ICT-Supported, Scenario-Based Learning in Preclinical Veterinary Science Education: Quantifying Learning Outcomes and Facilitating the Novice-Expert Transition

Autor/inn/en	Seddon, Jennifer M.; McDonald, Brenda; Schmidt, Adele L.
Titel	ICT-Supported, Scenario-Based Learning in Preclinical Veterinary Science Education: Quantifying Learning Outcomes and Facilitating the Novice-Expert Transition
Quelle	In: Australasian Journal of Educational Technology, 28 (2012) 2, S.214-231 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Veterinary Medical Education; Computer Uses in Education; Problem Based Learning; Case Method (Teaching Technique); Genetics; Premedical Students; Outcomes of Education; Learner Engagement; Student Attitudes; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Computernutzung; Problem-based learning; Problemorientiertes Lernen; Case method; Fallmethode; Humangenetik; Lernleistung; Schulerfolg; Schülerverhalten; Ausland; Australien
Abstract	Problem and/or scenario-based learning is often deployed in preclinical education and training as a means of: (a) developing students' capacity to respond to authentic, real-world problems; (b) facilitating integration of knowledge across subject areas, and; (c) increasing motivation for learning. Six information and communication technology (ICT) supported, scenario-based learning (SBL) problems using case studies that integrated information across subject areas were implemented in a second-year genetics course for undergraduate veterinary science students and linked to educational outcomes. On a post-implementation questionnaire, students appreciated the use of authentic scenarios but login records indicated variable engagement among students. Comparison of learning outcomes from SBL-supported and non-SBL-supported content (within and across student cohorts) indicated that exposure to SBL generated quantifiable improvements in learning in both high and low ability students. Despite this, students did not perceive that the SBL activities improved their learning. Thus, ICT-supported SBL have the potential to reinforce connectivity of content across a range of pre-clinical courses, but to facilitate a genuine novice to expert transition may require consideration of students' perceptions of scenario relevance, their confidence, and how students of differing learning styles engage with such activities. (Contains 2 tables and 4 figures.) (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: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10