One-Minute Paper: Student Perception of Learning Gains

Abstract

The purpose of this study was to determine students' perceptions of learning gains when using the one-minute paper. Thirty-one students from the Physical Therapy (PT) and Nurse Anesthesia (NA) programs participated in this study. Students completed the one-minute paper in three classes. An email to students clarified the muddy points and included a link to the online survey. The Mann-Whitney Test was used to assess the significance of mean ranks of the survey question responses between the NA students and the PT students and to assess significance of age on the survey responses. Students reported less learning gains from the one-minute paper as compared to lectures and class discussions. However, students indicated that the one-minute paper enhanced their connection of key ideas with prior knowledge and application of concepts. Younger students reported less learning gains from group participation. Students appeared to value the use of the one-minute paper to make connections with other course material and for application of knowledge. Use of the one-minute paper to enhance learning is supported. Keywords: active learning, one-minute paper, student perceptions, learning gains ********** Actively engaging students remains a primary objective for faculty in healthcare programs. In order to determine the best methods to engage graduate students, faculty are propelled to explore options, try new techniques, and determine what works best for their students' learning. Assessment of student learning within a class session continues to be a challenge for faculty at all levels of education. The one-minute paper also known as the one-minute assessment provides a viable opportunity to both engage students and explore how deeply students learn (Angelo & Cross, 1993). The one-minute paper is an assessment and learning strategy that facilitates students, through writing, to address what they felt was the most important item or concept learned following class instruction. Students then address what item or concept remains confusing or 'muddy'. Using the one-minute paper, instructors learn what students think, what they require additional information about, points requiring clarification, and gaps in curricular content. Despite academician support of the one-minute paper, research is lacking on student perceptions of the effect of this method on learning. How do students view this activity which is now used widely in classrooms across disciplines? Significance and Purpose The purpose of this descriptive survey study was to determine students' perceptions of learning gains when using the one-minute paper in two healthcare programs: nurse anesthesia (NA) and physical therapy (PT). Exploring the two healthcare graduate programs offered the opportunity to determine if similarities or differences existed in student perception of learning when using the one-minute paper within different curriculums and disciplines. Literature Review One- Minute Paper Literature addressing the one-minute paper remains solid indicating a high value teaching-learning strategy. Variations on when to use the one-minute paper (beginning, middle, or end of class), how often to use this formative assessment strategy, and how to use the response data pose a plethora of opportunities for faculty. Based on one-minute paper results, Lucas (2010) offered personalized feedback to students using email. While time consuming, Lucas determined the investment fostered student understanding of difficult concepts. Student engagement via email offered just one means of providing timely feedback and resulted in clarification and student-faculty relationship building. Orr (2005) shared the benefits of using the one-minute assessment for an Introduction to Literature class. The one-minute assessment provided validation for concepts taught, offered the opportunity for students to share their views about the topics, and provided data for discussion in future classes. …