The Robust Learning Model (RLM):  A Comprehensive Approach To A New Online University

Neumann, Yoram; Neumann, Edith

doi:10.19030/tlc.v7i1.76

Cited by 16 publications

(11 citation statements)

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“…Newman et al, in their extensive studies on students' learning and academic achievement in the 1990s, extracted several factors related to the quality of learning experiences affecting performance and academic outcomes (durability, graduation, academic satisfaction, and commitment to education) (23). According to Newman, the quality of learning experiences is influenced by the content of education, resources, curriculum flexibility, and the quality of teacher-student relations.…”

Section: Introductionmentioning

confidence: 99%

The relationship between quality of learning experiences and academic burnout among nursing students of Shahid Beheshti University of Medical Sciences in 2015

et al. 2018

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Introduction: While attending in university have pleasant experiences for many students, academic activities will lead to academic burnout for some of them. Obviously, academic burnout will have negative effects on mental, psychological and physical well-being of students. The purpose of this study was to determine the relationship between quality of learning experiences and academic burnout among nursing students of Shahid Beheshti University of Medical Sciences in 2015.Method: This descriptive-correlational study was conducted on 223 nursing students of Shahid Beheshti University of Medical Sciences in Tehran. The samples were selected by quota and then convenience sampling method, and demographic and educational questionnaires, Newman's quality of learning experience questionnaire and Bersow's academic burnout inventory were completed by subjects. Data were analyzed by descriptive and analytical methods such as correlation coefficient, independent t-test, one-way ANOVA and multiple linear regression. Results:The results showed a significant negative correlation between the quality of learning experiences and academic burnout (r = -0.18; p: 0.006), and the subscales of these two variables, with the most relationship was found between lack of academic interest and the content of the curriculum (r = -0.22; p: 0.001). By entering the main and underlying variables to multivariate linear regression model in step-by-step method, the student's interest in the field of study before entering the university and the mean score were known as the explanatory factor for academic burnout. Conclusion: Academic burnout of students can be influenced by the quality of their learning experiences. But this connection may indirectly be influenced by underlying factors such as academic performance and general interest in the field.

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Section: Introductionmentioning

confidence: 99%

The relationship between quality of learning experiences and academic burnout among nursing students of Shahid Beheshti University of Medical Sciences in 2015

et al. 2018

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“…Integrated technology-based models such as the Robust Learning Model by Neumann & Neumann (2010) and the classroom technology implementation model (Hamlin, Griffy-Brown & Goodrich, 2003;Hamlin, 2015) have defined critical factors needed for developing and delivering instructional technology with the aim of creating a high-level learning environment. Education in the professions that capitalizes on situated learning principles requires teaching methods that integrate technology, cognitive apprenticeships and supports transformative learning methods with the goal of creating reflective practitioners.…”

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confidence: 99%

The Application of the Learning Sciences to the Design of Business Education Cases

Hamlin

2017

Case Studies as a Teaching Tool in Management Education

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Business education is education for practice and thus, requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research based framework. Research and theory from the learning sciences can guide case-based instructional practices. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition. If the educational goal is to produce business practitioners with the skills and knowledge necessary to operate successfully in today's global business environment, business education needs to be prepared to incorporate theoretical perspectives derived from learning sciences research into case-based education.

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“…Methods for producing reflection such as transformative learning (Kitchenham, 2008), cognitive apprenticeships (Benner & Sutphen, 2007) and expansive learning (Engeström & Sannino, 2010) have been proposed as pedagogical solutions to train the reflective practitioner. Others have proposed models for integrating instructional technology systems into the curriculum (Hamlin, Griffy-Brown & Goodrich, 2003;Neumann & Neumann, 2010). The integration of technology into the health science curriculum requires a systematic approach that addresses the unique nature and requirements of health science education.…”

Section: Technology-assisted Transformative Learning Environmentsmentioning

confidence: 99%

“…The integration of technology into the health science curriculum requires a systematic approach that addresses the unique nature and requirements of health science education. The design framework of such a system must address the needs for faculty to provide and students to experience transformative learning events, while at the same time delivering increased student support, outcomes assessment and continuous quality improvement leading to increased organizational and educational effectiveness (Neumann & Neumann, 2010).…”

Section: Technology-assisted Transformative Learning Environmentsmentioning

confidence: 99%

“…The advantage of combining an integrated system that combines constructivist pedagogy with powerful information technology has been discussed by Neumann and Neumann (2010). Their system, which they labeled the Robust Learning Model (RLM), features an innovative constructivist outcomes-based pedagogy incorporated into a strong information management system that addresses administrative record-keeping needs and student service needs.…”

Section: Technology-assisted Transformative Learning Environmentsmentioning

confidence: 99%

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Technology in Transformative Learning Environments

Hamlin

Transformative Curriculum Design in Health Sciences Education

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including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark.Library of Congress Cataloging-in-Publication Data British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library.All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher.Transformative curriculum design in health sciences education / Colleen Halupa, editor. pages cm Includes bibliographical references and index. Summary: "This book provides information for faculty to learn how to translate technical competencies in medicine and healthcare into the development of both traditional and online learning environments"--Provided by publisher. ISBN 978-1-4666-8571-0 (hardcover) --ISBN 978-1-4666-8572-7 (ebook) 1. Medical education. 2. Medical education--Technological innovations. 3. Curriculum planning. 4. Medicine--Study and teaching (Continuing education) I. Halupa, Colleen. R735.T73 2015 610.71--dc23 2015012038 This book is published in the IGI Global book series Advances in Higher Education and Professional Development (AHEPD) (ABSTRACT Health science educators are increasingly bombarded with proposals to integrate instructional technology into the curriculum to enhance learning. While it may be that providing more options for delivering instruction in different formats provide instructional benefit for educators, the unique nature and goals of health science education require a systematic and integrative approach when instructional technology is introduced into the curriculum. Providing support for transformative learning pedagogies and high-level learning that assists students in developing a reflective professional identity should be a major goal of instructional technology adoption. This chapter develops a framework that health care educators can use to guide the integration of instructional technology in a manner that provides instructional affordances for transformative learning and supports instruction that produces reflective practitioners.

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The Robust Learning Model (RLM): A Comprehensive Approach To A New Online University

Cited by 16 publications

References 4 publications

The relationship between quality of learning experiences and academic burnout among nursing students of Shahid Beheshti University of Medical Sciences in 2015

The relationship between quality of learning experiences and academic burnout among nursing students of Shahid Beheshti University of Medical Sciences in 2015

The Application of the Learning Sciences to the Design of Business Education Cases

Technology in Transformative Learning Environments

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