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 Effectivity of E-Learning through Whatsapp as a Teaching Learning Tool

2017 ◽  
Vol 4 (1) ◽  
pp. 19 ◽  
Author(s):  
Sonia Gon ◽  
Alka Rawekar
Keyword(s):  
Text Messages ◽  
Learning Activity ◽  
Knowledge Gain ◽  
Learning Tool ◽  
Feedback Form ◽  
Significant Difference ◽  
Post Test ◽  
E Learning ◽  
Didactic Lecture ◽  
Teaching Learning

Introduction: WhatsApp is a free messenger application that works across multiple platform and is being widely used among undergraduate students to send multimedia messages like photos, videos, audios along with simple text messages. Aims and Objectives: To assess the affectivity of social media like WhatsApp in delivering knowledge to 4th semester MBBS students and to compare the improvement of knowledge gain through e-learning and didactic lecture. Simultaneously, perception of learners about e-learning via WhatsApp will also be collated. Material and Methods: This prospective analytical interventional study was conducted in the department of Pathology from 01.02.2015 to 31.06.2015, on 4th semester MBBS students. Two groups of students were taught the same topics by two different T-L activities i.e., through WhatsApp and via didactic lectures. Assessment of knowledge was done by giving pre and post-test questionnaire of 20 marks for each topic. Perception of e-learning through WhatsApp was done by feedback form. Observation and Results: The post test results revealed that the learners with WhatsApp as a learning tool scored in the range of 5-20 marks while those with didactic lecture scored in the range of 3-17.5 marks and had an average of 11.6 and 11.9 score respectively. The two tailed t value between the two groups is 0.635 which is not statistically significant. Technical, educational and instructional advantages of teaching learning activity via WhatsApp out pars disadvantages. Facilitator’s availability and Learning anytime anywhere were top two advantages of learning through WhatsApp with 86.72% and 86.55% students agreeing to it. Message flooding, time consuming and eye strain were the other technical disadvantages observed in the present study with 63.23%, 75.28% and 68.53 students agreeing to it. Conclusion: Constant availability of facilitator and learning anytime anywhere has made WhatsApp a new and convenient tool for teaching learning activity. Though there is no significant difference between gain of knowledge from WhatsApp or didactic lectures, advantages (technical, educational or instructional) out pars the disadvantages. A few disadvantages, like message flooding and eyestrain can be overruled by making small groups and using mobiles with bigger screen. Enabling a Wi-Fi in the college campus can make its use cost effective.

scholarly journals Medical Students’ Perception Regarding E- Learning during Covid-19 Lockdown Period

2021 ◽  
Vol 17 (2) ◽  
pp. 101-108
Author(s):  
Pratibha Manandhar ◽  
Naresh Manandhar ◽  
Sunil Kumar Joshi
Keyword(s):  
Medical Students ◽  
Conventional Method ◽  
Teaching Method ◽  
Cross Sectional Study ◽  
Learning Activity ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
E Learning ◽  
Teaching Learning

Background and Objectives: Due to Covid-19 lockdown period undergraduate medical institutions across the country are moving towards e-learning for continuity of education. The purpose of this study is to determine the perceptions of students towards e-learning and to analyze medical students’ perception on e-learning vs. conventional learning. Materials and Method: This was a descriptive cross sectional study conducted by distributing an online semi-structured questionnaire consisting Likert scale to undergraduate medical students of Kathmandu Medical College. Data assembled from the survey were analyzed and Statistical package for social sciences (SPSS) 24 version software was used for data analysis. Result: A total of 273 students were enrolled in this study. Most of the students, 83.9% (229) had the perception that conventional teaching method was the best method for learning as compared to e-learning method 16.1% (44). The students mentioned that conventional method of learning is more effective to increase knowledge than e -learning (M= 3.87, M= 2.80) which was statistically significant (p=0.000). Conclusion: E-learning was the only option for students to study during lockdown period. But students preferred conventional method of learning as compared to e-learning. It might be due to some disadvantages of e-learning, eg. Technical difficulties, lack of interaction with teacher  and patients, etc. So, these measures have to be addressed for improving e-learning for betterment of teaching-learning activity during these types of circumstances in future.

Investigating the Availability, Accessibility and use of E-Learning Resources by Undergraduate Students in University of Ilorin, Kwara State

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Oluyinka Titilope Afolayan
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
Virtual Classroom ◽  
Learning Resources ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Educational Benefits ◽  
E Learning ◽  
Main Instrument ◽  
Effective Use

The availability and use of e-learning resources in the acquisition and transfer of knowledge have been observed as a steering agent that facilitates the realization of major educational benefits in a developing economy. This study investigated the availability, accessibility, and use of e-learning tools by undergraduate students in the University of Ilorin, Nigeria, including the challenges limiting the full exploitation of e-learning resources for optimal usage and efficient e-service delivery. The methodology adopted for this research was purely survey design using the questionnaire approach as the main instrument for data collection. From the findings, limited availability, accessibility and usage of e-learning resources by the undergraduate students were revealed. The findings further showed that the major challenges hindering the effective use of e-learning resources amongst University of Ilorin students include lack of sophisticated e-learning resources such as teleconferencing, video conferencing, virtual classroom among others and high cost in the procurement of facilities that support e-learning. Based on these findings, recommendations are made towards addressing the challenges encountered by students in the utilization of e-learning resources in higher institutions of learning.

