scholarly journals Implementing a Competency-Based Approach to Anatomy Teaching: Beginning With the End in Mind

2020 ◽  
Vol 7 ◽  
pp. 238212052090789
Author(s):  
Alireza Jalali ◽  
Dahn Jeong ◽  
Stephanie Sutherland
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Observation Data ◽  
Aggregate Score ◽  
Significant Difference ◽  
Team Based Learning ◽  
Competency Based ◽  
Qualitative Phase ◽  
Traditional Section

Background: The shift in the medical education system from a time-based to a competency-based model has encouraged its adoption and application in competency-based education in anatomy classrooms, such as team-based learning models and flipped classroom models. This pilot study aimed to build on previous work of the linkages between anatomy-based learning (a flipped classroom model inspired by a modified team-based learning) and student learning and engagement, and further to assess the linkage between anatomy-based learning and academic performance. Methods: A sequential mixed-methods design was employed to first gather and analyse quantitative data, including confidential student first semester scores in anatomy: gender, stream, anatomy-based learning, and final anatomy overall mark. The quantitative phase was followed by a qualitative phase in which a series of 8 anatomy laboratories were observed (4 anatomy-based learning and 4 traditional). Thematic analysis was performed on the observation data. Results: Aggregate anatomy-based learning and traditional stream tests, and final unit scores were compared. The anatomy-based learning and final unit scores showed little difference between students in the anatomy-based learning and students in the traditional stream. Students using anatomy-based learning had an aggregate score of 1.15 and final aggregate mark of 72, whereas students in the traditional section had an aggregate score of 1.19 and final mark of 79. Qualitative phase was undertaken to try to assess the linkages between anatomy-based learning and student learning. Observations showed that students in the anatomy-based learning section spent more time on task as compared with their peers in the traditional stream. The anatomy-based learning students also seemed to practice more self-directed learning and employed more multimodal learning strategies than the traditional section stream. Discussion/conclusions: Although the quantitative results of this study showed no significant difference in mean scores between anatomy-based learning and traditional designs, it was possible to observe the potential of flipped classroom model in engaging students in individual preparation, in team-based learning, and in consensus-based learning approaches.

The Effect of Discovery Learning Strategy and Learning Motivation on Learning Outcomes of Islamic Education Elementary School of Number 106190 Kotapari, Pantai Cermin District, North Sumatra

2020 ◽  
Vol 2 (2) ◽  
pp. 648-652
Author(s):  
Abd. Mukti ◽  
Zulheddi ◽  
Elfi Syahroini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Significant Difference ◽  
Quasi Experimental ◽  
High Motivation ◽  
Low Motivation

This study aims to determine: (1) differences in student learning outcomes taught by using the discovery learning strategy with student learning outcomes taught by expository strategies, (2) differences in the learning outcomes of students who have high motivation and low motivation by using learning learning strategies , (3) differences in learning outcomes of students who have high motivation and low motivation using expository learning strategies, and (4) the interaction between the effects of learning strategies and motivation on student learning outcomes. The research method used is quantitative with a quasi-experimental model of factorial design 2 x 2. The research sample is 1 class for discovery learning strategy learning and 1 class is expository learning strategy. Data collection instruments are tests and questionnaires. The data analysis technique is a two-way analysis of variance. The difference in value between the experimental class and the control class is not significant enough so that it can be interpreted that there cannot be a significant difference in student learning outcomes between the experimental class and the control class.

scholarly journals Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Mücahit Öztürk ◽  
Ünal Çakıroğlu
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Language Skills ◽  
Control Group ◽  
Test Results ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental

AbstractThis study examined the development of students’ language skills in a flipped English foreign language course designed with self-regulated learning strategies. The study was conducted with a quasi-experimental design. While the experimental group received the course through flipped classroom model designed with self-regulated learning strategies, control group did not use self-regulated learning strategies in the flipped classroom model. The results indicated that self-regulated learning strategies positively affected the development of foreign language skills in the flipped classroom model. A significant difference in favor of the group working with the platform including self-regulated learning strategies outperformed in speaking, reading, writing, and grammar test scores. However, no significant difference in the listening test results was found.

scholarly journals The Effect of Discovery Learning Strategy and Learning Motivation on Learning Outcomes of Islamic Education Elementary School of Number 106190 Kotapari, Pantai Cermin District, North Sumatra

