Fostering students' motivation towards learning research skills: the role of autonomy, competence and relatedness support.

In order to design learning environments that foster students' research skills, one can draw on instructional design models for complex learning, such as the 4C/ID model (in: van Merriënboer and Kirschner, Ten steps to complex learning, Routledge, London, 2018). However, few attempts have been undertaken to foster students' motivation towards learning complex skills in environments based on the 4C/ID model. This study explores the effects of providing autonomy, competence and relatedness support (in Deci and Ryan, Psychol Inquiry 11(4): 227-268, https://doi.org/10.1207/S15327965PLI1104_01, 2000) in a 4C/ID based online learning environment on upper secondary school behavioral sciences students' cognitive and motivational outcomes. Students' cognitive outcomes are measured by means of a research skills test consisting of short multiple choice and short answer items (in order to assess research skills in a broad way), and a research skills task in which students are asked to integrate their skills in writing a research proposal (in order to assess research skills in an integrative manner). Students' motivational outcomes are measured by means of students' autonomous and controlled motivation, and students' amotivation. A pretest-intervention-posttest design was set up in order to compare 233 upper secondary school behavioral sciences students' outcomes among (1) a 4C/ID based online learning environment condition, and (2) an identical condition additively providing support for students' need satisfaction. Both learning environments proved equally effective in improving students' scores on the research skills test. Students in the need supportive condition scored higher on the research skills task compared to their peers in the baseline condition. Students' autonomous and controlled motivation were not affected by the intervention. Although, unexpectedly, students' amotivation increased in both conditions, students' amotivation was lower in the need supportive condition compared to students in the baseline condition. Theoretical relationships were established between students' need satisfaction, students' motivation (autonomous, controlled, and amotivation), and students' cognitive outcomes. These findings are discussed taking into account the COVID-19 affected setting in which the study took place.

Timing and Identification of the Cause and Treatment of a Cardiac Arrest: A Potential Survival Benefit.

OBJECTIVE: The aim of this study was to evaluate how mobile medical teams (MMTs) search for the etiology of a cardiac arrest (CA) and to investigate the association between the discovery of etiology and patient outcome. SUBJECTS AND METHODS: Resuscitations of all adult patients who experienced an in- or out-of-hospital CA between 2016 and 2018 were video recorded. All video recordings were reviewed. The time to start of "cause analysis" and time to treatment by the MMT were analyzed. Also, investigations performed during etiologic evaluation were examined: heteroanamnesis, medical history-taking, clinical examinations, technical investigations, and the use of the 4Hs and 4Ts method. RESULTS: Of the 139 CA events included in this study, the MMTs performed etiologic evaluation in only 75% of the resuscitations, and in 20% of the evaluations, they did not use the recommended 4Hs and 4Ts method. Medical history-taking and heteroanamnesis were performed in the large majority, but often without clear cause. A presumptive etiology was found in 46.8% of out-of-hospital CAs and 65.2% of in-hospital CAs. A significant association was found between return of spontaneous circulation and the discovery of presumable etiology for out-of-hospital CAs (p < 0.001). The median time to treatment was 492 s (recommended: 130-250 s) for nonshockable rhythms and 422 s (recommended: 270-390 s) for shockable rhythms, up to twice the time advised according to the guidelines. CONCLUSION: The current approach for etiologic evaluation is not ideal. Further research is needed to establish a more structured and simplified approach.

Determinants of instructors' educational ICT use in Ethiopian higher education.

ICT can address concerns about access and quality of higher education in developing countries like Ethiopia. The crucial role of ICT in education has become more evident than ever during the COVID 19 crisis. Despite its role in addressing educational quality and access issues, evidence about the educational use of ICT in developing countries is scarce. Many previous studies on determinants of educational ICT focus on higher education in developed countries, while it remains unclear whether existing models explain ICT use by instructors in developing countries. This study reports the findings of a qualitative study conducted in three public universities of Ethiopia in order to elaborate determinants of instructors' educational use of ICT. First, it presents a conceptual framework of factors that explain instructors' ICT use based on literature. Second, based on empirical evidence collected from instructors, it assesses their experiences and opinions in relation to the proposed framework components. In-depth data were collected through focus group discussions from twenty-one instructors. The data were analyzed thematically with ATLAS.ti software. The results confirmed that the institutional, individual and infrastructure-related determinants of the framework are perceived to be relevant in determining instructors' ICT use. Moreover, the study revealed the necessity of extending the proposed framework through aspects of management support, course-related factors, students' ICT competence and access to ICT infrastructure as new determinants of instructors' educational ICT use. Implications for theory-building are discussed and follow-up research is proposed.

