The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education

2018 ◽  
pp. 317-331
Author(s):  
Emily Chapman-Waterhouse ◽  
Ayona Silva-Fletcher ◽  
Kim Whittlestone
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Learning Objects ◽  
Approach To Learning ◽  
Reusable Learning Objects ◽  
Computer Confidence ◽  
Key Drivers ◽  
The Impact ◽  
Published Research ◽  
Positive Effect

The increased demand from learners in higher education to access resources flexibly has resulted in considerable development in the use of Reusable Learning Objects (RLO) via a blended learning format across the sector. This critical review sets out to identify what is currently known about RLO and how those concepts can be applied to veterinary-related degree courses. The review provides an insight into an aspect of blended learning which is currently limited in terms of published research. The effect of computer confidence, students' choice to use and the impact on student performance are some of the variables which have been measured to date. The approach to RLO by students from different courses may vary, but prior experience of technology, alignment of content and availability of technical support are some of the key drivers for usage and reuse. A positive effect is likely to occur following RLO use because those students have adopted a process of active engagement, which the authors know can bring about a deeper approach to learning.

The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education

2018 ◽  
pp. 1778-1792
Author(s):  
Emily Chapman-Waterhouse ◽  
Ayona Silva-Fletcher ◽  
Kim Whittlestone
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Learning Objects ◽  
Approach To Learning ◽  
Reusable Learning Objects ◽  
Computer Confidence ◽  
Key Drivers ◽  
The Impact ◽  
Published Research ◽  
Positive Effect

The increased demand from learners in higher education to access resources flexibly has resulted in considerable development in the use of Reusable Learning Objects (RLO) via a blended learning format across the sector. This critical review sets out to identify what is currently known about RLO and how those concepts can be applied to veterinary-related degree courses. The review provides an insight into an aspect of blended learning which is currently limited in terms of published research. The effect of computer confidence, students' choice to use and the impact on student performance are some of the variables which have been measured to date. The approach to RLO by students from different courses may vary, but prior experience of technology, alignment of content and availability of technical support are some of the key drivers for usage and reuse. A positive effect is likely to occur following RLO use because those students have adopted a process of active engagement, which the authors know can bring about a deeper approach to learning.

scholarly journals The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education

2017 ◽  
Vol 9 (3) ◽  
pp. 24-36 ◽  
Author(s):  
Emily Chapman-Waterhouse ◽  
Ayona Silva-Fletcher ◽  
Kim Whittlestone
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Learning Objects ◽  
Active Engagement ◽  
Reusable Learning Objects ◽  
Computer Confidence ◽  
Key Drivers ◽  
The Impact ◽  
Published Research ◽  
Positive Effect

The increased demand from learners in higher education to access resources flexibly has resulted in considerable development in the use of Reusable Learning Objects (RLO) via a blended learning format across the sector. This critical review sets out to identify what is currently known about RLO and how those concepts can be applied to veterinary-related degree courses. The review provides an insight into an aspect of blended learning which is currently limited in terms of published research. The effect of computer confidence, students' choice to use and the impact on student performance are some of the variables which have been measured to date. The approach to RLO by students from different courses may vary, but prior experience of technology, alignment of content and availability of technical support are some of the key drivers for usage and reuse. A positive effect is likely to occur following RLO use because those students have adopted a process of active engagement, which the authors know can bring about a deeper approach to learning.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

scholarly journals Assessing the Impact of Blended Learning on Student Performance

2014 ◽  
Vol 91 (292) ◽  
pp. 91-106 ◽  
Author(s):  
Do Won Kwak ◽  
Flavio M. Menezes ◽  
Carl Sherwood
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
The Impact

scholarly journals Improving Learning in a Traditional, Large-Scale Science Module with a Simple And Efficient Learning Design

2014 ◽  
Vol 17 (2) ◽  
pp. 143-159
Author(s):  
Mikkel Godsk
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Performance ◽  
Teaching And Learning ◽  
Large Scale ◽  
Political Agenda ◽  
Learning Design ◽  
Face To Face ◽  
Online Activities ◽  
The Impact

Abstract This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in calculus into blended learning where all face-to-face lectures were replaced by webcasts and online activities. The article presents the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today

scholarly journals Blended learning within an undergraduate exercise physiology laboratory

2016 ◽  
Vol 40 (1) ◽  
pp. 64-69 ◽  
Author(s):  
Steven J. Elmer ◽  
Kathryn R. Carter ◽  
Austin J. Armga ◽  
Jason R. Carter
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Exercise Physiology ◽  
Learning Performance ◽  
Face To Face ◽  
Blinded Manner ◽  
Course Material ◽  
Physiology Laboratory ◽  
The Impact

