Activity Based Teaching Strategies

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Research on CL

Cooperative learning produces higher achievement levels than do individualistic orcompetitive learning approaches.

Outcome measures of achievement are knowledge gain, retention of knowledge,problem-solving, reading, mathematics and procedural tasks, all of which show increaseswith CL.

Other outcomes found are increased self-esteem, improved attitude toward learning,social competence, and decreased anxiety in learning.

Cooperative learning has been found to be a cost-effective strategy. Effectiveness of cooperative learning has been found in all age groups and levels of

education, both sexes, all nationalities studied, and all economic groups.

Effects have been equally good for learners at all ability levels. CL has a level of validity and generalizability beyond that seen in most educational

research.

Why is CL so effective?

Natasi and Clements (1991) suggests 3 reasons: To learn something is to try to teach it to someone else. As learners listen to each other, they work to make sense of what each is saying and then

they build on these ideas, thus adding to their cognitive schemata.

As learners within a group disagree with each other, they seek to reduce cognitivedissonance and, therefore, end up synthesizing divergent ideas.

Simulations

Are controlled representations of reality. Are exercises that learners engage in to learn about the real world without the risks of the

real world.

4 types of simulations: Simulation exercises

A controlled representation of a piece of reality that learners manipulate tobetter understand the corresponding real situation.

Simulation game A game that represents real-life situations in which learners compete

according to a set of rules in order to win or achieve an objective. Role playing

A form of drama in which learners spontaneously act out roles on aninteraction involving problems or challenges in human relations.

Case studies An analysis of an incident or situation in which characters and

relationships are described, factual or hypothetical events transpire, andproblems need to be resolved or solved.


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Facts about Simulations

Simulations have been a teaching strategy for centuries. War games were used in ancient China and India and more recently in eighteenth-century

Germany.

C

hess, a simulation game, is thought to have been developed around 800 B.C

. Simulations more recent use in education began in the 1960s, when business, law,educational administration and medicine all began to use various simulation formats.

Purpose and Uses ofSimulations

Simulation techniques can be used to achieve learning objectives. Simulation is also an avenue for attitude change. Decision-making can be fostered by simulation. Simulation strategies can be applied to the teaching of psychomotor skills. Simulations can be used to evaluate learning and competence.

Role ofthe Educator

3 facets: Planning

Choosing or developing an appropriate simulation that will meet learningobjectives.

Facilitating Debriefing

Should occur immediately following the simulation when everythingsstill fresh.

Steps to debriefing: Briefly summarize what has taken place. Have the learners explain what they did and why. Point out how principles and concepts have been applied and how the experience

ties into the learning objectives.

Four Types ofSimulation

Simulation Exercise Simulation Games Role-playing Case studies

Simulation Exercise (SE)

Focuses on process learning. Partakers of the simulation exercise learns how to make decisions or solve problem or

apply theory.

Examples ofSE: Babic and Crangle (1987)


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Advantages ofSG

It is fun!Disadvantages ofSG

Games considered by others not to be simulations are things like word games; thus, someeducators feel those games are a waste of time. Games are unprofessional Disliking competition that games promote Time consuming to play Very labour intensive to develop

Factors toConsider in making a SG

Validity of the games (Peter and colleagues, 1998)Careful planning (Greunding, Fenty & Hogan, 1991

Role-Playing (RP)

A form of drama in which learners spontaneously act out roles in an interaction involvingproblems or challenges in human relations.

Helpful to gain skill in interpersonal therapeutic relationships. Develop the quality of empathy. Examples of RP:

Land ofSuria By Dahl (1984) simulation designed to give learners experience in

communicating with people from culture previously unknown to them. Halloran and Dean (1994)

Developed a role-playing simulation combined with a game format. Johnson (1997)

Used role-playing to teach home care nurses to assess patients, communicate withfamilies and professionals, and to fill out paperwork accurately.

Case Studies (CS)

An analysis of an incident or situation in which characters and relationships aredescribed, factual or hypothetical events, transpire, and problems need to be resolved orsolved.

