scholarly journals EXPERIENTIAL LEARNING FOR COMPLEMENTARY CREDIT: A COURSE TO EARN CREDIT FOR EXTRACURRICULAR INVOLVEMENT

2020 ◽  
Author(s):  
Stephen Mattucci ◽  
Kate Whalen ◽  
Daniel Picone ◽  
Joshua Yachouh ◽  
Ahmed Fuad Ali
Keyword(s):  
Experiential Learning ◽  
Extracurricular Activities ◽  
Student Culture ◽  
Self Directed Learning ◽  
Student Ownership ◽  
Learning Modules ◽  
Extracurricular Involvement ◽  
Directed Learning ◽  
Development Approach ◽  
Primary Assessment

Students often have significant learning experiences outside of the classroom, and in particular through their involvement in extracurricular activities. McMaster University has a strong student culture rooted in this type of involvement, and wanted to recognize this experiential learning. These students are often learning a variety of durable skills such as leadership, teamwork, conflict management, and communication. This paper describes the development of a course for students to earn complementary credit for a variety of diverse roles in extracurricular settings across campus. The development approach was informed by principles of student ownership and self-directed learning, and implemented by a diverse team including the instructor, staff, and students. Several focus groups conducted with actively involved students provided insight on both the structure and content of the course: workshop-style classes, with active learning modules, and opportunities for students to learn from each other. Critical reflection was the primary assessment to encourage students to derive learning from their extracurricular experiences. Preliminary observations from the first offering of the course are promising, in that students are deriving significant value from the course, and their related extracurricular experiential learning.

Development of self-directed learning readiness with experiential learning model in analytical chemistry laboratory

2019 ◽  
Vol 6 (2) ◽  
pp. 09-16
Author(s):  
Fatma Alkan
Keyword(s):  
Analytical Chemistry ◽  
Experiential Learning ◽  
Prospective Teachers ◽  
Learning Model ◽  
Chemistry Laboratory ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Post Test ◽  
Directed Learning ◽  
Group Interviews

This paper aims to analyse the effect of quantitative analysis practices in analytical chemistry laboratory designed according to the experiential learning model on the self-directed learning readiness of prospective teachers’. In the research, experiential learning model has four steps that are concrete experience, reflective observation, abstract conceptualisation and active participation. A single group, pre-test post-test experimental design was used. The study group consists of 14 prospective chemistry teachers’. The self-directed learning readiness scale and focus group interviews were used as a data collection tool. After the application increase, the level of self-directed learning readiness. Difference between pre-test and post-test scores of the study group was significant. When the sub-scales of the scale examined, there was a meaningful difference in the ‘willingness to learn and self-control’ sub- scales. In the focus group interviews, the prospective teachers’ emphasised that experiential learning provided an understanding of the purpose of quantitative applications of analytical chemistry. Keywords: Self-directed learning readiness, experiential learning model, analytical chemistry laboratory.

scholarly journals Evaluation of a novel e-learning program for physiotherapists to manage knee osteoarthritis via telehealth: A qualitative study nested in the PEAK randomised controlled trial (Preprint)

2020 ◽  
Author(s):  
Sarah Elizabeth Jones ◽  
Penny K Campbell ◽  
Alexander J Kimp ◽  
Kim Bennell ◽  
Nadine E Foster ◽  
...  
Keyword(s):  
Best Practice ◽  
Controlled Trial ◽  
Clinical Care ◽  
Learning Program ◽  
Self Directed Learning ◽  
Learning Modules ◽  
Chronic Knee Pain ◽  
E Learning ◽  
Directed Learning ◽  
Randomised Controlled

