scholarly journals Teaching “Shock Pathophysiology” by Flipped Classroom: Views and Perspectives

2020 ◽  
Vol 7 ◽  
pp. 238212052091085
Author(s):  
Rehana Rehman ◽  
Satwat Hashmi ◽  
Rozmeen Akbar ◽  
Syeda Sadia Fatima
Keyword(s):  
Student Satisfaction ◽  
Flipped Classroom ◽  
Technology Enhanced Learning ◽  
Group Discussions ◽  
Face To Face ◽  
Construction Of Knowledge ◽  
Reading Materials ◽  
Teaching Learning ◽  
Medical University ◽  
Enhanced Learning

Flipped classroom (FCR) is an active learning pedagogical method in which the students prepare prior to class using different modalities, for example, reading materials and videos, and afterward spend the time in class discussing the content and reinforcing the concepts. We chose to replace one problem-based case on “Shock” with flipped-style teaching in the respiration circulation module of a private medical university. Our objective was to use the clinical presentation of “Shock” to open a window to interrelate basic science concepts of cardiovascular physiology and pathology. It aimed to merge the case-based discussion with small-group discussions in the form of FCR activity. The qualitative study gives an overview of comments of facilitators, observers, and leadership of the Department and University obtained during focus group discussions and in-depth interviews. Thematic analysis of responses emphasized the importance of FCR as an effective teaching learning modality, which can be made more effective by careful selection of topic and provision of facilities to support technology-enhanced learning. The discussions with facilitators, observers, and leadership revealed its usefulness through student’s engagement and increased participation to build learning of the key concepts. Student satisfaction in these activities can be enhanced by construction of knowledge acquired in non–face-to-face component with substantial pre-reading materials, videos, peer discussions, quizzes, and prompt feedback.

Cross-disciplinary perspectives on the transition to remote education

2021 ◽  
pp. bmjstel-2020-000814
Author(s):  
Natasha Houghton ◽  
Will Houstoun ◽  
Sophie Yates ◽  
Bill Badley ◽  
Roger Kneebone
Keyword(s):  
Medical Education ◽  
Performing Arts ◽  
Procedural Knowledge ◽  
Clinical Skills ◽  
Technology Enhanced Learning ◽  
Practical Skills ◽  
Digital Resources ◽  
Face To Face ◽  
Direct Patient Contact ◽  
Enhanced Learning

The COVID-19 pandemic has prompted the cancellation of clinical attachments and face-to-face teaching at medical schools across the world. Experiential learning—through simulation or direct patient contact—is essential for the development of clinical skills and procedural knowledge. Adapting this type of teaching for remote delivery is a major challenge for undergraduate medical education. It is also an opportunity for innovation in technology enhanced learning and prompts educators to embrace new ways of thinking. In this article, the authors explored how educators from different disciplines (medicine, music and performing arts) are using technology to enhance practical skills-based learning remotely.The authors, five experienced educators from different fields (surgery, medicine, music and magic), jointly documented the transition to technology enhanced remote teaching through a series of five structured conversations. Drawing from literature on distance learning in medicine and professional experience in education, the authors identified seven practice-enhancing recommendations for optimising teaching of procedural knowledge and skills. These are: (1) make a virtue out of necessity; (2) actively manage your environment; (3) make expectations clear; (4) embrace purposeful communication; (5) use digital resources; (6) be prepared for things to go wrong and (7) personalise the approach. The authors argue that widening the discourse in technology enhanced learning to include cross-disciplinary perspectives adds richness and depth to discussions. This article demonstrates a cross-disciplinary approach to addressing challenges in technology-enhanced medical education.

