scholarly journals Active learning assignment: Legos and coins to understand glucose metabolism

2021 ◽  
Author(s):  
Daniela G.L. Terson de Paleville
Keyword(s):  
Glucose Metabolism ◽  
Active Learning ◽  
Transfer Students ◽  
Exercise Physiology ◽  
Virtual Learning ◽  
Team Based Learning ◽  
Glucose Molecule ◽  
Short Video ◽  
Learning Team ◽  
By Products

This article describes an assignment used in an undergraduate Advanced Exercise Physiology course for seniors. Due to the heterogeneity and several transfer students, students' backgrounds in chemistry varied from adequate to non-existent. This presented several challenges for teaching and also for students' understanding of the different metabolic pathways. This article presents an assignment for an active-learning team-based approach in the classroom and the adapted version for virtual learning. Students in active, team-based learning were asked to create a short video of glucose oxidation using Lego bricks, coins, or other toys to represent the glucose molecule, the by-products, and the enzymes involved each pathway. During virtual learning, the assignment was modified to create a video independently in both synchronous and asynchronous course sections. Based on students' responses to an instructor-developed survey on their perceptions of the assignment, 71.4% reported that the assignment was helpful to understand glucose metabolism.

scholarly journals Multistation exercises: a combination of problem-based learning and team-based learning instructional design for large-enrollment classes

2018 ◽  
Vol 42 (3) ◽  
pp. 424-428 ◽  
Author(s):  
Nikhilesh Singh ◽  
Richa Gupta ◽  
V. N. Mahalakshmi
Keyword(s):  
Active Learning ◽  
Faculty Member ◽  
Learning Strategy ◽  
Intervention Group ◽  
Problem Based Learning ◽  
Learning Session ◽  
Related Item ◽  
Large Group ◽  
Team Based Learning ◽  
Quartile Group

To introduce active learning session for a large group of 250 students, we combined the strengths of problem-based learning and team-based learning to promote a structured active learning strategy with less faculty involvement. For the implementation of this strategy, a case on anemia was selected based on the module already covered in classes. Structured exercises were preplanned on six different concepts that a student should possess for solving the problem. The large group of 250 students was divided into groups of 41 or 42 each. The groups were facilitated by one faculty member for one structured exercise. At the station, the group of 41 or 42 was further broken down into 6 smaller groups comprising 7 students each. After completion of the exercise, students cycled to the next exercise station facilitated by another faculty member. The case was solved in a plenary session. The effectiveness of the method was assessed by comparing the academic performance of the group with other similar groups from the previous year. The intervention group performed significantly better than the nonintervention group on the related item. Quartile subanalysis found that the effect was present in the performance of average and higher quartile groups, but not in the lower quartile group.

TEAM BASED LEARNING AS AN EFFECTIVE INTERACTIVE TEACHING TOOL- A CROSS SECTIONAL COMPARATIVE STUDY

2021 ◽  
pp. 63-65
Author(s):  
Anuradha Mokkapati
Keyword(s):  
Active Learning ◽  
Teaching Method ◽  
Teaching Tool ◽  
Traditional Teaching ◽  
Learning Method ◽  
Tutorial Group ◽  
Cross Sectional ◽  
Interactive Teaching ◽  
Team Based Learning ◽  
Teaching Learning

Background & objectives: Traditional teaching is passive and also lacks feedback to the students. Active learning methods have gained importance in medical education. Team Based Learning (TBL) promotes active learning among the students, with limited faculty. The objectives of the study were to compare TBL with Traditional teaching method and obtain feedback regarding TBL sessions from the students. Materials and Methods: Fifth semester students were divided into two groups- Students in A group were included in the TBL session, and those in B group in the traditional tutorial group. An assessment was conducted for both the groups at the end. Feedback was also taken from the students participating in TBL. Results: Mean score for TBL group was signicantly high compared to the traditional tutorial group. Most students opined that TBL promoted active participation and cooperative learning in the students. Many students felt that the session was stressful. Interpretation & Conclusions: TBL is an active and effective interactive teaching-learning method, which encourages students to work cooperatively.

