Automated Writing Assessments Measure Undergraduate Learning after Completion of a Computer-Based Cellular Respiration Tutorial.
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SUBMITTER: Uhl JD
PROVIDER: S-EPMC8715822 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Argumentative writing is the most important genre that undergraduate students need to learn to meet their academic requirements. Hence, many studies in different ESL/EFL academic contexts have explored different aspects of argumentative essay at micro text level and also wider educational, contextual and cultural levels. However, majority of these studies have focused on separate aspects of argumentative writing. Therefore, in the absence of studies which examine different variables involved in undergraduate EFL students' argumentative writing, the present study was conducted by drawing on multiple data sources: students' perceptions of the argumentative texts, writing teachers' views on argumentative writing of the students and finally analysis of the structure of the argumentative texts written by the students. For this aim, a total of 66 argumentative essays written by the undergraduate students was analyzed. In addition, a group of 66 undergraduate students majoring in English literature and 20 university writing instructors were interviewed. The findings revealed that the concept of argumentation was poorly conceived and tackled with by the learners. Teachers also counted various grounds that students faced difficulties. Moreover, the structural analysis of the students' texts showed that they had problems with developing secondary elements of argumentation. In sum, the study discusses that the failure to develop an argumentative essay by the Iranian undergraduate English majors entails several academic, contextual and pedagogical grounds. Implications for improving argumentative writing in the EAP context would be provided.
| S-EPMC9226766 | biostudies-literature
Project description:Background and objectives: Many brain-computer interfaces (BCIs) for people with severe disabilities present stimuli in the visual modality with little consideration of the visual skills required for successful use. The primary objective of this tutorial is to present researchers and clinical professionals with basic information about the visual skills needed for functional use of visual BCIs, and to offer modifications that would render BCI technology more accessible for persons with vision impairments.Methods: First, we provide a background on BCIs that rely on a visual interface. We then describe the visual skills required for BCI technologies that are used for augmentative and alternative communication (AAC), as well as common eye conditions or impairments that can impact the user's performance. We summarize screening tools that can be administered by the non-eye care professional in a research or clinical setting, as well as the role of the eye care professional. Finally, we explore potential BCI design modifications to compensate for identified functional impairments. Information was generated from literature review and the clinical experience of vision experts.Results and conclusions: This in-depth description culminates in foundational information about visual skills and functional visual impairments that affect the design and use of visual interfaces for BCI technologies. The visual interface is a critical component of successful BCI systems. We can determine a BCI system for potential users with visual impairments and design BCI visual interfaces based on sound anatomical and physiological visual clinical science.Implications for RehabilitationAs brain-computer interfaces (BCIs) become possible access methods for people with severe motor impairments, it is critical that clinicians have a basic knowledge of the visual skills necessary for use of visual BCI interfaces.Rehabilitation providers must have a knowledge of objectively gathering information regarding a potential BCI user's functional visual skills.Rehabilitation providers must understand how to modify BCI visual interfaces for the potential user with visual impairments.Rehabilitation scientists should understand the visual demands of BCIs as they develop and evaluate these new access methods.
| S-EPMC7529781 | biostudies-literature
Project description:IntroductionFormulating written patient assessments requires the student to synthesize subjective and objective information and use clinical reasoning to reach a diagnosis. Medical students lack this skill, and clinical experience is not enough to acquire it. This session provides a structured process for learning how to formulate a patient assessment.MethodsThird-year medical students participated in a large-group interactive skill session at the beginning of their pediatrics clerkship. Instructors following a scripted model walked students through practice examples to ultimately formulate a complete written patient assessment. The session covered data synthesis, use of appropriate medical terminology, and differential diagnosis development. Students used an audience response system to practice these skills.ResultsOver 1 academic year, 250 medical students participated in six sessions, with an average of 40-50 attendees per session. Over 90% of students completed pre- and postsession written patient assessments. These assessments were evaluated using portions of the Pediatric History and Physical Exam Evaluation grading rubric. The session had a positive effect on patient assessment formulation skills, with a significant increase in scores after the session.DiscussionThe session improved students' skill in generating more complete written patient assessments. Almost all students found the session valuable regardless of prior clinical experience. Nearly 50% of students felt inadequately prepared to formulate a written patient assessment prior to the session, revealing a skills gap for learners and a curricular teaching gap. This skill session provided a structured method and active learning format for teaching this essential clinical skill.
