The Productive Engagement SPACE: A Guide to Improve Critical Learner Interactions in e-Learning Environments.
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SUBMITTER: Lal S
PROVIDER: S-EPMC9017270 | biostudies-literature | 2022 Apr
REPOSITORIES: biostudies-literature
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The Productive Engagement SPACE: A Guide to Improve Critical Learner Interactions in e-Learning Environments.
Lal Sarrah S Bayer Ilana I Yilmaz Yusuf Y Chan Teresa M TM
Journal of graduate medical education 20220414 2
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Project description:Policy around patient and public involvement (PPI) in the production, design and delivery of health services, and research remains difficult to implement. Consequently, in the UK and elsewhere, recent years have seen a proliferation of toolkits, training, and guidelines for supporting good practice in PPI. However, such instruments rarely engage with the power asymmetries shaping the terrain of collaboration in research and healthcare provision. Toolkits and standards may tell us little about how different actors can be enabled to reflect on and negotiate such asymmetries, nor on how they may effectively challenge what count as legitimate forms of knowledge and expertise. To understand this, we need to turn our attention to the relational dynamic of collaboration itself. In this paper we present the development of the Exchange Network, an experimental learning space deliberately designed to foreground, and work on this relational dynamic in healthcare research and quality improvement. The Network brings together diverse actors (researchers, clinicians, patients, carers, and managers) for structured "events" which are not internal to particular research or improvement projects but subsist at a distance from these. Such events thus temporarily suspend the role allocation, structure, targets, and other pragmatic constraints of such projects. We discuss how Exchange Network participants make use of action learning techniques to reflect critically on such constraints; how they generate a "knowledge space" in which they can rehearse and test a capacity for dialogue: an encounter between potentially conflictual forms of knowledge. We suggest that Exchange Network events, by explicitly attending to the dynamics and tensions of collaboration, may enable participants to collectively challenge organizational norms and expectations and to seed capacities for learning, as well as generate new forms of mutuality and care.
| S-EPMC8022628 | biostudies-literature
Project description:The early stages of medical school involve education in a number of foundational biomedical sciences including genetics, immunology, and physiology. However, students entering medical school may have widely varying levels of background in these areas due to differences in the availability and quality of prior education on these topics. Even students who have recently taken formal courses in these subjects may not feel confident in their level of preparation, leading to anxiety for early-stage medical students. These differences can make it difficult for instructors to create meaningful learning experiences that are appropriate for all students. Additionally, actual or perceived differences in preparation may lead fewer students from diverse backgrounds to apply to medical school. Therefore, creating an efficient and scalable way to increase students' knowledge and confidence in these topics addresses an important need for many medical schools. We recorded pre- and post-course quiz scores for 9790 individuals who completed HMX online courses, developed in accordance with evidence-based learning practices and covering the fundamentals of biochemistry, genetics, immunology, pharmacology, and physiology. Each question was accompanied by a Likert scale question to assess the learner's confidence in their answer. Learners' median post-course quiz performance and self-assessed confidence significantly increased relative to pre-course quiz performance for each course. Improvements were consistent across US-based medical schools, non-US medical schools, and course runs open to the public. This indicates that online courses created using evidence-based learning practices can lead to significant increases in knowledge and confidence for many learners, helping prepare them for further medical education.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-022-01660-4.
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Project description:ContextBite-sized learning is an instructional method that utilizes brief, focused learning units. This approach may be beneficial in medical education given demands on learner time and cognitive load. This study aims to assess the impact of this approach on knowledge acquisition and learner attitudes in postgraduate medical education.MethodsAn instructional method, termed Bite-Sized Teaching (BST), was implemented within the curriculum at a US Internal Medicine postgraduate training program. In BST, content is distilled into manageable units focused on relevant schemas and delivered via brief peer teaching. A two-fold assessment of BST was performed that included cross sectional survey to assess learner attitudes and experiences and a controlled study to assess knowledge acquisition with BST and case-based teaching control.ResultsOne hundred and six of 171 residents (62% response rate) completed the survey. Most residents (79.8%) reported BST was among the best conference types in the curriculum. Important components of BST cited by residents include the distilled content, multiple short talk format and peer teaching. Residents report incorporating what they learned via BST into their teaching (76.1%) and clinical practice (74.1%). Resident who had participated as speaker were significantly more likely to report incorporating learning from BST into their teaching (87.2% vs 63.0%, p < 0.01, Cramer's V effect size = 0.37) and clinical practice (89.7% vs 65.3%, p = 0.02, Cramer's V effect size 0.28). Fifty-one residents participated in the knowledge assessment. Residents taught via BST scored significantly higher on immediate post-test compared to case-based teaching (score [SE] 62.5% [1.9] vs 55.2% [2.4], p = 0.03, Hedges g effect size 0.66). While both groups improved over pretest, there was no significant difference in scores between BST and case-based teaching at two (score [SE] 57.1 [2.1] vs 54.8 [2.5], p = 0.54) and six weeks (score [SD] 55.9 [2.1] vs 53.0 [2.9], p = 0.43).ConclusionsTeaching via brief, focused learning units delivered by peers is well received by learners and appears to have a significantly greater impact on immediate knowledge recall than case-based teaching. Further study on long term knowledge retention and behaviors is needed. Bite-Sized Teaching may be a promising instructional approach in medical education.
