scholarly journals Qualitative analysis of undergraduate paramedic students’ perceptions of using case-based learning in an online learning environment

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Brett Williams
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Clinical Education ◽  
Teaching And Learning ◽  
Teaching Methodology ◽  
Case Based Learning ◽  
E Learning ◽  
Student Centred Learning ◽  
Case Based

This paper presents the second paper in a series outlining the results of a recent research project that aimed to identify student paramedic perceptions of case-based learning (CBL) in the clinical curriculum of the Bachelor of Emergency Health (BEH) degree at Monash University. The integration of student-centred learning (SCL) and CBL within clinical education is an important part of undergraduate prehospital education at Monash University. This e-learning pedagogy has facilitated the creation of small online learning communities, and allowed closer scrutiny of the current technological teaching and learning environment. The study concludes that CBL is a congruent teaching methodology in clinical curricula for prehospital BEH undergraduate students.

Practical and Case-Based Methods in Teaching and Learning

2022 ◽  
pp. 148-179
Author(s):  
Laura Elizabeth Hand
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Communicative Language Teaching ◽  
Experiential Knowledge ◽  
The Us ◽  
Case Based Learning ◽  
Environmental Adaptability ◽  
Teaching Learning ◽  
Case Based

This chapter (re)introduces practical learning methods to the reader. Focusing on multimodality, authenticity, engagement, and environmental adaptability, this chapter breaks down practicality in a rapidly changing learning environment and provides a brief overview of three practical approaches. Combining industry-developed knowledge of agile strategies with experiential knowledge of frontline, metric-driven innovations in teaching, learning, and eLearning, this chapter also showcases blueprints for establishing a sustainable foundation for the growing architecture of eLearning in the US and internationally. The chapter is designed to model the chapter's content for the reader, actively involving readers across modalities in the processes of refining an understanding of practical methods and approaches, including (1) case-based learning, (2) active learning, and (3) communicative learning (as a corollary to communicative language teaching).

scholarly journals Undergraduate Radiology Education During the COVID-19 Pandemic: A Review of Teaching and Learning Strategies

2020 ◽  
pp. 084653712094482 ◽  
Author(s):  
Kathryn E. Darras ◽  
Rebecca J. Spouge ◽  
Anique B. H. de Bruin ◽  
Anto Sedlic ◽  
Cameron Hague ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Learning Environment ◽  
Radiology Education ◽  
Case Based Learning ◽  
E Learning

The Coronavirus disease 2019 (COVID-19) pandemic has altered how medical education is delivered, worldwide. Didactic sessions have transitioned to electronic/online platforms and clinical teaching opportunities are limited. These changes will affect how radiology is taught to medical students at both the pre-clerkship (ie, year 1 and 2) and clinical (ie, year 3 and 4) levels. In the pre-clerkship learning environment, medical students are typically exposed to radiology through didactic lectures, integrated anatomy laboratories, case-based learning, and ultrasound clinical skills sessions. In the clinical learning environment, medical students primarily shadow radiologists and radiology residents and attend radiology resident teaching sessions. These formats of radiology education, which have been the tenets of the specialty, pose significant challenges during the pandemic. This article reviews how undergraduate radiology education is affected by COVID-19 and explores solutions for teaching and learning based on e-learning and blended learning theory.

scholarly journals Efetividade das Estratégias de Ensino no Desenvolvimento das Competências de Estudantes do Curso de Administração

REVISTA PLURI ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 293
Author(s):  
Katia Maria Rocha de Lima
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
The World ◽  
E Learning ◽  
On Line ◽  
Different Levels

O objetivo desta investigação é estruturar um modelo que avalie a efetividade das estratégias de ensino (tradicional, online e hibrido) utilizadas para o desenvolvimento das competências dos estudantes de graduação em administração, observando o perfil do estudante e o estilo de aprendizagem. A aprendizagem online, baseada no e-learning, tem desempenhado um papel fundamental no ensino e aprendizagem, que se torna cada vez mais popular não apenas em diferentes níveis escolares, mas também em várias instituições de educação superior em todo o mundo (Nedungadi & Raman, 2012). Nesse contexto, a educação a distância emerge como uma oportunidade que pode ampliar as possibilidades de aprendizagem do estudante, implementando ensino totalmente a distância ou no modelo híbrido.Palavras-Chave: Modelos de aprendizagem, e-learning, tradicional, on-line, híbrido.Abstract:The objective of this research is to structure a model that evaluates the effectiveness of teaching strategies (traditional, online and hybrid) used for the development of Administration course undergraduate students’ skills, observing student’s profile and his/her learning style. Online learning, based on e-learning, has played a key role in teaching and learning, which is becoming increasingly popular not only at different levels of education but also in several higher education institutions around the world (Nedungadi & Raman, 2012). In this context, distance education emerges as an opportunity that can broaden students’ learning possibilities, implementing distance education or the hybrid model.

scholarly journals Case Based Learning Teaching Methodology in Undergraduate Health Sciences

2012 ◽  
Vol 2 (2) ◽  
pp. 48
Author(s):  
Kaitlyn Brown ◽  
Mary Commandant ◽  
Adi Kartolo ◽  
Casey Rowed ◽  
Agatha Stanek ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Group Discussion ◽  
Pilot Project ◽  
Health Sciences ◽  
Teaching Methodology ◽  
Academic Experience ◽  
Nominal Scale ◽  
Case Based Learning ◽  
Health Sciences Students ◽  
Case Based

