Information and Communication Technology Integration in Different Online Learning Strategies to Facilitate Self-Directed Learning Experience



Abstract Views
401

Downloads
359

Citations

Share

##plugins.themes.bootstrap3.article.sidebar##

Submitted Feb 23, 2021
Published Mar 31, 2021
10.24018/compute.2021.1.2.8

Abstract viewed = 401 times

Table of Contents

##plugins.themes.bootstrap3.article.main##

Online learning is one among the foremost broadly speaking used terms, that has passed within the pitch of education at the side of IT, students, and college need quick and simple access to new technical and academic methods.
The online learning methods objects are primarily meant to be used by students for self-study. to boot, instructors will use on-line resources to supplement their room teaching.
So, this study discusses several on-line methods that may be applied and investigate in school rooms and live their effectiveness. that an intermingled learning strategy approach, computer-based learning approach, on-line learning vs offline learning (Ubiquitous Digital Information), and Team-based learning (TBL), From the table, lead to the present analysis we are able to conclude that the excellent strategy is mixed learning that provides the proportion of the height then follow by computer-based learning, so team-based learning, finally present digital learning.

 

 

Keywords: online learning learning strategies blended learning computer based learning ubiquitous digital information team based learning

References

  1. Accreditation Council for Graduate Education. (2017). Common Program Requirements. https://www.acgme. org/Portals/0/Passes/Program Requirements/CPRs .pdf. Accessed December 11,
     Google Scholar
  2. Alizadeh M, Mirzazadeh A, Parmelee DX, Peyton E, Janani L, Hassan zadeh G, Nedjat S:(2017) Uncover it, students would learn leadership from team-based learning (TBL): the effect of guided reflection and feedback. Med Teach.;39(4).
     Google Scholar
  3. Al-Eraky MM, Donkers J, Wajid G, Van Merrienboer JJ. (2015) Faculty development for learning and teaching of professionalism. Med Teach 2015; 37: S40–6. https://doi.org/10. 3109/0142159X.2015.1006604.
     Google Scholar
  4. Balwan S, Fornari A, DiMarzio P, et al. (2015) Use of team-based learning pedagogy for internal medicine ambulatory resident teaching. J Grad Med Educ.;7(4):643–648
     Google Scholar
  5. Cevik AA, Elzubeir M, Abu-Zidan FM, Shaban S. :(2019). Team-based learning improves knowledge and retention in an emergency medicine clerkship. Int J Emerg Med.;12(6). https://doi.org/10.1186/s12245019-0222-2
     Google Scholar
  6. Cooper AZ, Richards JB. Lectures for adult learners (2017): breaking old habits in graduate education. Am J Med.;130(3):376–381.
     Google Scholar
  7. Cook D, Dupras D. A practical guide to developing effective web-based learning. J Gen Intern Med. (2004) 19(6):698–707.
     Google Scholar
  8. Davis J, Chryssafidou E, Zamora J, et al. (2007) Computer based teaching is as good as face to face lecture-based teaching of evidence-based medicine: a randomized controlled trial. Med Teach;7(1):23.
     Google Scholar
  9. Garrison DR, Vaughan ND. (2007) Blended Learning in Higher Education: Framework, Principles, and Guidelines. New York (NY): John Wiley & Sons; 2007; ix–xi.
     Google Scholar
  10. Howlett D, Vincent T, Gainsborough N, Fairclough J, Taylor N, Vincent R. (2009) Integration of a case-based online module into an undergraduate curriculum: what is involved and what is effective? e-Learning.;6(4):372–84.
     Google Scholar
  11. Keshmiri F, Rahmati A, Ghafarrahimi Amin A, Faezi T:(2016). Validating and assessing the reaction of students toward team-based learning. Acta Med Iran.;54(12):806–11.
     Google Scholar
  12. Kim RH, Song Y, Lindquist R, Kang HY: (2016). Effects of team-based learning on problem solving, knowledge, and clinical performance of Korean nursing students. Nurse Educ Today.; 38:115–8.
     Google Scholar
  13. Milligan C, Littlejohn A. (2016). How health professionals regulate their learning in massive open online courses. Internet High Educ. 31:113–121
     Google Scholar
  14. McMullen I, Cartledge J, Finch E, et al. (2014). How we implemented team-based learning for postgraduate doctors. Med Teach;36(3):191–195.
     Google Scholar
  15. Michaelsen L, Sweet M, Parmalee D, editors. (2009) Team-based learning: small group learning’s next big step. New directions in teaching and learning. Chichester, United Kingdom: John Wiley and Sons Ltd; p. 7–27.
