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Zhou KX. Introducing ClinicGPT: A custom large language model for institutional dental clinics. J Dent Educ 2023. [PMID: 37539925 DOI: 10.1002/jdd.13348] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Revised: 06/19/2023] [Accepted: 07/22/2023] [Indexed: 08/05/2023]
Affiliation(s)
- Kevin Xiang Zhou
- Schulich School of Medicine and Dentistry, University of Western Ontario, London, Ontario, Canada
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García-Murillo G, Novoa-Hernández P, Serrano Rodríguez R. On the Technological Acceptance of Moodle by Higher Education Faculty-A Nationwide Study Based on UTAUT2. Behav Sci (Basel) 2023; 13:bs13050419. [PMID: 37232655 DOI: 10.3390/bs13050419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2023] [Revised: 05/11/2023] [Accepted: 05/12/2023] [Indexed: 05/27/2023] Open
Abstract
Moodle is an open-source learning management system that is widely used today, especially in higher education settings. Although its technological acceptance by undergraduate students has been extensively studied in the past, very little is known about its acceptance by university professors. In particular, as far as we know, the literature contains no previous experiences related to South American teachers. This paper aims to bridge this gap by quantifying and analyzing the drivers of Moodle's technological acceptance among Ecuadorian academic staff. Considering the responses of 538 teachers and taking a modified UTAUT2 model as a theoretical basis, we found that Ecuadorian teachers have high levels of acceptance of Moodle, regardless of their age, gender, ethnicity, or discipline. However, this acceptance is significantly higher in teachers with high levels of education and with considerable previous experience with e-learning systems. The main determinants of this acceptance are attitude strength, effort expectancy, performance expectancy, and facilitating conditions. We found no moderating effects in relation to the age, gender, or previous experience of the participants (including second- and third-order interactions derived from these variables). We conclude that, albeit moderately (e.g., adjusted R2=0.588), the model tested confirms the predictive power of the part of UTAUT2 that was inherited from UTAUT.
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Affiliation(s)
- Gabriel García-Murillo
- Faculty of Philosophy, Literature and Education Sciences, Universidad Técnica de Manabí, Portoviejo 130105, Ecuador
| | - Pavel Novoa-Hernández
- Models of Decision and Optimization Research Group, University of Granada, 18014 Granada, Spain
| | - Rocío Serrano Rodríguez
- Faculty of Education Sciences and Psychology, Department of Education, University of Cordoba, 14071 Cordoba, Spain
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Guo Y, Lee D. Differential Usage of Learning Management Systems in Chemistry Courses in the Time after COVID-19. J Chem Educ 2023; 100:2033-2038. [PMID: 37186519 PMCID: PMC10173450 DOI: 10.1021/acs.jchemed.2c00850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 03/12/2023] [Indexed: 05/17/2023]
Abstract
Learning management systems play a crucial role in addressing pedagogical challenges imposed by the COVID-19 pandemic. The solutions provided by the learning management systems (LMS) facilitated online instructions and helped form a community of learning and support. With the rapid increased usage during the pandemic and the return to face-to-face post-pandemic, an in-depth analysis on lasting changes in students' engagement and the instructors' use of the systems during and after the pandemic is needed. This study aims at providing the analysis results on the differential usage of the learning management systems in a chronological time frame and on a course-level-specific aspect. Analysis conducted on the LMS usage data of chemistry courses between Fall 2019 and Fall 2021 suggests unique patterns, depending on the course levels. The extent of students' interaction with peers and course materials varied for different course levels. The degree of usage of learning management systems by instructors also depended on the course levels. Instructors in lower-level courses (1000 and 2000 level courses) continued to use learning management systems extensively after the pandemic, while instructors in upper-level courses (3000 and 4000 level courses) rebounded to their pre-pandemic level of usage after resuming face-to-face instructions.
