scholarly journals Reimagining physiology education with interactive content developed in H5P

2021 ◽  
Vol 45 (1) ◽  
pp. 71-76
Author(s):  
P. Sinnayah ◽  
A. Salcedo ◽  
S. Rekhari
Keyword(s):  
Learning Strategies ◽  
Large Scale ◽  
Online Survey ◽  
Developmental Process ◽  
First Year ◽  
Self Directed Learning ◽  
Anatomy And Physiology ◽  
Active Learning Strategies ◽  
Directed Learning ◽  
Contemporary Practice

The amalgamation of educational technologies in higher education is widespread and has become essential for contemporary practice on a large scale. Foundational anatomy and physiology knowledge is integral to all courses in health education. To tackle the volume and complexity of the content taught at the foundation level, the incorporation of online tools embedded within curricula provides a unique opportunity to engage students through active learning strategies in a blended design (Means B, Toyama Y, Murphy R, Baki M. Teach Coll Rec 115: 1–47, 2013). This article reports on the use of H5P as a platform to foster self-paced and self-directed learning, critically outlining the developmental process involved in scaffolding activities to learning outcomes. The H5P activities were embedded within the online learning management system, which enabled tracking of student access to these resources. Students were asked to complete an online survey about their perspectives on the effectiveness of H5P activities. This work is part of a comprehensive study evaluating the blended design for delivery of first-year physiology subjects.

scholarly journals Introducing cooperative learning: students’ attitudes towards learning and the implications for self-directed learning

2016 ◽  
Author(s):  
Elsa Mentz ◽  
Sukie van Zyl
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Computer Application ◽  
First Year ◽  
Application Technology ◽  
Self Directed Learning ◽  
Positive Attitudes ◽  
Directed Learning ◽  
Students Attitudes ◽  
Attitudes Towards Learning

This article reports on research that aims to enhance self-directed learning by introducing cooperative learning strategies. The two-fold aim of this research was firstly to determine whether the implementation of cooperative learning in a Computer Application Technology class of first-year students contributed to positive attitudes towards learning, and secondly, whether students’ attitudes towards learning, after completion of the cooperative learning intervention, related to their self-directedness. We conclude that the implementation of cooperative learning in a Computer Application Technology first-year class positively contributes to students’ attitudes towards learning and their attitudes towards learning related to their perceived self-directed learning (SDL) readiness.

Student challenges in online architectural design courses in Iran during the COVID-19 pandemic

2021 ◽  
pp. 204275302110229
Author(s):  
Ali Asadpour
Keyword(s):  
Learning Strategies ◽  
Education System ◽  
Architectural Design ◽  
Online Survey ◽  
Online Courses ◽  
Learning Experience ◽  
Student Perception ◽  
Self Directed Learning ◽  
Proposed Model ◽  
Directed Learning

This article addresses student challenges posed by the need for distance learning in architectural design courses during the COVID-19 pandemic in Shiraz, Iran, in order to ascertain the student perception of a virtual learning experience. It also outlines the methods of managing an affordable education agenda to design online courses in Iran as a part of global efforts. For this purpose, an online survey was conducted in October 2020 based on the exploratory factor analysis. The research sample included architecture and interior architecture undergraduates and postgraduates. Data analysis was performed in SPSS 24. The survey identified six factors as (1) design process and communication skills; (2) self-directed learning; (3) digital sketching, drafting, modeling, and presentation; (4) acquaintances and experiences; (5) technical devices and facilities; and (6) tutorials and assessments. The findings showed some obstacles to the conventional education system in architecture and emphasized the need to redefine the education system based on the new sustainable design pedagogy framework. Therefore, the article proposes a model in which tutors act as consultants and facilitators, whereas students act as self-directed learners. In addition, the e-studio is considered an activity-oriented space to provide an opportunity for interaction, connection, and creativity. The proposed model requires novel learning strategies and tactics.

scholarly journals Redesigning first year anatomy and physiology subjects for allied health students: Impact of active learning strategies

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Monika Andrea Zimanyi ◽  
Nicholas F. Emtage ◽  
Pamela Lee Megaw
Keyword(s):  
Active Learning ◽  
Occupational Therapy ◽  
Student Performance ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
First Year ◽  
Science Students ◽  
Sport Science ◽  
Anatomy And Physiology ◽  
Active Learning Strategies

