Stimulating learner engagement in app-based L2 vocabulary self-study: Goals and feedback for effective L2 pedagogy

System ◽  
2022 ◽  
pp. 102719
Author(s):  
Xuehong (Stella) He ◽  
Shawn Loewen
Keyword(s):  
Learner Engagement ◽  
Self Study ◽  
L2 Vocabulary

scholarly journals 86 Virtual MacPeds: Leveling up to the new virtual reality of medical education

2021 ◽  
Vol 26 (Supplement_1) ◽  
pp. e62-e62
Author(s):  
Nina Mazze ◽  
Kristen Zahn ◽  
Anne Niec ◽  
Quang Ngo
Keyword(s):  
Medical Education ◽  
Online Survey ◽  
Care Patient ◽  
Subject Area ◽  
Asynchronous Learning ◽  
Learner Engagement ◽  
Online Curriculum ◽  
Online Lectures ◽  
Self Study ◽  
Resident Learning

Abstract Primary Subject area Medical Education Background The COVID-19 pandemic and physical distancing measures limited in-person learning experiences for resident postgraduate learners through mandated social distancing measures. Our training program responded by creating online synchronous and asynchronous learning opportunities to supplement learning and replace lost experiences. Virtual MacPeds is an online curriculum created using Kern’s six-step approach to curriculum development to supplement resident learning during COVID-19. The curriculum included online lectures, a live teaching calendar that includes links to sessions across rotations and subspecialties, and a resource rolodex with links to online learning materials. Objectives The purpose of this study is to evaluate the components of the Virtual MacPeds curriculum that were most useful to residents. Design/Methods Virtual MacPeds was piloted from March 2020 to June 2020 to 51 core pediatric residents in PGY1-4. The Kirkpatrick Model for learning evaluation was used to assess resident reaction to the implementation of the curriculum. A voluntary online survey was emailed to residents with the opportunity to respond from June to July 2020. Descriptive statistics were used to assess learner engagement and perception of the curriculum. Results Resident response rate was 38.2% (n=20, PGY1 =8, PGY2 =6, PGY3=5, PGY4=1). 95% of respondents had reduced in-person teaching sessions during COVID-19 and 80% had impacted clinical rotations (self-isolation, virtual care, patient volumes). Prior to Virtual MacPeds, 65% used online educational resources. 95% used the curriculum, all of whom found it helpful in fulfilling Royal College learning objectives. 85% of participants attended the online lectures - those who did not attend noted schedule conflict. 100% would use Virtual MacPeds in the future. Participants noted that Virtual MacPeds should include a live teaching schedule (100%), online lectures (84.2%), self-study modules (73.7%), resource rolodex (52.6%) with suggestions for recorded lectures (89.5%) and simulations (57.9%). Conclusion Virtual MacPeds is an acceptable and useful supplement to resident learning during COVID-19. Useful elements of the curriculum include online lectures, a live teaching schedule, resource rolodex and self-study modules.

scholarly journals Quizlet as a Tool for Enhancing Autonomous Learning of English Vocabulary

2021 ◽  
Vol 13 (1) ◽  
pp. 150-165
Author(s):  
Thanh Thuy Nguyen ◽  
Dinh Tri Nguyen ◽  
Dang Le Quoc Khanh Nguyen ◽  
Huy Hoang Mai ◽  
Thi Thanh Xuan Le
Keyword(s):  
Educational Technology ◽  
Vocabulary Learning ◽  
Language Education ◽  
Active Role ◽  
Learning Motivation ◽  
Ho Chi Minh City ◽  
Lexical Knowledge ◽  
Self Study ◽  
English Major ◽  
L2 Vocabulary

L2 vocabulary learning seems to be one of the biggest challenges for many language major students as lexical knowledge involves productive understanding of its many components, including the form, meaning, and application of the terms (Nation, 2001). It is, therefore, necessary to find appropriate language education tactics and instruments for the successful and efficient acquisition of this aspect of the L2. Among advancements in the field of educational technology, Quizlet was invented with the hope that learners could effectively acquire L2 vocabulary in the absence of the teacher. In this study, the researchers want to figure out if Quizlet is helpful in assisting students in learning English vocabulary. They would also like to identify the difficulties that learners may encounter when using the application for their self-study. A quantitative survey was conducted on 100 English major freshmen and sophomores at a university in Ho Chi Minh City, Vietnam. Results reveal that Quizlet plays an active role in facilitating self-study of English vocabulary. A remarkable finding is that an application seems to provide an entertaining learning environment, which in turn enhances learning motivation. Besides, a couple of limitations of the app, namely distracting ads and limited mobile learning functionality, have also been identified.

