high school and compares the cognitive achievement of students in the water quality-monitoring school with those in non-water quality-monitoring schools. The psychosocial learning dimensions of the water quality-monitoring program are assessed using a modified form of the Science Laboratory Environment Inventory.The results indicate that students involved in the water quality-monitoring school were more homogenous and ranked higher in their cognitive achievement and transferability of concepts than students in the non-water quality-monitoring schools. Pre and post testing together with anecdotal information affirmed that there was a direct association between the quantitative results and qualitative information in relation to the learning dimension scales of the Science Laboratory Environment Inventory.Comparisons were made between similar water environmental programs in different countries and the water quality-monitoring school program results. The use of skills and constructivist techniques indicates that the water quality-monitoring program together with real life problem solving work is an effective method for improving science learning.
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Garlan, Karen. "MEDICAL STUDENTS’ LEARNING EXPERIENCES IN THE ELECTIVE TERM." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20800.
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Electives appear in the curricula of medical schools worldwide and are a required component for all Australian medical students. The purpose of an elective is to offer medical students the opportunity to undertake supervised clinical practice in a discipline of their choice. Electives offer a choice not only in what to learn, but also where to learn. In addition, the elective term is perceived as an opportunity to experience health care overseas, especially in developing countries. Medical students are highly motivated to participate in electives, where they can become immersed in the challenges of clinical work without the necessary distractions of lectures, tutorials and exams. However, unlike other teaching and learning, which comes with a defined curriculum and assessment, electives require students to take responsibility for their own learning, not only in organizing and implementing it, but also in evaluating it. In most electives, learning is assessed, by the submission of a written report, portfolio or diary. Written reports such as these depend on students’ ability to reflect on their experiences in order to identify and appraise their own learning. Nevertheless, despite the large number of Australian medical students undertaking electives nationally and internationally, there is still very little research into how students describe their experiences and evaluate their learning no matter in which country they choose to study. The purpose of this thesis is to contribute to existing understanding of learning in electives by exploring the nature of reflection and quality of learning over three global areas (developing countries, developed countries and Australia) as described in 186 written reports submitted by 126 medical students on completion of electives taken during the Sydney Medical Program elective term of 2013. Using quantitative and qualitative research methods, this work was completed in two studies. Study 1 involved the measurement of students’ reflection in the written reports they submitted on completion of their electives. Study 1 revealed that overall levels of reflection were low, casting doubt on the use of reflection as an assessment strategy. Study 2 involved in-depth, iterative reading and interpretation of 186 written reports. Analysis using phenomenological and hermeneutic strategies uncovered nine distinct yet overlapping themes in students’ descriptions of learning in electives. These nine themes were then aligned within a validated framework for learning. Students described a wide range and large number of contextually situated, emotionally complex and socially mediated learning events that highlighted the importance of the affective domain in maintaining motivation in learning. In addition, the pervasive influence of stress and anxiety on learning featured strongly, particularly for students who took electives in developing countries. Findings from this research revealed that in the absence of prior learning, numerous students were unaware of the ethical issues they would encounter and and, as a result, experienced profound emotional and cognitive dissonance when working in developing countries. This dissonance, in many cases, diminished their ability to achieve positive learning outcomes. Students who remained in Australia or went to developed countries received consistent mentoring and support, which facilitated knowledge transfer and led to new understanding in a range of contexts. Further research needs to be given to the value of pre-departure training in authentic simulated conditions for students intending to go to developing countries. There should also be more emphasis on Global Health education, cultural compentency, ethics of volunteering and medical professionalism in the developing world. Additionally, in order to facilitate reflection, students need greater opportunities to develop their reflective writing skills and to generate deeper, more critical reflection in order to meaningfully engage with, and truly learn from their elective experiences.
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Troëng, Thomas. "On errors & adverse outcomes in surgery learning from experience /." Malmö : Dept. of Community Health Sciences and the Dept. of Surgery, Malmö General Hospital, University of Lund, 1992. http://catalog.hathitrust.org/api/volumes/oclc/38946479.html.
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Castleberry, Thomas E. "Student learning outcomes assessment within the Texas State MPA program /." View online, 2006. http://ecommons.txstate.edu/arp/182/.
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Killingsworth, Scott Adamson. "Learning orientation : college climate antecedents, development-related outcomes, and malleability." Thesis, Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/28981.
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Bui, Hong T. M. "Creating Learning Organizations in Higher Education : Antecendents, Moderators and Outcomes." Thesis, University of East Anglia, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514237.
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Valenzuela, Russell. "Predicting National Basketball Association Game Outcomes Using Ensemble Learning Techniques." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10980443.
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There have been a number of studies that try to predict sporting event outcomes. Most previous research has involved results in football and college basketball. Recent years has seen similar approaches carried out in professional basketball. This thesis attempts to build upon existing statistical techniques and apply them to the National Basketball Association using a synthesis of algorithms as motivation. A number of ensemble learning methods will be utilized and compared in hopes of improving the accuracy of single models. Individual models used in this thesis will be derived from Logistic Regression, Naïve Bayes, Random Forests, Support Vector Machines, and Artificial Neural Networks while aggregation techniques include Bagging, Boosting, and Stacking. Data from previous seasons and games from both?players and teams will be used to train models in R.