Task complexity, student perceptions of vocabulary learning in EFL, and task performance.

BACKGROUND: The study deepened our understanding of how students' self-efficacy beliefs contribute to the context of teaching English as a foreign language in the framework of cognitive mediational paradigm at a fine-tuned task-specific level. AIM: The aim was to examine the relationship among task complexity, self-efficacy beliefs, domain-related prior knowledge, learning strategy use, and task performance as they were applied to English vocabulary learning from reading tasks. SAMPLE: Participants were 120 second-year university students (mean age 21) from a Chinese university. METHOD: This experiment had two conditions (simple/complex). A vocabulary level test was first conducted to measure participants' prior knowledge of English vocabulary. Participants were then randomly assigned to one of the learning tasks. Participants were administered task booklets together with the self-efficacy scales, measures of learning strategy use, and post-tests. Data obtained were submitted to multivariate analysis of variance (MANOVA) and path analysis. RESULTS: Results from the MANOVA model showed a significant effect of vocabulary level on self-efficacy beliefs, learning strategy use, and task performance. Task complexity showed no significant effect; however, an interaction effect between vocabulary level and task complexity emerged. Results from the path analysis showed self-efficacy beliefs had an indirect effect on performance. Our results highlighted the mediating role of self-efficacy beliefs and learning strategy use. CONCLUSIONS: Our findings indicate that students' prior knowledge plays a crucial role on both self-efficacy beliefs and task performance, and the predictive power of self-efficacy on task performance may lie in its association with learning strategy use.

The Charm or Chasm of Digital Personalized Learning in Education: Teachers' Reported Use, Perceptions and Expectations.

Although digital personalized learning (DPL) is assumed to be beneficial for the student as well as the teacher, the implementation process of DPL tools can be challenging. Therefore, the aim of our study is to scrutinize teachers' perceptions towards the implementation of DPL in the classroom. A total of 370 teachers from primary and secondary education (students aged 6-18 years old) were questioned through an online survey. An overview of descriptive results is presented regarding (1) teachers' reported technology use, (2) their perceptions towards adaptivity and dashboards in DPL tools and (3) their expectations of support in view of implementing DPL. Based on a cluster analysis, three teacher clusters are distinguished. Results reveal all three clusters had positive perceptions towards DPL. Nevertheless, there is great variety in reported use of DPL tools.

Effects of a school reform on longitudinal stability of students' preferences with regard to education.

BACKGROUND: Students' perspective on education is of crucial importance for its effectivity, but students' opinions are seldom acknowledged by teachers and designers. Student participation in the educational design process could be a suitable tool to better take students' preferences into account. However, for effective participatory design, it is necessary to know whether students have stable preferences for the design of their education. Changeability of preferences would require a more continuing design process allowing continuous adaptations. AIMS: This longitudinal survey study aimed to determine the changeability over time of students' preferences for different aspects of a learning environment. Additionally, causes of possible changes in preferences are investigated. SAMPLE: The participants were 1,335 high school students of five schools for secondary education in the Netherlands, joining this study during a period of 2 years. METHOD: Data about students' preferences were collected at three moments, using the Inventory of Perceived Study Environment Extended. Learning-related student characteristics, such as processing strategies and motivational orientations, were measured with the Inventory of Learning Styles. Additionally, data on learning performances were collected. RESULTS: The results showed stability on preferences for almost all studied characteristics of the learning environment. Particularly remarkable was a drop in desirability for student autonomy. This was larger for students with a certificate-oriented motivation and smaller for self-regulated students. Additionally, poorly performing students had a larger decrease in preference for autonomy. CONCLUSIONS: The stability on most aspects supports that participatory design might result in fairly stable instructional designs, although caution is needed with respect to student autonomy.