     Google Scholar
  16. Muilen burg L, Berge Z. Student barriers to online learning:(2005) a factor analytic study. Distance Educ.;26(1):29–48.
     Google Scholar
  17. Muilen burg LY, Berge ZL. Student barriers to online learning: (2005). a factor analytic study. Distance Educ.;26(1):29–48.
     Google Scholar
  18. Mayer RE. (2002). Multimedia learning. Psychol Learn Motiv.;41(1):85–139.
     Google Scholar
  19. Olsen LA, Aisner D, McGinnis JM, eds. (2017). The Learning Healthcare System. Washington, DC: National Academies Press; 2007. https://www.ncbi.nlm.nih.gov/ books/NBK53494/. Accessed May 26,
     Google Scholar
  20. Pickering JP, Swinnerton BJ. Forthcoming:( 2017). An anatomy massive open online course as a continuing professional development tool for healthcare professionals. Med Sci Edu.
     Google Scholar
  21. Peppelman RS, Liebert CA, Vegas DB, et al. (2016). A narrative review and novel framework for the application of team-based learning in graduate education. J Grad Med Educ.;8(4):510–517.
     Google Scholar
  22. Shachar M, Neumann Y.: (2016). Differences between traditional and distance education academic performances:a meta-analytic approach. The International Review of Research in Open and Distributed Learning [Internet]. Available from: http://www.irrodl.org/index.php/irrodl/article/view/153/704
     Google Scholar
  23. Swinnerton BJ, Morris NP, Hotchkiss S, Pickering JD. Forthcoming: (2016). The integration of an anatomy massive open online course (MOOC) into a anatomy curriculum. Anat Sci Educ. 10:53–67.
     Google Scholar
  24. Shah N, Levy AE, Moriates C, et al. :(2015). Wisdom of the crowd: bright ideas and innovations from the teaching value and choosing wisely challenge. Acad Med.;90(5):624–628.
     Google Scholar
  25. Subhi Y, Andresen K, Rolskov Bojsen S, Mørkeberg Nilsson P, Kong L.:(2014). Massive open online courses are relevant for postgraduate training. Dan Med J. 61: A4923
     Google Scholar
  26. Thibault GE. (2016). The importance of an environment conducive to education. J Grad Med Educ. (;8(2):134–135.
     Google Scholar
  27. Thompson P. The digital natives as learners: (2013). Technology use patterns and approaches to learning. ComputeEduc.;65(7):12–33.
     Google Scholar
  28. Triantafillou E, Pomportsis A, Georgiadou E. AES-CS:(2002). an adaptive educational system based on cognitive styles. Second International Conference on Adaptive Hypermedia and Adaptive Web-based Systems; Málaga, Spain.
     Google Scholar
  29. Jamie Costley. (2020). Using cognitive strategies overcomes cognitive load in online learning environments. Interactive Technology and Smart Education, 17(2), 215–228. https://doi-org.sdl.idm.oclc.org/10.1108/ITSE-09-2019-0053
     Google Scholar
  30. Tsai-Yun Mou, & Chia-Pin Kao. (2020). Online academic learning beliefs and strategies: a comparison of preservice and in-service early childhood teachers. Online Information Review, 45(1), 65–83. https://doi-org.sdl.idm.oclc.org/10.1108/OIR-08-2019-0274
     Google Scholar
  31. Mohd Muslim Md Zalli, Hasniza Nordin, & Rosna Awang Hashim. (2020). Online Self-Regulated Learning Strategies in MOOCs: A Measurement Model. International Journal of Emerging Technologies in Learning, 15(8), 255–263. https://doi-org.sdl.idm.oclc.org/10.3991/ijet.v15i08.12401
     Google Scholar
  32. Muir, T., Douglas, T., & Trimble, A. (2020). Facilitation strategies for enhancing the learning and engagement of online students. Journal of University Teaching & Learning Practice, 17(3), 1–17.
     Google Scholar
  33. Lee, D., Watson, S. L., & Watson, W. R. (2020). The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses. International Review of Research in Open & Distance Learning, 21(1), 23–39. https://doi-org.sdl.idm.oclc.org/10.19173/irrodl.v20i5.4389
     Google Scholar
  34. SUCAROMANA, U. (2020). A Study on the Online Learning Strategies among Thai EFL Undergraduate Students. Proceedings of the Multidisciplinary Academic Conference, 15–18.
     Google Scholar
  35. Puspanda Hatta, Yusfia Hafid Aristyagama, Rosihan Ari Yuana, & Septi Yulisetiani. (2020). Active Learning Strategies in Synchronous Online Learning for Elementary School Students. IJIE (Indonesian Journal of Informatics Education), 4(2), 86–93. https://doi-org.sdl.idm.oclc.org/10.20961/ijie.v4i2.46019
     Google Scholar