TEACHING – LEARNING – SELF-DIRECTED LEARNING: PHOLOSOPHIСAL ASPECT

Abstract Background Human cadaveric dissection is considered as a core teaching tool and plays a major role in active learning process of students. However, students’ active participation and self-directed learning in dissection hall has declined over the period of time. Group discussion in dissection hall allows students to participate actively, engage in cooperative interaction, communicate effectively, and utilize self-directed learning. Therefore, group discussion has been introduced and assessed as a teaching-learning method in dissection with the aim of improving participation, learning, and communication skill of students in dissection hall. Methods This study was conducted on 100 students of Pramukhswami Medical College, Karamsad, Anand, Gujarat, India, during the 2018–2019 academic year. Students were divided in 10 groups for dissection. Group discussion was introduced as a teaching-learning method and assessed during dissection. Data were collected through anonymous feedback and then statistically analyzed. Result There was significant increase in active participation of most students during dissection: 79% students rated this method as good or excellent; 51 to 74% students agreed that this method helped them in better understanding of subject, improving dissection skills and communication; and 68% students agreed that working in group is better as compared with traditional method of dissection. The Cronbach's alpha of feedback questionnaire was 0.816. Conclusion Students perceived that the group discussion during dissection not only helped in creating active participation and better understanding of subject but also helped improve learning, communication, and dissection skills.

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Crossword puzzles versus Student-Led Objective Tutorials (SLOT) as innovative pedagogies in undergraduate medical education

Scientia Medica ◽

10.15448/1980-6108.2021.1.37105 ◽

2021 ◽

Vol 31 (1) ◽

pp. e37105

Author(s):

Dr. Preethi J Shenoy ◽

Dr. Rashmi R Rao

Keyword(s):

Undergraduate Students ◽

Multiple Choice Questions ◽

Small Group Teaching ◽

Self Directed Learning ◽

Tutorial Group ◽

Crossword Puzzle ◽

Significant Difference ◽

Directed Learning ◽

Teaching Learning ◽

Crossword Puzzles

AIMS: Small group teaching in Pharmacology offers an effective platform to encourage interaction amongst peers and self-directed learning. The present study is an attempt to assess and compare the effectiveness and perception of students on two different pedagogical methods: Crossword puzzles and Student Led Objective Tutorials (SLOT).METHODS: Second year undergraduate students who gave their informed consent were divided randomly into two groups: one which received crossword puzzle as a teaching learning method and the other had SLOT during which the students conducted an interactive quiz with multiple choice questions prepared by themselves. The students’ perceptions were recorded using a self-administered questionnaire. One week later, a unit test was conducted for both the groups and the performance of the students was compared. Statistical analysis was done using independent Student’s T test with SPSS version 15.0.RESULTS: Analyses revealed a statistical significant difference (P<0.001) between the mean marks obtained in the SLOT group (n= 74; 6.5±3.8) and the marks obtained in the crossword group (n= 87; 4.2±2.9), with the students in the tutorial group performing better. The students opined that SLOT sessions helped them to understand Pharmacology better whereas crossword sessions enabled them to memorize the names of the drugs.CONCLUSION: The present study revealed that SLOT sessions fared better compared to the crossword puzzles in terms of improving the students’ test scores. It fostered teamwork, self-directed learning skills and critical thinking. Crossword puzzles make the session more student friendly as it is fun and engaging but a careful design is inevitable as it may fail to test in-depth learning in students.

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Exam wrapper and metacognition for undergraduate surgery students in exam preparation

International Surgery Journal ◽

10.18203/2349-2902.isj20205361 ◽

2020 ◽

Vol 7 (12) ◽

pp. 4083

Author(s):

Kishore Kumar Kannan ◽

Ramula Muthammal

Keyword(s):

Metacognitive Skills ◽

Self Directed Learning ◽

Exam Preparation ◽

Conventional Teaching ◽

Group Data ◽

Metacognitive Intervention ◽

Focus Group Data ◽

Directed Learning ◽

Teaching Learning ◽

The Impact

Background: An exam wrapper is a structured debriefing questionnaire tailored to help the students understand their performance in the examination and help them to plan and develop improvement strategies. Exam wrappers give students a structured reﬂection about how they performed in a particular exam and act as a useful tool to perform better in the next exam. This mixed-method study was conducted to assess the impact of exam wrapper on metacognitive skills of surgery students and to assess the perception of students on its application in exam preparation.Methods: Metacognition was assessed using the metacognitive inventory questionnaire for students learning surgery. Nonparametric Friedman test was used to analyze quantitative data and qualitative data which were collected from four identified focus groups students who completed the exam wrapper sessions.Results: Students who used the exam wrapper throughout the semester demonstrated appreciable improvement in metacognition (p=0.013). Focus group data showed that students found the exam wrapper useful and effective. The analysis revealed the students' trust that, the faculties can make a change, complementary to conventional teaching-learning methods and reflecting the exam paper helps them to perform better.Conclusions: Medical students in surgery perceive this tool as useful and their application of exam wrapper as an effective tool in metacognition. This type of metacognitive intervention needs to be adopted across different departments for exam wrapper to be more engaging and direct students towards self-directed learning.

