scholarly journals Why Medical Students Choose to Use or Not to Use a Web-Based Electrocardiogram Learning Resource: Mixed Methods Study (Preprint)

2018 ◽  
Author(s):  
Mikael Nilsson ◽  
Uno Fors ◽  
Jan Östergren ◽  
Gunilla Bolinder ◽  
Samuel Edelbring
Keyword(s):  
Medical Students ◽  
Study Strategies ◽  
Learning Goals ◽  
Learning Needs ◽  
Learning Resource ◽  
Web Based ◽  
Self Regulated Learning ◽  
Web Resource ◽  
Web Based Learning ◽  
Ecg Interpretation

BACKGROUND Electrocardiogram (ECG) interpretation is a core competence and can make a significant difference to patient outcomes. However, ECG interpretation is a complex skill to learn, and research has showed that students often lack enough competence. Web-based learning has been shown to be effective. However, little is known regarding why and how students use Web-based learning when offered in a blended learning situation. OBJECTIVE The aim of this paper was to study students’ use of Web-based ECG learning resources which has not previously been studied in relation to study strategies. METHODS A qualitative explanatory design using mixed methods was adopted to explore how medical students reason around their choice to use or not to use a Web-based ECG learning resource. Overall, 15 of 33 undergraduate medical students attending a course in clinical medicine were interviewed. Data on usage of the resource were obtained via the learning management system for all students. At the final examination, all the students answered a questionnaire on study strategies and questions about internet access and estimated their own skills in ECG interpretation. Furthermore, study strategies and use patterns were correlated with results from an ECG Objective Structured Clinical Examination (OSCE) and a written course examination. RESULTS In total, 2 themes were central in the students’ reasoning about usage of Web-based ECG: assessment of learning needs and planning according to learning goals. Reasons for using the Web resource were to train in skills, regarding it as a valuable complement to books and lectures. The main reasons for not using the resource were believing they already had good enough skills and a lack of awareness of its availability. Usage data showed that 21 students (63%) used the Web resource. Of these, 11 were minimal users and 10 were major users based on usage activity. Large variations were found in the time spent in different functional parts of the resource. No differences were found between users and nonusers regarding the OSCE score, final examination score, self-estimate of knowledge, or favoring self-regulated learning. CONCLUSIONS To use or not to use a Web-based ECG learning resource is largely based on self-regulated learning aspects. Decisions to use such a resource are based on multifactorial aspects such as experiences during clinical rotations, former study experiences, and perceived learning needs. The students’ own judgment of whether there was a need for a Web-based resource to achieve the learning goals and to pass the examination was crucial for their decisions to use it or not. An increased understanding of students’ regulation of learning and awareness of variations in their ECG learning needs can contribute to the improvement of course design for blended learning of ECG contexts for medical students.

scholarly journals How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology

2017 ◽  
Vol 16 (2) ◽  
pp. ar30 ◽  
Author(s):  
Amanda J. Sebesta ◽  
Elena Bray Speth
Keyword(s):  
Learning Strategies ◽  
Study Strategies ◽  
Learning Goals ◽  
Introductory Biology ◽  
Pedagogical Tools ◽  
Science Courses ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Introductory Biology Course ◽  
Cognitive And Metacognitive Strategies

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, “expert” learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students’ lifelong learning skills.

scholarly journals Human Anatomy Module: An Interactive Web-Based Learning Resource

MedEdPORTAL ◽  
2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Aaron Lee ◽  
Ran Zhao ◽  
Patrick Cooper ◽  
James Watras
Keyword(s):  
Human Anatomy ◽  
Learning Resource ◽  
Web Based ◽  
Web Based Learning

HYPERMEDIA DEVELOPMENT AS SELF-REGULATED LEARNING RESOURCES FOR HIGH SCHOOL ENGLISH DEBATING TRAINING

2019 ◽  
Vol 1 (1) ◽  
pp. 39-45
Author(s):  
Ubaidah Ubaidah
Keyword(s):  
High School ◽  
Development Model ◽  
Learning Resources ◽  
High School English ◽  
Web Based ◽  
Self Regulated Learning ◽  
Expert Teacher ◽  
Web Based Learning ◽  
Regulated Learning ◽  
Test Result

This research was aimed to develop Hypermedia as an alternative learning resources that support self-regulated learning implementation for English Debating Training in Highschool. The product was developed by the framework of web-based learning environment development model. To ensure the effectivity of the product, hypermedia was tested on formative and sumative evaluation involving expert, teacher, and students as participants. At the end of the study, the product was found effective which is indicated by (1) 80% of students often use this hypermedia at their home as self-regulated learning resources, (2) the improvement of students debating knowledge which indicated by the improvement test result by 3.3 poin, and (3) outstanding the students’ achievement of debating competencies that 50% of the students have above average debating skills after learning with hypermedia “Enjoy Your Debate!”

