Relevant bibliographies by topics / Psychomotor skills; learning; learning experience

Academic literature on the topic 'Psychomotor skills; learning; learning experience'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Psychomotor skills; learning; learning experience"

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Ursel, Karen L. "Minding the Gap: The Art and Science of Teaching Guided by Humanbecoming." Nursing Science Quarterly 33, no. 4 (September 17, 2020): 322–29. http://dx.doi.org/10.1177/0894318420943138.

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Designing learning activities to teach psychomotor skills utilizing the lens of humanbecoming required deep reflection on the principles of structuring meaning, configuring rhythmical patterns, and cotranscending with possibles to bridge the theory-to-practice gap. Teaching essential psychomotor skills presented a challenge when trying to ensure the provision of safe, competent, and compassionate care tailored to the individual’s unique experience. There are a wide variety of teaching approaches and strategies available, but few have used a theoretical framework to guide the design of the teaching-learning activities to guide development of these skills. The humanbecoming paradigm and humanbecoming teaching-learning model guided the research, design, and presentation of the teaching-learning activities to encompass the science and performing art of nursing.
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Yabo, Ricky Sumingguit. "The Joyful Experience in Learning Mathematics." Southeast Asian Mathematics Education Journal 10, no. 1 (September 30, 2020): 55–67. http://dx.doi.org/10.46517/seamej.v10i1.85.

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This study conducted to determine the effectiveness of joyful scaffolds in teaching grade VIII Mathematics in the Department of Education of the Philippines. Two intact groups were used as the subjects of the study. The experimental and control group were exposed to joyful and traditional scaffolds in teaching respectively. This study includes the pre – post assessments, significant improvements, and significant mean gain differences of students exposed to traditional and joyful scaffolds in teaching Mathematics in terms of performance level. The findings of the study revealed that the joyful scaffold in teaching is more effective in improving the students’ Mathematics performance as compared to the traditional scaffold in teaching and the skills acquired is sufficient enough to prove that these experimental group of students was able to gain experience from joyful approach and a positive change of attitude towards their view on Mathematics was realized after the exposure. The cognitive progression was deepen and attainment of knowledge was enhanced, psychomotor skills were activated and augmented through enjoyable mathematics learning activities, and students’ interests and learning manners were maximized. Furthermore, the joyful scaffold in teaching in this study was immensely efficient in improving the students’ Mathematics performance as compared to the traditional scaffold in teaching. Moreover, the outcome of this research supports the assertion that employing, relating, or incorporating several joyful media to learning boosted up students’ academic performance especially those who are detached during the classroom discussion.
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Baharom, Masri, Ahmad Hashim, and Mahaliza Mansor. "Gross Motor Development Level Of The Children Age 9 Years." International Journal for Innovation Education and Research 2, no. 11 (November 30, 2014): 129–35. http://dx.doi.org/10.31686/ijier.vol2.iss11.274.

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Physical education plays a role in contributing to the growth and development of the children through the learning experience to meet the needs of the psychomotor, cognitive, and affective domain [1,9,8,11]. All children will go through a learning process based on Physical Education syllabus as set out in the primary school integrated Curriculum (KBSR). In the Physical Education curriculum, children have been encourage to develop fitness, skill and sportsmanship. The focus of this study is about teaching of fitness in gross motor skills which consist of the locomotors and manipulative skills. Children age seven to nine years have been involved in teaching and learning process based on these skills. Children will apply all the locomotors and manipulative skills since they are in level one primary school.
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El-Kishawi, Mohamed, Khaled Khalaf, Dana Al-Najjar, Zahra Seraj, and Sausan Al Kawas. "Rethinking Assessment Concepts in Dental Education." International Journal of Dentistry 2020 (October 14, 2020): 1–9. http://dx.doi.org/10.1155/2020/8672303.

