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Student learning Styles: Assessing Active learning in the Hospitality Learners model

JOURNAL OF HOSPITALITY & TOURISM EDUCATION 2014年第1期26卷 29-38页

作者： Green, Alison J. Sammons, Gail E. Univ Nevada William F Harrah Coll Hotel Adm 4505 S Maryland PkwyBox 456021 Las Vegas NV 89154 USA

A conceptual model for hospitality education is presented with a focus on testing an active learning theory by using the Felder-Soloman (2001) Index of learning Styles (ILS). The ILS and the four dimensions, active-reflective, sensing-intuitive, visual-verbal, and sequential- global, are discussed. A total of 365 participants responded to the ILS and overall results found that the students were active learners. The outcomes of the ILS were active, sensing, visual, and sequential learners. Once the results were completed, it could then be applied to the Green and Sammons (2013) Hospitality Learners model. The model, which includes several different "layers"-andragogy, instructional design systems, learning theories (peer, active, and experiential), technology, and evaluation-is discussed.

关键词： learning model learning styles education active learning Index of learning Styles

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A Teaching model for Health Professionals learning Reflective Practice

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Procedia - Social and Behavioral Sciences 2016年 228卷 265-271页

作者： Joanne Joyce-McCoach Kylie Smith School of Nursing University of WollongongNorthfields Ave Wollongong 2500 Australia Nell Hodgson Woodruff School of Nursing EMORY Clifton Rd Atlanta Georgia 30322 USA

The aim of this work was to use the theory and concepts of critical reflection in the development of a teaching model to enhance the learning approach to reflective practice for health professionals. The results of this initial stage of a larger project have identified the key challenges for health professionals learning about reflective practice. From the literature a model for teaching critical reflection was conceptualized. It begins with an exploration of self and values, moves students through a dialogue with peers, and explores the social and historical contexts of practice. Conclusions drawn from this work show that despite the agenda in healthcare to bridge the theory-practice gap, when focusing on critical reflection students struggle with professional, legal and ethical issues much more than they do with empirical ones. Our work has aimed to design a course of study that facilitates students’ development in critical reflection in order to promote their empowerment and capacity for change. We believe that reflective practice that is aimed at empowering individuals within their own practice has the potential to engage the learner, as well as provide improved health outcomes.

关键词： Reflective practice critical reflection learning model health professionals.

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Promoting Knowledge Construction: A model for Using Virtual Reality Interaction to Enhance learning

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Procedia Computer Science 2018年 130卷 239-246页

作者： Yun Zhou Shangpeng Ji Tao Xu Zi Wang School of Education Shaanxi Normal University Xi’an 710062 P.R. China School of Software and Microelectronics Northwestern Polytechnical University Xi’an 710072 P.R. China State Key Laboratory for Manufacturing Systems Engineering Xi’an Jiaotong University Xi’an Shaanxi 710054 P.R. China

VR technologies, offering powerful immersion and rich interaction, have gained great interest from researchers and practitioners in the field of education. However, current learning theories and models either mainly take into account the technology perspectives, or focus more on the pedagogy. In this paper, we propose a learning model benefiting from both the Human-Computer Interaction aspects and pedagogical aspects. This model takes full account of the impact of different factors including pedagogical contexts, VR roles and scenarios, and output specifications, which would be combined to inform the design and realize VR education applications. Based on this model, we design and implement an educational application of computer assembly under virtual reality using HTC Vive, which is a headset providing immersion experience. To analyze users’ learning behaviors and evaluate their performance and experience, we conduct an evaluation with 32 college students as participants. We design a questionnaire including usability tests and emotion state measures. Results showed that our proposed learning model gave a good guidance for informing the design and use of VR-supported learning application. The use of the natural interaction not only makes the learning interesting and fosters the engagement, but also improves the construction of knowledge in practices.

关键词： Virtual Reality Knowledge Construction Evaluation learning Experience learning model

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A Risk Prediction model for Physical Restraints Among Older Chinese Adults in Long-term Care Facilities: Machine learning Study

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JOURNAL OF MEDICAL INTERNET RESEARCH 2023年第1期25卷 e43815页

作者： Wang, Jun Chen, Hongmei Wang, Houwei Liu, Weichu Peng, Daomei Zhao, Qinghua Xiao, Mingzhao Chongqing Med Univ Affiliated Hosp 1 Dept Nursing Chongqing Peoples R China Chongqing Med Univ Affiliated Hosp 1 Dept Gynecol Chongqing Peoples R China Chongqing Univ Sci & Technol Coll Math & Phys Chongqing Peoples R China First Social Welf Home Chongqing Aged Care Unit Chongqing Peoples R China Chongqing Med Univ Affiliated Hosp 1 Dept Urol 1 Youyi Rd Chongqing Peoples R China

