Relaxed conditions can provide memory cues in both undergraduates and primary school children

Cassaday, Helen J.; Bloomfield, Rachel E.; Hayward, Natalie

doi:10.1348/00070990260377596

Cited by 18 publications

(14 citation statements)

References 48 publications

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“…Students also commented that the flipped approach allowed for a more relaxed environment for them to learn. This is in keeping with work by Cassady et al who noted that a relaxed learning environment can help to provide effective retrieval cues and improve learning (Cassaday, Bloomfield, & Hayward, 2002).…”

Section: Discussionsupporting

confidence: 88%

Evaluation of the flipped classroom at the Li Ka Shing Faculty of Medicine

Sharma¹,

Lau²,

Harbutt³

et al. 2014

MedEdPublish

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The utilisation of video based materials prior to a teaching session with active problem solving during forms the basis of the novel flipped classroom instruction. Our study evaluated the use of this format during the teaching of rheumatology to third year medical students. 87/106 students evaluated this format through the use of a strongly disagree (1) to strongly agree (5) Likert scale and provided mean scores of 3.7 to 4.1 for statements allied to better understanding, preparedness, peer and teacher interaction, peer to peer problem solving, motivation, usefulness, achievement of learning outcomes and a desire for future classes to be delivered in this way.From a qualitative perspective, students commented that this format allowed for active engagement, discussion, consolidation of knowledge, immediate feedback, application of theory to real life patient problems and the ability to watch and revisit the video material as necessary. Potential downsides included the lack of an electronic voting system, the perceived heavy workload and the fact that this form of interaction may not be best suited to East Asians.The flipped classroom allows for worthwhile reflection of clinical knowledge and subsequent application. The findings from this initial study are encouraging and we plan to continue work on evaluating this format alongside other forms of delivery.

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Section: Discussionsupporting

confidence: 88%

Evaluation of the flipped classroom at the Li Ka Shing Faculty of Medicine

Sharma¹,

Lau²,

Harbutt³

et al. 2014

MedEdPublish

View full text Add to dashboard Cite

show abstract

“…Individual items indicated that most often students expected that the atmosphere would be relaxed (M=3.99; SD=0.77) and comfortable (M=3.76; SD=0.77) during the lessons, and that embattled students would get help (M=3.70; SD=0.92). Although simulation exercises sometimes cause nervousness (Alinier, Hunt, Gordon & Harwood, 2006;Cleave-Hogg & Morgan, 2002), students in this study expected the atmosphere to be relaxed during the lessons, which is a prerequisite for good learning (e.g., Cassaday, Bloomfield & Hayward, 2002). In simulation-based training, it is important that students be allowed to make mistakes without being ridiculed or humiliated.…”

Section: Students' Expectations Of Their Academic Self-perception Andmentioning

confidence: 90%

Students' expectations of the learning process in virtual reality and simulation-based learning environments

Keskitalo

2012

AJET

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<span>Expectations for simulations in healthcare education are high; however, little is known about healthcare students' expectations of the learning process in virtual reality (VR) and simulation-based learning environments (SBLEs). This research aims to describe first-year healthcare students' (N=97) expectations regarding teaching, studying, and learning in such environments. In addition, it measures students' expectations of instructors, their academic self-perception, and atmosphere, as well as whether there are differences between the expectations of adult and young students. Data was collected through a questionnaire from two different universities of applied sciences in Finland in spring 2009, and analysed using statistical and qualitative methods. Overall, students have quite high expectations of the activities that take place in VR and SBLEs. Adult learners in particular seem to have high expectations compared to younger students.</span>

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“…That is, they require the learner to change his or her approach to learning. Some of the strategies include studying in groups (Johnson & Johnson, 1983;Nastasi & Clements, 1991), active learning (e.g., Cherney, 2008), focusing on key words (Reutzel & Hollingsworth, 1988), using specific note-taking and review strategies that emphasize the encoding specificity principle (Kobayashi, 2006), maintaining congruence of encoding and retrieval conditions (Cassaday, Bloomfield, & Hayward, 2002;Metzger, Boschee, Haugen, & Schnobrich, 1979), and employing imagination (Cooper, Tindall-Ford, Chandler, & Sweller, 2001;Leahy & Sweller, 2005) or mnemonics Carney & Levin, 2002;Dretzke, 1993;Levin & Levin, 1990;Peters & Levin, 1986;Rummel, Levin, & Woodward, 2003). Yet, some strategies are better than others (Butler & Roediger, 2007;Rickards & McCormick, 1988) and each strategy has limitations.…”

Section: Introductionmentioning

confidence: 99%

Memory modulation in the classroom: Selective enhancement of college examination performance by arousal induced after lecture

Nielson

Arentsen

2012

Neurobiology of Learning and Memory

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Laboratory studies examining moderate physiological or emotional arousal induced after learning indicate that it enhances memory consolidation. Yet, no studies have yet examined this effect in an applied context. As such, arousal was induced after a college lecture and its selective effects were examined on later exam performance. Participants were divided into two groups who either watched a neutral video clip (n = 66) or an arousing video NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page. Learning and Memory, Vol 98, No. 1 (July 2012): pg. 12-16. DOI. This article is © Elsevier and permission has been granted for this version to appear in e-Publications@Marquette. Elsevier does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Elsevier. Neurobiology of2 clip (n = 70) after lecture in a psychology course. The final examination occurred two weeks after the experimental manipulation. Only performance on the group of final exam items that covered material from the manipulated lecture were significantly different between groups. Other metrics, such as the midterm examination and the total final examination score, did not differ between groups. The results indicate that post-lecture arousal selectively increased the later retrieval of lecture material, despite the availability of the material for study before and after the manipulation. The results reinforce the role of post-learning arousal on memory consolidation processes, expanding the literature to include a real-world learning context.

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Relaxed conditions can provide memory cues in both undergraduates and primary school children

Abstract: For both primary school children and university students, the educational implication of these findings is that learning can be improved in a relaxed state. For this benefit to be fully manifest, the assessment of learning should also take place under relaxed conditions.

Cited by 18 publications

References 48 publications

Evaluation of the flipped classroom at the Li Ka Shing Faculty of Medicine

Evaluation of the flipped classroom at the Li Ka Shing Faculty of Medicine

Students' expectations of the learning process in virtual reality and simulation-based learning environments

Memory modulation in the classroom: Selective enhancement of college examination performance by arousal induced after lecture

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