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Project description:The goal of critical thinking for students is to help them learn how to think critically and systematically so they can solve problems and make informed decisions. It aids students in developing their capacity for independent thought, allowing them to generate their own conclusions and base those decisions on facts and evidence. Therefore, one of the key goals of this study was to explore the factors affecting critical thinking of English as foreign language (EFL) learners. This article used social cognitive theory (SCT) to investigate how personal and cognitive factors affect EFL learners' critical thinking. Data from 305 Chinese EFL learners were collected online, and structural equation modeling (SEM) was used to evaluate the data. The results showed that metacognitive learning strategies (MLS) were positively related to critical thinking and that self-efficacy, self-oriented learning perfectionism, and learner anxiety were significantly related to MLS. Moreover, MLS mediated the link between self-efficacy, self-oriented learning perfectionism, learner anxiety, and critical thinking. The findings further indicated that learner proactivity moderated the association between MLS and critical thinking. By applying social cognitive theory to examine the variables influencing EFL learners' critical thinking, this study adds uniqueness. It does this by emphasizing the moderating influence of learner proactivity and the mediating function of metacognitive learning strategies. The findings of the research have significant ramifications for educators since they emphasize how vital it is to support metacognitive strategies for learning in order to improve EFL learners' critical thinking abilities. Additionally, to create an atmosphere that is favorable for the development of critical thinking skills in EFL education, policymakers should think about implementing support systems and interventions that focus on learner anxiety, learner proactivity, and self-efficacy.
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Project description:This study aimed to investigate the impact of demographic and contextual variables on boredom in English and mathematics, and to test structural models of boredom, learner burnout, learner engagement, and life satisfaction. Using a cross-sectional survey design and employing a convenience sampling technique, 544 secondary school learners in the Sedibeng District, Gauteng, South Africa, took part in the study. The participants completed the Achievement Emotions Questionnaire - English, the Achievement Emotions Questionnaire - Mathematics, the Schoolwork Engagement Inventory, the School Burnout Inventory, and the Satisfaction with Life Scale. Latent variable modeling was used to test measurement and structural models of boredom, burnout, engagement, and life satisfaction. The indirect effects of boredom on life satisfaction were also computed. The results showed that Afrikaans as the home language, the final mark for English in the previous examination, caregivers that cannot help with English homework, and disliking the English teacher predicted boredom in English. Afrikaans as the home language, marks for mathematics in the previous examination, not having the ability to focus on schoolwork at home, and disliking the mathematics teacher predicted boredom in mathematics. Boredom in mathematics and English resulted in an increase in learner burnout and a decrease in learner engagement. Furthermore, boredom in mathematics and English indirectly affected life satisfaction via learner burnout and engagement.
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Project description:This paper investigates the capacity of ChatGPT, an advanced language model created by OpenAI, to mitigate the side effects encountered by learners in Personal Learning Environments (PLEs) within higher education. A series of semi-structured interviews were conducted with six professors and three Information and Communication Technology (ICT) experts. Employing thematic analysis, the interview data were assessed, revealing that the side effects stemming from the learner and learning perspectives could be primarily categorized into cognitive, non-cognitive, and metacognitive challenges. The findings of the thematic analysis indicate that, from a cognitive standpoint, ChatGPT can generate relevant and trustworthy information, furnish personalized learning resources, and facilitate interdisciplinary learning to fully actualize learners' potential. Moreover, ChatGPT can aid learners in cultivating non-cognitive skills, including motivation, perseverance, self-regulation, and self-efficacy, as well as metacognitive abilities such as self-determination, self-efficacy, and self-regulation, by providing tailored feedback, fostering creativity, and stimulating critical thinking activities. This study offers valuable insights for integrating artificial intelligence technologies to unleash the full potential of PLEs in higher education.
