Self-directed learning to enhance active learning among the 2<sup>nd</sup>-year undergraduate medical students in Microbiology: An experimental study

Devi, Sheela; Bhat, K Sandhya; Ramya, SR; Ravichandran, K.; Kanungo, Reba

doi:10.4103/2455-3069.198379

Cited by 16 publications

(7 citation statements)

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“…this call, several pedagogical innovations, namely problembased learning, case-based learning, team-based learning, SDL, and DSL approaches, as well as portfolios (31), have been introduced in medical schools across the globe. These methods are based in part on the constructivist learning theory, which involves learners' active engagement in the learning process and adopts learning experiences that use group work and social interactions (collaborative learning) (5,7). Dewey (7) proposed that learning occurs when learners are actively engaged in the learning process.…”

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confidence: 99%

Modified directed self-learning sessions in physiology with prereading assignments and Pecha Kucha talks: perceptions of students

Abraham

Torke

Gonsalves

et al. 2018

Advances in Physiology Education

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The present study reports perceptions of first-year undergraduate medical students ( n = 120), regarding modified directed self-learning (DSL) sessions in physiology. Students were provided with prereading assignments (faculty developed PowerPoint slides containing diagrams with incomplete labeling/flowcharts with missing steps) pertaining to the DSL topic 1 wk before the scheduled small-group DSL presentations. During DSL presentation sessions, which were facilitated by teachers, a few students individually presented learning objectives in the specified topic. Apart from that, students discussed answers for the questions in the prereading assignment. Students were also given an opportunity to use technology to support DSL, by way of involving them in Pecha Kucha (PK) talks. The impact of the modified DSL method was determined by requesting students to respond to a validated questionnaire. Frequency analysis of the responses revealed that >60% of students were positive about the modified DSL sessions improving their DSL, presentation, collaborative learning, and information retrieving skills. Students agreed that PK talks helped them to learn how to organize content (65%), present concise information (65.8%), and apply creativity (72.5%). Even though small in number, there were comments that the prereading assignments were useful for learning. The present study revealed that, even though students actively participated in modified DSL sessions, their perceptions on satisfaction and usefulness of the same toward achievement of various skills were not encouraging. The study generated significant results, which implies that undergraduate medical students should be oriented on the relevance of active learning strategies in their future studies.

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confidence: 99%

Modified directed self-learning sessions in physiology with prereading assignments and Pecha Kucha talks: perceptions of students

Abraham

Torke

Gonsalves

et al. 2018

Advances in Physiology Education

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“…In our research, almost 90% of medical students agree on the statement. It is extremely important to develop students' self-directed which are related to life-long learning skills in students in order they become active learners and competent professionals [43][44][45][46][47].…”

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confidence: 99%

Teaching Pediatric Surgery in the Online Environment: Challenges and Opportunities

et al. 2021

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<span>The research is aimed at investigating challenges and opportunities of teaching online course in Pediatric Surgery at Bogomolets National Medical University, Kyiv, Ukraine. The participants were 42 students of the 5-th year of study. After taking the course, the students were offered to fill in 24-item 4-point Likert-type scale containing the statements regarding various issues of distance learning: gaining theoretical and practical knowledge, teacher-student and student-student interaction, the interface and content of the course, technical issues and computer literacy, academic success, development of self-directed learning skills, as well as motivation for learning, critical thinking, problem solving, self-organization and time management skills. The median value for the total cohort is 3 indicating that the majority of students gave affirmative responses. Students positively evaluated the course content and structure, interface of the platform Neuron and the interactive tools like forums, chats, videoconferencing which allowed communicating with peers and the teacher in real time and getting immediate feedback. At the same time, students experience lack of practical skills as quarantine measures don’t allow attending face-to-face lessons, they cannot interact with patients and participate in surgical operations, etc. This is a challenging task to develop medical students’ motivation, professional problem-solving and critical thinking skills in the online environment. The authors offer the recommendations to enhance the quality of online learning: use image-guided surgical simulation tools, implement interactive forms of virtual teaching, case method.</span>

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“…This will have an impact on the decreased ability of students. Therefore, the need of a learning strategy that can build self-directed learning on each student becomes more important to be taught to the students (Devi et al, 2016;Saiboon et al, 2021). The importance of self-directed learning in the current situation for students is that they can learn independently in any condition, whether in the online class or actual face-to-face meetings.…”

Section: Introductionmentioning

confidence: 99%

Teacher’s Perception of Self-Directed Learning and EFL Students’ Learning Autonomy during COVID-19 Pandemic

Yanti

Artini

Wahyuni

2021

JPBI

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The COVID-19 pandemic has forced academic institutions in Indonesia to implement online learning. As a result, teachers must prepare online learning strategies that can build students’ independent learning. This study aims to analyze teacher perceptions of independent learning, assigned activities in online learning, and independent learning components in activities. This study uses an embedded mixed-method approach. The methods used to collect data are observation, interviews, and questionnaires. The instruments used to collect data are self-rated questionnaires, observation tables, and classification tables. The technique used in analyzing the data is descriptive qualitative and quantitative statistics. The results of this study indicate that teachers feel they have knowledge about and in implementing Independent Learning. The teacher carries out the learning process in three parts: pre-activity, initial activity, and post-activity. However, there are only three components of Self-Directed Learning that are included in the action. In its activities, self-directed learning is when the teacher provides material, individual assignments, and assistance when needed. However, independent learning is no longer a reflection on post-activity because there is no feedback. Therefore, more effective and exciting learning activities are required.

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Self-directed learning to enhance active learning among the 2^nd-year undergraduate medical students in Microbiology: An experimental study

Cited by 16 publications

References 1 publication

Modified directed self-learning sessions in physiology with prereading assignments and Pecha Kucha talks: perceptions of students

Modified directed self-learning sessions in physiology with prereading assignments and Pecha Kucha talks: perceptions of students

Teaching Pediatric Surgery in the Online Environment: Challenges and Opportunities

Teacher’s Perception of Self-Directed Learning and EFL Students’ Learning Autonomy during COVID-19 Pandemic

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Self-directed learning to enhance active learning among the 2nd-year undergraduate medical students in Microbiology: An experimental study

Cited by 16 publications

References 1 publication

Modified directed self-learning sessions in physiology with prereading assignments and Pecha Kucha talks: perceptions of students

Modified directed self-learning sessions in physiology with prereading assignments and Pecha Kucha talks: perceptions of students

Teaching Pediatric Surgery in the Online Environment: Challenges and Opportunities

Teacher’s Perception of Self-Directed Learning and EFL Students’ Learning Autonomy during COVID-19 Pandemic

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Self-directed learning to enhance active learning among the 2^nd-year undergraduate medical students in Microbiology: An experimental study