通过Facebook为千一代学习者提供Heutagogy
Prashanti Eachempati1, Kiran Kumar Ks1, Ramnarayan Komattil1
1Melaka-Manipal Medical College.
MedEdPublish (2016)
|February 26, 2024
概括
千一代的医学学习者更喜欢自我决定的学习,与传统的教学和andragogy不同. 由学习者驱动的方法Heutagogy与他们的需求保持一致,可以在现代教育环境中应用.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
- 教育社会学教育的社会学
背景情况:
- 千一代代表了最大的医学学习者队伍,与老年教师相比,他们拥有不同的教育偏好.
- 学习和教学观点的世代间差异可能导致学术环境中的冲突.
- 了解这些代际动态对于有效的医学教育提供至关重要.
研究的目的:
- 探索教育策略中的范式转变,从教学学到教学学到教学学.
- 为千一代学习者引入heutagogy作为一个适合千一代学习理论.
- 介绍一个案例研究,在牙科学生培训中应用牙科学原则.
主要方法:
- 教育理论的概念分析:教学学,教学学和教学学.
- 描述heutagogy的核心原则:自我决定,同行领导和非线性学习.
- 使用Facebook为牙科学生培训实施heutagogy的案例研究.
主要成果:
- 热学强调自我发现和元学习,与千一代学习者对独立和协作学习的偏好保持一致.
- 圣法学原则与社交媒体平台和知识民主化相兼容.
- 基于Facebook的案例研究表明了医疗培训中heutagogy的实际应用.
结论:
- 医法学提供了一个可行的教育框架,以满足千一代医疗专业人员的独特学习需求.
- 调整教学策略以纳入学术元素可以增强学习者参与度,减轻代际冲突.
- 创新的方法,如heutagogy,由技术促进,对于当代医学教育至关重要.
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