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Affiliation(s)
- Ying Guo
- Department
of Chemistry, School of Science and Technology, Georgia Gwinnett College, 1000 University Center Lane, Lawrenceville, Georgia 30043, United States
| | - Daniel Lee
- STEM
Academy, George Walton Comprehensive High School, 1590 Bill Murdock Road, Marietta, Georgia 30062, United States
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4
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Herpich TL, Kovalski LNS, Roxo-Gonçalves M, Romanini J, Carrard VC. Use of an audience response system during a continuing education action about oral lesion diagnosis. J Dent Educ 2022; 86:1671-1677. [PMID: 35879229 DOI: 10.1002/jdd.13064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2022] [Revised: 05/12/2022] [Accepted: 07/10/2022] [Indexed: 12/14/2022]
Abstract
OBJECTIVES The present cross-sectional study aimed to evaluate the perceptions of continuing education action (CEA) participants on the use of an audience response system (ARS). Secondarily, the study assessed the association between the diagnostic abilities of participants and their self-confidence in managing oral lesions METHODS: Oral medicine specialists, dentists, hygienists, and students (n = 193) who attended the 'Maio Vermelho Project', a CEA held in a Southern Brazilian State, answered a diagnostic ability test using the ARS Socrative software during a case discussion section. The test comprised 16 simulated clinical cases based on photos of oral lesions. The questions required classification of the lesion's nature, diagnostic hypothesis, and decision making (manage the case or refer it to a specialist) for each case. A second questionnaire composed of 12 questions was also applied to evaluate satisfaction and perception of the use of ARS Socrative RESULTS: Hygienists displayed lower scores in the diagnostic abilities test, whereas the other groups' performances were quite similar. Dentists and dental students who scored higher on the diagnostic abilities test showed higher self-confidence in the management of benign lesions. All participants stated that the use of technology can improve their learning experience and should be incorporated into the classroom. Moreover, the participants' perception was highly favorable to the use of Socrative in educational activities CONCLUSION: Our findings showed good acceptance of the ARS tool in a CEA environment and suggest an association between performance on the questionnaire and self-confidence in oral lesion management.
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Affiliation(s)
- Tiago Luís Herpich
- Graduate Program in Dentistry - Oral Pathology, School of Dentistry, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
| | - Luan Nathiel Santana Kovalski
- Graduate Program in Dentistry - Oral Pathology, School of Dentistry, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
| | - Michelle Roxo-Gonçalves
- Graduate Program in Dentistry - Oral Pathology, School of Dentistry, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil.,TelessaúdeRS-UFRGS l Graduate Program in Epidemiology, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
| | - Juliana Romanini
- Dental Specialty/Oral Medicine Center, Porto Alegre City Hall, Porto Alegre, Brazil
| | - Vinicius Coelho Carrard
- Graduate Program in Dentistry - Oral Pathology, School of Dentistry, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil.,TelessaúdeRS-UFRGS l Graduate Program in Epidemiology, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil.,Oral Medicine, Otorhinolaryngology Service, Hospital de Clínicas de Porto Alegre (HCPA), Porto Alegre, Brazil
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Islam NM, Laughter L, Sadid-Zadeh R, Smith C, Dolan TA, Crain G, Squarize CH. Adopting artificial intelligence in dental education: A model for academic leadership and innovation. J Dent Educ 2022; 86:1545-1551. [PMID: 35781809 DOI: 10.1002/jdd.13010] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Revised: 03/25/2022] [Accepted: 05/28/2022] [Indexed: 11/06/2022]
Abstract
INTRODUCTION The continual evolution of dental education, dental practice and the delivery of optimal oral health care is rooted in the practice of leadership. This paper explores opportunities and challenges facing dental education with a specific focus on incorporating the use of artificial intelligence (AI). METHODS Using the model in Bolman and Deal's Reframing Organizations, the Four Frames model serves as a road map for building infrastructure within dental schools for the adoption of AI. CONCLUSION AI can complement and boost human tasks and have a far-reaching impact in academia and health care. Its adoption could enhance educational experiences and the delivery of care, and support current functions and future innovation. The framework suggested in this paper, while specific to AI, could be adapted and applied to a myriad of innovations and new organizational ideals and goals within institutions of dental education.
