Papers by Megan Yih Chyn A . Kek
Exploring nursing educators' use of theory and methods in search for evidence based credibility in nursing education
Nurse Education Today, 2018
Objectives
In this paper, a review of nursing education literature is employed to ascertain the e... more Objectives
In this paper, a review of nursing education literature is employed to ascertain the extent to which nursing educators apply theory to their research, as well as the types of theory they employ. In addition, the use of research methodologies in the nursing education literature is explored.
Design
An integrative review.
Methods
A systematic search was conducted for English-language, peer reviewed publications of any research design via Academic Search Complete, Science Direct, CINAHL, and Health Source: Nursing/Academic Edition databases from 2001 to 2016, of which 140 were reviewed.
Findings
The findings suggest that within current nursing education literature the scholarship of discovery, and the exploration of epistemologies other than nursing, in particular as they relate to teaching and learning, shows significant potential for expansion and diversification.
Conclusions
The analysis highlights opportunities for nursing educators to incorporate broader theoretical, pedagogical, methodological and philosophical perspectives within teaching and the scholarship of teaching.
Reflections on Problem-based Learning, 2017
In this paper, we discuss the concept of an agile PBL ecology for learning, and we explore how th... more In this paper, we discuss the concept of an agile PBL ecology for learning, and we explore how this concept can help adaptations of PBL into the future. A PBL ecology for learning is developed as a response to a higher education environment that is undergoing profound changes. An agile PBL ecology for learning deliberately blurs the boundaries between disciplines, between students and teachers, between students and employers, between employers and teachers, between academics and professional staff, between formal and informal learning, and between teaching and research. In this paper, we argue that no one person is responsible for educating students. Rather, it is everyone’s responsibility—teachers, students, employers, administrators, and the wider social networks, inside and outside of the institution of higher education. An agile PBL for learning is about making connections, rather than erecting barriers.
Nurse Education Today, Mar 24, 2014
Background and Aim
As part of the process of nursing students becoming ‘work ready’ within futur... more Background and Aim
As part of the process of nursing students becoming ‘work ready’ within future health care teams, students need the skills to work collaboratively. In higher education, establishing group work assignments is a teaching method to develop group work skills. Not only is group work an important teaching method to develop effective group work skills but it is also used to activate deep learning. However, to date, there has been a lack of research on the impact of group work on student approaches to learning. This study aimed to examine the interrelationships between students, group work characteristics, and their approaches to learning.
Design and Participants
A survey design was used, before and after a targeted academic skills development intervention, which had a specific focus on the development of group work skills. The sample involved first year undergraduate nursing students undertaking a Bachelor of Nursing programme at a regional university in Australia. A total of 92 students completed the pre-survey, and 102 students completed the post-survey.
Method
Data were collected using quantitative surveys.
Results
Metacognitive awareness was found to best predict a deep approach to learning. Young age and experiencing discomfort in group work were two predictors of a surface approach to learning.
Conclusion
Findings indicate that nurse educators should develop strategies that support students' metacognitive awareness in relation to group work, and also support those students who feel less comfortable in working with others.
PBL and technology-supported learning: Exploring the right blend
Problem-based learning: Perspectives, methods and challenges, 2016
In the introduction to her book Problem-based Learning Online, Maggi Savin-Baden (2006) outlined ... more In the introduction to her book Problem-based Learning Online, Maggi Savin-Baden (2006) outlined the key challenges of using problem-based learning (PBL) online. Her two main underlying points were firstly that we do not really know or understand fully what it is we have created in PBL online, which she terms ‘unrealised complexity,’ and secondly that there has been considerable effort expended on the development of managed learning environments rather than the pedagogy of such development. In many ways, these underlying points are still highly relevant today, and they affect a number of key concerns and research questions that were identified at the time:
• whether (and how) PBL online would affect the existence of face-to face problem-based learning
• whether it would destroy some of the original goals of PBL such as learning in groups, group work, or critical thinking
This chapter combines theories of Problem Based Learning (PBL) with technology-supported learning practice to bridge the divide between theory and practice as it relates to the development of online PBL curricula. To make a theoretical argument about why PBL is a good approach to teaching in the 21st century is not so difficult, as it appears to tick all the right boxes. However, there is a large gap between the theory and the practice, especially because PBL has the biggest potential impact if it is seen as a holistic approach to learning and teaching, rather than as one of many teaching techniques that include curriculum design, assessment, e-learning or any other element of learning and teaching that can be addressed in isolation. Any rewards, however small, from PBL can be achieved by design in a holistic manner and at the curriculum level. This means in turn that the implementation of PBL on an institutional level often encounters major obstacles and challenges, ranging from professional development needs to expectations about resource needs. In short, the theory behind PBL is convincing, but the link to practice is not always explicitly made. This paper attempts to address this gap between PBL theory and practice, by exploring a combination of PBL theory and blended learning theory and applying them to a practical application model. This is crucial if the goal is to revitalise problem-based learning for a new generation of learners, and to make it a relevant and rewarding pedagogical approach for this generation.
