COVID-19 caused significant confusion around the world, and dental education was no exception. Therefore, in line with the demands of the times, this study sought to determine the applicability of online active learning to dental education.This study was conducted in the second semester of 2020 at a school of dentistry in a selective university in Korea. A total of 114 dental students were recruited. Participants were assigned to four different groups (lecture and discussion [LD], lecture and discussion with instructor's worksheet [LW], self-study and discussion [SSD], and self-study and discussion with instructor's worksheet [SW]) using the random breakout room function in the Zoom video conference application. Their final test scores were then analyzed using analysis of variance and the online active learning results were compared with the offline learning results.The scores were highest for the transfer type items in the SSD group, followed by the SW group and the two lecture groups, which had no significant differences. These scores and pattern differences between the groups were similar for all items. The results suggested that studying by oneself rather than simply listening to lectures enhanced the effects of the discussions and led to higher learning outcomes. In addition, the effect of the instructor's intervention in the middle of the discussion varied depending on the pre-learning activities of discussion. As with previous offline experiments, self-study followed by group discussion had higher learning outcomes for both the verbatim and transfer type items.In agreement with the Interactive, Constructive, Active, and Passive (ICAP) framework and other active learning theories, the findings clearly indicated that online active learning was applicable to dental students, and when self-study precedes discussion, the learning is richer and the learning outcomes are better. 

/pdf/effect-of-active-learning-and-online-discussions-on-the-1bx0e47r.pdf

Effect of active learning and online discussions on the academic performances of dental students

Writing is a useful learning activity that promotes higher-order thinking, but there are limited studies that prove its effectiveness. In previous research, researchers tested the effect of summary writing on students’ comprehension and found no significant difference from that of re-studying texts. The purpose of this study, therefore, is to expand previous findings and investigate the effect of two types of writing tasks on medical students’ academic performance, specifically in the transfer of knowledge. An experiment was conducted with 139 medical students from Seoul National University College of Medicine. They were randomly assigned to three study conditions: self-study (SS), expository writing (EW), and argumentative writing (AW) group. Each group studied the given material by the method they were assigned, and they were tested on their comprehension and transfer of knowledge using rote-memory type items and transfer type items respectively. The results showed that the two writing groups displayed better performance than the SS group in transfer type items, while there was no difference in scores between the EW and AW group. However, the three groups showed no significant difference in their scores for rote-memory type items. Also, there was a positive correlation between the writing scores and transfer type item scores in the AW group. This study provides empirical evidence for writing to be adopted in medical education for greater educational benefits. Our findings indicate that writing can enhance learning and higher-order thinking, which are critical for medical students.

/pdf/the-impact-of-writing-on-academic-performance-for-medical-otvje71noa.pdf

The impact of writing on academic performance for medical students.

Chatbots for Active Learning: A Case of Phishing Email Identification

Scaffolding student engagement is a central challenge in adaptive learning environments. The ICAP framework defines levels of cognitive engagement with a learning activity in terms of four different engagement modes—Interactive, Constructive, Active, and Passive—and it predicts that increased cognitive engagement will yield improved learning. However, a key open question is how best to translate the ICAP theory into the design of adaptive scaffolding in adaptive learning environments. Specifically, should scaffolds be designed to require the highest levels of cognitive engagement (i.e., Interactive and Constructive modes) with every instance of feedback or knowledge component? To answer this question, in this paper we investigate a data-driven pedagogical modeling framework based on batch-constrained deep Q-networks, a type of deep reinforcement learning (RL) method, to induce policies for delivering ICAP-inspired scaffolding in adaptive learning environments. The policies are trained with log data from 487 learners as they interacted with an adaptive learning environment that provided ICAP-inspired feedback and remediation. Results suggest that adaptive scaffolding policies induced with batch-constrained deep Q-networks outperform heuristic policies that strictly follow the ICAP model without RL-based tailoring. The findings demonstrate the utility of deep RL for tailoring scaffolding for learner cognitive engagement.