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Affiliation(s)
- Nadim M Islam
- Department of Oral and Maxillofacial Diagnostic Sciences, University of Florida College of Dentistry, Gainesville, Florida, USA
| | - Lory Laughter
- Department of Periodontics, University of the Pacific, San Francisco, California, USA
| | - Ramtin Sadid-Zadeh
- Department of Restorative Dentistry and Digital Technologies, University at Buffalo School of Dental Medicine, Buffalo, New York, USA
| | - Carlos Smith
- Dental Public Health and Policy, Virginia Commonwealth University School of Dentistry, Richmond, Virginia, USA
| | - Teresa A Dolan
- Chief Dental Officer, Overjet AI, Boston, Massachusetts, USA
| | - Geralyn Crain
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, USA
| | - Cristiane H Squarize
- Laboratory of Epithelial Biology, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA
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Sáiz-Manzanares MC, Almeida LS, Martín-Antón LJ, Carbonero MA, Valdivieso-Burón JA. Teacher Training Effectiveness in Self-Regulation in Virtual Environments. Front Psychol 2022; 13:776806. [PMID: 35418894 PMCID: PMC9000986 DOI: 10.3389/fpsyg.2022.776806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Accepted: 02/23/2022] [Indexed: 11/13/2022] Open
Abstract
Higher education in the 21st century faces the challenge of changing the way in which knowledge is conveyed and how teachers and students interact in the teaching-learning process. The current pandemic caused by SARS-CoV-2 has hastened the need to face up to this challenge and has furthered the need to approach the issue from the perspective of digitalisation. To achieve this, it is necessary to design training programmes geared towards teaching staff and which address both the use of technology and instructional design aimed at promoting the development of self-regulated learning (SRL) and automatic feedback systems. In this study, work was carried out with 23 teachers (8 inexperienced and 15 experienced teachers) in a training programme conducted through Moodle. The aims were: (1) to test whether there were any significant differences between the behaviour patterns of new teachers compared to experienced teachers, (2) to determine whether clusters of behaviour patterns corresponded to the type of teacher and (3) to ascertain whether the level of teacher satisfaction with the training activity in digital teaching will depend on the type of teacher. A quantitative as well as a qualitative design was applied. Differences were found in the behaviour patterns in the training activities for the development of rubrics and use of learning analytics systems in virtual learning environments. It was also found that the type of teacher did not correspond exactly to the behaviour cluster in the learning platform. In addition, no significant differences were found in the level of satisfaction between the two kinds of teacher. The main contribution this study makes is to provide a detailed description of the training stage as well as the materials required for its repetition. Further analytical studies are required on teacher perception of training programmes in digital teaching in order to provide personalised training proposals that lead to an effective use of teaching in digital environments.
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Affiliation(s)
- María Consuelo Sáiz-Manzanares
- Departamento de Ciencias de la Salud, Facultad de Ciencias de la Salud, Research Group DATAHES, Universidad de Burgos, Burgos, Spain
| | - Leandro S Almeida
- Instituto de Educação, Research Group CIEd, Universidade do Minho, Braga, Portugal
| | - Luis J Martín-Antón
- Department of Psychology, Excellence Research Group GR179 Educational Psychology, University of Valladolid, Valladolid, Spain
| | - Miguel A Carbonero
- Department of Psychology, Excellence Research Group GR179 Educational Psychology, University of Valladolid, Valladolid, Spain
| | - Juan A Valdivieso-Burón
- Department of Psychology, Excellence Research Group GR179 Educational Psychology, University of Valladolid, Valladolid, Spain
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Ewell SN, Cotner S, Drake AG, Fagbodun S, Google A, Robinson L, Soneral P, Ballen CJ. Eight Recommendations to Promote Effective Study Habits for Biology Students Enrolled in Online Courses. J Microbiol Biol Educ 2022; 23:00260-21. [PMID: 35496703 PMCID: PMC9053018 DOI: 10.1128/jmbe.00260-21] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Accepted: 01/11/2022] [Indexed: 06/08/2023]
Abstract
To achieve meaningful learning experiences in online classrooms, students must become self-regulated learners through the development of effective study habits. Currently, there is no set of recommendations to promote study habits in online biology learning environments. To fill gaps in our understanding, a working group associated with a research coordination network (Equity and Diversity in Undergraduate STEM, EDU-STEM) convened virtually in June 2021. We identify student barriers to self-regulated learning in online environments and present eight practical recommendations to help biology educators and biology education researchers apply and advance evidence-based study habits in online courses. As higher education institutions continue to offer online learning opportunities, we hope this essay equips instructors with the knowledge and tools to promote student success in online biology coursework.
