Despite an extensive literature on how to frame learning outcomes, to date, limited attention has been given to understanding whether and how students actually use them. This study employed a questionnaire survey and focus groups with students in three disciplines at the University of Leicester to explore students' perceptions and use of learning outcomes. The findings suggest that the majority of students find learning outcomes useful and use them to support their studies in various ways. However, the data also indicate that some students struggle to understand from their learning outcomes the level of learning required to cover their topic area or to pass assessments. Additionally, certain respondents reported that learning outcomes can restrict or overfragment their knowledge. Whilst many students wanted learning outcomes to remain a central part of their learning experience, the findings suggest further work is required to establish more effective use of learning outcomes as a learning resource.
The responses of regenerated muscle spindle afferents to ramp-and-hold stretch of the peroneus brevis muscle in the cat were recorded at periods from 26 to 140 days after crushing the common peroneal nerve. During the early stages of recovery a number of abnormally responding afferents were observed. The most marked abnormality was the absence or rapid failure of firing during the held phase of the stretch. The proportion of abnormal afferents became less as recovery progressed. Electrical stimulation of isolated static and dynamic gamma-axons increased the firing rates of the afferents during the ramp-and-hold stretch such that a gamma static axon would restore the response of an abnormal afferent to the held phase of the stretch. The regenerated afferents have been classified according to the degree of abnormality displayed. These abnormalities can be accounted for by assuming a subtractive reduction in the firing frequency of the regenerated afferents. This is attributed to an increase in the pacemaker threshold.
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