Incorporating active learning in psychiatry education

2017 ◽  
Vol 25 (3) ◽  
pp. 304-309 ◽  
Author(s):  
Sonia Kumar ◽  
Loyola McLean ◽  
Louise Nash ◽  
Keith Trigwell
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Literature Search ◽  
Formal Education ◽  
Psychiatry Training ◽  
Pedagogical Approach ◽  
Psychiatry Education ◽  
The University

Objective: We aim to summarise the active learning literature in higher education and consider its relevance for postgraduate psychiatry trainees, to inform the development of a new Formal Education Course (FEC): the Master of Medicine (Psychiatry) at the University of Sydney. Method: We undertook a literature search on ‘active learning’, ‘flipped classroom’, ‘problem-based learning’ and ‘psychiatry education’. Results: The effectiveness of active learning pedagogy in higher education is well supported by evidence; however, there have been few psychiatry-specific studies. A new ‘flipped classroom’ format was developed for the Master of Medicine (Psychiatry). Conclusions: Postgraduate psychiatry training is an active learning environment; the pedagogical approach to FECs requires further evaluation.

scholarly journals ALGORITHM FOR THE FORMATION OF A PERSONAL LEARNING ENVIRONMENT BY MEANS OF STRUCTURING THE EDUCATIONAL SPACE OF THE UNIVERSITY BASED ON OFFICE365 AND MS TEAMS SERVICES

2020 ◽  
pp. 26-40
Author(s):  
Natalya Ivankova ◽  
Oleksii Ryzhov ◽  
Oleksii Androsov
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Cloud Services ◽  
Main Element ◽  
Learning Space ◽  
Flexible Tool ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
The University

The algorithm of formation of a personal learning environment (PLE) and learning group environment for the organization of electronic distance learning in medical higher education institutions is offered. It was noted that the introduction of the COVID-19 quarantine raised the issue of reorganization of the learning space and accelerated the process of introducing the distance learning model. The experience gained by the authors during quarantine made it possible to form the stages of deploying the learning environment in the medical higher education institution and to define the educational space of the group as the main element of this environment. The main technological steps of creating subsystems of the educational space of the university for using cloud services MSO365 were considered using the example of Zaporizhzhia State Medical University. The conditions that allow creating a hierarchy of the learning environment were defined, namely: a project of the structure of the learning environment with the coordination of departments; registration of all participants of the learning process and creation of their accounts in Active Directory of the university; automated procedure of transferring group members to AD MSO365. The paper provides an example of a hierarchy of names, which is a reflection of the structure of university departments in terms of staffing and determines the rights of access to the usage of services that ensure the implementation of the corresponding functions. The authors found that the user account is the first integrating service that allows the user to form a personal learning environment using OneDrive, web-site MS SharePoint, MS Forms and other office applications. It was noted that the user account is the lowest level of the hierarchy of the learning environment, the usage of which provides a learning space for groups. According to the authors, it is reasonable to use MS Groups to form academic groups. Using MS Teams, a teacher gets a flexible tool to form a learning environment for various organizational forms, namely: lectures, seminars, practical classes, independent work, etc. The authors proposed rules for forming group names in MS Groups and MS Teams. They presented an algorithm for deploying the department's learning environment and proposed a suggestion of structuring the subject's learning environment using MS Teams channels for a small number of groups in the department.

scholarly journals MOOCs as Disruptive Innovation in Higher Education

2018 ◽  
Vol 1 (1) ◽  
pp. 10-12
Author(s):  
Kamarudin Hussin
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Disruptive Innovation ◽  
Virtual Learning Environment ◽  
The Internet ◽  
Free Access ◽  
Access To Higher Education ◽  
E Learning

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).  

THE EXPERIENCE OF FLIPPED CLASSROOM IN HIGHER EDUCATION. A CASE STUDY IN THE UNIVERSITY OF GRANADA

2016 ◽  
Author(s):  
Pilar Ibáñez-Cubillas ◽  
Vanesa-María Gámiz-Sánchez ◽  
María-Jesús Gallego-Arrufat
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
The University

scholarly journals Flipped Higher Education Classroom: An Application in Environmental Education Course in Primary Education

2017 ◽  
Vol 7 (3) ◽  
pp. 93 ◽  
Author(s):  
Ozkan Yilmaz
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Primary Education ◽  
Undergraduate Students ◽  
Flipped Classroom ◽  
Instructional Materials ◽  
Effective Learning ◽  
Instruction And Learning ◽  
Faculty Of Education ◽  
Study Participants

Usage of technology in educational settings is becoming a standard for 21st century’s learners. Flipped classroom presents an entirely new learning environment based on technology for students, thus requiring different research for establishing effective learning and teaching.This paper aimed to explore usability of flipped classroom in higher education from the perspective of students’ experience. The study participants are undergraduate students who are enrolled department of primary education in faculty of education. In study used a mixed-method to answer research questions. Students were post tested on usage of flipped classroom model in the frame of instructional materials attitude. And, focus group interview used to get students’ perceptions. One of the more significant findings to emerge from this study is that students’ attitude toward the flipped classroom were positive. The second major finding was that flipped classroom model is effective on: (1) Instruction and learning environment, (2) Individual changes.

