scholarly journals Exploring the Dimensions of Medical Student Engagement with Technology-Enhanced Learning Resources and Assessing the Impact on Assessment Outcomes

2018 ◽  
Vol 12 (2) ◽  
pp. 117-128 ◽  
Author(s):  
James D. Pickering ◽  
Bronwen J. Swinnerton
Keyword(s):  
Medical Student ◽  
Student Engagement ◽  
Technology Enhanced Learning ◽  
Learning Resources ◽  
Assessment Outcomes ◽  
The Impact ◽  
Enhanced Learning

scholarly journals Social networking sites and learning in international relations: The impact of platforms

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Josh Pallas ◽  
Joakim Eidenfalk ◽  
Susan Engel
Keyword(s):  
Student Engagement ◽  
Social Networking ◽  
Social Networking Sites ◽  
Online Communication ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Online Lectures ◽  
The Social ◽  
The Impact ◽  
Enhanced Learning

This article reports on a pilot undergraduate subject that incorporated a range of technology-enhanced learning approaches including online lectures, an online site for in and out of class communications, and strong encouragement for students to blog and use Twitter. This paper evaluates student engagement through the social networking sites (SNS), focusing on the online communication and content platform. We examine whether changing from an educationally oriented SNS platform to Facebook impacted on student engagement and feedback. To achieve this, both empirical data and qualitative student feedback were used.

ICT and Web 2.0 Technologies as a Determinant of Business Performance

2013 ◽  
pp. 243-268
Author(s):  
Tanja Arh ◽  
Vlado Dimovski ◽  
Borka Jerman Blažic
Keyword(s):  
Organizational Learning ◽  
Web 2.0 ◽  
Business Performance ◽  
Structural Model ◽  
Technology Enhanced Learning ◽  
Strong Impact ◽  
Web 2.0 Technologies ◽  
Impact Of Technology ◽  
The Impact ◽  
Enhanced Learning

This chapter aims at presenting the results of an empirical study, linking the fields of technology-enhanced learning (TEL), Web 2.0 technologies and organizational learning, and their impact on the financial and non-financial business performance. The chapter focuses on the presentation of the conceptualization of a structural model that was developed to test the impact of technology-enhanced learning and Web 2.0 technologies on the organizational learning and business performance of companies with more than 50 employees. The paper provides detailed definitions of technology-enhanced learning, Web 2.0 technologies and technical terms related to it, its scope and the process of organisational learning, as well as a method for business performance assessment. Special attention is given to the findings related to the observed correlations between the aforementioned constructs. The results of the study indicate a strong impact of ICT and technology-enhanced learning on organizational learning and the non-financial business performance.

Technology-Enhanced Learning in the Corporate Context

2011 ◽  
pp. 306-323
Author(s):  
Anoush Margaryan ◽  
Betty Collis
Keyword(s):  
Informal Learning ◽  
Opportunity To Learn ◽  
Technology Enhanced Learning ◽  
Learning Resources ◽  
Learning Context ◽  
Corporate Learning ◽  
Corporate Context ◽  
Formal And Informal Learning ◽  
Key Issues ◽  
Enhanced Learning

This paper focuses on tools and strategies to integrate the strengths of formal and informal learning in the corporate context via the use of work-based activities within courses. The following proposition is argued: An effective course in the corporate context becomes a blend of formal and informal learning, a guided opportunity to learn from and share experiences gained through work-based activities, and to contribute one’s own experiences as learning resources for others, for use in both formal and informal learning settings. Examples from practice in a multinational corporate learning context where a number of courses have been redesigned to allow integration of formal and informal learning are given. Key issues and challenges arising from this experience are discussed.

