Drivers and Barriers for Promoting Technology Enhanced Learning in Higher Education

Josefsson, Pernilla; Baltatzis, Alexander; Bälter, Olle; Enoksson, Fredrik; Hedin, Björn; Riese, Emma

doi:10.21125/inted.2018.0896

Cited by 2 publications

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“…For example, if a teacher spends their "spare" time to record videos to streamline teaching, but the result in the end will be that time allotment for the course is reduced. That is the teacher spends time on streamlining, but the university collects all the gains [15].…”

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confidence: 99%

Reduced Learning Time with Maintained Learning Outcomes

Bälter

Glassey

Wiggberg

2021

Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

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Many online learning initiatives have failed to reach beyond the environments in which they were first developed. One exception is the Open Learning Initiative (OLI) at Carnegie Mellon University (CMU). In an attempt to validate the question-based learning methodology implemented in OLI, we developed online material for an introductory course in object-oriented programming, and tested it on two course offerings with a total of 70 students. As our course has been given in the same format for several years, we also had comparable assessment data for two classes prior to our intervention in order to determine that we did not introduce any obvious harm with this methodology. Findings show a reduced teaching and learning time by 25%. No statistically significant differences could be found in the results of the assessment quizzes nor confidence surveys completed by the students. The two teachers (the same who handled the classes before the intervention) took different paths to teaching preparations with this new methodology. One teacher increased preparations, whilst the other reduced them, but both teachers were convinced that using online question-based learning was superior to the previous lecture and textbook-based approach, both for the students and themselves in terms of overall satisfaction. We also gathered time logs from the development to estimate return on investment. CCS CONCEPTS• Human-centered computing → User studies; • Applied computing → Computer-assisted instruction; Interactive learning environments; E-learning; Learning management systems.

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confidence: 99%

Reduced Learning Time with Maintained Learning Outcomes

Bälter

Glassey

Wiggberg

2021

Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

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Modified team-based and blended learning perception: a cohort study among medical students at King Saud University

et al. 2021

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Background & Objective Medical schools have evolved toward competency-based education and active learner-centered strategies. Medical informatics course was introduced in 2011 in the 3rd year at the College of Medicine (CoM), King Saud University (KSU), to enhance future medical graduates with technological and information competencies. Modified team-based learning and blended learning were emphasized using face-to-face lectures, various e-learning technologies, workshop and seminars. The current study’s main objective was to assess students’ perceptions towards blended and modified team-based learning at the CoM in KSU. Methods A survey was distributed to medical students in three consecutive years: 2017–2019. The survey contains items regarding student perception of various types of blended learning techniques applied in the course. The survey was administered using i-Clicker; an interactive device that enables students to answer survey questions. Descriptive statistics were used to examine the perception of students on these blended learning dimensions investigated. Results Seven-hundred and one student responded to the questionnaire (male; 69.5%, female 30.5%). Out of which, 59.1% of students found team interactions positively supported discussions and asked questions freely, and 48.1% expressed that working in groups facilitated their learning process. However, 56.0% of students chose face-to-face lectures as the most preferred class activities followed by discussion 23.8%. More than 78% of participants agree that online quizzes are good experience and enjoyable. Grade center where students can check for marks and attendance also received high perception (66.3%). Conclusion Introducing modified team-based and blended-learning are considered challenging, and therefore, investigating their perceptions can provide useful insights into how these methods could be used more effectively. The blended-learning technique is highly essential in teaching medical informatics to overcome challenges faced due to a large number of students and the need for various exposures to reach the course’s learning goals. Moreover, it is noticed that students were engaged in face-to-face and online activities, furthermore, modified team-based learning reported facilitating learning and asking questions without embarrassment.

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Drivers and Barriers for Promoting Technology Enhanced Learning in Higher Education

Cited by 2 publications

References 5 publications

Reduced Learning Time with Maintained Learning Outcomes

Reduced Learning Time with Maintained Learning Outcomes

Modified team-based and blended learning perception: a cohort study among medical students at King Saud University

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