Dataset Information

An approach to the permeation mechanism of learning transfer and teaching strategy in physical education based on complex network.

ABSTRACT: Learning transfer is widely present in the learning of all kinds of knowledge, skills and social norms, and is one of the important phenomena of learning, and the reasonable use of transfer is conducive to improving the learning effect of students and the quality of teaching. This study starts from the data of college students' academic performance, takes real students' academic performance as a sample, measures the relevance of courses through students' academic performance, constructs various networks of learning transfer, and studies the topology and evolution of the networks to clarify the essential laws of learning transfer and put forward suggestions for the optimization of teaching strategies. Finally, using complex network analysis to analyze and mine the data on college students' academic performance, the article quantifies the overall structure of the courses and their hidden connections in a global and dynamic manner, and discovers the inheritance relationship between the courses, the clustering characteristics and the basic pattern of learning transfer. It also provides a platform for exploring the differences in the course structure of different majors and the learning transfer of male and female students.

SUBMITTER: Feng X

PROVIDER: S-EPMC7787532 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

An approach to the permeation mechanism of learning transfer and teaching strategy in physical education based on complex network.

Feng Xin X Li Jiapei J Hu Shuhui S Zhao Yi Y Chen Long L Wang Nan N

PloS one 20210106 1

Learning transfer is widely present in the learning of all kinds of knowledge, skills and social norms, and is one of the important phenomena of learning, and the reasonable use of transfer is conducive to improving the learning effect of students and the quality of teaching. This study starts from the data of college students' academic performance, takes real students' academic performance as a sample, measures the relevance of courses through students' academic performance, constructs various ...[more]

PMID: 33406144

Similar Datasets

Project description:PurposeMovement competence is a key outcome for primary physical education (PE) curricula. As movement development in children emerges through physical activity (PA), it is important to determine the extent of PA promotion within movement competence focused teaching pedagogies. Therefore, this study aimed to assess children's moderate-to-vigorous PA (MVPA) and related teaching practices in primary PE within Linear pedagogy and Nonlinear pedagogy and to compare this to current practice within PE delivery in primary schools.MethodsParticipants (n = 162, 53% females, 5-6y) were recruited from 9 primary schools within the SAMPLE-PE cluster randomised controlled trial. Schools were randomly-allocated to one of three conditions: Linear pedagogy, Nonlinear pedagogy, or control. Nonlinear and Linear pedagogy intervention schools received a PE curriculum delivered by trained deliverers over 15 weeks, while control schools followed usual practice. Children's MVPA was measured during 3 PE lessons (44 PE lessons in total) using an ActiGraph GT9X accelerometer worn on their non-dominant wrist. Differences between conditions for children's MVPA were analysed using multilevel model analysis. Negative binomial models were used to analyse teaching practices data.ResultsNo differences were found between Linear pedagogy, Nonlinear pedagogy and the control group for children's MVPA levels during PE. Linear and Nonlinear interventions generally included higher percentages of MVPA promoting teaching practices (e.g., Motor Content) and lower MVPA reducing teaching practices (e.g., Management), compared to the control group. Teaching practices observed in Linear and Nonlinear interventions were in line with the respective pedagogical principles.ConclusionsLinear and Nonlinear pedagogical approaches in PE do not negatively impact MVPA compared to usual practice. Nevertheless, practitioners may need to refine these pedagogical approaches to improve MVPA alongside movement competence.

Project description:BackgroundVarious evidence-based and student-centered strategies such as team-based learning (TBL), case-based learning (CBL), and flipped classroom have been recently applied to anatomy education and have shown to improve student engagement and interaction. These strategies shift the focus of teaching from knowledge transmission to knowledge construction by students and encourage the use of tasks. This study discusses the use of an active and engaging learning strategy to teach the musculoskeletal system to Year 1 MBBS students (Faculty of Medical Sciences, The University of the West Indies, Cave Hill, Barbados) and examines the correlation between assessment modalities and student performance.MethodsThe "Active and Engaging Learning Strategy" was used to assess student learning in the form of oral presentations. Students had presentations on muscle attachments, muscle actions, blood and nerve supply, and applied anatomy of the limb musculature. Questions on the limbs (Locomotor System) were included in pre and post-presentation spotters, in-course assessments, and final examinations. Percentages, paired t-test, independent sample t-test, and zero-order correlations were performed to confirm the results for the different objectives of the study.ResultsThe main modes of presentation chosen were poems (37.1%), followed by stories (21.2%), songs (11.4%), and skits (10.6%). The majority of students (84%) found the strategies beneficial and recommended such sessions for future cohorts (92%). Students achieved significantly better scores in post-presentation spotters (p < 0.01) and the marks of in-course and final examinations also showed significant improvement (p < 0.01).ConclusionOur study highlighted that the active and engaging learning strategy can be used as an effective learning tool in anatomy. Students were proactive in preparing the muscle presentations by utilizing their own creativity, curiosity, and intelligence. Further studies should be conducted using randomized controlled trials to assess the effectiveness of various learning strategies which could open a new door to medical education.

