Teaching Outbreak Investigations with an Interactive Blended Learning Approach

2021 ◽  
pp. e20200077
Author(s):  
Veronica Duckwitz ◽  
Lena Vogt ◽  
Claudia Hautzinger ◽  
Alexander Bartel ◽  
Jeelka Reinhardt ◽  
...  
Keyword(s):  
Public Health ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Interdisciplinary Approach ◽  
Learning Approach ◽  
Practical Case ◽  
Clinical Phase ◽  
Outbreak Investigations ◽  
Case Based

Public health is a central but often neglected component of veterinary education. German veterinary public health (VPH) education includes substantial theory-focused lectures, but practical case studies are often missing. To change this, we combined the advantages of case-based teaching and blended learning to teach these topics in a more practical and interactive way. Blended learning describes the combination of online and classroom-based teaching. With it, we created an interdisciplinary module for outbreak investigations and zoonoses, based on the epidemiology, food safety, and microbiology disciplines. We implemented this module within the veterinary curriculum of the seventh semester (in the clinical phase of the studies). In this study, we investigated the acceptance of this interdisciplinary approach and established a framework for the creation of interactive outbreak investigation cases that can serve as a basis for further cases. Over a period of 3 years, we created three interactive online cases and one interactive in-class case and observed the student-reported evaluation of the blended learning concept and self-assessed learning outcomes. Results show that 80% (75–89) of students evaluated the chosen combination of case-based and blended learning for interdisciplinary teaching positively and therefore accepted it well. Additionally, 76% (70–98) of students evaluated their self-assessed learning outcomes positively. Our results suggest that teaching VPH through interdisciplinary cases in a blended learning approach can increase the quality of teaching VPH topics. Moreover, it provides a framework to incorporate realistic interdisciplinary VPH cases into the curriculum.

Enhancing the quality of supervision: description and initial outcomes of a blended-learning approach to RANZCP supervisor accreditation

2020 ◽  
pp. 103985622092887
Author(s):  
Stephen Parker ◽  
Nicola Warren ◽  
Sarah Hamilton ◽  
Sidney Cabral ◽  
Jimsie Cutbush
Keyword(s):  
Blended Learning ◽  
Qualitative Content Analysis ◽  
Learning Experience ◽  
Accreditation Process ◽  
Free Text ◽  
Learning Approach ◽  
Supervisor Training ◽  
Competency Based ◽  
Interactive Workshop

Objective: Evaluation of a blended learning adaptation of the accreditation process for supervisors in the Royal Australian and New Zealand College of Psychiatrists’ (RANZCP) Competency-Based Fellowship Program. Method: The adaption of the accreditation process is described, and a mixed-methods approach was taken in its evaluation. Descriptive statistics are presented for participant responses to and engagement with interactive workshop elements. The Wilcoxon signed ranks test was applied to examine the change in participants’ confidence in their understanding of the expectations of a supervisor at the commencement and conclusion of the workshop. Free text evaluative responses were subject to qualitative content analysis. Results: Most participants expressed a preference for the blended learning workshop format and indicated that live polling improved the learning experience. Additionally, participants expressed greater confidence in their understanding of the expectations of the supervisor role following workshop completion. Conclusions: The blended learning approach to supervisor training was preferred by participants and may provide a model to be adopted by other training committees and institutions.

scholarly journals TEACHER EXCELLENCE IN THE LECTURES ON LINGUISTIC DISCIPLINES

2019 ◽  
pp. 50-57
Author(s):  
Mariana Strizhnova
Keyword(s):  
Blended Learning ◽  
Professional Training ◽  
Interdisciplinary Approach ◽  
Teaching Excellence ◽  
Innovative Technologies ◽  
Stage Of Development ◽  
Traditional Lectures ◽  
Teacher Excellence

Background: On the modern stage of development of excellence in lecturing, many innovative technologies and methods to perfect presentation skills of teachers are used. However, these methods are not always effective at teaching of the Humanities. This article considers ways to enhance teaching excellence in lecturing on Linguistics to Philology majors. Purpose: to systematize and describe alternative types of lectures for teaching linguistic disciplines. Discussion: The consideration of non-traditional types of lectures has enabled systematization of those which are effective for teaching linguistic disciplines. They include: problem-based lecture, lecture-conversation, binary lecture (two lecturers), lecture-visualisation, lecture with feedback and brainstorming. It is worthwhile to implement combined non-traditional lectures and interdisciplinary approach which will provide the blended learning with an emphasis on Science, the Humanities and general professional training. Results: The author offers tips on how to enhance the quality of lecture materials, manner of presentation and interaction with the audience. Additionally, some typical lecturer’s mistakes were also considered in the paper. teaching in the tertiary school; methods of teaching; non-traditional lectures; linguistic disciplines.

