Fostering Meaningful Interaction in Health Education Online Courses

Fuller, Richard G.; Kuhne, Gary William

doi:10.4018/9781605660509.ch107

Cited by 1 publication

(2 citation statements)

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“…Third and final, high-level students who are far ahead of others can handle more complex problems, with varied complexity of fluid flow and different geometrical configurations, such as flow over a cylindrical object. As noted earlier, this class of students is near independent learners that can analyse a situation and engage in problem solving (Fuller & Kuhne, 2008). The most striking difference is that these higher-order thinking students could interpret and solve a different problem.…”

Section: Theoretical Modellingmentioning

confidence: 97%

“…Fuller, Kuhne and Grey (2011) define four categories of courses where engineering disciplines fall predominantly into Analysis/Synthesis courses. These courses teach students to analyse and articulate a problem (Fuller & Kuhne, 2008). A numerical Thermodynamics problem of a piston-cylinder assembly is given in Appendix A and its findings in Figure 1.…”

Section: Review Of Measurement Of Learningmentioning

confidence: 99%

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Classroom Research in Large Cohorts: An Innovative Approach Based on Questionnaires and Scholarship of Teaching and Learning on Multiple-Intelligences

Muppala¹,

Chandramohan²

2020

JEL

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In this work we focussed on assessment and quantification of students’ prior knowledge at the start of their classes and the learning and teaching feedback given by them after their classes. Using questionnaires, we collected data on prior-knowledge/Student Learning Abilities – SLAs and, students’ performance/Learning Outcomes – LOs. Our analysis shows that typically, in any classroom the SLAs follow a non-linear trend. This pattern, identified in group learning, requires proportionally distributed intervention by staff, with more support to those in need of help with learning. We show that the above approach, underpinned by an application of Multiple Intelligences and e-learning facilities, supports weaker students and helps them to achieve higher pass percentages and better LOs. This innovation in terms of evidence-based identification of need for support and selective intervention helps in optimal use of staff time and effort as compared to a one-method-fits all approach to learner development and academic achievement.

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Section: Theoretical Modellingmentioning

confidence: 97%

Section: Review Of Measurement Of Learningmentioning

confidence: 99%