scholarly journals CONCEPT MAPPING: A MEANINGFUL SELF-DIRECTED LEARNING TOOL FOR PROBLEM BASED LEARNING IN PHYSIOLOGY.

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Anju Anand Asia ◽  
Abhay Mudey
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Problem Analysis ◽  
Learning Tool ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Post Test ◽  
Directed Learning

Background: Fostering meaningful and self-directed learning among medical graduates is essential to mold them into competent physicians. Concept mapping is one such educational tool facilitating meaningful learning by organizing and integrating information. In our study it was used as a learning tool for problem analysis in Physiology. Material and Methods: Students of the first MBBS Professional year were divided into groups of fifteen; a group facilitator was allotted to each group. After initial practice, students constructed concept maps in Problem based learning (PBL) sessions on case based scenarios; each group finalized a map and then designed charts based on these maps. Student’s analytical ability was determined through differences in score between MCQ based pretest and post test. Charts were evaluated and perception of students regarding effectiveness of concept maps designing was taken. Results:  One hundred and thirty two students completed the study. There was a   statistically significant difference in the pre and post test scores. The items in the Concept maps charts evaluation sheet were ranked as good or excellent in 75% of Charts except the item on horizontal interlinking and cross linking hierarchy which was ranked as satisfactory in 63% of Charts.  Students considered activity of collection of information, discussions, designing, active involvement and teamwork as useful. Conclusions: Self designed Concept maps can be a novel   approach for problem analysis in Physiology. Summary:  Concept maps are useful for summarizing information; integrating mapping in PBL can improve critical thinking ability of students and renew interest in a basic science subject like Physiology. Keywords: Concept map, Problem based learning, Meaningful learning, Analysis.

scholarly journals Effect of self-directed learning process on multimedia competencies of educational technology students

2015 ◽  
Vol 7 (1) ◽  
pp. 22
Author(s):  
Mohsen  Bagheri ◽  
Mohammad Hashemi Gheshlaghi ◽  
Fatemeh Joshaghan Nezhad
Keyword(s):  
Educational Technology ◽  
Learning Process ◽  
Self Directed Learning ◽  
Paired Samples ◽  
Technology Students ◽  
Multimedia Production ◽  
Significant Difference ◽  
Post Test ◽  
Directed Learning ◽  
Multimedia Competencies

The current study aimed to investigate the effectiveness of the Self-directed Learning (SDL) process on multimedia competencies of educational technology students at Arak university in Iran. The sample of the study consisted of all educational technology students studying at Arak university. The sample included students who were selected for project courses in the  second semester of academic year 2014-2015. The quasi-experimental research, pre-test, post-test design was used for the study. Before the treatment, the pretest of multimedia competencies was employed, then students in the project course received education through the SDL process. The period lasted for 13 weeks, then the post-test was conducted. For data collection, the researchers prepared a questionnaire of multimedia competencies with three subscales (multimedia instructional design, multimedia production skills, and multimedia production tools). The validity of the questionnaire was confirmed by experts in the field of Educational Technology, and Cronbach's alpha coefficient was obtained as a reliability of 0.90. The data were analyzed with independent and paired-samples t-test. The results showed that there was a significant difference between students’ scores in pre-test and post-test; and there was no significant difference between male and female students’ scores on multimedia competencies.Keywords: educational technology, self-directed learning process, multimedia competencies

scholarly journals Self Directed Learning Behaviour- Impact of E-Learning Activity on Students

2021 ◽  
Author(s):  
Mangesh Anandrao Bankar
Keyword(s):  
Learning Activity ◽  
Self Directed Learning ◽  
Self Evaluation ◽  
Significant Difference ◽  
Post Test ◽  
E Learning ◽  
Directed Learning ◽  
Power Point Presentation ◽  
Power Point ◽  
The Impact

