scholarly journals STUDENTS’ PERCEPTION TOWARDS INTERPROFESSIONAL EDUCATION (IPE) USING TEAM-BASED LEARNING (TBL)

2021 ◽  
Vol 10 (2) ◽  
pp. 152
Author(s):  
Warjidin Aliyanto ◽  
Retno Puji Hastuti ◽  
Dwita Oktaria
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Early Stage ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Undergraduate Study ◽  
Interprofessional Teamwork ◽  
Team Based Learning ◽  
Study Programs

Background: The healthcare system consists of collaborations from multiple related professions to provide superior services for patients. The ability to cooperate in an interprofessional environment should be introduced at an early stage for healthcare students in the workplace amongst various disciplines. Interprofessional education (IPE), is an innovation where a group of students from several health professions conduct learning together, to create effective collaboration in order to improve the quality of health services. One of the active learning methods that can be used is Team-Based Learning (TBL). This study aims to elaborate students' perception of IPE learning using TBL as the active learning method.Method: The mixed – method is applied in this research. 162 students from four applied undergraduate study programs at the Tanjungkarang Health Polytechnic are sampled. 26 groups consisting of 6 - 7 students from various study programs are divided from the sample. Data was collected using sli.do at the end of TBL session.Results: Student perceptions included: entertaining learning processes, higher knowledge absorptions, improved interprofessional teamwork and communication and better critical thinking skills. Refining teacher competency, increasing profession diversity in the discussions, increasing session duration and higher topic complexity are important factors to ameliorate further IPE learning using TBL. 81% of students had a positive (excellent and good) response in regards to IPE learning using the TBL.Conclusion: Students possess a positive perception and increased benefits for IPE learning using TBL. TBL may be one of the prospective methods to convey IPE concepts.

scholarly journals EXPLORATION STUDY COMPARING THE EFFECTIVENESS OF METHOD OF TALKS WITH TEAM-BASED LEARNING METHOD

Vidya Karya ◽  
2017 ◽  
Vol 32 (1) ◽  
Author(s):  
Sumiati Sumiati
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Oral Communication ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Material ◽  
Learning Method ◽  
Lecture Method ◽  
Peer Discussion ◽  
Team Based Learning

Abstract- The review was affected by fundamental issues about how to best convey the learning material of Sociology. Team-Based Learning is accepted as a method of learning that can develop critical thinking skills. Team-Based Learning emphasizes opportunities for students to develop the ability to cooperate because it gives greater weight to the discussion (peer discussion) compared to learning by lecture method. This study aimed to determine whether a lecture or Team Based Learning teaches the content material better, develops skills, such as critical thinking; and creates a learning environment that is fun in learning Sociology. Data collection techniques in this study were conducted thorugh the study of literature from books and the results of previous research. The results of this study concluded that Team Based Learning method can improve oral communication and critical thinking skills, and create a more pleasant learning environment than lecture method. Keywords: Effectiveness, Team-based learning, Sociology Abstrak. Kajian ini dipengaruhi oleh isu mendasar tentang bagaimana cara terbaik dalam menyampaikan materi pembelajaran Sosiologi. Team-Based Learning diterima sebagai metode pembelajaran yang dapat mengembangkan kemampuan berpikir kritis. Team-Based Learning menekankan pada kesempatan bagi siswa untuk mengembangkan kemampuan bekerja sama karena memberi bobot lebih besar pada kegiatan diskusi (peer discussion) dibandingkan pembelajaran dengan metode ceramah. Penelitian ini bertujuan untuk mengetahui dari dua metode yaitu ceramah atau Team Based Learning, metode mana yang lebih baik dalam mengajarkan materi, mengembangkan keterampilan, seperti berpikir kritis; dan menciptakan lingkungan belajar yang menyenangkan dalam belajar Sosiologi. Teknik pengumpulan data dalam penelitian ini dilakukan melalui studi literatur hasil-hasil penelitian terdahulu. Hasil penelitian menyimpulkan bahwa metode Team Based Learning dapat meningkatkan komunikasi lisan dan kemampuan berpikir kritis, serta menciptakan lingkungan belajar yang lebih menyenangkan daripada metode ceramah.  Kata Kunci: keefektifan, pembelajaran berbasis kelompok, sosiologi

scholarly journals Every Day You Are Improving: How College Students View the Educational Impact of World of Warcraft

2016 ◽  
Author(s):  
Nariman Alawami ◽  
Heng-Yu Ku
Keyword(s):  
College Students ◽  
Student Perceptions ◽  
Time Management ◽  
Thinking Skills ◽  
World Of Warcraft ◽  
Critical Thinking Skills ◽  
Management Skills ◽  
Educational Impact ◽  
Academic Settings ◽  
Academic Time

The purpose of the study was to explore college students’ experiences with playing World of Warcraft (WoW) and their views on the application of WoW in educational settings. A qualitative case study design was used to interview three participants who were selected purposively from a Midwestern university. Findings revealed that players thought that playing WoW was fun, relaxing, motivating, but sometimes almost to the point of addiction. The findings also support student perceptions of generalization of teamwork, cooperating, socializing, academic skills, and time management skills learned and practiced in playing WoW to academic settings. Playing WoW games can provide an important link between the virtual world and the real world as players develop academic, time management, collaborative, and critical thinking skills.

