Exploring Student Preconceptions of Readiness for Remote-Online Case-Based Learning: A Case Study

Nicklen, Peter; Keating, Jennifer Lyn; Maloney, Stephen

doi:10.2196/mededu.5348

Cited by 10 publications

(12 citation statements)

References 20 publications

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“…This may also reduce resistance to change, enhance students' satisfaction, and ultimately improve the learning experience. 19 The present students have further expressed that such facilities should be provided for free or for a very nominal cost. Yet, there are some who suggest that they would prefer the traditional method too as they can get bored in a virtual environment as well as no ease with use of technology and difficulties with its language too.…”

Section: Discussionmentioning

confidence: 84%

“…20 The disinterest to use web based learning materials/ resources were also expressed by Edirippulige S et al 21 Thus, to get the positive desired results, both learners and teachers need to adopt a new attitude towards such e-learning models 22 and with integration of e-learning in curriculum, educators have to become more involved as facilitators of learning and assessors of competency. 23 Thus from all the above mentioned studies, [7][8][9][10][11][12][13][14][15][16][17][18][19][20][21] it is noticed that there are more advantages than disadvantages, of using e-learning tools and technologies and it was also found to be useful and effective to teaching learning process and hence incorporating a well designed LMS in our Institution can add much more value to the learning process as it can accommodate the various suggestions and comments. [24][25][26] A further extended study can be obtained by incorporating proper e-learning modules along with a well managed LMS and good infrastructure.…”

Section: Discussionmentioning

confidence: 99%

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A study of students’ perception about e-learning

Mahajan¹,

Kalpana²

2020

IJCAP

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Introduction: e-learning is a relatively new phenomenon where currently the educators and students are grappling with the idea of its implementation and adaptation. With the speedy development of ICT and relative exposure of students to it, this study examines students' perceptions about e-learning which would help in a newer teaching learning experiences on the campus. Materials and Methods: A quantitative approach with a structured questionnaire (18 close and 5 open ended) were used for data collection and it was presented to 150 respondents (2nd year M.B.BS) of age group 19-21yrs of different socioeconomic and demographic backgrounds. Results and Discussion: 90% students used internet daily. 78% Male [M] and 92% Female [F] respondents have an idea about elearning, while 92.5% of them indicated their interest to further guidance. 88%M and 79 F students claim to not have any elearning facilities on campus. 58% M and 49%F use various forms like emails, chat, blogs, video conferencing, WhatsApp to communicate with their faculties. 98% agree to find e-learning useful and 86% M and 94% F are motivated to use it. 81%M and 88% F find e-learning to be of interactive mode and 74% M with 83% F agree about its cost effectivity. Implementing e-learning would improve performance in 99% students with 74% M and 53% F indicating better understanding of the course. 75% believe that they will have ready access to e-learning courses while other don't due to lack of constant supply of internet. 38% agree elearning is disadvantages as it will replace faculties as they are comfortable with the traditional teaching style, while 26% disagree. 58% M and 64% F think student will skip traditional classes while 39% M and 35% F would be distracted. 86%M and 92% F disagree with adapting difficulties on implementing newer e-learning modules and tools while the others agree due lack of training. Students gave suggestions to start blogs, online discussions, online submission of home work, and video assisted training for clinical work. Conclusion:The study clearly depicts that e-learning has its benefits from a student's perspective and it will have a positive influence on their performance with better understanding of their courses. Thus for at least the following few years, the university needs come out with e-learning tools and modules for a better teaching -learning experience make a positive impact on the students career.