The Role of Digital Application Literacy in Online Assessment

2021 ◽  
pp. 004723952110526
Author(s):  
LeAnne J. Schmidt ◽  
Michael DeSchryver
Keyword(s):  
Content Knowledge ◽  
Mobile Apps ◽  
Learning Goals ◽  
Return To School ◽  
Learning Tools ◽  
Web Based ◽  
Web Based Learning ◽  
Computer Based ◽  
Academic Consequences

As educators and administrators look to countless mobile apps, software programs, and web-based learning tools to meet the demands of students in remote, virtual, and hybrid settings, risks and assumptions of online platforms and assessments must be considered. With the urgency of the COVID-response closure of many schools and the unusual methods employed during the return to school in Fall 2020, there is no better time to examine the digital application literacy which is necessary for students to effectively transition to online learning and assessment. “Digital application literacy” (DAppLit), a specific form of media literacy, involves the nimble use of an app (web-based) or application (computer-based) for education, including assessment. Learners with impaired DAppLit face academic consequences, when insufficient literacy in the platform is the culprit. This paper first explores various skills and strategies from both traditional and digital assessments that digital application literacy requires. Then, it presents the value of low-stakes assessment experiences with applications to introduce navigation techniques and troubleshoot barriers users may face before undertaking weighted assessments. The importance of skills instruction and practice of DAppLit methods is presented. A four-step process is introduced to: 1) set learning goals; 2) guide learners through the application with explicit instructions before use; 3) provide low-stakes explorations; and 4) debrief to address any issues which could represent a failing of application literacy and not content knowledge in an assessment.

Web-Based Learning for Adolescents

2022 ◽  
pp. 228-242
Author(s):  
Cyncia Matsika ◽  
Munyaradzi Zhou ◽  
Tinashe Gwendolyn Zhou ◽  
Wilfreda I. Chawarura
Keyword(s):  
Technology Acceptance ◽  
Time Management ◽  
Future Research ◽  
Learning Needs ◽  
Web Based ◽  
Course Content ◽  
Web Based Learning ◽  
Brick And Mortar ◽  
Adolescent Learning ◽  
Acceptance Model

This chapter assesses the innovations and challenges of web-based learning for adolescents. The technology acceptance model (TAM) was used to establish the determinants for the challenges and innovations of web-based learning for adolescents. Challenges coined include virtual engagement, adaptability, motivation, technical issues, time management, learning styles, destructions, communication skills, and the digital divide. Web-based learning is an emerging and innovative approach to teaching and learning that meets the evolving needs of adolescent learning. Adolescents should embrace the transformation from traditional brick-and-mortar classroom practices to a web-based environment. Stakeholders must continuously overcome the challenges of web-based learning. Future research can concentrate on developing well-defined web-based course content that supports the holistic learning needs of adolescents and the development of a web-based learning model for adolescents.

scholarly journals Indian Educational Technology under a Learning Sciences Lens

10.29007/t2kt ◽  
2020 ◽  
Author(s):  
Nilanjana Saxena
Keyword(s):  
Cognitive Engagement ◽  
Higher Learning ◽  
Education For All ◽  
Learning Needs ◽  
Learning Technology ◽  
Traditional Teaching ◽  
Web Based ◽  
Web Based Learning ◽  
Education Delivery ◽  
Differentiated Learning

Education delivery and design is being continuously recast by application of learning technology. Several web-based learning applications are contributing to accessibility, enabling differentiated learning needs at scale. No doubt this is an important first step towards education for all, however since learning is a complex socio-psychological experience, are current EdTech products simply replicating traditional teaching? This paper presents a Learning Science (LS) perspective on EdTech solutions emerging in India, aimed at examining their pedagogical efficacy and proposing recommendations for greater cognitive engagement. Results reveal that while teacher centred approaches are visible in the Indian EdTech products, designing products aimed at constructive and interactive learner tasks will likely pave the way for higher learning gains.

scholarly journals Thermo Net: A Web Based Learning Resource For Engineering Thermodynamics

2020 ◽  
Author(s):  
Ofodike Ezekoye ◽  
Min Liu ◽  
Derek Baker ◽  
Colleen Jones ◽  
Philip Schmidt
Keyword(s):  
Learning Resource ◽  
Web Based ◽  
Web Based Learning

scholarly journals Design and Development of an Interactive Web-Based Simulator for Trauma Training: A Pilot Study

2021 ◽  
Vol 45 (11) ◽  
Author(s):  
Blanca Larraga-García ◽  
Luis Castañeda López ◽  
Francisco Javier Rubio Bolívar ◽  
Manuel Quintana-Díaz ◽  
Álvaro Gutiérrez
Keyword(s):  
Medical Students ◽  
Pilot Study ◽  
Vital Signs ◽  
Pelvic Trauma ◽  
Trauma Treatment ◽  
Web Based ◽  
Trauma Training ◽  
Web Based Learning ◽  
The Right ◽  
Better Than

AbstractTrauma is the leading cause of death in people under 45 years old and one of the leading causes of death in the world. Therefore, specific trauma training during medical school as well as after it is crucial. Web-based learning is an important tool in education, offering the possibility to create realistic trauma scenarios. A web-based simulator has been developed and a pilot study has been accomplished to trial the simulator. A pelvic trauma scenario was created and 41 simulations were performed, 28 by medical students and 13 by doctors. The data analyzed are the actions taken to treat the trauma patient, the evolution of the vital signs of the patient, the timing spent on deciding which action to take, when each action was performed and the consequence that it had on the patient. Moreover, a post-simulation questionnaire was completed related to the usability of the simulator. The clinical treatment performance of doctors is better than the performance of medical students performing more actions correctly and in the right sequence as per ATLS recommendations. Moreover, significant differences are obtained in the time response provided to the patients which is key in trauma. With respect to the usability of the tool, responses provide a positive usability rating. In conclusion, this pilot study has demonstrated that the web-based training developed can be used to train and evaluate trauma management. Moreover, this research has highlighted a different approach to trauma treatment between medical students and doctors.

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