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  • 1. Masiello, I.
    et al.
    Ramberg, Robert
    KTH, School of Information and Communication Technology (ICT), Computer and Systems Sciences, DSV.
    Lonka, K.
    Learning in a web-based system in medical education2005In: Medical teacher, ISSN 0142-159X, E-ISSN 1466-187X, Vol. 27, no 6, p. 561-563Article in journal (Refereed)
    Abstract [en]

    New learning environments such as distance education and computer-aided instruction promise to bring a change in today's learning environments by adjusting the relationship between the learner, the educational content and the organization of education. In this study, we explored whether students' approaches to learning related to their perception of a particular virtual learning environment. Scales of the ASSIST questionnaire were loaded in a two-principal component solution, surface and deep-strategic. We found statistically significant correlations between the approaches to learning and the students' attitudes towards ICT. Early identification of approaches to learning and attitudes towards ICT may prove to be important in order to provide assistance to aid the transition of students with diverse individual characteristics and to the design of new learning environments.

  • 2.
    Weurlander, Maria
    et al.
    Karolinska Institutet.
    Masiello, Italo
    Karolinska Institutet.
    Söderberg, Magnus
    Karolinska University Hospital.
    Wernerson, Annika
    Karolinska University Hospital.
    Meaningful learning: students’ perceptions of a new form of case seminar in pathology2009In: Medical teacher, ISSN 0142-159X, E-ISSN 1466-187X, Vol. 31, no 6, p. e248-e253Article in journal (Refereed)
    Abstract [en]

    Background: Student-centred activities have been developed in a pathology course for medical students.Aim: This study reports on students’ perceptions of a new form of case seminar as a way to learn pathology.Method: The seminar was evaluated through open-ended questionnaires and the data was analysed with a qualitative contentanalysis approach.Results: All students reported that the case seminar was a positive learning experience. Four aspects of importance for learningwere identified: motivational, knowledge construction, contextual and collaborative aspects. The motivational aspects concernedan increase in interest and motivation to learn, while the knowledge construction aspects included enhancing memory formationand facilitation of understanding. The case seminar also seems to help the students relate the textbook knowledge to a real worldcontext and future profession, which can be described as the contextual aspects of learning. According to the students in our study,the work in small groups resulted in positive collaborative aspects of learning.Conclusions: The new case seminar could be an effective teaching and learning activity. It can be used in a traditional course asa complement to lectures and does not require a major change in the course design. It is also well suited for integrated curricula.

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