Project description:BackgroundMotor learning (ML) science is foundational for physical therapy. However, multiple sources of evidence have indicated a science-practice gap. Clinicians report low self-efficacy with ML concepts and indicate that the lack of access to systematic training is a barrier for practical implementation. The general goal of this preliminary study was to describe the effects of a new educational intervention on physical therapy student's ML self-efficacy and knowledge.MethodsSelf-efficacy was assessed with the Physical Therapists' Perceptions of Motor Learning questionnaire. Data was acquired from third-semester students before their participation in the ML educational intervention. Reference self-efficacy data was also acquired from physical therapy professionals and first and last-semester students. The educational intervention for third-semester students was designed around an established framework to apply ML principles to rehabilitation. A direct experience, the "Learning by Doing" approach, in which students had to choose a motor skill to acquire over 10?weeks, provided the opportunity to apply ML theory to practice in a personally meaningful way. After the intervention self-efficacy was re-tested. ML knowledge was tested with an objective final exam. Content analysis of coursework material was used to determine how students comprehended ML theory and related it to their practical experience. The Kruskal-Wallis and Mann-Whitney U tests were used to compare self-efficacy scores between the four groups. Changes in self-efficacy after the educational intervention were analyzed with the Wilcoxon test. Spearman rank correlation analysis was used to test the association between self-efficacy and final exam grades.ResultsBy the end of the intervention, students' self-efficacy had significantly increased (p?<?0.03), was higher than that of senior students (p?<?0.00) and experienced professionals (p?<?0.00) and correlated with performance on an objective knowledge test (p?<?0.03). Content analysis revealed that students learned to apply the elements of ML-based interventions present in the scientific literature to a real-life, structured ML program tailored to personal objectives.ConclusionsPositive improvements were observed after the intervention. These results need confirmation with a controlled study. Because self-efficacy mediates the clinical application of knowledge and skills, systematic, active training in ML may help reduce the science-practice gap.

Project description:Coronavirus outbreak mediated pandemic impacted most of the sectors globally. This includes the academic world that consists of millions of enrolled learners and active teachers who previously had regular classes in their institutions, and due to the pandemic, got stuck at the home. To continue the education process, the online class was introduced in most of the countries, including India. In this mode, both teaching and learning happen through electronic devices which are relatively new to the entire teaching-learning community. This study aimed to understand how online classes had fared for the teachers and students in India. Besides, it tried to understand the users' experience and the unique set of challenges that this mode of education brings. Four separate questionnaires were created for school students, school teachers, college students, and college professors. The questions inquired about various aspects of online classes such as setting up online education at home, knowledge transfer, comfort, evaluation, and future aspects. The questionnaires were circulated electronically as google forms. The responses were received from the teachers (school teachers and college professors considering all courses) and learners (school and college students considering all courses) of various educational institutions across the country. The data was compiled and the results were discussed in two ways, firstly, the perspectives of teaching versus the learning group and secondly, school versus college groups on online versus regular classes. Though online training/distance education is practiced for a long time, the research on the mentioned aspects was limited. This study is the first of its kind which reflects the merits and demerits of the new-normal online education from home in the compiled voice of teachers and learners group in India. The study addresses the participant's compliments and grievances of online education compared to regular classes. This further enlightens how to improve the technologies to make them use more efficiently. Besides, this study gives a proper framework to modify or create educational policies, laws, and schemes to obtain equal access to resources for all.

Dataset Information

An approach to the permeation mechanism of learning transfer and teaching strategy in physical education based on complex network.

Publications

An approach to the permeation mechanism of learning transfer and teaching strategy in physical education based on complex network.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets