Search results for "Experiential learning"

Training of Physical Therapists to Deliver Individualized Biopsychosocial Interventions to Treat Musculoskeletal Pain Conditions: A Scoping Review

2021

Abstract Objective Current guidelines recommend management of musculoskeletal pain conditions from a biopsychosocial approach; however, biopsychosocial interventions delivered by physical therapists vary considerably in effectiveness. It is unknown whether the differences are explained by the intervention itself, the training and/or competency of physical therapists delivering the intervention, or fidelity of the intervention. The aim was to investigate and map the training, competency assessments, and fidelity checking of individualized biopsychosocial interventions delivered by physical therapists to treat musculoskeletal pain conditions. Methods A scoping review methodology was employed,…

Teachers' instructional scaffolding in an innovative information and communication technology-based history learning environment

2002

Abstract The nature of the role assumed by the teacher is crucial in the promotion of successful learning and collaboration in Information and Communication Technologybased (ICT-based) environments. The aim of this study was to examine how teachers with different conceptions of their teacher roles use different types of instructional scaffolding while working in an innovative learning environment. Our further aim was finding out how instructional scaffolding is related to learning activities of different kinds. The study was carried out at two secondary schools with a shared network-based learning environment. The results showed that teachers with different conceptions of the teacher's role…

Perceived Support in E-Collaborative Learning: An Exploratory Study Which Make Use of Synchronous and Asynchronous Online-Teaching Approaches

2012

This study compares four different learning environments for e-collaborative learning in two European countries related to the dimension of student's mutual support. The theoretical baseline is Vygotsky's zone of proximal development (ZOPD) and the socio-genetic approach of Piaget. The analyzed data are based on questionnaires collected over the time period of an entire semester including four different courses at the master's level. These courses applied different e-collaborative approaches including a variety of tools for supporting communication. It is assumed that these courses including communication tools e.g. virtual face-to-face meetings enhance the chances for better communication,…

Internet-based learning environments for project-enhanced science learning

2002

Regional and experiential differences in surgeon preference for the treatment of cervical facet injuries: a case study survey with the AO Spine Cervi…

2021

Abstract Purpose The management of cervical facet dislocation injuries remains controversial. The main purpose of this investigation was to identify whether a surgeon’s geographic location or years in practice influences their preferred management of traumatic cervical facet dislocation injuries. Methods A survey was sent to 272 AO Spine members across all geographic regions and with a variety of practice experience. The survey included clinical case scenarios of cervical facet dislocation injuries and asked responders to select preferences among various diagnostic and management options. Results A total of 189 complete responses were received. Over 50% of responding surgeons in each region…

Teaching and learning in consumer behavior: a class activity supporting real decision-making in cultural management

2010

Abstract Problem-based learning has been suggested as a useful tool to foster student-centered learning and increase student motivation. Students of Business Administration are not familiar with Research on Consumer Behavior, its contents and techniques, since this subject is traditionally linked to Psychology. In order to facilitate the teaching-learning process in this subject, this paper presents an application of problem-based learning in the context of Consumer Behavior. Results of this pilot experience are assessed under a qualitative and a quantitative basis. The evidence obtained allow us to conclude that this collaboration project enable students to obtain and to process informatio…

Learning Motivation and Activity Contexts

1994

Abstract Learning motivation has a special explanatory status in educational psychology and educational practice. Motivation and learning often are studied separately. In the achievement motivation tradition, achievement situation is the connecting link between learning process and achievement need. The explanatory power of this link has limitations. The activity concept is proposed as a unit which is able to offer a broader basis for a unified concept of learning motivation.

Implicit learning, development, and education

2010

International audience; The present chapter focuses on implicit learning processes, and aims at showing that these processes could be used to design new methods of education or reeducation. After a brief definition of what we intend by implicit learning, we will show that these processes operate efficiently in development, from infancy to aging. Then, we will discuss the question of their resistance to neurological or psychiatric diseases. Finally, in a last section, we will comment on their potential use within an applied perspective.

Adaptive and Generative Learning: Implications from Complexity Theories

2008

One of the most important classical typologies within the organizational learning literature is the distinction between adaptive and generative learning. However, the processes of these types of learning, particularly the latter, have not been widely analyzed and incorporated into the organizational learning process. This paper puts forward a new understanding of adaptive and generative learning within organizations, grounded in some ideas from complexity theories: mainly self-organization and implicate order. Adaptive learning involves any improvement or development of the explicate order through a process of self-organization. Self-organization is a self-referential process characterized …

How does the brain encode epistemic reliability? Perceptual presence, phenomenal transparency, and counterfactual richness

2014

AbstractSeth develops a convincing and detailed internalist alternative to the sensorimotor-contingency theory of perceptual phenomenology. However, there are remaining conceptual problems due to a semantic ambiguity in the notion of “presence” and the idea of “subjective veridicality.” The current model should be integrated with the earlier idea that experiential “realness” and “mind-independence” are determined by the unavailability of earlier processing stages to attention. Counterfactual richness and attentional unavailability may both be indicators of the overall processing level currently achieved, a functional property that normally correlates with epistemic reliability. Perceptual p…