ABSTRAK Penggunaan teknologi informasi merupakan salah satu kaedah pengajaran popular dalam bidang perubatan. Salah satu kaedah yang digunakan ialah pembelajaran berasaskan video (PBV). ABSTRACTInformation technology use in healthcare education has become a popular medium of instruction. One of the medium of instruction is video assisted learning (VAL). The use of VAL as an instructional method in the teaching and learning of 48 Med & Health 2016;11(1): 47-55 Bala Krishnian M. et al. emergency skills is not new. However, there are lack of studies on the perception of using this method in learning emergency skills. This qualitative study involved four focused discussion groups following a VAL instruction on emergency skills. A total of 20 paramedics were divided into four groups. They were involved in a focussed discussion after a VAL instruction session. Findings reveal that the paramedics perceived three major themes which were categorized as : i) advantages of video as teaching tool, ii) barrier in using video as a teaching tool; and iii) suggestions on using video as teaching tool. The findings indicate that the paramedics perceived VAL as a potential tool for learning emergency skills. However, they suggested the language of instruction should be in their mother tongue for better understanding. This implies that using English language has disadvantage in technology enhanced learning for better understanding.
Flipped classroom approaches envision students using technology to access the lecture and other instructional resources outside of the classroom to engage them in active learning during class time. Although flipped classroom practices have been used in a number of educational studies and found positive outcomes, there were still some challenges with this approach. Therefore, there is a need for an innovative flipped classroom. In this article, the researcher presents a 5E-flipped learning environment approach and collected results of such data. The approach incorporates a 5E learning cycle model and flipped learning practices, making it accessible to anyone who wants to implement a 5E-flipped learning environment experience in their course. The 5E-flipped learning environment educational model proposes could help students to achieve higher order and deeper levels of learning as they engage in active work during online and face-to-face sessions. However, the thematic analysis of qualitative data three sources, participants learning dairy, focused group discussion and interview of 12 medical assistant students emerged some challenges they faced in a 5E-flipped learning environment. They faced challenges on learning activities which focused on fail to accomplish learning task and challenges on personal barriers related to lack of independent initiative and heavy responsibility on learners which influence their engagement in learning process. Therefore, the 5E-flipped learning activities need to be designed with these considerations in mind to encourage active student participation in online and classroom activities.
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