Long term comparison between flipped classroom and team-based learning on a prosthodontic class

2019 ◽  
Author(s):  
Rika Hayama ◽  
Kazuo Okura ◽  
Masamitsu Oshima ◽  
Maki Hosoki ◽  
Yoshitaka Suzuki ◽  
...  
Keyword(s):  
Active Learning ◽  
Correct Answer ◽  
Flipped Classroom ◽  
Statistical Difference ◽  
Test Period ◽  
Examination Score ◽  
Group Assignment ◽  
Study Habit ◽  
Team Based Learning

Abstract Background Active learning is a concept that allows students to study and learn actively by themselves to get knowledge. There are several methods of active learning, including flipped classroom (FC) and team-based learning (TBL). In FC, students are required to study before classes. In TBL, students also study before class. The students take individual readiness assurance test (IRAT) and group readiness assurance test (GRAT), then discuss group assignment projects (GAPs) during class. The purpose of this study was to compare the effectiveness between FC and TBL using longitudinal term-end examination data.Methods FC and TBL effectiveness was assessed from the results of the term-end examinations from 2014 to 2017. The students were asked to answer questions on the favorable and unfavorable responses of FC and TBL. To check the difficulty of the term-end examinations, control dentists took the same examinations.Results Multi-way ANOVA showed that the correct answer rate in term-end examinations was significantly different in comparison with the time of the trial, and for the participants (students and dentists). The term-end examination score of FC and TBL did not show a statistical difference. According to the students, the favorable responses of FC and TBL were on the study habit and the video contents, while the unfavorable responses were mainly on the study materials.Conclusions There is no statistical difference between FC and TBL on term-end examination scores. There were no interactions between the test period and the participants (students or dentists), and the test period and class format.

Motivational Active Learning in Blended and Virtual Learning Scenarios

2018 ◽  
pp. 935-957
Author(s):  
Johanna Pirker ◽  
Maria Riffnaller-Schiefer ◽  
Lisa Maria Tomes ◽  
Christian Gütl
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Relevant Literature ◽  
Virtual Learning ◽  
Learning Approaches ◽  
Learning Models ◽  
Engagement Strategies ◽  
Active And Collaborative Learning ◽  
Learning Success ◽  
Learning Scenarios

The way people learn has changed over the last years. New pedagogical theories show that engaging and active learning approaches are particularly successful in improving conceptual understanding and enhancing the students' learning success and motivation. The Motivational Active Learning approach combines engagement strategies based on active and collaborative learning models with gamification. While many active learning models rely on in-class setups and active and personal interactions between students and between instructors, MAL was designed to integrate active learning in different settings. Our research project focuses on enhanced learning strategies with MAL in different computer-supported scenarios. This chapter outlines the potential of the pedagogical model MAL (Motivational Active Learning) in the context of blended and virtual learning scenarios; it also summarizes relevant literature and discusses implications and future work.

Utilizing Web Tools for Computer-Mediated Communication to Enhance Team-Based Learning

2009 ◽  
pp. 1334-1349
Author(s):  
Elizabeth Avery Gomez ◽  
Dezhi Wu ◽  
Katia Passerini ◽  
Michael Bieber
Keyword(s):  
Active Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Team Members ◽  
Face To Face ◽  
Computer Mediated ◽  
Team Based Learning ◽  
Team Interactions ◽  
The Face

Team-based learning is an active learning instructional strategy used in the traditional face-to-face classroom. Web-based computer-mediated communication (CMC) tools complement the face-toface classroom and enable active learning between face-to-face class times. This article presents the results from pilot assessments of computer-supported team-based learning. The authors utilized pedagogical approaches grounded in collaborative learning techniques, such as team-based learning, and extended these techniques to a Web-based environment through the use of computer-mediated communications tools (discussion Web-boards). This approach was examined through field studies in the course of two semesters at a US public technological university. The findings indicate that the perceptions of team learning experience such as perceived motivation, enjoyment, and learning in such a Web-based CMC environment are higher than in traditional face-to-face courses. In addition, our results show that perceived team members’ contributions impact individual learning experiences. Overall, Web-based CMC tools are found to effectively facilitate team interactions and achieve higher-level learning.

