Instagram for peer teaching: opportunity and challenge

Gulati, Radhika Rani; Reid, Helen; Gill, M. S.

doi:10.1080/14739879.2020.1811163

Cited by 37 publications

(35 citation statements)

References 5 publications

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“…There are contradictory findings on peer collaboration from other studies: in one study, team cooperation towards item generation was perceived as unsatisfactory (9), while in another, willingness to collaborate with peers was agreed to by 86% of students (7). During the ongoing COVID-19 pandemic, the rapid transition to distance learning provided the impetus to students from Queen's University Belfast to create and share MCQs through Instagram to mutually enhance their learning (17). Thus, it is established that beneficial outcomes are resulting from assessment-based peer-assisted learning.…”

Section: Discussionmentioning

confidence: 95%

Assessment as Learning in Medical Education: Feasibility and Perceived Impact of Student-Generated Formative Assessments

Lakhtakia¹,

Otaki²,

Zary³

2020

Preprint

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Background Self-directed learning is a vital competency, desirable to sustain lifelong competencies in health professions education. Contemporary education practices emphasize this aspect of undergraduate medical education through innovative designs of teaching and learning like the flipped classroom and team-based learning. Assessment as learning can be a unique way to inculcate active learning habits. It charges the student to create formative assessments, reinforcing student-centred deep learning, and critical thinking. This study aims to explore, from a learner perspective, the feasibility and perceived learning impact of student generated formative assessments. Methods The study design employed an educational intervention on a cohort of students in the second year of a six-year undergraduate medical program. The study design involved engaging students' in generating assessments using peer-collaboration, tutor facilitation, and feedback as part of a single course curriculum delivery. The exercise was followed by a mixed methods accrual of student perceptions through surveys. Quantitative survey data was analysed on SPSS. Qualitative inputs underwent thematic analysis. Results Students’ overall score of satisfaction with the educational intervention was 84%. On quantitative analysis, this was strongly correlated with scores for ease and impact on a 5-point Likert scale. The themes that emerged from the qualitative analysis, included: prominent characteristics, immediate gains, and expected long-term benefits of their engagement in preparing the formative assessment. Within the characteristics theme, the following categories emerged: individuals’ engagement, effective interdependencies, novelty, and time requirement. The identified immediate gains included increased motivation, and acquisition of knowledge and skills. As for the expected long-term benefits, they included critical thinking and problem solving, and clinical reasoning. Conclusions As a form of assessment associated learning, student-generated assessments are perceived as viable and constructive, and a stimulating educational exercise by the student-authors. In the short term, the activity constituted for the students a fun, challenging opportunity to deep dive into the content, be creative in designing questions, and improve exam-taking skills. Students expected the long-term effects to include enhancement of critical thinking, and inculcation of student-centred attributes of lifelong learning and peer collaboration, vital to the practice of medicine.

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Section: Discussionmentioning

confidence: 95%

Assessment as Learning in Medical Education: Feasibility and Perceived Impact of Student-Generated Formative Assessments

Lakhtakia¹,

Otaki²,

Zary³

2020

Preprint

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“…There are also other important resources within the latest innovations in educational technology, such as the implementation of augmented reality as a catalyst for student motivation (Garzón et al, 2020;Hanid et al, 2020;Pochtoviuk et al, 2020) and the use of educational apps for mobile devices that can expand the limits of the virtual classroom, the face-to-face classroom and the learning experience itself (Blilat & Ibriz, 2020;Tamtama, 2020). Along these lines, in recent years, many educational projects related to revitalising the virtual classroom based on new digital video platforms (Basith & Syafi'i, 2020) and even projects based on the effect of specific apps based on social interactions (Cassel, 2021;Gulati et al, 2020) have also appeared. Another aspect related to educational technology is TPACK and the focus on the integration of technological resources and the analysis of student perception (Soler-Costa et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Co-word analysis and academic performance from the Australasian Journal of Educational Technology in Web of Science

Belmonte

Moreno-Guerrero

Sánchez

et al. 2021

AJET

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Since its inception in 1985, the Australasian Journal of Educational Technology (AJET) has been dedicated to the diffusion of studies on the integration of technology in higher education. Its track record in this field has placed it in the first quartile of the Scimago Journal & Country Rank. The objective of the study was to reveal to the scientific community the journey and evolution that this journal has had throughout its existence in Web of Science. A bibliometric methodology was used, supported by a scientific mapping from a unit of analysis of 798 documents. For this reason, a co-word analysis can be a fundamental tool for understanding the characteristics of their production and their impact on the scientific community. There is an evident progressive evolution of the studies published in the Australasian Journal of Educational Technology, with a first phase focused on the design and implementation of educational technology in learning environments, a second phase focused on the enrichment of technology and its acceptance within the processes of teaching and learning, and finally a stage focused on student and teacher perceptions of the implementation of technology in the educational context. Implications for practice or policy: We have established a contextual framework to show researchers current trends in educational technology and delineate future lines of research. Those interested in this subject will have a set of bibliometric indicators to delve into the field of educational technology. Higher education teachers and students will discover the evolution of the use of technology in learning spaces.

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“…In previous work, Instagram posts with multiple-choice-questions had high levels of engagement from students, and the high use of this particular platform compared with others, among the 18-29 year old demographic represents an opportunity to broaden the reach of otolaryngology education. 11 Spearheading the use of social media, particularly Instagram, as an educational tool may solidify the field of otolaryngology as a leader of innovation and a model for other surgical specialties, with the goal of producing a new generation of highly skilled, competent and modern surgeons.…”

Section: Discussionmentioning

confidence: 99%