| S-EPMC7666838 | biostudies-literature
Project description:This data article contains information based on the 2011 National Assessment of Educational Progress in Writing Restricted-Use Data, available from the National Center for Education Statistics (NCES Pub. No. 2014476). https://nces.ed.gov/nationsreportcard/researchcenter/datatools.aspx. The data include the statistical relationships between survey reports of teachers and students regarding prior use of computers and other technology and writing achievement levels on the 2011 computer-based NAEP writing assessment. This data article accompanies "The Effects of Prior Computer Use on Computer-Based Writing: The 2011 NAEP Writing Assessment" [1].
| S-EPMC4961279 | biostudies-literature
Project description:Knowledge of space groups and the implications of space group symmetry on the physical and chemical properties of solids are pivotal factors in all areas of crystalline solids. As Jerry Jasinski and I met to bring our ideas in teaching this subject to life, we both felt that 'early and often' - teaching the concepts with textual and visual reinforcement, is the key to providing a sound basis for students in this subject. The tutorial contains > 200 PowerPoint 'slides', in five modules, arranged by crystal class; a sixth module covers special topics. A 'credits' module gives the direct addresses of all embedded links. Space-group diagrams appear in Inter-national Tables format. The triclinic and monoclinic groups (2 + 13) are built from 'scratch', and are derived from the Hermann-Mauguin symbol. An additional section provides practice on many (but not all) of the ortho-rhom-bic groups in crystal class 222. Finally, a 'Special Topics' section on enanti-omorphous space groups features space groups P41 and P43. In the tutorial, lattice points build iteratively and inter-actively via keyclick, and the coordinates of points 'pop up' as the unit cell is filled. We trust that the elements of guidance, inquiry and occasional humor will make the learning process enjoyable.
| S-EPMC8423017 | biostudies-literature
Project description:The development of a novel computer writing system based on eye movements is introduced herein. A system of these characteristics requires the consideration of three subsystems: (1) A hardware device for the acquisition and transmission of the signals generated by eye movement to the computer; (2) A software application that allows, among other functions, data processing in order to minimize noise and classify signals; and (3) A graphical interface that allows the user to write text easily on the computer screen using eye movements only. This work analyzes these three subsystems and proposes innovative and low cost solutions for each one of them. This computer writing system was tested with 20 users and its efficiency was compared to a traditional virtual keyboard. The results have shown an important reduction in the time spent on writing, which can be very useful, especially for people with severe motor disorders.
| S-EPMC5539738 | biostudies-other
Project description:This study examined middle school students' perceptions of an automated writing evaluation (AWE) system, MI Write. We summarize students' perceptions of MI Write's usability, usefulness, and desirability both quantitatively and qualitatively. We then estimate hierarchical entry regression models that account for district context, classroom climate, demographic factors (i.e., gender, special education status, limited English proficiency status, socioeconomic status, grade), students' writing-related beliefs and affect, and students' writing proficiency as predictors of students' perceptions. Controlling for districts, students reporting more optimal classroom climate also reported higher usability, usefulness, and desirability for MI Write. Also, model results revealed that eighth graders, students with limited English proficiency, and students of lower socioeconomic status perceived MI Write relatively more useable; students with lower socioeconomic status also perceived MI Write relatively more useful and desirable. Students who liked writing more and more strongly believed that writing is a recursive process viewed MI Write as more useable, useful, and desirable. Students with greater writing proficiency viewed MI Write as less useable and useful; writing proficiency was not related to desirability perceptions. We conclude with a discussion of implications and future directions.
