Implementing a Technology-Enriched Learning Environment within a Neuroscience Module: Student Use of Self-Regulated Learning Strategies

Autor/inn/en	Green, David; Campo, Ana; Sabbag, Samir; Zhang, Chi
Titel	Implementing a Technology-Enriched Learning Environment within a Neuroscience Module: Student Use of Self-Regulated Learning Strategies
Quelle	In: Journal of Educational Multimedia and Hypermedia, 29 (2020) 2, S.93-112 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Undergraduate Study; Medical Education; Teaching Methods; Active Learning; Educational Technology; Technology Uses in Education; Self Management; Neurosciences; Blended Learning; Learning Modules; Group Discussion; Student Attitudes; Instructional Effectiveness; Thinking Skills; Job Skills; Independent Study + Suchen Sie Ihr Suchwort? Grundstudium; Medizinische Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Selbstmanagement; Neuroscience; Neurowissenschaften; Neurowissenschaft; Learning module; Lernmodul; Gruppendiskussion; Schülerverhalten; Unterrichtserfolg; Denkfähigkeit; Produktive Fertigkeit; Selbststudium
Abstract	Undergraduate medical education is experiencing a paradigm shift, where traditional lecture-based environments are being replaced by active learning experiences. Yet, research is needed to demonstrate successful educational interventions, particularly in situations where technology-enriched learning environments promote student use of self-regulated learning strategies. The educational case report presented here describes a course redesign project within a pre-clinical Neuroscience module, where a blended learning design was incorporated. Online self-guided learning modules aligned with interactive and high-yield case study discussions. A mixed methods approach gathered voluntary and nuanced feedback from participants. Learners demonstrated improved academic performance, satisfaction with the instructional design, and abilities to augment key professional skills, such as clinical reasoning, critical thinking, and other professional competencies. Proper design and implementation of technology-enriched learning environments is necessary so that learners benefit from their uses of self-regulated learning processes. This contextual case study is likely relevant to other educators from any discipline who are challenging the status quo, and trying to implement technology-enriched approaches within their curriculum. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01