Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences

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)

[img]
Preview
PDF
Creating an engaging and stimulating anatomy lecture environment (1) (abstrak).pdf

Download (593kB) | Preview
Official URL: https://www.journals.elsevier.com/journal-of-taiba...

Abstract

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.

Item Type: E-Article
Uncontrolled Keywords: Cognitive Load Theory; Cognitive engagement; Internal motivation; Lecture; Self-perceived learning, unimas, university, universiti, Borneo, Malaysia, Sarawak, Kuching, Samarahan, ipta, education, research, Universiti Malaysia Sarawak
Subjects: R Medicine > RB Pathology
Divisions: Academic Faculties, Institutes and Centres > Faculty of Medicine and Health Sciences
Depositing User: Saman
Date Deposited: 13 Feb 2018 02:27
Last Modified: 04 Jul 2019 07:55
URI: http://ir.unimas.my/id/eprint/19663

Actions (For repository members only: login required)

View Item View Item