Assessment of learning outcomes of first year dental students using an interactive Nearpod educational platform

Messina, Denise M; Mikhail, Sarah S.; Messina, Matthew J.; Novopoltseva, Irina A

doi:10.1002/jdd.12901

Cited by 10 publications

(7 citation statements)

References 14 publications

(29 reference statements)

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“…In relation to previous studies, the results of this study are consistent with previous reports, such as the one carried out by Ahmad & Siddiqui [24], where they made a comparison between the platforms Google Meet, Microsoft Teams, and Zoom and found that Zoom is the best platform for online learning. Another study that supports the data described in this article is the one carried out by Messina et al [25], where it was found that the ZOOM platform has benefits for carrying out evaluation activities with students. Finally, the study by Li et al [26] found that the ZOOM platform enables a successful transition from face-to-face to virtual education.…”

Section: -Discussionsupporting

confidence: 84%

Evaluation of Online Learning Platforms in Latin America

Ramos-Galarza

Cóndor-Herrera²,

Cruz-Cárdenas³

2023

Emerg Sci J

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Introduction: The use of online learning platforms has made a huge contribution to the online learning process. A key tool in this world is videoconferencing, which allows the efficient advancement of knowledge of a specific subject during synchronized timing. Objective: With this proposed context, the objective of this investigation is to determine which online video-conference platform has more benefits to be applied in Latin America. Method: A study was carried out with a quantitative method, transversal temporality, and a correlational and comparative process. There was a sample of 272 participants between 12 and 55 years old. Results and conclusion: It was found that the platform with the most benefits according to the analysis of gender, age, and profession is ZOOM. These results allow us to analyze the usefulness of this platform and its benefits in the learning process in Latin America. Doi: 10.28991/ESJ-2022-SIED-018 Full Text: PDF

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Section: -Discussionsupporting

confidence: 84%

Evaluation of Online Learning Platforms in Latin America

Ramos-Galarza

Cóndor-Herrera²,

Cruz-Cárdenas³

2023

Emerg Sci J

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“…We categorised the included articles against the SAMR model in terms of the way learning technology was used in the educational process (see Appendices S1 and S2 for details). Various types of learning technologies were represented including technologies created specifically to support learning such as bespoke elearning modules, [21][22][23][24] virtual patients, 25-28 assessments [29][30][31][32][33][34][35][36][37][38][39][40] and mobile apps for learning. [41][42][43][44][45][46][47][48][49] Other technologies have been repurposed as learning technologies such as social media, 50,51 medical technologies-including digital microscopy, phonocardiography and digital X-rays, [52][53][54][55][56][57][58][59][60][61] and virtual and augmented reality.…”

Section: Samr Categorisationmentioning

confidence: 99%

Learning technology in health professions education: Realising an (un)imagined future

2023

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ContextTechnology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understanding of the transformative capacity of learning technology in HPE.Methods and OutcomesWe first consider the wider scholarship highlighting the intersection between technology and pedagogy, articulating what is meant by transformation and the role of learning technology in driving educational transformation. We then undertake a synthesis of the current high visibility HPE‐focused research. We sampled the literature in two ways—for the five highest impact factor health professional education journals over the past decade and for all PubMed indexed journals for the last 3 years—and categorised the extant research against the Substitution, Augmentation, Modification, Redefinition model. We found that the majority of research we sampled focussed on substituting or augmenting learning through technology, with relatively few studies using technology to modify or redefine what HPE is through the use of technology. Of more concern was the lack of theoretical justification for pedagogical improvement, including transformation, underpinning the majority of studies.ConclusionsWhile all kinds of technology use in learning have their place, the next step for HPE is the robust use of technology aiming to lead transformation. This should be guided by transformational educational theory and aligned with pedagogical context. We challenge HPE practitioners and scholars to work thoughtfully and with intent to enable transformation in education for future health professionals.

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“…[9] learning can be a challenge" [10] pedagogical design" [6] Table 3 "Qualitatively, the dental students overwhelmingly expressed support for the ease of use and educational value of the Nearpod platform." [16] "There were differences in pupils' relationship to digital technologies and in level of collaboration between the classes." [17] "Through the research, we found that Nearpod provides various perspectives that bring students into Global Warming."…”

Section: Resultsmentioning

confidence: 99%

Nearpod Integration: What and How Is the Potential for Teaching and Learning?

Agung Prasetyo

2024

jes

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The demands of education in the era of the industrial revolution 5.0 are getting higher, one of which is the integration of the use of technology in learning activities. Technology has various benefits in learning, for example to help teachers create an online-based learning system through a learning management system. Learning management system allows students to learn more actively and independently. Nearpod is a learning management system that can be used for teaching. Nearpod has various advantages compared to other learning management system, for example, it is interactive. Some of Nearpod's unique features for example: easy access to Nearpod, the availability of various quiz features, and other interesting features make Nearpod a platform for online and blended learning. The purpose of this study is to see the potential of Nearpod integration in learning. Using the scoping review method, 15 selected articles were analyzed to answer research questions. The results of the study show that Nearpod integration has a positive impact on the teaching and learning process, such as: increasing interactive learning, positive student attitudes, and learning outcomes. Furthermore, teachers find it helpful when teaching using Nearpod. Lastly, Nearpod integration can potentially improve teaching efficiency. However, the use of Nearpod tends to be implemented only in science learning, even still rarely in mathematics learning. Based on Nearpod’s advantages and findings in empirical studies, Nearpod can be further explored for learning in areas including mathematics. Future work suggested is the development of Nearpod to improve the quality of learning, especially mathematics learning.

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Assessment of learning outcomes of first year dental students using an interactive Nearpod educational platform

Cited by 10 publications

References 14 publications

Evaluation of Online Learning Platforms in Latin America

Evaluation of Online Learning Platforms in Latin America

Learning technology in health professions education: Realising an (un)imagined future

Nearpod Integration: What and How Is the Potential for Teaching and Learning?

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