Scenario-Based Learning and Multimedia in Improving Engineering Education

2004 ◽  
Author(s):  
Jawaharlal Mariappan ◽  
Angela Shih ◽  
Peter G. Schrader ◽  
Robert Elmore
Keyword(s):  
Active Learning ◽  
New Technologies ◽  
Learning Experience ◽  
New Technology ◽  
Knowledge Retention ◽  
Learning Material ◽  
Web Based ◽  
Computer Based Training ◽  
Computer Based ◽  
Audio Video

Use of multimedia and new technologies has become very common in education and the corporate training industry. Unlike text-on-the-screen (page-turner) instructions, multimedia based interactions involve audio, video, animation and rich graphics. These attributes are very appealing to learners, and have become the predominant approach to deliver self-paced learning material. The use of multimedia and computer-based training has improved web-based as well as computer-based training and instructional delivery tremendously. However, providing an authentic learning experience requires much more than multimedia. It requires an active learning approach built on sound principles of instructional design. Scenario Based Learning (SBL) is an effective pedagogical approach which utilizes new technology and provides an excellent framework for active learning. This paper presents a SBL approach and its application to teach engineering. This approach will engage learners, increase their interest, improve knowledge retention, and facilitate understanding of the physical meaning behind abstract concepts.

scholarly journals Training: The Way to Retain Valuable IT Employees?

10.28945/2434 ◽  
2002 ◽  
Author(s):  
Thomas Acton ◽  
William Golden
Keyword(s):  
Knowledge Worker ◽  
Knowledge Retention ◽  
Information Economy ◽  
Web Based ◽  
Computer Based Training ◽  
Software Companies ◽  
It Workforce ◽  
Computer Based ◽  
Training Delivery ◽  
The Impact

The IT workforce of a company is an important strategic asset, an asset that needs to be managed. This paper details the results of a survey administered to 200 employees across 39 software companies in Ireland between July and August 2001, with a response rate of 102 (51 %). It presents a descriptive study, which assesses the impact that training practices have on employee retention. It also gathers data on the effects of training initiatives, the types of training in use, and the influence of training on knowledge retention. IT staff were chosen for this study as they embody the new “knowledge worker” operating in the information economy. The study finds that training helps in retaining knowledge within the organization, but may not help in retaining employees. The predominant method of training delivery is by instructor-led formal sessions, followed by self-training and workshops. Findings show that more modern methods such as web-based and computer-based training are not pervasive.

scholarly journals Active Learning and New Technologies in Business and Economics Higher Education: The Je Suis Econplus Experience

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1350
Author(s):  
Luis R. Murillo-Zamorano ◽  
José Ángel López-Sánchez ◽  
Ana Luisa Godoy-Caballero
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Development Of Students

The objective of this research is to present an innovative and successful active learning experience aimed at enabling the development of students’ knowledge, skills and engagement in a Higher Education setting—the Je Suis Econplus experience.

scholarly journals Comparison of AR, ITS, CBT, and Didactic Training and Evaluation of Retinopathy-Based Diagnosis

2019 ◽  
Vol 184 (Supplement_1) ◽  
pp. 579-583 ◽  
Author(s):  
Bryan Bergeron ◽  
Michael Hagen ◽  
Lars Peterson ◽  
Ross Dworkin ◽  
Charles Bono ◽  
...  
Keyword(s):  
Family Physicians ◽  
Knowledge Retention ◽  
Simulator Training ◽  
Traditional Lecture ◽  
Didactic Training ◽  
Computer Based Training ◽  
Post Test ◽  
Baseline Knowledge ◽  
Computer Based ◽  
And Performance

Abstract Research objective To test the relative efficacy of adaptive and fixed simulator training vs. adaptive and fixed computer-based training (CBT) vs. traditional lecture. Methods Ninety-two board certified Family Physicians were given a pretest, followed by training under one of five randomly assigned training conditions: (i) adaptive CBT; (ii) non-adaptive CBT; (iii) adaptive simulator; (iv) non-adaptive simulator; and (v) lecture. Subjects were given a post-test immediately after training and again in 6 weeks. In the adaptive groups, the content presented to subjects was a function of the subjects’ knowledge and performance, under control of a MOODLE LMS. In the lecture component, a physician projected images identical to the images in the CBT component of the study. Results No significant differences (p = 0.89 for ANOVA) in baseline knowledge between the five groups, based on pretest scores; In each of the five groups, our intervention resulted in immediate changes in knowledge (95% CI), based on analysis of pretest and PostTest1 scores; and, with the exception of subjects with non-adaptive, simulator intervention, all groups had significant decay in knowledge between the first and second post-tests (95% CI). Conclusion Periodic simulator intervention could result in significant knowledge retention over extended periods of time.

Opportunities and Challenges of Emerging Technologies in Higher Education

2010 ◽  
Vol 1 (4) ◽  
pp. 27-40
Author(s):  
P. Thomas
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
New Technology ◽  
Transmission Model ◽  
Great Opportunity ◽  
University Of Botswana ◽  
The University

Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.

