scholarly journals Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education

2016 ◽  
Vol 16 (1) ◽  
Author(s):  
Guido Makransky ◽  
Mads T. Bonde ◽  
Julie S. G. Wulff ◽  
Jakob Wandall ◽  
Michelle Hood ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Virtual Learning ◽  
Medical Genetics ◽  
Virtual Learning Environment ◽  
Theory And Practice ◽  
Simulation Based

ClassSim

2012 ◽  
pp. 591-605
Author(s):  
Brian Ferry ◽  
Lisa Kervin ◽  
Lisa Carrington
Keyword(s):  
Learning Environment ◽  
Virtual Learning ◽  
Content Delivery ◽  
Teaching Profession ◽  
Virtual Learning Environment ◽  
Theory And Practice ◽  
Key Features ◽  
Games And Simulations ◽  
Future Work ◽  
Indicators Of Success

This chapter presents one approach to educator development through games and simulations. The goal of the authors’ project was to enhance pre-service teachers’ ability to bridge the gap between the theory and practice of teaching. Some criteria that the authors regarded as indicators of success were the facilitation a professional dialogue, an emerging understanding of content delivery and the articulation of workplace culture in the teaching profession. The chapter describes the theory underpinning of the design and the research approaches used. In particular, the authors explain how cognitive load theory was applied to the design of the key features of this virtual learning environment. They also summarize six years of research that has consistently found that the virtual learning environment of ClassSim provides an effective way of introducing pre-service teachers to their future work in classrooms.

scholarly journals 771 Shaping the Virtual Learning Environment: Emojis As A Novel Feedback Modality for Content Delivery in Postgraduate Medical Education

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
K Rajdev ◽  
E Watts ◽  
M Eastwood ◽  
S Goh ◽  
U Ahmed ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Postgraduate Medical Education ◽  
Virtual Learning ◽  
Content Delivery ◽  
Virtual Learning Environment ◽  
Free Text ◽  
The Novel ◽  
Feedback Systems ◽  
Rapid Appraisal

Abstract Introduction Postgraduate medical education in the wake of a pandemic has sparked creativity, evolving novel platforms concordant with socially distanced learning. Inevitably, evaluation is critical in navigating improvements in content delivery. However, as culture continues to shift away from didactic teaching, students are at risk of ‘feedback overload’. We propose a novel emoji scale to facilitate rapid appraisal. Method A three-point emoji scale was developed within the novel virtual learning environment for core surgical training in the West Midlands. Engagement with the emoji system was assessed and correlated with conventional post-course questionnaires. Results The novel emoji system provided a rapid mechanism for trainees to express opinion on individual modules immediately following completion. Parallels to social media meant this modality felt familiar to trainees. Simplification of feedback permitted prompt, targeted review of modules for improvement, as opposed to laborious collection and analysis of standard post-course questionnaires. Literature review revealed limited research regarding similar emoji-based responses, or the validity of Likert or free-text based feedback systems. Conclusion As virtual learning evolves following COVID-19, feedback systems help guide evolution. Emoji-based feedback may provide the key to prompt, accessible evaluation of VLE platforms.

scholarly journals Student Support System in Virtual Learning Environment for Medical Education: McKenna Content Analysis Method

2020 ◽  
Author(s):  
Zohrehsadat Mirmoghtadaie ◽  
Mojgan Mohammadimehr
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Support System ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Social Needs ◽  
Content Analysis Method

