Planning Effective Instructional Interventions

While instructional intervention studies predominately focus on empirically evaluating interventional outcomes, the question of where an intervention should take place is often neglected. To bridge this gap, this paper integrates a learners’ perspective into planning effective interventions, using group concept mapping. Employing this approach enables higher education institutions to prioritize where to intervene and, hence, to direct their planning efforts to areas in which most impact can potentially be made on attaining intended learning outcomes

Online learning factors that influence the student’s learning outcomes

The research aim is to determine the factors of online learning which has influences on the students learning outcomes. This research is conducted using an online survey to find out the online learning factors from the student’s perspective. Research on the definition and many features of online education is numerous but there are relatively few publications on the determinants of online learning. Online education is becoming an increasingly significant part of higher education as both online and traditional colleges continue to broaden their online offerings. The purpose of this research is to understand the online learning factors which can influence student learning outcomes. All the factors are discussed in the literature in detail. The finding indicated that student’s learning outcomes are influenced by some factors which are interaction, motivation, satisfaction and advantages of online learning. To find out the effectiveness of online learning an online survey is conducted and circulated on social media platforms. The data gathered from the survey show that online learning is growing rapidly and is very effective with different advantages. Many aspects play important roles, and this literature review will go further into a few of them. The research demonstrates that the importance of technological infrastructure and connection in guaranteeing the effectiveness of online learning is critical. In addition, content and technology suppliers require mobile, high-quality, interoperable solutions so that the same information is offered inside the same institution across other institutions and departments. This research uses the quantitative analysis approach. This study's test model is a revised Technology Acceptance Model (TAM). Data was gathered using an online survey method and convenience sampling. The remaining part of the research report is structured as follows: First, the related literature on the factors is examined, and hypotheses for this research are developed. Following that, the research method for this study is addressed. The analysis findings, discussion of the findings, and limits for this study are then presented. The appendix and references are the final parts

Exploring the impact of virtual patient design : medical students' small group learning around medical error

Background: The demands on medical and healthcare practitioners are continuously changing, with new technologies, treatments and regulatory guidelines emerging each year. One such example is increased focus on the impact of medical error, which although difficult to measure is generally acknowledged to be responsible for significant numbers of patient harms each year. As a consequence, the provision of education and training must adapt to reflect this, providing learners with an updated range of skills that can meet the needs of their profession. An increase in the use of technology has been one way that educators have sought to achieve this, along with developing pedagogies and approaches such as problem-based learning which better reflect the challenges faced by medicine and healthcare professionals. Virtual patients are interactive simulations of clinical scenarios that have been shown to be well-suited to the development of clinical reasoning skills. They have been widely used in medicine and healthcare training, although they have yet to be fully adopted across the sector. Virtual patients can vary significantly in their design and their use within activities. To date there is a lack of knowledge about the ways different design features of virtual patients can be optimally applied to benefit student learning. Aim: The aim of this thesis is to increase knowledge of how virtual patient design impacts upon undergraduate medical student learning, particularly when targeting medical error education in small-group teaching. Methods: The four studies in this thesis explore design features of virtual patients and how they impact upon different aspects of the student learning experience. Study I investigated the impact of including video elements within a virtual patient used to support a problem-based learning tutorial. Mixed methods were used to capture aspects of both student and tutor experiences, and a thematic analysis was undertaken to identify themes in the unstructured responses. Studies II-IV each explored different outcomes around the use of decision-making elements in virtual patients designed to develop awareness of medical errors. A series of six virtual patients were delivered to undergraduate medical students undertaking paediatric placements across six institutions as part of small-group teaching. Students were allocated to one of two virtual patient designs: a branched design that allowed students to make decisions, or a linear design which followed a pre-determined structure without scope for student decision-making. In study II, following the completion of all virtual patients, students completed a survey instrument designed to measure aspects of their motivation and learning strategies. Comparisons between the branched and linear groups were made to establish the impact of the virtual patient design. Study III used log-linear analysis to explore learner performance in a single-best answer assessment and included an additional group of students who received traditional lecture-based teaching. In the assessment, questions were categorised in one of 3 groups; directly related to decision points in the virtual patient cases, in the same area of management but relating to different decisions and options, and in the same broad area of medicine but different areas of patient management. Study IV compared the self-efficacy and other related factors between students who received the branched and linear virtual patients, and asked participants to complete a survey instrument directly after each virtual patient case. A regression analysis was performed to explore how different factors impacted upon the self-efficacy of students. Results: In study I we identified eight distinct themes relating to the use of video elements. One theme related to levels of engagement, with some participants finding the use of video to be beneficial and others preferring text. Some participants identified that the use of video slowed the pace of the tutorial but was well suited to providing information about procedures. In study II we demonstrated that the use of linear or branched structures for virtual patients had no consistent impact upon the measures of learner motivation and learning strategies. Similarly, in study IV our findings showed that the use of a linear or branched design did not impact upon learner self-efficacy. However, in study III we showed that both virtual patient design and institution had an impact on student learning, and these were retained in our final model. A branching design for virtual patients improved student learning around the decision points in the virtual patient cases. Students performed equally well in the questions regarding the same management approaches but different decisions regardless of whether they received the linear or branched interventions, and scored higher than those that received traditional teaching. There was no difference between any of the groups in the questions that related to different areas of patient management. Conclusions: Overall, our findings suggest that the use of a branched virtual patient design is able to improve student learning around medical error when used in small-group teaching, and is not associated with any impact on learner motivation or self-efficacy. Our studies have not provided any evidence that this learning transfers to other areas of medicine. These findings have been broadly repeated at six institutions, demonstrating that despite evidence of the strong impact of institutional culture on our results, the findings can be generalised to multiple settings. We conclude that educators should seek to design virtual patients which allow learners to rehearse key patient management decisions, supported by video in areas where this can be most beneficial, such as demonstrating procedures. These virtual patients should be embedded in broader learning activities that encourage learners to identify deeper features within the learning, with a view to transferring that learning to other areas of patient management

