Engaged Teaching for Engaged Learning: Sharing Your Passion for Gerontology and Geriatrics

Karasik, Rona J.

doi:10.1080/02701960.2012.661811

Cited by 8 publications

(4 citation statements)

References 28 publications

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“…As described by Karasik [ 47 ], teaching is like salesmanship; you need to catch the buyer’s attention before you can make a sale! Engaged teaching helps you capture students’ attention, and make them receptive to, and involved with, the concepts.…”

Section: Discussionmentioning

confidence: 99%

Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology

et al. 2015

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BackgroundHigher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum.MethodsA 32-item questionnaire was used to measure students’ perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding.ResultsNinety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture.ConclusionsStudents clearly valued the engagement and learning aspects of gamified TP interactions. The overwhelming majority of students surveyed in this study were engaged by the variety of TP games, and gained an interest in microbiology. The methods described in this study may be useful for other educators wishing to expand the utility of ARS in their classrooms.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-015-0373-7) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology

et al. 2015

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“…Addressing issues such as the presence of negative stereotypes about ageing in future professionals is a step towards changing negative perceptions and creating a society that does not discriminate against elderly people.…”

Section: Discussionmentioning

confidence: 99%

“…More studies should be performed on this subject to clarify the effect of clinical experiences on students' competence with geriatric individuals. Addressing issues such as the presence of negative stereotypes about ageing in future professionals is a step towards changing negative perceptions and creating a society that does not discriminate against elderly people 42 .…”

Section: Majormentioning

confidence: 99%

Negative ageing stereotypes in students and faculty members from three health science schools

2013

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“…As Haber (2008), one way to have students become interested in a topic is to use current headlines in order to demonstrate the relevancy of the materials within the course, as well as engaging the students. Karasik (2012) posits that with the current cohort of students, it is important to also understand how the students obtain their news/current events, and utilize strategies for assisting them to locate the materials needed. Karasik also suggest that if possible the instructor could bring in a current news article.…”

Section: Classroom Exercise 21 Initial Exercisementioning

confidence: 99%

Teaching Summative Writing within an Introductory Sociology Course: Do Paragraph Frames Improve Students’ Writing Skills?

2019

JEP

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This article describes the use of a summary writing assignment within an intro sociology course for application of sociological knowledge to current events. Summative writing is paramount to moving through the college curriculum, yet students struggle to be able to begin summary writing exercises, often procrastinating until the last moment, and thus are unsuccessful. Scripts or summary frames are also helpful in the transition to academic language acquisition skill-building, noting scripts, even for speech, provide scaffolding. Thus low states summary writings such as in introductory sociology courses are allowing students to build upon their learned skill as they move through into their upper level discipline focused courses. The skill is transferable to all disciplines and is not relegated to discipline specificity. The following article describes a Time 1/Time 2 assessment of the use of summary frames, with Time 1 using non-prompted writing within the assignment, and Time 2 using prompted writing within the assignments. Additionally, an assessment of the Readability Flesch-Kincaid is considered.

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Engaged Teaching for Engaged Learning: Sharing Your Passion for Gerontology and Geriatrics

Cited by 8 publications

References 28 publications

Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology

Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology

Negative ageing stereotypes in students and faculty members from three health science schools

Teaching Summative Writing within an Introductory Sociology Course: Do Paragraph Frames Improve Students’ Writing Skills?

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