How can students succeed in computer-supported interprofessional team-based learning? Understanding the underlying psychological pathways using Biggs' 3P model

Ganotice, Fraide A.; Chan, Lap Ki

doi:10.1016/j.chb.2018.09.029

Cited by 15 publications

(13 citation statements)

References 64 publications

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“…In addition, use of flexible space and facilities while teaching increases the motivation level; therefore, computer games are likely to provide teachers with the opportunity [32]. The results of our study are consistent with those studies by Ganotice and Chan [22], Khazaiee and Jalilian (2015), Pront et al [20], Kebritchi & et al [21], Goojar et al [23], Ghadirian et al [24], Dortaj [25] and Acquah and Katz [18].…”

Section: Discussionsupporting

confidence: 91%

“…Kebritchi., Hirumi & Bai [21] concluded in their study that students who played the games in their classrooms and school labs reported greater motivation and achievement compared with those in the control group. In an analysis by Ganotice and Chan [22] Findings suggest that students' achievement (product) in CS-IPTBL is influenced by their motivation, enjoyment, and perceived usefulness (process) which were derived from two sources:individual preparedness and members' valuable contribution (presage). Esmailie Goojar, Ali Abadi, and Roustaei Ardakani [23] concluded that web-based multifunctional computer training games play an effective role in student learning and motivation.…”

Section: Introductionmentioning

confidence: 99%

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Impact of Educational Computer Games on Academic Motivation and Stress Reduction in Students

Sergzi¹,

Ordoni²,

Besharatnia³

et al. 2020

IJEEDU

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Impact of Educational Computer Games on Academic Motivation and Stress Reduction in Students

Sergzi¹,

Ordoni²,

Besharatnia³

et al. 2020

IJEEDU

View full text Add to dashboard Cite

“…Workplace studies were conducted in acute, primary-care or disability settings and sought to explore/improve the IPC of healthcare teams in these settings. Ten studies focused on IPE with students (Anderson, Smith, & Hammick, 2016;Anderson, Ford, & Thorpe, 2019;Bluteau, Clouder, & Cureton, 2017;Brewer, Flavell & Jordon, 2017;Ganotice & Chan, 2019;Jorm et al, 2016;Kent et al, 2016;Liaw, Zhou, Lau, Siau, & Chan, 2014;O'Keefe & Ward, 2018;Teräs, 2016). These studies involved a range of educational approaches such as online learning modules, classroom-based IPE and practice-based placements.…”

Section: Study Characteristicsmentioning

confidence: 99%

“…Complexity theory/science was used in six studies (Buttigieg et al, 2013;Clemins et al, 2016;de Bock et al, 2018;Jorm et al, 2016;Pype et al, 2018;Solomon & Risdon, 2014). Presage-process-product theory was used in four studies (Anderson et al, 2016;Brewer et al, 2017;Ganotice & Chan, 2019;Liaw et al, 2014).…”

Section: Overview Of Ost Used In Studiesmentioning

confidence: 99%

Organization and system theories in interprofessional research: a scoping review

O’Leary

Boland

2019

Journal of Interprofessional Care

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In recent years, there has been an increasing impetus to define and develop theoretical foundations for interprofessional research. Currently, the theories cited in such research have often focused on individual and group learning. By comparison, organization and systems theories (OST) enable consideration of system and organization level factors. A scoping review was conducted to explore the use of OST in interprofessional research published between 2013-2019. Thirty-two studies were included and 13 OST were identified. Activity theory and complexity theory were the most commonly used OST. OST are relatively well integrated into data analysis and reporting of research findings, with less consideration given to how OST can support research designs. A primary reason researchers cited for selecting OST was that such theories could best reflect the complexity of interprofessional activities.OST provide a mechanism for understanding the nuances and multifactorial issues impacting interprofessional research. OST can thus address some of the challenges of introducing and sustaining interprofessional initiatives and should be further utilized within interprofessional research.

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“…The 3P Model highlights the dynamic between the pre-existent variables with the process itself or the outcomes obtained. For this reason, this model has been replicated in multiple studies with different states of affair such as management education [ 6 ], computing education [ 7 , 8 ], and augmented reality teaching [ 9 ]. This model was used to guide and categorize all the variables for the present study, which will be further described.…”

Section: Introductionmentioning

confidence: 99%

A Path Analysis Model of Self- vs. Educational-Context- Regulation as Combined Predictors of Well-Being in Spanish College Students

López-Madrigal

García-Manglano

Arias

2022

IJERPH

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Previous literature has established the importance of personal and contextual factors in college students’ trajectories. Following the Self- vs. External-Regulation Behavior Theory (2021) and the 3P Biggs Model, the present study aimed at analyzing a structural linear model that validates the joint effect of self-regulation, educational context, age, and gender (as personal and contextual presage variables) with other meta-abilities, such as coping strategies, resilience, and positivity (process variables), and specific well-being outcomes, such as flourishing and health (product variables). A sample of 1310 Spanish college students was analyzed, aged 17 to 25, and a cross-sectional study with an ex post facto design was performed. Association and structural equation modeling (SEM) was performed using SPSS software (v.26) and AMOS (v.23). Results show that individual and contextual factors have an important role in the acquisition of psychological competencies in young adults. Self-regulation was proven to be an important meta-ability that predicts personal well-being and behavioral health outcomes. Complementarily, educational context was shown to be an external predictor of other skills, such as problem-focused strategies, and positive outcomes such as flourishing and behavioral health. Practical implications and limitations are discussed.

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How can students succeed in computer-supported interprofessional team-based learning? Understanding the underlying psychological pathways using Biggs' 3P model

Cited by 15 publications

References 64 publications

Impact of Educational Computer Games on Academic Motivation and Stress Reduction in Students

Impact of Educational Computer Games on Academic Motivation and Stress Reduction in Students

Organization and system theories in interprofessional research: a scoping review

A Path Analysis Model of Self- vs. Educational-Context- Regulation as Combined Predictors of Well-Being in Spanish College Students

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