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Keywords: online learning, social presence, group size, asynchronous discussion. Introduction. Establishing social connections is a basic human need. .... computer-based environment (i.e., students were in a computer lab), this was not an ...
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It also explores the role of blogs in self-reflection and improving personalized learning. ... And as technology evolves, educators and learning designers should think how these tools best serve ..... Australian Journal of Educational Technology.
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ABSTRACT. Objective: To study and compare the impact of didactic lecturing with small group discussion among undergraduate medical students.
Original Article Pak Armed Forces Med J 2015; 65(3):386-90
Small Group Discussion Vs Didactic Lectures
LEARNING THROUGH SMALL GROUP DISCUSSION VERSUS DIDACTIC LECTURES Mohammad Rashad Qamar, Amina Ahmad*, Khurram Niaz Quaid-e-Azam Medical College Bahawalpur,*College of Physician and Surgeons Pakistan
ABSTRACT Objective: To study and compare the impact of didactic lecturing with small group discussion among undergraduate medical students. Study Design: Sequential mixed method. Place and Duration of Study: Quaid-e-Azam Medical College, Bahawalpur, from January 2012 to October 2012. Material and Methods: Results of 2 final year classes comprising 566 students (of sessions 2011 and 2012) were analyzed and 30 students from the existing final year were selected for focus group discussion by nonprobability convenience sampling technique. In the first phase, quasi experimental design was employed. Small group discussion(SGD)learning format was used as an intervention on the interventional group(277 students)and results were compared with the scores of previous final year student(historical control group: 289 students) who learnt through didactic lecturing. In the second phase, focus group discussions of current final year was arranged to dig out their views about SGD intervention. The quantitative data was analyzed by using SPSS version 17. Content analysis method was applied for qualitative analysis of focus group discussions. Results: The mean scores were 1006±60 in interventional group as compared to 1026 ± 57 in noninterventional group (p