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (∼15 min). Laboratory section 1 ( n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 ( n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (∼79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories ( P = 0.62) or between sections ( P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased ( P < 0.01) and a greater percentage of students agreed that learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P < 0.01). Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance.

scholarly journals Employee autonomy and engagement in the digital age: The moderating role of remote working

2021 ◽  
Vol 23 (3) ◽  
pp. 231-246
Author(s):  
Aleksandra Bošković
Keyword(s):  
Employee Engagement ◽  
Success Factors ◽  
Digital Environment ◽  
Work Patterns ◽  
Sustainable Value ◽  
Key Drivers ◽  
The Impact ◽  
Positive Effect ◽  
Moderating Role

In the digitalization era, traditional organizational success factors have been called into question, so it is necessary to reconsider the established work patterns and find new ways to create sustainable value. Given the fact that, as bearers of knowledge, people are the key drivers of value, it is important to explore possible ways to improve their potential. The research study carried out in this paper is aimed showing that autonomy contributes to the development of employee engagement in the digital environment, especially so in remote working conditions. In that sense, the concept of employee engagement was explained, as a state of high vigor, dedication and absorption. Possible ways to improve engagement through increasing autonomy are pointed out as well. The empirical research has confirmed that autonomy has a positive effect on vigor and dedication as the engagement dimensions. The impact autonomy exerts on vigor is stronger in the employees working remotely in comparison with those who do not work remotely.

scholarly journals The Impact of Blended Learning on Student Performance in a Cardiovascular Pharmacotherapy Course

2015 ◽  
Vol 79 (2) ◽  
pp. 24 ◽  
Author(s):  
Jacqueline E. McLaughlin ◽  
Nastaran Gharkholonarehe ◽  
Julia Khanova ◽  
Zach M. Deyo ◽  
Jo E. Rodgers
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Cardiovascular Pharmacotherapy ◽  
The Impact

scholarly journals Exploring the impact of learning objects in middle school mathematics and science classrooms: A formative analysis

2008 ◽  
Vol 34 (1) ◽  
Author(s):  
Robin H. Kay ◽  
Liesel Knaack
Keyword(s):  
Middle School ◽  
Student Performance ◽  
School Environment ◽  
Middle School Mathematics ◽  
Learning Objects ◽  
School Mathematics ◽  
Science Classrooms ◽  
Teachers And Students ◽  
The Impact ◽  
Mathematics And Science

The current study offers a formative analysis of the impact of learning objects in middle school mathematics and science classrooms. Five reliable and valid measure of effectiveness were used to examine the impact of learning objects from the perspective of 262 students and 8 teachers (14 classrooms) in science or mathematics. The results indicate that teachers typically spend 1-2 hours finding and preparing for learning-object based lesson plans that focus on the review of previous concepts. Both teachers and students are positive about the learning benefits, quality, and engagement value of learning objects, although teachers are more positive than students. Student performance increased significantly, over 40%, when learning objects were used in conjunction with a variety of teaching strategies. It is reasonable to conclude that learning objects have potential as a teaching tool in a middle school environment. L’impacte des objets d’apprentissage dans les classes de mathématique et de sciences à l’école intermédiaire : une analyse formative Résumé : Cette étude présente une analyse formative de l’impacte des objets d’apprentissage dans les classes de mathématique et de sciences à l’école intermédiaire. Cinq mesures de rendement fiables et valides ont été exploitées pour examiner l’effet des objets d’apprentissage selon 262 élèves et 8 enseignants (414 classes) en science ou mathématiques. Les résultats indiquent que les enseignants passent typiquement 1-2 heures pour trouver des objets d’apprentissage et préparer les leçons associées qui seraient centrées sur la revue de concepts déjà vus en classe. Quoique les enseignants aient répondu de façon plus positive que les élèves, les deux groupes ont répondu positivement quant aux avantages au niveau de l’apprentissage, à la qualité ainsi qu’à la valeur motivationnelle des objets d’apprentissage. Le rendement des élèves aurait aussi augmenté de façon significative, plus de 40%, quand les objets d’apprentissage ont été exploités avec une variété de stratégies d’enseignement. Il serait donc raisonnable de conclure que les objets d’apprentissage ont un potentiel comme outils d’enseignement à l’école intermédiaire.

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