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High interaction potential of online-only courses with breakout sessions—results of a pilot study
No full textZusammenfassung
Hintergrund
Der Flipped Classroom (FC) ist eine mittlerweile populäre Variante des Blended Learning mit einem auf den Lernenden zentrierten, didaktischen Ansatz. Hierbei werden vorab Grundlagen eines Themas selbst erarbeitet und in der Präsenzphase gemeinsam vertieft. Getriggert durch die COVID-19-Pandemie haben sich bei ausbleibender Präsenzmöglichkeit neue Ansätze ergeben, einen volldigitalen FC umzusetzen.
Ziel der Arbeit
In dieser Arbeit wurde als Pilotprojekt ein interaktiver, volldigitaler FC mit Elementen kollaborativen Lernens etabliert und die Umsetzung aufgearbeitet.
Material und Methoden
Die FC-Veranstaltung zum Thema „Speicheldrüsenerkrankungen“ wurde in ein volldigitales Konzept transformiert. Nach dem Selbststudium mit digitalen Lerneinheiten oder Vorlesungsaufzeichnungen wurde die Präsenzveranstaltung online abgehalten und mit Breakout-Sessions, interaktiver Demonstration der klinischen Untersuchung inklusive Sonographie und formativem Assessment angereichert. Mit einem Fragebogen mit 27 Items erfolgt die dezidierte Evaluation der Veranstaltung.
Ergebnisse
Durch die Verwendung gängiger Hard- und Software konnte die Veranstaltung auf eine stabile technische Basis gestellt werden. Insgesamt konnten die Antworten von 55 Studierenden in die Auswertung mit einbezogen werden. In den Breakout-Sessions zeigte sich eine hohe Interaktion zwischen den Teilnehmern. Die Bewertung der Veranstaltung und insbesondere des Lernfortschritts zeigten gute Ergebnisse trotz fehlender Vorbereitung der Grundlagen bei 27 % des Untersuchungskollektivs.
Schlussfolgerung
Auch ein volldigitaler FC kann zu hoher Zufriedenheit führen. Für das Gelingen der Veranstaltung ist neben qualitativ hochwertiger Vorbereitung eine stabile technische Basis, ein sorgfältiges Zeitmanagement und eine geeignete Themenwahl erforderlich. Das Einbinden medizinischen Bildmaterials ist dabei in didaktisch guter Qualität möglich. Die zusätzliche Implementation von Breakout-Sessions und Voting-Tools kann dann zu einem für Dozierende und Studierende befriedigenden Lern- und Lehrerfolg in einer volldigitalen Lehrveranstaltung führen.Abstract
Background
The flipped classroom (FC) is nowadays a popular principle of blended student-centered learning. Students first prepare basic knowledge at home and subsequently meet for consolidation and a more in-depth look at a certain topic. During the COVID-19 pandemic, several groups developed approaches to also transform the characteristic FC second session into an online-only format.
Objective
Herein, we present a pilot study on establishing an online-only FC format with elements of collaborative learning and its evaluation by medical students.
Materials and methods
The FC design related to diseases of the salivary glands was transformed into an online-only event. After studying the basic information online, supported by self-made interactive videos and/or lecture recordings, students met in a video conference enriched by breakout sessions, interactive demonstration of the related clinical examination including ultrasound, and a formative assessment. A questionnaire with 27 items was answered by participants to evaluate the concept and the event.
Results
Use of common hard- and software systems led to a technically stable video conference. A total of 55 students completed the questionnaire and were included into data analysis. During the breakout sessions, lively interaction between participants was observed. The evaluation of both the event itself and the related learning progress showed good results despite the lack of preparation beforehand in 27% of participants.
Conclusion
Online-only FC designs can result in high satisfaction. High quality of online preparation, a solid technical platform, accurate time management, and a reasonable selection of topics are the main parameters contributing to successful course design. Nowadays, embedding medical imaging can be realized in appropriate quality for educational purposes. The implementation of breakout sessions and voting tools enables collaborative online learning with high levels of interaction and satisfaction for both teachers and students.Zusammenfassung
Hintergrund
Der Flipped Classroom (FC) ist eine mittlerweile populäre Variante des Blended Learning mit einem auf den Lernenden zentrierten, didaktischen Ansatz. Hierbei werden vorab Grundlagen eines Themas selbst erarbeitet und in der Präsenzphase gemeinsam vertieft. Getriggert durch die COVID-19-Pandemie haben sich bei ausbleibender Präsenzmöglichkeit neue Ansätze ergeben, einen volldigitalen FC umzusetzen.
