Peer learning a pedagogical approach to enhance online learning: A qualitative exploration

Raymond, Anita; Jacob, Élisabeth; Jacob, Darren; Lyons, Judith

doi:10.1016/j.nedt.2016.05.016

Cited by 48 publications

(41 citation statements)

References 17 publications

(29 reference statements)

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“…Distance learning requires self-motivation and does not give you direct access to your instructor. Some students fear the loss of human contact with an instructor -like asking questions during and after class -which promotes learning, understanding and communication [4]. Moreover, classical distance learning methods do not offer immediate feedback that can help students in their understanding of the lecture.…”

Section: Mots Clés : Continuité Pédagogique Pédagogie Interactive Enseignement à Distance Pédagogie Médicale Système De Réponse Interactimentioning

confidence: 99%

Interactive pedagogical tools could be helpful for medical education continuity during COVID-19 outbreak

Grzych¹,

Schraen‐Maschke²

2020

Annales De Biologie Clinique

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Training and education are essential for medical students. During the COVID-19 outbreak, numerous schools and universities have had to close. Ensuring pedagogical continuity requires alternatives to the traditional classroom, especially in medical education. Usual distance learning tools such as videos and downloadable handouts are not sufficient to promote efficient teaching. Distance learning requires self-motivation and does not give you direct access to your instructor. Some students fear the loss of human contact with an instructor -like asking questions during and after class -which promotes learning, understanding and communication. Moreover, classical distance learning methods do not offer immediate feedback that can help students in their understanding of the lecture. In this context, interactive pedagogic tools (IPT) could be useful for medical education continuity and for maintaining human contact necessary in pedagogy. We briefly evaluated interactive pedagogic tool compared to traditionnal distancial tools on medical students. This study showed the importance to have direct contact with a teacher and feedback during a lecture and to not exclusively perform distance learning without direct interaction and feedback. Hence, in the present context, we encourage teacher to use this type of tools to maintain direct interaction with students -which is essential in pedagogy -and ensure a qualitative pedagogical continuity.

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Section: Mots Clés : Continuité Pédagogique Pédagogie Interactive Enseignement à Distance Pédagogie Médicale Système De Réponse Interactimentioning

confidence: 99%

Interactive pedagogical tools could be helpful for medical education continuity during COVID-19 outbreak

Grzych¹,

Schraen‐Maschke²

2020

Annales De Biologie Clinique

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“…Flipped classrooms, collaborative workspaces such as google docs, curatorial tools and digital portfolios all provide not only platforms for activities but opportunities to develop the essential digital literacies. Indeed, teachers have used online technologies to address the challenges raised for quite some time [Hoppe, Ogata, Soller 2007;Raymond et al 2016;Hakkinen, Hämäläinen 2012], and it is easy to forget the immense progress in online pedagogical development outside of MOOCs. The opportunity in the MOOC space is much bigger.…”

Section: Moocs and The Educational Challengementioning

confidence: 99%

From Disruption to Innovation: Thoughts on the Future of MOOCs

Young

2018

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MOOCs have been heralded by some as disruptive of the higher education sector, but the reality is that they are examples of business rather than educational innovation. By enabling universities to focus on global scale and reach as they navigate the digital environment, current MOOCs mostly sustain existing learning practices rather than force pedagogical reconfiguration. Implementations to date have largely focussed on content delivery from superstar professors with little emphasis on the real needs of twenty-first century learners. We have reached a stage when all of our educational approaches need to be better suited for a new information ecology that has demonstrably different characteristics from the past. Information scarcity has given way to ubiquity and learners need the appropriate skills to thrive in a digital life and career-creativity, critical thinking, collaboration and communication. Whilst real innovation to address these challenges is already happening in both fully online and blended offerings at some institutions, they are not so common in the MOOC space. This paper argues that MOOCs offer an opportunity to truly disrupt learning at scale and become exemplars for real educational innovation.

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“…Using this approach, there is motivation to improve the passion to learn because there is diversity in the approach and not monotonous (Al-Amer, Ramjan, Glew, Darwish, & Salamonson, 2016;Alfahad, 2015). A good teacher is a teacher being creative and smart to motivate his/her students to that the difficulties faced by the students, which caused by their internal factors stultifying their passion, can be solved (Ahmad, Mahmoud, & Fink, 2016;Bonacina-Pugh, 2013;Raymond, Jacob, Jacob, & Lyons, 2016). In line with this, it is a comment that motivation in Arabic learn should be developed continuously by embedding a feeling of "yes, I can" (Alruily, Ayesh, & Zedan, 2014;Bounhas, Ayed, Elayeb, & Bellamine Ben Saoud, 2015;Chakrani, 2015;Garca-Sanchez, 2010;Germanos & Miller, 2015;Suleiman, 2011).…”

Section: Nazhariyah Al-wihdah: An Approach In Arabic Learnmentioning

confidence: 99%

Ecletic Method for Arabic Learning in Islamic School of Indonesia

Wekke¹,

Yusuf²,

Muttaqien³

2018

Preprint

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Arabic learning was starting from an assumption that its method was more important than its materials. This assumption then saw that its success would be determined by methods selected by the teacher. This paper discusses the paradigm encouraged Arabic teachers to master several methods considered effective and efficient to achieve the goals of learning Arabic. Starting from this, eclectic method was born as central axis to provide various alternative methods combined to support each other in achieving the goals of learning Arabic. There were, in the past, facts showing that the causes of failures of learning foreign languages were, among others, teachers' capability to select proper and attracting methods. This statement showed that the cause was the inappropriateness of method selection which led to students' desperation. Finally, some recomendations will be presented to enhance Arabic language learning.

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Peer learning a pedagogical approach to enhance online learning: A qualitative exploration

Abstract: Peer online learning groups' acted as one further method to facilitate student learning experiences. Blending peer online learning with traditional face-to-face learning increases the variety of learning methods available to students to enhance their overall learning experience.

Cited by 48 publications

References 17 publications

Interactive pedagogical tools could be helpful for medical education continuity during COVID-19 outbreak

Interactive pedagogical tools could be helpful for medical education continuity during COVID-19 outbreak

From Disruption to Innovation: Thoughts on the Future of MOOCs

Ecletic Method for Arabic Learning in Islamic School of Indonesia

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