Chunking, priming and active learning: Toward an innovative and blended approach to teaching communication-related skills

Bodie, Graham D.; Powers, William G.; Fitch-Hauser, Margaret

doi:10.1080/10494820600800182

Cited by 43 publications

(24 citation statements)

References 25 publications

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“…5 Research exists to suggest that when learners are exposed to tasks, if they have previous experience of material relating to that task, recall of that material is enhanced by a mechanism known as priming. 6 In this way, students accessing the online material in advance of the class are primed with background knowledge in order to carry out the practical task By requiring thorough preparation before the laboratory class, responsibility for learning is the students'; this engenders a culture of personal enquiry and active engagement rather than passive acquisition of knowledge. Independent exploration of subjects in greater depth is therefore facilitated.…”

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confidence: 99%

The Flipped Classroom for pre-clinical dental skills teaching – a reflective commentary

2017

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A Flipped Classroom method for teaching of adult practical pre-clinical dental skills was introduced to the BDS curriculum in Glasgow during the 2015/2016 academic session. This report provides a commentary of the first years' experience, from the identification of the need to optimise teaching resources, through the planning, implementation and development of the method, with an early indication of performance.

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confidence: 99%

The Flipped Classroom for pre-clinical dental skills teaching – a reflective commentary

2017

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“…As we learn more skills, we seem to establish cognitive and neural sequences that may help with the use of these expertise. (Bodie, Graham D., & Powers, William G., & Fitch-Hauser, Margaret, 2006) …”

Section: Making Use Of Chunking In Skill Buildingmentioning

confidence: 99%

“…At last, students are capable of building skills that are more complicated than simple rules yet easy enough to be retained in memory improving skill in a given capacity. (Bodie, Graham D., & Powers, William G., & Fitch-Hauser, Margaret, 2006) Another point that must be contained in any effective instructional effort is repetition. Just as our memories are arranged and retained in chunks, they are emphasized through repeated exposure to an ides, concept or expertise.…”

Section: Making Use Of Chunking In Skill Buildingmentioning

confidence: 99%

“…This permits more powerful connections to be made by the learner. (Bodie, Graham D., & Powers, William G., & Fitch-Hauser, Margaret, 2006) Chunking functions as both a triggering device and as a code-building device for our memory. The triggering aspect of chunks depends on the strength of a chunk or group of associative chunks.…”

Section: Making Use Of Chunking In Skill Buildingmentioning

confidence: 99%

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Short-term Working Memory and Chunking in SLA

2016

TPLS

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Abstract-After elaborating the definition of working memory, the relationship between short-term memory and working memory, chunking in SLA and the relationship between short-term memory and chunking, this paper proves the importance of chunking through the experiment: the students' capacity in fast reading, reading in depth, listening and cloze from experimental group was affected by vocabulary depth through learning the theory of chunking and states how to apply chunking to second language acquisition.Index Terms-chunking, short-term memory, working memory, SLA (second language acquisition) I. THE ORIGIN OF WORKING MEMORYThe type of early memory Baddeley stated actually contains a specialized component of LTM but also has some characteristics of STM. This type of memory is named working memory, which is conceptualized as a system that temporarily stores and controls information as we carry out cognitive tasks. Baddeley and Hitch (1974) put forward the evolution of a single short-term memory into working memory.Working memory can be defined as a type of workbench in which new and old information is constantly being changed, integrated, and changed. Working memory disputes the view that STM is only another "box" in the head -a simple station along the way to either being forgotten or transmitted on to LTM -in which information is not actively stored. It suggests that our working memory is coordinating with activity.The idea of working memory also disputes the concept that the capacity of STM is restricted to about 7 items. Baddeley proposes that the span of memory is decided by the speed with which we practise information. Concerning verbal material, he assumed that we have an articulatory loop in which we can retain as much information as we can practice in an unchanging duration. Working memory holds a phonological loop that is a rehearsal circuit which retains inner speech for verbal comprehension. There is also a visuospatial scratchpad that is obliged to practise images and maintain them transiently. These processes are controlled by a central executive, which teams attentional activities and controls responses. The central executive behaves much like a supervisor who determines which issues need attention and which will be neglected. II. THE RELATIONSHIP BETWEEN SHORT-TERM AND WORKING MEMORYThe study of short-term memory, the storage of small amounts of information over transient time intervals, constituted a main part of the development of cognitive psychology during the 1960s. The effort to form information-processing models of short-term memory (STM) resulted in some main arguments. Unluckily, solving these issues clearly proved beyond the ability of the methods available at the time, leading to a decrease of interest in STM during the 1970s, and afterwards even to a declaration of its death (Growder, 1982). Nevertheless, as the old idea of STM was losing support, it became integrated within a more complicated framework, working memory (WM), which assumed that the older idea of a unitary store be substi...

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“…According to Bodie et al [8] blended learning refers to a method of instruction that utilizes two or more complementary approaches to teach the same material. By combining classroom lectures, activities, discussions, and/or web-based modules.…”

Section: Introductionmentioning

confidence: 99%

Effect of Blended Learning on Newly Nursing Student's Outcomes Regarding New Trends in Nursing Subject at Ain Shams University

Mersal¹,

Mersal²

2014

EDUCATION

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Blended learning refers to a method of instruction that utilizes two or more complementary approaches to teach the same material. By combining classroom lectures, activities, discussions, and/or web-based modules. Aim: Examine the effect of blended learning on newly nursing student's outcomes regarding new trends in nursing subject at Ain Shams University. Hypothesis: The Students who will be exposed to blended learning (Study group) will have improved Outcomes compared to the Students in the control group who will be exposed to lecture regarding new trends in nursing subject. Design: A quasi experimental study design was utilized to accomplish the aim of this study. Setting: Faculty of Nursing Ain Shams University Cairo Egypt. Sample: Two purposive samples of all available first year students' from the previously mentioned study setting in 2012/2013 and 2013/2014 academic years as control group and study group respectively. Students were included in this study were from both gender, and willing to participate in the study. Tools for data collection: A self-administered structured questionnaire to assess demographic characteristics and learning needs, student's satisfaction questionnaire sheet, student's academic achievement sheet. Results: There was improvement regarding satisfactory level of achievement and decrease in the percent of poor and very poor of blended learning group with no statistical difference between two groups. There was improvement in student's satisfaction of blended learning group regarding the course and teaching method with highly statistical significant difference between two groups. Conclusions: blended learning improved newly nursing student's Outcomes both academic achievement and student's satisfaction than lecture regarding new trends in nursing subject at Ain Shams University. Recommendations: blended learning can be used to facilitate nursing education, more researches done to determine durability rate of the information of this methods.

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Chunking, priming and active learning: Toward an innovative and blended approach to teaching communication-related skills

Cited by 43 publications

References 25 publications

The Flipped Classroom for pre-clinical dental skills teaching – a reflective commentary

The Flipped Classroom for pre-clinical dental skills teaching – a reflective commentary

Short-term Working Memory and Chunking in SLA

Effect of Blended Learning on Newly Nursing Student's Outcomes Regarding New Trends in Nursing Subject at Ain Shams University

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