A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback

2020 ◽  
pp. 100-126
Author(s):  
James McDowell
Keyword(s):  
Cognitive Theory ◽  
Methodological Approach ◽  
Learning Assessment ◽  
Practice Research ◽  
First Year ◽  
Technology Enhanced Learning ◽  
First Year Students ◽  
Educational Applications ◽  
The Impact ◽  
Enhanced Learning

This chapter discusses a two-year project that explored the impact of video-enhanced learning, assessment, and feedback on undergraduate first-year students in higher education. Underpinned by a pragmatist epistemology, and arguing the case for a design-based methodological approach within a theoretical framework embracing the cognitive theory of multimedia learning, the community of inquiry, and the conversational framework, the chapter explores contemporary research into assessment and feedback, uses of technology-enhanced learning to promote inclusivity, and educational applications of asynchronous video.

scholarly journals Impact of a Student-Led Rheumatology Interest Group on Medical Student Interest in Rheumatology

2019 ◽  
Vol 2019 ◽  
pp. 1-4 ◽  
Author(s):  
Sonia Silinsky Krupnikova ◽  
Timothy Brady ◽  
Michael Sheppard ◽  
N. Andrew LaCombe ◽  
Derek Jones ◽  
...  
Keyword(s):  
Medical Student ◽  
Student Engagement ◽  
Observational Study ◽  
Interest Group ◽  
Student Interest ◽  
The Mean ◽  
The Impact

Objectives. This observational study was designed to evaluate the impact of a student-led Rheumatology Interest Group on medical student interest in rheumatology. Methods. The mean numbers of student-rheumatology interactions per six months were assessed for elective enrollment, abstract submissions, and manuscripts, in the pre- and postinterest group period. Results. Enrollment in the rheumatology elective increased from 2.0 ± 0.36 per six months in the preintervention period to 6.2 ± 1.24 per six months in the postintervention period (p=0.0064). Abstract submissions increased from 0.5 ± 0.34 to 5.86 ± 1.49 (p=0.0077), and manuscript submissions from 0.16 ± 0.16 to 1.57 ± 0.37 (p=0.074). Conclusion. The Rheumatology Interest Group significantly increased medical student engagement in rheumatology.

scholarly journals Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

2019 ◽  
Vol 54 (2) ◽  
pp. 273-286 ◽  
Author(s):  
Dolores R. Serrano ◽  
Maria Auxiliadora Dea‐Ayuela ◽  
Elena Gonzalez‐Burgos ◽  
Alfonso Serrano‐Gil ◽  
Aikaterini Lalatsa
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Blended Learning ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

Towards a resilient strategy for technology‐enhanced learning

2011 ◽  
Vol 28 (4) ◽  
pp. 234-249 ◽  
Author(s):  
Richard Hall
Keyword(s):  
Climate Change ◽  
Higher Education ◽  
Shared Values ◽  
Technology Enhanced Learning ◽  
Peak Oil ◽  
Content Type ◽  
Use Of Technology ◽  
Strategic Implementation ◽  
The Impact ◽  
Enhanced Learning

PurposeThis paper sets out to argue that the strategic implementation of technology is implicated in a range of crises or socio‐economic disruptions, like peak oil, climate change and the rising environmental costs of energy consumption. It aims to argue that institutional technological implementation is contested, complex and should not be treated deterministically, but that technologists might usefully consider the impact of these disruptions on their practices. The paper seeks to amplify how a focus on resilience, rather than marketised outcomes, can enable higher education to use technology to overcome or adapt to disruption and crises.Design/methodology/approachThe paper is a critique. A conceptual analysis of the place of current research into the use of technology‐enhanced learning in higher education is critiqued in light of peak oil and climate change, in order to align strategic developments with disruptions and potential responses. The strategic response of one institution is outlined as a programme‐of‐work, and is related to a second university's approach.FindingsThe paper highlights five areas that require strategic responses to the use of technology in and for HE. These are: the place of TEL in the idea of the University; complexity in the use of technology, linked to shared values; adapting to disruption; institutional planning; and competing priorities for the use of technology.Originality/valueThe paper highlights the educational connections that are made between the politics of technology, shared values and socio‐environmental disruption. It also analyses a programme of work that is designed to engage with and adapt to disruption.

scholarly journals Can a virtual microbiology simulation be as effective as the traditional Wetlab for pharmacy student education?

