Eintrag weiter verarbeiten
Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies?
Gespeichert in:
| Zeitschriftentitel: | Advances in Physiology Education |
|---|---|
| Personen und Körperschaften: | , , |
| In: | Advances in Physiology Education, 44, 2020, 1, S. 1-8 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
American Physiological Society
|
| Schlagwörter: |
| author_facet |
Ainscough, Louise Leung, Richard Colthorpe, Kay Ainscough, Louise Leung, Richard Colthorpe, Kay |
|---|---|
| author |
Ainscough, Louise Leung, Richard Colthorpe, Kay |
| spellingShingle |
Ainscough, Louise Leung, Richard Colthorpe, Kay Advances in Physiology Education Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? General Medicine Physiology Education |
| author_sort |
ainscough, louise |
| spelling |
Ainscough, Louise Leung, Richard Colthorpe, Kay 1043-4046 1522-1229 American Physiological Society General Medicine Physiology Education http://dx.doi.org/10.1152/advan.00065.2019 <jats:p>Learning anatomy and physiology at university can be challenging, as students need to understand both the language of the discipline and complex topics, such as system integration. Yet learning strategies are rarely taught at university, making it difficult for students to adopt new strategies, if their approach to learning has not been effective or efficient. This study evaluated the use of small-group peer discussion boards as an avenue for sharing learning strategies between students in a first-year anatomy and physiology course. The majority of students (91%) identified strategies from the discussion board worth trying before they completed the midsemester exam. The most frequently reported type of strategy was transforming records. By the end of semester, 76% of students had adopted at least one new strategy; however, these students performed significantly worse on the exam compared with students who did not adopt new strategies. The students who adopted new strategies learned about them from peers (33%), the discussion board (32%), or through self-discovery (32%). The majority of students (83%) found the discussion boards to be useful as a source of new learning strategies and for insight into how others learn. Although the discussion boards provided an avenue for students to learn about new strategies from each other, further guidance from instructors may be required to help students evaluate the effectiveness of these learning strategies.</jats:p> Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? Advances in Physiology Education |
| doi_str_mv |
10.1152/advan.00065.2019 |
| facet_avail |
Online Free |
| finc_class_facet |
Biologie Pädagogik |
| format |
ElectronicArticle |
| fullrecord |
blob:ai-49-aHR0cDovL2R4LmRvaS5vcmcvMTAuMTE1Mi9hZHZhbi4wMDA2NS4yMDE5 |
| id |
ai-49-aHR0cDovL2R4LmRvaS5vcmcvMTAuMTE1Mi9hZHZhbi4wMDA2NS4yMDE5 |
| institution |
DE-Gla1 DE-Zi4 DE-15 DE-Pl11 DE-Rs1 DE-105 DE-14 DE-Ch1 DE-L229 DE-D275 DE-Bn3 DE-Brt1 DE-Zwi2 DE-D161 |
| imprint |
American Physiological Society, 2020 |
| imprint_str_mv |
American Physiological Society, 2020 |
| issn |
1043-4046 1522-1229 |
| issn_str_mv |
1043-4046 1522-1229 |
| language |
English |
| mega_collection |
American Physiological Society (CrossRef) |
| match_str |
ainscough2020learninghowtolearncanembeddeddiscussionboardshelpfirstyearstudentsdiscovernewlearningstrategies |
| publishDateSort |
2020 |
| publisher |
American Physiological Society |
| recordtype |
ai |
| record_format |
ai |
| series |
Advances in Physiology Education |
| source_id |
49 |
| title |
Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? |
| title_unstemmed |
Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? |
| title_full |
Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? |
| title_fullStr |
Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? |
| title_full_unstemmed |
Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? |
| title_short |
Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? |
| title_sort |
learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? |
| topic |
General Medicine Physiology Education |
| url |
http://dx.doi.org/10.1152/advan.00065.2019 |
| publishDate |
2020 |
| physical |
1-8 |
| description |
