Ehlers Amee08

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Ehlers Amee08

  1. 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. 2. Veterinary Medicine Ehlers et. al., AMEE, 02.09.2008, Prague
  3. 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. 4. CASUS <ul><ul><li>Case-based eLearning </li></ul></ul><ul><ul><li>Constructive (anchored instruction) with scaffolding and instructive comments </li></ul></ul><ul><ul><li>Self-assessment </li></ul></ul>Ehlers et. al., AMEE, 02.09.2008, Prague
  5. 5. CASUS Ehlers et. al., AMEE, 02.09.2008, Prague
  6. 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. 7. Methods: CASUS peer-to-peer <ul><li>Quantitative evaluation: </li></ul><ul><ul><li>online survey of participating students </li></ul></ul><ul><li>Qualitative evaluation: </li></ul><ul><ul><li>expert interviews with CASUS-authors </li></ul></ul><ul><ul><li>expert interviews with CASUS-tutors </li></ul></ul>Ehlers et. al., AMEE, 02.09.2008, Prague
  8. 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. 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. 10. Results: Expert interviews <ul><ul><li>11 authors </li></ul></ul><ul><ul><li>6 tutors of the peer-to-peer course </li></ul></ul><ul><ul><li>Experience 3-20y (Ø 11y ) </li></ul></ul>Ehlers et. al., AMEE, 02.09.2008, Prague
  11. 11. Results: Expert interviews <ul><li>Advantages of CASUS: </li></ul><ul><ul><li>Independet learning as supplement to traditional teaching and CVE </li></ul></ul><ul><ul><li>Case-based learning </li></ul></ul><ul><ul><li>Practical relevant & multidsiciplinary cases </li></ul></ul><ul><ul><li>Self-assessment </li></ul></ul><ul><ul><li>Use of multimedia </li></ul></ul>Ehlers et. al., AMEE, 02.09.2008, Prague
  12. 12. Results: Expert interviews <ul><li>Disadvantages of CASUS: </li></ul><ul><ul><li>Extremely time consuming (8-100h/ case) </li></ul></ul><ul><ul><li>Less contact to students </li></ul></ul><ul><ul><li>Low recognition by universities and the scientific community </li></ul></ul>Ehlers et. al., AMEE, 02.09.2008, Prague
  13. 13. Results: Expert interviews <ul><li>Peer-to-peer cases: </li></ul><ul><ul><li>Possible </li></ul></ul><ul><ul><li>with good assistance </li></ul></ul><ul><li>„ 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“ </li></ul>Ehlers et. al., AMEE, 02.09.2008, Prague
  14. 14. Results: Expert interviews <ul><li>Peer-to-peer cases: </li></ul><ul><ul><li>Possible with good assistance </li></ul></ul><ul><ul><li>Advantage for participating students </li></ul></ul><ul><ul><ul><li>Knowledge gain and practical experience </li></ul></ul></ul><ul><ul><ul><li>EBM, LLL, PC & multimedia use </li></ul></ul></ul><ul><ul><ul><li>Close contact to clinics </li></ul></ul></ul><ul><ul><ul><li>Credits </li></ul></ul></ul>Ehlers et. al., AMEE, 02.09.2008, Prague
  15. 15. Results: Expert interviews <ul><li>Peer-to-peer cases: </li></ul><ul><ul><li>Possible with good assistance </li></ul></ul><ul><ul><li>Advantage for participating students </li></ul></ul><ul><ul><li>Advantages for institutes and clinics </li></ul></ul><ul><ul><ul><li>Raise of reputation </li></ul></ul></ul><ul><ul><ul><li>Cases and learning material </li></ul></ul></ul><ul><ul><ul><li>Raising students´ interests in the specific field </li></ul></ul></ul>Ehlers et. al., AMEE, 02.09.2008, Prague
  16. 16. Results: Expert interviews <ul><li>Peer-to-peer cases: </li></ul><ul><ul><li>Possible with good assistance </li></ul></ul><ul><ul><li>Advantage for participating students </li></ul></ul><ul><ul><li>Advantages for institutes and clinics </li></ul></ul><ul><ul><li>Advantages for users of the cases </li></ul></ul><ul><ul><ul><li>Much better adapted cases </li></ul></ul></ul><ul><ul><ul><li>Higher motivation </li></ul></ul></ul><ul><ul><ul><li>Different styles of explanations </li></ul></ul></ul>Ehlers et. al., AMEE, 02.09.2008, Prague
  17. 17. Results: Expert interviews <ul><li>Peer-to-peer cases: </li></ul><ul><ul><li>Possible with good assistance </li></ul></ul><ul><ul><li>Advantage for participating students </li></ul></ul><ul><ul><li>Advantages for institutes and clinics </li></ul></ul><ul><ul><li>Advantages for users of the cases </li></ul></ul><ul><ul><li>Advantages for tutors </li></ul></ul><ul><ul><ul><li>Fun and challenge </li></ul></ul></ul><ul><ul><ul><li>New impulses for teaching </li></ul></ul></ul><ul><ul><ul><li>Close contact to students </li></ul></ul></ul><ul><ul><ul><li>Completion of their teaching load </li></ul></ul></ul>Ehlers et. al., AMEE, 02.09.2008, Prague
  18. 18. Results: Expert interviews <ul><li>Peer-to-peer cases: </li></ul><ul><ul><li>No saving of time but additional work (instruction, review, etc.) </li></ul></ul><ul><ul><li>But it was worth it </li></ul></ul><ul><li>“ 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.” </li></ul>Ehlers et. al., AMEE, 02.09.2008, Prague
  19. 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. 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. 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. 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. 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. 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. 25. Discussion <ul><ul><li>The learning-cases have to be strictly integrated in the curriculum to promote their use. </li></ul></ul>Ehlers et. al., AMEE, 02.09.2008, Prague
  26. 26. Combination CASUS & feedback-system Ehlers et. al., AMEE, 02.09.2008, Prague
  27. 27. Discussion <ul><ul><li>The learning-cases have to be strictly integrated in the curriculum to promote their use. </li></ul></ul><ul><ul><li>The recognotion of the creation of learning materials has to be raised (e.g. ISSN, review, exchange). </li></ul></ul><ul><ul><li>It is possible to create learning-cases with well coached students. </li></ul></ul><ul><ul><li>A saving of time could not be achieved by this. </li></ul></ul><ul><ul><li>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). </li></ul></ul>Ehlers et. al., AMEE, 02.09.2008, Prague
  28. 28. Work in progress… Ehlers et. al., AMEE, 02.09.2008, Prague
  29. 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/

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