Abstract Background: Student support services are a broad and important concept in education, each of which is related to a specific set of hypotheses related to the subject. This lack of theoretical and conceptual ambiguity has led to poor understanding and communication between researchers and policymakers and problems in comparing studies in different fields. The purpose of this study is to explain the student support system in virtual learning environment for medical education.Methods: This study was a qualitative research. An extensive search in scientific databases was carried out based on predetermined strategies, and 53 documents were reviewed from 1996 until 2019. Data were analyzed based on Hugh McKenna’s nine-step approach. Results: According to the literature review, determining the support services of students in virtual learning, providing academic and non-academic services is the responsibility of students' cognitive, emotional and social needs. These services lead to greater student participation in the process of self-learning and academic achievement, which is done at three levels: (pre-program, learning process and post-graduate support services). Student support services were categorized into conceptual areas (level, dimensions, and purpose) and the relationship between these conceptual areas was identified.Conclusions: Based on the findings of this study, student support services in virtual learning can be divided into two categories: academic and non-academic with relevant subcomponents. It is recommended that educators and policy makers use these results to facilitate student support for different types of virtual learning.

ClassSim

2010 ◽  
pp. 238-251 ◽  
Author(s):  
Brian Ferry ◽  
Lisa Kervin ◽  
Lisa Carrington
Keyword(s):  
Learning Environment ◽  
Virtual Learning ◽  
Content Delivery ◽  
Teaching Profession ◽  
Virtual Learning Environment ◽  
Theory And Practice ◽  
Key Features ◽  
Games And Simulations ◽  
Future Work ◽  
Indicators Of Success

This chapter presents one approach to educator development through games and simulations. The goal of the authors’ project was to enhance pre-service teachers’ ability to bridge the gap between the theory and practice of teaching. Some criteria that the authors regarded as indicators of success were the facilitation a professional dialogue, an emerging understanding of content delivery and the articulation of workplace culture in the teaching profession. The chapter describes the theory underpinning of the design and the research approaches used. In particular, the authors explain how cognitive load theory was applied to the design of the key features of this virtual learning environment. They also summarize six years of research that has consistently found that the virtual learning environment of ClassSim provides an effective way of introducing pre-service teachers to their future work in classrooms.

ClassSim

2011 ◽  
pp. 956-970
Author(s):  
Brian Ferry ◽  
Lisa Kervin ◽  
Lisa Carrington
Keyword(s):  
Learning Environment ◽  
Virtual Learning ◽  
Content Delivery ◽  
Teaching Profession ◽  
Virtual Learning Environment ◽  
Theory And Practice ◽  
Key Features ◽  
Games And Simulations ◽  
Future Work ◽  
Indicators Of Success

This chapter presents one approach to educator development through games and simulations. The goal of the authors’ project was to enhance pre-service teachers’ ability to bridge the gap between the theory and practice of teaching. Some criteria that the authors regarded as indicators of success were the facilitation a professional dialogue, an emerging understanding of content delivery and the articulation of workplace culture in the teaching profession. The chapter describes the theory underpinning of the design and the research approaches used. In particular, the authors explain how cognitive load theory was applied to the design of the key features of this virtual learning environment. They also summarize six years of research that has consistently found that the virtual learning environment of ClassSim provides an effective way of introducing pre-service teachers to their future work in classrooms.

Research on Virtual Learning Community Based on Physical Knowledge

2011 ◽  
Vol 214 ◽  
pp. 688-692
Author(s):  
Meng Long Li ◽  
Hong Jian Peng ◽  
Xin Kang Zhang
Keyword(s):  
Knowledge Management ◽  
Physical Education ◽  
Learning Environment ◽  
Success Factors ◽  
Virtual Learning ◽  
Development Project ◽  
Virtual Learning Environment ◽  
Theory And Practice ◽  
Human Interaction ◽  
Physical Knowledge

Based on "Information Technology Curriculum Resources Development" project and their own experience of teaching and learning, knowledge management, physical education-based virtual learning environment built for a more in-depth theory and practice of verification. In this article, the concept of physical education to become a leader in knowledge management, virtual reality user experience possible, emphasizing the virtual learning environment, the flow of knowledge and human interaction, proposed to build a virtual learning environment, the key success factors: culture, management, protection technology and knowledge precipitation, knowledge sharing, learning and application of knowledge, knowledge innovation, knowledge of the formation of benign drive the wheel.

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