Committee on Online Learning Update 2014

Committee on Online Learning
Update 2014
Adrian Gooi, MD, FRCSC, MEd
Participate! Go to:
https://app.tophat.com/e/891514
, don’t use app (use website)
“create anonymous account”
Answer questions!
COOL core team
Dr. Keevin Bernstein
Dr. Amanda Condon
Joanne Hamilton
Bryan Payne
Sandra Schonwetter
David Wesst
Objectives
By the end of the presentation, the audience
will be able to initiate the steps to improve
classroom interaction and online learning in
their medical teaching.
Outline
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Why is this important – elearning study
Review of Steps for active learning
TopHat
Desire2Learn
Team Based Learning
The future
Elearning study
• Questionnaire study Spring 2013
Results & Discussion - Questionnaire
• Questionnaire response rate, 2013
Med 1&2
Med 3&4
Faculty
Response Rate
34% (74/220)
20% (43/220)
70% (35/50)
Students vs faculty –smartphones and
tablets
Type of smartphone owned/used
(Student vs Faculty)
Type of Tablet computer owned/used
(Student vs Faculty)
Use of Smartphones and Tablets (Students vs Faculty)
Use smartphone at least weekly for education*
Use tablet at least weekly for education
Agree that smartphone is a valuable educational
resource*
Agree that tablet is a valuable educational resource
Student
82%
37%
89%
Faculty
35%
29%
71%
p-value
4.8E-07
0.56
0.027
67%
83%
0.11
Students vs Faculty – use of
technology
Students vs Faculty
• Students use smartphones more for
education (82% vs 35%), even though both
use frequently for all-purpose uses (86%vs
80%)
• 56% of students use Facebook at least
weekly vs only 3% of faculty. Only 46% of
faculty know how to post on Facebook.
– Even more prevalent in Junior med students (81%
of Med1&2 vs 6% of Med3&4)
• Very little use of Twitter and blogs
Student comments
• “Use / create greater access / and build on
existing e-learning tools that are widely
available… Thereby there can be no live
lectures, and instead group sessions where
students and faculty interact.”
• “I think smartphones and tablets are really the
future, mostly due to their practicality and
convenience.”
• “A large priority should be to centralize all electronic
learning into one system.”
• “More frequent unmarked quizzing of our growing
knowledge would help us assess our progress.”
• “compared to undergrad, [instructors] cannot use
PowerPoint effectively in medical school”.
• “Priorities for e-learning would be to develop a
system where students are given the appropriate
time and resources to learn on their own in an
efficient and effective manner.”
• “E-learning is the true norm of learning.
Rather than having specified lectures with
attendance, lectures should be taped and
resources made available for students to
pursue on their own schedules. Scheduled
sessions should be used to teach clinical
skills, and have problem based learning. With
this curriculum, students will be better
prepared for the independent learning
expected from us in clerkship and the rest of
our lives.”
Are e-learning tools disruptive
technologies?
• Textbooks still frequently used by medical
students
• Pocketbook references still in common use by
senior students
• The traditional didactic lecture, however, may
give way to more time spent on online
learning, self-directed learning, “flipped
classrooms”, electronic classroom interaction
Faculty use of e-learning
Faculty use of e-learning
• Very few faculty report capability to
contributing to a wiki (29% of faculty),
creating online assessments (23%),
developing online learning modules
(17%), and developing smartphone
applications (3%).
• Did express strong desire to learn to
use newer educational technologies
Conclusions
• Students use many educational technologies
more than faculty, with some differences
between junior and senior medical students
• Faculty lack comfort and ability with many of
the e-learning tools frequently used by
students, but possess a strong desire to
improve their skills
• The textbook lives on, but the traditional
didactic lecture may be partially or completely
displaced by e-learning strategies
Conclusions
• Improved faculty development in e-learning
• Greater integration of educational
technologists
• Curriculum-wide strategies on using elearning technologies
• Help faculty keep up with the evolving
technological learning practices of students in
medical education.
Using elearning
• Tophat:
• https://app.tophat.com/e/891514
– “Elearn Demo (anon)” course
TopHat in action
• Streptococcus
• http://opalvideo.med.umanitoba.ca/medi
a/2013-14/SF173/
• student, OPAL@fom
• Start at 3:30
What do students think?
What do Students think?
86%
Had high educational value
91%
Made me feel involved
Helped me pay attention in
class
Was a beneficial use of
class time
Sharpened my critical
thinking skills
Helped me prepare for
exams
Helped me prepare for my
career
91%
91%
86%
68%
59%
I was personally satisfied with the use TopHat
in the lecture
90.91%
95.45%
I felt engaged during the ENT lecture
86.36%
I enjoy using Tophat in class
77.28%
I find TopHat use to be helpful
TopHat use helped me better understand
concepts
TopHat use confirmed my understanding or
highlighted areas of misunderstanding
I prefer a traditional lecture rather than one
with TopHat
I would be more likely to actively participate
in TopHat lectures if an account was provided
to me (free of cost)
I feel TopHat review sessions are/would be
helpful
63.63%
77.27%
13.64%
72.73%
81.81%
How to use Tophat
• Website
– https://sites.google.com/site/coolmdmb/top
hatinstructor
• YODA sessions (Your Online
Development and Assistance sessions)
Online Material & Formative Quizzes in
action
• Eye Trauma Course
• https://universityofmanitoba.desire2learn.c
om/d2l/lp/homepage/home.d2l?ou=86610
Discussion board
• Public Health
• Distributive learning
• https://universityofmanitoba.desire2lear
n.com/d2l/lms/discussions/admin/forum
_topics_list.d2l?ou=106113
Steps in active learning
Team Based Learning
• ENT D2L
• https://universityofmanitoba.desire2lear
n.com/d2l/lp/homepage/home.d2l?ou=1
17395