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
L. Baumann-Birkbeck ◽  
S. Anoopkumar-Dukie ◽  
S. A. Khan ◽  
M. J. Cheesman ◽  
M. O’Donoghue ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Professional Education ◽  
Statistical Significance ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Technology Enhanced Learning ◽  
Multiple Choice Questions ◽  
Post Intervention ◽  
The Impact ◽  
Enhanced Learning

Abstract Background Pharmacy practice education requires the development of proficiencies and an understanding of clinical microbiology. Learning in this area could be delivered using practical laboratory exercises, or potentially, simulation-based education. Simulation has previously successfully enhanced learning in health professional education. The current global climate due to COVID-19 has further highlighted the important role of technology-enhanced learning in delivering outcomes that meet the requisite learning objectives of a course. The aim of the present study was to compare the impact of a commercially available virtual microbiology simulation (VUMIE™) with a traditional wet laboratory (wetlab) on learner knowledge, skills and confidence in a second-year integrated pharmacotherapeutics course for Bachelor of Pharmacy students. Methods A randomised, crossover study was employed to determine whether the simulation intervention (VUMIE™) improves learning outcomes (knowledge, skills and confidence) of pharmacy students, when compared to a traditional wetlab intervention. Each student completed three 1–2 h length sessions, for both the wetlab and VUMIE™ interventions (6 sessions total). Data was collected using surveys deployed at baseline (pre-interventions), post-intervention 1 or 2 (VUMIE™ or wetlab) and endpoint (post-interventions 1 and 2). Statistical analysis was conducted using SPSS Statistics 25 and Instat™ software. Results Response rates were approximately 50% at initial survey and approximately 25% at endpoint survey. VUMIE™ produced higher post-intervention knowledge scores for the multiple-choice questions compared to the wetlab, however, the highest score was achieved at endpoint. Both interventions produced statistically significant differences for mean scores compared to baseline (pre-VUMIE™ and wetlab) across the domains of knowledge, skills and confidence. VUMIE™ produced higher post-intervention mean scores for knowledge, skills and confidence compared to post-intervention mean scores for the wetlab, however there was no statistical significance between the mean score for the two interventions, thus the VUMIE™ activity produced learning outcomes comparable to the wetlab activity. Conclusion These findings suggest VUMIE™ provides similar effects on students’ knowledge, skills, and confidence as a wetlab. The simulation’s implementation was not cost-prohibitive, provided students with a physically and psychologically safe learning environment, and the benefit of being able to repeat activities, supporting deliberate practice.

scholarly journals Insights into student assessment outcomes in rural clinical campuses

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Boaz Shulruf ◽  
Gary Velan ◽  
Lesley Forster ◽  
Anthony O’Sullivan ◽  
Peter Harris ◽  
...  
Keyword(s):  
Univariate Analysis ◽  
Student Assessment ◽  
Wagga Wagga ◽  
Learning Resources ◽  
Linear Regression Models ◽  
Assessment Data ◽  
E Learning ◽  
Assessment Outcomes ◽  
The Impact

Abstract Background There is an ongoing debate about the impact of studying medicine in rural vs. metropolitan campuses on student assessment outcomes. The UNSW Medicine Rural Clinical School has five main campuses; Albury-Wodonga, Coffs Harbour, Griffith, Port Macquarie and Wagga Wagga. Historical data of student assessment outcomes at these campuses raised concerns regarding potential biases in assessment undertaken, as well as the availability and quality of learning resources. The current study aims to identify the extent to which the location of examination (rural versus metropolitan) has an impact on student marks in OSCEs. Methods Assessment data was employed for this study from 275 medical students who sat their final examinations in Years 3 and 6 of the undergraduate Medicine program at UNSW in 2018. The data consists of matched student assessment results from the Year 3 (Y3) MCQ examination and OSCE, and from the Year 6 (Y6) MCQ, OSCE and management viva examinations. The analysis used Univariate Analysis of Variance and linear regression models to identify the impact of site of learning and site of examination on assessment outcomes. Results The results demonstrate that neither site of learning nor site of examination had any significant impact on OSCE or Management Viva assessment outcomes while potential confounders are controlled. Conclusion It is suggested that some of the supposed disadvantages inherent at rural campuses are effectively mitigated by perceived advantages; more intensive interaction with patients, the general and medical communities at those sites, as well as effective e-learning resources and moderation of assessment grades.

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