Novel Approaches to Teaching Aging and Disability: Active Learning Through Design and Exploration

2020 ◽  
Vol 91 (4) ◽  
pp. 373-380 ◽  
Author(s):  
Andrew J. Revell ◽  
Brian J. Ayotte
Keyword(s):  
Active Learning ◽  
Best Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Classroom Setting ◽  
Order Processing ◽  
Passive Learning ◽  
Healthcare Settings ◽  
And Mathematics ◽  
Exploratory Programming

Active learning emphasizes student engagement and collaboration instead of more passive learning, which involves primarily listening to lectures in the classroom setting. The benefits of active learning are many with an emphasis on the expansion of higher-order processing and critical thinking skills. Active learning can be found in many best practice approaches in the Medicine, Science, Engineering, and Mathematics (MSTEM) fields. Hack-a-thon and hack events are examples of active learning. These are gaining popularity in research institutes, and specifically in engineering, computer science, business, and healthcare settings. Wikipedia defines hack-a-thon as the blending of the words “hack,” referring to exploratory programming, and “marathon,” referring to a timed event. This article describes a hack-a-thon approach for active learning in the classroom setting.

scholarly journals Use Of Video-Based Cases As A Medium To Develop Critical Thinking Skills In Health Science Students

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Genevieve Pinto Zipp Zipp ◽  
Cathy Maher
Keyword(s):  
Critical Thinking ◽  
Student Perceptions ◽  
Classroom Environment ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Health Science ◽  
Physical Therapy Education ◽  
Real Patient ◽  
Therapy Education

One learning strategy that, at present, has not been widely used in graduate Physical Therapy education is “video based cases”. The use of visually unfolding case-based experience provides students a unique opportunity to experience real patient scenarios in their classroom environment. The purpose of this paper is to provide data on student perceptions of usefulness of the video based case experience in promoting their ability to organize, prioritize, and integrate content knowledge for the development of effective critical thinking skills.

scholarly journals IMPLEMENTATION OF PRACTICAL WORK IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION - QUALITY FACTOR

2019 ◽  
Vol 31 (2) ◽  
pp. 487-491
Author(s):  
Tosho Chochoroski ◽  
Mirjana Sekulovska ◽  
Gabriela Rakichevik
Keyword(s):  
Practical Experience ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Practical Work ◽  
Analytical Thinking ◽  
Training And Supervision ◽  
Study Programs ◽  
Higher Education Quality ◽  
Professional Field

Practical work is a system for training and training students for a certain job by short-term work in which the student has set goals for learning and actively considering what he learns during this practical experience. This working process enables students to gain professional experience and practice in practice their interests in the professional field in which they want to engage. In addition to this definition, practical work can be defined as a process of exchange of service for the experience between the student and the employer, that is, the object accepted by the intern. The practical work contains a set agenda for learning that is structured in experience which at the same time represents a certain responsibility that enables the student to develop new skills in this field by offering training and supervision that facilitates learning. Through practical work interns get the opportunity to develop critical thinking skills, analytical thinking, and technical skills that are important for a particular job or for a particular profession. In the course of studying, besides the theoretical mastering of materials for subjects studied in accordance with the study programs, the students will have the opportunity to apply such theoretical overlaps in the real world. The reasons for introducing practical work during the educational process mainly arise from the needs and requirements of the economy.

scholarly journals Printed-Book Reading Habits of Pre-Service Science-Teacher Students

2021 ◽  
Vol 7 (2) ◽  
pp. 158-166
Author(s):  
Imam Bachtiar
Keyword(s):  
Physics Education ◽  
Chemistry Education ◽  
Biology Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Book Reading ◽  
Reading Habits ◽  
Education Data ◽  
Study Programs ◽  
Teacher Students

