scholarly journals Optimal Use of the Forum to Develop Problem-Based Learning: Effective Use of Cyber space in a Holistic Process

2017 ◽  
Vol 16 (4) ◽  
pp. 564-571 ◽  
Author(s):  
Leili Mosalanejad ◽  
Rahim Raofi ◽  
Mohammad Ali Montaseri ◽  
Saeed Abdollahifard
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Medical Science ◽  
Problem Based Learning ◽  
Virtual Space ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Use Of Technology ◽  
Holistic Process ◽  
The Face

Introduction: Many medical schools have introduced PBL into their curricula because of the potential advantages for students’ learning over traditional lecture based curricula. Integration of online discussion forums could help students, PBL and the curriculum. The aim of this article is the use of the Forum to Develop Problem-Based Learning as a Cyberspace in a Holistic Process and the investigating the effect of this program on students’ satisfaction and students’ cognitive competence.Methodology: For each curriculum used a discussion forum (DF) was created with 90 student and 8 tutors. Using forum for problem based learning- virtual quiz and virtual round develop and design to develop problem based learning and the best use of virtual space to promote teaching and learning also best use of technology in teaching as a new method.Results: Included: reforming and finalizing learning objectives, posting the concept map constructed in the face-to-face session and questioning, encouraging and motivating each other. In addition, posts included tutors’ feedback and redirection.Conclusions: Blending e-learning with conventional PBL may help overcome student-perceived shortcomings of conventional PBL and improve the learning experience, making learning more interactive and interesting.Bangladesh Journal of Medical Science Vol.16(4) 2017 p.564-571

Cyber-Ethnography

2011 ◽  
pp. 330-238 ◽  
Author(s):  
Elizabeth Keeley-Browne
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Line Drawing ◽  
Research Tool ◽  
Virtual Space ◽  
Research Approach ◽  
Code Of Practice ◽  
Use Of Technology ◽  
Definition Of ◽  
New Research

As the use of technology in teaching and learning grows at a pace a new research approach is gaining in popularity among student researchers and academics. This article describes the development of cyber-ethnography as a research tool, identifies its use as a research method and provides summary to a research project that examines interaction between lecturers and learners engaged on a Masters degree in Education delivered on-line. Drawing on the benefits provided by cyber-ethnography as a research tool, new perspectives on the student learning experience are identified and explored. The research provides insight into the experience of staff and students alike. The course specific research findings are discussed and the process of researching in virtual space is evaluated. The findings identify advantages to the learner when asynchronous communication provides time for reflection and considered response. Further advantages are identified in the opportunity to consult across the globe on issues of practice. The creation of communities of personal support networks that reach beyond the considerations of the course are identified and assessed. Disadvantages are identified with the technology itself and associated issues of access, equity and support. Recommendations arising from the research are for greater focus on the role of the tutor in virtual learning situations with consideration given to the time commitment required of lecturing staff. Evaluation of the research methodology highlights the need for a clearer definition of cyber ethnography, greater understanding of the social worlds inhabited in cyberspace and a code of practice for those researching on the net.

scholarly journals The Effect of the COVID-19 Pandemic on Learning Quality and Practices in Higher Education—Using Deep and Surface Approaches

2021 ◽  
Vol 11 (9) ◽  
pp. 462
Author(s):  
Salah Alhammadi
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Mode Of Delivery ◽  
Class Discussion ◽  
The Face ◽  
Face To Face Learning ◽  
Future Of Education

This paper explores the student learning experience using technology as an e-learning tool during the COVID-19 pandemic. This article utilized qualitative methods to examine the quality of student learning using deep and surface approaches to understand what influences student engagement with technology. Interviews were conducted with 21 students from various academic majors using deductive content analysis to evaluate their responses. The findings show that technology increased student engagement with class discussion, and students became more informed about lecture material. It is noteworthy that there were some variations in the students’ interpretation of the learning experience with technology, indicating a gap in the quality of learning. Notably, there was an improvement in grades compared to the last online session and the face-to-face learning experience prior to the COVID-19 pandemic, and there were fewer missing quizzes and late assignments. These outcomes may be used to enhance teaching strategies and problem solving within teaching and learning to develop a new mode of delivery. In addition, these findings are important for the future of education in a post-pandemic world.

