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Related Concept Videos

Purposive Learning01:22

Purposive Learning

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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...
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Cognitive Learning01:21

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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.
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Self-Evaluation Maintenance Model01:29

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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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Vygotsky's Cognitive Development in Cultural Context01:22

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Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Related Experiment Video

Updated: Feb 22, 2026

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories
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Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development.

Selma Omer1, Sunhea Choi1, Sarah Brien2

  • 1Medical Education Academic Unit, Faculty of Medicine, University of Southampton, Southampton, United Kingdom.

JMIR Medical Education
|September 29, 2017
PubMed
Summary
This summary is machine-generated.

Web-based faculty development modules, grounded in Kolb's experiential learning cycle, effectively enhance educators' skills and confidence. These online resources offer a flexible and impactful approach to faculty development, improving teaching and assessment abilities.

Keywords:
computer simulationcomputer-assisted instructioneducation, medicalmodels, educationalstaff development

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Area of Science:

  • Medical Education
  • Educational Technology
  • Adult Learning Theory

Background:

  • University of Southampton's Faculty of Medicine developed Web-based faculty development modules.
  • Modules are based on Kolb's experiential learning cycle to supplement face-to-face workshops.
  • Aimed at addressing the needs of a busy and geographically dispersed faculty.

Purpose of the Study:

  • To evaluate user perceptions of Web-based faculty development modules.
  • To assess the effectiveness of Kolb's experiential learning cycle framework in module design.
  • To determine the impact of these modules on educators' professional roles.

Main Methods:

  • Data collected over 3 years via integrated evaluation surveys.
  • Quantitative data analyzed using descriptive statistics.
  • Qualitative data analyzed using content analysis of open-ended responses.

Main Results:

  • High satisfaction rates (over 80%) reported across seven module aspects.
  • Strong alignment observed between highly-rated design features and Kolb's learning cycle stages.
  • Simulations, videos, practice, and feedback were key beneficial elements, enhancing knowledge, skills, and confidence.

Conclusions:

  • Kolb's theory-based design effectively supports faculty skill enhancement and professional impact.
  • Web-based training grounded in learning theory provides an effective faculty development strategy.
  • These modules positively influence educators' roles and confidence in medical training.