Active learning and education 4.0 for complex thinking training: analysis of two case studies in open education

Patiño, Azeneth; Ramí­rez-Montoya, María Soledad; Fernández, Mariana Buenestado

doi:10.1186/s40561-023-00229-x

Cited by 34 publications

(16 citation statements)

References 54 publications

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“…Students find value in team-based interactions, quizzes, and other collaborative tasks that require them to actively apply their knowledge and engage with peers. This collaborative approach aligns with the principles of active learning, which emphasize hands-on, studentcentered approaches to enhance learning (Patiño et al, 2023). These interactions stimulate critical thinking and foster a deeper understanding of the subject matter.…”

Section: Keyword: Effort and Persistencementioning

confidence: 76%

Promoting Cognitive Engagement using Technology Enhanced Book-End Method in Online Active Learning Strategies

Azizan

2023

AJEE

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This study aims to investigate the effectiveness of active learning methodologies and technology tools in enhancing cognitive engagement among students in an online learning environment. Traditional teaching methods may not be sufficient to be replicated to engage students in online learning, which may lead to lower levels of cognitive engagement and reduced learning outcomes. Thus, it is essential to explore how technology tools and active learning strategy can be used to enhance cognitive engagement in online learning. This study involves the implementation of book-end method in active learning strategy and the adoption of technology tools such as Mentimeter, Padlet, Zoom or Microsoft Teams with breakout function and Canva in online classes. The theory of constructive alignment, how people learn (HPL) framework and scaffolding strategies are employed to ensure a seamless harmony between the provided activities and assessments. The students had to reflect their experience in this online learning classes and thematic analysis was conducted deductively using pre-determined themes based on cognitive engagement theory to analyse whether the students were cognitively engaged during the online lessons. The findings of this study indicate that book-end approach in active learning using higher order thinking skills activities and technology tools can significantly enhance cognitive engagement among students in online learning. The use of recaps infused with Mentimeter and breakout sessions powered by Zoom or MS Teams and Canva as the intermittent discussions tools, contribute to improved cognitive engagement. In conclusion, this study highlights the importance of using active learning methodologies and technology tools to enhance cognitive engagement in online learning. The findings suggest that educators should incorporate these tools and methodologies into their teaching practices to improve learning outcomes in online classes.

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Section: Keyword: Effort and Persistencementioning

confidence: 76%

Promoting Cognitive Engagement using Technology Enhanced Book-End Method in Online Active Learning Strategies

Azizan

2023

AJEE

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“…Learners appreciated the clear, evidence-informed, and up-to-date information in the modules which they thought addressed gaps in their current curricula. Learners also indicated that curricular elements including use of case-studies (20,21) which covered diverse lived experiences helped them to see how the content would be applicable to their future practice. Case studies are viewed as important learning strategies and with the recent technological advances (e.g., ChatGPT) they can further support individualizing the case studies to speci c learner needs and continue to promote self-regulated and self-directed learning opportunities (22).…”

Section: Discussionmentioning

confidence: 99%

Developing a National UGME Pain Management and Substance Use Disorder Curriculum to Address the Opioid Crisis: A Program Evaluation Pilot Study

Dalgarno,

Turnnidge,

Cofie

et al. 2023

Preprint

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Background Pain is one of the most common reasons for adults to seek health care, yet educational program focused on pain are often underrepresented in medical school curricula. In January 2021, the Association of Faculties of Medicine of Canada (AFMC) launched an online national, bilingual, competency-based curriculum for undergraduate medical (UGME) students in pain management and substance use in response to the opioid crisis to bridge the content gaps in programs across Canada. The purpose of this study is to evaluation the pilot of this national curriculum. Methods Undergraduate medical education students (n = 168) from across Canada participated in the program evaluation of a pilot which ran from September to November 2020. Participants completed online pre- and post-program surveys that assessed the influence of the curriculum on participants’ knowledge as well as the value, usability, and feasibility of this curriculum. Results Participants’ perceived confidence their new knowledge and in utilizing resources required to maintain their knowledge significantly increased (75% and 51% respectively). Their perceived knowledge that addressed the 72 learning objectives within the curriculum significantly increased from pre- to post-program. Over 90% of participants reported that the was valuable, feasible, and usable. The most frequently discussed program strengths were the clear and comprehensive content, interactive and well-organized design, and relevance of curriculum content for future clinical practice. The overall weakness of the curriculum included the length, repetition of content, the lack of clarity and relevance of the assessment questions, end-user technology issues, and French translation discrepancies. Participant’s recommendations for improving the curriculum included streamlining content, addressing technology issues, and enhancing the clarity and relevance of assessment questions embedded within each of the modules. Conclusion Participants agreed that an online pain management and substance use curriculum is a valuable, usable, and feasible learning opportunity. Given the severity of the opioid crisis in Canada, these online modules provide a curriculum that can be integrated into existing UGME programs or can provide self-directed learning.

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“…Complex thinking emerges as a valuable tool in future education (Ramı ´rez-Montoya et al, 2024b), giving rise to research that serves as guiding frameworks for cultivating skills through innovative educational strategies such as competency-based, problem-based and casebased learning and gamification (Cruz-Sandoval et al, 2023). These studies suggest that conventional strategies, bolstered by the use of technological tools such as reading, debates and reflective questions, remain effective in fostering complex thinking when applied appropriately (Patin ˜o et al, 2023). In the effort to enhance educational methods and adapt to an ever-changing environment, complex thinking emerges as an essential tool.…”

Section: Complex Thinking In Higher Educationmentioning

confidence: 99%

“…, 2023). These studies suggest that conventional strategies, bolstered by the use of technological tools such as reading, debates and reflective questions, remain effective in fostering complex thinking when applied appropriately (Patiño et al. , 2023).…”

Section: Introductionmentioning

confidence: 99%

Expanding horizons for the future with an open educational model for complex thinking: external and internal validation

Ramírez-Montoya,

Portuguez-Castro

2024

OTH

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Purpose The challenges facing 21st-century society are becoming increasingly complex, requiring the development of new citizen competencies. This study aims to validate an educational model focused on developing complex thinking in higher education students. Current educational models lack future-ready competencies, necessitating the emergence of new models to guide future generations toward the common good. Design/methodology/approach This was an adaptation of the causal-layered analysis (CLA) applied to 415 participants from higher education institutions in Mexico, Panama and Spain. Sessions were designed to present the proposed educational model and explore participants’ perceptions of its significance and contributions to future education. Findings Key findings include the following: participants perceived complexity as difficult and challenging; causes of problems were linked to outdated educational models requiring replacement by those that develop students’ competencies; participants envisioned changes that would develop individuals capable of understanding and transforming society; and participants recognized the model’s transformative potential, offering a novel proposal for 21st-century education. Originality/value This research sought to gather opinions from different stakeholders using the CLA methodology, providing a deep understanding of participants’ perspectives on the proposed solution.

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Active learning and education 4.0 for complex thinking training: analysis of two case studies in open education

Cited by 34 publications

References 54 publications

Promoting Cognitive Engagement using Technology Enhanced Book-End Method in Online Active Learning Strategies

Promoting Cognitive Engagement using Technology Enhanced Book-End Method in Online Active Learning Strategies

Developing a National UGME Pain Management and Substance Use Disorder Curriculum to Address the Opioid Crisis: A Program Evaluation Pilot Study

Expanding horizons for the future with an open educational model for complex thinking: external and internal validation

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