Application of the R2D2 model for active learning strategy in graduate midwifery course

Youngwanichsetha, Sununta; Phumdoung, Sasitorn; Kritcharoen, Sureeporn; Chunuan, Sopen; Kala, Sasikarn

doi:10.5958/0974-9357.2019.00022.9

Cited by 4 publications

(12 citation statements)

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“…The majority of past studies investigated the e-learning technologies for general purposes, either as a complementary method (substituting selected parts of teaching and learning activities with online learning or blended learning) or as the main method (full online learning) [ 52 – 54 , 60 , 62 , 64 , 65 , 67 , 69 , 72 ]. A small number of advanced technologies were available, such as virtual reality [ 59 , 63 , 68 , 70 ] and telesimulation [ 71 ].…”

Section: Resultsmentioning

confidence: 99%

“…And it could be just as attractive, and maybe even more convenient for us… I have learned to embrace virtual learning as a learning platform after this [sic].” (First-order construct, Woo et al [ 74 ]) “Sometimes inequities occur based on the family’s socioeconomic status. Many children do not have a chance to access basic internet which created a discrepancy” (first-order construct, Kunaviktikul et al [ 69 ]) The value and limitation of technology in learning Benefits of technology “To get global health information, especially in Australia; have foreign friends; to know the different health challenges in Indonesia and Australia and then discuss together” (first-order construct, Ambrose et al [ 52 ]) “[The virtual patient] provided safe practice environments that allowed more privacy and room for trial and error” (second-order construct, Shorey et al [ 63 ]) “After experiencing real-life interprofessional rounds at workplaces to supplement the prior virtual reality simulation experiences, several students appreciated their values in fostering holistic patient-centered care” (second-order construct, Liaw et al [ 59 ]) “[T]he students could demonstrate learned knowledge interestingly by presenting in class and online via LMS” (second-order construct, Youngwanichsetha [ 65 ]) “Then I was surprised with the fact that, I mean, if you put all the academics aside, it really functions as like a real game and real strategies.” (First-order construct, Tan et al [ 73 ]) “So, you have to keep exercising your critical thinking and improving your knowledge, so with all these gaming apps right, it helps us to um, it throws us questions so that we can keep improving on our knowledge.” (First-order construct, Ignacio and Chen [ 56 ]) “It allows me to do it by myself, ‘cause if in a in a reallife setting, I think I’ll be in the group and sometimes work is distributed among all of us that I will miss up some steps. I won’t see certain steps.…”

Section: Resultsmentioning

confidence: 99%

“…“[T]he students could demonstrate learned knowledge interestingly by presenting in class and online via LMS” (second-order construct, Youngwanichsetha [ 65 ])…”

Section: Resultsmentioning

confidence: 99%

“…However, culture has influences on learning perceptions. Hence, imposing an unfamiliar Western learning culture on Asian students might create dissonance, although lessons were delivered through online learning [ 52 , 53 , 60 , 62 , 63 , 65 ]. Western education emphasizes independent and active learning, whereas Asian students expect guidance.…”

Section: Cultural Conflicts In Learningmentioning

confidence: 99%

“…Therefore, technology use in learning is considered optional, preparatory, and complementary in nature [ 56 – 58 , 63 , 66 – 68 , 73 , 74 ]. Using technology as the main approach is acceptable but only for a short duration, during an emergency, or for non-skill required lessons [ 53 , 65 – 67 , 69 , 71 , 72 ].…”

Section: Cultural Conflicts In Learningmentioning

confidence: 99%

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A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia

