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相关概念视频

Purposive Learning01:22

Purposive Learning

104
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...
104
Learning Disabilities01:25

Learning Disabilities

86
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...
86
Cognitive Learning01:21

Cognitive Learning

229
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...
229
Interdisciplinary Care: The Health Care Team-I01:21

Interdisciplinary Care: The Health Care Team-I

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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
Physicians
The physician's primary responsibility is to diagnose illness and direct the medical or surgical treatment of the condition. The authority to admit patients to a healthcare agency or institution and practice care within that setting is granted to physicians by the healthcare agency or institution...
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Observational Learning01:12

Observational Learning

149
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...
149
Interdisciplinary Care: The Health Care Team-II01:18

Interdisciplinary Care: The Health Care Team-II

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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
Physical Therapist
A physical therapist (PT) aims to restore function or prevent additional impairment in a patient following an injury or disease. Massage, heat, cold, water, sonar waves, exercises, and electrical stimulation are some treatments used by PTs to treat...
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Updated: Jun 12, 2025

Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering
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Published on: June 23, 2023

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当"沉浸式"学习成为远程学习时:在流行病中学到的跨学科教训

Thistle I Elias, Jessica R Thompson, Brandi Boak

    Progress in community health partnerships : research, education, and action
    |September 23, 2024
    PubMed
    概括

    弥合差距 (BTG) -匹兹堡计划在COVID-19大流行期间成功地将其社区参与的实习适应了远程学习. 关键的调整包括创伤信息化方法和增强的支持,为未来的危机准备提供了宝贵的经验教训.

    科学领域:

    • 医疗专业教育卫生专业教育
    • 社区的参与 社区的参与
    • 公共卫生培训 公共卫生培训

    背景情况:

    • 由于COVID-19的流行,医疗保健专业人员的培训需要快速转变.
    • 面对面的学生培训机会被转移到偏远的环境中.

    研究的目的:

    • 分享从调整"弥合差距" (BTG) -匹兹堡社区参与实习计划中学到的经验教训.
    • 为未来影响教育计划的危机情况提供见解.

    主要方法:

    • 在BTG-匹兹堡计划配对跨学科的研究生与社区组织服务于边缘化人口.
    • 学生接受关于关键公共卫生主题的培训,包括贫困,健康素养和创伤信息护理.
    • 在疫情期间,该计划转向远程参与,采用创伤知情方法,开发远程指导,并增加支持.

    主要成果:

    • 该计划成功地过渡到远程参与,同时响应社区需求的增加.
    • 在危机期间,调整确保了对学生和社区合作伙伴需求的响应.

    结论:

    • 计划的成功归因于互惠的利益,强大的支持,灵活性和建立的关系.
    • 大学采用远程技术和学校承诺促进了合作.

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  • 学到的经验教训可以指导未来的社区合作体验式学习计划,其中包括远程组件.