scholarly journals Perception of quiz as an adjunctive learning modality in clinical microbiology amongst medical students of central India

2021 ◽  
Vol 9 (1) ◽  
pp. 24-30
Author(s):  
Mehta A ◽  
Bansal H ◽  
Tripathi K
Keyword(s):  
Active Learning ◽  
Central India ◽  
Learning Approaches ◽  
Learning Tools ◽  
Learning Tool ◽  
Educational Benefits ◽  
Learning Modalities ◽  
Wide Range ◽  
Teaching Learning ◽  
The Right

Background: The conventional teaching modalities like lectures if practiced alone can’t transfer concepts as effectively as active learning approaches like quiz and serve only as a data transferring tool. There is a wide range of educational benefits of quiz like enhanced learning, conceptualization and improved academic performance which makes it the right candidate to be explored as an adjunctive learning tool. Purpose: This study was undertaken to document perception of students regarding utility of quiz as a complementary teaching modality. Methodology: In this interventional study conducted in the Department of Microbiology, Govt. Medical College, Datia, India. Second MBBS students were divided into two groups of 34 students each. The topic standard precautions were covered through two learning modules. One module through didactic lecture to one group and through self study followed by quiz to another. Cross over was done for the other module. The students’ perceptions regarding the utility of quiz as an adjunctive learning tool were recorded on the five point Likert scale in addition to the general feedback. Results: On analyzing the feedbacks, majority of students were found to be very receptive and inclined towards the active learning methods like quizzing. They felt more involved, interested and motivated through such sessions. Conclusions: The students’ perception regarding quiz was very positive. So, there is a need to explore the prospects of incorporating such active teaching learning modalities as adjunctive learning tools in medical education.

scholarly journals Quiz as an adjunctive modality in teaching Clinical Microbiology for Undergraduate Medical Students

2021 ◽  
Vol 9 (3) ◽  
pp. 31
Author(s):  
Abhishek Mehta ◽  
Kiran Tripathi ◽  
Himanshi Bansal
Keyword(s):  
Active Learning ◽  
Clinical Microbiology ◽  
Central India ◽  
Learning Approaches ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Learning Gain ◽  
Learning Modalities ◽  
Conventional Teaching ◽  
Teaching Learning

Conventional teaching modalities like Didactic lectures if practised alone fails to transfer concepts as effectively as active learning approaches. Active learning methods like Quizzing leads to active participatory involvement of students, motivates them by increasing interest in the subject and act as a driving force for more effective learning. The purpose of this study was to evaluate the effectiveness of Quiz as an adjunctive teaching modality in clinical microbiology for undergraduate medical teaching and to compare it with conventional teaching methods like Didactic lectures. In this interventional study conducted in the Dept. of Microbiology of a Govt. Medical College of Central India, Second MBBS students were divided into two groups. The topic Universal precautions was split and covered through two modules. One module was administered through lecture to one group and through Self study followed by Quiz to another group. Cross over was done for the second module. To evaluate the students performance pretest and post test were conducted for both the methods. In case of both the groups a significant absolute learning gain was observed for both the modalities. However in both the groups the learning gain and effect size were towards much higher side for Quizzing as compared to didactic lectures. Our study has shown the positive impetus of the active teaching learning modalities like Quizzing on self directed learning, and an added advantage of this approach on the learning gain as compared to the conventional teaching.

Kahoot!

2019 ◽  
pp. 191-208
Author(s):  
Dini Turipanam Alamanda ◽  
Grisna Anggadwita ◽  
Abdullah Ramdhani ◽  
Mediany Kriseka Putri ◽  
Wati Susilawati
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Open Access ◽  
Learning Strategies ◽  
The Internet ◽  
Learning Tools ◽  
Learning Tool ◽  
Teaching Process ◽  
New Learning ◽  
Teaching Learning

Learning strategies in the digitalization era are vastly expanding. Students are comprised of the millennials for whom life cannot be separated from technology and the internet. The ever-expanding technology has posed new challenge on the teaching process of millennials, and one of which is the growing importance and increased involvement of technology that empower a host of new learning tools. One of the most prominent open-access teaching/learning tool is Kahoot! This chapter aims to complement studies about the use of game-based methods at higher education. The survey was conducted for 1 year at a university located in a small city in Indonesia. A total of 415 students were actively involved in measuring their perceptions of games-based learning tools called Kahoot! Furthermore, this study also measured differences in outcomes between faculties, types of subjects, and commonly used research methods. The result shows that Kahoot! positively impacts student academic achievement as measured by student motivation, enjoyment, engagement, and concentration.