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Introduction. Dental education involves teaching and assessing the acquisition of verifiable domains that require superior psychomotor, communication, and cognitive skills. Evolving technologies and methods of assessment could enhance student’s learning environment and improve tutor assessment experience. The aim of this study was to review the current body of research and evaluate the effectiveness of various methods of assessments in improving learning and performance in preclinical and clinical dental practice. Materials and Methods. A search strategy was implemented using electronic search in major databases. The following key terms, clinical skills, preclinical, dental students, and assessment, were included in the search. Two reviewers independently screened all the articles retrieved following very specific inclusion criteria. Results. The initial search generated 5371 articles and 24 articles were selected for review and data extraction. Cohen’s kappa coefficient was used to measure interrater agreement and a score of 94.7% was obtained. Conclusion. Preclinical assessment is an effective tool for promoting skills transfer to clinical phase. Early psychomotor skills assessment is valuable. It allows early intervention in the learning process and assists in effective utilization of learning resources. Technology-enhanced assessment systems allow better patient simulation, enhance learning and self-assessment experiences, and improve performance evaluation. However, these systems serve as an adjunct to conventional assessment methods. Further research should aim at calibrating and integrating these systems to optimize students learning and performance.
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G.Pushpalatha. "Experiential Learning in English Language Teaching: A study." international journal of engineering technology and management sciences 6, no. 6 (November 28, 2022): 389–92. http://dx.doi.org/10.46647/ijetms.2022.v06i06.069.

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In experiential learning, the importance of experience is recognized. The essential function of the learning process is that of the student's experience in experiential learning. Learning by doing, doing one's own thing, and discovering new things are all terms used to describe the process of learning via experience. Experiential learning is both a concept and a practice that encourages teachers to actively engage students in hands-on learning experiences and introspective thinking to improve students' knowledge, skills, and moral values. “An important foundation of English language instruction is based on the idea that students learn best when they work together on a topic or assignment” (Knutson, 2003). It is also significant for teachers to employ experiential learning in their English classes to combine the four language skills into real-world contexts. “In contrast to just hearing about and reading about a subject, experiential learning emphasizes first-hand contact with the material being studied. A physical component is also required for the phenomenon to be fully understood” (Brown, p.291). As Brown said, experiential learning places an emphasis on the psychomotor components of language acquisition by engaging children in physical tasks where the language is submerged and reinforced. As a result of action, learners are encouraged to use a variety of abilities.
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Surrati, Amal. "Medical Staff Teaching Experience During COVID-19 Pandemic." Majmaah Journal of Health Sciences 10, no. 4 (2022): 43. http://dx.doi.org/10.5455/mjhs.2022.04.005.

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Background and Aims: The COVID-19 pandemic changed teaching and learning methods across the world. This cross-sectional study aimed to assess clinical tutor feedback on the e-learning at Taibah University Medical College during pandemic. Methods: Consenting medical faculty were asked to provide their feedback through an electronic semi-structured questionnaire which had both multiple choice and Likert scale responses. Sociodemographic data were also collected. The study was approved by Institutional Ethics Committee. Results: A total of 66 medical faculty members were participated. Most of the respondents were females (53%), almost half of them were Saudi nationals, and 48.4% had fewer than ten years of teaching experience. Most respondents felt that online teaching was the preferred choice during the pandemic, but over half of them (56.1%) favored classroom teaching for medical students. Almost fifty percent of the faculty members had not undergone training for medical education or online teaching. 86.4% of them felt that knowledge could be imparted through online teaching, but communication skills and psychomotor skills couldn’t be acquired by online teaching. Around 60% of teachers felt that it is difficult to assess the students through the virtual teaching method. Conclusions: The medical faculty members believe that e-learning is time-consuming, it decreases student-teacher interaction, and student evaluation and assessment are more difficult than classroom teaching. Virtual teaching is good for imparting knowledge; however, it is not the preferred method for teaching communication and psychomotor skills.
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Hinck, Glori, and Thomas F. Bergmann. "Video capture on student-owned mobile devices to facilitate psychomotor skills acquisition: A feasibility study." Journal of Chiropractic Education 27, no. 2 (September 1, 2013): 158–62. http://dx.doi.org/10.7899/jce-13-12.

