Effective learning model bases problem based learning and digital mind maps to improve student’s collaboration skills

Student’s collaboration skills are still low while this skill is important for students. The selection of an active learning model is an attempt to overcome this problem. This study aimed to investigate the effects of problem based learning (PBL) and integrated PBL digital mind maps (DMM) on university students’ collaboration skills. This quasi-experimental study employed a pretest-posttest control group design. The participants consisted of 103 students majoring in biology education from Riau, Indonesia. Each of the classes was randomly picked to act as the PBL group, integrated PBL-DMM group, and traditional group. The students’ collaboration skills were observed using an observation sheet which contained aspects of responsibility, respect, contribution, organize work and work as a whole team. The data obtained were analyzed using analysis of covariance (ANACOVA) and least significance different (LSD) test. The ANACOVA results demonstrated some significant changes in both comparison groups: PBL and integrated PBL-DMM. In other word, learning models had an effect on students’ collaboration skills. However, the LSD test proved that both learning models were not significantly different in improving students’ collaboration skills, despite the fact that the students in the integrated PBL-DMM model class could perform better than those of PBL. Therefore, educators may either use PBL or integrated PBL-DMM in the classroom

A Mind Map Teaching Mode for Sports Anatomy based on 3DBody

With the popularization of various new educational concepts, selecting appropriate teaching auxiliary methods according to the course content improves the effectiveness of teaching. Accordingly, this study explores the application of mind map teaching methods in the course, Sports Anatomy. It also incorporates the 3D structure exhibition function of the 3DBody software in teaching anatomical research to establish the teaching mode reform. Moreover, the traditional multimedia anatomy teaching method was employed, and the effects of both teaching modes were compared. Results show that teaching Sports Anatomy using the 3DBody based on mind mapping evidently improves students’ learning interest and stimulates their initiative for independent study on Sports Anatomy teaching. In addition, this teaching mode can assist students in constructing a knowledge chain from a local to a global standpoint and promote their creative and logical thinking. Compared with the traditional teaching mode, mind map teaching can improve the quality of teaching. Therefore, it is an effective method of reforming the teaching mode in courses, such as Sports Anatomy

Bowdoin College Catalogue and Academic Handbook (2023-2024)

https://digitalcommons.bowdoin.edu/course-catalogues/1321/thumbnail.jp