Studies in Higher Education, Jan 1, 2011
This article presents the findings of a study of the interrelationships between students' individ... more This article presents the findings of a study of the interrelationships between students' individual characteristics, self-efficacy beliefs, parental involvement, university and classroom learning environments; teachers' individual characteristics, teaching efficacies, university and classroom learning environments, teacher outcomes and approaches to teaching; and approaches to learning (deep and surface learning) and self-directed learning readiness. The study was guided by a two-level integrated theoretical framework, designed to examine 'student and teacher ecological systems' and their influences on student learning and outcomes. Data was drawn from 392 students and 32 teachers situated in 44 problem-based learning classrooms from three study levels at a Malaysian private medical university. The analyses, through hierarchical linear modelling, revealed what and how personal, family, learning environment and teacher factors directly influenced approaches to learning and self-directed learning readiness. Implications for teaching in higher education are discussed.
… of the 2nd International Problem-based …, Jan 1, 2009
Higher Education Research & Development, Jan 1, 2011
This article describes problem-based learning as a powerful pedagogical approach and an aligned t... more This article describes problem-based learning as a powerful pedagogical approach and an aligned teaching and learning system to explicitly and directly teach critical thinking skills in a broad range of disciplines. Problem-based learning is argued to be a powerful pedagogical approach as it explicitly and actively engages students in a learning and teaching system, characterised by reiterative and reflective cycles of learning domain-specific knowledge and doing the thinking themselves. At the same time, students are guided and coached by the problem-based learning teacher, who models critical thinking skills in the acquisition of the domainspecific knowledge. This article will explore what critical thinking actually means. What are critical thinking skills? How best to teach such skills? What is the potential role of problem-based learning in teaching critical thinking skills? Finally, the article reflects on how critical thinking can be developed through problem-based learning as a pedagogical approach in an aligned learning and teaching context.
More external/regulatory quality demandsthreshold standards, outcomes XYZ… More/widening part... more More external/regulatory quality demandsthreshold standards, outcomes XYZ… More/widening participation/access to HEincrease student numbers, increased diversity … More efficiencies/constraints -budget cuts, staffing cuts, research funding cuts … About USQ … USQ is a part of RUN
Nurse Education Today, 2014
Background and Aim: As part of the process of nursing students becoming 'work ready' within futur... more Background and Aim: As part of the process of nursing students becoming 'work ready' within future health care teams, students need the skills to work collaboratively. In higher education, establishing group work assignments is a teaching method to develop group work skills. Not only is group work an important teaching method to develop effective group work skills but it is also used to activate deep learning. However, to date, there has been a lack of research on the impact of group work on student approaches to learning. This study aimed to examine the interrelationships between students, group work characteristics, and their approaches to learning.
Enhancing inquiry-based learning environments with the power of problem-based learning to teach 21st century learning and skills.
Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators, 2015
This chapter provides an outline of how the essential elements of problem-based learning (PBL) ca... more This chapter provides an outline of how the essential elements of problem-based learning (PBL) can be adapted to enhance inquiry-based learning environments and in the process teach 21st century skills. It uses a case study of a first-year nursing course at a regional Australian university to show how essential PBL elements can be adapted in an ‘ePBL’ context, following five ePBL steps. Overall, it is argued that a carefully mapped outset of learning outcomes and PBL problems designed as
inquiry-based activities provide a ‘liquid learning’ environment that will ultimately prepare confident graduates who will be able to take full advantage of the 21st century learning and professional contexts in which they find themselves.
A paradigm shift in student experience: Creating inter-connections between student services, curriculum and technologies into a seamless place of learning across the student learning journey.
Reconceptualising student experience: Creating inter-connections between the curricular, co-curricular and technologies into a seamless place of learning
s u m m a r y Undergraduate nursing programmes are responsible for providing teaching and learnin... more s u m m a r y Undergraduate nursing programmes are responsible for providing teaching and learning that develops students' knowledge, skills and attitudes in alignment with contemporary nursing standards and healthcare demands. Problem-based learning (PBL) as a pedagogy uses authentic artefacts reflecting real-world situations for students to practice problem-solving skills through collaboration with their peers. PBL was introduced in a foundation nursing course delivered in a regional university in Queensland, Australia. This paper presents the findings of a study exploring the relationships between nursing students' individual characteristics and perceptions of learning environments, teaching in PBL mode, approaches to learning, and critical thinking skill readiness. The study was guided by an ecological perspective designed to examine nursing students' ecological environments and the influences of those environments on their approaches to learning, and on critical thinking skill readiness. The results, through hierarchical linear modelling, revealed that aspects of the PBL approach to teaching influenced the approaches to learning students adopt, and thus their critical thinking skill readiness. Implications for teaching in undergraduate nursing programmes are discussed.
