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A 360‐degree video offers a novel visual experience for education. This immersive experience not only amplifies students' engagement and curiosity but also assists them in delving into and comprehending intricate concepts from a multitude of viewpoints. Given its novelty, there is a relative shortage of studies on 360‐degree video's overall effectiveness in education. This study conducted a meta‐analysis of 49 peer‐reviewed articles. Utilizing a random‐effects model to compute effect sizes (ES), the results showed that 360‐degree videos have a moderate impact on both learning (Hedges' g = 0.525) and non‐cognitive outcomes (Hedges' g = 0.527), with notable heterogeneity observed across the studies. Furthermore, the studies were coded to examine the moderating effects of their characteristics, such as the level of education, the field of education, the display types, experimental design, the sample size and the control treatment. The findings suggest a medium effect of 360‐degree videos on knowledge acquisition and a smaller effect on task performance. In terms of non‐cognitive outcomes, the least impact was noted in the domain of social and emotional qualities, while the most significant impact was in attitudes and beliefs. Based on these findings, the study proposed future research directions focusing on enhancing teaching strategies and improving research designs concerning the use of 360‐degree videos in educational contexts.Practitioner notesWhat is already known about this topic360‐degree videos in education are notable for their authenticity, flexibility and accessibility.They enhance learners' sense of presence, deepen understanding of subject matter and improve non‐cognitive skills.360‐degree videos have produced mixed results on learning and non‐cognitive outcomes.What this paper adds360‐degree videos have a medium effect on students' learning outcomes (g = 0.0.525) and non‐cognitive outcomes (g = 0.0.527).Significant heterogeneity is observed in the effects of 360‐degree videos on both learning outcomes and non‐cognitive outcomes.In terms of non‐cognitive outcomes, 360‐degree videos have the smallest effect size in the social and emotional qualities domain.Identifying key moderators that influence the effectiveness of 360‐degree videos, including participants' education levels, field of application, sample sizes, display types, experimental designs and control treatment.Implications for practice and/or policyEnhance social and emotional learning with 360‐degree video, and aid in understanding and managing emotional experiences.Develop learning strategies that align with the unique characteristics of different subjects.Teacher‐assisted approaches are encouraged to support learning and teaching in formal educational settings with structured courses.Multimodal data can be collected for analysis in future research to explore the learning process. [ABSTRACT FROM AUTHOR]

Education for those who are visually impaired usually relies on modified materials and unique teaching methods. Nonetheless, the advent of Extended Reality marks a considerable change by providing immersive and interactive experiences that can surpass the challenges encountered in conventional learning due to visual impairments. This study aims to systematically review and analyse the existing literature on the use of extended realities in the education of individuals with visual impairment. This systematic review followed the Preferred Reporting Items for Systematic Reviews (PRISMA) statement as a formal systematic review guideline for data collection to ensure the quality and replicability of the revision process. Data were obtained from research studies over the period 2013–2023. The analysis included a total of 71 papers from Science Direct, ERIC, JSTOR, Taylor & Francis Online, and Scopus databases. The results show that Europe had the most publications on these topics during the past decade and that most papers were focused on higher education. Additionally, virtual reality was the most investigated topic. The findings indicate that extended reality has the potential to promote inclusion for the visually impaired in educational settings and provide them with enhanced educational experiences in many educational disciplines. [ABSTRACT FROM AUTHOR]

The aim of the article is to reflect on the theme of visual education through the analysis of digital storytelling practices conceived in a non-formal environment and subsequently carried out in mixed formal/non-formal areas. The reflection starts with educational and research projects involving an entire community within which an integrated educational environment was built (school, local area, municipal institution, university). On the basis of specific projects this environment was useful for the implementation of a dynamic educational/training process, thanks to the presence, in the formal didactic setting, of training practices specific to the non-formal setting. This path allowed the creation of an educational model useful for carrying out media education activities, focused on the educational potential of “doing”. The model is based on the classic audiovisual production process combining a series of indications coming from the paradigms of Media education, from the indications of the Digital civic education curriculum, from DigComp2.2, all the useful information for the world of schools in light of the recent National Cinema Plan for Schools.

