II.

ACTIVITY BASED TEACHING

STRATEGIES
1.
3.
4.

Cooperative learning
2. Simulations
Problem based learning
Self-learning modules

STRENGTH:
Students are involved in creating and
storing up knowledge for themselves

1. COOPERATIVE LEARNING

Small groups of learners work

together toward achieving shared
learning goal
Learners are aware that they are
responsible not only for their own
learning but also for that of the
others in the group.

TYPES OF COOPERATIVE LEARNING

GROUPS

A. FORMAL COOPERATIVE LEARNING GROUP

Done in traditional class / distance learning groups

Individual or group accountability
Most useful in group setting

B. INFORMAL COOPERATIVE LEARNING GROUP

Can be used in any setting

Helps the members to understand and clarify
misconceptions as well as to share
experiences

C. BASE COOPERATIVE LEARNING GROUP

surveys/focus groups
Applied easily to new staff orientation or preceptor
programs

ADVANTAGES OF COOPERATIVE
LEARNING

Promotes critical thinking varied positions

discussions --?
Enhances social skill.
Helps address learning needs & learning styles
Members learn to function as a team.

DISADVANTAGES OF COOPERATIVE
LEARNING

> Does not cover all content/ topics in syllabus

2. SIMULATIONS
Controlled representations of reality
Exercises that learners engage in to learn in the real world

PURPOSES & USES OF SIMULATIONS

1. Enhances DM & PS skills
2. Enhances interaction abilities
3. Helps student learn psychomotor skills in a
safe and controlled setting
4. Chance to apply theories & principles in
practice
5. Achieves learning objectives
communication skills

6. Ensures attitudinal change

Helps discover factors affecting people &
situations (exercise, game, role-playing)
7. Helps in mastery of skills
8. Helps evaluate learning (simulation
tests)

ROLE OF EDUCATOR IN SIMULATION

LEARNING

1. Planner read carefully, assign reading

2. Facilitator introduce activity,
moderator
3. Debriefer summarize what happened,
let learners explain what they did and
why, point out principles and theories
applied

TYPES OF SIMULATIONS
1. SIMULATION EXERCISE
Focuses on process learning
Ex. Earthquake drills, fire drills

2. SIMULATION GAMES
> Focuses on CONTENT / PROCESS learning

TYPES -- SIMULATION GAMES

A. CONTENT LEARNING
Focuses on teaching / reinforcing factual
information (ex. Crosswords, word games,
bingo gaes)

B. PROCESS LEARNING
> Emphasizes problem solving & application of
information (ex. Sim City)

ADVANTAGES OF SIMULATION GAMES

Teaches facts & application of
information
Stimulates learning makes learning fun
Helps to evaluate learning
Increases interaction among learners

DISADVANTAGES OF SIMULATION
GAMES
1. Waste of time
2. Unprofessional
3. Teachers dislike competition which
games promote

3. ROLE PLAYING
Form of drama spontaneous acting out of
roles (interaction)
Lasts for 3 to 5 minutes (illustrates one aspect
of human relationship)
Expression of non-verbal and verbal behavior,
response patterns and implementation of
principles

4. CASE STUDIES
> An analysis of an incident or situation on
which characteristics and relationships are
described, factual or hypothetical events
transpire, and problems need to resolved or
solved

Steps to follow in case studies:

1. Develop objectives What do you want

learners to learn?
2. Select a situation Choose a topic & a scenario
that fits the objectives & concept you want to
apply.
3. Develop the characters.
4. Develop the discussion questions.
5. Lead the group discussion.

Note: There is NO ONE RIGHT ANSWER to a

case. Many problems are so complex that they
have a variety of resolutions rather than a
solution.

3. PROBLEM BASED LEARNING

Involves confronting students w/
real life situations enhances CT &
DM

POINTS IN PBL!
SMALL GROUPS ANALYZE THE CASE
IDENTIFY THEIR OWN NEEDS
FOR INFORMATION
SOLVE PROBLEMS.
OUTPUT
Students will become GOOD PROBLEM
SOLVERS in their future work
Students become LIFE LONG LEARNERS

DIFFERENCES
PBL
> CONDUCTED IN SMALL
GROUPS
> STUDENTS HAVE LITTLE
BACKGROUNDS
KNOWLEDGE OF SUBJECT
MATTER
> CASES ARE USUALLY
BRIEF & PRESENTING
PROBLEMS ARE ILLSTRUCTURES

CASE STUDIES
> USED BY
INDIVIDUALS/GROUPS
> STUDENTS HVE MOST OF
THE BACKGROUND
LEARNING THEORY TO
APPLY TO THE CASE
> CASES ARE OFTEN LONG
& DETAILED, AND THEIR
PROBLEMS ARE WELLDEFINED

Example of PBL
A small community hospital is confronted with a
severe nursing shortage. They are considering
a change in the nursing delivery system to a
model that involves cross training of
personnel and increased use of assistive
personnel. Rumors about a change began to
circulate around the hospital and many staff
seem unhappy.

Identified issues by the group

I.
a.
b.
c.
d.

NURSING SHORTAGES
How often do they occur?
How severe do they get?
What causes them?
What past solutions have been tried and do
they work?

