Event Title
Evaluating the adult learner: Creating a jeopardy-type game to enhance learning skills in online and blended classroom environments
Location
HPD South Atrium
Format
Poster
Start Date
16-1-2010 11:30 AM
End Date
16-1-2010 12:30 PM
Abstract
INTRODUCTION: Research suggests that key indicators of engagement in an adult learning environment include the amount of interaction between students and the quality of that interaction. Using an interactive jeopardy-type game to engage students in material review may result in improved retentiveness and critical thinking for students than can be achieved by using other traditional review methods.
PURPOSE: The purpose of this study was to develop and assess a creative way to review class materials and clinical skills in both first-year vascular sonography students in a blended program and graduate health science students in an online program.
METHODOLOGY: Within each class, students were divided into two teams. Teams were encouraged to study together and to develop effective game strategies. The game was made available via the web ct course shell to each student for a specified period of time. Each participant played the game and submitted their score. Once every student completed the game, the team totals were tallied and the team with the highest score won a novelty prize.
RESULTS: Analysis is ongoing and will be available during winter 2009.
CONCLUSIONS: Creative teaching is accomplished when the environment provides a learning community in which participants collaborate in order to achieve learning goals. The online jeopardy game provides and engaging and fun experience for health science students. It creates unique opportunities to review didactic material and to reinforce clinical skills.
Evaluating the adult learner: Creating a jeopardy-type game to enhance learning skills in online and blended classroom environments
HPD South Atrium
INTRODUCTION: Research suggests that key indicators of engagement in an adult learning environment include the amount of interaction between students and the quality of that interaction. Using an interactive jeopardy-type game to engage students in material review may result in improved retentiveness and critical thinking for students than can be achieved by using other traditional review methods.
PURPOSE: The purpose of this study was to develop and assess a creative way to review class materials and clinical skills in both first-year vascular sonography students in a blended program and graduate health science students in an online program.
METHODOLOGY: Within each class, students were divided into two teams. Teams were encouraged to study together and to develop effective game strategies. The game was made available via the web ct course shell to each student for a specified period of time. Each participant played the game and submitted their score. Once every student completed the game, the team totals were tallied and the team with the highest score won a novelty prize.
RESULTS: Analysis is ongoing and will be available during winter 2009.
CONCLUSIONS: Creative teaching is accomplished when the environment provides a learning community in which participants collaborate in order to achieve learning goals. The online jeopardy game provides and engaging and fun experience for health science students. It creates unique opportunities to review didactic material and to reinforce clinical skills.
