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The power of Video Studies in Investigating Teaching and Learning in the and Learning in Swiss and German Mathematics Classroom Eckhard Klieme.
Table of contents

Our results support the findings of Hautz and colleagues, who already highlighted the success of pair work in the performance of diagnoses by medical students [ 45 ]. As explained above, the efficacy of dyadic learning could be especially observed in the problem-solving tasks of the knowledge tests conditional knowledge.

Multimodal Learning Analytics in a Laboratory Classroom

Testing competency-based learning objectives calls for appropriate exams and the integration of problem-solving tasks could be one possible solution. Since most universities have to deal with quite a large number of medical students each year, the restricted number of teachers will not be able to solve this problem.

This is, however, problematic in the case of handwritten answers, which would require character recognition methods for handwritten symbols. Moreover, semantic information extraction systems would have to be developed, e. It would be more realistic to develop e-based examinations with long menu options that could be modified and further adapted to allow the possibility of providing free text answers. The strength of our findings is therefore somewhat underestimated, suggesting that the more students learn in dyads, the better their learning outcome will be.

In our present study, we compared three different study groups. An additional study group with an on-site phase 0 and educational videos as study material, but no comprehension questions in the self-study phases, may have been of interest. We did in fact try to organize such a group. Unfortunately, we were unable to include this data in our analysis because only a very limited number of students attended the on-site phase 0. Further limitations of the study are that it is a mono-institutional study and that two lecturers are also investigators of the study.

Therefore, it would be interesting to replicate this study in another institution and another field of medical education with independent lecturers. Our study indicates that the study material and, more importantly, the instructions provided for the self-study phase, affect the success of an e-learning-based inverted classroom.

Instructed collaborative dyadic learning had the highest success rate in the learning outcome. It would be interesting to investigate whether the learning success of students could be further improved by forming small learning groups for the self-study phase in the future. Furthermore, a stable electronic evaluation of free text answers should be established to provide a good instrument to test competency-based learning objectives.

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Additional Reflections about Differentiated Classrooms

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