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

People increasingly use videos on the Web as a source for learning. To support this way of learning, researchers and developers are continuously developing tools, proposing guidelines, analyzing data, and conducting experiments. However, it is still not clear what characteristics a video should have to be an effective learning medium. In this paper, we present a comprehensive review of 257 articles on video-based learning for the period from 2016 to 2021. One of the aims of the review is to identify the video characteristics that have been explored by previous work. Based on our analysis, we suggest a taxonomy which organizes the video characteristics and contextual aspects into eight categories: (1) audio features, (2) visual features, (3) textual features, (4) instructor behavior, (5) learners activities, (6) interactive features (quizzes, etc.), (7) production style, and (8) instructional design. Also, we identify four representative research directions: (1) proposals of tools to support video-based learning, (2) studies with controlled experiments, (3) data analysis studies, and (4) proposals of design guidelines for learning videos. We find that the most explored characteristics are textual features followed by visual features, learner activities, and interactive features. Text of transcripts, video frames, and images (figures and illustrations) are most frequently used by tools that support learning through videos. The learner activity is heavily explored through log files in data analysis studies, and interactive features have been frequently scrutinized in controlled experiments. We complement our review by contrasting research findings that investigate the impact of video characteristics on the learning effectiveness, report on tasks and technologies used to develop tools that support learning, and summarize trends of design guidelines to produce learning video

Το άτομο στο YouTube: Κριτήρια επιλογΟμόής βίντεο από μαθητές και μαθήτριες- αξιολόγηση περιεχομένου

