Question 9: Regarding this question:
• 2 students classified the class as somewhat interesting (16%).
• 1 student was unsure of classification (8%)
• 4 students classified the class as boring (33%)
• 5 students classified the class as extremely boring (41%).
Question 10, regarding class recommendation these were the results:
• 2 students recommended the class (16 %).
• 8 students did not recommend the class (66%).
• 2 students were not sure about recommending the class or not. (16%).
Survey Summary Results
Even though the table is explicit in regards of student’s response to the survey questions, it’s important to note that 41 % of the learners completing the survey classify the class as extremely boring, while 66% of the sample would not …show more content…
Similar approaches can be applied to the rest of the steps. With the purpose of not being repetitive below there is a generalization of the instruction events that were applied to the lessons.
Gagne’s Event of Instruction applied to the Law and Ethics Class:
1. Gain the audience Attention: How it was achieved?
By introducing a topic in an interest form (picture, a phrase, information on the news) explaining the application of the topic to issues related to medicine and ethics.
2. Objectives are explained: Adult students are in the need to know what is expected from them, so they know how to focus and direct their efforts in order to accomplish the tasks.
3. Recall Previous Material: For the Unit (1) Lesson (1) previous knowledge was recalled by asking several question about ethics to the audience, (students were asked to express themselves in their own words). For the rest of the Units question about topics learned in preceding units were used to stimulate recall.
Later on at the subsequent lessons material covered on the previous lesson was recalled and reviewed in a short …show more content…
According to Panlumlers & Wannapiroon (2015) the problem-based learning approach aims for exposing the learner to a situation where there is a need to find a solution, and create an experience for it. The development of this theory served as a stimulant to increase foundational skills among the learners (cognitive skills, problem solving abilities, motivational skills and self-directed learning. On the other hand, the problem- based learning approach, as suggested by Imafuku, Kataoka, Mayahara, & Suzuki (2014) enables the student to increase skills that are so necessary to work with a variety of professionals in the healthcare field. As noted by these authors, through analysis of a data from three different cohorts, the researchers were able to identify the influence of PBL in the construction of collaborative learning
• 2 students classified the class as somewhat interesting (16%).
• 1 student was unsure of classification (8%)
• 4 students classified the class as boring (33%)
• 5 students classified the class as extremely boring (41%).
Question 10, regarding class recommendation these were the results:
• 2 students recommended the class (16 %).
• 8 students did not recommend the class (66%).
• 2 students were not sure about recommending the class or not. (16%).
Survey Summary Results
Even though the table is explicit in regards of student’s response to the survey questions, it’s important to note that 41 % of the learners completing the survey classify the class as extremely boring, while 66% of the sample would not …show more content…
Similar approaches can be applied to the rest of the steps. With the purpose of not being repetitive below there is a generalization of the instruction events that were applied to the lessons.
Gagne’s Event of Instruction applied to the Law and Ethics Class:
1. Gain the audience Attention: How it was achieved?
By introducing a topic in an interest form (picture, a phrase, information on the news) explaining the application of the topic to issues related to medicine and ethics.
2. Objectives are explained: Adult students are in the need to know what is expected from them, so they know how to focus and direct their efforts in order to accomplish the tasks.
3. Recall Previous Material: For the Unit (1) Lesson (1) previous knowledge was recalled by asking several question about ethics to the audience, (students were asked to express themselves in their own words). For the rest of the Units question about topics learned in preceding units were used to stimulate recall.
Later on at the subsequent lessons material covered on the previous lesson was recalled and reviewed in a short …show more content…
According to Panlumlers & Wannapiroon (2015) the problem-based learning approach aims for exposing the learner to a situation where there is a need to find a solution, and create an experience for it. The development of this theory served as a stimulant to increase foundational skills among the learners (cognitive skills, problem solving abilities, motivational skills and self-directed learning. On the other hand, the problem- based learning approach, as suggested by Imafuku, Kataoka, Mayahara, & Suzuki (2014) enables the student to increase skills that are so necessary to work with a variety of professionals in the healthcare field. As noted by these authors, through analysis of a data from three different cohorts, the researchers were able to identify the influence of PBL in the construction of collaborative learning