Enhancing Virtual Learning Team Performance

2010 ◽  
pp. 91-104 ◽  
Author(s):  
Charlie C. Chen ◽  
Albert L. Harris ◽  
Jimpo Wu
Keyword(s):  
Team Performance ◽  
Leadership Effectiveness ◽  
Computer Mediated Communication ◽  
Virtual Learning ◽  
Mediated Communication ◽  
Mediating Role ◽  
Team Satisfaction ◽  
And Performance ◽  
Trust Propensity ◽  
Learning Team

Debate abounds over whether a virtual team is an effective substitute for traditional face-to-face team and can sustain itself. Drawing upon literature on leadership, trust, computer-mediated communication, and teams, the authors propose a theoretical model of online learning team effectiveness. A quasi-experiment was conducted to empirically test the impact of team trust, propensity to trust, leadership effectiveness, and communication frequency on the effectiveness of virtual learning teams and team satisfaction and performance. The results support the majority of the authors’ hypotheses. Trust serves as a mediating role in the relationship between leadership effectiveness and team satisfaction and team performance. Practical implications and future trends are discussed at the end of the chapter.

Modulation of glucose metabolism in macrophages by products of nitric oxide synthase

1993 ◽  
Vol 264 (6) ◽  
pp. C1594-C1599 ◽  
Author(s):  
J. E. Albina ◽  
B. Mastrofrancesco
Keyword(s):  
Nitric Oxide ◽  
Glucose Metabolism ◽  
Oxidative Metabolism ◽  
Culture Media ◽  
Tricarboxylic Acid Cycle ◽  
Specific Inhibitor ◽  
Tricarboxylic Acid ◽  
Acid Cycle ◽  
The Impact ◽  
By Products

Nitric oxide (NO) is a product of L-arginine metabolism that suppresses cellular oxidative metabolism through the inhibition of tricarboxylic acid cycle and electron transport chain enzymes. The impact of NO synthase (NOS) activity on specific pathways of glucose metabolism in freshly harvested and overnight-cultured rat resident peritoneal macrophages, at rest and after stimulation with zymosan, was investigated using radiolabeled glucose. NOS activity was modulated through the L-arginine concentration in culture media and the use of its specific inhibitor, NG-monomethyl-L-arginine, and quantitated using radiolabeled L-arginine. Results demonstrated that NOS activity was associated with increased glucose disappearance, glycolysis, and hexose monophosphate shunt activity and, in line with the known inhibition of oxidative metabolism associated with the production of NO, with a decrease in the flux of glucose and butyrate carbon through the tricarboxylic acid cycle. In addition, the relative increase in glucose utilization that follows zymosan stimulation was enhanced by treatments that suppressed NOS activity. These results demonstrate that the characteristics of glucose metabolism by macrophages are, to a significant extent, determined by products of NOS.

scholarly journals Role of online education in building brand image of educational institutions

2012 ◽  
Vol 17 (32) ◽  
pp. 75-85
Author(s):  
Parikshat S. Manhas ◽  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Real Time ◽  
Brand Image ◽  
Virtual Learning ◽  
Educational Institutions ◽  
Learning Resources ◽  
Online Learning Resources ◽  
By Products

In this article we try to present the general impression that online learning/real time virtual learning conveys. The myriad interpretations of online education are depicted elaborately along with its advantages and influence on various stakeholders. The disadvantages of online education reveal their apparently potent drawbacks, which are then trailed by «opposing views». These views give concrete justifications against the so-called shortcomings of online learning and enlist the techniques used to tackle them. Besides of what online education does for students, learners and tutors at large, it also confers some potential by-products, such as helping build a strong brand image of educational institutions that offer it. Although educational institutions worldwide are employing online learning resources to create a brand image for themselves, a well-worn discussion has to be mooted to understand the implications of their usage.

scholarly journals SALA DE AULA INVERTIDA: UM RELATO DE EXPERIÊNCIA EM UM CURSO DE BACHARELADO EM SISTEMAS DE INFORMAÇÃO

2020 ◽  
Vol 13 (2) ◽  
pp. 201
Author(s):  
Sidnei Renato Silveira ◽  
Antônio Rodrigo de Vit ◽  
Patrícia Rodrigues Fortes ◽  
Roberto Franciscatto
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Virtual Learning ◽  
Bachelor's Degree ◽  
Virtual Learning Environment ◽  
First Semester ◽  
Video Lesson

This paper presents an experience report, carried out through a case study, in a course of the first semester of a Bachelor's Degree in Information Systems. The case study is part of a project to apply active learning methodologies. In this case study was applied the methodology of the flipped classroom, using a pre-lesson, in the format of a video lesson, made available in the Moodle Virtual Learning Environment and practical activities, developed in a group, in the classroom. The results show that most of the students attended the pre-lesson, as well as participated actively, interacting with the classmates and the teacher in the classroom.

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