Educators’ Beliefs, Perceptions and Practices Around Self-Directed Learning, Assessment and Open Education Practices

2021 ◽  
pp. 187-209
Author(s):  
Isabel Tarling ◽  
Sandhya Gunness
Keyword(s):  
Learning Assessment ◽  
Open Education ◽  
Self Directed Learning ◽  
Directed Learning

Experience with a theme-based integrated renal module for a second-year MBBS class

2010 ◽  
Vol 34 (1) ◽  
pp. 15-19 ◽  
Author(s):  
Riffat Shafi ◽  
K. H. M. Quadri ◽  
Waseem Ahmed ◽  
Syed Nayer Mahmud ◽  
Mobeen Iqbal
Keyword(s):  
Critical Thinking ◽  
Small Group ◽  
Learning Strategies ◽  
Medical Curriculum ◽  
Faculty Members ◽  
Learning Assessment ◽  
Self Directed Learning ◽  
Integrated Method ◽  
Directed Learning ◽  
Learning Issues

Integrated learning is the need of the hour. We at Shifa College of Medicine switched to an integrated modular curriculum last year. In the present article, we describe our experience with the renal module in year 2 of a 5-yr undergraduate medical curriculum. A multidisciplinary renal modular team developed the relevant objectives, themes, and clinical cases. The learning strategies used were large-group interactive sessions, small-group learning, problem-based learning, practicals, and self-directed learning. Assessment was both formative and summative. Student and faculty feedback questionnaires were administered at the end of the module. Forty-four percent of the students agreed that the basic science and clinical concepts were well balanced and integrated. Fifty-seven percent of the students believed that important learning issues could be identified and that participation and critical thinking were encouraged during the small-group sessions. Eighty-five percent of the facilitators agreed that they were able to motivate students for critical thinking and better learning through integrating various disciplines. In conclusion, the integrated method of curricular delivery was well received by students and faculty members, and it can be used successfully in undergraduate medical education in developing countries.

An Open Source Self-Assessment Platform as Technological Tool for Distance and Open Education Learners

2018 ◽  
Vol 39 (1) ◽  
pp. 89-108
Author(s):  
Simon-Peter Kafui Aheto ◽  
Johannes C. Cronjé ◽  
Dick Ng'ambi
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Open Education ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Higher Order Thinking Skills ◽  
Teacher Student ◽  
Assessment Techniques ◽  
Directed Learning ◽  
Technological Tool

This paper explores the use of the WikiEducator E-quiz platform as an educational tool to enhance self-assessment techniques applied by distance and open education learners. Anderson’s Model explains six different types of interaction: student-student, student-teacher, student-content, teacher-teacher, teacher-content and content-content. The model has a number of intertwining links with higher order thinking skills—analysis, evaluation and creating—of Bloom’s Digital Taxonomy. Most of the learner-participants in this pilot study presented in this paper were privileged to have access to a computer, mobile phone and Internet, that enabled them to access, edit and add content to the E-quiz platform. A review of literature involved two main topics, namely self-directed learning and self-assessment. This study was qualitative in nature and conducted at a university in Ghana. Initially, Bower’s affordances analysis was used to test the efficacy and appropriateness of the WikiEducator E-quiz platform for distance education. The affordances analysis not only assisted in analysing the platform and the tasks to achieve, but also identified the gaps. Learners who used the platform critiqued and reflected on the platform from their own perspectives. Two of the principal author’s colleagues were instrumental in offering their opinions of the platform from a teacher’s lens.

Online Education for Lifelong Learning

2011 ◽  
pp. 1-27 ◽  
Author(s):  
Yukiko Inoue
Keyword(s):  
Online Education ◽  
Lifelong Learning ◽  
College Graduates ◽  
Learning Assessment ◽  
Shared Understanding ◽  
Learning Technology ◽  
Global Level ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Open And Distance Learning

The term lifelong learning (which has played an important role in policy discussions as well as in studies of the sociology and economics of education) is increasingly important in the 21st century for college graduates to be able to take their place in the changing world scene and to be adaptable and creative within the organization that employs them. Lifelong learning has increasingly been cited but there is no shared understanding of its usage at the global level. The objective of the present chapter is to provide an extensive overview of the current literature to inform the shared understanding of lifelong learning in general and the concept of online lifelong learning specifically. The overview is represented in six themes: lifelong learning, self-directed learning, technology and globalization, open and distance learning, online learning assessment, and higher and adult education.

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