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Objective We evaluated the feasibility of using mobile device technology to allow students to record their own psychomotor skills so that these recordings can be used for self-reflection and formative evaluation. Methods Students were given the choice of using DVD recorders, zip drive video capture equipment, or their personal mobile phone, device, or digital camera to record specific psychomotor skills. During the last week of the term, they were asked to complete a 9-question survey regarding their recording experience, including details of mobile phone ownership, technology preferences, technical difficulties, and satisfaction with the recording experience and video critique process. Results Of those completing the survey, 83% currently owned a mobile phone with video capability. Of the mobile phone owners 62% reported having email capability on their phone and that they could transfer their video recording successfully to their computer, making it available for upload to the learning management system. Viewing the video recording of the psychomotor skill was valuable to 88% of respondents. Conclusions Our results suggest that mobile phones are a viable technology to use for the video capture and critique of psychomotor skills, as most students own this technology and their satisfaction with this method is high.
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Syafitri, Widya. "Learning Experiences in Small Group Discussion in the Third Semester of English Education Students." Journal of Languages and Language Teaching 11, no. 1 (January 20, 2023): 27. http://dx.doi.org/10.33394/jollt.v11i1.6339.

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Collaborative learning remains to be a range that is progressively getting consideration in academic fields. As it has many advantages to individual student learning. One of collaborative learning methods is small group discussion. Furthermore, this study was aimed at describing the result of students’ evaluation of the learning experiences in a small group discussion in the third semester of English education students in UIN Sjech M. Djamil Djambek (SMDD) Bukittinggi based on the Students Experience Questionnaire (SEQ). This study is categorized as a quantitative study. This descriptive quantitative research collected data by distributing a questionnaire to the third-semester students. The issues addressed are students’ learning experiences in doing a small group discussion. Based on the data analysis, the result showed that the third-semester students had a good learning experience in all aspects; in the good teaching scale, understanding of learning, assessment, appropriate workload, the skills of affective and psychomotor, motivation, and satisfaction with the module used during the learning process through the small group discussion. However, the teachers still need to improve their ability in managing small group discussions.
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Barretto, Remedios G., Emerita L. Cabrera, Mariza P. Manlagaylay, and Jennyleigh A. Mangubat. "Students’ Insights and Experiences of On-the-Job-Training in the Workplace." Asia Pacific Journal of Social and Behavioral Sciences 10 (July 18, 2017): 12. http://dx.doi.org/10.57200/apjsbs.v10i0.66.

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This study looked into the students’ on-the-job training insights and experiences in the workplace. It attempted to identify the learning skills that the students gained in the workplace and determined how the workplace helped in developing the students’ learning skills. The study also determined the most important learning skill needed to be developed by the OJTs as identified by the agencies and to design a program for the internship based on the recommendations from the agencies. This qualitative research utilized data from the students’ narrative reports and journals every second semester from 2007-2009. An interview was conducted with the head of the office to verify and confirm the students’ reports. There was a total of 43 OJT students in 2007, 136 OJTs in 2008 and 122 OJTs in 2009. These OJTs were assigned to 10 agencies in Malaybalay City and the 13 municipalities of the province of Bukidnon.The findings revealed that the students had gained learnings from their on-the-job training which are categorized into (1) affective skills, (2) cognitive skills, and (3) psychomotor skills. This study showed that the workplace has helped develop the students’ skills through the programs and activities provided for them. Communication skills (Cognitive Skills) are found to be very important in the workplace. A crash course on ICT, Personality Development, Individual and Group Management and Community Organization were identified as activities/action plan for the improvement of the OJT program.Keywords: On-the-job-training, insights and experiences, workplace, learning kills, internships
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Gupte, Trisha, Field M. Watts, Jennifer A. Schmidt-McCormack, Ina Zaimi, Anne Ruggles Gere, and Ginger V. Shultz. "Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities." Chemistry Education Research and Practice 22, no. 2 (2021): 396–414. http://dx.doi.org/10.1039/d0rp00266f.