Background: Numerous studies have identified risk factors for physical restraint (PR) use in older adults in long-term care facilities. Nevertheless, there is a lack of predictive tools to identify high-risk individuals. Objective: We aimed to develop machine learning (ML)-based models to predict the risk of PR in older adults. Methods: This study conducted a cross-sectional secondary data analysis based on 1026 older adults from 6 long-term care facilities in Chongqing, China, from July 2019 to November 2019. The primary outcome was the use of PR (yes or no), identified by 2 collectors' direct observation. A total of 15 candidate predictors (older adults' demographic and clinical factors) that could be commonly and easily collected from clinical practice were used to build 9 independent ML models: Gaussian Naive Bayesian (GNB), k-nearest neighbor (KNN), decision tree (DT), logistic regression (LR), support vector machine (SVM), random forest (RF), multilayer perceptron (MLP), extreme gradient boosting (XGBoost), and light gradient boosting machine (Lightgbm), as well as stacking ensemble ML. Performance was evaluated using accuracy, precision, recall, an F score, a comprehensive evaluation indicator (CEI) weighed by the above indicators, and the area under the receiver operating characteristic curve (AUC). A net benefit approach using the decision curve analysis (DCA) was performed to evaluate the clinical utility of the best model. models were tested via 10-fold cross-validation. Feature importance was interpreted using Shapley Additive Explanations (SHAP). Results: A total of 1026 older adults (mean 83.5, SD 7.6 years;n=586, 57.1% male older adults) and 265 restrained older adults were included in the study. All ML models performed well, with an AUC above 0.905 and an F score above 0.900. The 2 best independent models are RF (AUC 0.938, 95% CI 0.914-0.947) and SVM (AUC 0.949, 95% CI 0.911-0.953). The DCA demonstrated that the RF model displayed better clinical ut

关键词： physical restraint prediction model machine learning stacking ensemble model model older adults elderly risk factor learning model development support accuracy precision cognitive impairment utility management

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A model for a CAI learning system 81

A model for a CAI learning system

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Proceedings of the twelfth SIGCSE technical symposium on Computer science education

作者： Donald L. Kalmey Marino J. Niccolai University of Louisville Department of Applied Mathematics and Computer Science

ISBN: (纸本)9780897910361

Over the past ten years, computer-assisted instruction (CAI) has had an impact on the educational system. In this paper, we discuss our view of a model for developing an integrated set of CAI modules for any given subject area. The model has been implemented and tested, with very favorable results, for the subject area of metrication.

关键词： CAI Metrication learning model Computer assisted instruction Metric system

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The initial condition problem with complete history dependency in learning models for travel choices

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TRANSPORTATION RESEARCH PART B-METHODOLOGICAL 2018年第PartB期117卷 850-861页

作者： Angelo Guevara, C. Tang, Yue Gao, Song Univ Chile Dept Civil Engn Blanco Encalada 2002 Santiago Chile Univ Massachusetts Dept Civil & Environm Engn 130 Nat Resources Rd Amherst MA 01003 USA

learning-based models that capture travelers' day-to-day learning processes in repeated travel choices could benefit from ubiquitous sensors such as smartphones, which provide individual-level longitudinal data to help validate and improve such models. However, the common problem of missing initial observations in longitudinal data collection can lead to inconsistent estimates of perceived value of attributes in question, and thus inconsistent parameter estimates. In this paper, the stated problem is addressed by treating the missing observations as latent variables in an instance-based learning model that is estimated via maximum simulated likelihood (MSL). The MSL method is implemented in practice using random sampling and importance sampling. Monte Carlo experimentation based on synthetic data shows that both the MSL with random sampling (MSLrs) and MSL with importance sampling (MSLis) are effective in correcting for the endogeneity problem in that the percent error and empirical coverage of the estimators are greatly improved after the correction. Compared to the MSLrs method, the MSLis method is superior in both effectiveness and computational efficiency. Furthermore, MSLis passes a formal statistical test for the recovery of the population values up to a scale with a large number of missing observations, while MSLrs systematically fails due to the curse of dimensionality. The impacts of sampling size in MSLrs and number of high probability choice sequences in MSLis on the methods' performances are investigated the methods are applied to an experimental route-choice dataset to demonstrate their empirical application. Hausman-McFadden tests show that the estimators after correction are statistically equal to the estimators of the full dataset without missing observations, confirming that the proposed methods are practical and effective for addressing the stated problem. (C) 2017 Published by Elsevier Ltd.