Effect of multimedia information sequencing on educational outcome in orthodontic training.

The aim of this research was to compare the effectiveness of hierarchical sequencing (HS) versus elaboration sequencing (ES) models in improving educational outcome of clinical knowledge when using instructional multimedia programs in postgraduate orthodontic training. Twenty-four postgraduate and 24 undergraduate dental students participated in this study. The postgraduates were following an orthodontic speciality training programme. The undergraduates were fourth- and fifth-year dental students. Twelve instructional multimedia modules were developed, six logically sequenced (LS) discussing six different orthodontic topics. Another six modules on identical topics were sequenced according to one macro-sequencing (MS) model. The implemented MS model was either HS or ES. The only difference between LS and MS modules was the adopted sequencing model. All participants were assigned into consistent pairs of students and were randomly divided into a test and a control group. In each pair, one student studied the LS module (control group) while the other studied the MS version (test group). Pre- and post-evaluation tests of each pair of participants were performed to measure knowledge, understanding and application of each participant with regard to the discussed topic. A multilevel analysis was conducted to assess the estimated effect of the different sequencing models. The level of significance was set at 0.05. At baseline, no significant differences (P > 0.05) were found in pre-test scores between groups. The HS model showed a significant effect on the scores achieved (P = 0.05). The test group showed a significantly higher estimated probability of correct answers to the questions (P = 0.003) when applying the HS model. The HS model may improve educational outcome when using instructional multimedia programs in postgraduate orthodontic training.

Peer evaluation in reciprocal learning with task cards for acquiring Basic Life Support (BLS).

BACKGROUND: Research emphasises the need for instructional methods and tools which can improve Basic Life Support (BLS) performance or reduce instructional time. AIM: To investigate the effect of peer evaluation to improve reciprocal learning with task cards as instructional tools for acquiring BLS. METHODS: A total of 78 kinesiology students from a Belgian university were paired and randomised across two groups to learn BLS in 20min with task cards. In the control group, students worked together in a defined doer-helper relationship and switched roles every 5min. In the peer evaluation group, students followed the same co-operation procedure as in the control group. In addition, 1min before every switching of roles, the helper evaluated the doer's performance. All BLS skills were individually assessed on a Laerdal AED Resusci Anne mannequin (Laerdal Medical, Vilvoorde, Belgium) using the Laerdal PC-Skill reporting system. A total BLS score was calculated and performance was measured before training (baseline), immediately after training (intervention) and 2 weeks later (retention). RESULTS: Significantly more students from the evaluation group remembered and consequently performed all BLS skills at intervention (P=0.03). No significant differences were found between groups for main cardiopulmonary resuscitation (CPR) variables and total BLS scores at baseline, intervention and retention. Both groups achieved more than 70% of the maximum BLS score at intervention and retention. CONCLUSIONS: This study demonstrated that 20min reciprocal-learning setting with task cards is an effective method to learn BLS. The implementation of peer evaluation in this setting has an immediate, however small, positive impact on BLS skill learning.

Rating of statements in an internal course evaluation: comparison between different groups of assessors.

The increased concern for accountability and quality improvement is inducing universities throughout Europe to evaluate and control performance. The establishment of criteria for educational quality, a requirement for a successful evaluation, was studied as part of an evaluation of the dental education programme at the Catholic University of Leuven. Criteria suggested by different groups (members of the internal evaluation commission including graduate and postgraduate students; members of the academic staff of the School of Dentistry, Oral Pathology and Maxillo-facial Surgery, and other members of the academic staff, not directly belonging to the school), were analysed by means of ANOVA with Scheffé posthoc tests to identify intergroup differences. It was hypothesized that a closer connection to the dental curriculum or a higher responsibility in the evaluation process would result in stricter criteria. For 108 different questions (in the form of statements with a six point Likert-type scale), members of the three groups had to indicate the score below which the quality would be considered suboptimal. Except for one question, no significant differences were found between ratings given by the members of the internal evaluation commission and other members of the School. Significant differences were found between non-school members and school- and/or commission-members. This study indicates that agreement on educational quality may be presupposed within an academic faculty and between members of the internal evaluation commission. However, the study also indicated that some caution should be exercised when 'external' teachers are included in the evaluation process.