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Affiliation(s)
- Sharday N. Ewell
- Department of Biological Sciences, Auburn University, Auburn, Alabama, USA
| | - Sehoya Cotner
- Department of Biological Sciences/bioCEED Centre for Excellence in Biology Education, University of Bergen, Bergen, Norway
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, Minnesota, USA
| | - Abby Grace Drake
- Department of Ecology and Evolutionary Biology, Cornell University, Ithaca, New York, USA
| | | | - Angela Google
- Department of Biology, University of South Alabama, Mobile, Alabama, USA
| | - Lecia Robinson
- Department of Biology, Tuskegee University, Tuskegee, Alabama, USA
| | - Paula Soneral
- Department of Biological Sciences, Bethel University, St. Paul, Minnesota, USA
| | - Cissy J. Ballen
- Department of Biological Sciences, Auburn University, Auburn, Alabama, USA
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Camilleri MA, Camilleri AC. The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19. Tech Know Learn 2022; 27:1311-1333. [PMCID: PMC8359917 DOI: 10.1007/s10758-021-09561-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/04/2021] [Indexed: 05/30/2023]
Abstract
During the outbreak of the Coronavirus (COVID-19) pandemic, higher education institutions (HEIs) have shifted from traditional and blended learning approaches to a fully virtual course delivery. This research investigates the students’ perceptions on remote learning through asynchronous learning management systems (LMS) and via synchronous video conferencing technologies like Google Meet, Microsoft Teams or Zoom, among others. The data was gathered from a sample of 501 higher education students in a Southern European context. A survey questionnaire included measures that investigated the participants’ acceptance of interactive technology to better understand their utilitarian motivations to use them. The findings suggest that the research participants accessed asynchronous content and interacted with online users, including with their course instructor, in real time. While there are a number of theoretical or opinion papers on the impact of COVID-19 on higher education services, currently, there are still a few empirical papers that shed light on the factors that are having an effect on the students’ attitudes and intentions to utilize remote learning technologies. This contribution underlines the importance of maintaining ongoing, interactive engagement with students, and of providing them with appropriate facilitating conditions, to continue improving their learning journey.
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Affiliation(s)
- Mark Anthony Camilleri
- Department of Corporate Communication, Faculty of Media and Knowledge Management, University of Malta, Msida, MSD2080 Malta
- The Business School, University of Edinburgh, Bucchleuch Place, Mid-Lothian, Edinburgh, EH8 9JS Scotland, UK
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Attard C, Holmes K. An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms. Math Ed Res J 2022; 34:719-740. [PMCID: PMC7652918 DOI: 10.1007/s13394-020-00359-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/08/2020] [Revised: 10/21/2020] [Accepted: 10/27/2020] [Indexed: 05/24/2023]
Abstract
The COVID-19 pandemic forced many teachers around the world to make a sudden switch from face-to-face to online teaching. This shift in practice has provided an opportunity to reconsider how technology use in mathematics education can be utilised to improve student engagement. In this study, we explore four case studies of Australian secondary mathematics classrooms conducted prior to the COVID-19 pandemic to examine how teachers are using blended learning approaches and how their students perceive these pedagogical practices. Findings across all four sites indicate that technology use expands student opportunities to engage with mathematics learning through the provision of multiple pathways and methods of access. Specifically, we find evidence supporting the use of blended classroom teaching strategies to provide differentiation and personalised learning approaches; visualisation and dynamic manipulation of mathematics concepts; and alternative methods for teacher-student feedback and communication. We argue that the student learning experience in mathematics can be enhanced through a variety of blended learning approaches by allowing for diverse points of access to learning opportunities which are more closely aligned to individual learning needs and free from the temporal constraints of the classroom.
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Affiliation(s)
- Catherine Attard
- Centre for Educational Research, Western Sydney University, Sydney, Australia
| | - Kathryn Holmes
- Centre for Educational Research, Western Sydney University, Sydney, Australia
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10
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Chan AKM, Botelho MG, Lam OLT. An exploration of student access to a learning management system-challenges and recommendations for educators and researchers. Eur J Dent Educ 2021; 25:846-855. [PMID: 33470506 DOI: 10.1111/eje.12664] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Revised: 09/08/2020] [Accepted: 01/07/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION This study examined student access to online resources of a faculty's learning management system (LMS). Issues relating to current e-learning resources usage were identified and formed the basis for recommendations to help assist stakeholders in teaching, learning and research. METHODS Learning analytics from four cohorts of undergraduate dental students were extracted from the database of a LMS spanning between 2012 and 2016. Individual datasets were combined into one master file, re-categorised, filtered and analysed based on cohort, year of study, course and nature of online resource. RESULTS A total of 157,293 access events were documented. The proportion of administrative to learning data varied across cohorts, with oldest cohort having the highest ratio (82:18) in their final year and most recent cohort having a ratio of 33:67 in their 4th year demonstrating a higher proportion to learning. Seven Learning domains were identified in the access data: access to problem-based learning resources was the highest and next was fixed prosthodontics videos. The prosthodontics discipline had the highest access across the curriculum while some others had very limited or even no learning access events. CONCLUSION A number of limitations have been identified with the analytics and learning resources in this LMS and engagement with learning resource provision. More detailed data capture of access use and unique identifiers to resources as well as keyword tagging of the resources are required to allow accurate mapping and support of students learning. Moreover, motivation or nudging of students behaviour to more actively engage with learning content needs exploration.