scholarly journals PENERAPAN PENDEKATAN PEMBELAJARAN AKTIF INOVATIF KREATIF EFEKTIF DAN MENYENANGKAN (PAIKEM) PADA PEMBELAJARAN MATEMATIKA KELAS IV SD NEGERI 010 RAMBAH

2017 ◽  
Vol 5 (2) ◽  
pp. 743
Author(s):  
Pariang Sonang Siregar ◽  
Lia Wardani ◽  
Rindi Genesa Hatika
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Approach ◽  
Mathematics Students ◽  
Highly Qualified ◽  
Student Activity ◽  
Average Value ◽  
The Third ◽  
Learning Mathematics

Abstract: The purpose of this research is to improve the activity and learning outcomes of students on learning Mathemathics by appying PAIKEM learning approach in class IV SD Negeri 010 Rambah. This study is limited only to the applications of PAIKEM approach in improving the quality of Mahtematics learning and students learning outcomes. The research is a classroom Action Research (PTK) conduct ed with 4 cycles, each cycle is done by learning with PAIKEM approach. The results of the research can be concluded that the application of PAIKEM approach in learning Mathematics can improve student activity and student learning outcomes fourth grade SD Negeri 010 Rambah Rokan Hulu-Riau even semester 2016/2017. The results are as follows: 1) Improving the quality of student activity from cycle I by 50%, cycle II by 80 %, cycle III by 92 %, and cycle IV by 98%, there is an increase in student activity on the Mathematic to be highly qualified, 2) the learning outcomes of the first cycle of 90%, the second cycle of 95 %, 100% of the cycle III, and 100% of the cycle IV, which there is an increase in excellent learning outcomes, 3) Average value of the cycle I of 72.38, and second cycle is 83.00, the third cycle is 90.50, and the fourth cycle is 97.00, the meaning is classically PAIKEM approath can increase the average of Mathematics students grade IV SD Negeri 0101 Rambah.Keyword: PAIKEM approach , learning outcomes, student activityAbstrak: Tujuan dari penelitian ini adalah untuk meningkatkan aktivitas dan hasil belajar siswa pada pembelajaran Matematika dengan menerapkan pendekatan pembelajaran PAIKEM di Kelas IV SD Negeri 010 Rambah. Penelitian ini dibatasi hanya pada penerapan pendekatan PAIKEM dalam peningkatan mutu pembelajaran matematika dan hasil belajar siswa. Penelitian ini merupakan Penelitain Tindakan Kelas (PTK) yang dilaksanakan dengan 4 siklus, setiap siklus dilakukan pembelajaran dengan pendekatan PAIKEM. Hasil penelitiandapat disimpulkan bahwa penerapan pendekatan PAIKEM dalam pembelajaran Matematika dapat meningkatkan aktivitas siswa dan hasil belajar siswa kelas IV SD Negeri 010 Rambah Kabupaten Rokan Hulu-Riau semester genap tahun 2016/2017. Hasilnya sebagai berikut: 1) Peningkatan kualitas aktivitas siswa dari siklus I sebesar 50%, siklus II sebesar 80%, siklus III sebesar 92%, dan siklus IV sebesar 98%, terjadi peningkatan aktivitas siswa pada mata pelajaran Matematika menjadi sangat berkualitas, 2) Ketuntasan hasil belajar dari siklus I sebesar 90%, siklus II sebesar 95%, siklus III sebesar 100%, dan siklus IV sebesar 100%, dimana terjadi peningkatan hasil belajar yang sangat baik, 3) Rata rata nilai dari siklus I sebesar 72,38, dan siklus II sebesar 83,00, siklus III sebesar 90,50, dan siklus IV sebesar 97,00, maknanya secara klasikal pendekatan PAIKEM dapat meningkatkan rata-rata nilai Matematika siswa kelas IV SD Negeri 010 Rambah.Kata Kunci: pendekatan PAIKEM, hasil belajar, aktivitas siswa

Cardiac Anesthesia: A Problem-Based Learning Approach

2019 ◽  
Keyword(s):  
Problem Based Learning ◽  
Learning Approach ◽  
Practical Case ◽  
Clinical Scenario ◽  
Case Description ◽  
Medical Review ◽  
Cardiac Anesthesia ◽  
Multiple Choice Questions ◽  
Comprehensive Review ◽  
Case Based

Cardiac Anesthesia: A Problem-Based Learning Approach provides a comprehensive review of the dynamic and ever-changing field of cardiac anesthesia. Its problem-based format incorporates a vast pool of practical case-related questions as well as multiple choice questions at the end of the chapter. Each chapter starts with a case description, usually a compilation of several actual cases; it then branches out, through case-based questions, to increasingly complex situations. This structure is designed to create an authentic experience that mirrors working through the nuances of a complicated clinical scenario. The discussion sections that follow in each chapter offer a comprehensive approach to the chapter's subject matter, thus creating a modern, complete, and up-to-date medical review of that topic.