II. NURSING CARE DELIVERY SYSTEM

a. What is this one called?
b. Is it being used anywhere?
c. How would it work?
d. What might cross-training involve?
e. Are there published job descriptions for
assistive personnel?

Also known as
A. SELF-DIRECTED LEARNING MODULES
B. SELF-PACED LEARNING MODULES
C. SELF-LEARNING PACKETS
D. INDIVIDUALIZED LEARNING ACTIVITY PACKAGES

4. SELF-LEARNING MODULES

DEFINITION OF SELF-LEARNING
MODULES

A self-contained unit or package of study

materials for use by an individual
Audience where this WORKS BEST:
Adult learners

Principles in handling adult learners:

1. Adults are self-motivated to learn

(relevant)
2. Adults prior experience is a resource for
further learning.
3. Adults are problem focused and readily
learn material they can use to solve
problems.

COMPONENTS OF SELF-LEARNING
MODULES
1. Introduction and instructions
2. Behavioral objectives
3. Pretest
4. Learning activity
5. Self-evaluation
6. Pretest

TIPS
1. INTRODUCTION & INSTRUCTIONS
Topic for module single topic
Ex. Problem of elimination divide this into urinary
elimination and intestinal elimination

2. BEHAVIORAL OBJECTIVES
Expected of the learner
Objectives over-all objectives / specific

3. PRETEST
Optional
Pretest diagnostic test / assesses
prerequisite knowledge
helps evaluate which sections of the module
to skip and which ones need to be studied in
depth

4. LEARNING ACTIVITIES
Most creative portion
Designed to help meet objectives
Must appeal to people diff. learning styles
Ex. Attending short lectures, speeches, demo
Watching a video or slide
Using a computer program

4. SELF-EVALUATION TOOLS
Assesses how the students are achieving the
objectives

5. POSTTEST
A self quiz (MCQ or short answer questions)
Retake is okay
Determines mastery

DEVELOPING A MODULE
Takes time (weeks/months)
Begin with the body (behavioral objectives,
pretest, learning activity, self-evaluation,
posttest)
Last to write introduction & instructions
PILOT TESTING have one or two people work
at the module for feedback (e.g. unclear
objectives etc)

ADVANTAGES OF SELF-LEARNING
MODULES

Very flexible do it at your own pacing,

done independently
Individualized approach helps students
Sparks interest in teaching creativity
Standardized
Reduces travel time
Reduces costs

DISADVANTAGES OF SELF-LEARNING
MODULES

Miss interactions with people

May lead to further procastination lack
of structures and deadlines
Promotes dishonesty
Takes many hours to design and test

IV. COMPUTER TEACHING

STRATEGIES
1. Computer Aided Instruction
2. Computer Managed Instruction
3. Internet

1. COMPUTER-AIDED INSTRUCTION

LEVELS OF Computer Aided Instruction

1. Drill and Practice
Recognition and application of information
Ex. Drugs names and actions

2. Tutorials
Useful teaching material at the rule/concept level
Forces teachers from learning some basic material

3. Games
Game mode can teach

4. Simulation
Provides off real world experiences
Provides chances to learn how to solve clinical
problems

5. Multimedia presentations
Also called hypermedia
Older form: Interactive videodisc (IVD) program

EVALUATING SOFTWARE: CRITERIA

1.
2.
3.
4.
5.
6.

Accuracy Up to date?
Easy to use computer friendly?
Design Interactive?
Appearance Graphics? Animation & sound?
Feedback rationale?
Cost-effectiveness price? Discounts?

2. COMPUTER-MANAGED
INSTRUCTION

 Any system of record keeping

Use of authoring systems
pre-developed software packages that
guide the educator t process of
development of CAI

3. THE INTERNET
> A mammoth complex of computer
connections across continents,
connecting many millions of computers

1. EMAIL (electronic)
Greater collaboration between teachers vs.
students and between students vs. students
Source of peer support
Means to seek referrals, for consultation and for
post-discharge follow-up
EX. LIST SERVS a group of people who have similar
interests and want to share information and experience
regarding their interest in a type of discussion groups

2. NEWS GROUPS
Discussions groups of people with same interest
Messages appear in general mailbox
Ex. Sci.med.nursing group discussing all kinds of
nursing issues (needs a news render softward)
Also used for online support groups
Ex. Groups for caregivers of Alzheimers disease

3. World Wide Web

A collection of documents found on Web pages
A place to find specialized knowledge and multimedia
presentations
Ex. MEDLINE for National Library of Medicine

Criteria to choose WWW site

1. Purpose audience?
2. Currency
3. Credibility
4. Content accuracy
5. Design

ADVANTAGES IN HOSPITAL USE

Provides home-based care support for the
chronically ill
Tool for patient care management part of
hospital information system
Provides patient teaching
Supports mastery learning

> Maximizes time on task and helps develop

overlearning (beyond mastery, responses
becomes automatic)
> Provides instant feedback
> Develops cognitive residues (skills in
researching skills in managing information)
> Promotes interactivity, institutional
consistency, individualized instruction, time
efficiency and cost-effectiveness (savings)

DISADVANTAGES
1. High-cost initial outlay for hardware and
software
2. Negative effect personal and professional
communication