Harvard Law School in the 1870s (Wade, 1999). 100 years before enjoyment. Steps to make a Case Study for a group of learners:

Develop objectives. Select a situation. Develop the characters. Develop the discussion questions. Lead the group discussion


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Problem-Based Learning (PBL)

An approach to learning that involves confronting students with real-life problems thatprovide a stimulus for critical thinking and self-taught content.

Based on a principle that students, working together in small groups, will analyze a case,identify their own needs for information, and then solve problems like those that occur in

everyday life.Differences between PBL and Case Method:

PBL, conducted with small groups /case studies may be used by individuals or groups. Students using PBL have little background of what theyre going to do/ students doing

CM have every detail they need.

PBL cases are usually brief and the presenting problems are ill structures/CM cases areoften long and detailed, and their problems are fairly well defined.

Problem-Based Learning (PBL)

Began over 30 yrs ago at McMaster University School of Medicine in CA spread tomedical schools in US-the world.

Medical schools other disciplines, 1st nursing application started in AU (Heliker, 1994). C

ause for a new approach to medical education: Emphasis on memorization of more & more content. Lack of correlation between the basic sciences and clinical content. Identification of the need to prepare professionals with skills for lifelong learning

(Bloud & Feletti, 1997).Why use PBL in Nursing?

Glen & Wilkie (2000, p.13) suggests 2 rationale: It helps students to see the relevance of subjects they learn. It sets the learning in a context in which it will be used

Heliker (1994)

claims that learning in context enables learners to structure their long-term memory foreasy retrieval of the information.

Advantages ofPBL

Help students to think critically. Sharing of new information.

Disadvantages ofPBL

Takes a lot of time (Mathews-smith, Oberski, GrayCrater & Smith, 2001). Students may feel unhappy and that of the teacher. Teachers have difficulty adjusting to their role. Students feel frustrated as they learn to direct their own learning (Lunky-Child et al.,

2001).Problem-Based Learning

Is PBL worth using? Does it have very large effects on student learning? Does the students enjoy learning using PBL?

Self-Learning Modules (SLM)

Also called self-directed learning elements, self-paced modules, self learning packets,and individualized learning activity packages.

Defined as a self-contained unit or package of study materials for use by an individual.


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1960s in academic setting moved to staff development surpassed used in school ofnursing.

Are based on some principle of adult learning such as: Adults are self-motivated to learn material for which they see relevance Adults prior experience is a resource for further learning.

Adults are problem focused and readily learn material they can use to solveproblems (Herrick, Jenkins, & Calrson, 1998; Mast & VanAtta, 1986). There are few topics or settings in which self-learning modules would not be appropriate:

Used to teach entire courses or sections of courses in academic settings at bothundergraduate and graduate levels (Fullerton & Graveley, 1998; Holtzman, 1999;

Spickerman, Lee & Eason, 1988). Used for bridging courses forLPNs or RNs returning to school for a higher

degree. Applied to staff development for purposes of orientation, mandatory in-service

topics and just about every specialty area imaginable and for every level ofnursing staff.

Components ofS

elf-Learning Modules Introduction and instructions Topic for a module is single concept

Behavioural objectives Are no different from those you have already learned about and written. Expresses what the learner will be able to do on completion of the module.

Pre-test Usually not included in a module. Include a pre-test for staff development and academic setting.

Learning activities Make the most creative portion of the self-learning module. Will help the learner achieve the objectives. Activities might include:

Reading textbook chapters, articles or pamphlets Reviewing handouts, charts, pictures or diagrams Attending short lectures, speeches or demonstrations Answering study questions and getting feedback Watching a video or slide presentation Using a computer program Practicing a psychomotor skill in a lab Participating in a discussion group

Self-evaluations To see whether they are achieving the objectives that were listed at the beginning

of the unit.

