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  • 1. Two approaches to get students involved in voluntary e-learning programs J.P. Ehlers, R. Wagels 2 , C. Staszyk 3 , H. Gasse 3 , C. Pfarrer 3 , R. Koch 3 , N. Baltes 4 , J. Rehage 5 , H. Meyer 5 , M. Feldmann 5 , H. Bollwein 5 eLearning-Consultant 2 Clinic for Horses 3 Department of Anatomy 4 Department of Microbiology and Infectious Diseases 5 Clinic for Cattle University of Veterinary Medicine Hannover, Foundation
  • 2. Veterinary Medicine Ehlers et. al., AMEE, 02.09.2008, Prague
  • 3. Ehlers et. al., AMEE, 02.09.2008, Prague eLearning at the TiHo Hannover CASUS StudIS/ DozIS LCMS CBTs/ WBTs Online-Lectures Foren4Vet VC Feedback-Systems eAssessment
  • 4. CASUS
      • Case-based eLearning
      • Constructive (anchored instruction) with scaffolding and instructive comments
      • Self-assessment
    Ehlers et. al., AMEE, 02.09.2008, Prague
  • 5. CASUS Ehlers et. al., AMEE, 02.09.2008, Prague
  • 6. Methods: CASUS as supplement Ehlers et. al., AMEE, 02.09.2008, Prague 8 Cases Last clinical year, 10 weeks Voluntary 6 Cases First preclinical year, 4 semester Voluntary, preparation for tests and exams Evaluation by CASUS-database
  • 7. Methods: CASUS peer-to-peer
    • Quantitative evaluation:
      • online survey of participating students
    • Qualitative evaluation:
      • expert interviews with CASUS-authors
      • expert interviews with CASUS-tutors
    Ehlers et. al., AMEE, 02.09.2008, Prague
  • 8. Results: CASUS supplements Buiatrics: 252 students (2005-2008) 52 CASUS-participants ( 20.6% ) Anatomy: 2005 273 students 204 CASUS-participants ( 74.7% ) 2006 266 students 163 CASUS-participants ( 61.3% ) 2007 289 students 176 CASUS-participants ( 60.8% ) Ehlers et. al., AMEE, 02.09.2008, Prague
  • 9. Results: CASUS supplements Ehlers et. al., AMEE, 02.09.2008, Prague Percentage of students using CASUS ( green: years in anatomy , red: practical course in the Clinic for Cattle ) %
  • 10. Results: Expert interviews
      • 11 authors
      • 6 tutors of the peer-to-peer course
      • Experience 3-20y (Ø 11y )
    Ehlers et. al., AMEE, 02.09.2008, Prague
  • 11. Results: Expert interviews
    • Advantages of CASUS:
      • Independet learning as supplement to traditional teaching and CVE
      • Case-based learning
      • Practical relevant & multidsiciplinary cases
      • Self-assessment
      • Use of multimedia
    Ehlers et. al., AMEE, 02.09.2008, Prague
  • 12. Results: Expert interviews
    • Disadvantages of CASUS:
      • Extremely time consuming (8-100h/ case)
      • Less contact to students
      • Low recognition by universities and the scientific community
    Ehlers et. al., AMEE, 02.09.2008, Prague
  • 13. Results: Expert interviews
    • Peer-to-peer cases:
      • Possible
      • with good assistance
    • „ You´ll need tutors that love teaching and interacting with students. I believe it isn‘t the problem to find the students. They will love to create cases. It´ll be much more complicated to find the instructors“
    Ehlers et. al., AMEE, 02.09.2008, Prague
  • 14. Results: Expert interviews
    • Peer-to-peer cases:
      • Possible with good assistance
      • Advantage for participating students
        • Knowledge gain and practical experience
        • EBM, LLL, PC & multimedia use
        • Close contact to clinics
        • Credits
    Ehlers et. al., AMEE, 02.09.2008, Prague
  • 15. Results: Expert interviews
    • Peer-to-peer cases:
      • Possible with good assistance
      • Advantage for participating students
      • Advantages for institutes and clinics
        • Raise of reputation
        • Cases and learning material
        • Raising students´ interests in the specific field
    Ehlers et. al., AMEE, 02.09.2008, Prague
  • 16. Results: Expert interviews
    • Peer-to-peer cases:
      • Possible with good assistance
      • Advantage for participating students
      • Advantages for institutes and clinics
      • Advantages for users of the cases
        • Much better adapted cases
        • Higher motivation
        • Different styles of explanations
    Ehlers et. al., AMEE, 02.09.2008, Prague
  • 17. Results: Expert interviews
    • Peer-to-peer cases:
      • Possible with good assistance
      • Advantage for participating students
      • Advantages for institutes and clinics
      • Advantages for users of the cases
      • Advantages for tutors
        • Fun and challenge
        • New impulses for teaching
        • Close contact to students
        • Completion of their teaching load
    Ehlers et. al., AMEE, 02.09.2008, Prague
  • 18. Results: Expert interviews
    • Peer-to-peer cases:
      • No saving of time but additional work (instruction, review, etc.)