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Project description:Gerontologists have argued that the growing human capital of the aging population can be better marshaled as a resource for families, communities, and society at large. Additionally, this active, purposeful engagement can produce positive outcomes for older adults themselves. In this manuscript, we propose that existing conceptual frameworks articulating antecedents and outcomes of productive engagement, including working, volunteering, and caregiving can be improved using a system dynamics (SD) approach. Through a series of five unstructured group model-building sessions, experts from gerontology and systems science developed a qualitative SD model of the productive engagement of older adults. The model illustrates the reciprocal and dynamic nature of the stocks of human capital of older adults, social capital of older adults, and family resources; the engagement of older adults in productive activities; and the social and organizational variables that affect the flow and depletion of these stocks. Given this is the first attempt to develop a SD model for productive engagement in later life, the model is preliminary and heuristic. However, it offers a new approach to advancing theory and research on productive engagement in later life. Further, it can guide the development of mathematical models to estimate the effects of changes in any part of this system.
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Project description:The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive operations of "knowledge" and "understanding." The new approach was to exchange part of the traditional activities with elements of interactive learning, where students had the opportunity to engage in deep learning using a variety of learning styles. The effectiveness of the new curriculum was assessed by means of on-course student assessment throughout the module, a final exam, an anonymous questionnaire on student evaluation of the different activities and a focus group of volunteers. Although the new curriculum enabled a major part of the student cohort to achieve higher pass grades (p < 0.001), it did not meet the requirements of the weaker students, and the proportion of the students failing the module remained at 34%. The action research applied here provided a number of valuable suggestions from students on how to improve future curricula from their perspective. Most importantly, an interactive online program that facilitated flexibility in the learning space for the different reagents and their interaction in diagnostic tests was proposed. The methods applied to improve and assess a curriculum refresh by involving students as partners in the process, as well as the outcomes, are discussed. Journal of Microbiology & Biology Education.
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Project description:It is widely accepted that nonverbal communication is crucial for learning, but the exact functions of interpersonal coordination between instructors and learners remain unclear. Specifically, it is unknown what role instructional approaches play in the coupling of physical motion between instructors and learners, and crucially, how such instruction-mediated Body-to-Body Coupling (BtBC) might affect learning. We used a video-based, computer-vision Motion Energy Analysis (MEA) to quantify BtBC between learners and instructors who used two different instructional approaches to teach psychological concepts. BtBC was significantly greater when the instructor employed a scaffolding approach than when an explanation approach was used. The importance of the instructional approach was further underscored by the fact that an increase in motion in the instructor was associated with boosted BtBC, but only during scaffolding; no such relationship between the instructor movements and BtBC was found during explanation interactions. Finally, leveraging machine learning approaches (i.e., support vector and logistic regression models), we demonstrated that both learning outcome and instructional approaches could be decoded based on BtBC. Collectively, these results show that the real-time interaction of teaching and learning bodies is important for learning and that the instructional approach matters, with possible implications for both in-person and online learning.
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Project description:Learning analytics and visualizations make it possible to examine and communicate learners' engagement, performance, and trajectories in online courses to evaluate and optimize course design for learners. This is particularly valuable for workforce training involving employees who need to acquire new knowledge in the most effective manner. This paper introduces a set of metrics and visualizations that aim to capture key dynamical aspects of learner engagement, performance, and course trajectories. The metrics are applied to identify prototypical behavior and learning pathways through and interactions with course content, activities, and assessments. The approach is exemplified and empirically validated using more than 30 million separate logged events that capture activities of 1,608 Boeing engineers taking the MITxPro Course, "Architecture of Complex Systems," delivered in Fall 2016. Visualization results show course structure and patterns of learner interactions with course material, activities, and assessments. Tree visualizations are used to represent course hierarchical structures and explicit sequence of content modules. Learner trajectory networks represent pathways and interactions of individual learners through course modules, revealing patterns of learner engagement, content access strategies, and performance. Results provide evidence for instructors and course designers for evaluating the usage and effectiveness of course materials and intervention strategies.
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