Some form of quiz, either multiple choice questions or short-answer questions. Post-test

Used to determine whether learners have mastered module objectives. Maybe an objective-item test, a case study, a written assignment such as care

plan, or a demonstration of a psychomotor skill.


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Developing a Module

Do plan in making a module months or weeks ahead since making a module is a time-consuming process.

(Overy, 1999)10-15 hrs of development for every hour spent by learners in completingthe self-learning module.

Behavioural Objectives 1st step in the development process is writing the objective for the module. Example (basing on self-learning module on intestinal elimination)

Perform an assessment of intestinal elimination on alive simulated patient (video-taped or performed during a scheduled appointment with the instructor) correctly,

including all critical elements. Explain the effect of infection and inflammation on the GI tract. Differentiate between any 4 infectious or inflammatory GI disorder min terms of

pathology, patient problems and nursing intervention.

View a computer simulation of a patient with inflammatory bowel disease and listthe patients problems, your proposed interventions, and the rationale for those

interventions. Analyze why a given list of nursing intervention would be used for a patient withan obstructed small bowel.

Write and implement (on video-tap or during a schedules appointment with theinstructor) a teaching plan for a patient (a friend or colleague with a selectedinflammatory disorder.

Pre-test

Decide what knowledge the learner would to have bring to the learning experience inorder to progress through the module.

(basing on the example intestinal elimination) part of the pre-test should includequestions about normal anatomy and physiology of intestinal elimination.

Learning Activities

Plan content and learning activities Choose some learning activities that are visual, some auditory and some tactile. Choose activities that stress abstractions and some that focus on concrete information. Keep in mind about time. (basing on the example intestinal elimination)

Unit I Read pages 216 to 222 in the accompanying textbook in light of the study

questions on Handout I.

Select one of the following activities: View the videotape,Assessment of Intestinal Function Listen to the audiotape, Step-by-step History Taking and Physical

Assessment, Part 5.

Practice doing an assessment of intestinal elimination.Self-Evaluation

Guides should be developed to accompany each unit in a form of short quizzes, based onthe objectives, that enable learners to check their progress.


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Post-test

Is usually, at least in part, a written examination.Consists of multiple-choice and matching items, essay questions, or case studies with questions.

Introduction and Instruction

Tells the learner how to work through the module, how to use the pre-test and self-evaluation guides, where to locate resources, what procedures to use for handing inassignments or scheduling skill tests, and what the roles of the educator and learner.

Pilot Testing

Have 1 or 2 people work through the module. Experience will tell if there are flaws in the module.

Advantages ofSelf-Learning Modules

The ability to learn independently and at ones own pace and in ones own time. Faculty who are frustrated by not having the time to help students who are struggling

with course material in a traditional learning system have that opportunity in the

individualized approach. Can reduce travel time for conferences and reduce the amount of time that staff nurseshave to be away from their units.

Reduce the cost of in-service education.Disadvantages ofSelf-Learning Modules

Some learners may miss learning with other people and miss the interactions that takeplace in a classroom.

Individualized learning may lead to further procrastination due to lack of structure anddeadlines.

Learners may be less than honest about their results and thus forgo needed learning(Suggs et al., 1998).

Research on Effectiveness ofSLM:

Comparison on the amount of knowledge gained by nurses using SLM to those taught bylecture and found no significant differences (Coleman et al., 1991; Scholmer, Anderson

& Shaw, 1997; Suggs et al., 1998). Nikolajski (1992) compared module use to classes with lecture/slide presentations and

found that both groups had significant learning gains, but the gains were greater for thelecture group.

Lamb and Henderson (1993) found that in comparing groups given lectures versus thoseusing modules, the module group had significantly higher post-test scores.

Grant (1993) found that nurses preferred to use module rather than attend lecture classes Lipe and colleagues (1994) reported 95 to 100 percent favorable evalutaions among

nurses who learned from modules. Wong and Wong (1985) measured patient satisfaction, compliance behaviour and

postoperative complications in two groups of patients undergoing hip surgery.

Documents

Activity Based Teaching Strategies