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Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.
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Dissertations / Theses on the topic "Psychomotor skills; learning; learning experience"

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Popp, Jennifer K. "The effect of peer education on learning and performing athletic training psychomotor skills." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312661.

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The purpose of this study was to assess the effectiveness of an intentional, formal peer education program on the performance of psychomotor skills of 22 undergraduate students enrolled in an upper extremity assessment course. Using a randomized pretest-posttest control group design, student performance on a practical exam of psychomotor skills related to the orthopedic assessment of the wrist and hand was evaluated. Both the peer teacher and Approved Clinical Instructor (ACI) groups received an instructor-led introduction and practice of psychomotor skills in the traditional laboratory classroom setting. Participants in the peer teachers groups attended two one-hour review sessions over the course of two weeks that were staffed by upper division peer teachers, while participants in the ACI group attended similar sessions that were staffed by an ACI. There were no differences between the groups on the pretest scores as indicated by a t-test (p>.05). A repeated measures analysis of variance (ANOVA) revealed a significant difference (p<.05) in the scores of participants of both groups on all tasks from the pretest to the posttest. ANOVA measures indicated no significant differences (p>.05) between the groups on any of the posttest tasks related to wrist and hand assessment. The Athletic Training Peer Education Assessment Survey revealed that most (n=8, 66.7%) of the students in the peer teachers group indicated that they felt less anxious when performing laboratory skills in the presence of peer teachers as compared to performing them in front of the classroom instructor, and most (n=7, 58.3%) felt more self-confident when practicing laboratory skills with a peer teacher. Over half (n=8, 66.7%) of the students also responded that being taught laboratory skills by peer teachers increased their interaction and collaboration with other students more than being taught by the classroom instructor. Peer education appears to be a valid teaching-learning method that may be incorporated into an athletic training education program as a means to foster the learning and performing of athletic training psychomotor skills, encourage collaboration among students, and decrease anxiety of novice learners.
Department of Educational Leadership
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Kim, Myung Shin. "An investigation of the young adult beginner learning piano in comparison with the child beginner." Thesis, Online version, 1996. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.243836.

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Fraser, Moira Margaret. "The student experience of learning transferable skills in higher education." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324073.

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Schrock, Sharon Hartman. "An investigation of the differences between methods of teaching psychomotor skills and its effect on nursing students' learning." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/497612.

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This study sought to determine if videotape and a live lecture demonstration produced different levels of performance by nursing students on a psychomotor task. Singer and Gerson's (1979) cognitive information processing model, specific to psychomotor performance, provides a theoretical framework for this study. The literature reviewed suggests generally there is no significant difference in learning between students taught by media and those taught by live lecture methods. A quasi-experimental two group design was used to test the hypothesis. An observation post-test of the assess the students' performances according to the tool's behavioral criteria, viewed the tapes and rated the performances of the psychomotor skill, range-of-motion. A t-test revealed no significant difference (t = 2.039; df = 18; p = .056) between the performances of the two groups on the psychomotor task. The investigation's findings suggest that the use of a videotape to teach psychomotor nursing skills is as effective as a live lecture demonstration.
School of Nursing
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Volansky, Kerry J. "What are Best Practices to Teach Orthopedic Psychomotor Skills in an Online Environment?" University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564912951811945.

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Sutherland, Ros. "Psychomotor skills in vocational education : an exploratory study into their importance, description and possible differentiation into levels of learning." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=12843.

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Koptur, Evren. "TRANSFERABLE LEARNING SKILLS OF AN MMORPG: A WORLD OF WARCRAFT QUEST." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1459175932.

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Jain, Sachin. "Test anxiety and mathematics anxiety as a function of mediated learning experience and metacognitive skills." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232418141&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Hetzel, Virginia. "A positive learning experience with a broad-based art curriculum for a middle school's life skills class." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.
Source: Masters Abstracts International, Volume: 45-06, page: 2748. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 70-71).
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Brook, Rebekah Lyn. "Using the ADDIE Model to Create an Online Strength Training Program: An Exploration." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/47431.