To combat high failure rates in an Anatomy and Physiology for first year Occupational Therapy, Physiotherapy and Sport Science students, a flipped classroom was introduced in 2015. It became apparent that students did not engage with materials prior to classes, but they did engage with in-class active learning strategies. In subsequent years of this study, our focus changed to delivery with student active learning in mind. The active learning approaches introduced resulted in improvements in academic performance for all three student cohorts. Occupational Therapy students’ marks improved by 12.9% when comparing pre-intervention (2014) results to the end of the post-intervention period (2017), Physiotherapy students’ marks increased by 6.9%, while the greatest gains of 14.8% were seen in Sport Science students. When investigating the relationship between student performance and university entrance scores, students with high entrance scores demonstrated modest gains in performance, while those students with lower entrance scores benefited the most. Our results suggest that the introduction of active learning may result in the transition of the learning style of students under-prepared for university studies, to be more like those of more successful students; that is, to a deeper level of learning.

scholarly journals Acceptability of Flipped Classroom Approach in Ophthalmology Clerkship Teaching

2019 ◽  
Author(s):  
Guangming Jin ◽  
Charlotte Aimee Young ◽  
Aiming Chen ◽  
Yuxian Zou ◽  
Danying Zheng
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
Clinical Medicine ◽  
Traditional Approach ◽  
Clinical Problem ◽  
Self Directed Learning ◽  
Overall Acceptability ◽  
Clinical Problem Solving ◽  
Active Learning Strategies ◽  
Directed Learning

Abstract Purpose Flipped classroom is a new teaching model which has received a large amount of attention, but the overall acceptability and effectiveness of this approach in different fields of medical education is still controversial. The purpose of this study was to evaluate the acceptability of the flipped classroom in ophthalmology clerkship teaching. Methods A learning model of a traditional lecture-based approach was changed to a flipped classroom approach for a group of 5-year Clinical Medicine Program students. The flipped classroom included provided pre-session learning resources and objectives before each weekly session. In-session activities emphasized knowledge application and active learning strategies. Data regarding students’ acceptability of the new approach was obtained by anonymous questionnaires that students filled out immediately after class. Results Feedback was received from 94/94 (100%) medical students. 62.8%(59/94) of respondents preferred the flipped classroom approach over the traditional approach. Interacting with peers and needing more time/effort for preparation were the aspects liked most and least (respectively) for the flipped classroom by students. Flipped classroom was considered better in helping to train students' ability in clinical problem solving, the search and study of literature, cooperating with others, academic exchange, and self-directed learning when compared with the traditional approach. The flipped classroom approach was thought to be a more effective and inspiring way of teaching (P<0.001). Both males and females thought the flipped classroom was a useful way to help students find and solve problems, consider problems comprehensively, learn from literature, and cooperate with others. Conlusions The flipped classroom has a good acceptability in ophthalmology clerkship teaching. Further evaluation is needed when it be implemented

scholarly journals Designing MOOCs to Facilitate Participant Self-monitoring for Self-directed Learning

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Meina Zhu ◽  
Curtis J. Bonk
Keyword(s):  
Learning Strategies ◽  
Online Survey ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Internal Feedback ◽  
External Feedback ◽  
Learning Aids ◽  
Study Results ◽  
Directed Learning

This study investigates the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL) using mixed methods. The data sources of this study include an online survey with 198 complete respondents, semi-structured interviews with 22 MOOC instructors, and document analysis of 22 MOOCs. Study results indicated that MOOC instructors considered self-monitoring skills critical for SDL. To foster students’ self-monitoring, MOOC instructors reported that they facilitated students’ self-monitoring by helping students with internal feedback and providing external feedback. Students’ internal feedback includes cognitive and metacognitive processes. To facilitate cognitive processes, MOOC instructors provided quizzes, tutorials, learning strategies, learning aids, and progress bars. For metacognition, these instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students’ self-monitoring. Across these findings, technology played a central role in supporting student’s self-monitoring.

scholarly journals Self-Directed Learning of Prospective Teachers through Active Learning Strategies: An Experimental Study

2020 ◽  
Vol V (III) ◽  
pp. 50-58
Author(s):  
Fouzia Ajmal ◽  
Zarina Akhtar ◽  
Saira
Keyword(s):  
Experimental Study ◽  
Active Learning ◽  
Learning Strategies ◽  
Prospective Teachers ◽  
Sampling Technique ◽  
Self Management ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Active Learning Strategies ◽  
Directed Learning

