Learning How to Learn: Can Embedded Discussion Boards Help First-Year Students Discover New Learning Strategies?

Autor/inn/en	Ainscough, Louise; Leung, Richard; Colthorpe, Kay
Titel	Learning How to Learn: Can Embedded Discussion Boards Help First-Year Students Discover New Learning Strategies?
Quelle	In: Advances in Physiology Education, 44 (2020) 1, S.1-8 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Colthorpe, Kay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Anatomy; Physiology; Science Education; Teaching Methods; Group Discussion; Computer Mediated Communication; Cognitive Style; Learning Strategies; Student Attitudes; Science Tests; Metacognition; Peer Groups; Foreign Countries; College Students; Academic Achievement; Peer Relationship; Australia + Suchen Sie Ihr Suchwort? Anatomie; Physiologie; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppendiskussion; Computerkonferenz; Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gleichaltrigengruppe; Peer Group; Ausland; Collegestudent; Schulleistung; Peer-Beziehungen; Australien
Abstract	Learning anatomy and physiology at university can be challenging, as students need to understand both the language of the discipline and complex topics, such as system integration. Yet learning strategies are rarely taught at university, making it difficult for students to adopt new strategies, if their approach to learning has not been effective or efficient. This study evaluated the use of small-group peer discussion boards as an avenue for sharing learning strategies between students in a first-year anatomy and physiology course. The majority of students (91%) identified strategies from the discussion board worth trying before they completed the midsemester exam. The most frequently reported type of strategy was transforming records. By the end of semester, 76% of students had adopted at least one new strategy; however, these students performed significantly worse on the exam compared with students who did not adopt new strategies. The students who adopted new strategies learned about them from peers (33%), the discussion board (32%), or through self-discovery (32%). The majority of students (83%) found the discussion boards to be useful as a source of new learning strategies and for insight into how others learn. Although the discussion boards provided an avenue for students to learn about new strategies from each other, further guidance from instructors may be required to help students evaluate the effectiveness of these learning strategies. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01