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The purpose of this design and development research was to investigate whether the ADDIE model can be used to design online modules that teach psychomotor skills. The overarching research question was: How can the ADDIE Model of Instructional Design be used to create an online module that teaches safe and effective movement for psychomotor skills? To examine the research question, an online strength program focusing on correct technique was designed and developed. The design phase involved creating storyboards and scripts for the development phase. The development phase involved creating videos, still, audio, and slides that were put together to form instructional sequences for each movement. A website was designed to accommodate the requirements of the course and all the instructional materials were uploaded to the website. This program was implemented using college students with no health problems. Each participant was assigned to either single joint movements or multiple joint movements. They recorded themselves pre and post instruction. Strength and conditioning interns overseen by a subject matter expert and a strength and conditioning enthusiast scored these videos. The results of the implementation revealed that both beginners and advanced learners made improvements to their movements. It was concluded from the results that it was possible to teach correct movement online and that designers need to be aware of the interaction between type of learner and the specific movements rather than the type of movement. Major themes that emerged were they were unsure if they were completing the movement correctly and preferred having a coach present to provide feedback, and several participants had trouble transferring the theory into practice. Problems the reviewers had were that the videos were difficult to score due to camera angles and some issues with the rubrics. An analysis of the review process revealed there were problems with the consistency and reliability of the scoring. An overall answer to the overarching research question was that it is possible to use the ADDIE model to create successful online instruction for strength movements. It was necessary to created guidelines for designers to follow when developing online psychomotor skills courses.
Ph. D.
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Books on the topic "Psychomotor skills; learning; learning experience"

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Laconte, Ronald T. Homework as a learning experience. 2nd ed. Washington, D.C: NEA Professional Library, National Education Association, 1986.

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Reed, Maureen J. (Maureen Joyce), 1959-, ed. The post-secondary learning experience. Toronto: Nelson, 2006.

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Making the connection: Learning skills through literature. Peterborough, NH: Crystal Springs Books, 1995.

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Making the connection: Learning skills through literature (3-6). Peterborough, N.H: Crystal Springs Books, 1997.

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Joan, Rasool, and Banks Caroline, eds. Reading and learning across the disciplines. Belmont, Calif: Wadsworth Pub. Co., 1993.

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McCarthy, Mary-Jane. Reading and learning across the disciplines. 2nd ed. Belmont, Calif: Wadsworth, 1996.

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1950-, Crosling Glenda M., and Webb Graham 1950-, eds. Supporting student learning: Case studies, experience & practice from higher education. London: Kogan Page, 2002.

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Feldman, Ann Merle. Writing and learning in the disciplines. New York: HarperCollins College Publishers, 1996.

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Learning through literature: Activities to enhance reading, writing, and thinking skills. Englewood, Colo: Teacher Ideas Press, 1990.

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Chas, White, and Brown Pip, eds. Learning to learn: Student activities for developing work, study and exam-writing skills. Markham, Ont: Pembroke Publishers, 2003.

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Book chapters on the topic "Psychomotor skills; learning; learning experience"

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Miller, Timothy, and Swapna Kumar. "Student Experiences Learning Psychomotor Skills in a Blended Doctor of Physical Therapy Program." In Blended Learning, 333–48. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003037736-27.

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van den Dobbelsteen, John J., Mustafa Karahan, and Umut Akgün. "Theory on Psychomotor Learning Applied to Arthroscopy." In Effective Training of Arthroscopic Skills, 17–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44943-1_3.

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Cottrill, Kenna, and Kim Hayashi. "Learning Transferable Skills Through Event Planning." In Experience-Driven Leader Development, 65–68. San Francisco: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118918838.ch10.

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Gamboa, Reynato Andal, Satesh Namasivayam, and Ramesh Singh. "Quantitative Assessment of Students’ Cognitive, Psychomotor, and Affective Learning Skills for Taylor’s University Engineering Programs." In Taylor’s 7th Teaching and Learning Conference 2014 Proceedings, 161–71. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-399-6_14.

