Bridging Learning Gap Through Peer-to-Peer Information Exchange in a Flat Environment

2015 ◽  
Author(s):  
Madhumitha Ramachandran ◽  
Zahed Siddique ◽  
Gül E. Okudan Kremer ◽  
Firas Akasheh
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Learning Community ◽  
Information Exchange ◽  
Peer Interactions ◽  
Peer To Peer ◽  
Phase Iii ◽  
Instructional Video ◽  
Learning Gap ◽  
Develop Technology

In this paper, we present a technology assisted flat learning environment, Teaching to Learn (TeatoL), where all participants have dual roles as students and instructors. The main objective of this work is to investigate how peer-to-peer information exchange aids in bridging knowledge gap in a flat-learning environment. We present our TeatoL implementation that was developed to enhance ill-structured problem solving skill along with its assessment. The participants in the learning environment were given an open design problem related to sheet metal forming. A short lecture about 35 minutes (Phase 0) was given and then student teams were asked to make an instructional video (Phase I) describing their approach for solving the open-ended problem. The videos were viewed by peers, using their computers and mobile devices. The students then critiqued and provided feedback on the posted videos (Phase II). The final step of the process had students write short reports on their problem solving approach (Phase III) that was modified based on peer-to-peer interactions. Student learning in all three phases was assessed to understand the effects of different modes of learning in TeatoL. Our findings indicate that TeatoL is an effective flat online learning environment. Correlation analysis suggests that learning gains are dependent on the level of knowledge on the topic for the learning community (class) and the number of meaningful comments provided by peers. The findings from this work can be utilized to develop technology based online peer learning environments to improve learning outcomes through active collaborative learning. Such an environment can be particularly useful for open course delivery.

Effects of Technology Assisted Flat Learning Environment for a Design Project at a Historically Black University

2017 ◽  
Author(s):  
Madhumitha Ramachandran ◽  
Zahed Siddique ◽  
Firas Akasheh ◽  
Gül E. Okudan Kremer
Keyword(s):  
Problem Solving ◽  
Correlation Analysis ◽  
Learning Environment ◽  
Phase I ◽  
Student Learning ◽  
Phase Ii ◽  
Information Exchange ◽  
Peer To Peer ◽  
Learning Gains ◽  
Paired T Test

Teaching to Learn (TeatoL) is a flat learning environment where peer-to-peer information exchange has been demonstrated to bridge student learning gaps. Within TeatoL, we integrate and expand peer-to-peer knowledge exchange facilitated by technology, in order to enhance the learning of engineering graduates, using an open-ended authentic life problem in design for manufacturing. One of the main objectives for developing TeatoL was to improve the interest and efficacy of underrepresented minority (URM) students in online engineering courses. In this paper, we present our TeatoL implementation at Tuskegee University (TU), to assess the effectiveness of TeatoL in improving student learning and in enhancing ill-structured problem solving skills of URM students. The participants in the learning environment were given an open design problem related to casting process. A short lecture about 35 minutes (Phase 0) was given and then each student team created and uploaded an instructional material (video) on their approach for solving the open-ended problem using computers and mobile phones (Phase I). The students then critically evaluated and posted feedbacks on these peer videos (Phase II). The final step of the process involved students writing a short report on their modified problem solving process and then applied the process to the same open-ended problem (Phase III). The students used comments from peers and information from other videos to modify and improve their approaches. Student learning in all three phases (Phase I through III) was assessed to understand the effects of different modes of learning in TeatoL. Paired t-test, regression and correlation analysis were used to determine the learning gains and how learning happens in a flat learning environment. Paired t-test analysis showed that there were significant learning gains from peer information exchange in TeatoL. Regression and Correlation analysis suggests that number of in-depth comments exchanged during Phase II depends on the initial level of knowledge; and learning gains of students depend on the meaningful comments provided by their peers. The results suggest that, in an online environment, peer-to-peer information exchange in the form of feedback can be particularly useful to attract, retain and train URM students as well as academically underprepared students.