AbstractMany studies reported that reading can improve academic achievements, critical thinking skills, confidence, social behavior, and all characters required by students to get a better job and better life. In the Disruption Era, however, many students are potentially disrupted by social media interactions that affected their reading habits. The present study was aimed to explore the reading habits of students in the printed textbook. The study was carried out in 2019, involving 469 students from three study programs of the Department of Mathematics and Science Education, i.e. Biology Education, Chemistry Education, and Physics Education. Data were collected using questionnaires in a convenience sampling method with a sample of about 70% of the population. Results show that 81% of students read printed textbooks two hours or less per day, and 53% spend less than one hour. There are a few students, however, who read textbooks more than four hours per day. Students' visit to the library is mostly (35%) 3-4 times per year and >5 times per year (33%). Reading for leisure is not very popular among the students. Multiple regression models showed that students' science textbooks, students' interest in information technology books, the number of literature read, and the number of bought-books significantly determine the duration of students' reading time. Potential methods to improve students' reading habits are discussed.AbstrakBanyak penelitian sudah melaporkan bahwa membaca dapat meningkatkan kemampuan akademis, ketrampilan berfikir kritis, perilaku sosial, dan semua karakter yang diperlukan mehasiswa untuk memperoleh pekerjaan yang bagus dan kehidupan yang lebih baik. Pada Era Disrupsi sekarang ini, banyak mahasiswa yang berpotensi terganggu oleh media interaksi sosial yang dapat mengganggu kebiasaan membaca mereka. Penelitian ini bertujuan untuk mengeksplorasi kebiasaan membaca buku teks cetakan pada mahasiswa. Penelitian dilakukan pada tahun 2019, yang melibatkan 469 mahasiswa sebagai sampel dari tiga program studi di Jurusan Pendidikan Matematika dan IPA, yaitu Pendidikan Biologi, Pendidikan Kimia, dan Pendidikan Fisika. Pengumpulan data dilakukan melalui kuesioner dengan metode convinience sampling, dengan jumlah sampel sekitar 70% dari populasi. Hasil penelitian mengungkapkan bahwa 81% mahasiswa membaca buku cetakan dua jam atau kurang per hari, dan 53% membaca kurang dari satu jam per hari. Sebagian kecil mahasiswa mengaku membaca buku cetakan lebih dari empat jam per hari. Kunjungan mahasiswa ke perpustakaan umumnya 3-4 kali per semester (35%) dan >5 kali per semester (33%). Kegiatan membaca untuk hiburan tidak populer pada mahasiswa. Model regresi berganda menunjukkan bahwa minat mahasiswa terhadap buku sains, minat mahasiswa terhadap buku teknologi informasi, jumlah buku sastra yang dibaca, dan jumlah buku yang dibeli mahasiswa, merupakan empat variabel yang dapat memprediksi lama waktu membaca mahasiswa. Cara-cara yang potensial untuk meningkatkan kebiasaan membaca mahasiswa didiskusikan.

scholarly journals The Creative Project: Design, Implementation, and Assessment

2016 ◽  
Vol 6 (1) ◽  
pp. 72
Author(s):  
Teresa L Larkin
Keyword(s):  
General Education ◽  
Student Perceptions ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Lessons Learned ◽  
Critical Thinking Skills ◽  
Short Paper ◽  
Final Exam ◽  
Implementation Phase ◽  
Creative Project

One of the primary objectives in most STEM classrooms is to provide educational experiences that will build and enhance students’ ability to think critically and to solve a wide set of different types of problems. To be competitive in the increasingly global society of the twenty-first century, scientists and engineers must often be able to innovate and “think outside the box” when solving a problem or designing a new tool or product. Within a typical STEM classroom, however, assignments often focus primarily on solving textbook-type problems that allow little room for innovation and creative thinking. While these textbook-type problems help students develop their critical thinking skills, they do little for helping them learn to think creatively and innovatively. There is a need for pedagogical activities that include a creative component that would all students to become creative and innovative thinkers. The objective of this paper is to showcase some examples of assessment activities that can be used to facilitate the creative component of student learning in a physics course. The course is entitled Changing Views of the Universe and is often taken by students to satisfy the university’s general education requirements towards graduation. The activities assessed in the course include reading quizzes, free-writing assignments, a short paper activity, a creative project, and a final exam. Emphasis will be placed on the design, implementation and assessment of the creative project activity which was first piloted in spring 2014. A discussion related to student perceptions of the activity will be included. In addition, a summary of some of the lessons learned during the implementation phase will be shared.

scholarly journals Diverse Student Perceptions of Active Learning in a Large Enrollment STEM Course

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Benikia Kressler ◽  
Jochen Kressler
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Quantitative Data ◽  
Underrepresented Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Class Attendance ◽  
Diverse Student ◽  
Large Enrollment

The concept of active learning as a superior mode of instruction has recently received great attention in the education research literature. It holds promise of steering students away from rote memorization towards higher order thinking. However, few studies focus on student perceptions of higher order thinking activities and diverse student voices are all but absent in this regard. This study applies a combined approach of exploratory qualitative and supplementary quantitative analysis to address this gap. We examined perceptions of underrepresented and non-underrepresented students regarding their engagement in active learning to foster higher order thinking.  The study was set within a large enrollment (198 students), undergraduate course in the area of science, technology, engineering and mathematics (STEM). The study sample comprised of 33 purposefully selected, ethnically and racially diverse students.  Data sources included class attendance/participation, graded activity assignments, and a perception survey. Class attendance and graded assignments were used to triangulate responses on the perception surveys. The Generic Inductive Approach supported our qualitative analysis. Quantitative data were analyzed via two-way ANOVA, non-parametric Mann-Whitney Test (when assumptions did not hold) and simple linear regression. Findings include three themes that cut across groups; participants perceived their higher order thinking skills improved, that there were benefits and challenges to active learning and a fear of failing the course. Quantitative data from the active learning activities and attendance supported similar engagement and achievement in higher order thinking activities across race/ethnicity groups as differences failed to reach the a priori established significance threshold. This study extends the knowledge on active learning and demonstrates that it was possible to engage underrepresented and non-underrepresented students equally and effectively in higher order thinking actives in large enrollment courses and that students perceived this as beneficial.

Sign in / Sign up

Export Citation Format

Share Document