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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Observational Learning01:12

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning because...
Introduction to Learning01:18

Introduction to Learning

Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Associative Learning01:27

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Self-Evaluation Maintenance Model01:29

Self-Evaluation Maintenance Model

The Self-Evaluation Maintenance (SEM) model offers a psychological framework to understand how individuals’ self-esteem is influenced by the achievements of others, particularly those with whom they share close personal bonds. The SEM model operates when personal rather than social identity guides individuals. Central to this model is the notion that individuals have an inherent desire to preserve a favorable self-image, which is continuously shaped by interpersonal comparisons and...

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Related Experiment Videos

Keeping learning central: a model for implementing emerging technologies.

Irmgard U Willcockson1, Cynthia L Phelps

  • 1School of Health Information Sciences, University of Texas Health Science Center at Houston, 7000 Fannin, Houston, TX 77030, USA. Irmgard.Willcockson@uth.tmc.edu

Medical Education Online
|February 19, 2010
PubMed
Summary
This summary is machine-generated.

Health science faculty face challenges integrating emerging technologies. A new model offers a strategic, student-centered approach for effective technology adoption in health sciences education.

Keywords:
emerging technologiestechnology integration

Related Experiment Videos

Area of Science:

  • Health Sciences Education
  • Educational Technology

Background:

  • Technology integration in health sciences education presents challenges for faculty.
  • Students expect the use of emerging technologies in academic settings.
  • Faculty require a structured strategy for beneficial technology incorporation.

Purpose of the Study:

  • To present a model for health science faculty to strategically integrate emerging technologies into their classrooms.
  • To provide a framework grounded in student learning applicable to any technology.
  • To share practical examples of technology integration in health sciences education.

Main Methods:

  • Development of a technology integration model for health sciences faculty.
  • Application of the model across various emerging technologies.
  • Collection of case examples from faculty utilizing the model.

Main Results:

  • A validated model for strategic technology integration in health sciences classrooms.
  • Demonstrated applicability of the model across diverse technologies.
  • Successful implementation examples showcasing faculty adoption and student benefit.

Conclusions:

  • The developed model provides an effective strategy for health sciences faculty to integrate emerging technologies.
  • The student-centered approach ensures technology use benefits learning outcomes.
  • The model is adaptable and can be applied universally to various educational technologies.