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Vocational education of young adults in England: a systemic analysis of teaching–learning transactions that facilitate self-directed learning

Journal of Vocational Education and Training ◽

10.1080/13636820.2018.1463280 ◽

2018 ◽

pp. 1-25 ◽

Cited By ~ 1

Author(s):

Thomas Howard Morris

Keyword(s):

Young Adults ◽

Vocational Education ◽

Self Directed Learning ◽

Systemic Analysis ◽

Directed Learning ◽

Teaching Learning ◽

Analysis Of Teaching

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An Innovative Framework for Teaching/Learning Technical Courses in Architectural Education

Sustainability ◽

10.3390/su12229514 ◽

2020 ◽

Vol 12 (22) ◽

pp. 9514

Author(s):

Sardar S. Shareef ◽

Guita Farivarsadri

Keyword(s):

Qualitative Content Analysis ◽

Technical Knowledge ◽

Professional Lives ◽

Construction Technology ◽

Self Directed Learning ◽

Scientific Databases ◽

Learning Framework ◽

Directed Learning ◽

Teaching Learning

This study presents a teaching/learning framework based on parallels between problem-based learning (PBL), constructivist pedagogy, and design, which enables students to learn technical courses in a way that promotes sustainable and self-directed learning. The study used qualitative content analysis of literature surveyed from scientific databases to determine thematic codes and find the relations. The theoretical framework was implemented in a case study conducted in a second-year course in building construction technology at Tishk International University, Sulaimaniya, Iraq. The results indicate that solving ill-defined problems increased student enjoyment in learning various subjects through several teaching methods including self-directed learning. The instructor’s role is to facilitate learning rather than to provide knowledge by showing the solutions. This stimulates the students’ curiosity toward understanding problems and approaching solutions through a game-based scheme. The suggested framework can be a guide for instructors teaching technical courses of any kind. This method equips students with technical knowledge that benefits them in their studies and their professional lives after graduation, as they can integrate both their design and technical knowledge.

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Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University

Review of European Studies ◽

10.5539/res.v9n4p8 ◽

2017 ◽

Vol 9 (4) ◽

pp. 8

Author(s):

Setareh Mousavi ◽

Mohammadreza Nili ◽

Ahmadreza Nasr ◽

Mohammad Masoud

Keyword(s):

Art Education ◽

Quantitative Methods ◽

Learning Activities ◽

Structured Interviews ◽

Self Directed Learning ◽

Qualitative And Quantitative Methods ◽

Directed Learning ◽

Competency Based ◽

Teaching Learning ◽

Innovation Indicators

The present research mainly aims to determine the innovation indicators for teaching in Art University. Qualitative and quantitative methods have been used. The data were collected from semi-structured interviews and Self-made questionnaire. The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for “teaching-learning activities” is less than medium.

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A teaching–learning framework for adaptive instruction using cooperative learning and Socratic questioning to promote self-directed learning: A systematic literature review

NWU Self-Directed Learning Series - Self-Directed Learning for the 21st Century: Implications for Higher Education ◽

10.4102/aosis.2019.bk134.08 ◽

2019 ◽

pp. 239-282

Author(s):

Dorothy Laubscher ◽

Keyword(s):

Cooperative Learning ◽

Literature Review ◽

Systematic Literature Review ◽

Self Directed Learning ◽

Adaptive Instruction ◽

Learning Framework ◽

Socratic Questioning ◽

Directed Learning ◽

Teaching Learning

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Emerging Use of Tablets in K-12 Environments

Early Childhood Development ◽

10.4018/978-1-5225-7507-8.ch042 ◽

2019 ◽

pp. 857-876 ◽

Cited By ~ 1

Author(s):

Alex Kumi-Yeboah ◽

Kelli Sue Campbell

Keyword(s):

21St Century ◽

Instructional Delivery ◽

Google Earth ◽

Self Directed Learning ◽

Web 2.0 Tools ◽

Smart Board ◽

Apple Ipad ◽

Directed Learning ◽

Teaching Learning ◽

K 12

In the 21st century, tablets have become one of the leading instructional technology devices used for instructional delivery in K-12 schools. The emerging use of tablets in K-12 schools include iPads, Android, Google Earth, Diigo, Blogger, GRiDPad, Modbook, iPhone, iPod, Kindle, Nook, Web 2.0 tools, Google Apps, iBook Author, iTunes U, the Apple iPad 2, Kindle Fire, Asus Nexus7, Galaxy, and smart board. Integration of tablets used in K-12 environments has proven to help students navigate their own learning, but its impact is not fully utilized in classrooms. It is common for students to own and use tablets in the teaching learning process because they are empowered to navigate, strategize, and create avenues for self-directed learning. Yet to date, not much is known about the increasing uses of tablets in the classroom setting, instructional implications on students and teachers, and its challenges in K-12 schools. This chapter addresses the emerging trend of tablet usage in K-12 schools, benefits of tablets in K-12 schools, instructional implications of tablet usage on student learning, and challenges facing teachers with regards to the use of tablets in the classroom. Recommendations for future studies and a conclusion are discussed.

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