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Ashfaq, Awais. "Predicting clinical outcomes via machine learning on electronic health records." Licentiate thesis, Högskolan i Halmstad, CAISR Centrum för tillämpade intelligenta system (IS-lab), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-39309.
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The rising complexity in healthcare, exacerbated by an ageing population, results in ineffective decision-making leading to detrimental effects on care quality and escalates care costs. Consequently, there is a need for smart decision support systems that can empower clinician's to make better informed care decisions. Decisions, which are not only based on general clinical knowledge and personal experience, but also rest on personalised and precise insights about future patient outcomes. A promising approach is to leverage the ongoing digitization of healthcare that generates unprecedented amounts of clinical data stored in Electronic Health Records (EHRs) and couple it with modern Machine Learning (ML) toolset for clinical decision support, and simultaneously, expand the evidence base of medicine. As promising as it sounds, assimilating complete clinical data that provides a rich perspective of the patient's health state comes with a multitude of data-science challenges that impede efficient learning of ML models. This thesis primarily focuses on learning comprehensive patient representations from EHRs. The key challenges of heterogeneity and temporality in EHR data are addressed using human-derived features appended to contextual embeddings of clinical concepts and Long-Short-Term-Memory networks, respectively. The developed models are empirically evaluated in the context of predicting adverse clinical outcomes such as mortality or hospital readmissions. We also present evidence that, surprisingly, different ML models primarily designed for non-EHR analysis (like language processing and time-series prediction) can be combined and adapted into a single framework to efficiently represent EHR data and predict patient outcomes.
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Chen, Tzu-Hui, and 陳慈徽. "Explore the learning outcomes." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/55238246969787519780.
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Hsu, Chih-Wei, and 許智惟. "Influences of Video Learning Strategise on Learning Outcomes." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/99063279642980637366.
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碩士崑山科技大學
數位生活科技研究所
102
According to related studies, video is an effective teaching material, and it has been successfully applied to many subjects. Researchers have recommended that watching a video for learning purpose can increase learners’ motivation and interests effectively. But some studies show that there are some defects of video learning. Researchers indicated that when a video is too long, learners may not be able to deal with all information presented, and Cognitive overload may take place, which negatively influences learning. Consequently, this study adopts Subjective Measurement(Scale) and Physiological Techniques(EEG) to evaluate learners’ cognitive load and workload and attention in learning process, explores the difference of cognitive load between experimental group and control group, and analyzes the difference and learning performance. Participants in this study were freshmen students in technological university (N=72); they were randomly assigned into the experiment group and the control group. Results of this study indicate that students in the experiment group had better learning performance and they were less cognitively overloaded compared to students of the control group. Results also showed that the experiment group had less work load compared to the control group. Based on research findings, this study suggests that using segmentation strategy for creating video learning material can help not only to reduce cognitive load but also to increase learning performance.
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Sun, shu-jou, and 孫淑柔. "Evaluating Learning Outcomes of Disabled Students." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/61660589071972029162.
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博士國立臺灣師範大學
特殊教育研究所
88
Evaluating Learning Outcomes of Disabled Students ABSTRACT This two-phase study was, mainly, to establish an Evaluation System of Learning Outcomes of Disabled Students. The system was tried out with disabled students in four schools at elementary and junior high schools levels to explore the learning outcomes of the students and factors related to these outcomes. In the first phase, Delphi and interviewing methods were adapted to collect consensus opinions on items in the Evaluation System from 31experts in the field and 20 special education teachers. The case study method was used, in the second phase, to collect data from 63 disabled students placed in special education classes and resource rooms, their parents, and special education teachers. By using Survey of Student Learning Outcomes at School, Survey of Student Post-School Learning Outcomes, Teacher Satisfaction Survey, Student Satisfaction Survey, Parent Satisfaction Survey, and Survey of Special Education Status of School. Data was analyzed with frequency, percentage, means, and standard deviation. The findings of this study were as follows: (1) The Evaluation System of Learning Outcomes of Disabled Students was composed of two parts, at-school and post-school learning outcomes. At-school learning outcomes can be evaluated with five domains of presence and activity participation, learning performance, responsibility and independence, emotion and social adjustment, and satisfaction. Post-school learning outcomes can be evaluated with four domains of education or training, employment, residential independence, and community independence. (2) As the results of learning outcomes, disabled students were found to have high rate of school attendance, low participation with regular classes activities, low achievements in schools but mostly continue their post-secondary school education after graduation. They were also reported to have difficulties in money management and community involvement in their post-school life. (3) Students learning ability and motivations, parent involvement, classroom climate, and cooperation between teachers were reported to be the crucial factors associated with learning outcomes of disabled students. Therefore, recommendations were made in terms of administration and teaching.