Educational theory and its application to advanced life support courses: a narrative review

Lockey, Andrew; Conaghan, Patricia; Bland, Andrew; Astin, Felicity

doi:10.1016/j.resplu.2020.100053

Cited by 28 publications

(29 citation statements)

References 44 publications

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“…Therefore, we combined both continuums to the active and authentic learning continuum (Figure 3). The learning theories (behaviourism, cognitivism, constructivism, and connectivism) relate to the range between teacher‐centred and student‐centred learning within the active learning continuum (Lockey et al, 2021). In which behaviourism is strongly teacher‐centred, cognitivism is still teacher‐driven, and constructivism and connectivism enable students to increasingly regulate their own learning process.…”

Section: Resultsmentioning

confidence: 99%

“…continuum(Lockey et al, 2021). In which behaviourism is strongly teacher-centred, cognitivism is still teacher-driven, and constructivism and connectivism enable students to increasingly regulate their own learning process.Since there is not one most effective teaching strategy for all contexts, there is a range of strategies that are useful for different teaching contexts (Center for Research onLearning & Teaching, 2021; Karen L. Smith Faculty Center for Teaching and Learning, 2019;Stefanou et al, 2012).…”

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confidence: 99%

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The didactic and pedagogical design of e‐learning in higher education: A systematic literature review

Theelen

Breukelen

2022

Computer Assisted Learning

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Background: Since about 2010 e-learning has been embedded in educational practice and has become, surely due to the Covid-19 pandemic, increasingly important.Objectives: Although much has been written about e-learning, little is known about crucial didactic and pedagogical design principles for e-learning. This review tried to fill that gap.Methods: Based on a systematic literature review, 42 studies (out of 1857 unique hits) were included that address e-learning design in higher education. Open and axial coding was used for analysis.Results and conclusions: There were two continuums distinguished as important for e-learning: (1) the active learning continuum and (2) the authentic learning continuum. Those continuums appear to be useful to give a visual representation of included studies through an active and authentic learning continuum. This resulted in four clusters with (slightly) different properties. These properties vary from a relatively low to a high level of authenticity, and from teacher to student centred. Analysis also revealed four crucial aspects for e-learning design: (1) content scaffolding,(2) process scaffolding, (3) peer-to-peer learning, and (4) formative strategies. In general, most of the e-learning approaches demand an educational design that facilitates authentic learning and self-regulation.Takeaways: To help practitioners in realizing e-learning design, this paper will provide some concrete suggestions and tips for e-learning design. Furthermore, this research shows that more well-founded research is necessary to gain more insight in didactic and pedagogical design principles for e-learning.

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Section: Resultsmentioning

confidence: 99%

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confidence: 99%

The didactic and pedagogical design of e‐learning in higher education: A systematic literature review

Theelen

Breukelen

2022

Computer Assisted Learning

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“…5). 14 Beside these theories three concepts describe how people learn: pedagogy, androgogy, and heutagogy. 15,16 These concepts focus on the relationship between learner and teacher, which has been described as a continuum 17 :…”

Section: Idea à the Theories Of Education And How We Learnmentioning

confidence: 99%

European Resuscitation Council Guidelines 2021: Education for resuscitation

et al. 2021

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These European Resuscitation Council education guidelines, are based on the 2020 International Consensus on Cardiopulmonary Resuscitation Science with Treatment Recommendations. This section provides guidance to citizens and healthcare professionals with regard to teaching and learning the knowledge, skills and attitudes of resuscitation with the ultimate aim of improving patient survival after cardiac arrest.

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“…Two established theories that potentially provide these attributes, in addition to offering the appropriate level of challenge to stimulate meaningful learning and interaction, are the social constructivist theory (social constructivism) and the theory of optimal experience (Flow). Although both theories were developed decades before advances in educational technologies, they remain relevant as seminal theories used to effectively address the learning needs of twenty-first-century learners (Lockey et al, 2020 ; Singh et al, 2020 ). This is also evident in Table 1 .…”

Section: Creating the M-learning Contextual Framework For Lmicsmentioning

confidence: 99%

A mobile learning framework for higher education in resource constrained environments

2022

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It is well documented that learning oppourtunities afforded by mobile technology (m-learning) holds great potential to enhance technology-enhanced learning in countries and communities with low socio-economic conditions where web-based e-learning has failed because of limited infrastructure and resources. Despite the potential for m-learning, its actual uptake has been low. The extant literature in this sphere provides some theoretical insight, with evidence of limited on-the-ground practical studies that often do not progress beyond the pilot phase. Failure to embed sustainable learning opportunities has been attributed to the absence of a contextual framework suitable for the heterogeneous nature of many developing countries. This paper thus presents an m-learning framework that considers the sociocultural and socio-economic contexts of low-income economies. The framework is based on a range of studies conducted over four years, including the outcome of two empirical studies conducted in a Nigerian university. Documenting the research underpinning the design provides practitioners and policymakers with a framework for a potentially sustainable strategy for long-term mainstream m-learning integration in higher education in low-income countries.

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Educational theory and its application to advanced life support courses: a narrative review

Cited by 28 publications

References 44 publications

The didactic and pedagogical design of e‐learning in higher education: A systematic literature review

The didactic and pedagogical design of e‐learning in higher education: A systematic literature review

European Resuscitation Council Guidelines 2021: Education for resuscitation

A mobile learning framework for higher education in resource constrained environments

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