Comparing the Efficacy of Flipped vs. Alternative Active Learning in a College Genetics Course

2016 ◽  
Vol 78 (6) ◽  
pp. 471-479 ◽  
Author(s):  
Thomas A. Mennella
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Flipped Classroom ◽  
Additional Benefit ◽  
Learning Goals ◽  
Flipped Learning ◽  
Pedagogical Approach ◽  
Content Mastery ◽  
Class Time ◽  
Initial Instruction

Active learning is known to be a key component of student engagement and content mastery. Flipped learning is a pedagogical approach that moves passive, initial instruction out of the classroom (usually as recorded videos) and reserves class time for active-learning exercises that fortify learning. Reports have demonstrated the success of flipped learning, but it is unclear whether that success is due to students watching videos at home (i.e., the “flipped” structure of the flipped classroom) or to the active learning that takes place in class. I sought to answer that question by comparing two sections of sophomore-level college genetics. One section was flipped and the other taught traditionally, but with extensive active learning included as homework. Student satisfaction, performance on quizzes and exams, and overall achievement of course learning goals were compared. Interestingly, after taking into account the diversity of academic strength in both sections, there was no difference between the sections for any of the measured parameters. Although flipped learning may offer no additional benefit over other forms of active learning, it is far easier and more efficient to embed and integrate active learning into a flipped classroom.

Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Margrét Sigrún Sigurðardóttir ◽  
Thamar Melanie Heijstra
Keyword(s):  
Deep Learning ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Process ◽  
Flipped Classroom ◽  
Approaches To Learning ◽  
Male Students ◽  
Learning Approach ◽  
Learning Approaches ◽  
Surface Approach

Flipped teaching is a trend within higher education. Through flipped teaching the learning environment can be altered by moving the lecture out of the classroom through online recordings, while in-classroom sessions focus on active learning and engaging students in their own learning process. In this paper, we used focus groups comprised of male students in a qualitative research course with the aim of understanding the ways in which we might improve active student engagement and motivation within the flipped classroom. The findings indicated that, within the flipped classroom, students mix surface and deep-learning approaches. The online recordings, which students interact with through a surface approach, can function as a stepping stone toward a deep-learning approach to in-class activities, but only if students come to class prepared. The findings therefore suggest that students must be made aware of the importance of preparation prior to flipped classroom in-class activities to ensure the active learning process is successful. By not listening to the recordings (e.g., due to technological failure, as was the case in this study), students can result in only employing a surface approach.

scholarly journals PEDAGOGY 1:1 IN HIGHER EDUCATION: A CASE STUDY

2013 ◽  
Vol 57 (1) ◽  
pp. 102-110
Author(s):  
Mateja Ploj Virtič ◽  
Uroš Župerl ◽  
Marija Javornik Krečič
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Engineering Education ◽  
Experimental Work ◽  
New Technologies ◽  
Educational Process ◽  
Technical Documentation ◽  
Successful Student ◽  
Remote Lab ◽  
The University

The use of ICT in education has changed substantially over the last two decades. The development of new technologies has enabled us, the users, to mature and gain experience. The introduction of ICT in the educational process at the same time means a change of the teachers' role. The teacher appears in the role of a mentor who directs the activities of the learner. There has been a change in the teacher preparation to teach. He should provide both the content as well as technical support and to create a suitable learning environment. The way of teaching in the natural science and engineering education is specific due to the need of transfer knowledge into the practice. The nature of work in this kind of education requires more experimental work, based on individual learning process. There are many different implementation options of laboratory exercises that advantageously incorporate ICT into the nature of their work. The most popular in engineering education are two different types of laboratories: Simulation (virtual) and Remote controlled (online) labs, defined by Balamuralithara and Woods (2009). A remote controlled laboratory for conducting remote experiments at the University of Maribor, Faculty of Mechanical Engineering was developed. Development of the remote lab was carried out as an exploratory work of the group of students and professors. The lab was developed in the following three phases: development of the construction with corresponding technical documentation, development of the control system and development of the system for remote control of a lift. The successful student project is evident through the applicability of the developed laboratory that serves as a great tool for studying and offers all the benefits of ICT. Key words: experimental work, higher education, learning environment, pedagogy 1:1.