Introduction: Self-Directed Learning (SDL) skills are essential for medical graduates for enabling them to engage in continuous learning during their medical practice. Aim: To assess the impact of E-learning activity on SDL readiness among second year MBBS students. Materials and Methods: The single group pre-test/post-test experimental study was conducted at Andaman and Nicobar Islands Institute of Medical Sciences, Port Blair. The Self-Directed Learning Readiness Scale (SDLRS) was administered to 87 fifth semester MBBS students, after obtaining informed consent. The Google website- www.sites.google.com/view/e-learningpharmacology was created and an interactive Power Point presentation along with practice set was uploaded daily for six days. The students were instructed to visit the site daily and complete the practice questionnaire. Post-test and E-learning perception questionnaire was administered after completion of E-learning activity. The data analysed using Statistical Package for Social Sciences (SPSS) version 20 software. Results: Total 87students (60% female and 40% male) participated. There was a statistically significant difference between total SDLRS scores (p<0.05) and other subscales i.e., Critical Self Evaluation (CSE) (0.007), Learning Self Efficacy (LSE) (0.003) and Effective Organisation of Learning (0.001) of the pre and post-test scores. For E-learning activity perception questionnaire, mode was observed to be 4 for 5 out of six items. Conclusion: The results of the study showed that E-learning activity influences SDL readiness among students. The E-learning activity was well perceived by study participants.

scholarly journals Using modified tutorless problem-based learning approach with ‘SET triggers’ to teach diabetes mellitus to undergraduate medical students

2019 ◽  
Vol 6 (3) ◽  
pp. 876
Author(s):  
Karan Shrikant Patil ◽  
Dinesh Chandra Gupta ◽  
Swapnil Ganeshpure
Keyword(s):  
Diabetes Mellitus ◽  
Medical Students ◽  
Test Scores ◽  
Problem Based Learning ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Effective Option ◽  
Post Test ◽  
Directed Learning ◽  
The Difference

Background: The purpose of this study was to introduce modified form of conventional problem-based learning (PBL) i.e. “Tutor less PBL” in educating medical students about type 2 diabetes mellitus (T2DM). Medical students are future physicians and can be effective healthcare professionals to screen and manage diabetes at community level. Poor levels of awareness as well as lacunae in teaching diabetes have been reported among medical students. The study aimed to assess the knowledge of undergraduate medical students about T2DM by using “Tutorless PBL” method.Methods: Sixty-two 8th semester medical students from one of the private medical colleges in Mumbai city attained knowledge about T2DM through “Tutorless PBL” and “conventional PBL”. “A structured set of engagements triggers” (SET) was used in Tutorless PBL. Students responded through pre and post-test questionnaires and ‘student’s unpaired t test’ compared their test scores. Fourteen item questionnaires with Likert scale evaluated students’ feedback about both methods.Results: The post test scores were more for students in “Tutor less group” than in “tutored group” (15.37 vs. 14.01). The difference was statistically significant (t=5.87, p<0.001). All (100%) students appreciated both methods for enhancing their knowledge about T2DM. “Tutor less PBL” was found to be more effective than “conventional PBL” in promoting self-learning and critical thinking abilities.Conclusions: Both methods were beneficial to students in terms of clarifying the topic, improving group interaction and yielding self-directed learning. Tutorless problem-based learning can be an effective option especially in resource (faculty) limited setting.

The effect of concept maps, as an individual learning tool, on the success of learning the concepts related to gravimetric analysis

2018 ◽  
Vol 19 (3) ◽  
pp. 819-833 ◽  
Author(s):  
N. Turan-Oluk ◽  
G. Ekmekci
Keyword(s):  
Concept Mapping ◽  
Test Scores ◽  
Concept Maps ◽  
Case Study Research ◽  
Attitude Scale ◽  
Individual Learning ◽  
Mapping Technique ◽  
Gravimetric Analysis ◽  
Learning Tool ◽  
Post Test

This study aims to conduct a detailed investigation on the effect the use of concept mapping, as an individual learning tool, has on students’ success in learning the concept of gravimetric analysis. This study applies a case study research design to quantitatively examine the effect of the use of concept mapping and to conduct a detailed qualitative investigation of the participants’ opinions about its use. In this study, the concept maps were used both as a data collection tool [Select and fill in the nodes (SAFIN); Select and fill in the lines (SAFIL); Create and fill in the lines (CAFIL); Select and fill in the nodes&lines (SAFIN&L)] and as an individual learning tool. For data triangulation, students’ opinions on the concept mapping technique, as an individual learning tool for understanding gravimetric analysis, were also taken. Results from the study showed that there were significant differences between the pre- and post-test scores on all the tests (four types of fill-in-the-blank concept maps and a concept test) in favor of the post-test scores. In other words, the use of the concept map resulted in an increase in the success of the students. Furthermore, the participants expressed very positive opinions about the concept maps as an individual learning tool, both on the attitude scale and in their written opinions, declaring that it has a definite boosting effect on successfully learning a concept.