Journal of Marketing Education, 2003
ntu.edu.vn
Problem-based Learning teacher -for reviewing this article, and providing us with valuable feedback.
ittelkom.ac.id
Educators in higher education are constantly rethinking about how they can better prepare their g... more Educators in higher education are constantly rethinking about how they can better prepare their graduates for their professional career. The medical faculty at McMaster University pioneered Problem-based Learning (PBL) in the 1960s as an innovative solution to make learning more relevant and effective. Since then, PBL approach in education has had proven success in many fields of studies, most notably in the areas of medicine, architecture, nursing and construction management.
ALTC First Year Experience Curriculum …, 2009
This project began as a simple question to do with class size: Is class size related to teaching?... more This project began as a simple question to do with class size: Is class size related to teaching? 15,851 responses to a student evaluation survey form called the Course Experience Survey from Semester 2, 2006 in RMIT University were analysed. The sample contained 84% undergraduate and 13% postgraduate science, engineering and technology students. In addition to the information about study hours, age, whether students were part time or full time, we also included information about class size and delivery mode.
Proceedings of AUQF2009: …, 2009
The key engine that drives the new marketing landscape or the E-conomy is KNOWLEDGE. The demand f... more The key engine that drives the new marketing landscape or the E-conomy is KNOWLEDGE. The demand for knowledge may have intensified, but the suppliers of knowledge -the education institutions -are still struggling to meet such demand.
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Papers by Megan Yih Chyn A . Kek
In this paper, a review of nursing education literature is employed to ascertain the extent to which nursing educators apply theory to their research, as well as the types of theory they employ. In addition, the use of research methodologies in the nursing education literature is explored.
Design
An integrative review.
Methods
A systematic search was conducted for English-language, peer reviewed publications of any research design via Academic Search Complete, Science Direct, CINAHL, and Health Source: Nursing/Academic Edition databases from 2001 to 2016, of which 140 were reviewed.
Findings
The findings suggest that within current nursing education literature the scholarship of discovery, and the exploration of epistemologies other than nursing, in particular as they relate to teaching and learning, shows significant potential for expansion and diversification.
Conclusions
The analysis highlights opportunities for nursing educators to incorporate broader theoretical, pedagogical, methodological and philosophical perspectives within teaching and the scholarship of teaching.
As part of the process of nursing students becoming ‘work ready’ within future health care teams, students need the skills to work collaboratively. In higher education, establishing group work assignments is a teaching method to develop group work skills. Not only is group work an important teaching method to develop effective group work skills but it is also used to activate deep learning. However, to date, there has been a lack of research on the impact of group work on student approaches to learning. This study aimed to examine the interrelationships between students, group work characteristics, and their approaches to learning.
Design and Participants
A survey design was used, before and after a targeted academic skills development intervention, which had a specific focus on the development of group work skills. The sample involved first year undergraduate nursing students undertaking a Bachelor of Nursing programme at a regional university in Australia. A total of 92 students completed the pre-survey, and 102 students completed the post-survey.
Method
Data were collected using quantitative surveys.
Results
Metacognitive awareness was found to best predict a deep approach to learning. Young age and experiencing discomfort in group work were two predictors of a surface approach to learning.
Conclusion
Findings indicate that nurse educators should develop strategies that support students' metacognitive awareness in relation to group work, and also support those students who feel less comfortable in working with others.
• whether (and how) PBL online would affect the existence of face-to face problem-based learning
• whether it would destroy some of the original goals of PBL such as learning in groups, group work, or critical thinking
This chapter combines theories of Problem Based Learning (PBL) with technology-supported learning practice to bridge the divide between theory and practice as it relates to the development of online PBL curricula. To make a theoretical argument about why PBL is a good approach to teaching in the 21st century is not so difficult, as it appears to tick all the right boxes. However, there is a large gap between the theory and the practice, especially because PBL has the biggest potential impact if it is seen as a holistic approach to learning and teaching, rather than as one of many teaching techniques that include curriculum design, assessment, e-learning or any other element of learning and teaching that can be addressed in isolation. Any rewards, however small, from PBL can be achieved by design in a holistic manner and at the curriculum level. This means in turn that the implementation of PBL on an institutional level often encounters major obstacles and challenges, ranging from professional development needs to expectations about resource needs. In short, the theory behind PBL is convincing, but the link to practice is not always explicitly made. This paper attempts to address this gap between PBL theory and practice, by exploring a combination of PBL theory and blended learning theory and applying them to a practical application model. This is crucial if the goal is to revitalise problem-based learning for a new generation of learners, and to make it a relevant and rewarding pedagogical approach for this generation.
inquiry-based activities provide a ‘liquid learning’ environment that will ultimately prepare confident graduates who will be able to take full advantage of the 21st century learning and professional contexts in which they find themselves.