Cardiovascular Risk Factors and Excess Adiposity Among Overweight Children and Adolescents: The Bogalusa Heart Study

This study expands on the concept of the learning transfer system and reports on the validation of an instrument to measure factors in the system affecting transfer of learning. The Learning Transfer System Inventory (LTSI) was developed and administered to 1,616 training participants from a wide range of organizations. Exploratory common factor analysis revealed a clean interpretable factor structure of sixteen transfer system constructs. Second-order factor analysis suggested a three-factor higher order structure of climate, job utility, and rewards. The instrument development process, factor structure, and use of the LTSI as a diagnostic tool in organizations are discussed.&copy 2000 Jossey-Bass, A Publishing Unit of John Wiley & Sons, Inc.

/pdf/development-of-a-generalized-learning-transfer-system-cyyyyk2drc.pdf

Development of a generalized learning transfer system inventory

Since online learning has a different setting from the conventional classroom, online educators need to use some special techniques and perceptions to lead to success. Moreover, adults have special needs and requirements as learners compared with children and adolescents, thus online educators should know how adults can learn best because of their special characteristics. Philosophical and methodological shifts also affect instruction. Many researchers have suggested that constructivism should be applied in distance education. Thus, this paper attempts to examine the impact of constructivism in online learning environments when focusing on adult learners. The author develops the connection between constructivism and adult learning theory. In addition, the paper proposes instructional guidelines using the constructivist approach in online learning for adults.

/pdf/toward-constructivism-for-adult-learners-in-online-learning-2v0gvh80gl.pdf

Toward Constructivism for Adult Learners in Online Learning Environments.

Meta-analytictechniqueswereusedtoexaminetheeffectivenessofWebbased instruction (WBI) relative to classroom instruction (CI) and to examine moderators of the comparative effectiveness of the 2 delivery media.TheoverallresultsindicatedWBIwas6%moreeffectivethanCI for teaching declarative knowledge, the 2 delivery media were equally effective for teaching procedural knowledge, and trainees were equally satisfied with WBI and CI. However, WBI and CI were equally effective for teaching declarative knowledge when the same instructional methods were used to deliver both WBI and CI, suggesting media effects are spurious and supporting Clark’s (1983, 1994) theory. Finally, WBI was 19% more effective than CI for teaching declarative knowledge when Web-based trainees were provided with control, in long courses, and when trainees practiced the training material and received feedback during training. Study limitations and directions for future research are discussed.

The comparative effectiveness of web-based and classroom instruction:

The authors present a four-step model of debriefing as formative assessment that blends evidence and theory from education research, the social and cognitive sciences, experience drawn from conducting over 3,000 debriefings, and teaching debriefing to approximately 1,000 clinicians worldwide. The steps are to: 1) note salient performance gaps related to predetermined objectives, 2) provide feedback describing the gap, 3) investigate the basis for the gap by exploring the frames and emotions contributing to the current performance level, and 4) help close the performance gap through discussion or targeted instruction about principles and skills relevant to performance. The authors propose that the model, designed for postsimulation debriefings, can also be applied to bedside teaching in the emergency department (ED) and other clinical settings.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1553-2712.2008.00248.x

Debriefing as formative assessment: closing performance gaps in medical education.

3. Do I use effective communication strategies? Is there always “time just to talk”? Do I seek family observations/information in assessment? In monitoring? Do family members have opportunities to ask questions or seek clarification? Do I present information at a time and in a format preferred by the family members? Do I keep my work with family members respectful, yet informal, and free of professionally precious jargon?

Shefler P

Papers

The adult learner.