Students of the 21st century, typically those of the Millennial (also referred to as 'Gen Y') or Gen Z generations, were born into a digitally advanced world. Unlike in the 1960's when the smallest computers occupied entire rooms at the National Aeronautics and Space Administration (NASA) complex, today's digital landscape is smitten with the abundant use of modern laptops, tablets and smart phones. Modern computing technology has evolved due to the marriage with extremely powerful computing software, which collectively has resulted in the commonplace use of modern technology on a regular basis throughout all aspects of everyday life. This relatively unrestricted access to computers is coupled with an unfettered access to the internet, providing users' unlimited freedoms to search for boundless amounts of information. This constant stream of electronically-accessible information, the digital highway', has subsequently led to the creation of novel strategies to teach today's students. Today's students, or more aptly referred to as modern learners', are quite unique compared with previous students of the Baby Boomer or Gen X generations. Students of the Gen X generation were the first students to experience wide-spread access to computers during high school and undergraduate studies, whereas the majority of students from both the Gen Y and Gen Z generations have been literally bombarded with computer technology since birth. This access has created an on-demand' lifestyle that relies on searchable databases, instant access to live-streaming events and the ability to communicate electronically (in various formats) from almost anywhere on the face of the planet. This on-demand lifestyle has permeated every facet of everyday life to the degree that many of these technologies are now incorporated routinely into all forms of business and science, and used throughout all levels (elementary, secondary and professional) of education. Thus, the constant use of modern technology -- coupled with the on-demand lifestyle -- has led to profound changes in learner expectations, resulting in the need for educators to develop new strategies and face unique challenges on a regular and often recurring basis. This book provides a detailed overview into those educational strategies and various challenges faced by today's educators. It is conveniently divided into two parts. The first part includes chapters examining different strategies for teaching a wide variety of students covering multiple age groups. The second part includes chapters providing unique insights into some of the varied challenges facing today's educators. The vast majority of strategies -- and challenges -- are focused on how the emerging technology of the early 21st century has resulted in profound influences for both learner and educator expectations and limitations, and how technology has opened up endless opportunities that will ultimately alter the modern educational landscape.
Author(s): Christopher S. Keator
Series: Education in a Competitive and Globalizing World
Publisher: Nova Science Publishers
Year: 2020
Language: English
Pages: 301
City: New York
Contents
Preface
Acknowledgments
Part 1: Novel Teaching Strategies Developed to Help Today’s Student
Chapter 1
A Novel Two-Stage Model of Evaluation to Successfully Identify Areas of Weakness and Guide the Development of Learning Activities Designed to Improve Knowledge of Self-Directed Learning in Primary School-Aged Learners
Abstract
Introduction
A Model of Self-Directed Learning
The Framework of SDL for Classroom and School Development of SDL
Design-Based Research (DBR)
Survey Instruments and Data Collection
A Two-Part Assessment of Self-Directed Learning
Assessing Knowledge of Self-Directed Learning in Six Primary Schools
Results
Guiding Teachers to Develop Primary Students’ Self-Directed Learning Knowledge
Methods
A Collaboratively-Planned Intervention
Findings
The Effectiveness of the Two-Part Assessment of SDL for Identifying School Context Support for Inquiry, and Aspects of Students’ Knowledge of SDL That Could Be Developed
Using the Framework for School and Classroom Development of SDL to Guide School and Classroom Level Changes to Support Student Inquiry, and as the Base for Teachers to Plan Classroom Activities to Develop Students’ Knowledge of SDL
Perspectives of Teachers on the Value of the Two-Part Assessment of SDL and the Framework for Development of Classroom SDL for Helping Them to Modify Their School Environment, and Plan Classroom Activities to Develop Students’ Knowledge of SDL
Discussion and Conclusion
Implications
Acknowledgment
References
Chapter 2
Mobile Learning Literature Review in Medical Education
Abstract
Mobile Learning Literature Review in Medical Education
Introduction
Methods
Results
Timeliness Capturing Learning Experience and Assessing Performance
Pushed Reminders for Knowledge Learning and Behavior Change
Visual Modeling for Performance Just in Time
Facilitating Collaborative Informal Learning
Mixed Evidence of Multimedia
Simulated Immersive Clinical Experience
Discussion
Conflict of Interest
References
Chapter 3
Novel Use of 3D Bone Models in the Anatomical Sciences Education of Millennial Students:
