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Related Concept Videos

Purposive Learning01:22

Purposive Learning

288
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...
288
Cognitive Learning01:21

Cognitive Learning

828
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...
828
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

2.1K
The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
2.1K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

2.2K
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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
2.2K
Learning Disabilities01:25

Learning Disabilities

401
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
401
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

1.7K
Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
1.7K

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Updated: Nov 16, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Precision Teaching and Learning Performance in a Blended Learning Environment.

Bin Yin1, Chih-Hung Yuan1

  • 1School of Economics and Commerce, University of Electronic Science and Technology of China, Zhongshan Institute, Zhongshan, China.

Frontiers in Psychology
|February 22, 2021
PubMed
Summary
This summary is machine-generated.

Perceived precision teaching (PPT) positively impacts college students' self-efficacy and motivation in blended learning. These factors, along with presence, indirectly enhance learning performance, offering insights for educators.

Keywords:
blended learningcommunity of inquirylearning motivationlearning performanceprecision teachingself-efficacystructural equation modeling

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Area of Science:

  • Educational Technology
  • Higher Education Pedagogy

Background:

  • Blended learning is increasingly adopted in higher education, but its effectiveness varies.
  • Precision teaching methods show potential for improving student learning outcomes.

Purpose of the Study:

  • To investigate the relationship between perceived precision teaching (PPT) and college students' learning performance within a blended learning context.
  • To explore the mediating roles of self-efficacy, learning motivation, and presence in this relationship.

Main Methods:

  • A structural model was employed with data from 256 college students participating in blended learning courses incorporating precision teaching.
  • Quantitative analysis was used to examine direct and indirect relationships between variables.

Main Results:

  • Perceived precision teaching (PPT) was directly and positively associated with self-efficacy and learning motivation.
  • Self-efficacy and learning motivation positively influenced cognitive, teaching, and social presence.
  • Cognitive, teaching, and social presence were directly and positively related to learning performance.

Conclusions:

  • Perceived precision teaching (PPT) indirectly enhances college students' learning performance in blended learning environments through self-efficacy, motivation, and presence.
  • Findings offer theoretical insights into blended learning and practical guidance for implementing precision teaching.