A Blended Technologies Learning Community - From Theory to Practice

2011 ◽  
pp. 209-227 ◽  
Author(s):  
Barbara Rogers Bridges ◽  
Mary C. Baily ◽  
Michael Hiatt ◽  
Deborah Timmerman ◽  
Sally Gibson
Keyword(s):  
Learning Community ◽  
Program Development ◽  
Art Music ◽  
Technology Enhanced Learning ◽  
American Education ◽  
Face To Face ◽  
Urban Teacher Education ◽  
Theory To Practice ◽  
Urban Teacher ◽  
Enhanced Learning

This chapter of the section will share the journey of a higher education faculty development team as they meet the challenge to modify a state accredited teacher licensure program to be delivered in a technology-enhanced learning environment. The Bemidji/Metro Urban Teacher Education Collaborative faculty for physical education, art, music, educational psychology and Foundations of American Education recently began to develop hybrid (blended technologies and face-to-face) courses which will meet the new K-8 Minnesota state licensure competencies. In this chapter of the section, we will also suggest a model for future blended technologies program development.

Screencasting for Mathematics Online Learning

2012 ◽  
pp. 43-59 ◽  
Author(s):  
Birgit Loch
Keyword(s):  
Online Learning ◽  
Management System ◽  
Good Practice ◽  
First Year ◽  
Delivery Mode ◽  
Technology Enhanced Learning ◽  
Face To Face ◽  
Course Material ◽  
Enhanced Learning

This chapter presents a case study of technology integration to support student learning in a first year operations research course at a dual delivery mode university. The course is taken by on-campus and distance students at the same time. It is shown how both groups are treated the same in this course in terms of provision of course material, access to the course learning management system, and to screencasts of live classes and additional explanations. The only difference between the two groups is the on-campus students’ ability to attend live face-to-face classes and to interact with the lecturer. The chapter demonstrates how screencasting is used effectively in online learning. Its objective is to share good practice of technology enhanced learning.

Technology-Enhanced Learning Physical Education? A Critical Review of the Literature

2021 ◽  
pp. 1-21
Author(s):  
Julia Sargent ◽  
Antonio Calderón
Keyword(s):  
Physical Education ◽  
Critical Review ◽  
Digital Technology ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
Review Of The Literature ◽  
Critical Methodology ◽  
Teaching Learning ◽  
Enhanced Learning

Purpose: In this review, the three components of pedagogy (i.e., teaching, learning, curriculum) were used to critically investigate what is argued to be “enhanced” by digital technology. Method: Using a critical methodology, an answer was sought to the question, “What aspect(s) of pedagogy is claimed to be enhanced by the use of digital technology in PE?” The final set of papers are presented in terms of the claimed technological enhancement in teaching, learning, and curriculum. Findings: Interestingly, technology enhancements are presented most prevalently in terms of “enhancing student learning” in areas such as health or motivational variables. Technology was mainly used as a substitute for the teacher and not transformative of teaching and learning. Discussion/Conclusion: A critical analysis regarding what is done in the “name of PE.” This paper concludes by presenting suggestions on how to move the field forward and to debate the roles of digital technology in PE.

scholarly journals Effect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Education

Nutrients ◽  
2020 ◽  
Vol 12 (8) ◽  
pp. 2210 ◽  
Author(s):  
Gerardo Gómez-García ◽  
José Antonio Marín-Marín ◽  
José-María Romero-Rodríguez ◽  
Magdalena Ramos Navas-Parejo ◽  
Carmen Rodríguez Jiménez
Keyword(s):  
Flipped Classroom ◽  
Self Regulation ◽  
Educational Practice ◽  
Face To Face ◽  
Healthy Habits ◽  
Post Test ◽  
E Learning ◽  
Mixed Approach ◽  
Student Today ◽  
Teaching Learning

Currently, there are several methodological models that have broken into different disciplines of knowledge with the aim of making the teaching/learning process more dynamic, active and participatory for students. This is the case of Flipped Classroom, which is based on a mixed approach between e-learning and face-to-face teaching, as well as gamification, which bases its didactic principles on the recreational components of the games. Within this context, the aim of this research is to observe what effect the application of Flipped Classroom and gamification has in the development of motivation, autonomy and self-regulation towards learning through a didactic unit on healthy habits and diet in 202 students of 6th grade of Primary School from four different schools (public and state-subsidized) in the city of Granada (Spain). For this purpose, a methodological design was used with pre-test and post-test to check the effects of the experience on the students. The findings obtained showed that the application of these methods promoted an increase in students’ motivation, as well as in their autonomy and self-regulation when facing the contents of the subject. For this reason, it is advocated that there is a need to continue promoting a quality and innovative educational practice according to the figure of the student today.

