scholarly journals Technology-enhanced learning: a role for video animation

BDJ ◽  
2021 ◽  
Vol 230 (2) ◽  
pp. 93-96
Author(s):  
Bernd Stadlinger ◽  
Søren Jepsen ◽  
Iain Chapple ◽  
Mariano Sanz ◽  
Hendrik Terheyden
Keyword(s):  
Knowledge Transfer ◽  
Learning Style ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
Transfer Of Knowledge ◽  
Digital Platforms ◽  
Traditional Lectures ◽  
Digital Knowledge ◽  
Visual Learners

AbstractThe last 20 years has seen a shift in medical education from printed analogue formats of knowledge transfer to digital knowledge transfer via media platforms and virtual learning environments. Traditional university medical teaching was characterised by lectures and printed textbooks, which to a degree still have an important role to play in knowledge acquisition, but which in isolation do not engage the modern learner, who has become reliant on digital platforms and 'soundbite' learning. Recently, however, traditional methods of teaching and learning have been augmented by, and indeed sometimes replaced by, the alternative learning methods such as: problem-based learning; a greater integration of basic science and clinical considerations; smaller teaching groups; the 'flipped classroom' concept; and various technological tools which promote an interactive learning style. The aim of these new teaching methods is to overcome the well-documented limitations of traditional lectures and printed material in the transfer of knowledge from expert to student, by better engaging the minds of more visual learners and encouraging the use of diverse resources for lifelong learning. In this commentary paper, we share the concept of video animation as an additional educational tool, and one that can help to integrate molecular, cellular and clinical processes that underpin our understanding of biology and pathology in modern education. Importantly, while they can provide focused and attractive formats for 'soundbite' learning, their aim as a tool within the broader educational toolbox is to direct the interested reader towards more traditional formats of learning, which permit a deeper dive into a particular field or concept. In this manner, carefully constructed video animations can serve to provide a broad overview of a particular field or concept and to facilitate deeper learning when desired by the student.

Pandemic-Driven Online Teaching - the Natural Setting for a Flipped Classroom?

2021 ◽  
Author(s):  
Victor K. Lai
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Natural Setting ◽  
Traditional Lectures ◽  
Online Setting ◽  
Method Of Instruction

Abstract As the COVID-19 pandemic forced a sudden shift to online teaching and learning in April 2020, one of the more significant challenges faced by instructors is encouraging and maintaining student engagement in their online classes. This paper describes my experience of flipping an online classroom for a core Chemical Engineering Fluid Mechanics class to promote student engagement and collaboration in an online setting. Comparing exam scores with prior semesters involving in-person, traditional lecture-style classes suggests students need a certain degree of adjustment to adapt to this new learning mode. A decrease in Student Rating of Teaching (SRT) scores indicates that students largely prefer in-person, traditional lectures over an online flipped class, even though written comments in the SRT contained several responses favorable to flipping the class in an online setting. Overall, SRT scores on a department level also showed a similar decrease, which suggests students were less satisfied with the quality of teaching overall throughout the department, with this flipped method of instruction neither improving nor worsening student sentiment towards online learning. In addition, whereas most students liked the pre-recorded lecture videos, they were less enthusiastic about using breakout rooms to encourage student collaboration and discussion. Further thought and discussion on best practices to facilitate online student interaction and collaboration are recommended, as online learning will likely continue to grow in popularity even when in-person instruction resumes after the pandemic.

scholarly journals To lecture or not to lecture, that is the question! Modern medical and nursing students' perceptions regarding lectures and lecture attendance at the University of Ottawa

2022 ◽  
Vol 11 (S5) ◽  
Author(s):  
Safaa El Bialy ◽  
Mohammad Jay ◽  
Yamilee Hebert ◽  
Neraj Manhas ◽  
Dalia Karol
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Nursing Students ◽  
Small Group ◽  
Learning Style ◽  
Flipped Classroom ◽  
Group Learning ◽  
Small Group Learning ◽  
Educational Role ◽  
Traditional Lectures

Lecture has historically been a core method used for content delivery in healthcare profession education. However, lecture attendance has decreased within the recent generations of students. The current study focus was to assess the medical and nursing students’ perceptions regarding lecture attendance. To assist with this, second year medical (110/320) and nursing students (95/215) were requested to answer a 10-item survey. The results show that the top reasons why medical and nursing students attended lectures, respectively included: “lectures were mandatory” (81.8% and 68.8%), “socializing with peers” (68.2% and 30.1%), and “professor emphasized important points” (67.3% and 90.3%).  While some reasons for students not attending lectures were that the lecture format was not effective (63.5% and 67.7%), students preferred to use recordings of the lectures (43.3% and 18.1%). Overall, 64.6% of medical students and 63.4% of nursing students agree that traditional lectures are an effective way of learning.  Sixty two percent of medical students (62% n=68) of medical students stated that traditional lectures is their preferred method of learning compared to flipped classroom (27%), small group learning (30%), and online learning (31%). While (39%) of nursing students stated that traditional lectures is their preferred method of learning compared to flipped classroom (21.5% ), small group learning (3.2%), and online learning (7.4%). The results suggest that there is variability in students’ preferred learning style. While some prefer the face-to-face interaction with the professor, other students favour studying at their own pace. The majority of medical and nursing students think traditional lectures continue to play a major educational role.