关键词： Endogeneity Initial condition problem learning model Maximum simulated likelihood Multiple imputation

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Mind Mapping in learning models: A Tool to Improve Student Metacognitive Skills

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN learning 2020年第6期15卷 4-17页

作者： Astriani, Dyah Susilo, Herawati Suwono, Hadi Lukiati, Betty Purnomo, Aris Rudi Univ Negeri Malang Semarang St 5 Malang 65145 Indonesia Univ Negeri Surabaya Ketintang St Surabaya 60231 Indonesia

This study aimed to measure the role of mind mapping in learning models to improve students' metacognitive skills. The study used a pre-experimental one group pre-test post-test design, involving 33 students of science teacher candidates, Science Education Study Program, Universitas Negeri Malang, Malang, Indonesia, for three meetings. The instruments used were a mind map assessment rubric and a metacognitive skills essay questions as many as 15 questions alongside with its assessment rubric. Students were given a pre-test before learning activities and the same post-test consists of essays related to metacognitive skills. Research data were analyzed descriptively and quantitatively using a t-test and correlation analysis. The results showed: (1) there was increasing scores over mind mapping skills in the average by each meeting, namely score of 13.91 (Enough), 15.39 (Enough), and 18.18 (Good);(2) the paired t-test results showed the value of t = 9.196, with a significance of 0.000 <0.05;and (3) the results of the influence analysis of 0.552 showed that mind mapping with metacognitive skills was correlated by moderate criteria. To conclude, the mind mapping applied in the syntax of learning models can improve the metacognitive skills of students as science teacher candidates.

关键词： Mind mapping learning model metacognitive skills

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Developing and learning care units-a model for nursing students learning in clinical practice

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REFLECTIVE PRACTICE 2023年第5期24卷 618-628页

作者： Holst, Hanna Linnaeus Univ Fac Hlth & Life Sci Dept Hlth & Caring Sci Vaxjo Sweden Linnaeus Univ Dept Hlth & Caring Sci SE-35195 Vaxjo Sweden

Nursing education has made a journey from being mainly clinic-based education to being education that is carried out at universities and university colleges. The journey from being clinical education to being a university education has likewise created a gap between theory and practice. In this article, the aim is to describe the learning model of Developing and learning Care Units (DLCU), based on caring science didactics with a lifeworld approach. To overcome the gap between theory and practice, students are supported by a reflective supervisory approach, to learn to take care of patients. Caring and learning are based on caring science with a lifeworld perspective to ensure caring and learning based on a holistic perspective that includes the individual patient and student.

关键词： clinical practice learning model lifeworld reflection

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Student-centred webcast

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INTELIGENCIA ARTIFICIAL-IBEROAMERICAL JOURNAL OF ARTIFICIAL INTELLIGENCE 2020年第66期23卷 51-65页

作者： Li, Mingyong An, Ziye Ren, Miaomiao Chongqing Normal Univ Coll Comp & Informat Sci Chongqing 401331 Peoples R China Chongqing Three Gorges Univ Coll Comp Sci & Engn Chongqing 404020 Peoples R China

With the rapid development of Internet technology, traditional online learning can no longer meet the adaptive learning needs of students. Through big data and learning analysis technology, artificial intelligence technology based on learning has gradually become a new research hotspot. How to further use these big data resources for adaptive learning and push to improve the quality of student training has become an important issue in the current research field. To support students' learning during the COVID-19 epidemic, schools have shifted completely from offline to online teaching. Students study online at home, so the family plays a vital role as a special classroom. Based on the analysis of factors affecting home-based learning, this paper compares live broadcast platforms and constructs a student-centered webcast + home-based learning model under the epidemic situation. Through the implementation effect investigation, the evaluation effect is good. It is hoped that this model can provide reference for teachers and students under the new situation and solve some problems of current online teaching.

关键词： COVID-19 Student-centred online teaching Home learning learning model

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Therapeutic patient education: The main learning models which underlie them

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Medecine des Maladies Metaboliques 2010年第3期4卷 305-311页

作者： Giordan, A. Laboratoire de Didactique et Épistémologie des Sciences Université de Genève 1211 Genève 40 bd du Pont-d'Arve Switzerland Service d'Enseignement Thérapeutique Pour Maladies Chroniques Hôpitaux Universitaires de Genève (Pr A. Golay) Genève Switzerland

Therapeutic patient education comes in three main types of educational practices, depending on where it takes place: conventional, behavioristic and constructivist, which correspond to three educational models. With a 30-years experience, evaluations and meta-analyses show that every model presents advantages and limits. Based on new concepts on learning, a new systemic model, of allosteric type, currently emerge. It is currently being evaluated, but the first results look promising. © 2010 - Elsevier Masson SAS - Tous droits réservés.

关键词： Allosteric model learning model Therapeutic patient education

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