Web-Based Apps for Reflection: A Longitudinal Study With Hospital Staff

Renner, Bettina; Kimmerle, Joachim; Cavael, Dominik; Ziegler, Volker; Reinmann, Lisa; Cress, Ulrike

doi:10.2196/jmir.3040

Cited by 14 publications

(25 citation statements)

References 44 publications

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“…The RIDE rules (i.e., Respect, Intelligent collaboration, Deciding together, and Encouraging) are communication rules based on essential characteristics of collaboration and have been tested as a support for synchronous distance communication (Saab et al 2007;Gijlers et al 2009). The instructional support took the form of face-to-face conventional instruction and an online tool to prompt students' joint reflection, supported by studies by Renner et al (2014Renner et al ( , 2016 showing evidence of the effectiveness of online prompts for joint reflection. To optimize students' reflection, the tool incorporated self-and peerassessment (students assessed their own and each other's collaborative behavior) to provide a more reliable information source for reflection, and collaborative goal setting (students collaboratively planned how to optimize their future collaboration) to stimulate students to connect their reflection to their future behavior.…”

Section: Current Studymentioning

confidence: 99%

Improving the quality of vocational students’ collaboration and knowledge acquisition through instruction and joint reflection

Eshuis

Vrugte

Anjewierden

et al. 2019

Intern. J. Comput.-Support. Collab. Learn

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New societal demands call for schools to train students' collaboration skills. However, research thus far has focused mainly on promoting collaboration to facilitate knowledge acquisition and has rarely provided insight into how to train students' collaboration skills. This study demonstrates the positive effects on the quality of students' collaboration and their knowledge acquisition of an instructional approach that consists of conventional instruction and an online tool that fosters students' joint reflection on their collaborative behavior by employing self-and peer assessment and goal setting. Both the instruction and the collaboration reflection tool were designed to promote students' awareness of effective collaboration characteristics (the RIDE rules) and their own collaborative behavior. First-year technical vocational students (N = 198, M age = 17.7 years) worked in heterogeneous triads in a computer-supported collaborative learning environment (CSCL) on topics concerning electricity. They received either 1) conventional instruction about collaboration and the online collaboration reflection tool, 2) collaboration instruction only, or 3) no collaboration instruction and no tool. Analysis of chat data (n = 92) and knowledge tests (n = 87) showed that students from the instruction with tool condition outperformed the other students as far as their collaborative behavior and their domain knowledge gains.

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Section: Current Studymentioning

confidence: 99%

Improving the quality of vocational students’ collaboration and knowledge acquisition through instruction and joint reflection

Eshuis

Vrugte

Anjewierden

et al. 2019

Intern. J. Comput.-Support. Collab. Learn

View full text Add to dashboard Cite

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“…[16][17][18][19][20][21][22][23] Seven articles described the general attitude of health professionals and students in using mobile technologies and apps in learning. 18,20,[24][25][26][27][28] Four articles examined the current status of apps for a number of different types of health professionals and how they are applied in a broad learning context. [28][29][30][31] Six references mentioned the lack of quality checks on app content.…”

Section: Resultsmentioning

confidence: 99%

“…25,27,[29][30][31][32] Lastly, 3 references had some discussion of learning models, which will be examined in greater detail in the discussion section. 20,22,26…”

Section: Resultsmentioning

confidence: 99%

“…In this literature review, 3 of the 17 articles that passed the tertiary screening had a preexisting, defined learning model discussed within the article. 20,22,26 Bullock utilized O'Leary's knowledge management classification as well as Sfard's acquisition and participation models to help further understand the use of technology for learning and sharing knowledge. 26 O'Leary's knowledge management framework is composed of 2 processes: conversion and connection.…”

Section: Discussionmentioning

confidence: 99%

“…26,33 Of these 2 processes, the "connection" pathways are the most relevant to technology and learning. Four connection pathways are identified: people to knowledge, knowledge to 26 -Examines how technology supports connections between doctors and knowledge -Discusses how mobile apps can enhance learning in the medical profession -Utilizes O'Leary's knowledge management processes, which is composed of 2 parts: conversion and connection -The connection pathway is divided into 4 subcomponents: people to knowledge, people to people, knowledge to knowledge, and knowledge to people 2 a Renner et al 20 -Examines the effect of self-reflection apps on hospital staff -Describes self-reflection as a possible conduit for learning and improving job satisfaction 3 a Teri et al 22 -Examines mobile learning in the context of a biochemistry app that was utilized for a health science course -Describes the pedagogical process of selecting educational tools for learning and implications for mobile apps in education 4 Ortega et al 19 -Examines a new mobile app designed for self-assessment -Describes a hypothetical framework that integrates mobile technologies as part of traditional educational models -Additionally, describes a mixed education program ("blended learning") where mobile apps are combined with traditional attendance-based education 5 Albrecht et al 17 -Examines a medical legal education app called "mARble," which allows students the ability to practice the necessary skills without causing any ethical dilemmas -Describes a real-world complementary app that replicates medical scenarios -Additional benefits include integration of users into the learning process, thereby making them a key part of the learning process 6 Albrecht et al 16 -Examines mobile Augmented Reality (mAR), which may increase the attractiveness of mobile learning apps in medical education b…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Proposing a Framework for Mobile Applications in Disaster Health Learning

Liu

Altman

Schor

et al. 2017

Disaster med. public health prep.

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Mobile applications, or apps, have gained widespread use with the advent of modern smartphone technologies. Previous research has been conducted in the use of mobile devices for learning. However, there is decidedly less research into the use of mobile apps for health learning (eg, patient self-monitoring, medical student learning). This deficiency in research on using apps in a learning context is especially severe in the disaster health field. The objectives of this article were to provide an overview of the current state of disaster health apps being used for learning, to situate the use of apps in a health learning context, and to adapt a learning framework for the use of mobile apps in the disaster health field. A systematic literature review was conducted by using the PRISMA checklist, and peer-reviewed articles found through the PubMed and CINAHL databases were examined. This resulted in 107 nonduplicative articles, which underwent a 3-phase review, culminating in a final selection of 17 articles. While several learning models were identified, none were sufficient as an app learning framework for the field. Therefore, we propose a learning framework to inform the use of mobile apps in disaster health learning. (Disaster Med Public Health Preparedness. 2017;11:487-495).

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