Ziel der Arbeit
In dieser Arbeit wurde als Pilotprojekt ein interaktiver, volldigitaler FC mit Elementen kollaborativen Lernens etabliert und die Umsetzung aufgearbeitet.
Material und Methoden
Die FC-Veranstaltung zum Thema „Speicheldrüsenerkrankungen“ wurde in ein volldigitales Konzept transformiert. Nach dem Selbststudium mit digitalen Lerneinheiten oder Vorlesungsaufzeichnungen wurde die Präsenzveranstaltung online abgehalten und mit Breakout-Sessions, interaktiver Demonstration der klinischen Untersuchung inklusive Sonographie und formativem Assessment angereichert. Mit einem Fragebogen mit 27 Items erfolgt die dezidierte Evaluation der Veranstaltung.
Ergebnisse
Durch die Verwendung gängiger Hard- und Software konnte die Veranstaltung auf eine stabile technische Basis gestellt werden. Insgesamt konnten die Antworten von 55 Studierenden in die Auswertung mit einbezogen werden. In den Breakout-Sessions zeigte sich eine hohe Interaktion zwischen den Teilnehmern. Die Bewertung der Veranstaltung und insbesondere des Lernfortschritts zeigten gute Ergebnisse trotz fehlender Vorbereitung der Grundlagen bei 27 % des Untersuchungskollektivs.
Schlussfolgerung
Auch ein volldigitaler FC kann zu hoher Zufriedenheit führen. Für das Gelingen der Veranstaltung ist neben qualitativ hochwertiger Vorbereitung eine stabile technische Basis, ein sorgfältiges Zeitmanagement und eine geeignete Themenwahl erforderlich. Das Einbinden medizinischen Bildmaterials ist dabei in didaktisch guter Qualität möglich. Die zusätzliche Implementation von Breakout-Sessions und Voting-Tools kann dann zu einem für Dozierende und Studierende befriedigenden Lern- und Lehrerfolg in einer volldigitalen Lehrveranstaltung führen.Abstract
Background
The flipped classroom (FC) is nowadays a popular principle of blended student-centered learning. Students first prepare basic knowledge at home and subsequently meet for consolidation and a more in-depth look at a certain topic. During the COVID-19 pandemic, several groups developed approaches to also transform the characteristic FC second session into an online-only format.
Objective
Herein, we present a pilot study on establishing an online-only FC format with elements of collaborative learning and its evaluation by medical students.
Materials and methods
The FC design related to diseases of the salivary glands was transformed into an online-only event. After studying the basic information online, supported by self-made interactive videos and/or lecture recordings, students met in a video conference enriched by breakout sessions, interactive demonstration of the related clinical examination including ultrasound, and a formative assessment. A questionnaire with 27 items was answered by participants to evaluate the concept and the event.
Results
Use of common hard- and software systems led to a technically stable video conference. A total of 55 students completed the questionnaire and were included into data analysis. During the breakout sessions, lively interaction between participants was observed. The evaluation of both the event itself and the related learning progress showed good results despite the lack of preparation beforehand in 27% of participants.
Conclusion
Online-only FC designs can result in high satisfaction. High quality of online preparation, a solid technical platform, accurate time management, and a reasonable selection of topics are the main parameters contributing to successful course design. Nowadays, embedding medical imaging can be realized in appropriate quality for educational purposes. The implementation of breakout sessions and voting tools enables collaborative online learning with high levels of interaction and satisfaction for both teachers and students
Whole digital Inverted Classroom, Zoom Breakout Sessions and live streaming of medical exmans – experience and chances
No full textVolldigitaler Inverted Classroom, Zoom Breakout Sessions und Live Streaming Untersuchungen - Erfahrungen und Chancen
No full text
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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