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Hoffmann, Bob; Ritchie, Donn

doi:10.1023/a:1002967414942

Cited by 134 publications

(12 citation statements)

References 9 publications

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“…In traditional paper triggered PBL, problem cases are usually presented by means of written texts (Davis & Harden, 1999), because in such texts the information that students need to solve problems can be organized logically and concisely (Chan, Patil et al, 2012;Hoffmann & Ritchie, 1997). However, just as the experience of reading well-written descriptions of dishes on a menu differs from enjoying the aroma, flavors, and textures of the same dishes in a restaurant, the experience of reading descriptions of medical problems is not the same as facing the same problems on a hospital ward.…”

Section: Introductionmentioning

confidence: 99%

Differ in Socio-Cognitive Processes? Some Comparisons Between Paper and Video Triggered PBL

Lu¹,

Chan²

2015

Interdisciplinary Journal of Problem-Based Learning

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This paper investigates whether paper and video triggers stimulate different social and cognitive processes during PBL. The study focused on how medical students identified and described problems, and how they built shared cognitions that lead them to diagnose and solve problems. The results showed that students who used video triggers put more effort into communicating their understanding of the problem and relevant knowledge than students who used paper triggers. The findings contribute to discussions on how to evaluate the effectiveness of different PBL triggers in order to better integrate them into the curriculum.

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Section: Introductionmentioning

confidence: 99%

Differ in Socio-Cognitive Processes? Some Comparisons Between Paper and Video Triggered PBL

Lu¹,

Chan²

2015

Interdisciplinary Journal of Problem-Based Learning

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“…The statement "Having access to the website at any time and place was helpful for learning forest floor concepts," had a loading of 0.713, with 84% of respondents selecting agree or strongly agree. A number of previous studies have demonstrated how web-based tools can be used to reinforce learning by allowing students to repeatedly review content (Hoffmann and Ritchie, 1997;Moore and Gerrard, 2002;Polsani, 2003) and learning soil classification in particular requires repetitive review of material (Krzic et al, 2013). Such repetition and review, distributed over time, is necessary for long-term knowledge acquisition (Polsani, 2003;Ericsson, 2004).…”

Section: Resultsmentioning

confidence: 99%

“…Several studies have shown that the inclusion of varied multimedia material into course content improved student learning by providing a variety of viewpoints and supporting different learning styles (Hoffmann and Ritchie, 1997;Moore and Gerrard, 2002;Polsani, 2003;Cox and Su, 2004). Even distribution of visual media among web pages can help to maintain students' interest as they explore the online learning resource (Jacobson et al, 2009).…”

Section: Resultsmentioning

confidence: 99%

Blending Multimedia and Face-to-Face Teaching to Enhance Learning about the Forest Floor

Hoffman

Kržić

Nashon

et al. 2017

Natural Sciences Education

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Core Ideas Forest floor is essential to forest ecosystems, but classification is difficult. Multimedia and face‐to‐face learning can teach visual tasks like soil classification. Students identified repeated visualizations and collaboration as important. Combining quantitative and qualitative methods of assessment gives deeper insights. The forest floor is essential to functional, healthy forests. It is important for forestry professionals to understand, describe, and classify forest floors. We developed a Forest Floor educational resource, blending web‐based multimedia and face‐to‐face teaching. The objectives of this study were to (1) develop blended‐learning activities to teach forest floor description and classification and (2) assess student perceptions of the blended‐learning method using exploratory factor analysis and group interviews. We used a Likert scale survey instrument to assess student perceptions of their learning, and investigated underlying factors through exploratory factor analysis of survey results and the manifestation of factors in focus group interviews. Five implicit factors were interpreted: (1) satisfaction with the Forest Floor resource as a learning enhancement; (2) response to presentation of concepts using a blended learning method; (3) student self‐assessment of learning; (4) student learning preferences in accessing materials; and (5) website usability. Ninety‐four percent of students agreed or strongly agreed that the Forest Floor resource was helpful for learning forest floor concepts, 79% that describing samples in class was essential for understanding the properties of organic horizons, and 81% that they were able to relate information in the Forest Floor resource to samples used in a face‐to face activity, demonstrating that students tended to prefer learning information from videos and in collaboration with other students, and felt positive about their knowledge of the new material.

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“…Blended learning strategies have the potential to cater to a range of learning preferences, and it has been shown that students appreciate having a choice of learning mechanisms and the spatial and temporal flexibility afforded by online components (Mitchell and Forer, 2010). Previous studies have demonstrated how web-based tools can help to reinforce learning through repeated review of material (Hoffmann and Ritchie, 1997;Moore and Gerrard, 2002;Polsani 2003). Learning soil classification in particular requires repetitive review of material (Krzic et al, 2013), and learning that leads to long-term knowledge and understanding requires such repetition and review (Polsani, 2003;Ericsson, 2004).…”

Section: Intended Learning Benefits Of the Forest Floor Modulementioning

confidence: 99%

Scaffolding Student Learning: Forest Floor Example

Kržić

Wilson

Hoffman

2018

Natural Sciences Education

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Core Ideas Through instructional scaffolding, students move toward independent learning. The forest floor is an important bridge between aboveground living vegetation and soil. The topic of forest floor is not typically covered in the university curriculum. Instructional scaffolding employs a variety of instructional techniques that move students progressively toward stronger understanding and greater independence in the learning process. The objective of this study was to develop a scaffolding instructional module focused on forest floor for the second‐year Introduction to Soil Science course at the University of British Columbia (UBC), Canada. The scaffolding module included a campus‐based lecture; online multimedia material in the Forest Floor educational resource; campus‐based, instructor‐led demonstrations of forest floor description and classification; campus‐based, collaborative, hands‐on activity; written instructions provided in the laboratory manual; an individual written assignment; and a self‐guided activity (or quest) performed on the university campus aided by a mobile game application. These forms of support were gradually removed as students developed independent learning strategies, culminating in the self‐guided activity that led students to a forest on the university campus to practice their newly developed skills in forest floor description and classification. The scaffolding components were developed to foster intellectual inquiry and analysis, group problem‐solving, and the application of knowledge to complex issues in a real‐life setting. This could serve as a model for future educational design in post‐secondary courses in the natural sciences.

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Untitled

Cited by 134 publications

References 9 publications

Differ in Socio-Cognitive Processes? Some Comparisons Between Paper and Video Triggered PBL

Differ in Socio-Cognitive Processes? Some Comparisons Between Paper and Video Triggered PBL

Blending Multimedia and Face-to-Face Teaching to Enhance Learning about the Forest Floor

Scaffolding Student Learning: Forest Floor Example

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