      • But it was worth it
    • “ In addition I have to say, that it was fun...to get to know the students as a real person and not only as anonymous and exchangeable numbers. I really enjoyed that. And vice versa I also enjoyed that the students got to know me.”
    Ehlers et. al., AMEE, 02.09.2008, Prague
  • 19. Results: CASUS peer-to-peer 78 students created 15 cases 42 (53.8%) answered the survey Ehlers et. al., AMEE, 02.09.2008, Prague (n=38)
  • 20. Did the course come up to your expectations? Ehlers et. al., AMEE, 02.09.2008, Prague 1 2 3 n.n. 5 n=42, x:1,69, s: 0,89 (5-grade Likert-Scale 1=yes, totally bis no, not at all, n.n.=not named)
  • 21. Did the course increase your interest in the specific field? Ehlers et. al., AMEE, 02.09.2008, Prague 1 2 3 n.n. n=42, x:1,45, s: 0,62 (5-grade Likert-Scale 1=yes, totally bis no, not at all, n.n.=not named)
  • 22. Do you think that the course bears pratical relevance? Ehlers et. al., AMEE, 02.09.2008, Prague 1 2 3 n.n. n=42, x:1,05, s: 0,43 (5-grade Likert-Scale 1=yes, totally bis no, not at all, n.n.=not named)
  • 23. Opinions about the course Positive: Good tutoring Good working athmosphere Independent working/ learning Practical relevance Active working Small groups Great learning effect Working with PCs Presentation training Credit points Ehlers et. al., AMEE, 02.09.2008, Prague Negative: Large expert themes More tutors More time for case-discussion Better consultation between tutors Smaller groups Better planning
  • 24. Student opinion „ The CASUS-course was most challenging and yielded the greatest learning effect in the whole five terms I spent at the university“ Ehlers et. al., AMEE, 02.09.2008, Prague
  • 25. Discussion
      • The learning-cases have to be strictly integrated in the curriculum to promote their use.
    Ehlers et. al., AMEE, 02.09.2008, Prague
  • 26. Combination CASUS & feedback-system Ehlers et. al., AMEE, 02.09.2008, Prague
  • 27. Discussion
      • The learning-cases have to be strictly integrated in the curriculum to promote their use.
      • The recognotion of the creation of learning materials has to be raised (e.g. ISSN, review, exchange).
      • It is possible to create learning-cases with well coached students.
      • A saving of time could not be achieved by this.
      • But a considerable rise of quality and an exact addressing of the target group were attained. Peer-to-peer-learning beared benefits for all the involved (peer-authors, tutors, institutions, learners).
    Ehlers et. al., AMEE, 02.09.2008, Prague
  • 28. Work in progress… Ehlers et. al., AMEE, 02.09.2008, Prague
  • 29. Ehlers et. al., AMEE, 02.09.2008, Prague Thank you for your attention Contact Dr. Jan P. Ehlers, MA eLearning-Consultant University of Veterinary Medicine Hanover TiHo-Tower, Buenteweg 2 D-30559 Hannover Germany +49-511-953-8054 [email_address] http://www.tiho-hannover.de/service/elearning/