Copyright of Journal of Social & Technology / Jurnal Sosial dan Teknologi (SOSTECH) is the property of Green Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Due to the pandemic, teachers across the nation were thrown into a digital educational environment where they had to rely on technology (and the good graces of parents) to convey instruction across the virtual learning landscape. For teachers of the visual arts, the shift to virtual learning created the opportunity and challenge to create engaging, fun, and relevant lessons, especially when teaching students with disabilities. The impetus for accessibility to visual arts learning for all students comes from the importance of visual arts to culture, community, and further life skill engagement. The basis for the need for accessible instruction is in the policies and procedures developed at a county, state, and federal level supporting the access to the educational environment for students with disabilities. In this article, we move from the macro level of policy and procedure to the micro level of real teachers implementing appropriate strategies to engage students directly in their visual arts instruction. We, in collaboration with visual arts instructors, dive into the barriers that came with the shift to a virtual learning environment during the pandemic for students with disabilities, and how they identified strategies to bridge the gaps. Teachers identified how their "teaching toolbox" was stretched and expanded through the use of new digital tools. We also identify supports and strategies lacking in the digital learning environment and how the teachers attempted to overcome them. The teachers also share how they implemented specially designed instructional strategies to meet the students' needs while engaging the students with the visual arts content. We explore teacher perspectives on the implementation of digital strategies during distance learning and gain insights on lessons learned, strategies to carry forward, and digital divides that continue, even into the varied learning modes following the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Copyright of Arte, Individuo y Sociedad is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Obnovljeni zivot is the property of University of Zagreb, Society of Jesus and Faculty of Philosophy & Religious Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As a result of the dizzying evolution of digital media, the image has proliferated and there is easy access to the production of visual materials. Video, as a learning object, is a powerful tool, however, the lack of visual literacy has reduced the quality of the graphic materials produced. The general objective of this research is to analyze how and why the application of Visual Language standards in didactic videos optimizes and contributes positively to their understanding and to their function as a teaching and learning tool. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education / Yüksekögretim Dergisi is the property of Deomed Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As a result of the dizzying evolution of digital media, the image has proliferated and there is easy access to the production of visual materials. Video, as a learning object, is a powerful tool, however, the lack of visual literacy has reduced the quality of the graphic materials produced. The general objective of this research is to analyze how and why the application of Visual Language standards in didactic videos optimizes and contributes positively to their understanding and to their function as a teaching and learning. [ABSTRACT FROM AUTHOR]

As part of a larger study, the authors examined how the COVID-19 pandemic was impacting access to technology for students with visual impairments. In November 2020, 369 educators of students with visual impairments completed an online survey where they shared their experiences with the accessibility of digital learning tools, their students' improvement of skills, and providing instruction through the use of technology. Key lessons learned from the findings include: educators must ensure that students have full access to all learning materials, students need early instruction in technology use, and professional development in technology needs to be readily available to educators. [ABSTRACT FROM AUTHOR]

Copyright of Kepes is the property of Universidad de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the early 1880s, Belgian educators were confronted for the first time with calls for the use of the optical lantern in schools. Around the same time, new pedagogical theories gained ground, which argued in favour of visually aided, more experiential forms of teaching. By investigating the pedagogical discourse on the introduction and use of image projection in Belgian primary and secondary schools between 1880 and 1920, this study investigates how campaigns for the educational use of lantern slides framed the optical lantern as an educational medium and to what extent this discourse was influenced by contemporary pedagogical theories. As such, this study sheds new light on the professional pressures placed on teachers and the expectations of how they should use media, and how these demands were often at odds with teachers' practical pedagogy. [ABSTRACT FROM AUTHOR]