<jats:p>Learning anatomy and physiology at university can be challenging, as students need to understand both the language of the discipline and complex topics, such as system integration. Yet learning strategies are rarely taught at university, making it difficult for students to adopt new strategies, if their approach to learning has not been effective or efficient. This study evaluated the use of small-group peer discussion boards as an avenue for sharing learning strategies between students in a first-year anatomy and physiology course. The majority of students (91%) identified strategies from the discussion board worth trying before they completed the midsemester exam. The most frequently reported type of strategy was transforming records. By the end of semester, 76% of students had adopted at least one new strategy; however, these students performed significantly worse on the exam compared with students who did not adopt new strategies. The students who adopted new strategies learned about them from peers (33%), the discussion board (32%), or through self-discovery (32%). The majority of students (83%) found the discussion boards to be useful as a source of new learning strategies and for insight into how others learn. Although the discussion boards provided an avenue for students to learn about new strategies from each other, further guidance from instructors may be required to help students evaluate the effectiveness of these learning strategies.</jats:p> |
| container_issue |
1 |
| container_start_page |
1 |
| container_title |
Advances in Physiology Education |
| container_volume |
44 |
| format_de105 |
Article, E-Article |
| format_de14 |
Article, E-Article |
| format_de15 |
Article, E-Article |
| format_de520 |
Article, E-Article |
| format_de540 |
Article, E-Article |
| format_dech1 |
Article, E-Article |
| format_ded117 |
Article, E-Article |
| format_degla1 |
E-Article |
| format_del152 |
Buch |
| format_del189 |
Article, E-Article |
| format_dezi4 |
Article |
| format_dezwi2 |
Article, E-Article |
| format_finc |
Article, E-Article |
| format_nrw |
Article, E-Article |
| _version_ |
1792334522434453513 |
| geogr_code |
not assigned |
| last_indexed |
2024-03-01T14:29:30.669Z |
| geogr_code_person |
not assigned |
| openURL |
url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fvufind.svn.sourceforge.net%3Agenerator&rft.title=Learning+how+to+learn%3A+can+embedded+discussion+boards+help+first-year+students+discover+new+learning+strategies%3F&rft.date=2020-03-01&genre=article&issn=1522-1229&volume=44&issue=1&spage=1&epage=8&pages=1-8&jtitle=Advances+in+Physiology+Education&atitle=Learning+how+to+learn%3A+can+embedded+discussion+boards+help+first-year+students+discover+new+learning+strategies%3F&aulast=Colthorpe&aufirst=Kay&rft_id=info%3Adoi%2F10.1152%2Fadvan.00065.2019&rft.language%5B0%5D=eng |
| SOLR | |
| _version_ | 1792334522434453513 |
| author | Ainscough, Louise, Leung, Richard, Colthorpe, Kay |
| author_facet | Ainscough, Louise, Leung, Richard, Colthorpe, Kay, Ainscough, Louise, Leung, Richard, Colthorpe, Kay |
| author_sort | ainscough, louise |
| container_issue | 1 |
| container_start_page | 1 |
| container_title | Advances in Physiology Education |
| container_volume | 44 |
| description | <jats:p>Learning anatomy and physiology at university can be challenging, as students need to understand both the language of the discipline and complex topics, such as system integration. Yet learning strategies are rarely taught at university, making it difficult for students to adopt new strategies, if their approach to learning has not been effective or efficient. This study evaluated the use of small-group peer discussion boards as an avenue for sharing learning strategies between students in a first-year anatomy and physiology course. The majority of students (91%) identified strategies from the discussion board worth trying before they completed the midsemester exam. The most frequently reported type of strategy was transforming records. By the end of semester, 76% of students had adopted at least one new strategy; however, these students performed significantly worse on the exam compared with students who did not adopt new strategies. The students who adopted new strategies learned about them from peers (33%), the discussion board (32%), or through self-discovery (32%). The majority of students (83%) found the discussion boards to be useful as a source of new learning strategies and for insight into how others learn. Although the discussion boards provided an avenue for students to learn about new strategies from each other, further guidance from instructors may be required to help students evaluate the effectiveness of these learning strategies.</jats:p> |