“Collective Undergraduate Research: A Teaching / Learning Tool For MSE Students”

2000 ◽  
Vol 632 ◽  
Author(s):  
Wafeek Samuel Wahby
Keyword(s):  
Undergraduate Students ◽  
Subject Matter ◽  
Engineering Students ◽  
Technical Writing ◽  
Undergraduate Research ◽  
Oral Communication ◽  
Learning Tool ◽  
The Subject ◽  
Eastern Illinois University ◽  
Teaching Learning

ABSTRACTA new experiment to implement and collectively publish undergraduate students' research was started at the School of Technology, Eastern Illinois University in the Fall of 1998. A summary of the procedures followed in this experiment, its assessment and its progress are presented. Collective research publications, authored by undergraduate engineering students and edited by their faculty can be used as an effective teaching / learning tool that benefits students/authors, their peers, faculty/editors, local and other institutions, and industry at large, particularly when this research is interactively posted on the Internet. Through a research study format, undergraduates learn the subject matter much better, become familiar with research methods and techniques early in their careers, and polish their technical writing abilities. As the experiment also fosters teamwork and peer collaboration and evaluation, undergraduates sharpen their oral communication skills through group discussions and in-class presentations. The experiment provided an opportunity for students to independently select and research a particular topic and helped them discover the research resources and reference materials available on the subject matter. As one of the few creative opportunities offered in a class, this experiment presented a variety of learning environments to undergraduates and helped promote their creativity and self-directed learning. It was confirmed that most undergraduate students hold unlimited potential for success as researchers, and that enthusiasm, hard work, self-motivation, and dedication of students are likely to constitute better indicators of success than the conventional grades they earned in the past.

scholarly journals Introduction of Group Discussion as a Teaching—Learning Method in Dissection Hall for the First MBBS Students

2019 ◽  
Vol 08 (02) ◽  
pp. 066-070 ◽  
Author(s):  
Mehul Tandel ◽  
Daxa Kanjiya ◽  
Neeraj Vedi ◽  
Deepak Sharma ◽  
Praveen Singh ◽  
...  
Keyword(s):  
Group Discussion ◽  
Active Participation ◽  
Cooperative Interaction ◽  
Learning Method ◽  
Self Directed Learning ◽  
Medical College ◽  
Feedback Questionnaire ◽  
Directed Learning ◽  
Teaching Learning ◽  
Academic Year

Abstract Background Human cadaveric dissection is considered as a core teaching tool and plays a major role in active learning process of students. However, students’ active participation and self-directed learning in dissection hall has declined over the period of time. Group discussion in dissection hall allows students to participate actively, engage in cooperative interaction, communicate effectively, and utilize self-directed learning. Therefore, group discussion has been introduced and assessed as a teaching-learning method in dissection with the aim of improving participation, learning, and communication skill of students in dissection hall. Methods This study was conducted on 100 students of Pramukhswami Medical College, Karamsad, Anand, Gujarat, India, during the 2018–2019 academic year. Students were divided in 10 groups for dissection. Group discussion was introduced as a teaching-learning method and assessed during dissection. Data were collected through anonymous feedback and then statistically analyzed. Result There was significant increase in active participation of most students during dissection: 79% students rated this method as good or excellent; 51 to 74% students agreed that this method helped them in better understanding of subject, improving dissection skills and communication; and 68% students agreed that working in group is better as compared with traditional method of dissection. The Cronbach's alpha of feedback questionnaire was 0.816. Conclusion Students perceived that the group discussion during dissection not only helped in creating active participation and better understanding of subject but also helped improve learning, communication, and dissection skills.

scholarly journals Peer-assisted learning [PAL] as a teaching-learning tool in radioanatomy for first MBBS students

2017 ◽  
Vol 06 (03) ◽  
pp. 203-207
Author(s):  
Saurabh Prakash Kulkarni ◽  
Pratima R. Kulkarni ◽  
Sachin Damke
Keyword(s):  
Time Management ◽  
Group Discussion ◽  
Knowledge Gain ◽  
Peer Tutors ◽  
Peer Assisted Learning ◽  
Learning Session ◽  
Practical Examination ◽  
Post Test ◽  
Teaching Learning ◽  
Motivation And Confidence