Case-based learning (CBL) is an interactive teaching approach involving small-group discussion to determine a range of solutions for a presented patient case. In light of the success that the approach has achieved in numerous professional and undergraduate programs, a pilot project was introduced in 2009 by senior health sciences students, who acted as CBL facilitators, at the University of Ottawa for undergraduate courses in the Interdisciplinary School of Health Sciences (ISHS). In collaboration with faculty professors, the facilitators developed CBL sessions consisting of patient cases that were reflective of the core objectives of health sciences courses. A total of 144 undergraduate students from three ISHS courses took part in these sessions; they were evaluated based on the calibre of their participation and a quiz. The quiz consisted of 5 questions that evaluated the students’ mastery of the concepts covered in the CBL session. The students also completed an evaluation of the pilot project. On a nominal scale of one to five, the students on average scored 4.13 out of a possible 5.00 (SD 1.48) marks on the quiz. In the evaluation, the students rated the project as having an overall learning benefit of 3.82 on a nominal scale of one to four. The evaluation indicates that the students perceived the program as having significant learning value and the quiz marks confirmed that CBL promoted the application of lecture content to practical scenarios. These preliminary findings suggest that implementing CBL in ISHS would enhance students’ academic experience. Further sessions based on this model would improve from more rigorous pre- and post- session assessments. 

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

scholarly journals Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

2020 ◽  
Vol 22 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Sinan Keskin ◽  
Halil Yurdugül
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Task Value ◽  
Individual Factors ◽  
E Learning ◽  
The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

scholarly journals Accompanying Students in Online Learning: Challenges and Interventions

2021 ◽  
Vol 2 (2) ◽  
pp. 106-119
Author(s):  
Gilbert Santos Arrieta ◽  
Reuben C. Calabio ◽  
Elna M. Rogel
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Affairs ◽  
Time Management ◽  
Teaching And Learning ◽  
Guidance Counselors ◽  
Virtual Learning Environment ◽  
Online Environment ◽  
Learning Challenges ◽  
Home And School

When children come to school, parents endorse them to the teachers and staff who have the duty to take care of their formation and growth while they are in school. Being in school does not only allow the students to learn formally but also to meet new people who become their classmates and friends. The home and school which are the primary places of children/students should be nurturing environments where they grow and assisted. In school, the systems are already in place in terms of teaching and learning including the emotional assistance to students. However, this remains to be seen in a virtual learning environment. The Covid-19 pandemic forced teaching and learning to be conducted in an online environment, a road less traveled in education. Though the learning continuity plan was developed and directives were issued, it was expected that there will be challenges and concerns that will emerge. Managing the challenges experienced by the students is another concern. This study aims to find out the difficulties and challenges encountered by the students as shared and observed by the teachers, and how the students were assisted by the teachers. Based on the findings, it was found out that overload of requirements, time management, isolation, and lack of privacy are the main challenges and concerns encountered by the teachers. According to the teachers and guidance counselors, these were managed by being available online to the students, coordination of the student affairs, teachers, and guidance counselors, listening, and counseling/giving of advice. From these findings, the challenges and concerns will be addressed appropriately and lesser concerns will emerge as the online learning progresses.

scholarly journals Case-based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Lisa A. Vinney ◽  
Jennifer C. Friberg ◽  
Mary Smyers
Keyword(s):  
Cognitive Processing ◽  
Perspective Taking ◽  
Teaching And Learning ◽  
Independent Study ◽  
Metacognitive Awareness ◽  
Speech Language Pathology ◽  
Higher Level Thinking ◽  
Case Based Learning ◽  
Language Pathology ◽  
Case Based

This case study addressed the authors’ efforts to design an 8-week small-group independent study (IS) experience that facilitated undergraduate speech-language pathology students’ (n=19) higher-level thinking and overall metacognitive awareness. We hoped to encourage both in order to improve students’ overall cognitive growth while enhancing their reflection about and knowledge of professional perspectives regarding the assessment and treatment of laryngeal cancer. To take on this challenge, we combined case-based learning (CBL) and perspective-taking (PT) pedagogies across the IS. Students completed the Metacognitive Awareness Inventory (MAI) pre- and post-IS, and written reflections after each of eight weekly discussion meetings. The MAI was quantitatively analyzed, while reflections were qualitatively coded using Bloom’s taxonomy. Findings indicated that metacognitive awareness significantly improved and that higher-level cognitive processing was increasingly evidenced across students’ IS experience. Results indicate the potential to maximize metacognition and cognitive processing by combining CBL and PT by the methods used here. Applications of combined CBL and PT to other disciplines and teaching and learning situations will be discussed along with the implications of our findings.

A Survey: E-Learning Affects, Satisfaction and Sentiments of Students of Shaheed Benazir Bhutto University Shaheed Benazirabad,Pakistan

2021 ◽  
Vol 9 (6) ◽  
pp. 665-668
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Rural Areas ◽  
Positive Emotions ◽  
Electronic Learning ◽  
Online Examination ◽  
Computer Knowledge ◽  
E Learning ◽  
Computer Literate ◽  
Result Analysis

In this paper authors have concluded the satisfaction of undergraduate students about the e-learning (electronic learning) during pandemic situation. The data is collected through research questionarrie from 94 students of Information Technology departmentof Shaheed Benazir Bhutto University, Shaheed Benazirabad. From the total participants 75.5% were male and 24.5% were female. from the result analysis we concluded that those students who are already computer literate and established financial background they managed to learn by home however those who have lack of computer knowledge, belongs from the rural areas and unavailability of internet facility they are not supposed to manage the online classes. few students reports that they don’t have computing devices and internet facility therefore they come at the friend’s residency to attend the online class or to attempt the online examination. As we asked one open-ended question to share their experience about the online learning, from that response we have calculated overall sentiments about the students through the MonkeyLearn online tool, results of sentiments shows that 55.3% positive emotions and reset of the students showed negative emotions about the online learning.

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