BACKGROUND The delivery of physiotherapy via telehealth could provide more equitable access to services for patients. Video conference based telehealth has been shown to be an effective and acceptable mode of service delivery for exercise-based interventions for chronic knee pain, however specific training in telehealth is required for physiotherapists to effectively and consistently deliver care using Telehealth. The development and evaluation of training programs to upskill healthcare professionals in the management of osteoarthritis (OA) has also been identified as an important priority to improve OA care delivery. OBJECTIVE To explore physiotherapist’s experiences with, and perceptions of, an e-learning program about best-practice knee osteoarthritis (OA) management (focussed on a structured program of education, exercise and physical activity), including telehealth delivery via video conferencing. METHODS A qualitative study using semi-structured individual telephone interviews, nested within a randomised controlled trial (RCT). Fifteen Australian physiotherapists from metropolitan and regional private practices were interviewed following completion of an e-learning program. The e-learning program involved self-directed learning modules, a mock video consultation with a researcher (simulated patient), and four audited practice video consultations with pilot patients with chronic knee pain. Interviews were audio-recorded and transcribed verbatim. Data were thematically analysed. RESULTS Five themes (with associated subthemes) arose: i) the experience of self-directed e-learning (physiotherapists were more familiar with in-person learning, however they valued the comprehensive self-paced online modules. Unwieldly technological features could be frustrating); ii) practice makes perfect (physiotherapists benefited from the mock consultation with the researcher and practice sessions with pilot patients alongside individualized performance feedback, resulting in confidence and preparedness to implement new skills); iii) the telehealth journey (although inexperienced with telehealth prior to training, physiotherapists were confident and able to deliver remote care following training but they still experienced some technological challenges); iv) the ‘whole package’ (the combination of self-directed learning modules, mock consultation and practice consultations with pilot patients) was felt to be an effective learning approach, and patient information booklets supported the training package); and v) impact on broader clinical practice (training consolidated and refined existing OA management skills, and enabled a switch to telehealth when the COVID-19 pandemic impacted in-person clinical care). CONCLUSIONS Findings provide evidence for the perceived effectiveness and acceptability of an e-learning program to train physiotherapists (in the context of a clinical trial) about best-practice knee OA management, including telehealth delivery via video conferencing. Implementation of e-learning programs to upskill physiotherapists in telehealth appears warranted, given the increasing adoption of telehealth service models for the delivery of clinical care. CLINICALTRIAL n/a

scholarly journals Examining the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes

2020 ◽  
Vol 27 (7) ◽  
pp. 1085-1105
Author(s):  
Sarah Preedy ◽  
Paul Jones ◽  
Gideon Maas ◽  
Hilary Duckett
Keyword(s):  
Extracurricular Activities ◽  
Perceived Value ◽  
Learning Opportunities ◽  
Learning Processes ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Learning Capabilities ◽  
Directed Learning

PurposeThis study contributes towards increased understanding of the perceived value of extracurricular enterprise activities from an entrepreneurial learning perspective. Past decades have witnessed a global increase in the provision of enterprise and entrepreneurship education alongside a growing suite of extracurricular enterprise activities. However, there is a paucity of research examining how entrepreneurial learning might be understood in the context of these activities.Design/methodology/approachThe study draws on an empirical study of student and educator participants across 24 United Kingdom (UK) universities using semi-structured surveys and in-depth interviews. Three main learning theories drawn from the entrepreneurial learning literature: experiential, social and self-directed learning provided a conceptual framework to frame the research phenomenon.FindingsFindings posit that extracurricular enterprise activities provide perceived value in the experiential and social learning opportunities afforded for students. However, these activities are restricted in enabling the experiential learning cycle to be completed due to limited reflection opportunities. Positioning these extracurricular activities outside the main curriculum also empowers participants to self-direct aspects of their learning and develop their autonomous learning capabilities.Originality/valueThe existing literature focusses upon the entrepreneurial learning processes of established entrepreneurs rather than latent and nascent entrepreneurs within a higher education (HE) setting. The limited literature examining HE entrepreneurial learning does so by concentrating upon entrepreneurial learning resulting from in-curricular activities. This study offers novel insights into students’ entrepreneurial learning processes, highlighting the importance of experiential, social and self-directed learning opportunities to the entrepreneurial learning process and the perceived value of extracurricular activities as a platform for these types of learning.