scholarly journals THE EFFECT OF USING CONCEPT MAPS AS ADVANCE ORGANIZERS IN ENGLISH LESSONS ON THE ACADEMIC ACHIEVEMENT OF STUDENTS

2020 ◽  
Vol 8 (50) ◽  
Keyword(s):  
Academic Success ◽  
Test Scores ◽  
Concept Maps ◽  
Meaningful Learning ◽  
Advance Organizers ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
And Gender ◽  
Experimental Group

Meaningful learning is a learning model developed by Ausubel (1960). This learning model is based on expository teaching and advance organizers play an important role in it. In this study, concept maps are used as advance organizers. The purpose of this study is to determine whether the academic success of the experimental group in which advance organizers are used differs from the control group and whether there is a relationship between academic success and gender. The study was conducted with 56 undergraduate students who are in their first year at a private university in Istanbul in the academic year of 2019-2020. In the study which is carried out by using quasi-experimental design with pre-test post-test control group, there is 1 experimental group with 28 students, and 1 control group with 28 students. The treatment was applied for 6 weeks. In the experimental group, the lessons were taught by using concept maps as advance organizers. In the control group, traditional method was used. Data were collected using the multiple choice test formed by the researcher with 40 questions as pre-test and post-test. As a result of the data analysis done by SPSS 24 package program, no significant difference was found between pre-test scores of the two groups. A significant difference was found between post-test scores of the groups in favor of the experimental group. However, no significant difference was found between academic success and gender. Keywords: Meaningful learning, advance organizers, concept map, academic success

scholarly journals PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK DAN INQUIRY TERBIMBING TERHADAP KEMAMPUAN LITERASI SAINS BERDASARKAN KEMANDIRIAN BELAJAR

2019 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Hana Lestari
Keyword(s):  
Science Literacy ◽  
Analysis Data ◽  
Control Group ◽  
Guided Inquiry ◽  
Self Directed Learning ◽  
Control Group Design ◽  
Significant Difference ◽  
Result Show ◽  
Post Test ◽  
Directed Learning

The purpose of this reasearch are knowing effect of Self directed learning, PJBL model and Guided Inquiry to science literacy abilities. This study was conducted at SMA Taruna Andigha and SMA Bina Insani in April-May 2018. Design of this research is post-test only experiment and control group design. The method that used on this research was quasi experiment. Experiment class was treated by PJBL model, while control class was treated by Guided Inquiry model. This instruments consist questionnaire of self directed learning and science literacy abilities test. The instruments have been valid and reliable. Analysis data used by Anova 2 ways design (2x2 factorial). The result show that: 1) The ability of science literacy of student who are given PJBL model higher than the students who given Guided inquiry models. (2) There is an enhancement of science literacy of students effected by self directed learning and learning models. (3) The ability of science literacy of students with high self directed learning who given treatment PJBL model is higher than the students who are given Guided inquiry model. (4) There is no significant difference the abiility of science literacy between students low self directed learning who given treatment by PJBL model and students who are given treatment by Guided inquiry model.

scholarly journals Online Problem-Based Learning Intervention on Self-Directed Learning and Problem-Solving through Group Work: A Waitlist Controlled Trial

2022 ◽  
Vol 19 (2) ◽  
pp. 720
Author(s):  
Florence M. F. Wong ◽  
Crystal W. Y. Kan
Keyword(s):  
Problem Solving ◽  
Small Group ◽  
Group Work ◽  
Problem Based Learning ◽  
Control Group ◽  
Self Directed Learning ◽  
Small Group Work ◽  
Waitlist Control ◽  
Significant Difference ◽  
Directed Learning