Technology Support for Collaborative Learning

2011 ◽  
pp. 888-893
Author(s):  
David A. Banks
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Audience Response ◽  
Technology Support ◽  
Electronic Meeting Systems ◽  
Face To Face ◽  
Use Of Technology ◽  
The Face ◽  
Response Systems ◽  
Computer Based

Collaborative learning is an activity that takes place between a teacher and a learner, between learner and learner, and sometimes, one would hope, between learner and teacher. The free flow of ideas between the various parties can be inhibited by a variety of factors, including perceived or actual power barriers, language skills, previous learning experience, and personal factors such as shyness or dominance. Technology can be used as a way of overcoming, or reducing, some of these inhibitory factors, and this chapter outlines some of the computer-based technologies that can be used. The use of technology to support distant learners is well documented, and this chapter concentrates instead on the less well-reported use of technology in the face-to-face classroom. The chapter opens with a brief consideration of collaborative learning and then focuses on the technologies that can be used to support collaborative learning process in a variety of time and place settings. These technologies include audience response systems, electronic meeting systems, and more recently, and rapidly developing, blended versions of these technologies.

scholarly journals The Significance of the Reflective Practitioner in Blended Learning

2010 ◽  
Vol 2 (2) ◽  
pp. 18-29 ◽  
Author(s):  
Aleksej Heinze ◽  
Chris Procter
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Programme ◽  
Use Of Technology ◽  
Student Focus ◽  
Student Cohorts ◽  
Action Research Cycles

This paper examines the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations and experiences. The initial focus of the action research was on the introduction of technology into the teaching and learning experience. However, the advantage of an interpretive approach is allowing the findings to determine the course of the research. During the first action research cycles, the focus of the research changed from the use of technology in blended learning to the role of the practitioners involved. The authors advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework.

scholarly journals The Incidence of Agenesis of Palmaris Longus among the Yoruba Tribe in Nigeria

2009 ◽  
pp. 11-14
Author(s):  
G O Mbaka ◽  
A A Akinlolu ◽  
A O Ayanuga ◽  
P D Shallie ◽  
A K Adefule ◽  
...  
Keyword(s):  
Learning Experience ◽  
Medical Science ◽  
Problem Based Learning ◽  
Problem Solving Skills ◽  
Basic Medical Science ◽  
Physiotherapy Student ◽  
Literary Research ◽  
Amount Of Knowledge ◽  
Physiotherapy Students ◽  
Basic Medical

Background: Problem Based leammg (PBL) is increasingly becoming popular worldwide. The Department ofAnatomy at the College of Medicine University of Lagos recently introduced the problem based learning approach as the style of teaching physiotherapy students in their basic medical science year. Objective: This survey investigated the students' view of the programme, its impact on their learning as well as constraining factors. Methods: A questionnaire-based survey was conducted at the end of the basic science academic year. The sample was the whole of a group of physiotherapy student that went through the PBL programme of the Department for one year. Results were collated and data processed using computer Microsoft excel in windows office 2003 software. Results: Astatistically significantproportion ofthe group rated the programme favorably and indicated it was of benefit to their learning experience. Identified areas oftheir learning positively impacted on include; increase in amount of knowledge (81 %), better levels of interaction among colleagues (69%), improved literary research and problem solving skills (72%), higher level of confidence (81 %) and an increased eagerness for clinical school (95%). Conclusion: Problem Based Learning programme can be beneficial to pioneer physiotherapy students in basic medical science year even when it is administered newly by a Department that is still developing in the programme. Key Words: Problem Based Learning, Physiotherapy Students, Anatomy.

scholarly journals Problem Based Learning in Basic Medical Science Training for 200 Level Physiotherapy Students: Students' Assessment in the First Year

2009 ◽  
pp. 15-19
Author(s):  
A I Aiyegbusi ◽  
O O Olabiyi ◽  
F I O ◽  
C C Noronha ◽  
A O Okanlawon
Keyword(s):  
Learning Experience ◽  
Medical Science ◽  
Problem Based Learning ◽  
Problem Solving Skills ◽  
Basic Medical Science ◽  
Physiotherapy Student ◽  
Literary Research ◽  
Amount Of Knowledge ◽  
Physiotherapy Students ◽  
Basic Medical

Background: Problem Based leammg (PBL) is increasingly becoming popular worldwide. The Department ofAnatomy at the College of Medicine University of Lagos recently introduced the problem based learning approach as the style of teaching physiotherapy students in their basic medical science year. Objective: This survey investigated the students' view of the programme, its impact on their learning as well as constraining factors. Methods: A questionnaire-based survey was conducted at the end of the basic science academic year. The sample was the whole of a group of physiotherapy student that went through the PBL programme of the Department for one year. Results were collated and data processed using computer Microsoft excel in windows office 2003 software. Results: Astatistically significantproportion ofthe group rated the programme favorably and indicated it was of benefit to their learning experience. Identified areas oftheir learning positively impacted on include; increase in amount of knowledge (81 %), better levels of interaction among colleagues (69%), improved literary research and problem solving skills (72%), higher level of confidence (81 %) and an increased eagerness for clinical school (95%). Conclusion: Problem Based Learning programme can be beneficial to pioneer physiotherapy students in basic medical science year even when it is administered newly by a Department that is still developing in the programme. Key Words: Problem Based Learning, Physiotherapy Students, Anatomy.