Adaptively Scaffolding Cognitive Engagement with Batch Constrained Deep Q-Networks

Resumo Objetivo descrever os aspectos positivos e negativos da simulacao clinica no ensino de enfermagem na perspectiva dos graduandos. Metodo estudo transversal descritivo de abordagem qualitativa, desenvolvido em uma universidade federal do Rio de Janeiro. A coleta de dados ocorreu apos a realizacao da simulacao clinica acerca do exame fisico do paciente, onde se sucedeu uma discussao com os alunos acerca de suas percepcoes. O conteudo textual decorrente das entrevistas foi submetido a analise lexicografica, utilizando-se o software Interface de R pour Analyses Multidimensionnelles de Textes et de Questionneires (IRAMUTEQ). Resultados os aspectos positivos da simulacao clinica no ensino de enfermagem versam sobre a importância da simulacao na preparacao dos alunos para a pratica clinica, favorecendo a correlacao entre teoria, pratica e o desenvolvimento do raciocinio critico. Dentre os negativos, destacaram-se o nervosismo e a dificuldade em realizar as acoes com os demais colegas observando. Conclusao e Implicacoes para a pratica a simulacao demonstrou ser uma ferramenta significativa e viavel para o ensino em enfermagem. Recomenda-se que esta estrategia seja adotada a fim de contribuir na formacao de profissionais reflexivos e aptos para prestar os cuidados sem erros, contribuindo para a seguranca do paciente.

/pdf/aspectos-positivos-e-negativos-da-simulacao-clinica-no-1uqsh2nehw.pdf

Aspectos positivos e negativos da simulação clínica no ensino de enfermagem

The ICAP framework based on cognitive science posits four modes of cognitive engagement: Interactive, Constructive, Active, and Passive. Focusing on the wide applicability of discussion as interactive engagement in medical education, we investigated the effect of discussion when it was preceded by self-study and further investigated the effect of generating questions before discussions. This study was conducted in the second semester of 2018 and was participated in by 129 students majoring in health professions, including medicine, dentistry, veterinary medicine, and nursing. The students were assigned to four different trial groups and were asked to fill out a Subjective Mental Effort Questionnaire after completing each session. Their performance in posttest scores was analyzed using Bonferroni test, and mental effort was analyzed using mediation analysis. These results indicated that the self-study and question group had the highest performance and that the lecture and summary group had the lowest performance when comparing the total score. Using the analysis of mental effort, it was confirmed that the relationship between different study conditions and post-test performance was mediated by mental effort during test. Our findings support the ICAP framework and provide practical implications for medical education, representing the fact that students learn more when they are involved in active learning activities, such as self-study and question generation, prior to discussions.

/pdf/active-learning-through-discussion-icap-framework-for-1yf5zln2p4.pdf

Active Learning Through Discussion: ICAP Framework for Education in Health Professions

Purpose: The purpose of this study is to determine the effects of interparental conflict, the consciousness of gender equality, and career aspirations on marriage values in female university students. Methods: A descriptive study was conducted. The participants of this study were 144 female college students aged 19 or older attending universities in South Korea. The data were analyzed through descriptive statistics, t-test, one-way ANOVA, Pearson correlation coefficient, Multiple regression analysis using IBM SPSS Statistics version 20.0. Results: The results showed that consciousness of gender equality (β=.27, p<.001) affects marriage values most, followed by interparental conflict (β=.19, p=.023). Conclusion: The results showed that interparental conflict and the consciousness of gender equality influenced marriage values. Based on these results, the discovery that gender equality has a greater effect on marriage values than interparental conflict is significant. 

The Effects of Interparental Conflict, Consciousness of Gender Equality, and Career Aspirations on Marriage Values of Female University Students

Asking questions matters: comparing the effect of learning through dialogue with peers, ChatGPT, and intelligent tutoring system

A literature review requires more than summarization. While language model-based services and systems increasingly assist in analyzing accurate content in papers, their role in supporting novice researchers to develop independent perspectives on literature remains underexplored. We propose the design and evaluation of a system that supports the writing of argumentative narratives from literature. Based on the barriers faced by novice researchers before, during, and after writing, identified through semi-structured interviews, we propose a prototype of a language-model-assisted academic writing system that scaffolds the literature review writing process. A series of workshop studies revealed that novice researchers found the support valuable as they could initiate writing, co-create satisfying contents, and develop agency and confidence through a long-term dynamic partnership with the AI.

Supporting Novice Researchers to Write Literature Review using Language Models

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