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مجال التميز |
تميز دراسي و بحثي |
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البحوث المنشورة |
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عنوان البحث: |
Supporting traditional PBL with online discussion forums: A study from Qassim Medical School |
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رابط إلى البحث: |
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تاريخ النشر: |
2012 |
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موجز عن البحث: |
Background: The Qassim Medical School first year curriculum includes a 5-week problem-based learning (PBL) block. Student evaluation has highlighted inadequate feedback and lack of student–student and student–tutor interactions. An online intervention may alleviate this. Methodology: For each problem, a discussion forum (DF) was created with 14 threads (one for each group) in virtual PBL rooms. Students’ and tutors’ perceived satisfaction of the intervention was evaluated and types of posts were classified. Results: By the end of the block, all academic staff involved and 123 students (95%) had participated in the DFs. There were around 2800 posts and 28,500 views. All 14 tutors and 102 (78%) students completed the online questionnaire. Of the students, 66 (76%) male and 36 (92%) female students responded. Overall, both students and tutors perceived the intervention positively. Posts included: reforming and finalizing learning objectives, posting the concept map constructed in the face-to-face session and questioning, encouraging and motivating each other. In addition, posts included tutors’ feedback and redirection. Conclusions: Blending e-learning with conventional PBL may help overcome student-perceived shortcomings of conventional PBL and improve the learning experience, making learning more interactive and interesting. |
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المؤتمرات العلمية: |
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المؤتمر (1): |
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عنوان المؤتمر: |
AMEE,2013 |
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تاريخ الإنعقاد: |
24-28/08/2013 |
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بلد ومكان الإنعقاد: |
Prague, Czech Republic |
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طبيعة المشاركة: |
Talk |
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عنوان المشاركة: |
Integration of facilitated online discussion forum with PBL: a model to improve students’ learning |
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موجز عن المشاركة: |
Background: Problem-based learning (PBL) is widely used. Previous research showed often there is little sharing of knowledge between the sessions. One suggested solution could be the use of integrating facilitated online discussion between PBL sessions to give an opportunity for students to share knowledge and increase their learning.
Summary of work: A facilitated online discussion forum was integrated between PBL sessions on a four-week traditional PBL course at Qassim Medical School, Saudi Arabia. Fifteen tutors (5 females and 10 males) and 145 students were included in the study. A mixed methods approach was conducted using questionnaires and interviews to evaluate perceived usefulness (knowledge sharing/ learning) and an objective measure of knowledge sharing and elaboration using a validated tool that evaluated the online discussions.
Summary of results: Students and tutors considered that the intervention improved student’s understanding of PBL in a collaborative environment. Both students and tutors enjoyed the integration of the online discussion forum and look forward to have same experience in the future. The objective measure of knowledge construction in the online discussions showed that knowledge was shared and elaborated, consistent with an active learning process.
Conclusions: An integrated and facilitated online discussion forum between PBL sessions has the exciting potential to improve knowledge construction and learning.
Take-home messages: A facilitated online discussion forum between PBL sessions has the exciting potential to enhance learning on a traditional PBL course. |
