Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences
Objective: There is a need to create a standard interactive anatomy lecture that can engage students in their learning process. This study investigated the impact of a new lecturing guideline, the Cognitive Load Theory-based Lecture Model (CLT-bLM), on students’ cognitive engagement and motivation....
Saved in:
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Language: | en |
| Published: |
Elsevier BV
2018
|
| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/19663/1/Siti.pdf http://ir.unimas.my/id/eprint/19663/ https://www.journals.elsevier.com/journal-of-taibah-university-medical-sciences/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1831808197064654848 |
|---|---|
| author | Siti N.H., Hadie Husnaida, Abdul Manan @ Sulong, Asma’, Hassan Zul I., Mohd Ismail Saiful, Talip Ahmad F., Abdul Rahim |
| author_facet | Siti N.H., Hadie Husnaida, Abdul Manan @ Sulong, Asma’, Hassan Zul I., Mohd Ismail Saiful, Talip Ahmad F., Abdul Rahim |
| author_sort | Siti N.H., Hadie |
| building | Centre for Academic Information Services (CAIS) |
| collection | Institutional Repository |
| content_provider | Universiti Malaysia Sarawak |
| content_source | UNIMAS Institutional Repository |
| continent | Asia |
| country | Malaysia |
| description | Objective: There is a need to create a standard interactive anatomy lecture that can engage students in their learning process. This study investigated the impact of a new lecturing guideline, the Cognitive Load Theory-based Lecture Model (CLT-bLM), on students’ cognitive engagement and motivation.
Methods: A randomised controlled trial involving 197
participants from three institutions was conducted. The
control group attended a freestyle lecture on the gross
anatomy of the heart, delivered by a qualified anatomist
from each institution. The intervention group attended a
CLT-bLM-based lecture on a similar topic, delivered by
the same lecturer, three weeks thereafter. The lecturers
had attended a CLT-bLM workshop that allowed them
to prepare for the CLT-bLM-based lecture over the
course of three weeks. The students’ ratings on their
cognitive engagement and internal motivation were
evaluated immediately after the lecture using a validatedLearners’ Engagement and Motivation Questionnaire.
The differences between variables were analysed and the
results were triangulated with the focus group discussion
findings that explored students’ experience while
attending the lecture.
Results: The intervention group has a significantly higher level of cognitive engagement than the control group; however, no significant difference in internal motivation score was found. In addition, the intervention group reported having a good learning experience from the
lectures.
Conclusion: The guideline successfully stimulated students’ cognitive engagement and learning experience,
which indicates a successful stimulation of students’
germane resources. Stimulation of these cognitive resources is essential for successful cognitive processing, especially when learning a difficult subject such as anatomy. |
| format | Article |
| id | my.unimas.ir-19663 |
| institution | Universiti Malaysia Sarawak |
| language | en |
| publishDate | 2018 |
| publisher | Elsevier BV |
| record_format | eprints |
| spelling | my.unimas.ir-196632021-05-25T13:39:55Z http://ir.unimas.my/id/eprint/19663/ Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences Siti N.H., Hadie Husnaida, Abdul Manan @ Sulong, Asma’, Hassan Zul I., Mohd Ismail Saiful, Talip Ahmad F., Abdul Rahim RB Pathology Objective: There is a need to create a standard interactive anatomy lecture that can engage students in their learning process. This study investigated the impact of a new lecturing guideline, the Cognitive Load Theory-based Lecture Model (CLT-bLM), on students’ cognitive engagement and motivation. Methods: A randomised controlled trial involving 197 participants from three institutions was conducted. The control group attended a freestyle lecture on the gross anatomy of the heart, delivered by a qualified anatomist from each institution. The intervention group attended a CLT-bLM-based lecture on a similar topic, delivered by the same lecturer, three weeks thereafter. The lecturers had attended a CLT-bLM workshop that allowed them to prepare for the CLT-bLM-based lecture over the course of three weeks. The students’ ratings on their cognitive engagement and internal motivation were evaluated immediately after the lecture using a validatedLearners’ Engagement and Motivation Questionnaire. The differences between variables were analysed and the results were triangulated with the focus group discussion findings that explored students’ experience while attending the lecture. Results: The intervention group has a significantly higher level of cognitive engagement than the control group; however, no significant difference in internal motivation score was found. In addition, the intervention group reported having a good learning experience from the lectures. Conclusion: The guideline successfully stimulated students’ cognitive engagement and learning experience, which indicates a successful stimulation of students’ germane resources. Stimulation of these cognitive resources is essential for successful cognitive processing, especially when learning a difficult subject such as anatomy. Elsevier BV 2018 Article PeerReviewed text en http://ir.unimas.my/id/eprint/19663/1/Siti.pdf Siti N.H., Hadie and Husnaida, Abdul Manan @ Sulong, and Asma’, Hassan and Zul I., Mohd Ismail and Saiful, Talip and Ahmad F., Abdul Rahim (2018) Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences. Journal of Taibah University Medical Sciences. ISSN 16583612 (In Press) https://www.journals.elsevier.com/journal-of-taibah-university-medical-sciences/ |
| spellingShingle | RB Pathology Siti N.H., Hadie Husnaida, Abdul Manan @ Sulong, Asma’, Hassan Zul I., Mohd Ismail Saiful, Talip Ahmad F., Abdul Rahim Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences |
| title | Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences |
| title_full | Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences |
| title_fullStr | Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences |
| title_full_unstemmed | Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences |
| title_short | Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences |
| title_sort | creating an engaging and stimulating anatomy lecture environment using the cognitive load theory-based lecture model: students' experiences |
| topic | RB Pathology |
| url | http://ir.unimas.my/id/eprint/19663/1/Siti.pdf http://ir.unimas.my/id/eprint/19663/ https://www.journals.elsevier.com/journal-of-taibah-university-medical-sciences/ |
| url_provider | http://ir.unimas.my/ |