PENGARUH PENDEKATAN PEMBELAJARAN DAN KEBUGARAN JASMANI TERHADAP HASIL BELAJAR KETERAMPILAN SEPAKBOLA (Studi Eksperimen pada Siswa SMA Labschool Kota Bandung)

2015 ◽  
Vol 4 (2) ◽  
pp. 165
Author(s):  
Ricky Fernando
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Learning Approach ◽  
Technical Approach ◽  
School Students ◽  
Learning Skills ◽  
Ability Test ◽  
Technical Learning

This research seeks to examine the effectiveness of learning tactical and technical approach to the learning outcomes of football skills. Results of this study are expected to be used as an alternative solution in order to develop the quality of learning football. The method used in this study is the experimental method to the design of post-only design. The population in this study were students of class XI SMA Labschool son UPI Bandung as many as 60 students. The sampling technique using purposive sampling technique.When the study is over 2 months, the number of 18 treatment sessions, with a frequency of 1 week 3 times. Author chosen instrument is a test of football skill and playing ability test (GPAI) for high school students football skills tests (test start and end of the football skills) there are four authors use the test passing and stoping, heading, dribbling and shooting and playing ability test (GPAI). Based on the analysis, it can be concluded that: (1) there is a significant effect of learning tactical approach to the learning outcomes of football skills. (2) There is a significant effect of technical learning approach to the learning outcomes of football skills. (3) There are differences in the effect of tactical and technical learning approach towards learning outcomes football skills, but more tactical approach a significant impact on learning outcomes of football skills than technical learning approach.Keywords: learning approach tactical, technical learning approach, results learning skills football.

scholarly journals A Clinical Teaching Blended Learning Program to Enhance Registered Nurse Preceptors’ Teaching Competencies: Pretest and Posttest Study

10.2196/18604 ◽  
2020 ◽  
Vol 22 (4) ◽  
pp. e18604
Author(s):  
Xi Vivien Wu ◽  
Yuchen Chi ◽  
Umadevi Panneer Selvam ◽  
M Kamala Devi ◽  
Wenru Wang ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Clinical Teaching ◽  
Teaching Competencies ◽  
Web Based ◽  
Clinical Competencies ◽  
Web Based Learning ◽  
Teaching Competence ◽  
Nurse Preceptors ◽  
Case Based

Background Clinical nursing education provides opportunities for students to learn in multiple patient care settings, receive appropriate guidance, and foster the development of clinical competence and professionalism. Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competencies, and enhance problem-solving and critical thinking skills. Previous research has indicated that the teaching competencies of nurse preceptors can be transferred to students’ clinical learning to enhance their clinical competencies. Objective This study aimed to develop a clinical teaching blended learning (CTBL) program with the aid of web-based clinical pedagogy (WCP) and case-based learning for nurse preceptors and to examine the effectiveness of the CTBL program on nurse preceptors’ clinical teaching competencies, self-efficacies, attitudes toward web-based learning, and blended learning outcomes. Methods A quasi-experimental single-group pretest and posttest design was adopted. A total of 150 nurse preceptors participated in the CTBL program, which was conducted from September 2019 to December 2019. A set of questionnaires, including the clinical teaching competence inventory, preceptor self-efficacy questionnaire, attitudes toward web-based continuing learning survey, and e-learning experience questionnaire, was used to assess the outcomes before and after the CTBL program. Results Compared with the baseline, the participants had significantly higher total mean scores and subdomain scores for clinical teaching competence (mean 129.95, SD 16.38; P<.001), self-efficacy (mean 70.40, SD 9.35; P<.001), attitudes toward web-based continuing learning (mean 84.68, SD 14.76; P<.001), and blended learning outcomes (mean 122.13, SD 14.86; P<.001) after the CTBL program. Conclusions The CTBL program provides a comprehensive coverage of clinical teaching pedagogy and assessment strategies. The combination of the WCP and case-based approach provides a variety of learning modes to fit into the diverse learning needs of the preceptors. The CTBL program allows the preceptors to receive direct feedback from the facilitators during face-to-face sessions. Preceptors also gave feedback that the web-based workload is manageable. This study provides evidence that the CTBL program increases the clinical teaching competencies and self-efficacies of the preceptors and promotes positive attitudes toward web-based learning and better blended learning outcomes. The health care organization can consider the integration of flexible learning and intellect platforms for preceptorship education.

scholarly journals Finding the Right Blend of Technologically Enhanced Learning Environments: Randomized Controlled Study of the Effect of Instructional Sequences on Interprofessional Learning (Preprint)