Στην παρούσα διπλωματική εργασία διερευνούμε τα κριτήρια επιλογής βίντεο στο Youtube από μαθητές και μαθήτριες Γυμνασίου για να εξηγήσουν στους/στις συμμαθητές/τριές τους την έννοια του ατόμου. Επίσης αξιολογούμε τα βίντεο που επέλεξαν οι μαθητές/τριες ως προς την επιστημονική επάρκεια και την διδακτική τους προσέγγιση. Η ανάλυση περιεχομένου 70 απαντήσεων μαθητών/τριών σε ερωτηματολόγιο-εργασία, για τους λόγους που επέλεξαν συγκεκριμένα βίντεο, ανέδειξε 3 βασικούς άξονες κριτηρίων επιλογής: επιστημονικό περιεχόμενο, επικοινωνία, και διδακτική του περιεχομένου. Από αυτούς τους άξονες η πλειοψηφία του δείγματος δίνει μεγαλύτερο βάρος στην διδακτική προσέγγιση και την επικοινωνία και λιγότερο στο ίδιο το επιστημονικό περιεχόμενο. Η αξιολόγηση των 10 δημοφιλέστερων βίντεο μεταξύ των επιλεγόμενων από τους/τις μαθητές/τριες έδειξε αρκετά προβλήματα ως προς την επιστημονική επάρκεια αλλά και μεγάλους κινδύνους στην ενίσχυση εναλλακτικών ιδεών σε σχέση με το άτομο.In this dissertation, we explore the criteria of lower secondary education students for selecting videos on YouΤube to explain to their classmates the meaning of the “atom”. We also evaluate the videos chosen by the students in terms of their scientific accuracy and their didactic approach. The content analysis of 70 students’ responses to a questionnaire, for the reasons they chose specific videos, highlighted 3 main axes of selection criteria: scientific content, communication and didactic approach. Out of these axes, the majority of the students places more emphasis on the didactic approach and communication and less on the scientific content itself. The content evaluation of the 10 most popular videos among those selected by the students showed several problems in terms of scientific accuracy, but also great risks in reinforcing alternative ideas for the meaning of the “atom”

Youtube, estudos e desinformação : dilemas dos estudantes universitários

Tese (doutorado) — Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2022.Os estudantes do Ensino Superior têm utilizado o Youtube como uma fonte de estudo, contudo em um contexto de desinformação é preciso atenção quanto ao uso dessa rede social. Com o objetivo de analisar como os estudantes universitários checam a veracidade do conteúdo de vídeos do Youtube que utilizam para estudar, realizou-se uma pesquisa qualitativa com o uso da Teoria Fundamentada. Foram geradas 194 respostas por meio de questionário on-line e realizadas 23 entrevistas on-line. Os dados foram analisados com auxílio do software Atlas.TI. Notou-se três dilemas dos estudantes a partir dos dados na codificação seletiva: 1) forma e conteúdo; 2) aceleração e aprendizado; e 3) algoritmo e veracidade. O primeiro trata do quanto os estudantes levam em consideração a estética e a didática do vídeo, às vezes, menosprezando conteúdo de qualidade que apresentam menos técnicas audiovisuais. O segundo discute que a busca por vídeos curtos que possam ser acelerados não implica que essa pressa gere necessariamente aprendizado. O último trata do quanto os estudantes ao confiarem em dados da plataforma – por exemplo, utilizar o número de visualizações como critério de escolha de um vídeo – ficam mais expostos à desinformação. Os estudantes pesquisados também indicaram diferentes estratégias de checagem do conteúdo dos vídeos – como comparar o conteúdo com outras fontes – e relataram que esse aprendizado de verificação decorreu de suas experiências na universidade, família e internet. Assim, maximizar os benefícios e minimizar os males da utilização Youtube para estudos depende de um uso crítico dessa tecnologia pelos estudantes.Higher education students have used Youtube as a source of study, however, in a context of misinformation, attention is needed regarding the use of this social network. With the aim of analyzing how university students check the veracity of the content of Youtube videos they use to study, a qualitative research was carried out using Grounded Theory. 194 responses were collected through an online questionnaire and 23 online interviews were carried out. The data were analyzed with the help of Atlas.TI software. Three students' dilemmas were noted from the selective coding data: 1) form and content; 2) acceleration and learning; and 3) algorithm and veracity. The first is about how much students take into account the aesthetics and didactics of video, sometimes disregarding quality content that has fewer audiovisual techniques. The second one discusses that the search for short videos that can be accelerated does not imply that this rush necessarily generates learning. The latter deals with how much students trust platform data - for example, using the number of views as a criterion for choosing a video - are more exposed to misinformation. The students surveyed also indicated different strategies to check the content of the videos - how to compare the content with other sources - and reported that this learning of verification stemmed from their experiences at university, family and internet. Thus, maximizing the benefits and minimizing the evils of using Youtube for studies depends on a critical use of this technology by students