scholarly journals COLLABORATIVE AND SELF-DIRECTED LEARNING PROCESSES: A CASE STUDY IN MALAYSIAN CHEMISTRY PBL LESSON

2017 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Tan Yin Peen ◽  
Mohammad Yusof Arshad
Keyword(s):  
Secondary School ◽  
Problem Analysis ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Collaborative Groups ◽  
Collaborative Processes ◽  
Directed Learning ◽  
Group 2 ◽  
Group 1

Problem-based learning (PBL) provides students with the opportunity to conduct self-directed learning in collaborative groups, which are essential skills to meet challenges in the 21st century. This study aims to investigate the occurrence and types of collaborative and self-directed processes during problem analysis phase utilizing the FILA-MMS chart in Malaysia secondary school. Two out of five groups of students taught by a teacher in one PBL chemistry lesson was observed, audio-recorded and the verbatim were analyzed. The findings show that collaborative process and self-directed process occur in both groups. Collaborative processes occur by 79.1% and 78.9% in group 1 and group 2 respectively. Major collaborative processes observed in both groups are „question and answer‟, „co-construction‟ and „sharing of ideas or information‟. Self-directed processes occur by 18.3% and 12.9%. The main self-directed processes observed are „monitoring‟ and „directing‟. This study shows that there is a lack of self- directed learning skills among students, such as planning, reflection, evaluation of understanding, and managing information and resources. To enhance these skills among students, future PBL teachers are suggested to emphasize and model planning, reflection and evaluation processes in their lessons.

scholarly journals Promoting Self-Directed Learning Skills in Residency: A Case Study in Program Development

2010 ◽  
Vol 85 (12) ◽  
pp. 1874-1879 ◽  
Author(s):  
Melissa Nothnagle ◽  
Roberta Goldman ◽  
Mark Quirk ◽  
Shmuel Reis
Keyword(s):  
Program Development ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

scholarly journals The method of loci as a mnemonic device to facilitate learning in endocrinology leads to improvement in student performance as measured by assessments

2014 ◽  
Vol 38 (2) ◽  
pp. 140-144 ◽  
Author(s):  
Ayisha Qureshi ◽  
Farwa Rizvi ◽  
Anjum Syed ◽  
Aqueel Shahid ◽  
Hana Manzoor
Keyword(s):  
Diabetes Mellitus ◽  
Student Performance ◽  
Descriptive Analysis ◽  
Self Directed Learning ◽  
Learning Session ◽  
Mnemonic Device ◽  
Method Of Loci ◽  
Directed Learning ◽  
Group 2 ◽  
Group 1

Cognitive psychology has demonstrated that the way knowledge is structured in memory determines the ability to retain, recall, and use it to solve problems. The method of loci (MOL) is a mnemonic device that relies on spatial relationships between “loci” (e.g., locations on a familiar route or rooms in a familiar building) to arrange and recollect memorial content. In the present study, we hypothesized that the use of MOL leads to better understanding of the topic among students, which can be observed through better student performance on assessments. Students were divided into two groups: group 1 was taught insulin and diabetes mellitus through didactic lectures and a self-directed learning session, whereas group 2 was taught insulin and diabetes mellitus through didactic lectures and MOL. Memory palaces for insulin and diabetes mellitus were generated by students under supervision of the teacher and taught by students as well. A questionnaire survey and open-ended questions were given to the participants. Group 2, which underwent didactic lectures followed by a MOL interactive session, showed significantly improved performance on the assessments compared with group 1, which had been taught through didactic lectures and a self-directed learning session. Descriptive analysis showed that all students found MOL to be a helpful technique.

scholarly journals Do Camels (Camelus dromedarius) Need Shaded Areas? A Case Study of the Camel Market in Doha

Animals ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 480
Author(s):  
Martina Zappaterra ◽  
Laura Menchetti ◽  
Leonardo Nanni Costa ◽  
Barbara Padalino
Keyword(s):  
Ad Hoc ◽  
The Sun ◽  
Chi Square ◽  
Chi Square Test ◽  
Variable Space ◽  
Group 2 ◽  
Sun And Shade ◽  
Poor Welfare ◽  
Group 1

This study aimed at documenting whether dromedary camels have a preference for shade and how their behavior would change depending on the presence of shade and variable space allowance. A total of 421 animals kept in 76 pens (66 with shelter (Group 1), and 10 without shelter (Group 2)) at the camel market in Doha (Qatar) were recorded for 1 min around 11:00 a.m. when the temperature was above 40 °C. The number of animals in the sun and shade and their behaviors were analyzed using an ad libitum sampling method and an ad hoc ethogram. The results of a chi-square test indicated that camels in Group 1 had a clear preference for shade (p < 0.001). The majority of Group 1 camels were indeed observed in the shade (312/421; 74.11%). These camels spent more time in recumbency and ruminating, while standing, walking, and self-grooming were more commonly expressed by the camels in the sun (p < 0.001). Moreover, locomotory stereotypic behaviors (i.e., pacing) increased as space allowance decreased (p = 0.002). Based on the findings of this pilot study, camels demonstrated a preference for shade; shade seemed to promote positive welfare, while overcrowding seemed to trigger stereotypy and poor welfare. Overall, our preliminary results are novel and provide evidence that shaded areas are of paramount importance for camel welfare. Further research, involving designed studies at multiple locations is needed to confirm these results.

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

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