scholarly journals Understanding Issues Affecting Students’ Commitment to Online Discussion Forums in Undergraduate Courses

2021 ◽  
Vol 15 (01) ◽  
pp. 4
Author(s):  
Semiyu Adejare Aderibigbe ◽  
Jacqueline Maria Dias ◽  
Mini Sara Abraham
Keyword(s):  
Teaching And Learning ◽  
Online Discussion ◽  
Discussion Forum ◽  
Faculty Support ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Learning Platform ◽  
Online Discussion Forum ◽  
New Learning ◽  
Research Questions

<p class="0abstract">This study explored students’ commitment and factors impacting their commitment to the online discussion forums that complement teaching and learning in two undergraduate courses. Using a combination of quantitative and qualitative strategies, we collected and analyzed data to address our research questions. The findings indicate that students are committed to online discussion forums in this study, which seemed to be impacted by students’ technological skills and exciting topics. Even so, a few students were not as committed as they would have liked because the platform was new, and they needed time to adapt to the learning platform. That said, our findings reveal that students’ commitment to and engagement in the online discussion forum can be fostered with faculty support, exciting topics, and time to understand the new learning terrain.</p>

Technology Tools for Teaching and Learning in Real Time

2019 ◽  
pp. 255-278 ◽  
Author(s):  
Emtinan Alqurashi
Keyword(s):  
Online Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Theoretical Frameworks ◽  
Online Classroom ◽  
Virtual Classrooms ◽  
Technology Tools ◽  
Use Of Technology

Digital technologies provide learners with the opportunity to be actively involved and engaged in the online learning experience. However, with the rapid growth of technology, it can be challenging for instructors to keep up with the changes and assess the effectiveness of new technologies within online learning environments. In order to successfully integrate technology, two theoretical frameworks are commonly used to evaluate instructional technology effectiveness: the SAMR and TPACK models. Although there are many studies that discuss theoretical frameworks for technology integration, there is still a need to discuss the practical use of technology tools in the live online classroom in higher education. This chapter provides instructors with a practical guide for evaluating and implementing synchronous tools to enhance the student experience and learning. It focuses on four components: virtual classrooms, individual activities, real-time assessments, and group work.

scholarly journals Students' Impressions on the Effectiveness of Online Discussion Forums

2018 ◽  
Vol 3 (1) ◽  
pp. 86-108
Author(s):  
Beena Vijayavalsalan
Keyword(s):  
Online Discussion ◽  
Learning Experience ◽  
Statistical Significance ◽  
Strong Association ◽  
Thinking Skills ◽  
P Value ◽  
Discussion Forums ◽  
Online Forums ◽  
Online Discussion Forums ◽  
Significant Difference

Purpose: The study has evaluated the effectiveness of online discussion forums among the students of Abu Dhabi University, UAE. Results: The results have shown strong association between positive learning experience and frequency of student participation in discussion forums. However, no statistical significance (p-value=0.306) has been observed among online forums and age of the participants for developing critical thinking skills. Moreover, a significant difference has been identified in students' participation on the effectiveness of online discussion (p-value=0.000). Conclusion: It is concluded that online discussion forums serve as an efficient and effective tool for interaction among the participants.

scholarly journals Enhancing Indonesian Students’ Self-confidence through the Integration of Problem-based Learning (PBL) and Technology

2018 ◽  
Vol 8 (1) ◽  
pp. 13-28
Author(s):  
Pasttita Ayu Laksmiwati
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Self Confidence ◽  
Use Of Technology

Access to technology in learning is important and is essential in facilitating students’ use of technology in their learning process. The aim of this study was to enhance students’ selfconfidence with Pythagoras’ Theorem by using problem-based learning (PBL) and technology. The technology used was GeoGebra. This study was conducted at a state junior secondary schools in Indonesia. The researcher employed an action research methodology. Twenty-four second year students (12 boys and 12 girls) from the juniorsecondary school participated in this study. The sampling technique used was purposive random sampling. This study used a pre-experimental design with no control group with both qualitative and quantitative data collected and analysed. There were two cycles in this action research. The investigation showed that the integration of problem-based learningand technology has positive impacts on sample students’ self-confidence. The students’ mean score, which was 80.54 (average self-confidence) on the pre-test, showed an improvement in the post-test with 106.13 (high self-confidence). In addition, the researcher conducted interviews of three students. The result showed that the learning had as positive impact on the students’ self-confidence. As part of 21st century society, students need tosurvive in the workplace and teachers can play their role in accomplishing this in the teaching and learning process. While the researcher cannot make generalisations due to the nature of the sample, nevertheless the integration of problem-based learning and technology in the mathematics learning process will be of interest to teachers and educators looking to improve their students’ self-confidence.

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