Identifying scientific collaborations helps in establishing new research policies and linkages among academic institutions. Geographical information system (GIS) research is relatively new in higher education in developing countries. Investigating scholarly communication is challenging for GIS research due to its broad application. Therefore, the main objective is to evaluate the current trends of GIS research in higher education in Pakistan. For this, we analyzed patterns of published literature using data from the Web of Science databases for 2000-2019. We used interactive visual exploration of the scientific literature organized in a fine-grained manner to mining research patterns in the field. Results show that international collaborations are highest with China, followed by the USA. We identified 29 academic institutes in Pakistan who made intensive research collaborations with the Chinese Academy of Science. GIS techniques were mostly studied to solve problems in the domains of water, atmospheric, and environmental sciences. GIS research output increased remarkably during the last decade, which we attribute to the availability of scholarships from the Higher Education Commission, the Chinese Government, and US Fulbright initiatives. The research output will help to strengthen the academic exchange on GIS research between higher education institutes. [ABSTRACT FROM AUTHOR]

Until today, the most accepted notion about the coinage of visual literacy as a concept has been credited to John Debes in the late 1960s. In this paper, the authors describe the use of available digital tools to unearth a history of the concept of visual literacy in education that precedes in roughly 30 years these events. These overlooked years shed light on the role of technology, policy and industrial intervention have played in the development of a concept that has only increased in relevance and popularity within education over the last decades. This paper also invites the reader to consider the potential of previously unavailable tools to revisit and re-examine the events that have shaped and will continue to shape the landscape of education. [ABSTRACT FROM AUTHOR]

Copyright of Anuario de la Sociedad Argentina de Historia de la Educación is the property of Argentinean Society of History of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study was conducted to determine the attitudes and behaviors of 2-5th grade students who have taken the physiology course at Kırıkkale University Faculty of Veterinary Medicine, towards the course and how they evaluate it in terms of general, teaching method, professional competence and postgraduate education. Some demographic information and opinions of totally 233 students on physiology were gathered voluntarily through questionnaire. Accordingly, most of the students (62.7%) found it appropriate to be given physiology in 2nd grade, while about 53% of them found the theory and practice lecture hours sufficient. Students who considered physiology as necessary for their profession (83.7%) thought that following the lesson (81.1%) in the class and the use of were necessary for learning physiology (90.1%), and it was determined that they allocated fewer than 4 hours per week to physiology while taking the course (89.3%). Although more than half of them (58.4%) stated that they did not have difficulty in learning physiology, the rate of those who really understand the subject was 39.9%. In addition, it was observed that 24% of them could consider specializing in physiology. As a result, it was revealed that most of the students consider the physiology course as one of the basic courses for veterinary education, they prefer visual education, the course meets their expectations, and most of them who want to pursue a doctorate pay attention to postgraduate education in this field. Based on these thoughts of the students, it has been concluded that understanding the importance of the homeostatic mechanisms, given in physiology classes, in preventive and curative medicine practices has been effective. Key words: Education, student attitude, survey, teaching method, veterinary physiology. [ABSTRACT FROM AUTHOR]

This article combines thoughts about childhood, visual culture and education. It is known that we live among multiple images that shape the way we see our reality, and researchers in the visual culture field investigate how this role is played out in our culture. The goal is to make some applications those ideas, to think about the relationship between the images and education. This article tries to grasp what visual culture is and in what ways presumptions about childhood generate and are generated by this association. It also discusses the genesis of these presumptions and the images they generate through a philosophical approach, questioning the role of education in a culture tied to the media, and about how children, who are familiar with multiple screens, presage a new visual literacy. We see how images play a fundamental role in the way children give meaning to the world around them and to themselves, in the context of their local culture. Given this context, it is necessary to consider how visual culture is tied to the elementary school, and what challenges confront the generation of wider and more creative ways to approach visual framing in children's education. [ABSTRACT FROM AUTHOR]

