The effects of the level of medical students’ collective efficacy on co-regulation, cognitive load, learner satisfaction and learning outcomes in collaborative learning environments

2019 ◽  
Vol 17 (2) ◽  
pp. 63-81
Author(s):  
Jihyun Si
Keyword(s):  
Medical Students ◽  
Collaborative Learning ◽  
Cognitive Load ◽  
Learning Outcomes ◽  
Collective Efficacy ◽  
Learning Environments ◽  
Learner Satisfaction

INFLUENCES OF INFORMAL COLLABORATIVE LEARNING ENVIRONMENTS ON THE LEARNING OUTCOMES OF STUDENTS

2017 ◽  
Author(s):  
Craig Farmer ◽  
Sloan Satterlee ◽  
Malia Young ◽  
Zijun Zhao ◽  
Vibhavari Jani
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Environments

Online Learner Satisfaction and Collaborative Learning

2013 ◽  
Vol 9 (2) ◽  
pp. 66-78 ◽  
Author(s):  
Salem Alkhalaf ◽  
Jeremy Nguyen ◽  
Anne Nguyen ◽  
Steve Drew
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learner Satisfaction ◽  
Kingdom Of Saudi Arabia ◽  
Technology Infrastructure ◽  
Information Technology Infrastructure ◽  
Low Level ◽  
Level Of Satisfaction ◽  
E Learning ◽  
Online Learner Satisfaction

Despite the considerable potential for e-learning to improve learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixed-methods approach in investigating the underlying reasons for this situation. Results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them and their fellow students. When interactions do occur, students indicate overwhelmingly that they find such interactions useful. Together, these findings suggest that greater student interaction, which could be fostered through the use of collaborative learning, is likely to be both popular with students and beneficial to their learning outcomes.

Online Learner Satisfaction and Collaborative Learning

2017 ◽  
pp. 495-507
Author(s):  
Salem Alkhalaf ◽  
Jeremy Nguyen ◽  
Anne Nguyen ◽  
Steve Drew
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learner Satisfaction ◽  
Kingdom Of Saudi Arabia ◽  
Technology Infrastructure ◽  
Information Technology Infrastructure ◽  
Low Level ◽  
Level Of Satisfaction ◽  
E Learning ◽  
Online Learner Satisfaction

Despite the considerable potential for e-learning to improve learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixed-methods approach in investigating the underlying reasons for this situation. Results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them and their fellow students. When interactions do occur, students indicate overwhelmingly that they find such interactions useful. Together, these findings suggest that greater student interaction, which could be fostered through the use of collaborative learning, is likely to be both popular with students and beneficial to their learning outcomes.

scholarly journals Using a 360° Virtual Reality or 2D Video to Learn History Taking and Physical Examination Skills for Undergraduate Medical Students: Pilot Randomized Controlled Trial

10.2196/13124 ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. e13124
Author(s):  
Yi-Ping Chao ◽  
Hai-Hua Chuang ◽  
Li-Jen Hsin ◽  
Chung-Jan Kang ◽  
Tuan-Jen Fang ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Reaction Time ◽  
Medical Students ◽  
Cognitive Load ◽  
Learning Outcomes ◽  
History Taking ◽  
Undergraduate Medical Students ◽  
Qualitative Feedback ◽  
Video Group ◽  
Video Module

Background Learning through a 360° virtual reality (VR) or 2D video represents an alternative way to learn a complex medical education task. However, there is currently no consensus on how best to assess the effects of different learning materials on cognitive load estimates, heart rate variability (HRV), outcomes, and experience in learning history taking and physical examination (H&P) skills. Objective The aim of this study was to investigate how learning materials (ie, VR or 2D video) impact learning outcomes and experience through changes in cognitive load estimates and HRV for learning H&P skills. Methods This pilot system–design study included 32 undergraduate medical students at an academic teaching hospital. The students were randomly assigned, with a 1:1 allocation, to a 360° VR video group or a 2D video group, matched by age, sex, and cognitive style. The contents of both videos were different with regard to visual angle and self-determination. Learning outcomes were evaluated using the Milestone reporting form. Subjective and objective cognitive loads were estimated using the Paas Cognitive Load Scale, the National Aeronautics and Space Administration Task Load Index, and secondary-task reaction time. Cardiac autonomic function was assessed using HRV measurements. Learning experience was assessed using the AttrakDiff2 questionnaire and qualitative feedback. Statistical significance was accepted at a two-sided P value of <.01. Results All 32 participants received the intended intervention. The sample consisted of 20 (63%) males and 12 (38%) females, with a median age of 24 (IQR 23-25) years. The 360° VR video group seemed to have a higher Milestone level than the 2D video group (P=.04). The reaction time at the 10th minute in the 360° VR video group was significantly higher than that in the 2D video group (P<.001). Multiple logistic regression models of the overall cohort showed that the 360° VR video module was independently and positively associated with a reaction time at the 10th minute of ≥3.6 seconds (exp B=18.8, 95% CI 3.2-110.8; P=.001) and a Milestone level of ≥3 (exp B=15.0, 95% CI 2.3-99.6; P=.005). However, a reaction time at the 10th minute of ≥3.6 seconds was not related to a Milestone level of ≥3. A low-frequency to high-frequency ratio between the 5th and 10th minute of ≥1.43 seemed to be inversely associated with a hedonic stimulation score of ≥2.0 (exp B=0.14, 95% CI 0.03-0.68; P=.015) after adjusting for video module. The main qualitative feedback indicated that the 360° VR video module was fun but caused mild dizziness, whereas the 2D video module was easy to follow but tedious. Conclusions Our preliminary results showed that 360° VR video learning may be associated with a better Milestone level than 2D video learning, and that this did not seem to be related to cognitive load estimates or HRV indexes in the novice learners. Of note, an increase in sympathovagal balance may have been associated with a lower hedonic stimulation score, which may have met the learners’ needs and prompted learning through the different video modules. Trial Registration ClinicalTrials.gov NCT03501641; https://clinicaltrials.gov/ct2/show/NCT03501641

scholarly journals LEARNING GOAL-FREE PROBLEMS: COLLABORATIVELY OR INDIVIDUALLY?

