Integrated Learning Course Research Articles

Understanding the Integrated Learning Course Model: Academic transition to college

In 1972, the TRIO program leaders at the University of Minnesota (UMN) developed the Integrated Learning (IL) course to meet academic and cultural transition needs of their Upward Bound (UB) secondary school students. These courses were offered during the UB summer bridge program for students who were concurrently enrolled in academically-challenging tertiary courses following graduation from secondary school. Later, use of the IL course shifted from the UB program to the tertiary-level TRIO Student Support Services program. An academically-challenging course like introductory psychology is linked with an IL course. The IL course is customized to use content of its companion class as context for mastering learning strategies and orienting students to the rigor of the tertiary learning environment. The IL course approach has assisted TRIO students improve their academic success in the rigorous academic environment as well as acclimate to the social climate of UMN, one of the largest universities in the United States. The primary purpose of this article is providing an overview of the IL course approach with sufficient information so other institutions could replicate it. Two quasi-experimental studies examined the possible benefits of the IL course. One was in connection with an introductory psychology course. The IL course students earned statistically significantly higher final course grades than nonparticipants. Another study with an introductory biology course replicated results of higher final course grades for IL course students. The IL course fostered higher final course grades and expanded positive study behaviors and their meta cognitive skills necessary for academic success.

Nursing students gain tools for knowledge utilisation through a work and research integrated learning assignment – a qualitative study

Background: By integrating education, research and collaboration with society, in a learning assignment, the level of nursing students learning can be enhanced. Aim: The purpose of this study was to explore nursing students’ experiences of participating in a work and research integrated learning assignment during their clinical practice courses. Methods: At the end of their nursing training, in their sixth semester, five nursing students were recruited to the study and interviewed after which the texts of interviews were analysed using content analysis. The participants had been involved in two studies, one during their second semester, where the risk of falling was assessed, and one during their sixth semester where the risk for under nutrition was assessed. Results: The students experienced that the two assignments enhanced their learning in how to work as a foreman/supervisor, how to inform and engage in dialogue, about using risk assessment, and further, gave them the opportunity to meet the people behind the diagnosis. Through assignments they could also identify the need for knowledge within the study focus, for instance, the risks for falling or the risk of undernourishment. Further, they described how they tried to live up to the ethical standards and that they had learned about using a scientific approach in their work. Conclusion: It is possible to integrate Research, Education and Collaboration in a learning assignment during Nursing education (RECN-assignment) by allowing nursing students to participate in an actual research project during their work integrated learning courses. Such an approach enhances nursing students learning about research and the area being studied in the actual research project.

Integrated Learning Courses and Library Resources with Personal Knowledge Map

There have been many growing learning materials in Internet. With the popularization of the Internet, digital learning has become a new method of knowledge acquisition. The range of electronic resources from online databases to e-books and e-journals, different resources gains in different service providers. More and more people like to take the digital courses to discuss the topics or the issues which they are interested. Online course has become an important knowledge exchange platform in virtual world. Personal knowledge maps can follow the research interests of learners and learning process as learners need a wide range of electronic resources to be integrated. Currently, although a number of electronic resources will introduce by libraries. However, lack of effective organization and integrated in the single user interface, the user must learn multiple interfaces for the use of electronic resources. The personal knowledge map system has three notable characteristics. First, connect the courses and online resources. Second, visualize the learning process. Third, combine the library resources into courses. Fourth, group the students with the same learning interests.