The communal consultation video—Enhancing learning and broadening experience through observing dialogue

Lam

2020

Eur J Dental Education

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Introduction This study examined relationships of students’ access of e‐learning (learning analytics) for a healthcare psychomotor skills course, approaches to learning (R‐SPQ‐2F psychometric) and academic achievement (summative examination results). An understanding of the relationships may help in supporting students learning. Methods Two consecutive cohorts of 5th year dental students were asked to complete the R‐SPQ‐2F questionnaire and permission to access data of online videos and associated quizzes and two summative written examination results were examined. The summative assessments were an OSCA and a written‐paper question both in prosthodontics. Multiple linear regression and correlation analysis were performed. Results Students (n=98) performed a total of 10470 video access events and 7714 attempts in online quizzes. Deep learning approach was the strongest predictor variable (β=0.270; P=.004) on written‐paper question result. While video and quiz access were moderately correlated (r=0.600; P<.001) to each other, video access was not a significant predictor to either of the examination results. Quiz access was negatively associated with academic achievement for the written‐paper question results (β=−0.349; P<.001). Conclusions Only deep approach to learning appeared to be relevant for the written‐paper question examination grades. Conversely, the number of video and quiz access did not relate to either examination results. This suggests e‐learning access and examinations do not appear to relate under the conditions explored. Other attributes of learning management access may need to be explored to determine if access to learning management systems may be useful in offering remedial support to students.

Section: Introductionmentioning

confidence: 99%

The relation of online learning analytics, approaches to learning and academic achievement in a clinical skills course

Chan

Lam

2020

Eur J Dental Education

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“…Subsequently, different styles of video were captured based on interactions with students by the author based on common questions or problems they presented with, in particular related to clinical cases that they were treatment planning for their patients in their 5th year after the 4th year simulation laboratory course. The author video‐recorded these one‐on‐one communal consultation videos and subsequently made these available online for peers to watch. The last type of video recording was of large‐class, small‐group student feedback based on worksheet learning activities.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of student use of videos to support learning in a simulation laboratory course: A perception and analytics approach

J of Invest & Clin Dent

2019

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Aim This paper evaluates the use of online video learning materials used for a simulation laboratory course for 2 consecutive cohorts of students using an evaluation and analytics approach. Methods 100 online video clips were created to support students’ learning before, during and after the scheduled simulation laboratory teaching sessions in a fixed prosthodontics course. Videoed online presentations included screen‐captured PowerPoint presentations, simulation laboratory psychomotor and clinical skills demonstrations, individual student case consultations and whole‐class worksheet debriefings. Data files and access data were analyzed for 2 consecutive cohorts of 4th year students. An evaluation questionnaire was administered on the 2015 cohort. Results Feedback on learning resources were strongly positive. 100% of students reported that the videos helped in their learning, preparation for simulation laboratory classes, to refresh their memory prior to clinical care, prepare for the clinical competency test and prepare for examinations. In total, 4689 videos were accessed, 35% by class 2015 and 65% by 2016. 73% of these were watched during the simulation laboratory course, 13% were watched 2‐3 weeks before examinations and 14% during the remainder of the year. Conclusion Videos were reported to support student learning and were valued for a range of learning needs. However, significant differences between student consumption and strategies need to be designed to engage low consumers.

“…This high consumption of the Prosthodontic online videos is also considered to reflect the fact there were numerous types and numbers of these available for students to access on demand. Furthermore, students have reported to significantly value these in supporting their knowledge, clinical decision‐making, clinical preparedness, broadening experience and preparation for examinations 25‐28 . The nature of the videos in supporting fixed prosthodontics learning may help students overcome tacit knowledge by gaining experience from others teaching and learning episodes that has been captured in expert‐student dialogic videos 28 …”

Section: Discussionmentioning

confidence: 99%

An exploration of student access to a learning management system—challenges and recommendations for educators and researchers

Chan

Lam

2021

Eur J Dental Education

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Introduction This study examined student access to online resources of a faculty's learning management system (LMS). Issues relating to current e‐learning resources usage were identified and formed the basis for recommendations to help assist stakeholders in teaching, learning and research. Methods Learning analytics from four cohorts of undergraduate dental students were extracted from the database of a LMS spanning between 2012 and 2016. Individual datasets were combined into one master file, re‐categorised, filtered and analysed based on cohort, year of study, course and nature of online resource. Results A total of 157,293 access events were documented. The proportion of administrative to learning data varied across cohorts, with oldest cohort having the highest ratio (82:18) in their final year and most recent cohort having a ratio of 33:67 in their 4th year demonstrating a higher proportion to learning. Seven Learning domains were identified in the access data: access to problem‐based learning resources was the highest and next was fixed prosthodontics videos. The prosthodontics discipline had the highest access across the curriculum while some others had very limited or even no learning access events. Conclusion A number of limitations have been identified with the analytics and learning resources in this LMS and engagement with learning resource provision. More detailed data capture of access use and unique identifiers to resources as well as keyword tagging of the resources are required to allow accurate mapping and support of students learning. Moreover, motivation or nudging of students behaviour to more actively engage with learning content needs exploration.