Theories and Practices Behind Educational Robotics for All

2021 ◽  
pp. 68-106
Author(s):  
Amy Eguchi
Keyword(s):  
Active Learning ◽  
Classroom Teachers ◽  
Educational Robotics ◽  
Motivation To Learn ◽  
Learning Approaches ◽  
Learning Tool ◽  
Learner Centered ◽  
Computing Science ◽  
Pedagogical Approaches ◽  
Made In

The chapter aims at helping educators and classroom teachers who are new to using educational robotics as a learning tool in their classrooms. It discusses the approaches using robotics as a learning tool - a tool perfectly suited for enabling constructionist learning in the classroom and how educational robotics can provide ‘all' students motivation to learn STEM and computing science concepts. Educational robotics as a learning tool requires teachers as well as students to shift from traditional pedagogical approaches to learner-centered active learning approaches. The chapter discusses how the shift can be made in successful ways and provides guidance to pre- and in-service teachers on how to implement educational robotics as a learning tool to reach and attract ‘all' students to promote their learning.

scholarly journals Interactive Metabolism, a simple and robust active learning tool that improves the biochemistry knowledge of undergraduate students

2021 ◽  
Vol 45 (2) ◽  
pp. 353-364
Author(s):  
Vitória Costa Pereira Lopes Alves de França ◽  
Wellington Ferreira Campos
Keyword(s):  
Active Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
Metabolic Pathways ◽  
Low Cost ◽  
Cell Metabolism ◽  
Solid Base ◽  
Learning Tool ◽  
Traditional Lecture ◽  
Teaching Learning

Advances in physiology and other fields are strongly associated with a solid base knowledge of biochemistry and cell metabolism. On the other hand, the complex and abstract nature of metabolic pathways, the traditional lecture method, and other factors made the teaching-learning process of biochemistry a challenging endeavor. To overcome this, we developed and tested a novel active learning tool called Interactive Metabolism ( iM-tool). The iM-tool was developed with simple and low-cost materials. We used it for interactive teaching of several metabolic pathways and physiological mechanisms for students enrolled in the Biochemistry subject belonging to different undergraduate courses. The results of evaluation tests showed that the iM-tool significantly (ANOVA, P < 0.01) and consistently improved the biochemistry knowledge of students in classrooms with up to 50 students for 7 different and consecutive academic semesters. A survey intended to mine students’ opinions on the tools showed significant satisfaction with the teaching using the iM-tool over traditional lecture-based teaching, and the iM-tool contributed to collaborative learning among students. Therefore, our results showed that the iM-tool improves the biochemistry and cell metabolism teaching-learning process in a more attractive and interactive manner.

scholarly journals Analyzing effectiveness of active learning through project-based learning approach in university level ICT courses

2021 ◽  
Vol 1 (1) ◽  
pp. 59-69
Author(s):  
Dhiraj Shrestha ◽  
Satyendra Nath Lohani ◽  
Roshan Manjushree Adhikari
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Real Life ◽  
Project Based Learning ◽  
Learning Approaches ◽  
Engineering Project ◽  
Science And Engineering ◽  
University Level ◽  
Teaching Learning

The concept of Active Learning (AL), which has journeyed through multiple research studies over the years, is an important part of the teaching learning process at academic institutions. The present study applies active learning via project-based approaches where students engage in real life projects and solve associated complications with their research, communication, and technical skills. As a case study of effectiveness of project-based learning (PBL), especially in engineering project contexts, the present research is conducted among students studying computer science and engineering at Kathmandu University (KU), Nepal. The key findings of the study suggest that PBL assignments have helped students in their active learning processes. This paper also compares teaching and learning approaches of KU with other IT institutions of Nepal.

scholarly journals Integrating active learning activities and metacognition into STEM writing courses

2021 ◽  
Author(s):  
Hongmei Zhang ◽  
Yanju Li
Keyword(s):  
Active Learning ◽  
Cell Biology ◽  
Learning Activities ◽  
Learning Approaches ◽  
Learning Tools ◽  
Writing Courses ◽  
Molecular Cell Biology ◽  
And Mathematics ◽  
Intensive Course ◽  
Biology Laboratory

While active learning is highly recognized and recommended in the educational community, instructors are still struggling with how to incorporate active learning tools into writing courses. In this article, we have 1) described specific challenges that we have encountered in the course of Molecular Cell Biology Laboratory-Critical Thinking through Writing (BIOL3810-CTW); 2) introduced the active learning approaches and metacognition integrated into this writing-intensive course; 3) demonstrated the effectiveness of these active learning approaches, and 4) shared the principles of integrating active learning activities into writing courses in science, technology, engineering, and mathematics (STEM) and beyond.

scholarly journals The effect of whatsapp messenger as e- learning tool on performance of undergraduate students of a Public Sector Medical College in Pakistan.

2021 ◽  
Vol 28 (01) ◽  
pp. 113-119
Author(s):  
Nauman Aziz ◽  
Zahid Kamal ◽  
Ahmad Zeeshan Jamil ◽  
Muhammad Waseem ◽  
Raees Abbas Lail ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Group Discussion ◽  
Learning Activity ◽  
Knowledge Gain ◽  
Learning Tool ◽  
Feedback Form ◽  
Educational Benefits ◽  
Medical College ◽  
E Learning ◽  
Teaching Learning

