Journal Club Using Virtual Breakout Rooms: Interactive Continuing Education with No Learner Preparation During COVID-19

Cadieux, Magalie; Campos-Zamora, Melissa; Zagury-Orly, Ivry; Dzara, Kristina

doi:10.1097/ceh.0000000000000321

Cited by 19 publications

(15 citation statements)

References 5 publications

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“…The authors found that, during the breakout groups, the learners produced perfectly effective study designs to answer the research question(s). Their results revealed that, as learners, they were well engaged in facilitated open discussion, and their learning outcomes were even [36].…”

Section: Breakout Groups and Language Learningmentioning

confidence: 99%

Applicability of Collaborative Work in the COVID-19 Era: Use of Breakout Groups in Teaching L2 Translation

Oraif

Elyas

2021

Electronics

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Social distancing became a must during the pandemic, which not only had implications for people’s social lives, but also for their learning. Collaborative work was almost impossible, especially in the classroom, despite a great need for this approach. For example, in their translation classes, the learners needed to collaborate with their peers, assisting each other in translating texts. Thus, the use of breakout groups is proposed in this study, although there is no guarantee that learners will accept this online approach. Consequently, the current research looks at learners’ acceptance of breakout groups on Blackboard in a translation class. To examine their acceptance, an existing scale was used, developed by Davis (1989) to measure two factors of technology acceptance: perceived usefulness and ease of use. A sample of 54 students on a Translation course at Al-Imam Mohammed Ibn Saud Islamic University in Riyadh, Saudi Arabia, participated in this study. The results show that the learners found breakout groups on Blackboard to be useful and easy to use.

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Section: Breakout Groups and Language Learningmentioning

confidence: 99%

Applicability of Collaborative Work in the COVID-19 Era: Use of Breakout Groups in Teaching L2 Translation

Oraif

Elyas

2021

Electronics

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“…However, such didactic methods usually require participants to distantly watch and listen as passive learners without any interactivity [1]. In this context, there has been a shift in the educational paradigm from in-person to learner-led virtual ER environments [2] (the terms digital ERs and virtual ERs will be used interchangeably in our review and will serve as synonyms). Research has shown that millennials prefer informal learning experiences, such as ERs, due to their flexibility and because such activities engage and heighten students' interests [3].…”

Section: Introductionmentioning

confidence: 99%

Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review

2021

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This paper aims to present a systematic literature review on state-of-the-art Educational Escape Rooms (EERs) with the use of digital technologies. More specifically, the focus of the study is to present the current developments and trends concerning Digital Educational Escape Rooms (DEERs) and investigate how they foster learning outcomes for online learners. Additionally, the present study provides insights into the design process of such technology enhanced EERs. This review is attributed to identifying and covering research gaps since the current literature has focused on the pedagogical aspects of Escape Rooms (ERs) in education, but no studies seem to have been conducted in regard to the pedagogical implications of Digital Escape Rooms (DERs) in educational environments. Based on the exhaustive literature review, an agenda for future research is promised and the implications for designing innovative ER approaches have been highlighted. The anatomy of the fundamental components of conducting systematic literature reviews was followed. The results of the review could be addressed to multidisciplinary teams related to education, game researchers, educational researchers, faculty members, scholars, instructors, and protagonists of educational systems to encourage them to thoroughly study the core elements of DEERs and how they can be applied in virtual educational contexts to facilitate students’ learning achievements.

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“…Cadieux, et. al [9] have studied the impact of use of breakout rooms to train medical students with no prior training. They used a 60-minute virtual meeting of the Medical Education Journal Club (MEJC) to monitor around 15 participants.…”

Section: Related Workmentioning

confidence: 99%

Enriching and Energizing the Virtual Classroom using Breakout Sessions: A better experience of Active Learning during Covid- 19 Pandemic.

Naik¹,

Govindu²

2022

JEET

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over the World. As teachers and students adapt to the new normal, Zoom, Google meet, Microsoft teams, or Cisco WebEx have become the most sought-after platforms for distance learning. The challenge for teachers and students in online learning is active peer engagement. To encourage problem-based learning, online platforms allow the creation of breakout rooms. Breakout rooms are private chat rooms where small groups of 3-4 students discuss unique problem statements allocated to them and employ peer learning methods through interpersonal communication. Teachers or facilitators enrich the knowledge of the students in active learning sessions. This research paper dives deep into the benefits, drawbacks, and implications of breakout rooms in E-learning environments. It is a collective case study on the use of breakout rooms by students and facilitators at an elite engineering college in Maharashtra, India. The first-hand experience of undergraduate Computer Science students and their Database Management Systems teacher is being considered. Student recommendations on use of breakout rooms have been consolidated at the end of this paper. Through our analysis and encouraging statistics, we wish to advocate the use of breakout rooms to engage students, in online learning platforms. Keywords— Active Learning; Breakout Rooms; Computer Science (CS); Database Management System (DBMS); E-learning; Peer Learning.

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Journal Club Using Virtual Breakout Rooms: Interactive Continuing Education with No Learner Preparation During COVID-19

Cited by 19 publications

References 5 publications

Applicability of Collaborative Work in the COVID-19 Era: Use of Breakout Groups in Teaching L2 Translation

Applicability of Collaborative Work in the COVID-19 Era: Use of Breakout Groups in Teaching L2 Translation

Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review

Enriching and Energizing the Virtual Classroom using Breakout Sessions: A better experience of Active Learning during Covid- 19 Pandemic.

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