Flipping Out and Digging in: Combining the Flipped Class and Project-Based Learning to Teach Adult Development

2020 ◽  
Vol 91 (4) ◽  
pp. 362-372
Author(s):  
Clare M. Mehta
Keyword(s):  
Learning Strategies ◽  
Adult Development ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Group Formation ◽  
Real Life ◽  
Project Based Learning ◽  
Novel Approach ◽  
Geriatrics Education ◽  
Traditional Lectures

The urgent need for a worldwide workforce trained in gerontology (Silverstein, N. M., & Fitzgerald, K. G. (2017). Educating a new generation of professionals in agingworldwide. Gerontology & Geriatrics Education, 38, 1-4) has lead for a call by gerontology educators to employ creative, innovative, novel, and engaging pedagogy in gerontological education (Brown,P. P. (2016). From pedagogy to practice: Adventures in student engagement. Gerontology & Geriatrics Education, 37, 105-107; Niles-Yokum, K., & Howe, J. L. (2015). Making aging real through reflective teaching and learning strategies. Gerontology & Geriatrics Education, 36, 107–108; Siegal, B., & Kagan, S. (2012). Teaching psychological and social gerontology to millennial undergraduates. Educational Gerontology, 38, 20–29). This article outlines a novel approach to teaching—combining the flipped classroom with project-based learning—that not only fosters deep learning but also fosters the development of skills applicable to real life. This article describes how to turn traditional lectures into online lectures to “flip” the classroom and also provides a guide for setting up project-based learning, providing suggestions for group formation, project topics, and examples of project contracts and evaluation sheets. When employed together, these powerful teaching tools can provide students with an active, participatory, class experience with the potential to inspire a lifelong interest in adult development and gerontology.

scholarly journals Impact of a Heutagogical, Multimedia-Based Teaching Concept to Promote Self-Determined, Cooperative Student Learning in Clinical Radiology

2020 ◽  
Author(s):  
Ulf Teichgräber ◽  
Maja Ingwersen ◽  
Hans-Joachim Mentzel ◽  
Rene Aschenbach ◽  
Rotraud Neumann ◽  
...  
Keyword(s):  
Learning Style ◽  
Flipped Classroom ◽  
Medical Training ◽  
Control Group ◽  
Audience Response ◽  
Interactive Approach ◽  
Passive Learning ◽  
Teaching Concept ◽  
Clinical Radiology ◽  
Traditional Lectures

Purpose To date, didactic lecturing is a common method of university medical training. However, higher levels of competence to solve complex issues are hardly to be achieved with a largely passive learning style. We established and evaluated a heutagogical blended learning concept to investigate self-determined learning with a multimedia-based, interactive approach in the lecture room to teach clinical radiology. Materials and Methods In the 2019/2020 winter semester, we included 266 medical students in their fourth academic year in our prospective, observational study. Students participated in a series of 11 radiological lectures given by 10 lecturers. They were requested to prepare for lectures by watching learning videos. During the lecture, students had to answer key-feature questions (KFQ) in small groups and to jointly submit their answers by means of an audience response system (ARS). After each lecture and the exam, we conducted surveys and compared results with a historical control group. A focus group interview with lecturers was performed after conclusion of the lecture series. Results The students’ overall impression of the “flipped classroom” concept and their examination grades were superior to historical controls (overall impression: 1.5 [95 % CI 1.4–1.6] vs. 2.7 [95 % CI 2.5–2.9] rated on a scale from 1 to 6, p < 0.001; examination grades: 1.8 [95 % CI 1.7–1.9] vs. 2.0 [95 % CI 1.9–2.0] rated on a scale from 1 to 5, p < 0.001). Most students agreed that learning videos (76.6 %), ARS (88.5 %), KFQ (76.5 %), and solution-oriented small group discussions (83.7 %) were useful. Lecturers stated an improved convergence of demands on learning and clinical competence. However, they also emphasized an increased initial effort for implementation. Conclusion Students rated the overall benefit from the heutagogical “flipped classroom” concept as high. Examination grades improved. According to lecturers, the “flipped classroom” concept better matched later professional demands than traditional lectures. Key Points:  Citation Format