Abstract Background : Cognitive development, motivation and confidence building among tomorrows practitioners forms basis of today's medical education. Learning through social interaction, discussing, clarifying doubts from peers can facilitate process of understanding and implementing knowledge and skills. Objectives: To introduce Peer-assisted learning [PAL] in radioanatomy and to assess efficacy and utility of Peer-assisted learning [PAL] in radio anatomy. To gather perception of students regarding PAL. Methods: Sensitization regarding PAL to students was given. Pre test Objective structured practical examination [OSPE] followed by PAL sessions where five peer tutors conducted session for rest of the batch describing all five selected radiographs. Post test OSPE was conducted for knowledge gain. Separate questionnaire evaluated peer tutors and peer students responses. Focused group discussion were conducted to collect feedback from students regarding PAL. Results: 72.5% of peer students agreed on appropriate time management by peer tutors, 68% agreed the explanation and elaboration was appropriate, 66% agreed that important facts were emphasized and 86% agreed the session was interesting. Post test results showed maximum knowledge gain was seen in identification of radiographs. Peer tutors felt their confidence level, time management understanding improved. Conclusion: Peer assisted learning session aroused interest in study and was more informative for students. Peer tutors acquired confidence and could explore their teaching skill.

scholarly journals Perceptions of undergraduate medical students about teaching-learning methods adopted by faculty members in community medicine

2019 ◽  
Vol 6 (8) ◽  
pp. 3539
Author(s):  
Usha Rani C. ◽  
S. Aruna Devi
Keyword(s):  
Medical Students ◽  
Group Discussion ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Effective Learning ◽  
E Learning ◽  
Power Point Presentation ◽  
Microsoft Office ◽  
Teaching Learning

Background: Effective learning is closely associated with effective teaching. Achieving effective learning requires a student cantered and outcome-focused approach.4 Various interactive techniques like Problem Based Learning (PBL), facilitated group discussion, E-learning, Massive Open Online Courses (MOOCS) etc., are being implemented in TL sessions in medical schools. These methods are found to be effective to foster better learning among medical students. The present study was an attempt to understand the perceptions of undergraduate medical students, posted at Government Medical College and Hospital, Mehabubnagar, Telangana about different teaching methodologiesMethods: A cross sectional study was conducted among 56 MBBS students of 4th semester. A pre-tested, self-administered, structured questionnaire was devised which consisted of ten questions with three to four options each. Study participants were asked to fill up the questionnaire under strict supervision and they were allotted 15 minutes to complete the same. Entire data was entered into Microsoft Office Excel Sheet and analysed.Results: Out of 56, 32 (57.14%) female students and 24 (42.85%) male students voluntarily participated in the study. large number of participants i.e., 66.07% thought that FGD is the best method of teaching. Most of participants i.e. 96.42% had favourable attitudes towards PPT as they felt that it improves their learning.Conclusions: Maximum number of undergraduate medical students knew about E learning. Facilitated Group Discussion (FGD) was the most preferred teaching learning methodology by students. The majority of them had positive perceptions towards the use of Power Point Presentation (PPT) as a powerful teaching tool in medical education.

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 Evaluation of an E-Learning Tool for Augmented Acoustics in Music Education

2021 ◽  
Vol 4 ◽  
pp. 205920432110375
Author(s):  
Neva Klanjscek ◽  
Lisa David ◽  
Matthias Frank
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Group Discussion ◽  
Music Students ◽  
Learning Tool ◽  
Teachers And Students ◽  
E Learning ◽  
Technical Issues ◽  
Continuous Feedback ◽  
The Impact

Augmented Practice Room is an e-learning tool, developed by the project team, that allows music students to practice in different acoustical environments while remaining physically in their classroom or at home. Music teachers and students from violin, ‘cello, piano, clarinet, guitar, and pop-singing classes have collaborated in testing it for a semester and giving the authors continuous feedback. In this exploratory phase, we used methods such as group discussion and semi-structured diary, with the purpose to gather as many different perspectives and reactions from participants as possible. The analysis of the collected data showed that the tool was in general positively perceived and considered useful. In particular, results merged into a four-dimensional model that describes the impact of the tool on practice: musical expressiveness, level of attention or arousal, instrument-specific technical issues, and emotional state.

A Math E-Learning Course to Improve Pupils’ Performances

2013 ◽  
pp. 763-771
Author(s):  
Sandro Gallea ◽  
Roberto Gallea
Keyword(s):  
Open Source ◽  
Learning Activity ◽  
Cooperative Approach ◽  
School Year ◽  
Learning Platform ◽  
E Learning ◽  
The Subject ◽  
Teaching Learning ◽  
Academic Year

This chapter presents an e-learning teaching/learning activity to support the traditional activities at school. It was developed as a part of a P.O.R. project (Piano Operativo Regionale) of the Regione Sicilia for the Mathematics subject. The experiment was conducted at Libero Grassi school (Istituto Tecnico Commerciale Statale) in Palermo, Italy. The designated e-learning platform is the open source system, Moodle. The main purpose of the formative activity is to reduce students’ educational gap, which may generate “educational debits” at the end of the school year. If the students do not overcome these debits, they are not admitted to the next year. This activity took place during the second four-month term of the 2010/11 academic year. Results were excellent; no students had any educational debits. There was also an improvement in the students’ attitude towards the subject in the collaborative and cooperative approach between the students and the teacher. It was also positive for the rest of the class.

Sign in / Sign up

Export Citation Format

Share Document