et al. 2022

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Healthcare education providers are eager to apply technologies in teaching and learning activities; however, students are the consumers in higher education, and their opinion and experience should be considered. We performed a meta-synthesis of qualitative studies to help inform our understanding of Southeast Asian healthcare students’ perceptions and experience of technology-based teaching and learning in their education. Our search strategy located 1599 articles from a dozen electronic research databases. Articles were analyzed for quality using the Hawker’s Evidence Appraisal Tool, and 23 qualitative studies were included in the final meta-synthesis. Technologies investigated largely involved online or blended learning, with fewer exploring virtual reality, simulations, telehealth, game-based learning, and videos. Three overarching themes were synthesized: (i) culture does matter in the implementation of technology-based learning; (ii) the values and limitations of technology used for learning; and (iii) technology is part of daily life and creates new challenges in education. Technology is an asset to enhance the learning experience, but educators must be aware of its limitations. Pre-coronavirus disease 2019 (COVID-19) studies were more focused on technology and product, and were optimistically reported, whereas COVID-19–spanning studies focused on life experience and paid more attention to reporting on the inherent challenges. The educational approaches, theories, cultural aspects, and availability of facilities all play a vital role in steering successful technology use in learning.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“…“[T]he students could demonstrate learned knowledge interestingly by presenting in class and online via LMS” (second-order construct, Youngwanichsetha [ 65 ])…”

Section: Resultsmentioning

confidence: 99%

Section: Cultural Conflicts In Learningmentioning

confidence: 99%

Section: Cultural Conflicts In Learningmentioning

confidence: 99%

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A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia

et al. 2022

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Responding to the COVID-19 Pandemic with the R2D2 Teaching Model: An Organising Aid for Online Higher Education Learners

Mubayrik

Al-Mutairi

2022

Education Research International

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During the COVID-19 pandemic, many papers have focused on remote learning and how to promote effective learning. The current research emphasises the applications of the R2D2 teaching model for online learning in higher education. R2D2 represents read, reflect, display, and do. This paper investigates the implementation of the R2D2 teaching model in higher education. The model’s characteristics, application in higher education, and use in diversity education are discussed. The detailed literature review of studies of the R2D2 teaching model shows that the approach has a positive impact on online teaching. Specifically, the R2D2 teaching model allows learners to interact with each other. The paper’s limitations and recommendations are presented in the conclusion.

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Strengthening midwifery in the South-East Asian region: A scoping review of midwifery-related research

Griffin,

Bradfield,

Than

et al. 2023

PLoS ONE

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Improving sexual, reproductive, maternal, newborn, and adolescent health outcomes necessitates greater commitment to, and investments in, midwifery. To identify future research priorities to advance and strengthen midwifery, we conducted a scoping review to synthesise and report areas of midwifery that have been explored in the previous 10 years in the 11 countries of the World Health Organization’s South-East Asia region. Electronic peer-reviewed databases were searched for primary peer-reviewed research published in any language, published between January 2012 and December 2022 inclusive. A total of 7086 citations were screened against the review inclusion criteria. After screening and full text review, 195 sources were included. There were 94 quantitative (48.2%), 67 qualitative (34.4%) and 31 mixed methods (15.9%) studies. The majority were from Indonesia (n = 93, 47.7%), India (n = 41, 21.0%) and Bangladesh (n = 26, 13.3%). There were no sources identified from the Democratic People’s Republic of Korea or the Maldives. We mapped the findings against six priority areas adapted from the 2021 State of the World’s Midwifery Report and Regional Strategic Directions for Strengthening Midwifery in the South-East Asia region (2020–2024): practice or service delivery (n = 73, 37.4%), pre-service education (n = 60, 30.8%), in-service education or continuing professional development (n = 51, 26.2%), workforce management (n = 46, 23.6%), governance and regulation (n = 21, 10.8%) and leadership (n = 12, 6.2%). Most were published by authors with affiliations from the country where the research was conducted. The volume of published midwifery research reflects country-specific investment in developing a midwifery workforce, and the transition to midwifery-led care. There was variation between countries in how midwife was defined, education pathways, professional regulation, education accreditation, governance models and scope of practice. Further evaluation of the return on investment in midwifery education, regulation, deployment and retention to support strategic decision-making is recommended. Key elements of leadership requiring further exploration included career pathways, education and development needs and regulatory frameworks to support and embed effective midwifery leadership at all levels of health service governance.

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Application of the R2D2 model for active learning strategy in graduate midwifery course

Cited by 4 publications

References 0 publications

A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia

A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia

Responding to the COVID-19 Pandemic with the R2D2 Teaching Model: An Organising Aid for Online Higher Education Learners

Strengthening midwifery in the South-East Asian region: A scoping review of midwifery-related research

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