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Hudson, Irwin, and Karla Badillo-Urquiola. "Virtual Approach to Psychomotor Skills Training: Manipulating the Appearance of Avatars to Influence Learning." In Lecture Notes in Computer Science, 292–99. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21067-4_30.

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Bembenutty, Héfer, Marie C. White, and Miriam R. Vélez. "School Observations and Classroom Experience." In Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates, 45–53. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9950-8_4.

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Bamasak, Omaima, Roa’a Braik, Hadeel Al-Tayari, Shatha Al-Harbi, Ghadeer Al-Semairi, and Malak Abu-Hnaidi. "Improving Autistic Children’s Social Skills Using Virtual Reality." In Design, User Experience, and Usability. Health, Learning, Playing, Cultural, and Cross-Cultural User Experience, 342–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39241-2_38.

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Bartlett, Kristin A., and Jorge D. Camba. "An Argument for Visualization Technologies in Spatial Skills Assessment." In Learning and Collaboration Technologies. Designing the Learner and Teacher Experience, 30–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05657-4_3.

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Cannone, Lina. "Educational Robotics in Informal Contexts: An Experience at CoderDojo Pomezia." In Makers at School, Educational Robotics and Innovative Learning Environments, 229–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_30.

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AbstractThe project aims to develop technical skills in primary school students. Technical courses are usually not popular among schoolchildren. With the introduction of the National Plan for Digital Education (PNSD) by Italian Education Ministry since 2015, words like coding, robotics and computational thinking are used more frequently in primary school classrooms. CoderDojo is a worldwide movement working to introduce children to robotics and computer science. As CoderDojo Pomezia, we prepared a number of activities to encourage students’ interest in computational thinking and robotics, and to improve their skills. In recent years, we have held several workshops for primary school students. The workshops have involved activities such as programming robotics kits, using robotics with six-year-olds, programming videogames, modelling 3D objects. The activities always have a hands-on approach. Over 100 primary schoolers have participated in the workshops. We have also held workshops to train teachers to introduce these technical skills in their classrooms. This paper presents the work of CoderDojo Pomezia to train children and demonstrate how students have improved their technical and social skills.
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Schulz, Ann Christin, and Caroline Hirtz. "Digital Skills for People with Disabilities in a Learning and Demonstration Experience Laboratory." In Universal Access in Human-Computer Interaction. Applications and Practice, 275–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49108-6_20.

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Conference papers on the topic "Psychomotor skills; learning; learning experience"

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Brasili, Simone, and Riccardo Piergallini. "A QUESTIONNAIRE FOR EVALUATING PUPILS’ COGNITIVE PATH ABOUT SYMMETRY AT PRIMARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end103.

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The fundamental role of symmetry has to be more closely enhanced in the interplay between mathematics and physics to foster the teaching of the Nature of Science. In our presentation, we explore the positive effect of introducing the modern concept of symmetry viewed as “sameness within change”. A teaching-learning sequence (TLS) was conducted to test the challenges of an interdisciplinary approach based on symmetry and invariance in the educational context, namely at the primary school level. In the design of this sequence, solving the game of closing special cardboard boxes provides a fundamental role. The study evaluates how the specific teaching action makes the modern concept of symmetry in principle appropriate for primary school students through manipulative games. We investigate the students’ cognitive paths about symmetry during the sequence by analysing pre- and post-sequence questionnaires. The questionnaire comprises four questions with dichotomous choice, items text, narrative text, and open justification. It is structured mainly in three domains devoted to cognitive, affective, and psychomotor dimensions. The analysis is composed of a mixed method approach. The investigations incorporate qualitative data with Text Analytics and Natural Language Processing (NLP) statistics to identify and extract information from pupils’ written reflections. Our study also explores whether the emotion experienced by students plays a role in the TLS. Results show that educational activities induce the increasing knowledge and skills of students. In particular, most students interpreted the lessons as experiences rich in stimuli and insights on symmetry and mathematics in general. The findings also bring important suggestions and contents of reflection that teachers can consider for exploiting the potential learning path on symmetry and invariance.
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Metasch, ML, M. Kemper, T. Zahnert, and M. Neudert. "Learning curve of psychomotor skills based on ENT-examination." In Abstract- und Posterband – 89. Jahresversammlung der Deutschen Gesellschaft für HNO-Heilkunde, Kopf- und Hals-Chirurgie e.V., Bonn – Forschung heute – Zukunft morgen. Georg Thieme Verlag KG, 2018. http://dx.doi.org/10.1055/s-0038-1640986.