This study was undertaken to investigate the effect of active learning strategies for developing Self Directed learning of prospective teachers. It was a one-shot experimental study. The prospective teachers were selected through purposive sampling technique. The active learning strategies were used as an independent variable, whereas self-directed learning was used as dependent variable of the study. The researchers administered the Likert scale at the start and end of treatment as a tool for data collection. The data analyses were done through mean score and t-test. It was found active learning strategies significantly increases some variables of self-directed learning such as planning, evaluation, reflection, effort, and self-efficacy of prospective teachers whereas self-monitoring, self-management and desire for learning were not affected by active learning strategies used. It is recommended that teachers assign some individual tasks to prospective teachers to enhance their desire for learning, self-management and self-monitoring.

scholarly journals The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners

2021 ◽  
Author(s):  
Meina Zhu ◽  
Min Young Doo
Keyword(s):  
Learning Strategies ◽  
Online Survey ◽  
Self Management ◽  
Management Skills ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Self Monitoring ◽  
Directed Learning ◽  
Survey Results ◽  
The Relationship

AbstractIn massive open online learning courses (MOOCs) with a low instructor-student ratio, students are expected to have self-directed learning abilities. This study investigated the relationship among motivation, self-monitoring, self-management, and MOOC learners’ use of learning strategies. An online survey was embedded at the end of three MOOCs with large enrollments asking for learners’ voluntary participation in the study. The survey results from 470 participants indicated that motivation positively influenced self-monitoring, self-management, and learning strategies. In addition, self-monitoring and self-management did not affect the utilization of learning strategies. This underscores learners’ motivation and the need to encourage them to adopt appropriate learning strategies for successful learning. The results also revealed that self-monitoring positively affected self-management. The findings highlight the critical need to enhance self-monitoring skills to further promote self-management skills in MOOCs. In addition, self-monitoring and self-management did not encourage learners to use related learning strategies in this study. This study should be extended to investigate practical ways to encourage MOOC learners to adopt learning strategies.

scholarly journals Students’ Self-directed Learning in the Context of Industrial Challenges: Latvia University of Life Sciences and Technologies Case

2019 ◽  
Author(s):  
Baiba Briede
Keyword(s):  
Learning Strategies ◽  
Time Management ◽  
Life Sciences ◽  
Further Education ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Effective Learning ◽  
Study Results ◽  
Directed Learning

Students’ self-directed learning (SDL) is analysed as a means to promote the development of professionals who are active life-long learners, ready to complex problem solving, leadership and flexible adaptation to social and economic situations. That is why the aim of the study was to analyse the components of SDL essential for nowadays socio-economic situation and to find out SDL results from the students of Latvia University of Life Sciences and Technologies (LLU). The method of questionnaire was used to investigate the students’ self-assessment on their SDL focusing on purposefulness, motivation for knowledge, implementation of effective learning strategies, responsibility, control assessment of learning progress, importance to express one’ s view and time management. The results of the study were obtained from 305 first-year students of LLU. Medium results dominate in relation to implementation of effective learning strategies, importance to express one’s view and time management. It means that preferably an electronic aid on learning strategies and more flexible learning environments for the first year students is necessary. The study results also indicate that more teaching methods promoting views expression are of high importance and should be included in further education courses for teachers. Keywords: Self-directed learning; university students; professionalism.

scholarly journals Redesigning first year anatomy and physiology subjects for allied health students: Introducing active learning experiences for physiology in a first semester subject

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Pam Lee Megaw ◽  
Monika Andrea Zimanyi
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experiences ◽  
Learning Activities ◽  
First Year ◽  
Anatomy And Physiology ◽  
Allied Health Students ◽  
Active Learning Strategies

In this paper we describe the initial development of flipped classroom learning activities for the physiology component of a first year anatomy and physiology class for allied health students, and the subsequent transformation to focus on active learning strategies over a period of three years. The learning activities incorporated included the use of audience response systems for in-class quizzing, mini case studies, role plays, and simulations. Results of on-course assessment items, consisting of on-line quizzes, was compared in order to determine whether active learning approaches improved academic performance. We found that academic performance increased across the cohorts when first implemented as flipped classroom, and the increase was maintained in the subsequent years focussing on the active learning strategies alone. We conclude that the introduction of active learning experiences to this class enhanced engagement and academic performance across the student cohorts.

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