scholarly journals Improvement in Context: Exploring Aims, Improvement Priorities, and Environmental Considerations in a National Sample of Programs Using “Small Data”

2017 ◽  
Vol 9 (6) ◽  
pp. 791-797 ◽  
Author(s):  
Ingrid Philibert ◽  
John H. Beernink ◽  
Barbara H. Bush ◽  
Donna A. Caniano ◽  
Andrea Chow ◽  
...  
Keyword(s):  
Learning Environment ◽  
Environmental Assessment ◽  
National Sample ◽  
Self Determination ◽  
Small Data ◽  
Accreditation System ◽  
Learner Engagement ◽  
Program Leaders ◽  
Self Study ◽  
Supportive Learning Environment

ABSTRACT Background In 2013, the Accreditation Council for Graduate Medical Education (ACGME) transitioned into a new accreditation system to reduce burden, focus on outcomes, and promote innovation and improvement. One component is a self-study that includes aims, an environmental assessment, and setting improvement priorities. The ACGME initiated voluntary site visits following the self-study. Objective We explored common themes in program aims and assessment of their environment. Methods Using grounded theory, inductive and deductive qualitative methods, and truth grounding, we analyzed data from voluntary site visits of 396 core and subspecialty programs between June 2015 and September 2017, with a focus on common themes. Results We report common themes for aims and the dimensions of the environmental assessment. Themes for strengths include a collegial, supportive learning environment; responsive leaders; and experiences that prepare residents for unsupervised practice. Improvement priorities encompass low learner engagement and “content mismatch” in didactic education, balancing education and service at a time of growing clinical volumes, and improving the utility of assessment systems. Common opportunities encompass collaborations that improve education, involving alumni and harnessing technology to enrich education, while threats include an unsustainable effort for many program leaders, clinical pressures on faculty, and loss of external sites important for education. Linked dimensions of the environmental assessment suggest benefit in a growing focus on learners, and approaches to ensure a humanistic learning environment that allows for growth, self-determination, and inclusion. Conclusions The findings highlight actionable themes for the environmental assessment. We discuss implications for programs, institutions, and the ACGME.

The advantages of self-study CPR

1989 ◽  
Vol 53 (2) ◽  
pp. 139-141
Author(s):  
RE Watson ◽  
J Hollway ◽  
TB Fast
Keyword(s):  
Self Study

Is L2 vocabulary learned better via context or via translation?

2018 ◽  
Vol 2 (1) ◽  
pp. 39-60
Author(s):  
Michael John Alroe ◽  
Heyo Reinders ◽  
Punchalee Wasanasomsithi
Keyword(s):  
Incidental Learning ◽  
Intentional Learning ◽  
Time On Task ◽  
Translation Group ◽  
Gap Filling ◽  
Freshmen Students ◽  
Context Group ◽  
Comprehensible Input ◽  
Post Test ◽  
L2 Vocabulary

Various studies have shown intentional learning of L2 vocabulary to be more efficient than incidental learning from exposure to comprehensible input. Some have argued that such learning may be further enhanced by recourse to L1 translation, particularly for weaker learners. The present study aims to determine if intentional learning of new vocabulary through L1 does indeed confer an advantage over intentional learning from an L2 context. To this end, 403 Thai freshmen students were pre-tested on thirty vocabulary items set for study on their English course. They were then randomly allocated to either a translation or context group to learn those items. Time on task was controlled. A delayed post-test showed that while the translation group was better at matching the thirty English words with Thai translations, albeit marginally so, there was no benefit conferred on the translation group when it came to using the words in a contextual gap-filling exercise. This finding held for both advanced and weaker learners.

Sign in / Sign up

Export Citation Format

Share Document