87,160 research outputs found
A quartet in E : investigating collaborative learning and tutoring as knowledge creation processes
No full textThis paper is a short report of a continuing international study that is investigating networked collaborative learning among an advanced community of learners engaged in a master’s programme in e-learning. The study is undertaking empirical work using content analysis (CA), critical event recall (CER) and social network analysis (SNA). The first two methods are employed in the work reported in this paper. We are particularly interested in knowledge creation among the participants as they engage in action research for their master’s work. At the same time, another underlying aim of the main study is to develop methodology, enrich theory and explore the ways in which praxis (theory informed tutoring and learning on the programme) and theory interact as we try to understand the complex processes of tutoring and learning. The paper reports some of the current findings of this work and discusses future prospects
Complexity, theory and praxis: researching collaborative learning and tutoring processes in a networked learning community
No full textThis paper explores the complexity of researching networked learning and tutoring on two levels. Firstly, on the theoretical level, we argue that the nature of praxis in networked environments (that is, learning and tutoring) is so complex that no single theoretical model, among those currently available, is a sufficiently powerful, descriptively, rhetorically, inferentially or in its application to real contexts, to provide a framework for a research agenda that takes into account the key aspects of human agency. Furthermore, we argue that this complexity of praxis requires a multi-method approach to empirical investigation, in order that theory and praxis may converse, with both being enriched by these investigations. Secondly, on an empirical level, and as an example that draws upon our theoretical argument about complexity, we present the findings of a multi-method analysis of the learning and tutoring processes occurring in an on-line community of professionals engaged in a Master’s Programme in E-Learning. This investigation is informed by two mainstream theoretical perspectives on learning, and employs computer-assisted content analysis and critical event recall as complementary methodologies. This study reveals the differentiated nature of participants’ learning, even within a highly structured collaborative learning environment, identifies some of the key functions and roles of participants, and provides an indication of the value of such multi-method studies. Future prospects for this approach to research in the field are considere
The Congenital Diaphragmatic Hernia Study Group Registry
No full textCongenital diaphragmatic hernia (CDH) is a rare anomaly with an incidence between 1/2,500 and 1/3,000 live births. The rarity of the disease makes it difficult to design powerful studies leading to accurate and meaningful evidence. For rare diseases, the development of multicenter international registries may help in collecting data and give an overall picture of the disease. In this review, we will describe the development of the CDH study group, we will describe its work methodology, and the results obtained since its birth in 1995
Treatment strategies for congenital Diaphragmatic Hernia: Change sometimes comes bearing gifts
No full textObjective: To report treatment strategies' evolution and its impact on congenital diaphragmatic hernia (CDH) outcome.Design: Registry-based cohort study using the CDH Study Group database, 1995-2013.Setting: International multicenter database.Patients: CDH patients entered into the registry. Late presenters or patients with very incomplete data were excluded. Patients were divided into three Eras (1995-2000; 2001-2006; 2007-2013).Main outcome measures: Treatment strategies and outcomes. One-way ANOVA, X2 test, and X2 test for trend were used. A Sydak-adjusted p < 0.0027 was considered significant. Prevalence or mean (SE) are reported.Results: Patients: 8,603; included: 7,716; Era I: 2,146; Era II: 2,572; Era III: 2,998. From Era I to Era III, significant changes happened. Some severity indicators such as gestational age, prevalence of prenatal diagnosis, and inborn patients significantly worsened. Also, treatment strategies such as the use of prenatal steroids and inhaled nitric oxide, age at operation, prevalence of minimal access surgery, and the use of surfactant significantly changed. Finally, length of hospital stay became significantly longer and survival to discharge slightly but significantly improved, from 67.7 to 71.4% (p for trend 0.0019).Conclusion: Treatment strategies for patients registered since 1995 in the CDH Study Group significantly changed. Survival to discharge slightly but significantly improved
Orchestrating Collaborative Learning: Software Design to Support Online Learning and Tutoring Strategies
No full textThis paper reports recent findings of a continuing international study that is investigating computer supported collaborative learning processes among a networked learning community. This study presents an experiment conducted to research learning and tutoring processes in three different groups. Each group was presented with a different model to facilitate collaboration using specially designed groupware. We are particularly interested in knowledge construction processes and how participants regulate their collaborative learning. The interaction patterns that are shown in the two presented tables indicate that the groups who used the management roles and progressive enquiry models were more actively engaged in learning and tutoring processes than the group without an additional structure. More discussion amongst the members is dedicated to negotiation and regulation of their task. This paper reports current findings and discusses further prospects for software development
Individual and group learning processes in virtual professional development
No full textThis paper explores learning and tutoring processes within a collaborative virtual professional development environment using two content analysis schemas. The first schema probes the social co-construction of knowledge by analyzing the social, cognitive and metacognitive contributions to an online learning event. In the second schema the presence of tutoring processes is investigated. Computer assisted qualitative data analysis is used for this. Patterns of group and individual activity for both learning and tutoring are identified. The interactions between these are also considered. In conclusion, consideration is given to the prospects for this type of approach as a means of adding value to our understandings of the complexity of the relationship between tutoring and learning in virtual professional development environments
Investigating group interactions in CSCL: some new approaches
No full textThis paper reports some recent findings of a continuing international study that is investigating computer supported collaborative learning (CSCL) processes among a community engaged in a masters program in e-learning. This study presents results of an analysis of learning and tutoring interactions in three different groups. Each group was presented with a different model to facilitate collaborative interaction, using specially designed groupware. The empirical analysis used two compatible methods: content analysis (CA) and critical event recall (CER). The study reveals the differentiated nature of participants interactions: the results show that the groups who used the management roles and progressive enquiry models were more actively engaged in learning and tutoring interactions than the group without an additional structure (NAS)
Chapter :Palliative Care, Cancer Care, and End of Life.
No full textBook chapter in Pain in Older People.
Peter Crome, Chris J. Main, and Frank Lally
Oxford Pain Management Library
practical pocketbook for health care professionals dealing with the treatment of pain in older patients
Contributing authors are leading UK specialists in their subject areas
Written in a punchy factual style to convey an expert interpretation of the research literature
Helpful key points boxes at the start of each chapter highlight take-home messages
Includes numerous tables, figures and algorithm
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