scholarly journals Faculty readiness for a digital education model: A self-assessment from health sciences educators

2021 ◽  
Vol 37 (5) ◽  
pp. 116-127
Author(s):  
Silvia Lizett Olivares Olivares ◽  
Mildred Lopez ◽  
Roman Martinez ◽  
Juan Pablo Nigenda Alvarez ◽  
Jorge E. Valdez-García
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Faculty Members ◽  
Patient Centered ◽  
Self Assessment ◽  
Cross Sectional ◽  
Digital Education ◽  
Digital Skills ◽  
Faculty Readiness ◽  
Education Model

During the COVID-19 pandemic, the continuity of education across the world is being supported through e-learning. Healthcare programs especially, require continuing patient-centered training to benefit individuals and society. The objective of this study was to assess the faculty members’ skills to continue educational services through a digital education model at the beginning of the lockdown. The methodology consisted in a quantitative approach descriptive and cross-sectional design. The instrument was a survey with two sections: (1) self-assessment and (2) self-ranking based on the digital education model. The results for 497 participants indicated higher scores on active learning and web conference digital skills. Evaluation is still a competence required to be reinforced by the faculty to incorporate a full transition into online learning. There seems to be an agreement about faculty readiness to implement different active learning strategies, despite being in a distance education model. Implications for practice: University leaders welcomed the self-assessment that faculty members performed on digital skills as it allowed them to adapt the training programs and designate staff teams to support the educators once classes restarted. Educators implementing a digital education model should consider a planned and structured educational solution that is beyond the distance between learners and teachers, but an engaging environment for learning incorporating different technologies and active pedagogies.

Assessment of Active Learning

2011 ◽  
Author(s):  
Kay Gibson ◽  
Carolyn M. Shaw
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Traditional Teaching ◽  
Video Content ◽  
Self Assessment ◽  
Learning Techniques ◽  
Traditional Teaching Methods ◽  
Measurement Tools ◽  
Active Learning Strategies ◽  
Assessment Techniques

With the shift in learning objectives that were more focused on the development of skills and processes, new assessment techniques were required to be developed to determine the effectiveness of new active-learning techniques for teaching these skills. In order for assessment to be done well, instructors must consider what learning objective they are assessing, clarify why they are assessing and what benefits will derive from the process, consider whether they will conduct assessments during or after the learning process, and specifically address how they will design solid assessments of active learning best suited to their needs. The various types of assessment for active-learning strategies include written and oral debriefing, observations, peer- and self-assessment, and presentations and demonstrations. In addition, there are several different measurement tools for recording the assessment data, including checklists and student surveys. A final aspect to consider when examining assessment techniques and measurement tools is the construction of an effective rubric. Ultimately, further research is warranted in the learning that occurs through the use of active-learning techniques in contrast with traditional teaching methods, the “portability” of active-learning exercises across cultures, and the use of newer media—such as internet and video content—as it is increasingly incorporated into the classroom.

scholarly journals Active Learning Multi-Strategies

2020 ◽  
Vol 10 (1) ◽  
pp. 87-94
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Cross Sectional ◽  
First Semester ◽  
Effective Learning ◽  
Multiple Strategies ◽  
Self Study ◽  
Cross Sectional Design

The competitive educational environment and globalization promote the adoption of multiple strategies that instill effective learning. Embracing different learning strategies helps keep the students focused and engaged. Not only this, but it also helps to evaluate the grey areas in their learning. The active learning improves student’s engagement and helps develop a conducive learning environment. Given this, the study investigates the effectiveness of active learning in computer science (CS) students. Primarily, it illustrates the active learning multi-strategies and how they positively contribute to the learning environment. A cross sectional design is used following a quantitative approach. The data is gathered from 74 students through a survey using a close-ended questionnaire. These students were enrolled in two different semesters, which was then statistically analyzed. Results showed that self-study improved the students learning outcomes by 77% for first semester students and by 78% for second-semester students. Effectiveness of peer review was 72% and 70%, while for clickers, it was 62% and 63%, respectively. The use of multi-strategies is instrumental in improving students learning. Such as, it helps increase learners’ knowledge, confidence, and constructive interaction in the classroom setting.

scholarly journals Learning strategies of dental undergraduates of orthodontics and prosthodontics.

2019 ◽  
Vol 26 (08) ◽  
pp. 1311-1314
Author(s):  
Muhammad Azeem ◽  
Momina Akram ◽  
Rubbab Asghar ◽  
Arfan ul Haq ◽  
Nadeem Tarique ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Global Scale ◽  
Cross Sectional Study ◽  
Dental Students ◽  
Learning Preferences ◽  
Faculty Members ◽  
Cross Sectional ◽  
Index Of Learning Styles ◽  
Medical University

It is very important for faculty members to know how students learn so that they can modify teaching methods accordingly. To measure the learning preferences of dental undergraduates at Faisalabad Medical University, Pakistan. Study Design: A Cross-sectional study. Setting: Orthodontic Department, Dental Section- Faisalabad Medical University, Faisalabad. Period: Session 2017-18. Materials and Methods: Present study was conceived on the final year dental undergraduates (n=40) of Faisalabad Medical University, Pakistan to determine the learning preferences. Questionnaire was administered using Felder and Soloman’s Index of Learning Styles. The descriptive statistics were applied and survey data were converted in to scores. Results: The results showed that most of the undergraduate dental students were verbal learners (50%). On the sequential/global scale, 55% were balanced and 40% were sequential learners. On the active/reflective scale, 45% were balanced, and 30% were active. On the sensing/intuitive scale, 50% were balanced, and 38% were sensing. Conclusion: The undergraduate dental students were found to be mostly verbal learners.

scholarly journals A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

2014 ◽  
Vol 38 (3) ◽  
pp. 246-252 ◽  
Author(s):  
Cynthia J. Miller ◽  
Michael J. Metz
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Educational Games ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Comfort Level ◽  
Audience Response ◽  
Class Time

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom ( n = 116) and professional-level physiology faculty members ( n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time.

Faculty Adoption of Active Learning Strategies via Paired Teaching: Conclusions From Two Science Departments

2019 ◽  
Vol 049 (01) ◽  
Author(s):  
Linda Strubbe ◽  
Jared Stang ◽  
Tara Holland ◽  
Sarah Bean Sherman ◽  
Warren Code
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Active Learning Strategies ◽  
Science Departments
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