Philosophy, Theories, Models, and Strategies in Pharmacy Education: An Overview

Ibrahim, Mohamed Izham Mohamed

doi:10.1016/b978-0-12-811909-9.00003-4

Cited by 4 publications

(2 citation statements)

References 18 publications

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“…In self-learning the centrality of learning lies with the individual (see [9]). In it, students should be independent and learn what they are supposed to learn meanwhile teachers has to guide them and provide them with abilities and support so they can become self-directed and become responsible adults for acquire competencies [10]. So selflearning, supporting lifelong learning, is different from the traditional class which is guided and dominated by the curriculum and the evaluation tests.…”

Section: Related Workmentioning

confidence: 99%

VR4Health: Personalized teaching and learning anatomy using VR

2020

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Virtual Reality (VR) is being integrated into many different areas of our lives, from industrial engineering to video-games, and also including teaching and education. We have several examples where VR has been used to engage students and facilitate their 3D spatial understanding, but can VR help also teachers? What are the benefits teachers can obtain on using VR applications? In this paper we present an application (VR4Health) designed to allow students to directly inspect 3D models of several human organs by using Virtual Reality systems. The application is designed to be used in an HMD device autonomously as a self-learning tool and also reports information to teachers in order that he/she becomes aware of what the students do and can redirect his/her work to the concrete necessities of the student. We evaluate both the students' and the teachers' perception by doing an experiment and asking them to fill-in a questionnaire at the end of the experiment.

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Section: Related Workmentioning

confidence: 99%

VR4Health: Personalized teaching and learning anatomy using VR

2020

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“…Los alumnos adquieren el conocimiento fuera del aula con ayuda de las TE. Con las TE se desarrollan temas, contenidos de una manera autónoma, creativa e interactiva (Being-Yi et al, 2018;Hernández-Leo & Húnter, 2016;Ibrahim & Izham, 2018;Kanayama et al, 2018;Madrid et al, 2018;Matzumura-Kasano et al, 2018;Melo & Sánchez, 2017;Putri et al, 2019). De acuerdo con el constructivismo, las TE serían herramientas estratégicas para fomentar el aprendizaje significativo.…”

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Limitaciones en el uso del aula invertida en la educación superior

López

2020

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Los organismos de relevancia internacional recomiendan la incorporación de nuevos modelos educativos, entre ellos, está el aula invertida. El aula invertida es un nuevo modelo educativo que puede ayudar a mejorar los procesos de enseñanza-aprendizaje, a través de las tecnologías educativas (TE). La literatura especializada del aula invertida señala que existe investigación empírica sobre la percepción de que el alumnado tiene del aula invertida. Sin embargo, se necesita investigación sobre las limitaciones que puede presentar el aula invertida al ser aplicado en diferentes contextos. El objetivo de este trabajo fue analizar las limitaciones que se pueden presentar al aplicar el aula invertida a un grupo en un contexto de clases tradicionales. Se llevó a cabo un método fenomenológico hermenéutico. El aula invertida se desarrolló con el método del ciclo de desarrollo de excelencia educativa. Participó un grupo de la asignatura de Parasitología, de la Licenciatura de Medicina Veterinaria y Zootecnia, Facultad de Ciencias Naturales, Universidad Autónoma de Querétaro. Los resultados analizaron cuatro principales limitaciones. Estas son: 1) En el aula invertida el alumno necesita tener conocimiento de algunas TE; 2) Si se aplica a alumnos receptores-memorizadores les puede parecer inapropiado el modelo; 3) El aula invertida no fomenta en su totalidad la competencia de memorización; 4) No cuenta con un modelo o instrumento adecuado de evaluación. En conclusión, antes de aplicarse el modelo del aula invertida se deben considerar las limitaciones para que, realmente, pueda ayudar a mejorar los procesos de enseñanza-aprendizaje y proponerse modelos de evaluación adecuados.

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Analysis of significant learning in the flipped classroom: a conceptual cartography

Nahón

López

2020

EJS

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The Flipped Classroom is an educational model that asks students to study educational content at home and come to the classroom for learning activities. This promotes meaningful learning with the help of digital technologies. The aim this documentary research was to analyze the relationship between the Flipped Classroom and learning meaningful, through Conceptual Cartography, in order to propose an evaluation model for Flipped Classroom. To achieve this, the documentary research method called Conceptual Cartography was applied, which is developed in four phases: The findings suggest that, theoretically, there is a direct relationship between the Flipped Classroom and meaningful learning. This relationship is based on the theoretical principles of constructivism. However, there are no specific instructional designs for the Flipped Classroom and, so far, the evaluation of the Flipped Classroom has focused on students' perception of the model and not on their significant learning. In conclusion, although the Flipped Classroom does easily admit constructivist theoretical foundations when promoting meaningful learning, this relationship has not been reflected in its own instructional designs, nor in properly constructivist evaluation models.

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Philosophy, Theories, Models, and Strategies in Pharmacy Education: An Overview

Cited by 4 publications

References 18 publications

VR4Health: Personalized teaching and learning anatomy using VR

VR4Health: Personalized teaching and learning anatomy using VR

Limitaciones en el uso del aula invertida en la educación superior

Analysis of significant learning in the flipped classroom: a conceptual cartography

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