2020 ◽  
Vol 2 (2) ◽  
pp. 648-652
Author(s):  
Abd. Mukti ◽  
Zulheddi ◽  
Elfi Syahroini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Significant Difference ◽  
Quasi Experimental ◽  
High Motivation ◽  
Low Motivation

This study aims to determine: (1) differences in student learning outcomes taught by using the discovery learning strategy with student learning outcomes taught by expository strategies, (2) differences in the learning outcomes of students who have high motivation and low motivation by using learning learning strategies , (3) differences in learning outcomes of students who have high motivation and low motivation using expository learning strategies, and (4) the interaction between the effects of learning strategies and motivation on student learning outcomes. The research method used is quantitative with a quasi-experimental model of factorial design 2 x 2. The research sample is 1 class for discovery learning strategy learning and 1 class is expository learning strategy. Data collection instruments are tests and questionnaires. The data analysis technique is a two-way analysis of variance. The difference in value between the experimental class and the control class is not significant enough so that it can be interpreted that there cannot be a significant difference in student learning outcomes between the experimental class and the control class.

PENGARUH PENDEKATAN SAINTIFIK DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAMDI MADRASAH TSANAWIYAH MESRAKOTA PEMATANGSIANTAR

2019 ◽  
Vol 3 (2) ◽  
pp. 32
Author(s):  
Mul Iadi
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Kinesthetic Learning ◽  
Significant Difference ◽  
Scientific Approach

<p>The purpose of this study was to find out: (1) differences in Akidah<br />Akhlak learning outcomes of students taught with scientific approaches<br />with students taught with contextual approaches, (2) differences in<br />learning outcomes Akidah Akhlak students who have visual, auditory and<br />kinesthetic learning styles, and (3) the influence of the scientific approach<br />and student learning styles on the learning outcomes of Akidah Akhlak.<br />This research method is quasi-experimental with the population of this<br />study are students of class VII (Seven). The sample was chosen into two<br />classes with cluster random sampling technique, in this case selected for<br />the experimental class with a scientific approach is class VIIa with the<br />number of students 31, while for the control class that is the contextual<br />approach is class VIId with the number of students 34. Instruments of data<br />collection is a questionnaire and test of learning outcomes. The technique<br />by analysis of variance (Anava) at "α" = 0.05. The results of this study are:<br />(1) student learning outcomes taught with scientific approach (= 33.5)<br />higher than student learning outcomes taught with contextual approaches<br />(= 28,7), with Fcount = 68,10&gt; Ftable = 3.988 , (2) student learning<br />outcomes with visual learning style (= 34.21) higher than student learning <br />outcomes with kinesthetic learning styles (= 28.38) and auditory learning <br />styles (= 27.69), with Fcount = 79,32 &gt; Ftable = 3.988. And (3) there is an<br />interaction between learning strategies and learning styles towards<br />learning outcomes with statistical calculations known F count = 30,16&gt;<br />Ftable = 3.988. Further test calculations using the Scheffe test also showed<br />a significant difference between student learning outcomes taught by the<br />scientific approach and the contextual approach (CTL) as well as student<br />learning outcomes with visual, auditory and kinesthetic learning styles.</p>

scholarly journals The Flipped Classroom in Medical Education: Engaging Students to Build Competency

2015 ◽  
Vol 2 ◽  
pp. JMECD.S23895 ◽  
Author(s):  
Larry Hurtubise ◽  
Elissa Hall ◽  
Leah Sheridan ◽  
Heeyoung Han
Keyword(s):  
Medical Education ◽  
Learning Strategies ◽  
Interprofessional Education ◽  
Flipped Classroom ◽  
Curricular Reform ◽  
Teaching Perspectives ◽  
Technological Advances ◽  
Competency Based ◽  
Didactic Material ◽  
Face Time

The flipped classroom represents an essential component in curricular reform. Technological advances enabling asynchronous and distributed learning are facilitating the movement to a competency-based paradigm in healthcare education. At its most basic level, flipping the classroom is the practice of assigning students didactic material, traditionally covered in lectures, to be learned before class while using face-to-face time for more engaging and active learning strategies. The development of more complex learning systems is creating new opportunities for learning across the continuum of medical education as well as interprofessional education. As medical educators engage in the process of successfully flipping a lecture, they gain new teaching perspectives, which are foundational to effectively engage in curricular reform. The purpose of this article is to build a pedagogical and technological understanding of the flipped classroom framework and to articulate strategies for implementing it in medical education to build competency.