Objective: to identify the interests and orientations of studies on visual representations and the production of childhood images through cultural objects, with special emphasis on photography, which have become sources of information in the fields of history, cultural studies and education. Methodology: a qualitative documentary review, that focusses on the studies of society and culture of Latin America and Spain during the nineteenth and twenty-first centuries, with some allusions to works located in the pre-Hispanic world. Results: childhood was found to be a matter of interdisciplinary interest, for example, for health sciences, especially neurology, pediatrics, epidemiology. There were also found works on childhood from the human sciences, social sciences, education and the arts; In the last four areas of knowledge, in addition to a marked interest of studies in the perception of images of boys and girls, there is a preoccupation with children's representations in education through images. Conclusions: from a balance of the results of the studies addressed, opportunities for research on the social construction of children in education with visual sources are identified. [ABSTRACT FROM AUTHOR]

Background: Patients' health needs require detailed knowledge of diseases and the associated pathophysiology to understand and manage their complex care. Nurses rely on concepts from anatomy, physiology, microbiology, and pathophysiology to ground their practice. While knowledge of disease processes is a critical requirements for competent practice nursing, students often struggle with learning and applying pathophysiology concepts to clinical practice. Method: A novel teaching innovation known as "Visual Narrative Illustrations" (VNI) was piloted in a pathophysiology course. Students (n=75), participated in two phases of exploratory study that analyzed the impact of VNI on students' understanding of pathophysiology concepts and assessed whether VNI is an effective teaching method. Results: Students taught using the VNI strategy performed significantly better on the post-test than students taught using a traditional lecture format. Conclusion: VNI assist students in learning complex concepts through the use of humor and visual images and facilitate their understanding of pathophysiology processes. [ABSTRACT FROM AUTHOR]

A two-dimensional Kolam grammar as defined by Siromoney et al. in 1972 and independently by Matz in 1997 and Schlesinger in 1989 allows context-free productions of the form A → a , A → B C , A → B C , and S → λ which concatenate sub-pictures produced by B and C horizontally respectively vertically if their height respectively width fits. We demonstrate that this grammar is quite powerful by proving undecidability of the emptiness problem. We further analyze consequences of this finding and give additional characteristics related to size of generated pictures. [ABSTRACT FROM AUTHOR]

O objetivo deste artigo é apresentar a experiência de EAD da disciplina ‘Escola, Gestão e Cultura’ no ‘Curso de Especialização em Gestão Educacional’ (CEGE) oferecido pela Faculdade de Educação da Unicamp. A proposta de EAD desta disciplina é trabalhar com educação visual e produção de narrativas de professores. Utilizamos as ferramentas de comunicação do ambiente virtual TelEduc para implementar uma dinâmica pedagógica assincrônica de trabalho docente. Esta dinâmica se apresenta como alternativa à lógica de concomitância entre parte presencial e parte em EAD do CEGE. Os resultados apresentados permitem-nos refletir sobre as potencialidades pedagógicas das tecnologias de informação e comunicação e alguns posicionamentos em relação ao trabalho docente em EAD. This article have objective of the present the experience of on-line education of the discipline ‘Escola, Gestão e Cultura’ in the ‘Curso de Especialização em Gestão educacional’ (CEGE) offered by the Faculty of Education at Unicamp. The proposed on-line education of this discipline is to work with visual education and production of narratives of teachers. We use the tools of communication in virtual environment TelEduc to implement a pedagogical dynamic asynchronous at teaching work. This dynamic presents itself as an alternative to the logic of concomitance between the presencial part of the CEGE the of the online education part. The results presented allow us to reflect on the pedagogical potential of information and communication technologies and take some positions about to teaching work in the on-line education.

