Personalised Learning Model for Academic Leveling and Improvement in Higher Education

Autor/inn/en	Hernandez Cardenas, Lizette Susana; Castano, Leticia; Cruz Guzman, Cristina; Nigenda Alvarez, Juan Pablo
Titel	Personalised Learning Model for Academic Leveling and Improvement in Higher Education
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 2, S.70-82 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hernandez Cardenas, Lizette Susana) ORCID (Castano, Leticia) ORCID (Cruz Guzman, Cristina) ORCID (Nigenda Alvarez, Juan Pablo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098 (Discontinued)
Schlagwörter	Foreign Countries; Knowledge Level; Medical Schools; Health Sciences; College Students; Individualized Instruction; Cytology; Chemistry; Student Satisfaction; Models; Integrated Learning Systems; Educational Technology; Mexico + Suchen Sie Ihr Suchwort? Ausland; Wissensbasis; Medizinische Ausbildung; Collegestudent; Individualisierender Unterricht; Zytologie; Chemie; Analogiemodell; Unterrichtsmedien; Mexiko
Abstract	This study's innovative objective was to develop a personalised learning model to equate students' entry level knowledge as they entered the School of Medicine and Health Sciences at Tecnologico de Monterrey in Mexico in 2019. This was necessitated by a difference in the depth and approach to preparatory content. The methodology focused on adapting the learning process to the students' specific knowledge requirements in cell biology and chemistry courses to enrich knowledge and improve academic performance. We implemented a diagnostic test at the start of the course to determine the students' level of mastery in these subjects. The students were allowed to learn at their own pace and were expected to improve their low initial scores by constructing their learning paths. The professor served as an advisor. At the end of the course the students retook the exam to measured the difference between the diagnostic test results and the terminal level of knowledge. The research design was non-experimental, observing the phenomenon as it occurred in the natural context, using an interval-type scale (quantitative) questionnaire. The analysis of the learning model's results showed an increase in the students' knowledge and satisfaction and demonstrated the model's usefulness for understanding educational content. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01