The flipped classroom model: when technology enhances professional skills

2017 ◽  
Vol 34 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Hoda Baytiyeh
Keyword(s):  
Learning Style ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Teaching Style ◽  
Web Design ◽  
Problem Solving Skills ◽  
Content Type ◽  
Self Regulated Learning

Purpose The purpose of this paper is to investigate the effectiveness of the flipped classroom model in teaching and learning as well as the skills that can be acquired by students after being exposed to this learning style. Design/methodology/approach This paper uses a qualitative case study design. In total, 20 students, from various majors, who were enrolled in a web-design course, participated in a survey that consisted of open-ended questions exploring their perceptions toward the flipped classroom approach. Findings The students’ comments offered evidence for a deeper and broader perspective on learning, and five themes have emerged: self-regulated learning, problem-solving skills, teamwork and communication skills, enjoyment, and creativity. Originality/value This study reveals that this teaching style can enrich the learning experience of students and can help them develop the soft skills they need to succeed in any profession.

scholarly journals Assessing the relationship between student learning characteristics and academic performance in chemical pathology in an undergraduate medical curriculum

2021 ◽  
Vol 22 (3) ◽  
pp. 51-64
Author(s):  
Aye Aye Khine Wamono ◽  
Anthonio Oladele Adefuye ◽  
Jamiu Busari
Keyword(s):  
Academic Performance ◽  
Student Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Learning Approach ◽  
Multimodal Learning ◽  
Undergraduate Medical Students ◽  
Visual Learners ◽  
The Relationship

Background: Teaching and learning chemical pathology requires that medical trainees interpret biochemical test results correctly (against the background of clinical information) to solve clinical problems, while being aware of factors that could affect results. To meet these competencies, students must possess certain learning characteristics. This study explored the relationship between student learning characteristics and academic performance in chemical pathology. It is expected that a better understanding of the relationship between students' learning characteristics and academic performance will help formulate strategies to enhance teaching and learning of this subject. Methods: This study was designed as an exploratory survey. Self-administered, validated questionnaires were used to obtain data on learning mode, learning style and learning approach from 250 fourth-year undergraduate medical students at a medical university in South Africa. One-way ANOVA and Pearson correlations were used to analyse the relationship between each learning characteristic and academic performance. Spearman’s rho was used to study the relationships between the three learning characteristics.  Results: A response rate of 72% was obtained. The largest number of participants (35%; n = 63) were visual learners, pragmatists (25%; n = 45) and learned using a superficial approach (44%; n = 79). Multimodal learning mode, balanced learning style and deep learning approach were found to correlate significantly with better academic performance in chemical pathology (r = 0.262, 0.307 and 0.467, respectively; p ≤ 0.0001).Conclusions: Our findings reveal that multimodal learners with a balanced learning style who have a deep approach to learning performed well in chemical pathology. This concurs with findings by studies that report a positive association between these learning characteristics and academic performance in other subjects in medicine. We propose that to achieve effective student learning, chemical pathology educators explore alternative teaching and learning activities to move students towards these positive learning characteristics.

scholarly journals Combining Chalk Talk with PowerPoint to Increase In-class Student Engagement

2016 ◽  
Vol 7 (4) ◽  
Author(s):  
Swati Betharia
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Basic Science ◽  
Flipped Classroom ◽  
Student Perception ◽  
Visual Learners ◽  
Student Learning Styles

In striving to attain a higher degree of in-class student engagement, and target a larger number of preferred student-learning styles, this case study describes a multimodal teaching approach. PowerPoint slides have gradually gained popularity over the more traditional chalk and talk lecture design. The student population in today’s age seeks more non-passive modes of information delivery. Numerous novel approaches to enhance active learning, such as flipped classroom and problem-based learning, have recently been explored. While working well for therapeutic and lab-based courses, these formats may not be best-suited for all basic science topics. The importance of basic science in a pharmacy curriculum is well emphasized in the 2016 ACPE Standards. To actively involve students in a pharmacology lecture on diuretics, a session was designed to combine the PowerPoint and chalk talk approaches. Students created 10 concept diagrams following an instructor, who explained each step in the process using a document camera. For visual learners, these diagrams provided a layered representation of the information, gradually increasing in complexity. For learners with a preference for the reading learning style, the information was also available in corresponding PowerPoint slides. Scores from pre- and post-session quizzes indicated a high level of concept understanding and recall (median 1 [IQR 0 – 2] vs 4 [IQR 3 – 5]; p<0.001). The student perception survey data reported higher in-class attention levels (76%), an appreciation for the utility of self-created concept diagrams (88%), and a call for additional sessions being presented in this format (73%). Targeting a variety of student learning styles by using the active development of concept diagrams, in addition to traditional PowerPoint slides, can promote student engagement and enhance content understanding.   Type: Case Study

scholarly journals Exploring Students' Learning Styles in Using Mobile Flipped Classroom