| doi_str_mv | 10.1152/advan.00065.2019 |
| facet_avail | Online, Free |
| finc_class_facet | Biologie, Pädagogik |
| format | ElectronicArticle |
| format_de105 | Article, E-Article |
| format_de14 | Article, E-Article |
| format_de15 | Article, E-Article |
| format_de520 | Article, E-Article |
| format_de540 | Article, E-Article |
| format_dech1 | Article, E-Article |
| format_ded117 | Article, E-Article |
| format_degla1 | E-Article |
| format_del152 | Buch |
| format_del189 | Article, E-Article |
| format_dezi4 | Article |
| format_dezwi2 | Article, E-Article |
| format_finc | Article, E-Article |
| format_nrw | Article, E-Article |
| geogr_code | not assigned |
| geogr_code_person | not assigned |
| id | ai-49-aHR0cDovL2R4LmRvaS5vcmcvMTAuMTE1Mi9hZHZhbi4wMDA2NS4yMDE5 |
| imprint | American Physiological Society, 2020 |
| imprint_str_mv | American Physiological Society, 2020 |
| institution | DE-Gla1, DE-Zi4, DE-15, DE-Pl11, DE-Rs1, DE-105, DE-14, DE-Ch1, DE-L229, DE-D275, DE-Bn3, DE-Brt1, DE-Zwi2, DE-D161 |
| issn | 1043-4046, 1522-1229 |
| issn_str_mv | 1043-4046, 1522-1229 |
| language | English |
| last_indexed | 2024-03-01T14:29:30.669Z |
| match_str | ainscough2020learninghowtolearncanembeddeddiscussionboardshelpfirstyearstudentsdiscovernewlearningstrategies |
| mega_collection | American Physiological Society (CrossRef) |
| physical | 1-8 |
| publishDate | 2020 |
| publishDateSort | 2020 |
| publisher | American Physiological Society |
| record_format | ai |
| recordtype | ai |
| series | Advances in Physiology Education |
| source_id | 49 |
| spelling | Ainscough, Louise Leung, Richard Colthorpe, Kay 1043-4046 1522-1229 American Physiological Society General Medicine Physiology Education http://dx.doi.org/10.1152/advan.00065.2019 <jats:p>Learning anatomy and physiology at university can be challenging, as students need to understand both the language of the discipline and complex topics, such as system integration. Yet learning strategies are rarely taught at university, making it difficult for students to adopt new strategies, if their approach to learning has not been effective or efficient. This study evaluated the use of small-group peer discussion boards as an avenue for sharing learning strategies between students in a first-year anatomy and physiology course. The majority of students (91%) identified strategies from the discussion board worth trying before they completed the midsemester exam. The most frequently reported type of strategy was transforming records. By the end of semester, 76% of students had adopted at least one new strategy; however, these students performed significantly worse on the exam compared with students who did not adopt new strategies. The students who adopted new strategies learned about them from peers (33%), the discussion board (32%), or through self-discovery (32%). The majority of students (83%) found the discussion boards to be useful as a source of new learning strategies and for insight into how others learn. Although the discussion boards provided an avenue for students to learn about new strategies from each other, further guidance from instructors may be required to help students evaluate the effectiveness of these learning strategies.</jats:p> Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? Advances in Physiology Education |
| spellingShingle | Ainscough, Louise, Leung, Richard, Colthorpe, Kay, Advances in Physiology Education, Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies?, General Medicine, Physiology, Education |
| title | Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? |
| title_full | Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? |
| title_fullStr | Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? |
| title_full_unstemmed | Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? |
| title_short | Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? |
| title_sort | learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? |
| title_unstemmed | Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies? |
| topic | General Medicine, Physiology, Education |
| url | http://dx.doi.org/10.1152/advan.00065.2019 |