Ziprasidone Mesylate for Injection

2002 ◽  
Vol 37 (12) ◽  
pp. 1307-1317
Author(s):  
Dennis J. Cada ◽  
Terri Levien ◽  
Danial E. Baker
Keyword(s):  
Information Exchange ◽  
Hospital Pharmacy ◽  
Adefovir Dipivoxil ◽  
Late Phase ◽  
Phase Iii ◽  
Bulletin Board ◽  
Target Drug ◽  
Agalsidase Alfa ◽  
Phase Iii Trials ◽  
Drug Utilization Evaluation

Each month, subscribers to The Formulary Monograph Service receive five to six well-documented monographs on drugs that are newly released or are in late Phase III trials. The monographs are targeted to your Pharmacy and Therapeutics Committee. Subscribers also receive monthly one-page summary monographs on the agents that are useful for agendas and pharmacy/nursing in-services. A comprehensive target drug utilization evaluation (DUE) is also provided each month. The monographs are published in printed form and on diskettes that allow customization. Subscribers to the The Formulary Monograph Service also receive access to a pharmacy bulletin board, The Formulary Information Exchange (The F.I.X.). All topics pertinent to clinical and hospital pharmacy are discussed on The F.I.X. Through the cooperation of The Formulary, Hospital Pharmacy publishes selected reviews in this column. If you would like information about The Formulary Monograph Service or The F.I.X., call The Formulary at 800–322–4349. The November 2002 monograph topics are adefovir dipivoxil, ximelagatran, agalsidase alfa and agalsidase beta, pemetrexed, and emtricitabine. The DUE is on adefovir dipivoxil.

How Customer Participation in B2B Peer-to-Peer Problem-Solving Communities Influences the Need for Traditional Customer Service

2014 ◽  
Vol 18 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Sterling A. Bone ◽  
Paul W. Fombelle ◽  
Kristal R. Ray ◽  
Katherine N. Lemon
Keyword(s):  
Problem Solving ◽  
Customer Service ◽  
Peer To Peer ◽  
Customer Participation

scholarly journals Incorporating Telementorship Into Laboratory Capacity Building Initiatives for Improved AMR Surveillance in Ethiopia

2020 ◽  
Vol 41 (S1) ◽  
pp. s41-s42
Author(s):  
Martin Evans ◽  
Rajiha Abubeker ◽  
Surafel Fentaw Dinku ◽  
Thuria Adem ◽  
Abera Abdeta ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Capacity Building ◽  
Peer Learning ◽  
Peer To Peer ◽  
Collaborative Problem Solving ◽  
Surveillance Network ◽  
Project Echo ◽  
Laboratory Capacity ◽  
Case Presentations

Background: In July 2017, recognizing the threat that antimicrobial resistance poses to the population, the Ethiopian Public Health Institute (EPHI) launched the Ethiopia AMR Surveillance Network at 4 sentinel laboratories. Simultaneously, laboratory capacity building was initiated to ensure the reporting of quality laboratory data to the surveillance system. One initiative, Project ECHO (Extension for Community Healthcare Outcomes) was used to virtually connect subject matter experts with participating laboratories in remote settings to provide ongoing education and telementoring and to foster peer-to-peer learning and problem solving in microbiology. The 10-month project was supported by the Centers for Disease Control and Prevention (CDC) and the American Society for Microbiology (ASM).Methods: Biweekly 1-hour sessions were held by ASM for 2 sentinel sites, Tikur Anbessa Specialized Hospital and the EPHI Clinical Microbiology and Mycology Laboratory, using a videoconferencing platform. Each virtual session consisted of a didactic session, a case presentation by a participating laboratory, open discussion and feedback. Case presentations focused on technical challenges and problems encountered in the preanalytical, analytical, and postanalytical phases of microbiology testing. Experts from CDC and ASM provided feedback along with a summation of key learning objectives. Sessions were recorded and post session reports were shared with participants. To assess participants’ baseline knowledge, a comprehensive pretest was administered prior to the first session. The same instrument was administered as a posttest 2 weeks after the final session. Unstructured interviews were also conducted to assess participants’ perceptions of the value of ECHO to their work. Results: Mean pretest scores were 69.25% and the posttest scores were 71.04%, a difference of 1.79% (P = NS). Participant interviews revealed perceived benefits of ECHO participation to include enhanced critical thinking and problem resolution in microbiology, increased communication and improved working relationships between participating sites, and improved understanding and application of CLSI standards. As a result of Ethiopia’s participation in Project ECHO, 23 case presentations have been added to ECHO Box, a resource bank and web portal, which allows members of the ECHO community to share and access didactics, documents, and learning materials. Conclusions: Despite minimal difference between pretest and posttest scores, the Project ECHO experience of virtual case-based learning and collaborative problem solving has encouraged critical thinking, peer-to-peer learning, networking among participants, and has provided microbiologists with the resources for improved bacterial isolation, identification, and antibiotic susceptibility testing. The lessons learned could be applied as this project is expanded to additional laboratories in the AMR Surveillance Network.Funding: NoneDisclosures: None

