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Related Concept Videos

Case Studies01:22

Case Studies

There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Observational Learning01:12

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning because...
Associative Learning01:27

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data from the...

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Collaborative, case-based learning: how do students actually learn from each other?

Joanne Thurman1, Simone E Volet, John R Bolton

  • 1School of Education, Murdoch University, Murdoch, WA, Australia. J.Thurman@murdoch.edu.au

Journal of Veterinary Medical Education
|October 29, 2009
PubMed
Summary
This summary is machine-generated.

Veterinary students benefit from collaborative, case-based learning, even if they don't always recognize it. Educators should prepare students for effective group work to maximize learning gains.

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04:44

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Published on: July 21, 2021

Area of Science:

  • Veterinary Education
  • Collaborative Learning
  • Pedagogy

Background:

  • Collaborative, case-based, and problem-based learning are increasingly recognized in education.
  • While positive feedback on group work exists, the mechanisms of peer-to-peer learning remain under-explored.
  • Veterinary students are often characterized as individualistic learners.

Purpose of the Study:

  • To investigate how second-year veterinary students learn from each other during a collaborative, case-based learning project.
  • To assess students' perceptions of peer learning and its impact on their understanding.
  • To evaluate changes in attitudes toward group work following the activity.

Main Methods:

  • Analysis of students' written reflections on their learning experiences.
  • Administration of matched pre- and post-task questionnaires.
  • Examination of the relationship between self-assessed learning and group familiarity.

Main Results:

  • Only one-third of students initially identified learning from peers as a key strategy.
  • When prompted, students described valuable peer learning processes linked to enhanced understanding.
  • Questionnaire data indicated increased positivity towards the activity and group work in general.
  • No correlation was found between self-evaluated learning and how well group members knew each other.

Conclusions:

  • Collaborative, case-based learning offers significant educational benefits for veterinary students.
  • Students may not spontaneously articulate peer learning benefits but report them when prompted.
  • Veterinary educators should proactively prepare students for effective participation in group learning activities.
  • Further research should explore strategies to enhance high-level collaborative engagement in veterinary education.