2018 ◽  
Author(s):  
Sok Ying Liaw ◽  
Khoon Kiat Tan ◽  
Ling Ting Wu ◽  
Seng Chee Tan ◽  
Hyekyung Choo ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Activities ◽  
Controlled Study ◽  
Learning Approach ◽  
Interprofessional Learning ◽  
Effective Learning ◽  
Instructional Sequences ◽  
Enhanced Learning ◽  
Interprofessional Competencies

BACKGROUND With the availability and capabilities of varied technologically enhanced learning activities, the blended learning approach has become increasingly popular in interprofessional education. The combined use of different technologically enhanced learning activities has not been fully examined, particularly to determine the effects of instructional sequences for effective learning outcomes. OBJECTIVE The objective of this study was to investigate whether the instructional sequences of a blended learning approach can improve students’ learning outcomes on interprofessional competencies. METHODS A randomized controlled study was conducted with 40 interprofessional health care teams. These teams undertook three technologically enhanced learning activities—Web-based instruction (WI), virtual reality (VR), and simulation exercise (SE)—after random assignment to three groups based on three different instructional sequences (WI-VR-SE, WI-SE-VR, and SE-WI-VR). Pretests and posttests were conducted to evaluate the students’ learning outcomes on interprofessional competencies. RESULTS A total of 198 participants from the three groups completed the questionnaires. All three groups reported significant improvement in their levels of self-efficacy (P<.05) and attitudes (P<.001) toward interprofessional team care about 1 month after the interprofessional learning activity. Although no significant difference was found (P=.06) between the WI-VR-SE and WI-SE-VR groups in the self-efficacy posttests, participants in the SE-WI-VR group reported significantly lower (P<.05) posttest scores than those in the WI-SE-VR group. The majority of the participants (137/198, 69.1%) selected the instructional sequence “WI-VR-SE” as their top preference. CONCLUSIONS This study shows that the instructional sequence of a blended learning approach can have a significant impact on students’ learning outcomes. The learning of concepts from WI followed by problem-solving activity in the SE was found to be a more effective learning sequence than the reverse sequence. We recommend that future studies focus on scaffolding students’ learning when planning instructional sequences for technologically enhanced learning activities within blended learning environments.

Blended Learning at Ajman University of Science and Technology

2014 ◽  
pp. 218-242
Author(s):  
Ahmed Ankit ◽  
Mirna Nachouki ◽  
Mahmoud Abou Naaj
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Learning Approach ◽  
Learning And Teaching ◽  
Face To Face ◽  
Level Of Satisfaction ◽  
Face To Face Learning ◽  
Instructor Satisfaction

Over the past few years, there has been a rapid increase in the development of technology-based learning and teaching. Professors have become more pragmatic in their approach to technology-based media by using it to supplement or to replace traditional face-to-face teaching. Blended learning, which combines both electronic and face-to-face interaction, has gained more ground as midway between distance and face-to-face teaching approaches. Thus, opportunities for both educators and learners have been created. The teaching and learning approach adopted at Ajman University of Science and Technology (AUST) combines an equal balance of traditional face-to-face and videoconference learning, complemented with the use of a learning management system (Moodle). Student and instructor satisfaction is considered the most important factor in measuring the quality of blended learning. The purpose of this chapter is, therefore, to examine student and instructor satisfaction of blended learning at AUST. The chapter demonstrates that the majority of students and instructors hold positive views but are still attached to the traditional face-to-face learning and teaching. They also show that the level of satisfaction may depend on individual experience as well as on the major studied/taught.

scholarly journals A Spotlight on Lack of Evidence Supporting the Integration of Blended Learning in K-12 Education

2019 ◽  
Vol 11 (4) ◽  
pp. 1-14 ◽  
Author(s):  
Mark Poirier ◽  
Jeremy M. Law ◽  
Anneli Veispak
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Empirical Research ◽  
Meta Analysis ◽  
Department Of Education ◽  
Narrative Review ◽  
K 12 ◽  
The U.S

In an effort to highlight the need for, and lack of, quality empirical research in K-12 blended learning environments, this systematic narrative review investigated and reported on the quantity and quality of recent empirical research in K-12 blended learning, published between 2009 and February 2017. In addition to assessing the quality and scope of these studies, the effectiveness of blended learning environments on learning outcomes and potential contributing variables were discussed. Eleven articles were identified and found to meet the inclusionary criteria and measures of quality set by this review, extending the corpus of 5 articles identified by a previous 2009 meta-analysis commissioned by the U.S. Department of Education to 16. Mixed findings regarding the benefit of blended learning in a K-12 setting were reported across the literature, thereby highlighting the need for more extensive research in this domain.

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