The digital era of learning : novel educational strategies and challenges for teaching students in the 21st century

"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"-- Provided by publisher 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 Blank Page Blank Page