| S-EPMC10839244 | biostudies-literature
Project description:BackgroundReflective writing is used throughout medical education to help students navigate their transformation into medical professionals. Assessment of reflective writing, however, is challenging; each available methodology of assessment has distinct advantages and disadvantages. We tested if combining two independent assessment mechanisms-a faculty-designed rubric and Academic Writing Analytics (AWA), an automated technique-could be used together to form a more robust form of evaluation.MethodsWe obtained reflective essays written by first year medical students as part of a clinical skills course. Faculty scored essays using a rubric designed to evaluate Integration, Depth, and Writing. The same essays were subjected to AWA analysis, which counted the number of reflective phrases indicative of Context, Challenge, or Change.ResultsFaculty scored the essays uniformly high, indicating that most students met the standard for reflection as described by the rubric. AWA identified over 1400 instances of reflective behavior within the essays, and there was significant variability in how often different types of reflective phrases were used by individual students.ConclusionsWhile data from faculty assessment or AWA alone is sufficient to evaluate reflective essays, combining these methods offer a richer and more valuable understanding of the student's reflection.
| S-EPMC8368857 | biostudies-literature
Project description:BackgroundAt present, what students read after an outpatient encounter is largely left up to them. Our objective was to evaluate the education efficacy of a clinical education model in which the student moves through a sequence that includes immediately reinforcing their learning using a specifically designed computer tutorial.MethodsPrior to a 14-day Pediatric Emergency rotation, medical students completed pre-tests for two common pediatric topics: Oral Rehydration Solutions (ORS) and Fever Without Source (FWS). After encountering a patient with either FWS or a patient needing ORS, the student logged into a computer that randomly assigned them to either a) completing a relevant computer tutorial (e.g. FWS patient + FWS tutorial = "in sequence") or b) completing the non-relevant tutorial (e.g. FWS patient + ORS tutorial = "out of sequence"). At the end of their rotation, they were tested again on both topics. Our main outcome was post-test scores on a given tutorial topic, contrasted by whether done in- or out-of-sequence.ResultsNinety-two students completed the study protocol with 41 in the 'in sequence' group. Pre-test scores did not differ significantly. Overall, doing a computer tutorial in sequence resulted in significantly greater post-test scores (z-score 1.1 (SD 0.70) in sequence vs. 0.52 (1.1) out-of-sequence; 95% CI for difference +0.16, +0.93). Students spent longer on the tutorials when they were done in sequence (12.1?min (SD 7.3) vs. 10.5 (6.5)) though the difference was not statistically significant (95% CI diff: -1.2?min, +4.5).ConclusionsOutpatient learning frameworks could be structured to take best advantage of the heightened learning potential created by patient encounters. We propose the Patient-Teacher-Tutorial sequence as a framework for organizing learning in outpatient clinical settings.
| S-EPMC3517358 | biostudies-literature
Project description:Scientific writing is an important communication and learning tool in neuroscience, yet it is a skill not adequately cultivated in introductory undergraduate science courses. Proficient, confident scientific writers are produced by providing specific knowledge about the writing process, combined with a clear student understanding about how to think about writing (also known as metacognition). We developed a rubric for evaluating scientific papers and assessed different methods of using the rubric in inquiry-based introductory biology classrooms. Students were either 1) given the rubric alone, 2) given the rubric, but also required to visit a biology subject tutor for paper assistance, or 3) asked to self-grade paper components using the rubric. Students who were required to use a peer tutor had more negative attitudes towards scientific writing, while students who used the rubric alone reported more confidence in their science writing skills by the conclusion of the semester. Overall, students rated the use of an example paper or grading rubric as the most effective ways of teaching scientific writing, while rating peer review as ineffective. Our paper describes a concrete, simple method of infusing scientific writing into inquiry-based science classes, and provides clear avenues to enhance communication and scientific writing skills in entry-level classes through the use of a rubric or example paper, with the goal of producing students capable of performing at a higher level in upper level neuroscience classes and independent research.
| S-EPMC5105970 | biostudies-literature