Objectives: To verify the usability of social media like WhatsApp in delivering knowledge to 4th year and Final year MBBS students and to compare the improvement of knowledge gain through e-learning and didactic lecture. Concurrently, perception of students about e-learning via WhatsApp will also be gathered. Study Design: Prospective Analytical Interventional study. Setting: Department of Medical Education of Sahiwal Medical College Sahiwal. Period: 01.01.2020 to 31.03.2020. Material & Methods: On 4th year and Final year MBBS students two Whatsapp group were made, one for each class. Then the students were taught different topics by WhatsApp. Assessment of knowledge of e-learning through WhatsApp was done by feedback form. Results: The results revealed that technical, educational and instructional advantages of teaching learning activity via WhatsApp out pars disadvantages. Increase in interaction with peers and getting a fair chance to participate in group discussion were top two educational benefits of learning through WhatsApp with 64.10% and 62.80% students agreeing to it. A majority of the students (89.8%) agreed to the facts that the availability of smart phones was not an issue for them and they are very comfortable in using Whatsapp as e learning tool (61.6%). on the other hand 29.5 % of the students were disagreed with the fact that they are getting more chances in clearing their concepts on Whatsapp. Conclusion: Increase in interaction with the peers and getting more chance to discuss a particular topic with group has made WhatsApp a new and convenient tool for teaching/learning activity. Students also found Whatsapp as less time consuming as compared to conventional lectures. A few disadvantages, like lesser chance of clearing the concepts on Whatsapp can be overruled by making small groups and using mobiles with bigger screen.

scholarly journals TLS aimed to stimulate the attainment of a metacognitive strategy on kinematics models, within a cooperative learning approach

2015 ◽  
Vol 37 (2) ◽  
pp. 2503-1-2503-9
Author(s):  
Alicia Muriel Montecinos
Keyword(s):  
Active Learning ◽  
Cooperative Learning ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Metacognitive Strategy ◽  
Learning Approach ◽  
Learning Approaches ◽  
Learning Sequence ◽  
Teaching Learning ◽  
Positive Results

<p>This manuscript proposes a teaching-learning sequence (or TLS) for undergraduate students with prior calculus background about kinematics models, based on metacognition and cooperative learning. It aims to help them to acquire a well-structured, simple and short strategy to check their graphs of position, velocity and acceleration, in which the method is based on derivatives. It may be used in courses addressed with traditional methods, but it is designed for active learning approaches. This TLS was twice piloted, mainly with sophomore engineering students, having positive results, and it is offered as a contribution for the growing international repository of physics TLSs.</p>

scholarly journals The Development of Local-Based Teaching Materials Using Inquiry Learning in Class IV of 105346 Public Elementary Schools Araskabu, School Year of 2019/2020

2021 ◽  
Vol 4 (1) ◽  
pp. 305-321
Author(s):  
Khairunnisa Putri ◽  
Phil. Ichwan Azhari ◽  
R. Musrid
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Inquiry Learning ◽  
Learning Activity ◽  
Learning Material ◽  
Learning Approaches ◽  
Development Research ◽  
Learning Tools ◽  
Teaching Materials ◽  
The Right

Nowadays when looking at the behavior of students in the learning process at school, it is known that a student learns because it is an obligation not a necessity. As a result, students do not understand the learning material delivered by the teacher. For this reason, a teacher is required to find the main problem of these problems so that the right solution can be found. This research is a research development (Research and Development). This development research was carried out to produce learning tools which would then be tested in class. Learning tools developed are learning tools with local-based teaching materials in Inquiry Learning. The results of observations through observation and interviews with teachers and students of Class IVSD Negeri 105346 Araskabu in the field showed that teaching and learning activities were almost completely dominated by teachers using conventional methods, namely lectures, notes and assignments. Activities carried out by students during the learning process include sitting neatly, listening to the teacher teach, taking notes, and doing questions. There are also many students who chat and enjoy their respective activities during the learning process. Most elementary school teachers consider themselves to be the introduction of knowledge. When teachers carry out the teaching and learning process in the classroom, learning activity is rarely found that involves students being actively involved, such as discussing, making discoveries, or testing a concept or theory using one of the learning approaches. Such learning will cause negative reactions for students, such as: (1) Students look lethargic, not enthusiastic and even sleepy; (2) Students find learning boring; (3) The results of learning are not in accordance with what is stated in the learning objectives. The negative reactions above lead to low student understanding because the methods used by the teacher are not in accordance with the characteristics of the students being faced.

Theories and Practices Behind Educational Robotics for All

2022 ◽  
pp. 677-715
Author(s):  
Amy Eguchi
Keyword(s):  
Active Learning ◽  
Classroom Teachers ◽  
Educational Robotics ◽  
Motivation To Learn ◽  
Learning Approaches ◽  
Learning Tool ◽  
Learner Centered ◽  
Computing Science ◽  
Pedagogical Approaches ◽  
Made In

The chapter aims at helping educators and classroom teachers who are new to using educational robotics as a learning tool in their classrooms. It discusses the approaches using robotics as a learning tool - a tool perfectly suited for enabling constructionist learning in the classroom and how educational robotics can provide ‘all' students motivation to learn STEM and computing science concepts. Educational robotics as a learning tool requires teachers as well as students to shift from traditional pedagogical approaches to learner-centered active learning approaches. The chapter discusses how the shift can be made in successful ways and provides guidance to pre- and in-service teachers on how to implement educational robotics as a learning tool to reach and attract ‘all' students to promote their learning.

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