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Computer Supported Collaborative Learning in a Clerkship: 

This study examines the relationship between discussion activity and revision of critical appraisal papers in a computer-supported collaborative learning environment. The findings suggest that increased activity during discussions is associated with more task-focused activities and discussion of critical appraisal topics and their elements.

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Computer Supported Collaborative Learning in a Clerkship: 

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  1. Computer Supported Collaborative Learning in a Clerkship:  An Exploratory Study on the Relation of Discussion Activity and Revision of Critical Appraisal Papers Willem J.M. Koops1,2, Cees P.M. van der Vleuten2, Bas A. de Leng2 , Luc H.E.H. Snoeckx3 1 Department of Medical Education, Máxima Medical Center, Veldhoven, the Netherlands 2 Department of Educational Development and Research, 3 Department of physiology, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands

  2. Critical Appraisal "The process of assessing and interpreting evidence (usually by published research) by systematically considering its validity, results and relevance to the individual's work" [Manley et.al. 2009; Rhodes et.al. 2007; Feltovich et.al. 1989]

  3. Critical Appraisal of a Topic (CAT) Students’ Task: • investigation for research articles regarding the clinical problem 2) critical appraisal of the selected research articles 3) presentation of a relevant conclusion regarding the clinical problem [Hyde et.al. 2000; Parkes et.al. 2009]

  4. Objective of Present Study 1. more task-focussed activity in discussion 2. more discussion activity on the content of critical appraisal topics

  5. Study Design

  6. Structured Discussion

  7. Content-Analysis of Students´ Activity (Baker et.al. 2007)

  8. Discussion Activity

  9. Discussion Activity

  10. Discussion Activity

  11. Discussed Critical Appraisal Topics

  12. Discussed Critical Appraisal Topics

  13. Discussed Elements of Critical Appraisal Topics

  14. Discussion and Conclusion extensive social and task-focussed discussion significant levels of knowledge construction Consistent with former CSCL research in classroom

  15. Discussion and Conclusion Extensive discussed critical appraisal topics high discussed elements of critical appraisal topics former studies on individual CAT task: less elements present study: extended with discussion

  16. Limitations • 1 control of variables • 2 content-analysis • 3 small sample

  17. Further Research • Affect of interaction on knowledgeconstruction • Design of taskand environment as a motivationalframeworkto support studentsdiscussionactivity

  18. Conclusions • A Computer Supported Collaborative Learning environment can support medical students in critically appraising clinical problems encountered during learning in the workplace. • An increase in activity during the discussions seems to be related to more task-focussed activities and more discussion of critical appraisal topics and its elements.

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