A Description of the Process and an Assessment of the Printing Accuracy
Abstract
Introduction
Materials and Methods
Sample Selection
Image Acquisition
3D Printing
Accuracy Assessment
Results
Discussion
Conclusion
Acknowledgments
References
Chapter 4
Explorations: Promoting the Use of Teamwork and Collaboration to Strengthen the Skills Needed for a Lifetime of Self-Directed Learning in the Modern US Healthcare System
Abstract
Introduction
Human Subjects Research
Forming an Explorations Group
WMed Student Demographics
Balancing the Groups
Group Size
SDL: Facilitating the Student Transition from Undergrad Study to Medical School
Stage 1: Explaining the Utility of SDL for Lifelong Learning in Medicine
Stage 1: Events
Event 1: Introduction to SDL and Evidence-Based Medicine
Event 2: Searching the Literature and Asking an EBM Question
Event 3: Introduction to Evaluating an Abstract
Good Tweet or Bad Tweet? Extending Evaluation Skills into the Realm of Social Media
Stage 2: Transition from Faculty-Guided Instruction to Self-Directed Learning
Original Iteration
Iteration Number 2
Stage 3: Self-Directed Student Learning
The Major Problems with the First Iteration of Stage 3
Quality Improvements That Failed to Survive
Utility Concerns with Version 1.0 and Version 2.0
Explorations Version 3.0
Future Directions
Conclusion
References
Chapter 5
Post-Exam Reviews in Medical Education
Abstract
Introduction
Environment
Security
Costs
Score Validity
Memory Research
Feedback
Recommendations
Conclusion
References
Part 2: Challenges Facing Educators in Today’s Digital-Savvy Learning Environment
Chapter 6
Researching the Best and Brightest: The Challenge of Researching Medical Learners
Abstract
Section I. The Learning Population
Academic Performance of Medical Students versus Other Post-Secondary Learners
Academic Performance of Highly Selective Graduate Medical Education Programs
Cognitive Performance of Physicians versus the General Population
Intrinsic Traits of the Population
Section I Summary
Section II. Challenges in Measurement with a Homogeneous Population
Measuring Learner Performance
Awareness of Intervening Variables
Measurement in a Shared Environment
The Value of Prior Existing Data
Research Design
Section II Summary
Section III. Meaningful Research Design
Methodology
Quantitative
Qualitative
Mixed Methods
Maintaining Data Rigor
Interpretation of Results
Potential Study Limitations
Section III Summary
Conclusion
References
Chapter 7
Modern Challenges of Integrating Technology into Medical Education
Abstract
Introduction
The Millennial Generation Drives the Need for Change
Challenges to Adopting Technology
Learning and Selecting Video Technology
The Use of Glass Learning Board Videos in Medical Education
How to Use Glass Learning Boards in Preclinical Education
Educational Outcomes
Feasibility of Glass Learning Board Videos
Determining the Effects of Technology Integration in Medical Education
The Use of Video Vignettes to Study Sensitive Topics
How Technology Provides a New Perspective on Research Questions
The Limitations of Using Video Vignettes
Creation of Video Vignettes
Closing Thoughts
References
Chapter 8
Guessing in Multiple Choice Exams: Theory, Context and Detection Procedures
Abstract
Theory: Overview of Guessing
Context
Norm-Referenced versus Criterion-Referenced Assessments
Guessing Behaviors
Maintain a Proper Perspective
Constructing the Items
Psychometric Properties of the Items
Low, Moderate, or High Stakes
Time/Speededness
Exam Format
Number of Distractors and Test Length
Item Targeting
Missing Data
Detection
Exam Scoring and Test Theory
CTT versus IRT
The Rasch and 3-Parameter IRT Models
Strengths and Limitations of the Rasch and 3PL Models
Investigating Guessing with Classical Test Theory
Investigating Guessing with Item Response Theory
Fit Statistics
CUTLO and Other Modern Methods
Unorthodox and Creative Ways to Investigate Guessing
Additional Considerations about Guessing
Conclusion
References
Chapter 9
Challenges Identifying and Stimulating Self-Directed Learning in Publicly Funded Programs
Abstract
Introduction
Self-Direction as a Lifestyle Choice
Distinguishing the Self-Directed Learner from Other-Directed Learners
Part I: Primary and Secondary Programs
A Multitude of Challenges for Public Primary and Secondary Self-Directed Learning Programs
Self-Directed Learning as a Form of Alternative Education
The Problem of Admissions Criteria for Self-Directed Learners in Public Education
Identifying the Self-Directed Learner
The Self-Expressive Learner
The Self-Absorbed Learner
Why the Other-Directed Can be Drawn to Self-Directed Learning Programs
Introduction to the Problem of Learner Dissatisfaction and Boredom
Developing Narratives in Self-Directed Learning Communities
Part II: Medical Education Programs
Adult Learners Identified as Self-Directed
Self-Directed Learning in Relation to Medical Professions
Health Narratives Research Group
Results Pertaining to Medical Professionals for the 2017/18 Academic Year
Medical Professionals and Self-Directed Learning
Conclusion
References
About the Editor
Index
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