Caspofungin

2001 ◽  
Vol 36 (5) ◽  
pp. 522-533
Author(s):  
Dennis J. Cada ◽  
Terri Levien ◽  
Danial E. Baker
Keyword(s):  
Information Exchange ◽  
Hospital Pharmacy ◽  
Late Phase ◽  
Phase Iii ◽  
Bulletin Board ◽  
Pharmacy And Therapeutics Committee ◽  
Target Drug ◽  
Phase Iii Trials ◽  
Drug Utilization Evaluation ◽  
Formoterol Fumarate

Each month, subscribers to The Formulary® Monograph Service receive five to six researched monographs on drugs that are newly released or are in late Phase III trials. The monographs are targeted to your Pharmacy and Therapeutics Committee. Subscribers also receive monthly one-page summary monographs on the agents that are useful for agendas and pharmacy/nursing in-services. A comprehensive target drug utilization evaluation (DUE) is also provided each month. The monographs are published in printed form and on diskettes that allow customization. Subscribers to the The Formulary Monograph Service also receive access to a pharmacy bulletin board called The Formulary Information Exchange (The F.I.X). All topics pertinent to clinical pharmacy are discussed on The F.I.X. Through the cooperation of The Formulary, Hospital Pharmacy publishes selected reviews in this column. If you would like information about The Formulary Monograph Service or The F.I.X., call The Formulary at 800-322-4349. The May 2001 Formulary monographs are on formoterol fumarate, esomepra-zole, galantamine, valganciclovir, and travoprost. The DUE is on formoterol fumarate.

scholarly journals Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs

2014 ◽  
Vol 15 (5) ◽  
Author(s):  
Denise K. Comer ◽  
Charlotte R. Clark ◽  
Dorian A. Canelas
Keyword(s):  
Online Courses ◽  
Peer Interactions ◽  
Peer Assessment ◽  
Peer To Peer ◽  
Writing To Learn ◽  
Massive Open Online Courses ◽  
Pedagogical Practice ◽  
Written Form ◽  
Composition I ◽  
English Composition I

<p>This study aimed to evaluate how peer-to-peer interactions through writing impact student learning in introductory-level massive open online courses (MOOCs) across disciplines. This article presents the results of a qualitative coding analysis of peer-to-peer interactions in two introductory level MOOCs: English Composition I: Achieving Expertise and Introduction to Chemistry. Results indicate that peer-to-peer interactions in writing through the forums and through peer assessment enhance learner understanding, link to course learning objectives, and generally contribute positively to the learning environment. Moreover, because forum interactions and peer review occur in written form, our research contributes to open distance learning (ODL) scholarship by highlighting the importance of writing to learn as a significant pedagogical practice that should be encouraged more in MOOCs across disciplines.</p>

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