scholarly journals The Production of Key Chain Kaugaci (Keychain Cardboard) As A Development Effort Of Psychomotor Skills In Higher Education

2018 ◽  
Vol 6 (03) ◽  
Author(s):  
Rully Putri Nirmala Puji ◽  
Abu Tholib ◽  
Beki Febri Kuswanto ◽  
Muhammad Reza Firmansyah ◽  
Achmad Syamsul
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Skills Development ◽  
Development Effort ◽  
Psychomotor Skills ◽  
High Effectiveness ◽  
Demographic Profiles ◽  
University Level ◽  
The University ◽  
Used Goods

Creativity is one of indicators in assessing learners’ competence and personality. Innovation skill and capability are expected to be developed continuously by learners in their learning environment. KAUGACI production was a keychain product by utilizing used goods in the form of cardboard, and it was developed by students of history education of Jember University. This research aims to assess the effectiveness of products in improving students’ psychomotor skills in the university level. 100 respondents with demographic profiles based on gender and entrepreneurial experience were taken as the research participants. The findings showed that KAUGACI products had high effectiveness and productivity that gave impact to the students’ skills development.

scholarly journals Not All Flipped Classes are the Same

2019 ◽  
Vol 19 (5) ◽  
Author(s):  
Alyssa Lawson ◽  
Caylor Davis ◽  
Ji Son
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Flipped Classroom ◽  
Design Approach ◽  
Cognitive Sciences ◽  
Popular Method ◽  
Instructional Activities ◽  
Flipped Classrooms ◽  
The Individual ◽  
K 12

The flipped classroom has recently become a popular method used in both higher education and K-12 classrooms, yet research has not consistently demonstrated clear benefits of flipping a classroom. Also, any benefits seen might not be from the flipped design itself, but instead from the individual aspects of a flipped classroom (e.g., more active learning in class, more feedback on homework). This suggests that research focused on how to develop the activities and components of the flipped classroom, instead of simply flipping the traditional in-class and out-of-class activities, is critical to flipped pedagogy. These activities (both in and out of the classroom) should be designed based on a theory of learning. We draw upon the Practicing-Connections (PC) hypothesis, supported by contemporary theories and research in the cognitive sciences, to design instructional activities to promote learning by having students practice making connections between concepts and situations. This paper examines the theory-driven-design approach, PC hypothesis, versus a basic flipped classroom. The results of this work offers suggestions as to what dimensions of flipping may be important and how to design and evaluate flipped classrooms based on theories of learning.

scholarly journals AN ONLINE EVENT AS A PRODUCT OF THE ACTIVE LEARNING METHODOLOGY: AN EXPERIENCE VIA PBL AT THE UNIVERSITY OF BRASILIA-BRAZIL

2018 ◽  
Vol 1 (3) ◽  
pp. 240-257
Author(s):  
Ari Melo Mariano ◽  
Joao Mello da Silva ◽  
Simone Borges Simão Monteiro ◽  
Adriana Regina Martin
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Real Time ◽  
Real World ◽  
Production Engineering ◽  
External Agents ◽  
Digital Portfolio ◽  
The Many ◽  
The University ◽  
Real World Problems

The objective of this study was to suggest an alternative for managing the knowledge gained and resulting legacy from the application of the Problem Based Learning (PBL) method in a higher education context. The legacies of the PBL method are found to be more profound and diverse than those related to either the students' experience or the projects developed to solve real-world problems presented by external agents (the partners of the UnB Production Engineering course). The Production Engineering course has, since 2011, adopted the PBL method as an active learning methodology. Although each semester presents new opportunities in the process of consolidating this method, it’s been perceived that the many phases and results of this process are often utilized in real time only, contributing to the participating individuals exclusively as they occur. This is seen as a type of temporal result, seen only at a given "T" moment in the discipline’s lifecycle. Correspondingly, part of this knowledge is currently seen as perishable, since it is not possible to store it for future moments. In an attempt to extend this experience, starting in 2016 the University of Brasilia’s Production Engineering course has begun to develop an extension of PBL products by means of distinct events. The results haven been satisfactory, thus far involving 458 students and 7910 participants. As a legacy, it was possible to create a platform for the presentation of active learning methodologies and the exchange of experiences. Thus, the project presentations, once seen as distinct landmarks, became part of a legacy through a specific event, assisted and accessed as a course memory and a student’s digital portfolio.

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