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Affiliation(s)
- Albert K M Chan
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| | - Michael G Botelho
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| | - Otto L T Lam
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
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Abstract
A team of librarians developed and implemented a plan to create coordinated library access for all students through the Canvas learning management system. Partnering with campus information technology services, librarians developed a specialized role in Canvas. Librarians also used Springshare's LibApps LTI (learning tools interoperability) to integrate research guides in Canvas, using course metadata to map guides to the appropriate subject or course. Evaluation of the impact of adding a Librarian role and mapping research guides to the Canvas LMS is ongoing and indicates these changes have affected the way students are accessing library resources.
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Affiliation(s)
- Beth Auten
- J. Murrey Atkins Library, University of North Carolina at Charlotte, USA
| | - Rebecca Croxton
- J. Murrey Atkins Library, University of North Carolina at Charlotte, USA
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Seki N, Moross J, Otsuka H, Sunaga M, Naito M, Kondo K, Shinada K, Morio I, Kinoshita A. Dental Hygiene Learning Outcomes Obtained Through Computer-Assisted Simulation Modules. J Dent Hyg 2020; 94:32-38. [PMID: 32127427] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 03/17/2019] [Accepted: 09/13/2019] [Indexed: 06/10/2023]
Abstract
Purpose: Education reflecting current knowledge is required for competent health care providers but the number of educators and/or lecture/clinical contact hours are often limited. The purpose of this study was to evaluate the learning outcomes and practicality of interactive simulation modules developed for a computerized learning system in dental hygiene education.Methods: Twenty-nine Japanese fourth-year dental hygiene undergraduates were given access to five interactive modules, delivered via a learning management system (LMS), for one month. The modules provided virtual clinical settings to take learners through decision-making processes for explaining procedures and treatments, and making appointments in English. Pre- and post-tests and a questionnaire were used to evaluate the knowledge gained and to receive learner's feedback. Participants were classified into two groups (study group and non-study group), based on their use/non-use of modules made available during the five-week period for statistical analysis.Results: Post-test scores were significantly higher in the study group (n = 22) than in the non-study group (n = 6), (p = 0.024). Post-test scores were also significantly higher than the pre-test scores in the study group (p = 0.001). No significant differences in the post- versus pre-test scores were found in the non-study group. The questionnaire response rate of 100% (n = 29) indicated that participants considered the interactive modules, including the system operation, as convenient and beneficial.Conclusion: Modules made available via a LMS for self-study were beneficial for Japanese undergraduate dental hygiene students in the acquisition of knowledge and skills for clinical decision-making in English.
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Chan AK, Botelho MG, Lam OL. Use of Learning Analytics Data in Health Care-Related Educational Disciplines: Systematic Review. J Med Internet Res 2019; 21:e11241. [PMID: 30758291 PMCID: PMC6391646 DOI: 10.2196/11241] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2018] [Revised: 08/28/2018] [Accepted: 08/28/2018] [Indexed: 11/24/2022] Open
Abstract
Background While the application of learning analytics in tertiary education has received increasing attention in recent years, a much smaller number have explored its use in health care-related educational studies. Objective This systematic review aims to examine the use of e-learning analytics data in health care studies with regards to how the analytics is reported and if there is a relationship between e-learning analytics and learning outcomes. Methods We performed comprehensive searches of papers from 4 electronic databases (MEDLINE, EBSCOhost, Web of Science, and ERIC) to identify relevant papers. Qualitative studies were excluded from this review. Papers were screened by 2 independent reviewers. We selected qualified studies for further investigation. Results A total of 537 papers were screened, and 19 papers were identified. With regards to analytics undertaken, 11 studies reported the number of connections and time spent on e-learning. Learning outcome measures were defined by summative final assessment marks or grades. In addition, significant statistical results of the relationships between e-learning usage and learning outcomes were reported in 12 of the identified papers. In general, students who engaged more in e-learning resources would get better academic attainments. However, 2 papers reported otherwise with better performing students consuming less e-learning videos. A total of 14 papers utilized satisfaction questionnaires for students, and all were positive in their attitude toward e-learning. Furthermore, 6 of 19 papers reported descriptive statistics only, with no statistical analysis. Conclusions The nature of e-learning activities reported in this review was varied and not detailed well. In addition, there appeared to be inadequate reporting of learning analytics data observed in over half of the selected papers with regards to definitions and lack of detailed information of what the analytic was recording. Although learning analytics data capture is popular, a lack of detail is apparent with regards to the capturing of meaningful and comparable data. In particular, most analytics record access to a management system or particular e-learning materials, which may not necessarily detail meaningful learning time or interaction. Hence, learning analytics data should be designed to record the time spent on learning and focus on key learning activities. Finally, recommendations are made for future studies.
