Examining Effects of Technology-Assisted Learning on Learning Effectiveness and Satisfaction: A Quasi-Experimental Study

Examining students’ learning effectiveness and satisfaction is critical to the ultimate success of technology-assisted learning that has been deployed at a fast-growing pace. The accumulated results from prior research are mostly equivocal. Based on how technology-assisted learning may influence students’ learning process, we analyze technology-assisted learning and synthesize relevant prior research, and propose a factor model that explains learning effectiveness and satisfaction. We empirically test that model with a quasi-experiment that involves 212 university students, observing their learning of Adobe Photoshop. We test the hypothesized effects of technology-assisted learning and its moderating role in influencing students’ learning effectiveness and satisfaction. According to our results, the use of technology-assisted learning adversely affects student engagement. This, in turn, negatively influences their learning effectiveness and satisfaction. Student engagement in learning activities appears to mediate the impact of technology-assisted learning on learning effectiveness. Furthermore, the influence of technology-assisted learning on learning satisfaction is mediated by both student engagement and learning effectiveness. Technology-assisted learning shows no significant moderating effects on learning effectiveness or satisfaction. Our empirical results have several important implications for technology-assisted learning research and practice

Cultures of success : how elite students develop and realise aspirations to study medicine

Despite decades of policies to widen participation in medical degrees, students selected for Medicine continue to reflect a socially elite group, rather than the diversity of the communities that graduates will serve. While research has documented experiences of students from disadvantaged backgrounds, this paper examines the “cultures of success” that enable advantaged students to gain entry to medical school. It documents how these students’ school and home environments enable the development and realisation of “aspirational capacity”. Aspirational capacity is not just about having a dream, but also the resources and knowledge to realise one’s dream. The paper also examines a negative side of a narrow aspirational focus. “Aspirational constriction” describes the premature foreclosure of career ambitions, which can have negative implications for both the students and for society, and for less advantaged students, who are effectively excluded from degrees such as Medicine

Motivations of assessment item writers in medical programs : a qualitative study

Background: The challenge of generating sufficient quality items for medical student examinations is a common experience for medical program coordinators. Faculty development strategies are commonly used, but there is little research on the factors influencing medical educators to engage in item writing. To assist with designing evidence-based strategies to improve engagement, we conducted an interview study informed by self-determination theory (SDT) to understand educators' motivations to write items. Methods: We conducted 11 semi-structured interviews with educators in an established medical program. Interviews were transcribed verbatim and underwent open coding and thematic analysis. Results: Major themes included; responsibility for item writing and item writer motivations, barriers and enablers; perceptions of the level of content expertise required to write items; and differences in the writing process between clinicians and non-clinicians. Conclusions: Our findings suggest that flexible item writing training, strengthening of peer review processes and institutional improvements such as improved communication of expectations, allocation of time for item writing and pairing new writers with experienced writers for mentorship could enhance writer engagement

Medical student wellbeing - a consensus statement from Australia and New Zealand

Abstract Background Medical student wellbeing – a consensus statement from Australia and New Zealand outlines recommendations for optimising medical student wellbeing within medical schools in our region. Worldwide, medical schools have responsibilities to respond to concerns about student psychological, social and physical wellbeing, but guidance for medical schools is limited. To address this gap, this statement clarifies key concepts and issues related to wellbeing and provides recommendations for educational program design to promote both learning and student wellbeing. The recommendations focus on student selection; learning, teaching and assessment; learning environment; and staff development. Examples of educational initiatives from the evidence-base are provided, emphasising proactive and preventive approaches to student wellbeing. Main recommendations The consensus statement provides specific recommendations for medical schools to consider at all stages of program design and implementation. These are:Design curricula that promote peer support and progressive levels of challenge to students.Employ strategies to promote positive outcomes from stress and to help others in need.Design assessment tasks to foster wellbeing as well as learning.Provide mental health promotion and suicide prevention initiatives.Provide physical health promotion initiatives.Ensure safe and health-promoting cultures for learning in on-campus and clinical settings.Train staff on student wellbeing and how to manage wellbeing concerns. Conclusion A broad integrated approach to improving student wellbeing within medical school programs is recommended. Medical schools should work cooperatively with student and trainee groups, and partner with clinical services and other training bodies to foster safe practices and cultures. Initiatives should aim to assist students to develop adaptive responses to stressful situations so that graduates are prepared for the realities of the workplace. Multi-institutional, longitudinal collaborative research in Australia and New Zealand is needed to close critical gaps in the evidence needed by medical schools in our region