Self-directed learning modules in spatial anatomy using CT scan images

2015 ◽  
Vol 64 ◽  
pp. S35-S36
Author(s):  
P.A. Kumar ◽  
Ganesh R. Jothi ◽  
D. Mathivanan
Keyword(s):  
Ct Scan ◽  
Self Directed Learning ◽  
Learning Modules ◽  
Directed Learning

Enabling Creative Blended Learning for Adults through Learning Design

2014 ◽  
pp. 279-295
Author(s):  
Spyros Papadakis
Keyword(s):  
Adult Learners ◽  
Experiential Learning ◽  
Blended Learning ◽  
Critical Reflection ◽  
Learning Activity ◽  
Learning Design ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Learning Scenarios ◽  
Authoring Environment

This chapter discusses the emerging need and opportunity for the development the conceptualisation of representation and forms for learning design which are utilised in the activities a teacher plans to engage adult learners in lifelong learning setting. The chapter argues that effective teaching and facilitating practice involving ICT should be described and represented in ways that facilitate creative learning, self-directed learning, critical reflection and experiential learning scenarios. The sharing and reuse of quality ICT-based collaborative learning activities for adults could be a solution to enable creative and effective blended learning for adults. In this chapter Learning Activity Management System (LAMS) is presented as an innovative approach to blended learning paradigm. Inspired by the concept of “Learning Design,” it provides a visual authoring environment for the development of activity sequences, together with a learner run-time environment and a teacher-monitoring environment.

scholarly journals Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation

2011 ◽  
pp. 51-67 ◽  
Author(s):  
Brian R. Morrison
Keyword(s):  
Language Learning ◽  
Independent Learning ◽  
Learning Ability ◽  
International Studies ◽  
Self Directed Learning ◽  
Learning Modules ◽  
Self Evaluation ◽  
Exam Preparation ◽  
Individual Learning Plan ◽  
Directed Learning

Learners studying for exams sometimes show a lack of awareness in their abilities as tested through the framework of that exam. Instead, such learners focus on the score obtained in exams, and exam preparation includes using textbooks, online materials and timed use of past papers. The purpose of exam-focused flexible self-directed learning modules (FSDLMs) at Kanda University of International Studies have been designed to address this by developing learners’ ability to identify their strengths and weaknesses, to make informed decisions about their own learning, and to improve their test-taking skills. Each FSDLM has at its core a diagnostic for learners to use for self-evaluation, often with guidance from a learning advisor. This process leads to the setting of clear goals and the development and implementation of an individual learning plan through a variety of dialogues. Learners have the potential to transfer this skill beyond examination preparation to other areas of learning. In other words, learners’ awareness of needs analysis, planning, implementation and evaluation is fostered with a view to developing their language learning ability within and beyond this module.

The Future of the Lecture in Neurology Education

2018 ◽  
Vol 38 (04) ◽  
pp. 418-427 ◽  
Author(s):  
Sara Schaefer ◽  
Moises Dominguez ◽  
Jeremy Moeller
Keyword(s):  
Medical Education ◽  
Flipped Classroom ◽  
Current Knowledge ◽  
Self Directed Learning ◽  
Learning Modules ◽  
Computer Based Learning ◽  
Traditional Lectures ◽  
Modern Learning ◽  
Directed Learning ◽  
Teaching Problem

AbstractThe lecture has been a core pedagogical method since the early days of formal medical education. Although approaches to formal lectures have evolved over the years, there has been ongoing debate about the role that lectures should play in modern medical education. Arguably, traditional lectures do not align well with modern learning theory, and do not take full advantage of our current knowledge of how people learn. In many modern medical curricula, lectures have been replaced by self-study activities, including video-based lectures, computer-based learning modules, and other self-directed learning. We argue that scheduled “together time” is still important, particularly in neurology education, where there is a strong emphasis on clinical reasoning. We outline alternative teaching methods that effectively use this time, including the flipped classroom, just-in-time teaching, problem-based learning, and team-based learning. We discuss ways in which these approaches may be particularly conducive to components of neurology education.

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