درک مسیرهای روانشناختی پایه با استفاده از مدل 3DS Biggs
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درک مسیرهای روانشناختی پایه با استفاده از مدل 3DS Biggs

عنوان فارسی مقاله: چگونه دانش آموزان در یادگیری مبتنی بر تیم های مبتنی بر کامپیوتر موفق می شوند؟ درک مسیرهای روانشناختی پایه با استفاده از مدل ۳DS Biggs
عنوان انگلیسی مقاله: How can students succeed in computer-supported interprofessional team-based learning? Understanding the underlying psychological pathways using Biggs’ 3P model
مجله/کنفرانس: کامپیوترها در رفتار انسان - Computers in Human Behavior
رشته های تحصیلی مرتبط: روانشناسی، علوم تربیتی
گرایش های تحصیلی مرتبط: تکنولوژی آموزشی
کلمات کلیدی فارسی: یادگیری مبتنی بر تیم، آموزش مبتنی بر کامپیوتر، آموزش بین حرفه ای، تحلیل بین المللی
کلمات کلیدی انگلیسی: team-based learning، computer-supported instruction، interprofessional education، mediational analysis
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus - Master Journal List - JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.chb.2018.09.029
دانشگاه: Department of Counseling and Psychology - Hong Kong Shue Yan University - Hong Kong
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2019
ایمپکت فاکتور: 4/198 در سال 2017
شاخص H_index: 123 در سال 2019
شاخص SJR: 1/555 در سال 2017
شناسه ISSN: 0747-5632
شاخص Quartile (چارک): Q1 در سال 2017
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 38
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: بله
کد محصول: E10711
فهرست انگلیسی مطالب

Abstract


1- Introduction


2- The present study


3- Methods


4- Results


5- Discussion


References

نمونه متن انگلیسی مقاله

Abstract


Adopting Biggs' (2003) 3P (presage, process, product) model, this study examined the role of individual preparedness, member's contribution, motivation, enjoyment in students' learning, readiness for interprofessional learning, and attainment of desired outcomes in the context of computer-supported interprofessional team-based learning (CS-IPTBL). A sample of 531 health and social care students (Chinese medicine, medicine, nursing, pharmacy, occupational therapy, and social work) from two universities in Hong Kong participated in the study. Mediational analysis showed that task value (motivation and enjoyment) and utility (perceived usefulness) played a significant mediating role between perceived preparedness and perceived individual contribution and outcomes. The study enriched the extant research by showing possible pathways that determined students' achievement in CS-IPTBL. Findings suggest that students' achievement (product) in CS-IPTBL is influenced by their motivation, enjoyment, and perceived usefulness (process) which were derived from two sources: individual preparedness and members' valuable contribution (presage). Key findings and their implications for program enhancement and teaching are provided.


Introduction


Team-based learning (TBL) has become increasingly popular in health care education because of the importance of team management in providing quality patient care (WilsonDelfosse, 2012). It emphasizes active learning, collaboration, and the use of authentic application exercises following a sequence of three activities: phase 1= pre-class preparation (out of class), phase 2 = readiness assurance (in class), phase 3= application exercises (in class). This approach which originated from business education (Michaelsen, Sweet, & Parmelee, 2008) underscores students’ accountability by coming to class prepared thereby saving time for a more important in-class activities (Michaelsen, Knight & Fink, 2002). As Sweet & Pelton-Sweet (2008, p. 29) explained, “what sets TBL apart from other forms of small group learning is its accountability structure—a rhythm of moments in which students’ social and intellectual experiences of the classroom become interlocked and amplified”. This sense of accountability enables the students to have an overview of the fundamental concepts that will prepare them to contribute meaningfully in the team-based learning session (Anwar, Shaikh, Dash, & Khurshid, 2012; Cheng et al., 2014; Kumar & Gadbury-Amyot, 2012; Letassy, Fugate, Medina, Stroup, & Britton, 2008; Stein, Colyer, & Manning, 2016; Vasan, Defouw, & Compton, 2011; Wiener, Plass & Marz, 2009; Zingone et al., 2010).

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