Propomos olhares em movimento pelos interiores de algumas imagens em busca de reconhecer elementos de sua própria linguagem a fim de estabelecermos um diálogo com estas imagens e suas/nossas potencialidades, encantamentos, sentidos. Ver Lobos e Chapeuzinhos como fragmentos ressonantes em narrativas que se multiplicam em diferentes cenários e “contextualizações”. Nossa aposta está em não mais obedecer à necessidade representacional do questionamento “o que isso quer dizer?”, “qual o significado daquilo?”, mas possibilitar escorregões e deslizes pelas potências da contemplação e produção de sentidos na própria imagem. Ler imagens que se soltam do texto. Ler textos que se permitem desvincular das imagens; (im)possibilidades em buscar outras apresentações da menina e do animal com a intenção de tencionar os limites do que frequentemente se nomeia imagem, texto, produção cultural, e potencializar as multiplicidades na ausência do equivalente que representariam e interpretariam. Mas e quanto ao papel do professor perante a educação advinda das imagens: seríamos nós os “faxineiros/as” das “misturas”, das “diferenças” com que nos deparamos no campo educacional, na tentativa de deixar tudo mais uniforme? Se assim o for, talvez estejamos pasteurizando interpretações e análises – pasteurização que não ocorre somente na indústria, mas também com as linguagens e conteúdos. We consider looks in movement through the interiors of some images trying to recognize elements of its own language in order to establish a dialogue with these images and its/ours potentialities, wondering, senses. To see resonant Bad Wolf and Little Red Riding Hood as fragments in narratives that multiplies in different scenes and “contexts”. Our bet is no more to obey the representational necessity for the question “what does this want to say?”, “which is the meaning of that?”, but to make possible some sliding for the potency of the contemplation and sense production in the image by itself. To read images that gets free from the text. To read texts that allows it to disentail from the images; (im)possibilities in searching other presentations of the little girl and the wolf with the intention to pressure the limits of what frequent is called image, text, cultural production, and to amplify the multiplicities in the absence of the equivalent that the images would represent and interpret. About the teacher’s role when the subject is the image education, we ask: should we’ll be the “cleaner” of the “mixtures”, of the “differences” that we’ll meet in the educational field, in the attempt to leave all more uniform? If thus it will be, perhaps we’ll be pasteurized interpretations and analyses – process that does not only occur in the industry, but also with the languages and contents.

Estudo sobre as origens textuais e visuais da discriminação do Outro, do Estrangeiro, do Estranho.Study on the textual and visual origins of discrimination of the Other, the Foreign and the Strange.

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Existing studies show the value of using visual expression as a means of teaching children to understand and create music. This study aspires to point out an additional valuable aspect, namely, the influence composing via visual expression – whereby children transform their own drawings – may have on children's subsequent compositional processes. This is an area which is, as yet, largely unexplored. The article will examine this within a context in which children compose individually at the keyboard. With the aid of some examples taken from actual teaching practice, the author shows how children – consciously or intuitively and in a more complex and sophisticated manner – transpose their playing strategies from ‘visual composing’ to a primarily musical context or a context incorporating new, non-musical references. [ABSTRACT FROM PUBLISHER]

The observation of living animals in school laboratories provides authentic views of biological research. Various studies stress the importance of primary experiences in biology classes. However, educational films may serve as an alternative in some cases. The aim of this study was to investigate student motivation before and after treatments, including (1) an educational film, (2) a hands-on activity with living animals accompanied by an educational film and (3) a hands-on activity with living animals. We investigated the influence of teaching method, gender and class level on student motivation and learning enjoyment. In all treatments,Temnothoraxants were addressed, which can be easily kept and observed. This paper is within the scope of a longitudinal project based on the concept of ‘ant research’ in class. Students (N = 140) from six classes (lower and intermediate secondary school levels) participated in the study. Student motivation was measured using a two-stage test design, including a standardised questionnaire on current motivation and a test on learning enjoyment. The findings of this study suggest that the younger students prefer hands-on activities, while students at an intermediate secondary school level are more interested in video-based learning. Since the combination of hands-on activity and video yielded the best results, the potential of using videos as facilitators for hands-on learning is discussed. [ABSTRACT FROM AUTHOR]