scholarly journals INFLUENCE STRATEGY LEARNING BASED PROBLEMS WITH THE CONVENTIONAL LEARNING TO STUDENT LEARNING OUTCOMES

2013 ◽  
Vol 2 (1) ◽  
pp. 68
Author(s):  
Ratelit Tarigan
Keyword(s):  
Standard Deviation ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Student Learning Outcomes ◽  
Test Analysis ◽  
Average Value ◽  
9Th Grade ◽  
Significant Difference ◽  
Quasi Experimental

This study aims to determine the differences in learning outcomes of students who use learning strategies based on problems with the conventional instructional strategies in the subject matter and measuring student learning activities when using learning strategies based on problems with conventional learning. The study was quasi-experimental. The population is all class X Semester Gasal SMA Swasta Martadinata consisting of 9 classes. Sampling was done by cluster random sampling by taking 2 classes of 9th grade classes were randomly ie X-7 as the experimental class and numbered 34, the class X-6 as a control class numbered 35 people. The results showed the average value of the experimental class pretest 32.20 with a standard deviation of 12.40 and a control class 31.40 with a standard deviation of 10.90. After completion of learning is given, the value of the average post-test on the experimental class of 76.50 with a standard deviation of 9.20 and a control class is 69.00 with a standard deviation of 9.10. T-test analysis results of the two parties obtained tcount = 3.42, while for ttable = 1.67 so that tcount > ttable. This means that Ha is accepted and Ho is rejected, or is there a significant difference between the learning outcomes of students who use learning strategies based on problems with student learning outcomes using conventional learning.

scholarly journals Pengaruh Strategi Contextual Teaching And Learning Dan Motivasi Belajar Terhadap Hasil Belajar Siswa SD

2021 ◽  
Vol 4 (1) ◽  
pp. 223-228
Author(s):  
Soritua Siregar Pahu ◽  
Ayi Darmana ◽  
Ucu Rahayu
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
High Learning ◽  
Living Things ◽  
Direct Model ◽  
Significant Difference ◽  
Direct Learning

This study aims to determine the effect of the interaction of CTL learning strategies and motivation on student learning outcomes on living things and their environment. This research was conducted at SD Negeri 02 Rantau Selatan, Labuhanbatu Regency. The instruments used were tests and questionnaires on learning motivation. The test instruments consist of 9 items of multiple choice, 9 items of essay test and 42 items of questionnaire. All instruments have been validated. The study used a quasi-experimental method with a 2 x 2 factorial design. The data analysis technique used ANOVA at the significance level α = 0.05. The results showed that student learning outcomes on living things and their environment materials taught using the CTL strategy were higher than student learning outcomes on living things and their environment taught using the Direct model Fcount  58.508 > Ftable  4.12, there is a difference. There is a significant difference between student learning outcomes in the material of living things and their environment that has high learning motivation with students who have low learning motivation Fcount  13.396 > Ftable  4.12, there is an interaction between learning strategies and learning motivation on student learning outcomes in the material living things and their environment Fcount 23.053 > Ftable 4.12. The results of the study can be concluded that the CTL strategy is better than direct learning. The CTL strategy is better used to teach students who have high learning motivation while direct learning is better used for students who have low learning motivation.

scholarly journals PEMBELAJARAN MODEL CONTEXTUAL TEACHING AND LEARNING DENGAN MEMANFAATKAN LINGKUNGAN SEBAGAI SUMBER BELAJAR IPS DALAM MENINGKATKAN PRESTASI BELAJAR SISWA

2018 ◽  
Vol 24 (1) ◽  
pp. 25-34
Author(s):  
Harry Surahman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Student Response ◽  
Learning Resource ◽  
Significant Difference ◽  
Contextual Teaching ◽  
Better Than