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Affiliation(s)
- Albert Km Chan
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Sai Ying Pun, China (Hong Kong)
| | - Michael G Botelho
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Sai Ying Pun, China (Hong Kong)
| | - Otto Lt Lam
- Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Sai Ying Pun, China (Hong Kong)
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Sáiz Manzanares MC, Marticorena Sánchez R, García Osorio CI, Díez-Pastor JF. How Do B-Learning and Learning Patterns Influence Learning Outcomes? Front Psychol 2017; 8:745. [PMID: 28559866 PMCID: PMC5432653 DOI: 10.3389/fpsyg.2017.00745] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2017] [Accepted: 04/24/2017] [Indexed: 11/16/2022] Open
Abstract
Learning Management System (LMS) platforms provide a wealth of information on the learning patterns of students. Learning Analytics (LA) techniques permit the analysis of the logs or records of the activities of both students and teachers on the on-line platform. The learning patterns differ depending on the type of Blended Learning (B-Learning). In this study, we analyse: (1) whether significant differences exist between the learning outcomes of students and their learning patterns on the platform, depending on the type of B-Learning [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whether a relation exists between the metacognitive and the motivational strategies (MS) of students, their learning outcomes and their learning patterns on the platform. The 87,065 log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform were analyzed. The results revealed different learning patterns between students depending on the type of B-Learning (RB vs. SB). We have found that the degree of blend, RB vs. SB, seems to condition student behavior on the platform. Learning patterns in RB environments can predict student learning outcomes. Additionally, in RB environments there is a relationship between the learning patterns and the metacognitive and (MS) of the students.
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Vaitsis C, Stathakarou N, Barman L, Zary N, McGrath C. Using Competency-Based Digital Open Learning Activities to Facilitate and Promote Health Professions Education (OLAmeD): A Proposal. JMIR Res Protoc 2016; 5:e143. [PMID: 27390226 PMCID: PMC4956911 DOI: 10.2196/resprot.4974] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2015] [Revised: 09/24/2015] [Accepted: 02/09/2016] [Indexed: 12/03/2022] Open
Abstract
Background Traditional learning in medical education has been transformed with the advent of information technology. We have recently seen global initiatives to produce online activities in an effort to scale up learning opportunities through learning management systems and massive open online courses for both undergraduate and continued professional education. Despite the positive impact of such efforts, factors such as cost, time, resources, and the specificity of educational contexts restrict the design and exchange of online medical educational activities. Objective The goal is to address the stated issues within the health professions education context while promoting learning by proposing the Online Learning Activities for Medical Education (OLAmeD) concept which builds on unified competency frameworks and generic technical standards for education. Methods We outline how frameworks used to describe a set of competencies for a specific topic in medical education across medical schools in the United States and Europe can be compared to identify commonalities that could result in a unified set of competencies representing both contexts adequately. Further, we examine how technical standards could be used to allow standardization, seamless sharing, and reusability of educational content. Results The entire process of developing and sharing OLAmeD is structured and presented in a set of steps using as example Urology as a part of clinical surgery specialization. Conclusions Beyond supporting the development, sharing, and repurposing of educational content, we expect OLAmeD to work as a tool that promotes learning and sets a base for a community of medical educational content developers across different educational contexts.
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Affiliation(s)
- Christos Vaitsis
- Karolinska Institutet, Department of Learning, Informatics, Management and Ethics, Stockholm, Sweden.
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Abstract
This review of eLearning is divided into three sections: the first charts the evolution of eLearning from early correspondence courses to the current computer mediated approaches to distributed learning. The second section deals with the concept of blended learning; combining best practice in face-to-face and online learning. The final section focuses on current platform technologies in eLearning and outlines the strengths and weaknesses of learning management systems such as Blackboard.
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Affiliation(s)
- Roy D Sleator
- Department of Biological Sciences at Cork Institute of Technology.
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