How do students 'see' globalization? How do they understand visual representations of its political, social and ethical dimensions? This article discusses the use of visual materials as a tool for teaching globalization theory. Images convey specific values and beliefs, frame understandings of global problems, provide access to distant locales and offer a form of resistance. Such media allow students to consider how images may reproduce inherently politicized articulation, and to gain a better understanding of models of and concepts related to globalization. The article discusses a specific exercise, learning outcomes and pedagogical barriers to students' understanding of visual representation of space and place. It provides both specific images related to globalization and student analyses which illustrate how visual analyses may facilitate integration, synthesis and retention of otherwise abstract theories and concepts. [ABSTRACT FROM AUTHOR]

Copyright of Language & Intercultural Communication is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on the use of images in teaching women's history. The author discusses how she implemented photographs into her Social Studies Education and Women's Studies course at Pennsylvania State University titled "Women in Modern History," examines how image analysis impacts historical understanding, and provides examples of her teaching methods.

This article reports on research that investigated how students' critical thinking skills can be developed through images. The research was located in New Zealand, a country whose national curriculum and assessment systems stress 'thinking' as a key competency and place emphasis on developing visual literacies. The research was underpinned by a critique of the impact of images on students living in an image-saturated world and the importance of them being visually literate. It involved examination and documentation of strategies used by two teachers to foster the critical thinking of year 13 students in visual arts education and their responses to those experiences. The research was positioned within an a/r/tographical framework, a method which links art, research and teaching, and privileges both text and image. The findings, presented as an integration of participant and researcher 'voice' and the 'visual', illustrate the profound effects of critical looking practice through an enquiry framework. [ABSTRACT FROM AUTHOR]

The Spirograph – not to be confused with the familiar drawing toy – was an innovative but utterly forgotten device for presenting moving pictures. It utilized spinning discs on which microphotographs were arranged in a spiral, and which could function either as a projector or as an individual peep-viewer. ‘Invented’ by Theodore Brown around 1906, it was adopted by and developed under Charles Urban, who attempted unsuccessfully to bring it to the market, primarily for educational use, following his return to the United States in 1916. This article charts the failure of this form of non-theatrical moving pictures, examining their place within traditions of didactic ideals about visual education, including the notion of a ‘living book of knowledge’. It also relates the Spirograph to a variety of media genealogies, identifying its important place in a history of ‘proto-interactive’ media machines and as a harbinger of future forms of database exploration. [ABSTRACT FROM AUTHOR]

As images become ubiquitous and more accessible in digital culture, their role in the creation and dissemination of knowledge across academic disciplines is growing. Academic institutions need to adapt to this change by introducing new skill sets into the undergraduate curriculum. The term visual literacy encompasses the competencies necessary to critically use, produce, and analyze images. This article surveys the current methods academic librarians are using to introduce visual literacy instruction within their institutions. Each surveyed model focuses on a specific stakeholder group: students, faculty, and librarians. The article advocates for a method of instruction that combines the discussed approaches and stakeholders into a single framework by utilizing embedded librarianship practices. [ABSTRACT FROM AUTHOR]

Adolescent students with learning disabilities (LD) often have a difficult time in secondary general education classes for a variety of reasons. One reason is the lack of study skills necessary to successfully navigate through content area courses. As secondary students with LD spend more time in the general education classroom, it is important for them to learn and apply these study skills that help them become independent learners. There are many skills that fall under the broad term of study skills; in this article, five strategies that fall under the umbrella term of study skills are discussed: guidelines for using the explicit instruction model for teaching study habits, time management, self-management, obtaining information from textbooks and lectures, and interpreting visual aids. [ABSTRACT FROM PUBLISHER]