Making Students Responsible for Their Learning – Empowering Learners to Build Shared Mental Models

Fonteijn, Herco

doi:10.1007/978-3-319-09247-8_6

Cited by 11 publications

(5 citation statements)

References 45 publications

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“…With respect to tutorless PBL, Hayashi, Tsunekawa, Inoue, and Fukuzawa (2013) found that students practicing PBL without a tutor were equivalent in final exam scores when compared to those who practiced PBL with a tutor. When exploring tutorless PBL in online environments, Fonteijn (2015) found that learners were able to thrive when afforded more autonomy and ICT support such as mapping software and communication tools. Ertmer and Koehler (2015), on the other hand, found that facilitated online discussions were superior to non-facilitated discussions.…”

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confidence: 99%

How do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?

Verstegen

Dailey‐Hebert

Fonteijn³

et al. 2018

IRRODL

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Modern learning theories stress the importance of student-centered and self-directed learning. Problem-Based Learning (PBL) supports this by focusing on small group learning centered around authentic problems. PBL, however, usually relies heavily on face-to-face team collaboration and tutor guidance. Yet, when applied in online/blended environments, such elements may not be feasible or even desirable. This study explores how virtual teams collaborate in online learning tasks in the context of a nine-week Massive Open Online Course (MOOC) where international, virtual teams worked on PBL-like tasks. Twenty-one self-formed teams were observed. An inductive thematic analysis resulted in five themes: 1) team formation and team composition, 2) team process (organization and leadership), 3) approach to task work (task division and interaction), 4) use of tools, and 5) external factors (MOOC design and interaction with others). Overall findings revealed that online, virtual teams can collaborate on learning tasks without extensive guidance, but this requires additional communication and technological skills and support. Explicit discussion about group organization and task work, a positive atmosphere, and acceptance of unequal contributions seem to be positive factors. Additional support is required to prepare participants for virtual team work, develop digital literacy, and stimulate more elaborate brainstorming and discussion.

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confidence: 99%

How do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?

Verstegen

Dailey‐Hebert

Fonteijn³

et al. 2018

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“…This shared mental model may guide new medical residents' on behaviors worth emulating and to continue behaviors worth reinforcing ( 56 , 57 ). This can empower medical residents to participate in their learning process and contributes to efforts of instilling a student-centered learning culture in the clinical workplace ( 58 ).…”

Section: Discussionmentioning

confidence: 99%

Bridging the Gap: Using Consensus to Explore Entrustment Decisions and Feedback Receptivity in Competency-Based Emergency Medicine Residency Programs Through the Construction of a Q-Sample Incorporating a Delphi Technique

et al. 2022

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BackgroundRecent changes in medical education calls for a shift toward student-centered learning. Therefore, it is imperative that clinical educators transparently assess the work-readiness of their medical residents through entrustment-based supervision decisions toward independent practice. Similarly, it is critical that medical residents are vocal about the quality of supervision and feedback they receive. This study aimed to explore the factors that influence entrustment-based supervision decisions and feedback receptivity by establishing a general consensus among Taiwanese clinical educators and medical residents regarding entrustment decisions and feedback uptake, respectively.MethodsIn Q-methodology studies, a set of opinion statement (i.e., the Q-sample) is generated to represent the phenomenon of interest. To explore the factors that influence entrustment-based supervision decisions and feedback receptivity, a Q-sample was developed using a four-step approach: (1) literature search using electronic databases, such as PubMed and Google Scholar, and interviews with emergency clinical educators and medical residents to generate opinion statements, (2) thematic analysis and grouping using The Model of Trust, the Ready, Wiling, and Able model, and the theory of self-regulated learning, (3) translation, and (4) application of a Delphi technique, including two expert panels comprised of clinical educators and medical residents, to establish a consensus of the statements and validation for a subsequent Q-study.ResultsA total of 585 and 1,039 statements from the literature search and interviews were extracted to populate the sample of statements (i.e., the concourse) regarding entrustment-based supervision decisions for clinical educators and feedback receptivity emergency medicine residents, respectively. Two expert panels were invited to participate in a Delphi Technique, comprised of 11 clinical educators and 13 medical residents. After two-rounds of a Delphi technique, the panel of clinical educators agreed on 54 statements on factors that influence entrustment-based supervision decisions and were categorized into five themes defined by the Model of Trust. Similarly, a total of 60 statements on the factors that influence feedback receptivity were retained by the panel of medical residents and were categorized into five themes defined by the Ready, Willing, and Able model and the theory of self-regulated learning.ConclusionThough not exhaustive, the key factors agreed upon by clinical educators and medical residents reflect the characteristics of entrustment-based supervision decisions and feedback receptivity across specialties. This study provides insight on an often overlooked issue of the paths to teaching and learning in competency-based residency training programs. Additionally, incorporation of the Delphi technique further adds to the existing literature and puts emphasis as an important tool that can be used in medical education to rigorously validate Q-statements and develop Q-samples in various specialties.

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“…One study found that experienced PBL learners could manage tutorless meetings using ICT support, such as mapping software and communication tools enabling to reach out to a tutor, when necessary. Students enjoyed the increased autonomy, experienced more team cohesion and rarely sought online tutor support [23]. In another study, three conditions were compared: traditional PBL meetings with students and the tutor in one room, synchronous online meetings with students and a tutor, and students meeting in a room with the tutor working as a consultant, giving comments asynchronously and digitally [18].…”

Section: Literature Reviewmentioning

confidence: 99%

MOOCs and Problem-Based Learning: A Happy Marriage?

Verstegen¹,

Spruijt²,

Fonteijn³

et al. 2023

Massive Open Online Courses - Current Practice and Future Trends

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Massive Open Online Courses (MOOCs) have been proposed as a way to make education accessible to a wide range of learners. However, many MOOCs fall back to ‘old-fashioned’ information-delivery designs that are not optimal for learning. To explore the potential of collaborative, small-group learning, a MOOC based on the principles of Problem-Based Learning (PBL) was designed. This study focuses on the question: To what extent can PBL be applied in the context of a MOOC? The MOOC Problem-Based Learning: Principles and design. Students at the centre! was executed twice. The following data were collected: learner profiles and participation data, evaluation surveys, assignments, verbal interaction on the discussion boards, and interviews with facilitators. The results show that participants discussed authentic problem cases in groups. Individual completion rates were comparable to other MOOCs or slightly better (9.4% and 12.1% respectively). At group level, the completion rates were higher (44% and 51.4% respectively). Self-formed groups function better than groups composed automatically. The quality of assignments varied widely. Some were of high quality, but the envisioned kind of learning was certainly not realized in all groups. The absence of a tutor was an important factor in this. This study shows that it is possible to apply design principles of PBL in the context of a MOOC and that innovative instructional designs for MOOCs are feasible. Whether this implementation can really be called PBL remains questionable since it differs from more traditional forms in important aspects, most notably the absence of a tutor.

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Making Students Responsible for Their Learning – Empowering Learners to Build Shared Mental Models

Cited by 11 publications

References 45 publications

How do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?

How do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?

Bridging the Gap: Using Consensus to Explore Entrustment Decisions and Feedback Receptivity in Competency-Based Emergency Medicine Residency Programs Through the Construction of a Q-Sample Incorporating a Delphi Technique

MOOCs and Problem-Based Learning: A Happy Marriage?

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