scholarly journals Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

2011 ◽  
Vol 2 (4) ◽  
Author(s):  
Reza Karimi ◽  
Fawzy Elbarbry ◽  
Jeff Fortner
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Student Learning ◽  
Learning Activity ◽  
Self Directed Learning ◽  
Library Resources ◽  
Directed Learning ◽  
Online Library ◽  
Enhance Student Learning

Purpose: An Integrative Student Learning (ISL) activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven "closing the loop" feedback discussion. For teambuilding, a set of clue sheets or manufacturer's drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams' impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators' interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.   Type: Case Study

scholarly journals Comprehensive Case Study Program of Ethics Course Based on the Blended Learning Model and its Impact on Active Learning Indicators

2020 ◽  
Author(s):  
leili mosalanejad ◽  
Atefeh karamzadeh ◽  
Leila Bazrafkan
Keyword(s):  
Active Learning ◽  
Medical Ethics ◽  
Blended Learning ◽  
Educational Program ◽  
Self Regulation ◽  
Learning Model ◽  
Self Directed Learning ◽  
Ethics Course ◽  
Directed Learning

Abstract Background Now in training physicians, should be pay attention to medical education and clinical skills with respect to justice, dignity and human rights. This is the ultimate goal of medical ethics. The purpose of this study is a comprehensive case study educational program of ethics course based on blended learning model and its effect on indicators of active learning. MethodsThis quasi-experimental intervention study was performed on 70 physiopathology medical students who had taken medical ethics course. The students' educational program included teaching theoretical topics of medical ethics, discussing ethical issues and clinical reasoning on cases, discussing in forum environment and individual assignments in LMS system and completing portfolio. Student evaluation was associated with evaluating the effect of method on students' knowledge, attitude and ethical reasoning skills. The impact of intervention on self-directed learning and self-regulation was also investigated. Data collection tools were Gaglimino (1978) and Beauford (1995) self-directed readiness questionnaires that students answered before and after their intervention. . Data analysis was performed using SPSS software at two levels of descriptive and analytic statistics. Results The results showed that there was a significant difference between students 'self-direction after the intervention compared to before the intervention (p = 0.005). but, students' self-regulation was not significant despite the increase after the intervention (p = 0.149). Also, the total score of students in intervention group were significant compared to traditional group (p<.05).Conclusion According to research findings, it is suggested that while considering student-centered educational approaches based on case study, the use of blended learning in medical ethics course, can have a positive effects on improving students' learning and individual learning indicators (self-regulation and self-directed learning). Using those method suggest in other medical courses.

scholarly journals Penguatan Kompetensi Guru Matematika dalam Pengembangan Media Pembelajaran Animasi Berbasis Komputer

2017 ◽  
Vol 17 (1) ◽  
pp. 21
Author(s):  
Emy Siswanah
Keyword(s):  
Student Learning ◽  
Community Service ◽  
Learning Process ◽  
Learning Activity ◽  
Self Directed Learning ◽  
Abstract Problem ◽  
Math Teachers ◽  
Learning Mathematics ◽  
Directed Learning

The role of learning media, especially animation media, is very important in learning mathematics especially to explain abstract problem become concrete, motivate student, stimulate student learning activity, help effectiveness of learning process. Community service activities are aimed at making teachers able to create self-directed learning media. By making their own, the teacher can increase his insight and improve his creativity in creating animation media. In this training, teachers are trained to make animation media using powerpoint and flash. Subjects assisted in this devotional activity are math teachers in Semarang City. The math teachers showed great enthusiasm in training and felt the tangible benefits of community service. Teachers can create their own animated learning media, using either powerpoint or flash.

Introduction of Problem Based Learning (PBL) as a Supplementary Tool to Enhance Active Learning in Physiology – A Study in a Medical College of Southern Kolkata

2021 ◽  
Vol 8 (40) ◽  
pp. 3483-3488
Author(s):  
Pandurang Narhare ◽  
Padmakar Sasane ◽  
Revathi Mohanan ◽  
Mriganka Baruah
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Subjective Evaluation ◽  
Problem Based Learning ◽  
Basic Knowledge ◽  
Control Group ◽  
Study Group ◽  
Self Directed Learning ◽  
Clinical Scenarios ◽  
Directed Learning

BACKGROUND The motivation to learn begins with a problem. The ideology of problem-based learning (PBL) is to encourage the students to think beyond the books and apply the basic knowledge to various clinical scenarios. Problem based learning has been a concept in existence for decades, yet its implementation in medical education is limited. So the study on PBL was taken up to know analytical skills, comprehensive understanding of disease process and inculcate the practice of self-directed learning in physiology. METHODS This was an educational interventional study carried out on 60 first MBBS students chosen by simple random sampling. Students were further randomly divided into two groups containing 30 students in the control group and 30 students in the study group. Control group was taught by didactic lectures. 10 clinical scenarios were given to study group and discussions were conducted under the moderation of faculties. Objective evaluation was performed using pre-test and post-test examination for both groups. Subjective evaluation of attitude in study group towards PBL was recorded using self-developed questionnaire using Likert’s scale. Data was analysed by using paired students t test. RESULTS The mean pre-PBL (9.83±4.88) and post-PBL scores (15.61 ± 2.99) in study group were significant (p < 0.00001). The comparison of mean scores of postdidactic lectures (12.88 ± 3.13) in control group and post-PBL (15.61 ± 2.99) in study group were significant (p < 0.001). Subjective evaluation using Likert’s scale revealed increased interest in active learning, better confidence, communication, comprehension, and motivation amongst the PBL group. CONCLUSIONS From the results of this study, it can be concluded that problem-based learning is a good supplementary tool in teaching physiology, and it can be included in the regular medical teaching programmes so that the students have a better understanding of the various challenges in the field of medical education and research so that newer strategies for better health care provision can be planned. KEYWORDS Active Learning, Medical Education, Problem Solving, Self-Directed Learning

Undergraduate Student Perception of Caring and Trust

2019 ◽  
pp. 23-43
Author(s):  
Pamela Lee Grant
Keyword(s):  
Adult Learning ◽  
Student Learning ◽  
Undergraduate Student ◽  
Student Perception ◽  
The Self ◽  
Self Directed Learning ◽  
Learning Framework ◽  
Directed Learning ◽  
The Relationship

The purpose of this chapter is to provide information about the use of caring and trust within the undergraduate classroom as it may apply to self-directed learning. Some evidence of the relationship between caring and trust is provided through a recent study by the author. Malcolm S. Knowles' Designs for Adult Learning demonstrates the use of both caring and trust within the self-directed learning framework. The method used by Knowles takes a caring approach to student learning that is based in trust between the educator and student.

Case Study

2018 ◽  
pp. 95-111
Keyword(s):  
Primary Schools ◽  
Self Directed Learning ◽  
Response To Instruction ◽  
Effective Learning ◽  
Curriculum Framework ◽  
Directed Learning ◽  
Primary Years Programme

Chapter 5 presents a case study that reports on the assessment of self-directed learning (SDL) in three schools categorized with the local curriculum framework, and three nearby schools with the International Baccalaureate's Primary Years Programme. Results of the investigation indicate that there is a link between curriculum and students' knowledge of, as well as their response to, instruction about SDL. The chapter ends with a discussion of the implications of curriculum emphasis on inquiry for students' SDL, and the opportunities that exist for using the assessment of SDL with local curriculum documents that aim to promote effective learning in primary schools.

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