Education in Indonesia is still dominated by the view that knowledge of the facts that must be memorized. This has resulted in students becoming passive learners. Therefore, teachers are expected to select and apply the learning model appropriate to the situation and condition of learning. This is done to avoid failing students in learning, due to a lack of understanding of the concept as a whole. Contextual Teaching and Learning (CTL), as the concept of learning strategies that help teachers link between what is taught by the empirical facts known to the students and encourage students to create relationships through the application of knowledge in everyday life.The problem in this study are: (1) Learning by Utilizing CTL Model Environment as a Learning Resource IPS experimental class could be better than the conventional model in classroom learning control (2) Is the student response to learning with the use CTL as the Source of Learning Environment IPS better than Using Conventional.The design of such studies are experimental research with two groups pretest-posttest design. The subjects were students of class VII SMP Yadika Bangil Pasuruan the number of 25 students for each class experimental and control classes. The instrument used to collect data include questionnaires, achievement test, observation, and documentation. Data analysis using SPSS 17 software. Based on a statistical analysis of the study showed that there is a significant difference between the improvement of student learning outcomes in the classroom experiments with the control class. In more detail the following results were obtained: (1) The results show completeness minimal thorough standart (KKM) student learning after the learning process using CTL model to use the environment as a source of social studies with a completeness of 88%, (2) the activity of the students participating in learning activities with CTL using the environment as a learning resource better than the students who take conventional learning, (3) Students responded positively to the application of learning CTL model by using the environment as a source of learning, (4) barriers were found during the study that although a small percentage of his lack of time (lesson 2 hours x 40 minutes) so that students who have not completed the task in school serve as homework. Based on these findings it can be concluded that the CTL model by using the environment as a learning resourcein learning the topic of population and economic activity patterns of land use based on the physical condition of the Earth’s surface can improve student learning outcomes SMP Yadika Bangil.

Learn, Expand, Engage: A Model for Teaching Clinical Skills in the Helping Professions

2018 ◽  
Vol 29 (3) ◽  
pp. 104-114 ◽  
Author(s):  
Dorea Glance ◽  
Alessandra Rhinehart ◽  
Amanda Brown
Keyword(s):  
Student Learning ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Developmentally Appropriate ◽  
Individual Student ◽  
Learning Needs ◽  
Helping Professions ◽  
Lee Model ◽  
Competency Based ◽  
Higher Education Instruction

Drawing upon foundations in constructivist philosophies, learner-centered and flipped-classroom pedagogies, the Learn, Expand, Engage (LEE) Model for teaching clinical skills across the mental health helping professions is presented. Utilizing and incorporating strengths of multiple helping professions, the goals of this model is to enable postsecondary instructors to create environments for learning which empower students to reach the highest levels of learning described in the revised version of Bloom’s Taxonomy. Implications for use of the LEE model include developmentally appropriate instructional strategies based on mastery of clinical skills, active learning activities, and flexibility to respond to individual student learning needs. The LEE model provides a framework for higher education instruction that directly responds to a recently identified need for competency-based student learning pedagogy in the helping professions.

scholarly journals The Impact of a Flipped Classroom on Student Learning Achievements in EFL Classrooms

2020 ◽  
Vol 1 (2) ◽  
pp. p13
Author(s):  
Thieu Thi Hoang Oanh
Keyword(s):  
Qualitative Research ◽  
Student Learning ◽  
Research Design ◽  
Quantitative Research ◽  
Flipped Classroom ◽  
Self Regulation ◽  
Instructional Videos ◽  
Quantitative And Qualitative Research ◽  
Significant Difference ◽  
The Impact

The Flipped Classroom (FC) is one of the developing ideas of educating students. In a FC, students watch instructional videos at home in advance and do assignments or engage in activities during the class time. Classroom time can be applied to more interactive tasks. This research was to identify the effect of the FC on student learning achievements and gain insights into the students’ perceptions towards the FC. This study was conducted with 60 EFL students in the course Grammar 3 of their BA program in Kien Giang University, Vietnam. The participants were divided into a traditional class and a flipped class. The study consisted of both quantitative and qualitative research. The quantitative research design was to determine if there was a statistically significant difference in student learning results between two groups of participants. The qualitative research design with an open-ended question was to know students’ perceptions towards the effect of the FC. Findings indicated that (1) the students in the FC got higher scores than the students in the traditional one; and (2) the students in the FC stated that the FC model helped improve their learning results, develop their self-regulation, self-confidence and other soft skills.

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