Clustered Discussion Board as an Online Tool To Enhance Student Learning and Participation

2015 ◽  
pp. 61-73 ◽  
Author(s):  
Jomy Samuel
Keyword(s):  
Student Learning ◽  
Discussion Board ◽  
Online Tool ◽  
Enhance Student Learning

Students’ perceptions of an in-house developed pharmacy serious game for professional skills training

2020 ◽  
Vol 6 (5) ◽  
pp. 293-296
Author(s):  
Kevin Yi-Lwern Yap ◽  
Shawn Ignatius Boon Heng Tan ◽  
Kai Zhen Yap ◽  
John Yin Gwee Yap
Keyword(s):  
Student Learning ◽  
Three Dimensional ◽  
Skills Training ◽  
Role Playing ◽  
Clinical Practices ◽  
Professional Skills ◽  
Role Playing Game ◽  
Game Engagement ◽  
Self Administered Questionnaire ◽  
Enhance Student Learning

BackgroundAn in-house three-dimensional (3D) multiplayer online role-playing game was developed for professional skills training of pharmacy students. Students play the game in a post-apocalyptic world to save humankind from zombies. They solve virtual patient encounters through visual and motion-capture technologies. Their gaming perceptions and experiences were investigated.MethodA self-administered questionnaire obtained participants’ demographics, gaming interests, perceptions of game effectiveness, preferences on gaming elements and gameplay experience through the Game Engagement Questionnaire (GEQ). Pre-gameplay and post-gameplay assessments were tracked to assess student learning. Descriptive statistics and paired sample t-tests were used for analysis.ResultsFifty-five students were recruited. Two-thirds of the gameplay group (67.9%) liked the post-apocalyptic fantasy settings and heroic storyline (66.0%). Three quarters liked the modern setting (73.1%), authentic plots (73.5%) and plot animations (72.3%). Participants felt the game was effective in training health communication and patient history-taking skills (81.8%). Participants’ test scores for counselling increased from 66.1%±7.6% (pre-gameplay) to 70.3%±8.0% (post-gameplay, p=0.004). The highest scoring GEQ dimension was sensory and imaginative immersion (2.92±0.74).ConclusionStudents found the game useful for pharmacy professional skills training. With proper implementation, this game can become a useful tool to enhance student learning and gear them towards clinical practices.

Using Assessment and SoTL to Enhance Student Learning

2013 ◽  
Vol 2013 (136) ◽  
pp. 7-16 ◽  
Author(s):  
K. Laurie Dickson ◽  
Melinda M. Treml
Keyword(s):  
Student Learning ◽  
Enhance Student Learning

TECHNOLOGY IN THE TEACHING OF NEUROSCIENCE: ENHANCED STUDENT LEARNING

2003 ◽  
Vol 27 (3) ◽  
pp. 146-155 ◽  
Author(s):  
John D. Griffin
Keyword(s):  
Student Learning ◽  
Group Learning ◽  
Education Technology ◽  
Technology Enhanced Learning ◽  
Teaching Tools ◽  
Use Of Technology ◽  
Hands On ◽  
Computer Based ◽  
Enhanced Learning ◽  
Enhance Student Learning

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

scholarly journals Development and Evaluation of an Electronic Guide for Introductory Microbiology Skills

2005 ◽  
Vol 6 (1) ◽  
pp. 28-35
Author(s):  
ALICE WRIGHT ◽  
ETHELYNDA E. HARDING
Keyword(s):  
Student Learning ◽  
Effective Learning ◽  
Written Examination ◽  
Lower Division ◽  
Assessment Of Student Learning ◽  
Upper Level ◽  
Poster Presentations ◽  
Enhance Student Learning ◽  
Biology Majors

To increase the quality of instruction, enhance student learning, and decrease laboratory time spent on laboratory safety, basic skills, and the use of equipment, we developed the Micro eGuide website. We compared the performance of students who used the Micro eGuide to students provided more traditional instruction in both an upper-level introductory microbiology course for biology majors and in a lower-division introductory microbiology course for nonmajors. Assessment of student learning included written pretests and posttests, practical testing of laboratory skills, and for the major’s class, a review of poster presentations of independent projects. Students who used the Micro eGuide showed a statistically significant increase in performance on written examination in the introductory microbiology courses for both biology majors and nonmajors. Use of the Micro eGuide in the sophomore-level course for nonbiology majors resulted in a statistically significant improvement in laboratory skills. Though the increase in laboratory skills in the majors courses was not statistically significant, instructors were able to use the site as an effective learning source and decrease the time spent in class on topics covered in the Micro eGuide. While the number of student independent research projects was too small for statistical analysis on the quality of the poster presentations, the improvement in student attitude and the increase in the diversity in topics selected suggests that students using the Micro eGuide had increased comfort with microbiology and increased interest in exploring microbiology.

scholarly journals Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics

2011 ◽  
Vol 27 (2) ◽  
Author(s):  
David L. Neumann ◽  
Michelle M. Neumann ◽  
Michelle Hood
Keyword(s):  
Blended Learning ◽  
Student Learning ◽  
First Year ◽  
Negative Attitudes ◽  
Learning Framework ◽  
Integration Of Technology ◽  
Statistics Course ◽  
Real World Applications ◽  
Computer Based ◽  
Enhance Student Learning

<span>The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the use of such applications during lectures from the student's perspective. The technology used included multimedia, computer-based simulations, animations, and statistical software. Interviews were conducted on a stratified random sample of 38 students in a first year statistics course. The results showed three global effects on student learning and engagement: showed the practical application of statistics, helped with understanding statistics, and addressed negative attitudes towards statistics. The results are examined from within a blended learning framework and the benefits and drawbacks to the integration of technology during lectures are discussed.</span>

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