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Azman, Azri Bin, Awaluddin Bin Mohamed, and Morina Binti Abdullah. "Review Current Practical Skills Assessment in Machining Course Based on Psychomotor Domain." In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.40.

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Bánesz, Gabriel, Eva Felixová, and Danka Lukáčová. "PSYCHOMOTOR SKILLS OF PRIMARY SCHOOL PUPILS IN THE TECHNOLOGY SUBJECT IN THE SLOVAK REPUBLIC." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0366.

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Fontela, Carlos, and Gonzalo Damian Santos. "Learning Communication Skills in Software Development Management Courses: an Active Learning Experience." In 2022 IEEE Biennial Congress of Argentina (ARGENCON). IEEE, 2022. http://dx.doi.org/10.1109/argencon55245.2022.9940038.

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Ferreira, Rosinete de Jesus Silva, Gabriel Gustavo Carneiro Braga, Jorge Leandro Martins Sousa, Cristianne Almeida Carvalho, and Jefferson Saylon Lima Sousa. "VIRTUAL ROOM EXPERIENCE: DEVELOPING SKILLS IN REMOTE TEACHING." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0290.

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Fukuda, Shuichi, Yoshifusa Matsuura, Premruedee Wongchuphan, and Tokiko Takahashi. "Distance Learning of Skills." In ASME 1996 Design Engineering Technical Conferences and Computers in Engineering Conference. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-detc/dfm-1413.

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Abstract With the increasing globalization and expansion of the people’s activities, distance learning is getting wide attention. Distance learning is not a computer aided education system alone. What is important is that collaboration over the network is a prerequisite for that, so that the technology developed there will be easily utilized for distance manufacturing and other collaborative activities over the network. When we come to think of integrating design and manufacturing over the network, the problem of skill comes up. Skill plays a very important role in manufacturing. But most of the systems developed so far have been focusing their chief attention toward how rigously they can represent design and manufacturing knowledge and experience in terms of symbols, and non-symbolic approaches are still few. It is believed that motion occupies a large portion of skills, but the present systems being such, and in additon, such media as TV, video, etc are one way from a teacher to a student so that it is still very difficult to learn skills over the network, since skill learning requires much interactive processes. Otherwise, students find it very difficult what part of the model motion they should concentrate their focuses. If a teacher can edit the motion of a student and a student can watch how his or her motion is edited, the student will understand more easily what is wrong with his or her motion., and can identify where his or her attention should be focused. Based on this idea, we have developed a preliminary system for distance learning of skills to demonstrate the effectiveness of the approach.
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Ávalos Ramos, Mª Alejandra, and Lilyan Vega Ramírez. "EMOTIONS AS A LEARNING FACTOR: AN EXPERIENCE IN GYMNASTIC SKILLS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1712.

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Costa, Ruy Araujo, Jose Manuel Fonseca, Jose Carlos Kullberg, Nelson Chibeles Martins, and Fernando Santana. "Soft skills for science and technology students: A pedagogical experience." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318206.

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Faria, Liliana, Catarina Lisboa, and João Proença. "SKILLS ACADEMY: A PILOT EXPERIENCE USING COLLABORATIVE AND PROBLEM-BASED LEARNING TO DEVELOP SKILLS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0435.

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Reports on the topic "Psychomotor skills; learning; learning experience"

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Krylova-Grek, Yulia, and Mariya Shyshkina. Blended Learning Method for Improving Students' Media Literacy Level. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4467.