A systems approach to examine hospital-acquired infections in a paediatric CICU

2020 ◽  
pp. 1-7
Author(s):  
Pavan Thaker ◽  
Eva K Lee ◽  
Peijue Zhang ◽  
Nikhil Chanani
Keyword(s):  
Intensive Care ◽  
Training System ◽  
Web Based ◽  
Computer Based Training ◽  
Hospital Acquired Infections ◽  
Time Motion ◽  
Motion Study ◽  
Care Processes ◽  
Computer Based ◽  
Hospital Acquired

Abstract Objective: We aimed to apply systems engineering principles to address hospital-acquired infections in the paediatric intensive care setting. Design: Mixed method approach involving four steps: perform time–motion study of cardiac intensive care unit (CICU) care processes, establish a meaningful schema to classify observations, design a web-based system to manage and analyse data, and design a prototypical computer-based training system to assist with hygiene compliance. Setting: Paediatric CICU at the Children’s Healthcare of Atlanta. Patients: Paediatric patients undergoing congenital heart surgery. Interventions: Extensive time–motion study of CICU care processes. Measurements: Non-compliances were recorded for each care process observed during the time–motion study. Results: Guided by our observations, we introduced a novel categorisation schema with action types, observation categories, severity classes, procedure classifications, and personnel categories that offer a systematic and efficient mechanism for reporting and classifying non-compliance and violations. Utilising these categories, a web-based database management system was designed that allows observers to input their data. This web analytic tool offers easy summarisation, data analysis, and visualisation of findings. A computer-based training system with modules to educate visitors in hospital-acquired infections hygiene was also created. Conclusion: Our study offers a checklist of non-compliance situations and potential development of a proactive surveillance system of awareness of infection-prone situations. Working with quality improvement experts and stakeholders, recommendations and actionable practice will be synthesised for implementation in clinical settings. Careful design of the implementation protocol is needed to measure and quantify the potential improvements in outcomes.

Opportunities and Challenges of Emerging Technologies in Higher Education

2012 ◽  
pp. 91-104
Author(s):  
P. Thomas
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
New Technology ◽  
University Of Botswana ◽  
Increasing Demand ◽  
Pedagogical Innovations ◽  
The University

Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.

Web-Based Remote Experimentation

2011 ◽  
pp. 2306-2318
Author(s):  
C. C. Ko ◽  
Ben M. Chen ◽  
C. D. Cheng
Keyword(s):  
Information Search ◽  
Learning Experience ◽  
Low Cost ◽  
Remote Access ◽  
Web Based ◽  
On Line ◽  
Computer Based ◽  
Access Information ◽  
Good Learning ◽  
Remote Experimentation

From the angle of computer based education, the Internet extends the power of personal computers (PC) from being a standalone machine to one that is connected to the world with uncountable resources. Applications such as library access, information search, educational material download, on-line tutorials and even examinations can now be routinely carried out by a low cost PC with Internet connection at any time from practically everywhere. Most applications are however software oriented and do not involve experimentation through remote access to physical hardware or equipment. While it is natural and easier for more flexible software to establish links and communicate with each other, these setups do provide a good learning experience in many situations. However, as pointed out by Antsaklis at al (1999), it is commonly recognized that effective and complete learning, especially in engineering and science, requires a mixture of theoretical and practical sessions. In particular, to appreciate and use theoretical knowledge to solve real world problems, practical exercises are indispensable.

scholarly journals Use of Computer-Based Scenarios for Clinical Teaching: Impact on Nursing Students’ Decision-Making Skills

Healthcare ◽  
2021 ◽  
Vol 9 (9) ◽  
pp. 1228
Author(s):  
Nermine M. Elcokany ◽  
Amal Ismael Abdelhafez ◽  
Vivian Magdi Samuel Sharaby ◽  
Safia Belal
Keyword(s):  
Decision Making ◽  
Nursing Students ◽  
Clinical Teaching ◽  
Learning Experience ◽  
Knowledge Retention ◽  
Control Group ◽  
Study Group ◽  
Case Scenario ◽  
Computer Based ◽  
The Impact

Computer-based learning has numerous advantages. It gives students the chance to accommodate and solve problems independently, it can increase motivation during the learning process, and it offers students direct feedback. Students will also receive an authentic learning experience, increasing their level of knowledge retention. It can assist nursing educators in improving learning outcomes. Aim: This study aimed to investigate and evaluate the impact of computer-based scenarios on undergraduate nursing students’ decision-making skills. Sample: There was a total sample of 112 nursing students who were enrolled in a critical care nursing course at the College of Applied Medical Sciences in Saudi Arabia. These students were divided into two groups. Methods: The two groups were taught the same topic for one week. Two case scenarios were given to each group during the clinical rotation. The study group used the computer-based case scenario, and the control group used the paper-based case scenario. The two groups were compared regarding their decision-making skills. The student’s feedback about the computer-based case scenarios was also investigated. Results: The study group scored significantly higher in their decision-making skills when compared to the control group. In addition, the study group reported that they highly agreed that their general learning and specific nursing abilities improved after using computer-based case scenarios.

Sign in / Sign up

Export Citation Format

Share Document