Digital Tools for Managing Different Steps of the Systematic Review Process

Performing systematic reviews (SR) and meta-analyses is an arduous and time-consuming process that involves not only comprehensive literature searching but also record de-duplication, title/abstract and full-text screening, data extraction, quality assessment, statistical analysis, data visualization, report writing, and the creation of a bibliography. In the past several years, several digital tools and software have become available to facilitate different steps of the systematic review process. However, due to the growing number of tools, it can be difficult for systematic reviewers to make fully informed decisions about which tool(s) to use. Here, we (1) compile a comprehensive list of currently available digital tools for managing steps of the systematic review process, (2) map the functionality of each tool onto various steps of the process with further consideration of their price, training materials, and technical support

Understanding patient expectations of health care : a qualitative study

Understanding and measuring patient expectations of health care is central to improving patient satisfaction and delivering patient-centered care. However, most empiric research in this field has focused on measuring patient expectations for specific diseases only. Patient expectations common to a variety of settings and clinical contexts need to be better understood to design measures with wider utility. We aimed to understand how patients express and conceptualize their expectations of health care across a range of clinical contexts and conditions. Semi-structured interviews were conducted with patients presenting to a major metropolitan hospital, informed by interpretive phenomenological analysis. Sampling continued until thematic saturation. Interview topics explored the illness experience, interactions with clinicians, how patients communicated and conceptualized their expectations of health care, and the nature of these expectations. The 26 participants conceptualized and described their expectations in 3 distinct domains: (1) health outcomes, (2) individual clinicians, and (3) the health-care system. Importantly, these domains were consistent across a variety of clinical contexts, participant demographics, and medical conditions. Despite variation in expectations due to individual patient circumstances, we identified 3 conceptual domains within which expectations consistently lie. When designing measurement tools for patient expectations, we suggest incorporating questions specifically addressing the 3 domains we have identified. With such measures, clinicians and health-care providers can be empowered to provide and monitor patient-centered care with outcomes tailored to what patients desire

Supporting medical students to support peers : a qualitative interview study

Background Students may be the first to recognise and respond to psychological distress in other students. Peer support could overcome medical student reluctance to seek help despite their high rates of mental ill-health. Yet, despite the adoption of peer support programs, there is little evidence of impact on students. Peer support programs may assume that medical students accept and view peer support positively. We explored these assumptions by asking students about their experiences and views on peer support. Methods Qualitative semi-structured interviews exploring peer support experiences and views on peer support were conducted with ten medical students at two contrasting medical schools. Informed by a constructivist stance, interview transcripts underwent thematic analysis. Results Three groups of themes were identified: participants' experiences of peer support encounters, concerns about providing support, and views on students' roles in peer support. Participants readily recalled signs of peer distress. Encounters were ad hoc, informal, and occurred within relationships based on friendship or by being co-located in the same classes or placements. Concerns about initiating and offering support included lack of expertise, maintaining confidentiality, stigma from a mental health diagnosis, and unclear role boundaries, with implications for acceptance of student roles in peer support. Conclusions Our study emphasised the centrality of social relationships in enabling or discouraging peer support. Relationships developed during medical studies may anticipate the collegial relationships between medical professionals. Nevertheless, only some students are willing to undertake peer support roles. We suggest different strategies for promoting informal peer support that can be offered by any student, to those promoting formal support roles for selected students. Future research focusing on the impact for both the students who receive, and on the students who provide peer support is called for

Technology-assisted learning and learning style: A longitudinal field experiment

From a student\u27s perspective, technology-assisted learning provides convenient access to interactive contents in a hyperlinked multimedia environment that allows increased control over the pace and timing of the presented material. Previous research examining different aspects of technology-assisted learning has found equivocal results concerning its effectiveness and outcomes. We extend prior studies by conducting a longitudinal field experiment to compare technology-assisted with face-to-face learning for students\u27 learning of English. Our comparative investigation focuses on learning effectiveness, perceived course learnability, learning-community support, and learning satisfaction. In addition, we analyze the effects of different learning styles in moderating the effectiveness of and satisfaction with technology-assisted learning. Overall, our results show significantly greater learning effectiveness with technology-assisted learning than with conventional face-to-face learning. Learning style has noticeable influences on the effectiveness and outcomes of technology-assisted learning. We also observe an apparently important interaction effect with the medium for delivery, which may partially explain the equivocal results of previous research. © 2007 IEEE