東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Collaborative Learning in Veterinary...

Nielsen, Hayley.

Linked to FindBook

Google Book

Amazon

博客來

Collaborative Learning in Veterinary Medical Education: An Analysis of Student Groupwork and Instructional Design.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Collaborative Learning in Veterinary Medical Education: An Analysis of Student Groupwork and Instructional Design./
Author:	Nielsen, Hayley.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	73 p.
Notes:	Source: Masters Abstracts International, Volume: 84-11.
Contained By:	Masters Abstracts International84-11.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30489856
ISBN:	9798379555696

Collaborative Learning in Veterinary Medical Education: An Analysis of Student Groupwork and Instructional Design.
Nielsen, Hayley.

Collaborative Learning in Veterinary Medical Education: An Analysis of Student Groupwork and Instructional Design. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 73 p.

Source: Masters Abstracts International, Volume: 84-11.

Thesis (M.A.)--The University of Arizona, 2023.

This item must not be sold to any third party vendors.

This thesis focuses on small-group collaborative case-based learning, including how students interact with each other during group discussions and how instructional design impacts collaborative outcomes. The aim of this study was to provide foundational knowledge on how professional veterinary students interact during these case discussions, primarily to guide instructional design and facilitation of discussions to better support student learning. The purpose of this study was to examine the practices of the University of Arizona College of Veterinary Medicine (UACVM), providing local insights on a methodology that is central to our curriculum and recommendations to the broader field of veterinary medical education as educators across the United States are becoming increasingly interested in or are already implementing similar educational practices. This study relies on sociocultural perspectives on learning, first establishing the evidence on the effectiveness of collaborative learning before diving into the specific method of case-based learning and subsequently making connections that demonstrate how the ways in which students interact impact their learning. A qualitative approach is used to answer the questions of 1) how professional veterinary students collaborate during in-class case-based learning tasks and 2) which factors of instructional design impact their collaboration and how these factors influence the way student groups negotiate their consensus response. Fourteen participants formed two student groups that worked on 49 different questions across five simulated class sessions, providing 98 episodes of collaboration for analysis. The findings of this study revealed how professional veterinary students negotiate perspectives to come to consensus on in-class case-based learning tasks, including their eight primary types of statements and seven overall patterns of group collaboration. Findings highlighted specific elements of instructional design that influenced student collaboration, including allowing for multiple perspectives, sparking disagreement, perceived difficulty, learning outcome level, and the level of consensus required by the question structure. This study resulted in specific recommendations for veterinary educators to consider while designing questions for veterinary student groups. Operating under frameworks that emphasize the importance of conducting research with the local community in mind rather than creating knowledge simply to fill gaps in the literature, I discuss how these findings, initially presented to a wider veterinary medical educator audience, are specifically applicable to our local context. 

ISBN: 9798379555696Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Case-based learning

Collaborative Learning in Veterinary Medical Education: An Analysis of Student Groupwork and Instructional Design.
LDR:03998nmm a2200409 4500 001 2396853
005 20240618081802.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798379555696
035 $a (MiAaPQ)AAI30489856
035 $a AAI30489856
040 $a MiAaPQ $c MiAaPQ
100 1 $a Nielsen, Hayley. $3 3766607
245 1 0 $a Collaborative Learning in Veterinary Medical Education: An Analysis of Student Groupwork and Instructional Design.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 73 p.
500 $a Source: Masters Abstracts International, Volume: 84-11.
500 $a Advisor: Buxner, Sanlyn.
502 $a Thesis (M.A.)--The University of Arizona, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a This thesis focuses on small-group collaborative case-based learning, including how students interact with each other during group discussions and how instructional design impacts collaborative outcomes. The aim of this study was to provide foundational knowledge on how professional veterinary students interact during these case discussions, primarily to guide instructional design and facilitation of discussions to better support student learning. The purpose of this study was to examine the practices of the University of Arizona College of Veterinary Medicine (UACVM), providing local insights on a methodology that is central to our curriculum and recommendations to the broader field of veterinary medical education as educators across the United States are becoming increasingly interested in or are already implementing similar educational practices. This study relies on sociocultural perspectives on learning, first establishing the evidence on the effectiveness of collaborative learning before diving into the specific method of case-based learning and subsequently making connections that demonstrate how the ways in which students interact impact their learning. A qualitative approach is used to answer the questions of 1) how professional veterinary students collaborate during in-class case-based learning tasks and 2) which factors of instructional design impact their collaboration and how these factors influence the way student groups negotiate their consensus response. Fourteen participants formed two student groups that worked on 49 different questions across five simulated class sessions, providing 98 episodes of collaboration for analysis. The findings of this study revealed how professional veterinary students negotiate perspectives to come to consensus on in-class case-based learning tasks, including their eight primary types of statements and seven overall patterns of group collaboration. Findings highlighted specific elements of instructional design that influenced student collaboration, including allowing for multiple perspectives, sparking disagreement, perceived difficulty, learning outcome level, and the level of consensus required by the question structure. This study resulted in specific recommendations for veterinary educators to consider while designing questions for veterinary student groups. Operating under frameworks that emphasize the importance of conducting research with the local community in mind rather than creating knowledge simply to fill gaps in the literature, I discuss how these findings, initially presented to a wider veterinary medical educator audience, are specifically applicable to our local context. 
590 $a School code: 0009.
650 4 $a Higher education. $3 641065
650 4 $a Instructional design. $3 3172279
653 $a Case-based learning
653 $a Collaborative learning
653 $a Group discussion
653 $a Instructional design
653 $a Team-based learning
653 $a Veterinary medical education
690 $a 0745
690 $a 0778
690 $a 0447
710 2 $a The University of Arizona. $b Teaching & Teacher Education. $3 1023285
773 0 $t Masters Abstracts International $g 84-11.
790 $a 0009
791 $a M.A.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30489856