2019 ◽  
Vol 8 (2) ◽  
pp. 105
Author(s):  
Siti Hajar Halili ◽  
Shukri Sulaiman ◽  
Hamidah Sulaiman ◽  
Rafiza Razak
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Mean Value ◽  
Flipped Learning ◽  
Spss Software ◽  
Larger Sample

This study aims to identify students’ learning styles of using mobile flipped classroom approach. The theoretical foundation for this study is based on Grasha-Reichmann learning styles and the flipped design of this study is based on Halili flipped learning 4.0 framework. 52 respondents answered the questionnaire distributed to them. The SPSS software version 20 was utilised to analyse the data and collected data were analyzed using descriptive statistics (means, standard deviations). This study showed that collaborative learning style recorder higher mean value as compared to others learning styles such as independent, dependent, competitive, avoidant and participative. It was found that the mobile flipped classroom approach in this research is capable of promoting collaborative learning in teaching and learning process. Researchers suggest that further studies should explore other learning style theories, use varieties of technological tools as well as include a larger sample from different institutions.

scholarly journals USING BLOOM’S REVISED TAXONOMY TO DEVELOP DIGITAL LITERACIES IN THE ESP CLASSROOM

2020 ◽  
Vol 79 (5) ◽  
pp. 168-183
Author(s):  
Світлана Геннадіївна Вавіліна
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Essential Elements ◽  
Cognitive Domain ◽  
Technology Enhanced Learning ◽  
Full Potential ◽  
Visual Aids ◽  
Digital Literacies ◽  
Use Of Technology ◽  
Digital Knowledge

The article explores some issues to be considered when integrating new technologies into English for Specific Purposes (ESP) learning. The main focus is on the challenges that ESP practitioners face in the context of a multilingual digital Europe. In confronting such problems as changing roles for students and teachers, the spread of English as a medium of instruction and increased emphasis on the subject content in the language classroom, it is necessary for ESP teachers to embrace innovation and develop strategies to improve students’ learning. To benefit from the use of technology, ESP teachers need to concentrate on those aspects which digital knowledge and skills share with traditional literacies. When essential elements of digital literacies are singled out, it becomes possible to employ their full potential for creating a technology enhanced learning environment. This research suggests doing it by drawing upon the Taxonomy of Educational Objectives. The framework, in this case, is used to check that goals falling within different categories of the cognitive domain of learning are aligned with technology-supported instruction delivery methods. While designing instructional techniques, we heavily rely on the idea of scaffolding in the form of visual aids for enabling learners to build on prior knowledge and internalize new concepts. As practical examples show, development of digital literacies proves not only to be compatible with formation of professional intercultural communicative competence but also providing means for activating the most complex cognitive processes of conceptual understanding, critical thinking, decision making, creation and metacognition. The findings may be useful in preparing instructional activities with the help of technological tools to support ESP teaching and learning.

scholarly journals The flipped classroom with tutor support: an experience in a level one statistics unit

2018 ◽  
Vol 15 (3) ◽  
pp. 27-46
Author(s):  
Ramzan N. Khan ◽  
◽  
Rashmi Watson ◽  
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Student Survey ◽  
Demographic Differences ◽  
Learner Engagement ◽  
Level Statistics ◽  
Traditional Lectures ◽  
Flipped Classrooms ◽  
And Performance

The flipped classroom aims to improve learning by engaging students in educational activities outside of traditional lessons. Flipped classrooms have steadily gained popularity in the last decade and are a topic of discussion in teaching and learning forums. However, its adoption in mathematics and statistics has been subdued. Most higher education mathematics and statistics are still delivered through traditional lectures where students are passive participants. In this study, experiences of flipping a large first-level statistics class are presented. The implementation included a combination of peer learning and tutorassistance in lectures. Student performance, in the form of final examination and overall marks over four semesters (two with traditional delivery and two flipped), were analysed for differences with respect to the two teaching modes after adjusting for demographic differences. In addition, student survey data were analysed with a view to revealing any relationship between attitude towards a flipped classroom and performance. The results showed that students' performance improved and an increased understanding of concepts was achieved through the flipped classroom approach. Evidence also indicated an increase in learner engagement. Student feedback indicated a higher preference for a flipped mode overall and in particular for ages 20 and below.

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