Background: Small group work embraces independent study and interactive learning, which enhance knowledge acquisition and skills. Self-directed learning (SDL) and problem-solving (PS) are essential skills in the development of the nursing profession. During the coronavirus pandemic, virtual learning was indispensable. However, little is known about how students develop SDL and PS abilities through online learning through group work. Objective: To evaluate the effects of the online intervention on SDL and PS abilities through interactive group work. Methods: A randomised waitlist-control trial was carried out. A structured intervention using problem-based learning (PBL) as a guideline was used to direct student learning in small group work. Assessments were scheduled at Time 0 (baseline), Time 1 (8th week), Time 2 (16th week), and Time 3 (28th week). Results: The mean student age was 21.45 (SD = 0.86). About 78% of students were female. There was no significant difference in demographic characteristics and analysis at the baseline. Students in the intervention group reported greater improvement in the SDLRS and PSI at the 8th week, whereas those in the waitlist control group reported greater improvement in the SDLRS and PSI at the 16th week. Sustained effects in the SDLRS and PSI were observed in both the intervention and waitlist control groups at the 16th and 28th weeks, respectively. A repeated-measure analysis was performed to compare the SDLRS and PSI in different periods and revealed statistically significant results (p < 0.001) in all subscales of SDLRS and PSI in the four study periods. Conclusions: The guidelines appear to be an effective treatment for SDL and PS ability enhancement with sustainable effects through interactive group work. The guidelines with explicit instructions and learning objectives provide directions and guidance to students to learn more effectively. The educator plays a vital role in facilitating the students’ SDL and PS ability improvement.

Pengaruh Model Pembelajaran Problem Based Learning dan Gaya Kognitif Terhadap Hasil Belajar IPA Siswa di Kelas VII MTSN 2 Tanjung Jabung Timur

2018 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Sartika Sepriyani ◽  
Rayandra Asyhar ◽  
Asrial Asrial
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Models ◽  
Embedded Figures Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The ability to solve problems is a skill that students need to have in dealing with various problems in life. This study aims to determine the effect of problem based learning models; cognitive styles and interaction between both factors on science learning outcomes of students in class VII of MTs 2 Tanjung Jabung Timur in academic year 2015/2016. This research was conducted with a quasi-experimental research method by applying a 2 × 2 factorial design. The study sample consisted of an experimental class of 30 students and a control class of 29 students. Data collection was conducted using two types of instruments, namely the Group Embedded Figures Test (GEFT) to measure students cognitive styles and students' learning outcomes test in essay forms. The Problem Based Learning model affect the learning outcomes, there is significant difference in science learning outcomes between students who have Cognitive field dependent (FD) style that is taught by the Problem Based Learning model and students who have Cognitive FD style that is taught by conventional learning models. The results show that the value of the experimental class post-test is higher than that of the control class. In short, the experimental class with the application of the Problem Based Learning model in the learning process provides higher learning outcomes than that of the conventional models.

Effects of Short-Term Mission Trips on Recipients’ Self-Esteem and Readiness for Self-Directed Learning

2021 ◽  
pp. 009164712110115
Author(s):  
Charissa H. W. Wong ◽  
Li Neng Lee ◽  
Alberto Pérez Pereiro
Keyword(s):  
Self Esteem ◽  
Control Group ◽  
Short Term ◽  
Self Directed Learning ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
Directed Learning ◽  
Group Post ◽  
Mission Trips

Short-term Christian overseas volunteer trips, also known as short-term mission trips (STMs), have become increasingly prevalent (Howell & Dorr, 2007). However, research on these programs has been limited. This quasi-experimental study adds to the literature by quantitatively measuring the effects of an STM from Singapore to Thailand. STM recipients’ ( n = 44) self-esteem and readiness for self-directed learning (RSDL) were compared across timepoints – pre-test, post-test, follow-up – and with a control group ( n = 50). It was hypothesized that recipients would experience an increase in self-esteem and RSDL such that their scores would be higher than the control group post-STM. Results provide partial support for the hypotheses; while improvements among recipients were either not significant (for self-esteem) or not long-lasting (for RSDL), recipients had higher scores than the control group post-STM. This suggests that STMs have some, albeit limited, positive effects. Recommendations for promoting greater and longer-lasting effects are offered.

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