2019 ◽  
Vol 38 (3) ◽  
pp. 590-600
Author(s):  
Sugiman Sugiman ◽  
Endah Retnowati ◽  
Paul Ayres ◽  
Murdanu Murdanu
Keyword(s):  
Collaborative Learning ◽  
Cognitive Load ◽  
Learning Environments ◽  
Transfer Test ◽  
Learning Strategy ◽  
Positive Influence ◽  
Acquisition Phase ◽  
Seventh Graders ◽  
Far Transfer ◽  
Mathematics Classrooms

Goal-free is a learning strategy to present a problem without specific questions, in contrary to a goal-given problem. This research examined the goal-free effects during mathematics collaborative learning measured by cognitive load ratings and transfer performance. An experiment was conducted in authentic mathematics classrooms employing a factorial design with 2 problem presentations (goal-free vs. goal-given problems) ´ 2 learning environments (collaboratively vs. individually) using a Geometry topic. This consisted of four consecutive phases: introductory, acquisition, near and far transfer tests. 111 seventh graders (Average: 12.8 y.o.) who were novices, participated voluntary. The findings showed that students who learned by goal-free problems had significantly higher far-transfer scores than when the goal was given. Interestingly, in the acquisition phase, the students in goal-free problems experienced significantly higher cognitive load than their counterparts. Further, it was found that overall, individuals scored significantly higher in a far-transfer test than those who learned collaboratively; however, during the acquisition phase individuals experienced significantly higher cognitive load than collaborative learning. No pattern of interaction effects was indicated. Overall, it was concluded that goal-free problems may be learned either collaborativelly or individually. Nevertheless, the goal-free problems stimulated higher cognitive load during learning, which seemed to have a positive influence.

scholarly journals Using a 360° Virtual Reality or 2D Video to Learn History Taking and Physical Examination Skills for Undergraduate Medical Students: Pilot Randomized Controlled Trial (Preprint)

2018 ◽  
Author(s):  
Yi-Ping Chao ◽  
Hai-Hua Chuang ◽  
Li-Jen Hsin ◽  
Chung-Jan Kang ◽  
Tuan-Jen Fang ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Reaction Time ◽  
Medical Students ◽  
Cognitive Load ◽  
Learning Outcomes ◽  
History Taking ◽  
Undergraduate Medical Students ◽  
Qualitative Feedback ◽  
Video Group ◽  
Video Module

BACKGROUND Learning through a 360° virtual reality (VR) or 2D video represents an alternative way to learn a complex medical education task. However, there is currently no consensus on how best to assess the effects of different learning materials on cognitive load estimates, heart rate variability (HRV), outcomes, and experience in learning history taking and physical examination (H&amp;P) skills. OBJECTIVE The aim of this study was to investigate how learning materials (ie, VR or 2D video) impact learning outcomes and experience through changes in cognitive load estimates and HRV for learning H&amp;P skills. METHODS This pilot system–design study included 32 undergraduate medical students at an academic teaching hospital. The students were randomly assigned, with a 1:1 allocation, to a 360° VR video group or a 2D video group, matched by age, sex, and cognitive style. The contents of both videos were different with regard to visual angle and self-determination. Learning outcomes were evaluated using the Milestone reporting form. Subjective and objective cognitive loads were estimated using the Paas Cognitive Load Scale, the National Aeronautics and Space Administration Task Load Index, and secondary-task reaction time. Cardiac autonomic function was assessed using HRV measurements. Learning experience was assessed using the AttrakDiff2 questionnaire and qualitative feedback. Statistical significance was accepted at a two-sided <i>P</i> value of &lt;.01. RESULTS All 32 participants received the intended intervention. The sample consisted of 20 (63%) males and 12 (38%) females, with a median age of 24 (IQR 23-25) years. The 360° VR video group seemed to have a higher Milestone level than the 2D video group (<i>P</i>=.04). The reaction time at the 10th minute in the 360° VR video group was significantly higher than that in the 2D video group (<i>P</i>&lt;.001). Multiple logistic regression models of the overall cohort showed that the 360° VR video module was independently and positively associated with a reaction time at the 10th minute of ≥3.6 seconds (exp B=18.8, 95% CI 3.2-110.8; <i>P</i>=.001) and a Milestone level of ≥3 (exp B=15.0, 95% CI 2.3-99.6; <i>P</i>=.005). However, a reaction time at the 10th minute of ≥3.6 seconds was not related to a Milestone level of ≥3. A low-frequency to high-frequency ratio between the 5th and 10th minute of ≥1.43 seemed to be inversely associated with a hedonic stimulation score of ≥2.0 (exp B=0.14, 95% CI 0.03-0.68; <i>P</i>=.015) after adjusting for video module. The main qualitative feedback indicated that the 360° VR video module was fun but caused mild dizziness, whereas the 2D video module was easy to follow but tedious. CONCLUSIONS Our preliminary results showed that 360° VR video learning may be associated with a better Milestone level than 2D video learning, and that this did not seem to be related to cognitive load estimates or HRV indexes in the novice learners. Of note, an increase in sympathovagal balance may have been associated with a lower hedonic stimulation score, which may have met the learners’ needs and prompted learning through the different video modules. CLINICALTRIAL ClinicalTrials.gov NCT03501641; https://clinicaltrials.gov/ct2/show/NCT03501641

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