scholarly journals A usability evaluation of a blended MOOC environment: An experimental case study

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Ahmed Mohamed Fahmy Yousef ◽  
Mohamed Amine Chatti ◽  
Ulrik Schroeder ◽  
Marold Wosnitza
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Online Courses ◽  
Usability Evaluation ◽  
Technology Enhanced Learning ◽  
Face To Face ◽  
Stakeholder Perspectives ◽  
Evaluation Approach ◽  
Enhanced Learning

<p>In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context. In this paper, we present the design, implementation, and evaluation details of a bMOOC course on “Teaching Methodologies” at Fayoum University, Egypt in cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L2P-bMOOC. In order to gauge the usability and effectiveness of the course, we employed an evaluation approach based on Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation, and a custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives.</p>

scholarly journals OpenTEL: Lessons from a Pandemic for the Future of Distance Education

2021 ◽  
pp. 410-419
Author(s):  
Francisco Iniesto ◽  
Victoria L. Murphy ◽  
Eileen Scanlon ◽  
Shi Min Chua
Keyword(s):  
Institutional Support ◽  
Educational Institutions ◽  
Technology Enhanced Learning ◽  
Digital Revolution ◽  
Online Tools ◽  
The World ◽  
The Media ◽  
Research In Education ◽  
Teaching Learning ◽  
Enhanced Learning

The move to introduce technology enhanced learning (TEL) is a trend that has been observed for decades. Following the disruption arising from Covid-19 pandemic, there has been a move to remote teaching in universities across the world. This move has put the transformation or digital revolution in the limelight in the media. TEL is of strategic importance to the conduct of teaching, learning and research in education internationally. TEL, when combined with the growing benefits of open approaches to education, leads to a potentially transformational means of learning. In this paper the authors introduce some examples of research projects from the Open University’s OpenTEL research grouping. These examples highlight some of the work conducted relating to supporting students, universities, and communities using TEL during the pandemic. OpenTEL research has identified that Covid-19 has exposed the need for better institutional support for students who are facing stress and disruption in their studies; collaboration among higher educational institutions to share knowledge; better engagement in the online pivot ; and understanding of the possibilities (and limitations) for online tools to maintain existing research communities.

Evaluation of innovative digital microscopy and interactive team-based learning approaches in histology teaching

2021 ◽  
Vol 2021 (March) ◽  
pp. 1-16
Author(s):  
Zeeshan Durrani ◽  
Lucy Pickavance ◽  
Denis Duret ◽  
Sarah Nevitt ◽  
Karen Noble
Keyword(s):  
Flipped Classroom ◽  
Virtual Learning Environment ◽  
First Year ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Student Preferences ◽  
Team Based Learning ◽  
Alternative Approaches ◽  
Tissue Specimens ◽  
Enhanced Learning

Histology teaching in veterinary science and other higher education clinical programmes has traditionally relied on light microscopy in a laboratory setting. However, increasing student numbers, limited flexibility of these tools for learning outside the lab, and, most recently, the COVID-19 pandemic, are driving the search for alternative approaches to delivery and sustaining of learning resources. Improved digital technologies, increasingly available through technology-enhanced learning facilities, can help address these issues. Thus, we created a digitized, interactive library of slide-mounted tissue specimens accessible through our institutional virtual learning environment, piloted its uptake by first-year BVSc students, tested it in combination with a team-based learning/flipped classroom strategy, and compared old and new approaches by evaluating student preferences and histology examination results. Students reported greater engagement with the new resource which appeared to influence exam results positively. We identify future areas of investigation and suggest developments to these approaches to encourage adoption across curricula.

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