Izvorni znanstveni članak

https://doi.org/10.24869/psyd.2022.209

WHAT WE NEED FOR ENCODING OF MEMORY AND EMOTIONAL RECONSOLIDATION

Sebastian Ertl ; Department of Psychoanalysis and Psychotherapy, Medical University of Vienna, Vienna, Austria
Dagmar Steinmair ; Department of Psychoanalysis and Psychotherapy, Medical University of Vienna, Vienna, Austria ; Karl Landsteiner University of Health Sciences, Krems, Austria
Pia Patricia Wadowski ; Department of Psychoanalysis and Psychotherapy, Medical University of Vienna, Vienna, Austria; Department of Internal Medicine II, Division of Angiology, Medical University of Vienna, Vienna, Austria
Henriette Löffler-Stastka orcid.org/0000-0001-8785-0435 ; Department of Psychoanalysis and Psychotherapy, Medical University of Vienna, Vienna, Austria

Sažetak

Background: It is known that an interactive design and good participants’ involvement strengthens the motivation to engage in
learning processes. Previous research suggests attitude-behaviour consistency with relevance of subjective meaning and interest in
learning. This observational study aims to measure the attitude of medical students.
Methods: The connotative meaning and perception of e-learning were explored. A semantic differential scale was given to all
students (N=328) of a case-based blended-learning (CBBL) course, 296 medical students were included in this study.
Results: The online-survey completion rate was 100%. An exploratory principal components analysis with varimax rotation was
performed. Five components could be extracted that explained 47.21% of the total variance. The five components are best described
by the following adjectives taken from the item pool: “soft, emotional, playful”, “clear and organised”, “vigorous and serious”,
“vivid and outgoing”, “economical and introverted”. An additional qualitative analysis revealed relevant positive connotations
ascribed to e-learning by the students: freedom in time and space for learning, interdisciplinary approach and communication,
playfulness and clear, structured procedure.
Conclusion: Our study demonstrated that a specific set of aspects is essential for students to feel comfortable and affectcognitively
engaged to learn and gain the best exam grades.

Ključne riječi

semantic differential; e-learning; affect-cognitive involvement

Hrčak ID:

280009

URI

https://hrcak.srce.hr/280009

Datum izdavanja:

5.7.2022.

Posjeta: 410 *