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The paper discusses the issues of improving students' media literacy skills to help them to navigate through an increasingly complex information so- ciety. It reports on a project aimed at applying the blended learning model to boost high school students' media literacy levels. The given model is recognized to have a number of advantages for both teachers (tutors) and learners (students). It is generally accepted that the blended learning method provides students with profound theoretical knowledge and retains the emphasis on practice. Besides, online classes offer a great opportunity to reach a wider audience. The purpose of the paper is to describe the authors' experience in introducing a new method for improving the learners' media literacy skills based on the blended learning model. The survey responses demonstrated that the accessibility, ease-of-use, and duration of the classes were deemed effective in terms of students' engagement and increases in their media literacy level. The course helped learners to develop their critical thinking and other media-related skills, to identify propaganda, ma- nipulation, and fake messages found in media streams.
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ZATONA, D. S., and I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.

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The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska, and Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3265.

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The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity of distance learning methods in the future music teachers’ instrumental and performance training is substantiated and three main methods are distinguished. The method of involving information and communication technologies, including multimedia; project method, and features of knowledge and skills controlling are elaborated. The results of implementation and experimental research of using distance learning courses for developing future music teachers’ instrumental performance competence are described. The influence of different methods use on students’ success is explored.
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Nahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.

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The article deals with the peculiarities of the use of verbal, visual and practical methods in the distance learning of professional practically-oriented discipline «Radioproduction», are offered new techniques for the use of these methods during the presentation of theoretical material and the creation of a media product (audiovisual content), due to the acquisition of a specialty in conditions online. It is proved that in distance learning, this discipline is inadmissible to absolutize the significance of verbal methods (narrative, explanation, conversation, discussion, lecture) and that all varieties of verbal methods require the intensification of an interactive factor. Based on its own experience, it has been demonstrated, as with the help of various educational platforms, the most appropriate use of visual learning methods. Particular attention is paid to the fact that practical teaching methods based on professional activities of students acquire priority in their professional training. It has been established that only when parity application of new receptions of verbal, visual and practical methods of online learning may have a proper pedagogical effect and will ensure the qualitative acquisition of the specialty. Training methods – verbal, visual, practical – are intended to provide all levels of assimilation of knowledge and skills to promote the full master of the radiojournalist specialist.
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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/138.

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Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts.
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Pape, Barbara, and Tom Vander Ark. Policies and Practices That Meet Learners Where They Are. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/15.

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The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st- century job requirements in a global market could put America’s education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. We need to re-think our education system to address learner variability and meet our promise to guide each learner to become productive and ful lled citizens.
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LeFebvre, Rebecca. Implementing Undergraduate Research in an Online Gateway Political Science Course (Dataset). Kennesaw State University, July 2020. http://dx.doi.org/10.32727/27.2022.1.

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Introductory political science courses are usually considered Gateway courses to student success in college, yet those courses often use minimal high impact practices. This study investigates a Course-based Undergraduate Research Experience (CURE) as a means to increase students’ self-assessed learning gains and motivation to acquire critical thinking skills. This study used a quasi-experiment across two online sections of POLS 1101, American Government, taught at a large public Southeastern university. The experimental section made use of a CURE, and the control section did not. Pre- and post- surveys indicated significant differences in self-assessed learning gains. The section with the CURE showed more confidence and a better understanding of political science. No difference was found in motivation for acquiring critical thinking skills.
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Valko, Nataliia V., Viacheslav V. Osadchyi, and Vladyslav S. Kruhlyk. Cloud resources use for students' project activities. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4444.

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The modern educational system proclaims learning aimed at acquiring practical skills and based on the activity approach. Educational research projects are the necessary component of curricula in physics, computer science, biology and chemistry. There is a problem of specialized equipment and facilities using for the implementation of such projects in distance learning. Therefore, the issue of cloud resources using for distance learning organization in robotics is relevant. The article presents a brief overview of the current state of projects development in Ukrainian schools and approaches used in foreign educational institutions in teaching robotics distantly. The article describes the stages of robotics projects development such as organizational, communicative, project work, summarizing. The peculiarities of the stages in distance learning and the possibilities of cloud technologies in robotics are also considered. The authors’ experience in projects developing in this environment for students and future teachers is described.
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