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Section: Discussionmentioning

confidence: 84%

Section: Discussionmentioning

confidence: 99%

A study of students’ perception about e-learning

Mahajan¹,

Kalpana²

2020

IJCAP

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“…Questionnaire is available as additional le (Annex I) The rst component of the questionnaire (Questions 1-6) was designed to evaluate satisfaction, impact, usability, functionality, design and accessibility in the use of new technologies as an educational innovation. These questions have been adapted from previous questionnaires [29][30][31][32].…”

Section: Questionnaire Designmentioning

confidence: 99%

Mobile-Learning App to Improving Skills in the Design of Therapeutic Exercise Program: Perception, Satisfaction and Physiotherapy Student´s Demand

Pastora-Bernal

Morales

Estebanez-Pérez

et al. 2021

Preprint

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Background: E-learning tools for students in health sciences present low levels of barriers and benefits for the student and the educator. No evidence is available using e-learning tools to design therapeutic exercise program skills. Research and different uses of technology in physiotherapy students are justified. The present study aimed to evaluate perception and satisfaction with an e-learning tool in five Spanish physiotherapy Universities. To evaluate the students' perception as an innovative learning experience identifying aspects to be improved and their perception respect to traditional teaching. Methods: A descriptive study in five health sciences faculties in Spain during the 2018-2020 academic years. The use of the tool is carried out under the supervision of physiotherapy teachers in diverse disciplines.Results: Results confirm that an e-learning tool to design therapeutic home exercise program is considered a satisfactory and innovative instrument that brings improvements in the learning of physiotherapy students with a high degree of satisfaction. Students declare aspect to be improved. All items have been valued positively with an average score of 3.41 in the set of 20 questions. It is considered a useful and necessary tool, compatible with traditional education. Conclusions: Our research provides new knowledge using innovative technologies enhancing learning skills. Students strongly recommend the use of the e-learning tool along the physiotherapy academic period.

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“…The three-track teaching mode combines TBL, PBL and CBL. Among them, PBL (problem-based learning) [9] refers to the problem-based learning mode, which is initiated by McMaster university to guide students to learn around the problems set by teachers; In addition, CBL (case-based learning) [10] proposed by German educators and the teaching method is to stimulate students' thinking ability by proposing, analyzing and discussing cases; TBL(Team based learning) teaching method proposed by Professor Michaelsen of Oklahoma university in the United States [11] refers to that through the guidance of teachers, students use team cooperation to complete relevant tasks. In short, the three-track teaching method is a combination of PBL, TBL and CBL.…”

Section: State Of the Artmentioning

confidence: 99%

Three Track Teaching Mode of Sports Anatomy Based on Innovative Theory

Ren

Tang²,

Xia

2020

Int. J. Emerg. Technol. Learn.

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Sports anatomy is one of the compulsory courses in college. It is an important course for undergraduate students to complete the teaching link of practicing. This course is extremely practical and operational, and requires active learning. However, due to the limited classroom time, the increase in the number of students and the shortage of anatomical specimens, the traditional teaching of anatomy fails to inspire students' interest in learning and becomes unable to adapt to the requirements of the times. In this study, a three-track teaching mode was designed on the basis of combining the innovative talent training theory with the characteristics of sports anatomy. The teaching mode in this study is composed of eight learning stages: identifying problems, analyzing problems, generating hypotheses, confirming already-known knowledge, establishing required information, confirming resources, collecting new information, combining old and new knowledge. Meanwhile, case teaching method and team teaching method were incorporated into this mode. In addition, before, during and after class, 3D anatomy software both in the mobile version and CP version was used to urge students to take the initiative to learn and complete the learning tasks. Finally, according to the purpose of training innovative talents in this study, a new learning performance evaluation system was constructed in accordance with the characteristics of sports anatomy. It was found in this teaching experiment that this new teaching mode is conducive to improving the teaching effect, lays a foundation for promoting the quality of the teaching link of practicing, and stimulates the innovation ability of college students.

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Exploring Student Preconceptions of Readiness for Remote-Online Case-Based Learning: A Case Study

Cited by 10 publications

References 20 publications

A study of students’ perception about e-learning

A study of students’ perception about e-learning

Mobile-Learning App to Improving Skills in the Design of Therapeutic Exercise Program: Perception, Satisfaction and Physiotherapy Student´s Demand

Three Track Teaching Mode of Sports Anatomy Based on Innovative Theory

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